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Archived News: Upcoming Training Activities
February 2013

Executive Function Deficits: A Practical Strategies Seminar for Educators and Clinicians Working with Students Diagnosed with Executive Function Disorder, Autism, Asperger's, ADD, NVLD; April 17, 2013, Blacksburg

Executive Function Deficits: A Practical Strategies Seminar for Educators and Clinicians Working with Students Diagnosed with Executive Function Disorder, Autism, Asperger's, ADD, NVLD

April 17, 2013

German Club Manor
711 Southgate Drive
Blacksburg, VA 24060

Cost: Early Registration (must be received on or before March 1, 2013) $75/person
Regular Registration (after March 1, 2013) $100/person

Presenter: Rebecca Moyes, M.Ed.

To learn more about the speaker visit: www.rebeccamoyes.com.

Description of Training: Executive functions are the cognitive tasks that allow us to plan, organize, initiate, attend to task, and regulate & monitor behavior. They are the key building blocks to learning! Until recently, not much as been known about how to address executive function disorder in children and adolescents with autism. Many times, the child's problems were considered to be "just poor behavior," but we do know that kids with autism spectrum disorder, ADHD, and certain types of learning disabilities (including nonverbal learning disability) can all be impacted from executive function deficits.

For more information and to register online, click here.

 

Rick Kubina, Ph.D., BCBA-D presents

Rick Kubina, Ph.D., B.C.B.A-D presents "Precision Teaching" on Friday & Saturday, April 19th & 20th , 2013 from 9:00 AM - 4:00 PM at the Johnson Center Cinema George Mason University - Fairfax Campus.

Click here to register for one or both days.
6 or 12 Type II ACE Hours for BCBAs, BCBA-Ds, and BCABAs

Open to the Public!

WORKSHOP DESCRIPTION

Behavioral Fluency for Teachers (Day 1)

Behavioral fluency is one of the most important pieces of the curricular success puzzle for students. Behavioral fluency means a student has reached a level of performance that is automatic and eloquent. For example, a student who is a fluent piano player will read musical notes effortlessly, play music with grace and expression, make no errors and make playing look naturaland easy. These high levels of performance can be reached with any skill; musical, sports related, cognitive or academic. Research shows many positive benefits of attaining behavioral fluency. Students who have achieved fluency remember the skill for long periods of time after practice has ended, can endure or do not fatigue when they are engaging in the behavior, and can apply their skills to more complex skills. Students who are not behaviorally fluent will likely forget important information, may show disinterest in the topic at hand and in some cases show escape behaviors, and have great difficulty in tegrating component behaviors with a composite skill. This workshop presentation will discuss some of the research showing why gaining behavioral fluency is important for students with and without disabilities. More importantly, this presentation will show participants how to achieve behavioral fluency.

Standard Celeration Charting for Teachers (Day 2)

We live and work in environments where the analysis of information is a critical imperative. Graphical display of information communicates data important for making decisions regarding student behavior. The Standard Celeration Chart is a premier visual display used for making decisions. The Standard Celeration Chart has many advantages in regards to analysis of student behavior, clear communication of results and an ability to quantify learning. in other words, like a thermometer that provides the precise degrees of the temperature the standard seller ration chart offers a precise value of how much learning has occurred. This workshop presentation will show all participants how to use the Standard Celeration Chart to display student behavior and how to interpret the data. All participants will receive a packet of charts along with a number of important resources to help with continued charting.

ABOUT THE PRESENTER

Rick Kubina, Ph.D., B.C.B.A-D a Professor of Special Education at The Pennsylvania State University and teaches courses on methods such as reading, informal assessment and single case design. Dr. Kubina graduated Youngstown State University where he had Steve Graf as an advisor and then received a Masters and Ph.D. under from The Ohio State University John Cooper. Dr. Kubina conducts wide-ranging research in the area of Applied Behavior Analysis and Precision Teaching. Dr. Kubina is a Board Certified Behavior Analyst and serves on a number of editorial boards for behavioral and special education journals. He is currently the editor of the Journal of Precision Teaching and Celeration. Dr. Kubina research interests are in behavioral fluency, effective reading methods, verbal behavior, and Standard Celeration Charting.

BCABAs, BCBAs, and BCBA-Ds may earn either 6 or 12 BACB Type II ACE Hours

 

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