Skip to main content

Home/ PLUK eNews/ Group items tagged behavioral

Rss Feed Group items tagged

Roger Holt

How to implement Positive Behavior Support In School | Friendship Circle -- Special Nee... - 0 views

  • Positive behavior support: that phrase got your attention, didn’t it? It sounds like a great idea, but most people don’t actually want to put in the effort for it.  Unfortunately, punishment and negative attention – comments such as “Stop it!” and “No!” – seem to come more naturally to most of us. But this idea just won’t go away.  So – what is it and why is it here to stay?
Sierra Boehm

Manage Problem Behavior in the Classroom - Webinar - Oct. 24, 2013 - 0 views

  •  
    Register for this event

    What:
    Dr. Bridget A. Taylor, Psy.D., BCBA-D, renowned educator and Executive Director of the Alpine Learning Group, will discuss how to determine the function of challenging classroom behaviors and effective strategies for managing them.

    When:
    4:00 pm Mountain

    Cost:
    No cost
Terry Booth

The Children Who Challenge - Webinar - May 7, 2010 - 0 views

  • This workshop will discuss the following:  1.  Preventive     How to create environments that are developmentally appropriate and meet the young child’s needs, understand how needs are communicated with behavior, and how we to meet those needs and prevent outbursts.   How to create a child friendly environment that prevents problems because children will be successful using socially appropriate behaviors. 2.Educational   How to create environments that teach the child replacement skills that are as easy or easier to perform, that are more socially acceptable, and that serve the same function as the behavior they are designed to replace.  3. Respectful   How to create environments that treat children with dignity and respect.   4. Individualize.  How to create environments where you can recognize each child’s individual needs and respond to each child according their individual needs. 5. Choices   How to create an environment where the young child can make choices and have a degree of control.  6. Gentle   How to create and maintain an environment that is gentle, without physical or mental distress. 7. On going    How to create an environment that gives a child ongoing support.  How to give the child the support they need to be successful with each new experience in new environments.  IF YOU ARE A PARENT OF A YOUNG CHILD OR WORK WITH YOUNG CHILDREN THIS TELE/WEBINAR IS FOR YOU. LEARN HOW TO SUPPORT YOUNG CHILDREN SO THEY LEARN APPROPRIATE SKILLS AND BEHAVIORS.
Terry Booth

Collaborative Problem Solving: Teaching, Parenting, and Treating Challenging Kids - Gre... - 0 views

  • When: May 20-21, 2010 Day Two : May 21, 2010 Who Should Attend: Social Workers Counselors Teachers Juvenile Court and Probation Staff Residential Treatment Staff Daycare Staff Parents and More! Objectives: Describe how different explanations for and interpretations of challenging behavior in kids can lead to dramatically different approaches to intervention, and why conventional reward and punishment procedures may not be effective for many challenging kids Identify and assess the various cognitive skills that are central to handling life’s social, emotional, and behavioral challenges • Identify and prioritize unsolved problems precipitating challenging behavior The three basic mechanisms by which adults handle problems and unmet expectations in kids (Plans A, B, and C) and what is accomplished by each, and the three steps or “ingredients” of Plan B How to effectively implement Plan B to develop a helping relationship, solve problems, teach lagging cognitive skills, and reduce the frequency and intensity of challenging behavior in schools, homes, and restrictive therapeutic facilities
Roger Holt

IRIS CENTER - Functional Behavior Assessment - 0 views

  • Module: Functional Behavioral Assessment: Identifying the Reasons for Problem Behavior and Developing a Behavior Plan
Meliah Bell

National Lekotek Center Social-Emotional Learning (SEL) - Webinar - December 4, 2012 - 0 views

