How To (effectively) Deal With At-Risk Youth: From A – Z. matters because it changes what a BCBA notices when decisions have to hold up in school teams and classroom routines, community routines and natural environments.
Provider: BehaviorLive
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Join Free →As the school year has begun, we as educators, parents, community leaders, and individuals have already faced and overcame many trials, challenges, and obstacles for our students, our staff members, our schools, ourselves, and our communities. The evidence and initial data are crystal clear, many of our students (k12) lack the necessary tools and skills needed academically, behaviorally, social-emotionally, and physiologically to function properly and productively in our learning environments. How To (effectively) Deal With At-Risk Youth: From A – Z! is more than just a professional development training webinar, it addresses the four primary roadblocks that affect and impact our "student, school, family, and community". Having confidence and being knowledgeable in one's skills and abilities are crucial when working with at-risk children (Jackson, 2024). This valuable resource is designed to enhance your personal and professional skills and knowledge in supporting this important demographic. Don't miss out on the opportunity to access this insightful content and empower yourself and others who work with at-risk youth and students with disabilities.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 0 | — |
Experienced: Educator, Trainer, Presenter, Author and Parent, who have been conducting trainings and workshops for school personnel, youth organizations and agencies, hospital behavioral treatment centers, and other individuals' who serve and support at-risk youth and students with disabilities. I have been highly involved in varying “Academic, Behavioral, Social-Emotional" leadership roles and responsibilities in special education services and supports for over 30 years; ABA philosophies based off of dissertation topic entitled: "PHYSICAL AGGRESSION AND SELF-INJURIOUS BEHAVIORS TOWARDS SELF OR OTHERS BY NON-VERBAL/MINIMALLY VERBAL SECONDARY SPECIAL EDUCATION STUDENTS WITH AUTISM IN A SELF-CONTAINED CLASSROOM: A QUALITATIVE CASE STUDY" focusing on proactive and preventative behavioral strategies, modifications, and interventions to help shape, change, and decrease challenging and crisis behaviors in the learning environment while increasing student learning and engagement, and promoting safety and well-being for are.Education: AAS Degree, BS Degree, M.Ed. Degree (C&I), Grad. Academic Cert.-ABA, MA Degree (ABA-Completed Coursework/BCBA), & Ph.D. Special Education.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
280 research articles with practitioner takeaways
279 research articles with practitioner takeaways
244 research articles with practitioner takeaways
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All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.