Students with behavior needs often require intense time, effort, and school resources to serve. This workshop will focus on transitioning students from intensive adult monitored supports by implementing student self-management. Learn techniques for teaching self-monitoring, use data to determine next steps, and gather tools and strategies for implementation to decrease the amount of supports required to serve students effectively.

Presenter: Shelley Garza
Room: 100A

The presenter will discuss and provide examples of practical methods of structuring classrooms and other environments and using visual supports, such as visual schedules, work schedules, and visually organized tasks. This presentation will be appropriate for individuals working with young and school-aged children with autism spectrum disorders and those with intellectual disabilities.

Presenter: Jenni Ganz
Room: 100B

Examine a framework for addressing social, emotional, and behavioral wellness in schools. Participants will gain knowledge of social and emotional issues that can lead to increased behavior problems and create barriers to learning and achievement. These barriers not only interfere with the learning of individual students, but their effect on school climate and school safety often impacts the learning of all students. This session will provide an overview of the Texas Social/Emotional Wellness Model with an emphasis on an integrated approach to addressing barriers to learning and performance.

Presenters: Donna Black, LSSP & Val Meixner
Room: 100C

In order to sustain PBIS over time, campuses must increase their focus beyond common-areas to the classroom setting. Keeping students in the classroom and engaged in learning activities is critical to academic achievement. Increasing consistency among teachers in their classroom management skills strengthens the fidelity of the PBIS model and benefits everyone on your campus. Peer Coaching is a powerful and cost-effective strategy for classroom management. This system will empower teachers to take a leadership role on your campus and share the skills that have been effective in their classrooms.

Presenter: Janice Burch
Room: 100D

In the U.S., only 15–20% of children with emotional/behavioral problems receive mental health services. Also, schools typically wait for teachers to send disruptive students to the principal's office. However, tracking ODRs is a reactive approach to good behavior, rather than a proactive solution. Universal behavior screening allows schools to identify students at risk before their behavior worsens or escalates; and before their behavior begins to interfere with academic functioning. Also, universal screening will better identify students at risk for an internalizing behavior problem. With early identification, children with emotional/behavioral problems can receive targeted interventions. Research findings on universal screening of behavior will be presented and discussed.

Presenters: Anise Flowers, PhD & Tammy Stephens, PhD
Room: 100E

This session will discuss limiting factors for charter schools, including open enrollment, low incidence/high need students, staff qualifications and availability, high mobility, and inconsistency in contract service providers. Solutions will be presented which include creative staffing and funding, establishment of Behavior Support Teams, Case Management, and implementation of school-wide positive behavior approaches.

Presenter: Shelley Swedlaw
Room: 100F

This session examines the steps in designing reward systems (point systems, token economies) and the steps in setting up consequences for misbehavior for highly challenging students. The focus of both interventions is on creating clear and consistent feedback mechanisms to eliminate "gray areas" between acceptable and unacceptable behavior.

Presenter: Randy Sprick, PhD
Room: 101

How do behavior goals we define for all our students continue to be addressed if a student does not show success at the current level of behavior teaching? How can we address the "I've tries everything!" syndrome? We will show how to make changes to what we do to teach and support a behavior change without lowering our goals.

Presenters: Judy Hollinger & Terri McGinnis
Room: 100A

The presenter will discuss and provide examples of practical methods of structuring classrooms and other environments and using visual supports, such as visual schedules, work schedules, and visually organized tasks. This presentation will be appropriate for individuals working with young and school-aged children with autism spectrum disorders and those with intellectual disabilities.

Presenter: Jenni Ganz
Room: 100B

Many Schools who have implemented PBS have solid Tier 1 systems of support, but need additional strategies to work with students who require additional supports. This session will a.) Describe a Check-In, Check-Out (CICO) Tier 2 strategy and b.) Provide information and materials to assist schools in implementing this practice.

Presenter: Edward Schultz
Room: 100C

Presenter: Cherie Cooper
Room: 100D

We know that Universal Design for Learning (UDL) can help students master content material which enables educational professionals and teachers to assess what a student really knows. How do the principles of UDL affect behavior? Engagement in the assigned classroom task is a behavior that can decrease off-task or disruptive behavior. Teachers who are offering multiple means of engagement are not only improving student access to the content, but they are also preventing challenging behavior.

Come learn a few ideas on how incorporation of a UDL framework in the classroom could benefit not only your disruptive students, but could address all of your student's diverse learning needs.

Presenter: Kirk Behnke
Room: 100E

This session outlines the tiered process and applications of PBS and Behavioral-RTI and how these practices fit within the structure of district and classroom plans. The session then takes a very practical turn and defines the roles that teachers, administrators, and educational clinicians can and should play in the process of implementing and supporting social, emotional and behavioral change programming – all the while meeting the programming and accountability intent of the initiatives. From classroom to district practices, change can be made and educators can and should affect that change from a leadership position.