  •  
    Click here to register for this webinar

    What:
    This webinar will provide strategies to support the social-emotional development of a child with and without disabilities, build emotional vocabulary and positive communication skills. Participants will learn about the Kimochis® Keys to to Communication. These Keys help children to listen, speak and act in ways that promote positive behavior and social interactions. Research shows that developing social and emotional skills improves academic performance and prevents problem behavior. Developing these skills helps kids communicate, team up effectively with others and manage emotions like anger and discouragement and ultimately learn how to motivate themselves to cope with the everyday life.
    When:
    Tuesday, December 4, 2012
    10:00-11:00am MST Contact:
    Call: April Anguiano at 773-528-5766 ext. 402 or Email: aanguiano@lekotek.org
Meliah Bell

Common Core: The Right Tool for Each Student - Conference - Missoula, MT - Feb. 6-8, 2013 - 0 views

  •  
    Click here to register for the conference What:
    Wednesday:
    Learning in Hand is an educator's resources for mobile learning. It was started in 2002 as part of Tony Vincent's classroom website. At first focusing on Palm handhelds, Learning in Hand now covers podcasting, iPods, iPod touch, iPhone, iPad, and netbooks. Thursday:
    75 Quick on-the-spot Techniques for Children with Emotional & Behavioral Problems with Dr. Steve Olivas. Thursday:
    Improving Social Skills & Decreasing Disruptive Classroom Behavior with Kids with Aspergers Syndrome with Melissa Genaux.
    When/Where:
    February 6-8, 2013
    Hilton Garden Inn
    3720 North Reserve Street
    Missoula, MT Contact:
    Conference Coordinator
    Nancy Marks
    WM-CSPD Coordinator
    Missoula, MT
    nmarks@mcps.k12.mt.us
Sierra Boehm

Rethinking the Manifestation Determination Review Process - Webinar - June 18, 2013 - 0 views

  •  
    Register for this webinar and view all webinars in this series COPAA is offering five webinars  as part of this summer series. You are welcome to register for individual sessions or for the entire series of sessions. More information: Summer series - Fall series  What: When a school proposes the disciplinary removal of a student with special needs for more than 10 days, the school must first hold a Manifestation Determination Review meeting. This review process is designed to provide a safeguard to children with special needs to ensure that the school does not excessively punish those children who are misbehaving as a direct result of their disability. If this causal connection can be established, a school cannot issue a removal and must instead provide appropriate behavioral supports and services. In this panel, we will explore the inherent problems with the review process as it currently exists and propose solutions that would provide meaningful protections for children with special needs who have behavioral issues. When: Tuesday, June 18, 2013 12:00 pm - 1:30 pm Mountain Cost: $79.00 per session or $275.00 for the summer series (all 5 sessions) $599.00 Annual Webinar Subscription: Includes ALL Live and Archived Sessions (Member discounts available)
Roger Holt

