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Meliah Bell

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

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    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
Sierra Boehm

Family Coaching: Bringing the Pyramid Model Home - Billings - June 13, 14, 2013 - 0 views

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    Register for this event
    Download Brochure

    What:
    The Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children is a conceptual framework of evidence-based practices developed by two national, federally-funded research and training centers: The Center for the Social and Emotional Foundations for Early Learning (CSEFEL) and The Technical Assistance Center for Social Emotional Intervention (TACSEI). Most recently, TACSEI developed a family coaching approach for implementing the Pyramid Model with caregivers in homes. This approach was developed to support home visitors who are working with caregivers of infants and toddlers with or at-risk for disabilities. The approach focuses on supporting home visitors in the use of evidence-based family coaching strategies to enhance caregivers' capacity to promote their infant or toddlers' social emotional competence. This presentation will describe the family coaching approach to implementing the pyramid model. When:
    June 13 & 14, 2013
    9:00 am - 4:00 pm Mountain both days
    Registration 8:30 am Where:
    MSU Billings
    College of Education Building, Room 122
    1500 University Dr.
    Billings, MT 59101 Cost:
    Free of charge
Terry Booth

Fostering Social-Emotional Growth: Using Floortime to Ensure Children Success - Webinar... - 0 views

  •  
    Click here to register for this webinar What:
    This webinar will introduce the Floortime approach developed by Stanley Greenspan and Serena Weider, a family centered intervention for children with developmental challenges. By following the child's focus of interest, caregivers can learn to use playful interactions to help children progress developmentally. Floortime helps children become more socially engaged and regulated for learning and builds the foundations for nonverbal and verbal communication, motor planning, and social emotional growth. This webinar will present the key components of Floortime so that the participant can begin to explore this method of intervention. When:
    Friday, September 7, 2012
    10:00 - 11:00am Mountain
Sierra Boehm

State of the Young Child Workshop - Missoula - April 13, 2013 - 0 views

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    Click here to register for this class - Course #2922 Click here to view the course report for #2922 What: Part 1 will focus on Motor Development: Infant motor development is essential for gaining skills and knowledge in each of the learning domains. This interactive, part dancing, part lecture demonstration workshop will explore the caregiver's role in supporting motor development and the impact that it has on school readiness. the Six Building Blocks of Motor Development will be explored, and how they facilitate cognitive functioning, social interaction, emotional regulation and self help skill. The afternoon session will be regarding making sense of social emotional development from infancy to school age. A Child's developing sense of self is the result of relationships they share with caregivers. Learn how to support a growth mindset that is eager to learn, take on challenges and built on a foundation of positive self esteem. When: Saturday, April 13, 2013 8:45 am - 3:45 pm Mountain Where: University of Montana Continuing Education Room 210 32 Campus Dr. Missoula, MT 59812 Cost: $35.00 per person
Sierra Boehm

Fostering the Emotional Growth of Children with Advanced Abilities - Webinar - Apr. 18,... - 0 views

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    Register for this webinar

    What:
    Mindfulness involves the practice of purposeful and immediate attention to feelings and behaviors in our personal and social lives. This means becoming aware of how present-moment experiences influence us. When we are mindfully healthy we demonstrate our ability to find balance in life by appropriately engaging within our current situation and environment, finding joy and contentment in the process and in the moment. Mindfulness practice encourages gifted and talented youth to use emotional intelligence skills more effectively as they face complex issues and conflicts in their lives. They learn to respond in thoughtful, heartfelt, kind and grateful ways to others. Healthy emotional development relates to children's heightened success in school, as well as to their improved relationships with friends and family. When:
    Thursday, April 18, 2013
    5:30 pm Mountain Cost:
    $40.00 per person
Meliah Bell

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

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    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
Terry Booth

First Meeting: Teen Social Group - Missoula - Sept. 13, 2011 - 0 views

  • What: Teenagers with social challenges often lack a safe, accepting context where they can be themselves and develop relationships with their peers, which can place them at risk for a multitude of emotional challenges and can negatively impact their quality of life and self-esteem. MT CAAN is organizing a Teen Social Network to provide a context for any interested local teenagers, both those who are struggling socially (for whatever reason), and for their peers who want to connect with and support them, as healthy communities ideally do. The teen members will determine the direction of the group, meeting times, places, and activities as it evolves. It has been our experience that these diverse social networks benefit those who are doing fine socially as much as those who are struggling at whatever level. It's positive for everybody. All involved learn and grow. When: Tuesday, September 13, 2011 6 - 8 p.m. Mountain Where: Atonement Lutheran Church (Space Courtesy of the YMCA) 2205 34th Street • Missoula, MT  59801 Pizza and beverages will be served. Those with dietary restrictions or special preferences are welcome to bring their own snacks and beverages. Contact: If you have questions, contact us via e-mail or call 406-360-8673.
Sierra Boehm