Presenter: Jay Burcham
Room: 100F

This session examines how to establish plans to manage physically dangerous behavior, severe disruptions, and highly emotional behavior. Note that this session does not replace CPI, MANT or other crisis type plans, it will provide information for enhancing long-range proactive interventions to reduce future occurrences.

Presenter: Randy Sprick, PhD
Room: 101

This session will discuss key components of transition for students with an emotional disturbance. Different best practice models will be examined that address the unique characteristics of this population as well as the relationship of transition to PBIS.

Presenters: Chad Perry & Karen Pepkin
Room: 202

The presentation will provide the audience with tools to help youth answer the question, "Why try in life?" Christian Moore will walk the audience through several practical methods to teach emotional intelligence and important life skills such as: anger management, problem solving, overcoming peer pressure, keeping laws and rules, building support systems, and having a vision of their future. This workshop will emphasize a strength-based approach to helping youth overcome their challenges using "multiple intelligence" methods that emphasize the youths' learning styles, including visual analogies (pictures), music, and hands-on activities, to teach youth in ways that they will understand and remember.

Presenter: Christian Moore, LCSW
Room: 100A

Many times we assume that students should come to us pre-programmed with the needed skills to function socially and behaviorally in the school environment. We do not expect students to master academic concepts without direct instruction. In the same way, we should not expect students to change behaviors without being taught. Teaching social skills to all students on your campus does not have to be a major investment of time. This session will provide tools to help you get started implementing social skills at each tier.

Presenters: Janice Burch
Room: 100B

This session addresses legal issues regarding the discipline of students with disabilities

Presenter: Janet Horton
Room: 100C

Bullying and Special Education Issues

Presenter: Chris Borreca
Room: 100D

This session will provide participants with the understanding and tools needed to evaluate behavior (functional behavioral assessment) using the Competing Behavior Pathways Model. We will focus on how to efficiently and effectively gather information related to conditions that predict and maintain behavior. The model's components, the ABC's (Antecedents, specific Behavior, and maintaining Consequences) and function of behavior, will provide the structure for the presentation. Various tools for gathering data will be reviewed. The Competing Behavior Pathway Model will be introduced, providing a hypothesis for the problem behavior. This will allow for the development of effective interventions strategies that correspond to the ABCs and function of behavior.

Presenter: Phyllis Hamilton
Room: 100E

This session will present an overview of the use of PBIS in Alternative School Settings (including DAEPs, JJAEPs, AECs, Correctional facilities, & schools for students with emotional/behavioral disorders).  Participants will learn sequential steps for implementing & sustaining PBIS in alternative settings.  Practical, realistic strategies to develop and implement PBIS in alternative settings will be presented.  Examples from a variety of different types of alternative schools currently using and being successful with PBIS will be highlighted.

Presenter: Ann Hughes
Room: 100F

This session begins with a general overview of evidence based assessment and intervention practices within a tiered model of behavioral supports.  The emphasis is on Tier 1 where positive behavioral supports build the foundation of all behavior interventions.  Tier 1 is expected to meet the behavioral needs of 90% of the student population, therefore strong classroom and school wide supports are imperative for success.  The session will also provide strategies and examples of using naturally occurring and strategic data collection techniques to support the RtI behavior problem solving process.

Presenter: Andrea Ogonowsky
Room: 205

The presentation will provide the audience with tools to help youth answer the question, "Why try in life?" Christian Moore will walk the audience through several practical methods to teach emotional intelligence and important life skills such as: anger management, problem solving, overcoming peer pressure, keeping laws and rules, building support systems, and having a vision of their future. This workshop will emphasize a strength-based approach to helping youth overcome their challenges using "multiple intelligence" methods that emphasize the youths' learning styles, including visual analogies (pictures), music, and hands-on activities, to teach youth in ways that they will understand and remember.

Presenter: Christian Moore, LCSW
Room: 100A

This presentation will provide information designed to help secondary school teachers and staff such as paraprofessionals and behavior specialists increase their knowledge and skill levels for meeting the needs of students with challenging behaviors in traditional schools as well as alternative settings such as DJJ facilities. Information will include how to specific behavioral needs of students, how to teach expectations explicitly, and how to provide acknowledgement for desired behavior. In order to effectively and efficiently address the behavioral challenges of a wide range of students, teachers should have a wide range of academic behavioral strategies at their disposal. This presentation will focus on strategies that address classroom structure and academic engagement. Teachers who implement evidence-based environmental changes are able to spend more time teaching academics and less time dealing with problem behaviors.

Presenter: Ellen Duchaine
Room: 100B

Attend this panel for legal information related to bulling, discipline, ARD procedures, and new legislation on behavior. Submit questions for our legal experts to answer or ask during the session

Presenters: Thompson & Horton
Room: 100C

This session will focus on developing effective intervention strategies based on the ABCs (Antecedent, specific Behavior, and maintaining Consequence) and the function of problem behavior. The Competing Behavior Pathways model will be introduced and will serve as the basis of the presentation. Understanding these components will enable you to match strategies to the conditions that trigger behavior and keep it going. Behavioral teaching strategies will promote skill development. All strategies will be matched to the function of the behavior. Resources for selecting evidence-based interventions will be reviewed.

