The behavioral and socioemotional impacts of the COVID-19 pandemic on students in public schools have created an urgent need for behavior support systems that go beyond traditional disciplinary approaches. Data from the Institute of Education Sciences indicate that more than 80 percent of public schools reported impaired behavioral and socioemotional development in their students as a consequence of the pandemic.
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Join Free →The Institute of Education Sciences School Pulse Panel May 2022 report indicated that more than 8 in 10 public schools in the United States have seen impaired behavioral and socioemotional development in their students because of the COVID-19 pandemic (School Pulse Panel, 2022). This impact has increased the need for district-wide behavior support systems that outline tiered-interventions and provide professional development to school staff at all levels. By incorporating trauma-assumed and assent-based practices into a behavior-specific multi-tiered system of support and district-wide professional development opportunities, the number of physical restraints in the school district has decreased and remained lower than prior to the implementation. In addition to district-wide dissemination of trauma-assumed and assent-based practices, the values of these practices have been woven into the development of a social-emotional/behavioral self-contained classroom, the Collaborative Learning Environment (CLE). Within the CLE classroom, the values include ensuring safety and trust, promoting choice and shared governance, as well as emphasizing skill building (Rajaraman et al, 2022). Data on the decrease in unsafe behavior, increase in students choosing to opt-in to instruction, increase in academic skills, and the social validity of staff reflection on safety and support will be presented.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1.5 | Ethics |
Nicky Schneider is a Special Educator & BCBA with over 20 years of experience working with neurodivergent individuals of all ages and skillsets. She holds a bachelor’s degree in special education, a master’s degree in Applied Behavior Analysis, and a post-master’s certificate in Educational Administration; And has served as a special education teacher, behavior analyst and supervisor in private and public schools. Nicky’s passion lies in empowering those she trains to apply the science of behavior to nuanced settings and events. She provides mentorship, consultation and professional development to clinicians and schools who want to better infuse neurodiversity-affirming practices within their own behavioral repertoires & the red-tape of school systems. When Nicky is not on her soapbox, you can find her outdoors in the sunshine walking the boardwalk!
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258 research articles with practitioner takeaways
244 research articles with practitioner takeaways
205 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.