Is it Disability Behaviour or Just Disruptive Behaviour?
Day Two: The General and Special Education Summit
Presented by Rebecca Moyes, M.Ed.
Tuesday, December 3, 2019 | Richmond, bc
Both educators and parents struggle with what to do with difficult behaviour in the classroom and home. Both are often hesitant to provide consequences when a child with special needs exhibits problem behaviours because they are afraid they will be accused of punishing him/her for symptoms that are related to his/her disability. In school settings, there are certain behaviours that are not permitted, and others that impede the child’s or the other students’ ability to learn. Knowing how to appropriately address behaviours is important because any behaviour that is reinforced (either accidentally or on purpose) is likely to continue or escalate. Children with disabilities often exhibit problems with motivation, transitions, task avoidance, sensory processing, social skills, anger, defiance, impulsiveness, and behavioural inhibition, among others. Many children with autism, Asperger’s, ADHD, emotional disturbance, oppositional defiant disorder, Down’s Syndrome, and learning disability exhibit these challenging behaviours. Behind every problem behaviour is something to teach to address a skill deficit and interventions that can help to stop the cycle of difficult behaviour. This full-day workshop will empower educators with practical and evidenced-based strategies to feel competent to appropriately address difficult behaviours associated with disabilities.
Agenda & Learning Objectives
- Difficulties presented by children with
behavioural deficits and conflicts between
staff and parents
- Antecedents to difficult behaviour;
consequences: reinforcers and
- Functions of behaviour; types of data collection tools
- Developing a PBSP based on data collection
- Executive functions and how they impact problem behaviour
- Interventions for motivation, transition difficulties, perseverations
- Interventions for inflexibility, oppositional defiant behaviour, sensory disturbances, attention difficulties and emotional control
- Identify the use of positive vs. negative reinforcement and positive vs. negative punishment when given behavioural scenarios
- Describe ways to incorporate the use of reinforcement to decrease the frequency of problem behaviour
- List particular antecedent strategies to support difficult behaviour, including strategies for students with emotional disturbance and oppositional defiant disorder
- Describe the skill deficits that may be associated with problem behaviour and write appropriate IEP goals to address them
- Write positive behaviour support plans to teach new skills so that children will not use problem behaviour to achieve escape or attention
- Initiate the use of appropriate data collection tools to study behaviour objectively and learn what is reinforcing it
Continuing Education Credits
Rebecca Moyes, M.Ed., is a former general education teacher in public and private schools. She has served on Pennsylvania Governor Ridge’s Task Force for Autism and was a member of the PA SAFE Project for Verbal Behaviour. She is the author of six books for educators who teach students with special needs. She holds a master’s in teaching and curriculum with an emphasis on special needs children. She also holds an autism certificate in PA and advanced training in applied behaviour analysis. She now serves as consultant to four school districts in the Pittsburgh area for students with emotional disturbance.
Who Should Attend
Education and Clinical Professionals: K–12 Classroom Teachers, School Counsellors/Psychologists, Learning Assistance/ Resource Teachers, School Administrators, School Paraprofessionals including Special Education Assistants, Classroom Assistants and Childcare Workers. All other professionals who support students including but not limited to: Nurses, Social Workers, Psychologists, Clinical Counsellors, Family Therapists, Occupational Therapists, Speech Language Pathologists, Addiction Counsellors, Youth Workers, Mental Health Workers, Probation Officers, Police Officers, and Early Childhood Educators.
Parents, Caregiver, Foster Parents, Grandparents, and Extended Family raising a child.
Executive Hotel Vancouver Airport
7311 Westminster Hwy
Richmond, BC V6X 1A3
For reservations, guests may call locally at 604-278-5555 or toll free at 1-800-663-2878 by mentioning the group name “Jack Hirose & Associates” or the group codes as follows:
Oct 23 – 25 … Event ID 81102
Nov 13 – 15 … Event ID 79484
Nov 25 – 26 … Event ID 79486
Nov 27 – 29 … Event ID 81272
Dec 2 – 4 … Event ID 83736
Room Type & Prices
Plaza / Courtyard Room- a queen bed or 2 double beds, mini-fridge
One-bedroom Condo Suite – a queen bed in master bedroom and a pullout sofa bed in living room, with full kitchen and in-room washer/dryer
October 23 – 25
Plaza – $189
Condo – $209
Plaza – $149
Condo – $179
December 2 – 4
Plaza – $159
Condo – $189
*please note, room reservations are subject to availability*
When booking hotel rooms, ask for the Jack Hirose and Associates corporate rate. To receive our corporate rate, rooms must be booked one month prior to the workshop date. Please keep in mind hotel rates may fluctuate.
Registration & Fees
|Registration||Early bird Fee||Regular Fee|
|Individual 1 Day Enrollment||$249||$269|
|Individual 2 Day Enrollment||$449||$469|
|Individual 3 Day Enrollment||$639||$659|
All fees are in Canadian dollars ($CAD).
Fees do not include applicable taxes (5% GST).
Early bird cutoff date: November 18, 2019
To receive the early bird rate, registration and payment must be received by Monday, November 18, 2019.
Please review our Registration Terms and Conditions for information on our cancellation policy, payment policies, rebates, and more. You must agree to our Terms and Conditions to register for a workshop or conference.
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