Presenter: Phyllis Hamilton
Room: 100E

This session will present an overview of the use of PBIS in Alternative School Settings (including DAEPs, JJAEPs, AECs, Correctional facilities, & schools for students with emotional/behavioral disorders).  Participants will learn sequential steps for implementing & sustaining PBIS in alternative settings.  Practical, realistic strategies to develop and implement PBIS in alternative settings will be presented.  Examples from a variety of different types of alternative schools currently using and being successful with PBIS will be highlighted.

Presenter: Ann Hughes
Room: 100F

This session begins with a general overview of evidence based assessment and intervention practices within a tiered model of behavioral supports. The emphasis is on Tier 1 where positive behavioral supports build the foundation of all behavior interventions. Tier 1 is expected to meet the behavioral needs of 90% of the student population, therefore strong classroom and school wide supports are imperative for success. The session will also provide strategies and examples of using naturally occurring and strategic data collection techniques to support the RtI behavior problem solving process.

Presenter: Andrea Ogonowsky
Room: 205

Do you feel like you’ve tried EVERYTHING and NOTHING seems to work? An array of strategies that can be used when responding to children who demonstrate challenging behavior  interfering with the learning and teaching process, will be addressed. Emphasis will be placed on teaching children ownership and accountability of their behavior, specific intervention practices, and teaching replacement behaviors.

Presenter: Jo Moscorro
Room: 207

Did you ever want to be "xtra-normal"? Do you know how to de-clutter a web page? Are you a cool "glogster"? Do you want to learn how to implement these tools in YOUR classroom? Using the principle of Universal Design for Learning (UDL) as a foundational platform, multiple websites, computer-based technologies and Web 2.0 tools will be explored. Applications of some of these tools will be briefly demonstrated, include these cool tools in your teaching "toolbelt" to enhance interest, attention and engage students in fun activities where they can express themselves. Come join us and we'll show you how!

Presenter: Donna McLauchlin & Tricia Peters
Room: 100A

In this session, attendees will learn a variety of strategies to increase student participation levels. Topics include: Understanding the features of autism and how they affect student performance in general education settings; classroom design; using visual supports; teaching strategies such as prompting; utilizing peers in the classroom; using data to monitor student performance. The presenter will also discuss what role(s) the general education and special education teachers, as well as paraprofessionals, play in helping students with autism make improvements in their participation.

Presenter: Edward Clouser
Room: 100B

After massive efforts to train staff, has the implementation of Standards-Based IEPs for Behavior hit one road block after another? Do the evaluation staff and the teaching staff truly understand the vital roles each play in the development of the IEP for students with behavior challenges? This session is designed to provide participants with an understanding of Standards-Based IEPs as it relates to Behavior. A primary focus will be placed upon the following areas: Present levels of academic achievement and functional performance (PLAAFP) development; writing goals and objectives for Behavior; and how Admission, Review, and Dismissal (ARD) committee team members should collaborate in order to ensure IEP alignment.

: Successful ARD meetings require a delicate blending of personalities, credentials, past experiences, and future expectations. Learn how to apply the premise of functional behavioral assessment when working with a multidisciplinary team to develop an IEP. Review ways to intervene at the antecedent, behavior, and consequence level to help the team reach consensus.

Presenter: Amy Doolan
Room: 100D

Two keys in creating a positive classroom environment are relationships and routines. This session will provide practical ideas and strategies for designing routines that can be easily implemented daily to create positive relationships between educators and students, students and students, and educators and caregivers.

Presenter: Leslee Weaks
Room: 100E

The focus for this session will be on strategies that can be implemented with students with disabilities to increase work time and response rate as well as addressing problem behavior during instruction. The following products will be provided to participants: a behavior tips flip book and a class-wide motivation systems flip book appropriate for use with low incidence populations.

Presenter: Beth Jones
Room: 100F

Tired of seeing the same students in your office day after day, week after week. Learn and review components that will assist your staff to build relationships and develop routines/procedures while incorporating effective instructional strategies to keep students in the classroom. The session will also focus on the various types critical data collection/analysis that administrators and instructional leaders can use as a roadmap to develop an effective plan to provide assistance to those in need.

Presenter:Tony Goedicke
Room: 202

Do you feel like you’ve tried EVERYTHING and NOTHING seems to work? An array of strategies that can be used when responding to children who demonstrate challenging behavior  interfering with the learning and teaching process, will be addressed. Emphasis will be placed on teaching children ownership and accountability of their behavior, specific intervention practices, and teaching replacement behaviors.

Presenter: Jo Moscorro
Room: 207