Event Description
The role of a classroom teacher includes many diverse daily tasks. While the priority in any classroom is the instruction of academic content, teachers are also expected to manage classroom behaviors. In many cases, challenging behaviors may significantly interfere with the teacher's ability to deliver effective academic instruction. This presentation will describe why challenging behavior occurs both in regular and special education settings from preschool through high school. In addition, participants will learn skills and strategies to reduce challenging behaviors while encouraging appropriate classroom behavior.
Learning objectives: - Participants will learn the major components and circumstances surrounding challenging behavior
- Participants will acquire skills to effectively prevent the majority of challenging behaviors in the classroom
- Participants will develop procedures that can be used to stop a problem behavior when it occurs
- Participants will review best practices in classroom management that will enable more efficient instruction
Presenters:
Christina Vorndran, PhD
Christina Vorndran is an Associate Clinical Professor in the School of Education’s Applied Behavior Analysis program. She also currently serves as the Senior Clinical Director for Bancroft’s Pediatric Residential and Educational programs. Her research interests include assessment and treatment of severe behavior disorders as well as modifications of behavioral interventions for community settings. Bridget Sweeney Blakely, PhD Bridget S. Sweeney Blakely is an Assistant Clinical Professor in Applied Behavior Analysis (ABA) in the School of Education at Drexel University. Most recently, Dr. Sweeney Blakely has worked as a School Psychologist and the Projector Coordinator of Consultation Services at the A.J. Drexel Autism Institute at Drexel University. Dr. Sweeney Blakely’s research interests include Consultation, specifically, the use of Performance Feedback, as well as the role of the consultant in the implementation and fidelity of systems-level frameworks within schools, specifically Response to Intervention (RtI) and Positive Behavior Interventions and Supports (PBIS).
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