Debunking 7 Common Myths About Autism | Care2 Causes - 0 views

  • #addressBook { width: 550px; font: normal 11px Verdana, Tahoma, Helvetica, sans-serif; } #addybook_title { padding-left: 100px; } #addybook_title span { display: block; padding-top: 10px; } #address_book_login_error { font-size: 16px; } #addressBook a { color: #0f6ffe; text-decoration: underline; } #addressBook_alphabet { margin-top: 4px; } #addressBook_alphabet span { color: #ccc; font-weight: bold; } #addressBook_alphabet a { text-decoration: none; font-weight: bold; } #addressBook #addressBook_name { border-left: 1px solid #dbd9d9; border-right: 1px solid #999; } #addressBook #addressBook_email { border-right: 1px solid #dbd9d9; } #addressBook .title { background: #dbd9d9; font-weight: bold; padding: 5px; } #addressBook .list { margin: 0 auto; border: 1px solid #c4c3c3; margin-top: 10px; height: 195px; width: 500px; overflow: auto; } #addressBook .list table { width: 100%; min-height: 195px; height: 0; } #addressBook ul { margin: 1em 0; } #addressBook li { height: 1.7em; padding-left: 10px; } #addressBook_email li{line-height: 1.7em;overflow: hidden;} #addressBook_name li{line-height: 1.7em;overflow: hidden;padding-left:20px;} #addressBook_name li.friend{background: transparent url(http://dingo.care2.com/ecards/v1/friends_frog.gif) no-repeat scroll 3px 3px;} #addressBook li.over { background-color: #daf6d1; cursor:pointer; } #addressBook li.selected { background-color: #e9e5c7;/*#fdf9db;*/ } #addressBook_add_button, .button_generic { font: normal 11px Verdana, Arial, Helvetica, sans-serif; display: block; color: #000; text-decoration: none !important; padding: 6px 0 9px 13px; background: transparent url(http://dingo.care2.com/ecards/v1/button_generic_left.png) no-repeat scroll 0 0; } #addressBook_add_button span, .button_generic span { color: #000; padding: 6px 13px 9px 0; background: transparent url(http://dingo.care2.com/ecards/v1/button_generic_right.png) no-repeat scroll top right; } * html #addressBook_add_button, * html .button_generic { display: inline-block; } .importer_buttons li { padding: 0 !important; } #plaxo_div { margin-top: 12px; border-top: 1px solid #ccc; padding-top: 12px; font: normal 12px Arial, Helvetica, sans-serif; } #plaxo_div .powered_by { clear: both; background: transparent url(http://dingo.care2.com/ecards/v1/plaxo_powered.gif) no-repeat scroll top left; width: 132px; padding-top: 26px; height: 0; overflow: hidden; margin-left: 37px; margin-bottom: 15px; } #plaxo_div .import_button { display: block; background: transparent url(http://dingo.care2.com/ecards/v1/plaxo_import.png) no-repeat scroll top left; width: 173px; padding-top: 30px; height: 0; overflow: hidden; margin: 15px auto; } #addybook_box { position: absolute; width: 570px; height: 366px; z-index: 999999; } #addressBook_alphabet .active { cursor: pointer; color: #0f6ffe; } Address Book Loading... /* tell a friend styles */ .tellafriend_container { color: #666; background-color: #ececec; line-height: 16px; padding: 10px 0 10px 25px; } .tellafriend_container .taf_error{ color: red; } .tellafriend_container .naturalState{ border: 1px solid black; } .tellafriend_container .errorState{ border: 1px solid red; } .tellafriend_container_extended { padding: 10px 0; width: 535px; background-color: #ececec; color: #666; } .tellafriend_container .send_success, .tellafriend_container .send_error { font-weight: bold; } .tellafriend_container .send_success{ color: green; } .tellafriend_container .send_error{ color: red; } .tellafriend_container .smallerFont{ margin: 0; padding: 10px; background: #ececec; clear: both; } .tellafriend_container label { padding: 0px; margin: 10px 0 0; display: block; clear: both; } div.tellafriend_container textarea{ padding: 5px; } .tellafriend_container input.inputwidth { width: 350px; padding: 3px; } .tellafriend_container textarea.inputwidth { width: 500px; } .tellafriend_container .inputborder { border: 1px solid #5E5E5E; } #addressBook_textarea { width: 500px; height: 75px; border: 1px solid #5E5E5E; color: #999999; } .addressbutton_section { padding: 15px; float: left; background-color: #D6D6D6; margin-top: 20px; position: relative; } .addressbutton_section img.taf_arrow{ position: absolute; left: 150px; top:-14px; } .addressbutton_inner { border: 1px solid #5E5E5E; background-color: white; color: black; padding: 10px; } .addressbutton_inner table.nologin{ width: 325px; } .addressbutton_inner a, .addressbutton_inner a:visited { color: #0000cc; text-decoration: none; } .addressbutton_inner a:hover { text-decoration: underline; } .addressbutton_inner img { border-width: 0px; } div.addressbook_care2btn { width: 139px; height: 24px; float: left; } div.addressbook_otherbtn { width: 192px; height: 24px; float: left; } .addressbutton_container { margin-top: 5px; } /* Care2 addressbook button */ div.addressbook_care2btn a, div.addressbook_care2btn a:visited { background-image:url(http://dingo.care2.com/c2/petitionsite/taf_button_sprite.png); background-repeat:no-repeat; text-decoration:none; display: block; width: 138px; height: 24px; } div.addressbook_care2btn a:hover { text-decoration:none; background-position: 0px -23px; } /* plaxo button */ div.addressbook_otherbtn a, div.addressbook_otherbtn a:visited { background-image:url(http://dingo.care2.com/c2/petitionsite/taf_button_sprite.png); background-repeat:no-repeat; text-decoration:none; display: block; width: 192px; height: 24px; background-position:-137px 0; } div.addressbook_otherbtn a:hover { text-decoration:none; background-position: -137px -23px; } /* plaxo button in Care2 Address book popup */ a.ib_other, a.ib_other:visited { background-image:url(http://dingo.care2.com/petitions/home/addressbook_otherbtn.gif); background-repeat:no-repeat; text-decoration:none; display: block; width: 192px; height: 24px; float: left; margin-top:10px; padding-top: 30px; height: 0; overflow: hidden; } a.ib_other:hover { text-decoration:none; background-position: -192px 0px; } /* tell a friend specific styles */ .tellafriendSection h3 