Using Positive Behavioral Interventions & Supports to Help Children with Autism be Successful in the Gen-Ed Setting

Steve Goodman

Using Positive Behavioral Interventions & Supports to Help Children with Autism be Successful in the Gen-Ed Setting

Steve Goodman

$20.00

A presentation by Dr. Steve Goodman delivered at the 2015 Michigan Autism Conference

1 CEU
A portion of the proceeds from this video goes directly to the Michigan Autism Conference
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Description

Abstract

Positive Behavioral Interventions & Supports (PBIS) is an evidence-based set of practices that is currently implemented in over 20,000 schools across the nation. Key features of PBIS include identifying behavior expectations, teaching the expectations, reinforcing engagement in the behavior expectations and correcting behavior errors. The intensity of supports increases as the magnitude of problem behavior increases. More intensive supports are based on functional assessment linked to behavior support plan that includes skill development and engineering the environment for success along with ongoing progress monitoring and program adjusted as needed. This presentation describes the key principals of Positive Behavioral Interventions & Supports (PBIS) and how this PBIS framework can be applied to the general education classroom setting to promote success for students with autism.

About the Speaker

Dr. Steve Goodman is the Director of Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi), a statewide initiative to improve the behavior and reading outcomes of elementary and middle school students. Holding a Ph.D. in psychology with an emphasis on Applied Behavior Analysis (ABA), he is a specialist in the area of School-wide Positive Behavior Supports. His 30 years in the field of education includes 12 years as a classroom teacher working with a full range of behavioral impairments and learning challenges, teacher consultant and adjunct professor teaching graduate and undergraduate students. Dr. Goodman has co-authored research articles in professional journals as well as several book chapters promoting a unique approach to intervention that integrates behavioral and reading learning supports.

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