Reducing Challenging Behavior: Identify the Root Cause and Establish a Collaborative Partnership with the Student to Resolve the Problem For Good

Tuesday, July 24, 2018

9:00 am - 4:00 pm

Registration: 8:30

Cost: $120 per person for CASDA members/$240 for non-CASDA member

Participants will receive 7 hours of CTLE credits. 

UAlbany Health Sciences Campus - Cafe Conference Room 

This full day workshop will provide an introduction to this collaborative, strengths-based, skill-building approach to student discipline. This approach emphasizes the importance of beginning by strengthening the relationship and establishing trust with the student. There is also an emphasis on determining and showcasing the student's gifts and talents and operating from a strengths perspective. The adult seeks to understand the problem from the child's perspective, then shares his/her concerns regarding the problem. The final step is for the adult and the child to form a collaborative partnership with the goal of solving the problem in a mutually satisfying manner. Through the repetition of the problem solving process, the student's cognitive skills (such as emotion regulation, executive function, social skills, cognitive flexibility and language processing) are strengthened, self-esteem and self-efficacy are improved and the frequency and intensity of challenging behavior is reduced.

 

About CPS

CPS is a research-based approach to addressing and reducing challenging behaviors. CPS is based on the premise that kids do well if they can, and if they don’t, something must be getting in the way. Many of the most challenging behaviors stem from lagging cognitive thinking skills in five areas: emotion regulation, cognitive inflexibility, social skills, attention and working memory, and language processing skills. The adult understands the trigger(s) and reasons behind the behaviors as he/she empathizes and listens to the child. The adult’s concerns regarding the behavior are shared, then both adult and child engage in collaborative problem solving as the child suggests possible solutions, which are evaluated, one-by-one by both people. Through repetition of the problem solving process over time, the child’s cognitive thinking skills are developed and strengthened, and the occurrence of problematic behavior is reduced.

Participants Will:

  • Explain the difference between a behavioral and a collaborative approach to discipline. 

  • Understand why a behavioral approach is not effective for some students. 

  • Identify triggers and the root cause of challenging behavior for a particular challenging student. 

  • Describe the five steps in this collaborative approach to discipline. 

  •  Create an action plan that describe how one will begin implementing some aspects of this approach in the classroom.

Conference Presenter:

Jennifer Bashant, CASDA Faculty 

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518.442.5045
University at Albany 
1400 Washington Ave
Catskill B27
Albany, NY 12222  

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