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Creating Schools Where all Students Thrive: PBIS and Trauma Informed Practices

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Description

Creating School Cultures Where all Students Thrive — A Series on PBIS and Trauma Informed Practices is an archived recording of a four-part web series originally presented live from January 27th to February 17th 2016

About the series: Dedicated school leaders and teachers know they must both teach and nurture students in order for them to thrive. Yet, students are often not ready or able to learn because of behavioral issues. Positive Behavioral Interventions and Supports (PBIS) and Trauma Informed Practices are complimentary approaches that, when implemented together, provide a decision-making framework and philosophy for educators to help students thrive.

The purpose of this webinar series is to provide education leaders with an understanding of the philosophy, evidence base and approaches involved in PBIS and Trauma Informed Practices; how these two different approaches intersect and complement each other; and why they are both needed to adequately support all students. Case studies of implementation in schools are included. This series presents the behavioral science of function-driven intervention planning alongside the beliefs and practices that result in access to supports that positively impact the lives of students, and increase educator efficacy in helping students who struggle.


You can purchase access to the complete series (this product) or purchase individual sessions by clicking on the links for each episode:


Schedule of presentations

3:30-4:30 PM Eastern, Wednesday, January 27th 2016

The Logic of Multi-Tiered Systems of Support and Behavioral Instruction

Dr. Robert Horner, Professor of Special Education, University of Oregon and Director of Educational and Community Supports (ECS) 

3:30-4:30 PM Eastern, Wednesday, February 3rd 2016

Developing Behavior Intervention Plans: Fusing Values and Practices

Dr. Rose Iovannone, Assistant Professor, College of Behavioral and Community Sciences, Department of Child and Family Studies, Florida Center for Inclusive Communities (FCIC) at the University of South Florida, Tampa 

3:30-4:30 PM Eastern, Wednesday, February 10th 2016

Planning for a Continuum of Practice

Dr. Sharon Lohrmann, Assistant Professor of Pediatrics, The Boggs Center, Rutgers Robert Wood Johnson Medical School 

3:30-4:30 PM Eastern, Wednesday, February 17th 2016

The Application of Trauma Informed Practices in Schools

Kym Asam, Regional Director of Schools and Clinical Programming, Northeastern Family Institute (NFI) Vermont 


How to access this webinar archive: This product is four recorded webinars, originally presented live. You will have access to the series immediately upon purchase. Once you have checked out from the store, your receipt will include a link to download your access ticket. The ticket included links and access codes for each of the four episodes. Click on the link on the ticket, enter the access code and the Adobe Connect session will launch and the webinar will automatically start playing.

If you have any questions, you can contact Donald Taylor at dtaylor@tash.org or 202-888-2419.

Additional resources
a mini icon indicating that this is a link to an external web page Brandi Simonsen, Jennifer Freeman, Steve Goodman, et al., Supporting and Responding to Behavior: Evidence-Based Classroom Strategies for Teachers, IDEAs that Work, Office of Special Education Programs, U.S. Department of Education, 2015
a mini icon indicating that this is a link to an external web page National Child Traumatic Stress Network, The Road to Recovery: Supporting Children with Intellectual and Developmental Disabilities Who Have Experienced Trauma, December 2015
a mini icon indicating that the document for download is a PDF Jenny Stonemeier, Barb Trader and Jacque Wisnauskas, School Discipline Policy Considerations in a SWIFT Framework, SWIFT Center Issue Brief 6, December 2014
a mini icon indicating that the document for download is a PDF Rob Horner and George Sugai, Implementation Blueprint and Self-Assessment: Positive Behavioral Interventions and Supports, U. S. Department of Education, Office of Special Education Programs, 25 September 2010
a mini icon indicating that the document for download is a PDF Rachel Freeman, Lucille Eber, Cynthia Anderson, Larry Irvin, Rob Horner, Monica Bounds, and Glen Dunlap, "Building Inclusive School Cultures Using School-Wide Positive Behavior Support: Designing Effective Individual Support Systems for Students with Significant Disabilities", Research and Practice for Persons with Severe Disabilities, vol. 31, no. 1, January 2006, pp. 4-17
a mini icon indicating that the document for download is a PDF Daniel Crimmins and Anne F. Farrell, "Individualized Behavioral Supports at 15 Years: It's Still Lonely at the Top", Research and Practice for Persons with Severe Disabilities, vol. 31, no. 1, January 2006, pp. 31-45
a mini icon indicating that the document for download is a PDF Connections: Developing and Implementing Positive Behavior Support Strategies, vol. 29, no. 1/2, January / February 2003
a mini icon indicating that the document for download is a PDF Robert H. Horner, Glen Dunlap, Robert L. Koegel, Edward G. Carr, Wayne Sailor, Jacki Anderson, Richard W. Albin, and Robert E. O'Neill, "Toward a Technology of 'Nonaversive' Behavioral Support", Journal of the Association for Persons with Severe Handicaps, vol. 15, no. 3, September 1990, pp. 125-132, doi:10.1177/154079699001500301
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