Autism Spectrum Disorders in Children "Connecting Communities with Hope" - Bozeman - Ju... - 0 views

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    Registration will be open soon for this exciting event

    What:
    This learning seminar is designed to expand understanding and awareness of Autism Spectrum Disorders (ASD) in children and develop competencies for parents, mental health professionals, teachers and healthcare providers. Participants will be able to better understand and treat children diagnosed with symptoms on the Autism Spectrum. Social, emotional, behavioral and medical factors affecting children with ASD will be discussed. In addition, this learning seminar will identify ways to collaborate and integrate services from multiple agencies. Future similar seminars focused on Autism Spectrum Disorders in Children will take place in Helena, Missoula, and Kalispell.

    When:
    Saturday, July 13, 2013
    9:00 am - 4:30 pm Mountain

    Where:
    Gran Tree Inn
    1325 N 7th Avenue
    Bozeman, MT 59715

    Cost:
    $75: Professionals (includes CEU's), $50: Parents - Scholarships may be available

    Contact:
    Cathy Huntley, Conference Coordinator at cathy@childwise.org or (406) 457-4816
Roger Holt

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

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  • 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.
Roger Holt

Coaching Self-Advocacy to Children With Disabilities - 0 views

  • Although there are a variety of school-based services available for children with learning, emotional, and social disabilities, one critical need often goes unfulfilled: providing guidance and strategies that instill self-advocacy.       Most students have only a superficial notion of the reasons they receive these special accommodations, and many children are completely uninformed. Resource teachers and specialists do not generally have the authority to label and enlighten students about their disabilities, the foundation for building self-advocacy. If children are to learn how to become better consumers of educational resources, especially as they grow older, someone must take the lead.      Parents of children with disabilities can fill this role by doing the following: Introduce children’s diagnoses to them in elementary school so that they can make sense out of their struggles Use a matter-of-fact tone of voice when explaining to children that they learn/behave/relate differently from other students and, therefore, need extra help to ensure that they can succeed just like their classmates Don’t leave out the disability label—such as writing disability, ADHD, or Aspergers Syndrome—since labels are a reality of their educational life Emphasize that the teachers and special staff at school who help them will be aware of this label and prepared to help in certain ways to make school a fairer place for them to learn and grow      It’s important to review with children the ways in which their school must provide special help and services. Emphasize that these accommodations are rules the school must follow. “You have the responsibility to do your best job, and teachers must follow the learning/behavior/friendship helping rules that make things fair for you,” is one way to put it. Explain how extra time on assessments, decreased homework, or social skills groups are examples of the helping rules that schools must follow. Discuss how there is a written promise called the individualized education plan (IEP), which includes all the helping rules and makes all of this clear.      Find child-friendly resources—such as books, websites, and videos—that explain in detail their specific disability and the ways other children have learned to cope and achieve despite these limitations. Use these materials as a springboard for deeper discussion about past times when their disability created significant stress or barriers to success. Reassure them that this was before their problem was known and that there is so much that can be done to build a plan for success now that it has been identified.      Point out that one of their most important responsibilities is to be able to discuss their disability with teachers and ask for extra help and accommodation when struggles are too great. Make sure that these discussions take place before middle school, when developmental factors make it harder to get such discussions started. Ensure that they know what practical steps are in their IEP at each grade so that they can respectfully remind teaching staff if necessary.      Having a disability is like having to wear glasses; students with glasses have accepted this fact as necessary to seeing clearly.
Terry Booth

Emotional and Social Intelligence and their Relationship to Creating Learning Organizat... - 0 views

  •  
    "YOU ARE INVITED TO AN INFORMAL COFFEE CHAT"
Roger Holt

Education Week: Social-Emotional Needs Entwined with Students' Learning, Security - 0 views

  • Students' ability to learn depends not just on the quality of their textbooks and teachers, but also on the comfort and safety they feel at school and the strength of their relationships with adults and peers there.
Roger Holt

A Parent's Resource Guide to Social and Emotional Learning | Edutopia - 0 views

  • Edutopia’s curated list of blogs, articles, and videos for parents about fostering kindness, empathy, resilience, perseverance, and focus in children.
Roger Holt