a, .tellafriendSection h3 a:visited { color: #2B769C; text-decoration:none; } .tellafriendSection h3 a:hover { text-decoration: underline; } div.tellafriend_container ul.errorlist { list-style: outside; } div.tellafriend_container ul.errorlist li { color: #ff0000; margin: 5px; padding: 5px; } div.modal_box{ background-color: #FFFFFF; } div#tell-a-friend-form div.tafheader{ padding: 10px; background: #ececec; } /* send and cancel buttons */ a.tafpopupsubmit, a.tafpopupsubmit:visited { text-decoration:none; display:block; width: 94px; height: 27px; background-image:url(http://dingo.care2.com/petitions/home/tafpopupsend.gif); background-repeat:no-repeat; float: left; margin-right: 15px; } a.tafpopupsubmit:hover { text-decoration:none; background-position: -94px 0px; } a.tafpopupcancel, a.tafpopupcancel:visited { text-decoration:none; display:block; width: 95px; height: 27px; background-image:url(http://dingo.care2.com/petitions/home/tafpopupcancel.gif); background-repeat:no-repeat; float: left; } a.tafpopupcancel:hover { text-decoration:none; background-position: -95px 0px; } #addressBook_newGroup, #addressBook_newGroup table { font-size: 10px; font-weight: normal; } #addybook_box, #addybook_box table { font-size: 10px; font-weight: normal; } .floatright { float:right; } .largefont { font-size: 13px; } .sharetitle { font-size: 18px; color: #F4713B; } .tafShareSection { width: 580px; margin-left: 25px; margin-top: 25px; font-size:12px; } .tafShareButtonSection { padding-left: 25px; width: 535px; padding-bottom: 10px; background-color: #ECECEC; } From Your Email To
  • Autism spectrum disorders are surrounded by a haze of misconceptions, many of which are harmful for autistic children and adults. It’s time to straighten a few things out, and to spread the word on this complex series of cognitive and intellectual disabilities with a little good old-fashioned debunking. 1. Autistic people have no empathy. This is a common belief about autism; people think that because autistics are sometimes blunt or have difficulty navigating social norms, they aren’t empathetic. In fact, just the opposite seems to be true. Rather than not feeling enough, many autistics feel very intensely, and are easily overwhelmed by the emotions of those around them. 2. Autistic people can’t communicate. Autism spectrum disorders take a variety of forms, and some people with autism are nonverbal, but that doesn’t mean they can’t communicate. Some use communication boards and other methods to communicate with the people around them, but it requires patience to establish and maintain communication with them. Historically, people with more severe forms of autism were often isolated in institutions, but more modern treatment of autism encourages the use of therapy and other techniques to interact with patients and find a communication mode they feel comfortable with. 3. Autistic people are violent. This particularly damaging assumption about autism was widely bandied around in the aftermath of the horrific Sandy Hook shooting. In fact, autistic people are no more likely to commit acts of violence than anyone else, and when they are violent, self-harm is a much more significant concern. Autism and other disabilities also put people at an increased risk of violence, which means autistics have far more to fear about the world around them. Some autistic people do act out or have what are known as “meltdowns,” usually as expressions of frustration with themselves or situations, but this doesn’t equate to violence against other people; an autistic might throw objects in frustration, for example, without any desire or intent to hit people with them. 4. Autistic people are savants. Everyone who’s seen Rainman thinks autistic people are savants, capable of extreme feats of memorization and other amazing skills. While it’s true that some savants are autistic, not everyone with an autism spectrum disorder has these capabilities; some in fact have significant learning disabilities that require accommodations in the classroom. 5. Autism is the result of “refrigerator mothers.” This awful myth about autism has been largely debunked, but it’s still worth a mention. Some people used to believe that autism was caused by bad parenting, with a specific focus on cold or isolated mothers. The result was a lot of misinformation about autism, and terrible pressure on mothers who were already learning about how to navigate the world with autistic children. In fact, autism has no clear cause. 6. Autistics can’t make friends. Along with the belief that autistic people lack empathy comes the assumption that they live isolated lives and have difficulty making friends. Just like everyone else, though, autistics are perfectly capable of establishing and maintaining not just friendships but other kinds of relationships with the people around them. Isolating autistic people in a misguided attempt to protect them can be very harmful, just as it would be for anyone else. 7. Stimming (repetitive behavior like flapping or rocking), is undesirable and should be stopped. Stimming is familiar to many people who are at least vaguely familiar with autism — sadly, it’s often used in mockeries of autistic people, by individuals who think that making flapping gestures or imitative noises is funny. For autistic people, stimming is one way to deal with chaotic environments or stress, and rather than being something that should be suppressed, it can actually be a healthy method of personal expression and sometimes communication as well. Autistics who are forced to modify or hide their stimming behaviors can develop even more stress, which can interfere with focus, completing tasks of daily living, and other activities. It’s important to be aware that the autism spectrum is vast, and that autism spectrum disorders can manifest in a huge variety of ways. Every autistic is different, and every one deserves respect and dignity. That includes not perpetuating harmful stereotypes, and correcting people who falsely repeat them.
Terry Booth

