As many of our clinicians mobilize to provide teletherapy and long distance learning, SPG has compiled online resources and tools that we have found beneficial in facilitating better communication and understanding between parents, staff and other members of the IEP team. Please continue to check back for updates.
Speech / AAC
OT / PT
Distance Learning Success »
PBS for Families: Precorrection » (Spanish version »)
PBS for Families: Choice » (Spanish version »)
PBS for Families: Token Economy » (Spanish version »)
PBS for Families: Specific Praise » (Spanish version »)
PBS for Families: Error Correction » (Spanish version »)
TELETHERAPY / DISTANCE LEARNING LINKS & GUIDES
SPG DISTRICT REMOTE TRAININGS
SPG would like to share these functional and relevant trainings created by our multidisciplinary teams. We are happy to offer all the below listed, pre-recorded titles, on a complimentary basis for the duration of the school closure period.
Contact Koren Fereira at email@example.com for directives on how your staff can access the recorded training link(s). Selected trainings of two or more hours are being offered remotely via live GoToMeeting.
Bookshare Overview for Students with Learning Disabilities, Vision Impairments, and Physical Disabilities - new!Presented by SPG AAC Clinical Supervisors (1 hr)Audience - Teachers, Families Bookshare makes reading easier. People with dyslexia, blindness, cerebral palsy, and other reading barriers can customize their experience to suit their learning style and find virtually any book they need for school, work, or the joy of reading.
Creating Simple Visuals with Boardmaker and Other Free Resources - new!Presented by SPG AAC Clinical Supervisors (1 hr)Audience - Teacher/Related Service providers working with pre-k/early elementary students
We will explore which visual supports are critical for students with Complex Communication Need. These visual supports are often overlooked in the home. This presentation will review the important visual supports needed in the home and demonstrate how to create them online. Visual schedules, Boardmaker Online, SymbolStix and other visual supports will be reviewed.
Telepractice: FAQs - new!Presented by SPG AAC Clinical Supervisors (1 hr)Audience - SLPs
With telepractice at the forefront of everyone's mind. We have compiled a list of commonly asked questions that are being asked such as SLPA and CF guidelines, legal guidelines (FERPA & HIPPA), how do I decide who is appropriate for services, how do I schedule, etc.
Teletherapy for Students with Limited Engagement - new!Presented by Kathy Beatty, M.A., CCC-SLP, AAC Specialist (2 hrs)Audience - SLPs, AT, OT, BCBA, Teachers
As we begin to serve our students via teletherapy we need updated information and curated resources to take on this task effectively. This is even more true when serving students with limited engagement and complex issues. How can we engage these students while in a remote location effectively? In this presentation service delivery models specifically designed for these students will be addressed. Teletherapy can be an effective way to support students and families in the home setting with thoughtful consideration. Effective teletherapy can happen with real-time (synchronous), time-delay (asynchronous), or hybrid therapy models. Store-and-forward methods will be reviewed as a powerful way to support these students in the home. Examples of effective therapy schedules and activities will also be shared.
Working from Home: Making it Work for You! - new!Presented by SPG AAC Clinical Supervisors (1 hr)Audience - SLPs
Participants will learn strategies on how to organize their workspace, working with their new "co-workers" and creating a manageable schedule.
AAC in The Classroom: Empowering Support StaffPresented by Kathy Beatty, M.A., CCC-SLP, AAC Specialist (3 hrs)Audience - SLPs, Support Staff, Teachers
One of the most critical keys to AAC success for any student is the buy-in and comfort level of the entire classroom team. Without their support, SLPs struggle mightily to make communication a reality for their students using AAC. However, many support staff feel overwhelmed when faced with AAC. How can they support AAC in the busy classroom? This presentation is intended for support staff that wish to provide effective interventions for students using AAC but have limited experience. Participants will be introduced to AAC in a way that will build confidence with relevant, carefully selected techniques to support and develop communication with AAC. Examples of fun, functional topics and activities will be shared. Demonstrations and hands on experience will be included. All abilities will be represented, from beginner to advanced, low tech to high tech.
