Challenging behaviors have been identified as a primary concern facing public schools and families (Fox & Hemmeter, 2009). Studies have documented that persistent challenging behaviors are directly associated with poor social and academic outcomes (Frey et al., 2015; McClelland et al., 2006). The importance of addressing challenging behaviors and promoting social development in the early years is well documented and clear links exist between early emotional development and later social behavior (Jones et al., 2015).

Objectives
Participants will be able to:

• Define the meaning of challenging behaviors for young children
• Describe the components of a behavior support plan
• Effectively implement instruction that prevents and addresses challenging behaviors in young children

Outline
Day 1:

• Describe the meaning behind challenging behaviors
  • What is the form of behavior?
    • Examples
    • Self-reflection
  • What is the function of behavior?
    • Examples
    • Self-reflection
  • Describe how to assess the form and function of behaviors
• Describe how to assess the form and function of behaviors
  • Case study examples
• Describe the cultural relevance of behaviors adults deem challenging
  • Considering family and culture
  • Developmentally appropriate challenging behaviors
• Outline how to create a hypothesis statement
• Introduction of creating a behavior support plan

Day 2:

• Creating a behavior support plan with all components
  • Prevention strategies
  • New skills to teach
  • New responses to challenging behavior
  • Case studies and examples
• List how to implement a behavior support plan
• How to monitor and adapt behavior support plan
• Case study examples and sharing

Trainer’s Profile
Dr. E. Barton, PhD, BCBA-D, is an international educational consultant. She taught graduate-level courses on evidence-based assessment and intervention practices for young children with disabilities and single case research design. She is a Board Certified Behavior Analyst and directs research projects related to evidence-based practices for young children, policies and practices that support high quality inclusion, and effective professional development systems. Dr. Barton is an active scholar and practitioner with over 120 publications in major journals, multiple chapters, and several textbooks related to evidence-based practices. Dr. Barton serves on several editorial boards and is the Editor-in-Chief of Topics in Early Childhood Special Education and an Associate Editors for the Journal of Early Intervention and Remedial and Special Education. She has received many honors including as the 2021 Peabody Faculty Excellence Award: Service to Students and 2020 Chancellor’s Faculty Fellow at Vanderbilt University. She also was honored with the 2019 Merle B. Karnes Award for Service to the Division for Early Childhood and the 2017 Distinguished Early Career Research Award from the Division for Research of the Council for Exceptional Children.

Methodology
This workshop offers multiple engagement opportunities, including high quality didactic instruction and collaborative learning practices. Participants will have the opportunity to engage in small and large group discussion, self-reflection, and action planning.

Target Audience
Teachers, counselors, administrators, and other school staff that support students ages 2 – 8.

Fees
1 person: SGD1190.00/person
2 to 4 person: SGD1090.00/person
5 person & more: SGD890.00/person

Venue
Singapore (exact location to be advised)
Information on Entering Singapore Requirements

Other Details
Duration: 2 days, 12 hours
Closing Date:  1 Jun 2024

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