Behavior Management – Group – Increasing Classroom Participation

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This 120-minute webinar will identify beginning classroom behaviors that all children must possess to be successful in a group environment and specific strategies to help achieve these skills for children with autism and other special needs.

Based upon literature review and successful practice in the real world we will look at the possible functions behind common problem behaviors such as off-task, out of the seat, interrupting, and difficult transitions as well as quick and easy strategies one can implement to change behavior. Incorporating basic ABA procedures, analyzing the environment for possible modifications, teaching replacement behaviors, and incorporating visual strategies are just some of the options we will consider.

Many teachers and professionals are already aware evidence indicate intensive early intervention for at least 2 years during preschool results in improved outcomes for persons with autism and related disorders (NIMH, pg. 14). As part of the Intensive Behavioral Intervention (IBI) model, basic behavior analysis procedures like reinforcement are applied to increase successful social interaction and communication skills. However, studies that describe this level of intensity in well-controlled clinical environments can seem overwhelming, and many times cause frustration and perhaps be dismissed by that outside of the experimental world because it seems unfair and unlike the daily life we live where things may be unpredictable and ever-changing.

In the world of behavior analysis this has gained much outward attention and discussion over the years where, as we all learn from the very beginning in ABA, a worthy intervention should, among other things, be one that possesses both social validity and the ability to transfer its technology. Simply speaking, transferring technology is the ability for someone else to take a given method and duplicate it.

Excitingly, studies have also demonstrated it is possible to successfully implement behavior change strategies within our real-world classrooms using key components of IBI (Grindle, such as positive reinforcement, task analysis, discrete trial teaching, generalization, functional behavior assessments, and more. In addition, the literature supports the use of visual strategies, environmental supports, and peer training (Garrison-Harrell, Kamps and Kravits, 1997). These procedures can translate into the real-world classrooms and environments the majority of us spend our time.

Our Webinar Series will look in detail at key components to incorporate in the classroom with the goal of helping you increase a child’s appropriate classroom behavior and time in the inclusive environment.

While providing real-life examples of success and difficulties we will focus on strategies you can implement today as we study specific classroom behaviors from assessment to successful behavior change procedure implementation. Each event will total 100 minutes with a review of practice and methodology designed for teachers, paraprofessionals, BCABA’s and BCBA’s working and consulting in schools, and other professionals working in a classroom environment with children with autism and related disorders.


Upon completion of Strategies to Increase Beginner Classroom Participation Skills: Where to Start, participants will:

  1. Name key components of comprehensive assessment around 7 common problem classroom behaviors
  2. Create a variety of both individual and class-wide reinforcement programs
  3. Identify visual strategies to increase/teach appropriate classroom behavior

Regarding Diversity:
The content of the webinar provides information about effective service delivery systems for children with a diagnosis of Autism Spectrum Disorder, and their families, covering a diverse range of backgrounds. The content contained in the webinar is wholly inclusive and is effective across all school systems, rural or urban, and for all students, regardless of gender, race, culture, ethnicity, and economic status.

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