Study: Nearly 1 In 3 With Autism Socially Isolated - Disability Scoop - 0 views

  • The social struggles of young people with autism were far more pronounced than those of other disability groups, the study found. While almost one-third of those with autism qualified as socially isolated because they never received telephone calls or went out with friends, fewer than 10 percent of individuals with intellectual disability and only 2 to 3 percent of people with emotional disturbance or learning disabilities fell into this category.
Roger Holt

How Families Can Develop an Asperger IQ « Sopris Learning - 0 views

  • Among the challenges of raising children with Asperger syndrome are the emotional ones placed upon the family. The collection of glaring social issues, mixed with subtle thinking variations and occasional unpredictable emotional swings, transforms parenting into a confusing trip of trial and error. When errors mount, family life is often mired in conflict, and the child’s issues are exacerbated. Parents may resort to blaming one another, leading to further downward spiraling.
Roger Holt

The Truth about Bullying and LD - 0 views

  • It’s hard to assign a number to describe the incidence of bullying — data from different sources report different findings — but one thing is certain; the deeper you dig, the clearer it becomes that the prevalence of bullying is staggering. *
danny hagfeldt

Training in the Social Emotional Foundations for Early Learning (CSEFEL)- Missoula - De... - 0 views

  • What:Child Care Resources has had to cancel some CSEFEL classes since they didn't fill with child care providers, so they are opening them up to social service providers and others.  The cost is very reasonable.  The focus will be more on group settings.  Child Care Resources is offering the following courses for Early Childhood educators and child care providers:1. The Pyramid Model (CSEFEL) Preschool Module 1    December 19, 2011    8:30 am - 2:30 pm    Childcare Resources - Missoula    Click here to register/more information!2. The Pyramid Model (CSEFEL) for Preschool Module One     January 23, 2012    8:30 am - 2:30 pm    Childcare Resources - Missoula    Click here to register/more information!3. The Pyramid Model (CSEFEL) for Preschool Module Two    March 5, 2012    8:30 am - 2:30 pm    Childcare Resources - Missoula    Click here to register/more information!Cost is $30 per session.Contact:Lucy Marose lucy@childcareresources.org  or  Jennifer Swartz jennifer@childcareresources.org
Terry Booth

The Impact of Trauma on the Developing Child - Webinar - March 17, 2011 - 0 views

  • Click here to register for this webinar About our series: The impact of violence, abuse, neglect, disaster, war, and other harmful experiences continues long after the traumatic event has ended. Exposure to trauma is a pervasive issue that has significantly impacted the health and well-being of millions of Americans and nearly everyone seeking services in the public health and social services systems. Understanding how trauma affects the emotional, behavioral, cognitive, social, and physical functioning of the people we care for can improve our services. When: March 17, 2011 12:00 - 1:00pm Mountain Presented by: Bruce Perry MD, PhD Senior Fellow at the ChildTrauma Academy Adjunct Professor at Northwestern University After participating in this webinar participants will: Understand the effect of trauma and neglect from a neurodevelopmental perspective Identify signs and symptoms of trauma and neglect in young children Learn new strategies for care, program development and policy as related to developmental trauma
Terry Booth

ADHD Groups in Billings - Wednesdays - Aug. 11th thru Sept 29th, 2010 - 0 views

  • Click here to download the flyer (PDF) Kids: You will learn how to avoid getting into trouble, make and keep friends, excel in school and feel good about yourself. Parents: You will learn the basics of ADHD, strategies for coping with your child’s behaviors/emotional/social difficulties and ways to cope with stress in the family. Best of All—You get to do it Together! What: 8 groups, lasting one hour each Wednesdays from 4 - 5 p.m. (for ages 5 - 9) Wednesdays from 6 - 7 p.m. (for ages 10 - 14) When: Group begins August 11th and will end on September 29th Location: Head Quarters for Heart Change building, 225 N. 23rd. Street, Billings, MT
danny hagfeldt

Using RTI to Improve Preschool Outcomes - Webinar - December 13, 2011 - 0 views

  • Click here to participate in the Talk!What:AppleTree Institute in Washington, DC, has been implementing RTI in preschool settings since 2007 to support the development of language, social-emotional, and foundational academic skills of three- and four-year-old children. Join Mary Anne Lesiak and Lydia Carlis as they explore the application of multi-tiered systems of support in early childhood settings and answer your questions about key issues. Ms. Lesiak and Dr. Carlis will offer specific tips for how school teams can work together to introduce and sustain RTI at the preschool level.When:Tuesday, December 13, 20111:00 p.m. - 2:00 p.m. MTContact:National Center for Learning DisabilitiesToll-Free: 888-575-7373 Phone: 646-616-1252Fax: 202-842-1942
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