ABA 527 M10 Project

2

ABA 527 M9 Project

Nhazanu Yekeh Pessima

Graduate School College of Education, Endicott College,

ABA 527: AT03-SP23 ABA IN PUBLIC SCHOOL SPECIAL

Professor. Beth Keefe

April 2nd, 2023

Staff Training Syllabus & Ongoing Bibliography

Topic 1: Positive Behavioral Interventions and Supports (PBIS)

Description: During the workshop, participants will learn about Positive Behavioral Interventions and Supports (PBIS), which is a proactive, school-wide approach to discipline that supports appropriate behavior and improves student outcomes. Participants will identify the essential components of PBIS and learn how to implement PBIS in their classroom or school setting. Participants will also learn how to collect and analyze data to monitor the effectiveness of PBIS and how to address common implementation challenges.

Training Methodology: Workshop will include the use of a PowerPoint lecture, case studies, and group discussions. Participants will also have the opportunity to practice implementing PBIS strategies in small groups.

Number of Hours	Training Objectives/ Outcomes	Evaluation
6	● Identify the essential components of PBIS ● Understand the benefits of implementing PBIS ● Identify evidence-based practices within PBIS ● Develop a plan for implementing PBIS in their classroom or school setting ● Identify and address common implementation challenges ● Learn how to collect and analyze data to monitor the effectiveness of PBIS	● During the workshop, participants will be assessed through group discussions and individual case studies. ● Participants will also be provided with a post-training survey to evaluate their satisfaction with the training and their confidence in implementing PBIS.

Annotated Bibliography

Barrett, S., Eber, L., McIntosh, K., Perales, K., & Romer, N. (2018). Teaching social-emotional competencies within a PBIS framework.  OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports, Eugene, OR.

The authors also emphasize that training should be comprehensive and cover all aspects of the program, including its purpose, goals, strategies, and evaluation. Additionally, the authors provide specific recommendations for staff training, such as providing opportunities for staff to practice the skills they will teach, using video demonstrations to model effective strategies, and providing feedback and coaching to help staff improve their implementation. The authors also emphasize the importance of establishing a positive school culture and climate that supports SEL and PBIS practices and suggest that staff training should include strategies for promoting a positive school culture.

Sugai, G., & Horner, R. R. (2006). A promising approach for expanding and sustaining school-wide positive behavior support.  School psychology review,  35(2), 245-259.

The article discusses the importance of staff training in expanding and sustaining school-wide positive behavior support (SWPBS) programs. Therefore, staff training is essential to ensure that all school personnel understand the goals and principles of SWPBS and have the skills and knowledge to implement it effectively. The authors emphasize the importance of ongoing training and support for staff members to ensure the sustainability of SWPBS. This includes regular coaching and feedback, as well as opportunities for staff to share successes and challenges with each other.

Horner, R. H., & Sugai, G. (2015). School-wide PBIS: An example of applied behavior analysis implemented at a scale of social importance.  Behavior analysis in practice,  8, 80-85.

The article discusses the importance of staff training in implementing School-wide Positive Behavior Support (SWPBS). The authors highlight that effective implementation of SWPBS requires comprehensive staff training and ongoing professional development to ensure fidelity to the model. They also emphasize the importance of ongoing coaching and feedback to support staff in implementing SWPBS effectively. The article provides examples of successful implementation of SWPBS in different school settings and highlights the role of staff training in achieving positive outcomes for students.

Topic 2: Differentiated Instruction (6-hour Training)

Description: This training will introduce participants to the principles and strategies of differentiated instruction (DI). Participants will learn how to identify and address students' diverse learning needs and preferences by modifying the content, process, and product of instruction. The training will also cover strategies for assessing and monitoring student progress and providing effective feedback.

Training Methodology: The training will include a combination of lecture, group discussion, case studies, and hands-on activities. Participants will also have access to online resources for further learning.

Number of Hours	Training Objectives/ Outcomes	Evaluation
6	● Understand the principles of DI ● Identify and address students' diverse learning needs and preferences ● Modify instruction to accommodate students' needs and preferences ● Assess and monitor student progress ● Provide effective feedback	● Participants will be assessed through a pre and post-training evaluation to measure their understanding of DI principles and their ability to modify instruction to accommodate students' needs and preferences. ● Participants will be given a case study to modify instruction based on students' diverse learning needs and preferences, which will be reviewed and evaluated by the trainer.

Annotated Bibliography

Smale-Jacobse, A. E., Meijer, A., Helms-Lorenz, M., & Maulana, R. (2019). Differentiated instruction in secondary education: A systematic review of research evidence.  Frontiers in psychology,  10, 2366.