Spectrum of Developmental Disabilities XXXV: The Continuum of Motor Dysfunction - Balti... - 0 views

  •  
    Click here to learn more and register for this conference What:
    The Spectrum of Developmental Disabilities activity will provide an interdisciplinary approach to the issues of motor dysfunction. This multidisciplinary course will review motor dysfunction, including epidemiology, genetic and neuroimaging issues, diagnostic overlaps, associated dysfunctions, evaluation and management, outcomes and future directions. Objectives: Discuss the inter-relationships between cognition, motor and behavior disorders of childhood Recognize and diagnose developmental coordination disorders Define the contents of a successful outcome for children with motor disorders Develop a reasoned evaluation for children who present with hypotonia Target Audiences: Physicians Pediatricians Developmental-behavioral pediatricians Child psychiatristas Educators Nurses Occupational therapists / psychologists / speech and language pathologists Physical therapists When/Where:
    March 18-20, 2013
    Johns Hopkins School of Medicine, Turner Auditorium
    720 Rutland Ave
    Baltimore, MD
Sierra Boehm

IABA Jargon Free Lecture - Billings, Kalispell - May 13, 17, 2013 - 0 views

  •  
    Download the flyer for this lecture What:
    The Jargon Free Lecture is a half-day training program using a "jargon free" explanation of the Institute for Applied Behavior Analysis (IABA) multi-element model and the use of positive practices in support of individuals with challenging and complex behavioral needs. This training is  designed for persons who may or may not have received professional training who implement support plans  with persons with developmental disabilities and generally provide a variety of services at many levels in public and private schools, residential settings, personal homes and supported work and other adult day programs.  This training is open to all interested persons. 

