Filmed at Setting the Stage for Success: Positive Behavior Support in School, Home and Community – October 20, 2018
Part of a video learning stream on Positive Behavior Support.
Supporting students with disabilities and their families takes a village, including a range of professionals who must collaborate if students and families are to be provided with seamless service. The purpose of this presentation is to discuss strategies that professionals can employ to work collaboratively, across disciplines, to enhance outcomes for students with disabilities.
Ilene Schwartz, PhD, BCBA-D, Professor and Chair, Special Education, University of Washington
Dr. Ilene Schwartz is the Director of the Haring Center for Inclusive Education on the University of Washington campus, an interdisciplinary, research and training center focused on improving outcomes for children of all abilities. Her work focuses on autism, developing educational interventions for young children, and preparing staff to work with people with disabilities.
Dr. Schwartz has spoken to audiences around the world on topics such as “Understanding Autism”; “Why Inclusion is Important for all Children”, and “Getting an ‘A’ in ABA*”. Her TED talk, “The Power of Inclusive Education” has been viewed by thousands of people. Her recent book, “The Project DATA Model for Teaching Preschoolers with Autism**” describes her 20-year ground-breaking project designed to provide state of the art services for children with autism in public school settings. The Project DATA model is used across the country and internationally and is the standard of care for young children with autism in Washington State.
Part 1: Introduction and Objectives
Part 2: Meaningful Objectives, Inclusion, and the Four Non-Negotiables
Part 3: Non-Negotiable #1 – The Power of Positive Reinforcement
Part 4: Non-Negotiable #2 – Make Instruction Intentional
Part 5: Non-Negotiable #3 Rethinking Intensity – Embedded Teaching Strategies, Contingency Contracting, Environmental Arrangement, and Teaching for Independence
Part 6: Non-Negotiable #3 – Teach Students What to Do
Part 7: Non-Negotiable #4 – Data-based Decision Making
Part 8: Q & A
- 0:00 – 2:32 You don’t have anecdotes listed as a type of data? Why is that?
- 2:32 – 4:05 How do we keep visual schedules from taking up too much time?
- 4:05 – 6:12 Do you have any suggestions for encouraging members of a team to collect data?
- 6:13 – 7:06 How do you define keystone skills?