“When Behavior Impedes Learning: A Parents’ Guide to Advocating Objectively and Effectively at School” [Video Replay & Podcast #315]

Access the video replay, listen to the podcast episode (#315), download the slide presentation, and learn how to get a certificate of attendance for this ADHD Experts webinar originally broadcast on July 23, 2020.

Episode Description

Defiant. Controlling. Noncompliant. Difficult. These are some of the terms used by schools to describe the challenging behaviors of children diagnosed with attention deficit hyperactivity disorder (ADHD), autism spectrum disorder (ASD), or emotional disorders (ED). Challenging behaviors such as aggression, emotional outbursts, and difficulties tolerating activities typically lead to the request for a functional behavior assessment and subsequent behavior intervention plan — a “roadmap” for teaching your child new, appropriate behaviors and skills. It’s important to note that the language used in those plans can affect how teachers and school professionals work with your child.

Unfortunately, many behavior plans use negative language to describe student behaviors. Language like “noncompliant” and “controlling” places the blame for the disruptive behavior solely on the child without acknowledging the surrounding environment, the child’s needs and abilities, or the reasons behind the specific behavior. Simply put, these words fail to describe what is actually happening or point toward a solution.

The need for a common, objective vocabulary is necessary. Shifting the language we use to describe challenging behavior from subjective to objective terms is the first step toward helping your child make real behavioral change. Listen and learn from Rachel Schwartz, Ph.D., BCBA-D, about:

  • The federal requirements regarding effective behavior programming
  • What you should look for and expect from a functional behavior assessment (FBA) and a behavior intervention plan (BIP)
  • The importance of specific, objective language as a foundation for your child’s behavioral programs
  • Distinguishing between subjective and objective language within your child’s behavior assessments and programs
  • Strategies for advocating for objective language in your child’s behavioral program

Watch the Video Replay

Enter your email address in the box above labeled “Video Replay + Slide Access” to watch the video replay (closed captions available) and download the slide presentation.

Download or Stream the Podcast Audio

Click the play button below to listen to this episode directly in your browser, click the  symbol to download to listen later, or open in your podcasts app: Apple Podcasts; Google Podcasts; Stitcher; Spotify; iHeartRADIO.

More On School Behavior Plans from Dr. Schwartz

Obtain a Certificate of Attendance

If you attended the live webinar on July 23, 2020, watched the video replay, or listened to the podcast, you may purchase a certificate of attendance option (cost: $10). Note: ADDitude does not offer CEU credits. Click here to purchase the certificate of attendance option »

Meet the Expert Speaker

Rachel Schwartz, Ph.D., BCBA-D, has worked internationally creating and supervising programs for individuals with developmental disabilities. Rachel received her master’s degree in Teaching and Applied Behavior Analysis from the University of Georgia and her Ph.D. in Special Education from the University of Pittsburgh. Rachel’s work and research interests include enhancing behavior analytic programming and exploring issues related to sexual education and quality of life. Rachel has published original research on these topics in journals such as Career Development and Transition for Exceptional Individuals and Remedial and Special Education as well as presented at national, state, and local conferences. Rachel currently serves as an education consultant and trainer with The Watson Institute in Pittsburgh, Pennsylvania. | See expert’s full bio »

Listener Testimonials

  • “Ms. Schwartz was highly engaging and knowledgeable. I felt better informed as a result of attending.”
  • “This was so helpful. I’ve never heard of an FBA. My child often gets reports of “bad” behavior. I love the practical advice on how to change that language to be objective and actionable.”
  • “This was fantastic as a behavior special education teacher.”
  • “Excellent webinar that explained how to begin processes to help a child get what they need.”
  • “Wow I wish she was in our school! She is so calm and clear! Loved this one.”

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