    When/Where:
    Region III Offices
    2121 Rosebud Drive, Suite H
    Billings, MT  59102
    May 13, 2013
    9:00 am - 4:30 pm Mountain

    Flathead Industries
    66 4th Ave NW
    Kalispell, MT  59903
    May 17, 2013       
    9:00 am - 4:30 pm Mountain
     
    Contact:
    Kathleen Zeeck, Training And Information Systems Manager
    406-444-6952 or email kzeeck@mt.gov
Sierra Boehm

Support Group for Parents of Children with Behavioral and Emotional Issues - Kalispell ... - 0 views

  •  
    Download the flyer for this event What:
    This is a support group for parents of children with behavioral and emotional issues. This months topics are "oppositional defiant disorder & generalized anxiety", with guest speaker Terri Carlson, LCSW

    When:
    Wednesday, May 1, 2013
    6:00 pm - 7:30 pm Mountain

    Where:
    The Summit
    205 Sunnyview Ln.
    Kalispell, MT 59901

    Details:
    Please RSVP by calling Dawn at (406) 250-3249 or email dawn.miller@pluk.org
Terry Booth

Strengthening the Circle: Including Native American Children and Young Adults with Disa... - 1 views

  •  
    Click here to learn more about this conference What:
    Each year the National Native American Parent Center presents an annual conference for Native American family members, tribal leaders, health professionals, mental health professionals, tribal, public school professionals, and others who are interested in ensuring the special education needs for Native American students who are ages 0 - 26.

    Workshops focus on strategies and methods to increase outcomes for Native American students with disabilities, and increase parent involvement in the special education process. We offer information on best practices working with Native American students with disabilities to produce successful educational outcomes. This conference will provide information on: successful strategies that promote collaborative relationships between tribes, schools, and families; successful methods in positive behavioral interventions, the latest research and data on effective classroom practices and strategies for Native American students.

    Conference Goals: Families will gain skills to increase their ability to advocate for their child in the special education process. Families will learn stress reduction techniques. Professionals and parents will gain knowledge about: Individuals with Disabilities Education Act (IDEA) Tips for participation in the IEP & IFSP process Positive Behavioral interventions Parent leadership skills Successful strategies for improved educational outcomes for children with disabilities When/Where:
    January 29-30, 2013
    Sheraton Portland Airport Hotel
    8235 Northeast Airport Way
    Portland, Oregon
Roger Holt

Parent Training Key To Tackling Behavior, Study Finds - Disability Scoop - 0 views

  • Children with developmental disabilities who have severe behavior issues respond better to medication if it is paired with training for their parents, researchers say.
Roger Holt

Parent 'Optimism Training' May Reduce Behavior Problems - Disability Scoop - 0 views

  • Providing “optimism training” to parents of children with developmental disabilities who struggle with challenging behavior appears to go a long way, researchers say. Behavior issues seen in children were more likely to subside for parents whose own attitudes were addressed while they were taught to implement positive behavior support as opposed to parents who were merely trained in how to address their children’s challenges.
Sierra Boehm

Classroom Behavior and Wellness Series: Bullying - Billings - Oct. 1, 2013 - 0 views

  •  
    Register for this event

    What:
    This workshop will center on the definitions of bullying, the roles kids play and other types of aggressive behavior. Shame as a major contributing factor to each of the many roles in bullying will be explored. Prevention and response strategies will also be included as an important focus.
     