The authors also note that effective professional development programs for differentiated instruction should include the following components: Providing teachers with a clear understanding of what differentiated instruction is and how it can be implemented in their classrooms. Offering practical strategies and tools that teachers can use to differentiate instruction, such as flexible grouping, tiered assignments, and varied assessment methods. Providing opportunities for teachers to collaborate and share their experiences and strategies with one another. Offering ongoing support and coaching to help teachers implement differentiated instruction effectively.

Suprayogi, M. N., Valcke, M., & Godwin, R. (2017). Teachers and their implementation of differentiated instruction in the classroom.  Teaching and teacher education,  67, 291-301.

The article focuses on the implementation of differentiated instruction in the classroom and the role of teacher training in this process. The authors argue that staff training is important in supporting teachers' implementation of differentiated instruction, as it can help teachers to understand the concept of differentiation and how to apply it effectively in the classroom. They also suggest that staff training can help to overcome some of the challenges that teachers face in implementing differentiated instruction, such as a lack of knowledge, resources, and time.

Heacox, D. (2012).  Differentiating instruction in the regular classroom: How to reach and teach all learners (Updated anniversary edition). Free Spirit Publishing.

The article emphasizes the importance of staff training in implementing differentiated instruction in the classroom. Heacox suggests that effective differentiation requires teachers to have a deep understanding of their students' diverse needs and abilities, as well as the skills and knowledge necessary to design and implement a range of instructional strategies. There is the need for administrators to support and model differentiated instruction, both by providing resources and materials for teachers and by prioritizing and valuing differentiated instruction as a core component of effective teaching practice.

Topic 3: Classroom Management (6-hour training)

Description: This training will focus on effective classroom management strategies for teachers. Participants will learn how to establish clear expectations, create a positive classroom environment, and address disruptive behavior. They will also learn about different behavior management techniques such as positive reinforcement, token economies, and response cost. The training will cover how to create and implement behavior intervention plans for individual students and how to work collaboratively with parents and other professionals.

Training Methodology: The training will use a combination of lecture, case studies, and role-playing exercises. Participants will also have the opportunity to share their experiences and learn from each other. They will receive feedback from the trainer and will be provided with resources and materials to support their implementation of classroom management strategies.

Number of Hours	Training Objectives/Outcomes	Evaluation
6	· Understand the importance of effective classroom management for student learning · Establish clear expectations and routines for classroom behavior · Create a positive classroom environment that promotes student engagement and learning · Use positive reinforcement to encourage appropriate behavior · Implement token economies and response cost strategies for behavior management · Develop behavior intervention plans for individual students with challenging behavior · Collaborate with parents and other professionals to support students' behavioral needs	· Participants will complete a pre- and post-training survey to assess their knowledge and confidence in implementing classroom management strategies. · The trainer will observe and provide feedback during role-playing exercises. · Participants will receive a certificate of completion at the end of the training.

Annotated Bibliography

Mitchell, B. S., Hirn, R. G., & Lewis, T. J. (2017). Enhancing effective classroom management in schools: Structures for changing teacher behavior.  Teacher Education and Special Education,  40(2), 140-153.

In terms of training staff, the article highlights the need for ongoing and structured professional development for teachers to improve their classroom management skills. The authors suggest that teacher training should focus on practical strategies that can be implemented in the classroom, such as creating a positive and inclusive classroom environment, establishing clear expectations and routines, and providing consistent consequences for behavior. They suggest that schools can create a culture of continuous improvement by providing regular coaching and mentoring to teachers.

Poole, I. R., & Evertson, C. M. (2013). Elementary classroom management. In  International guide to student achievement (pp. 188-191). Routledge.

The authors emphasize the importance of staff training in effective classroom management. They argue that all school personnel, including teachers, administrators, and support staff, should receive ongoing training in classroom management strategies and techniques. They stress that staff training is a critical component of successful classroom management, and that schools and districts must prioritize ongoing professional development opportunities for their staff in order to create a positive and effective learning environment for all students. They also note that training should be ongoing, rather than a one-time event, and should be tailored to meet the specific needs of individual schools and classrooms.

Wubbels, T., Brekelmans, M., Den Brok, P., Wijsman, L., Mainhard, T., & Van Tartwijk, J. (2014). Teacher-student relationships and classroom management.  Handbook of classroom management,  2, 363-386.

The article emphasizes the importance of staff training in effective classroom management. The authors argue that teachers need to have the necessary skills and knowledge to create positive and supportive relationships with their students and effectively manage their classrooms. Staff training programs should focus on developing teachers' interpersonal skills, including communication, empathy, and conflict resolution. Additionally, teachers should receive training on effective classroom management strategies, such as setting clear expectations, using positive reinforcement, and addressing problem behavior.