    When:
    Tuesday, October 1, 2013
    5:30 pm - 8:00 pm Mountain

    Where:
    Montana State University Billings
    1500 University Drive
    Billings, MT 59101

    Cost:
    No cost
Sierra Boehm

Building Multi-Tiered Systems of Support for Middle and High School Teams - Kalispell -... - 0 views

  •  
    Register for this event (course ID #3406)
    Download the flyer for this event

    What:
    Middle and High schools offer unique challenges for implementing a multi-tiered systems of support (MTSS). The major key is to build school-wide systems that simultaneously addresses  the need for academic and behavioral support and ensures every student has the skills to earn a high school diploma. The answers to behavioral and academic MTSS are right inside every staff development session, but a plan that includes the use of multiple assessment tools to foster data based decision making requires a shift in process for many schools. This session will provide ideas, work time and technology tools that support MTSS implementation and help MS/HS  with the shift. Session work will be differentiated to meet the needs of individual schools, with facilitator support provided.

    When:
    Thursday, December 12, 2013
    8:30 am - 3:30 pm Mountain

    Where:
    Hampton Inn
    1140 Highway 2 West
    Kalispell, MT 59901

    Cost:
    No cost
Sierra Boehm

Building Multi-Tiered Systems of Support for Middle and High School Teams - Missoula - ... - 0 views

  •  
    Register for this event (course ID #3365)
    Download the flyer for this event

    What:
    Middle and High schools offer unique challenges for implementing a multi-tiered systems of support (MTSS). The major key is to build school-wide systems that simultaneously addresses  the need for academic and behavioral support and ensures every student has the skills to earn a high school diploma. The answers to behavioral and academic MTSS are right inside every staff development session, but a plan that includes the use of multiple assessment tools to foster data based decision making requires a shift in process for many schools. This session will provide ideas, work time and technology tools that support MTSS implementation and help MS/HS  with the shift. Session work will be differentiated to meet the needs of individual schools, with facilitator support provided.

    When:
    Wednesday, December 11, 2013
    8:30 am - 3:30 pm Mountain

    Where:
    Wingate Hotel
    5252 Airway Blvd.
    Missoula, MT 59808

    Cost:
    No cost
Sierra Boehm

DDP Adult Providers, Autism 101 training - Webinar - Oct. 7, 2013 - 0 views

  •  
    What:
    The October topic will be Autism 101 and will cover basic information about the disorder. Later monthly session topics will include ABA (Applied Behavior Analysis), PBS (Positive Behavior Supports), Communication, and Evidence Based Intervention. This training and each of the following autism trainings will be held on the first Monday of each month at 2:00pm to 4:00pm. So, you can plan ahead and mark your calendars.
     
    When:
    Monday, October 7, 2013
    2:00 pm - 4:00 pm Mountain

    Where:
    For these training sessions, you will be using the VisionNet bridge, so you can choose to go to a VisionNet site (school, etc.) or you can request a link to participate from any computer with internet access. There are an unlimited number of links, so people don't need to travel to a central location.

    Contact:
    Jackie Emerson, Developmental Disabilities Program, DPHHS at (406) 444-4088
Sierra Boehm

Healthy Bodies, A Guide for Puberty for Children with Disabilities - 0 views

  •  
    Puberty is a time of change for children, and often a time of challenge for parents looking for the "right" way to talk about the upcoming changes. It can be even more of a challenge for parents of children with developmental or physical disabilities.
     
    The Vanderbilt Kennedy Center for Excellence in Disabilities has created two toolkits, one for boys, and one for girls, that provide factual information about puberty. Topics include encouraging good hygiene, appropriate behavior, and how to deal with the body changes. The toolkits also suggest ways to approach these important conversations, especially with children with disabilities.
     
    Each toolkit also includes a separate appendix that includes visual aids to help teach body parts, and social story images to help your child learn what appropriate behaviors are and where they are appropriate. Parents can decide what information and guidelines they share with their children.  

    Both toolkits and the accompanying appendices can be downloaded for free here: http://kc.vanderbilt.edu/healthybodies
« First ‹ Previous 41 - 60 of 315 Next › Last »
Showing 20 items per page