Communication Partner Training & Techniques: Implementing AAC Effectively (Or You Can’t Do It Alone!)Presented by Jenna Williams M.S., CCC-SLP, SPG AAC Specialists (1 hr)Audience - SLPs, Teachers, Paraprofessionals
One of the most critical keys to AAC success for any student is the buy-in and comfort level of the family with the AAC system. Without their support, the SLP will struggle mightily to make communication a reality for their students using AAC in the home. We need to provide communication partners with relevant, carefully selected techniques to support and develop AAC communication. This presentation provides a systematic approach to teaching critical communication partner skills for supporting home AAC development. Communication partner training for families will be highlighted with step-by-step instructions of engaging others into the AAC world.
Cultural and Linguistic Diversity (CLD) Considerations In Augmentative & Alternative Communication (AAC)Presented by Mollie Mindel, M.S., CCC-SLP, Bilingual/AAC Specialist (1.5 hrs- CEUs available)Audience - SLPs
This presentation will outline issues & considerations when choosing AAC for students from CLD populations. The importance of cultural competency during the evaluation process, as well as implementation of AAC, will be discussed. Participants will receive access to current information, handouts, and templates. Additional resources relevant to evaluation, funding, & customization of tools will be highlighted to support implementation within the participant’s practice. Communication partner training for staff, families, and peers specific to the CLD population will be highlighted. Participants will have access to hands-on practice in making low-tech materials to take home.
Cultural and Linguistic Diversity Overview: Evaluation of African American & English Learner StudentsPresented by Maret Wilson, M.A., CCC-SLP, Bilingual Specialist (3 hrs)Audience - SLPs
Attendees will become familiar with test bias considerations, including a review of the Larry P. litigation and guidelines. Participants will learn how to identify appropriate norm-referenced tests, and how to use a variety of alternative evaluation methods. At the conclusion of this presentation, participants will be able to: Analyze assessment tools for EL and AA students, understand the Larry P. guidelines, name and describe at least 3 alternative evaluation methods as well as understand requirements for legally defensible report-writing for CLD students.
Alternate and Dynamic Assessment: from Theory to PracticePresented by Maret Wilson, M.A., CCC-SLP and Sandy Bond, M.S., CCC-SLP (3 hrs)Audience - SLPs
While the concepts and importance of dynamic and alternate assessment may be easy to grasp, their implementation is often daunting for SLPs. This training provides attendees with clearly organized materials and resources to enable them to put these evidence-based assessment principles into practice. Direct and indirect assessment tools will be reviewed, and attendees will engage in group practice and case study work.
Report Writing and the Art of Scoring: a Comprehensive Review of Ca. Ed. Code, Eligibility Criteria and Legally Defensible ReportingPresented by Maret Wilson, M.A., CCC-SLP (3 hrs)Audience - SLPs
Participants will understand the eligibility and exit criteria for Speech and Language Impairment as stated by the CA Dept. of Education and be able to apply this knowledge to written reports. Therapists will learn how to report scores from standardized testing, as well how to describe eligibility when alternative assessments have been used. Common errors such as invalid test administration, as it relates to the Larry P. vs Riley case and other minority populations that lead to disproportionality, are reviewed. SLPs will be able to name the 10 most common reasons students are over-identified for SLI and determine if students are eligible based on information found in written reports. Examples of validity and cautionary statements will be provided, as well as report templates for Pre-K through 12th grade. An eligibility worksheet will be reviewed and included in the handouts.
Clinical Supervision - the Requirements and the Rest of the StoryPresented by Anna Davis, M.S., CCC-SLP and Maret Wilson, M.A., CCC-SLP (3 hrs)Audience - SLPs
This training will provide attendees with the knowledge and tools to meet ASHA and state requirements for providing clinical supervision. In addition to concrete requirements, the training will provide several suggestions and considerations to foster an ethically sound supervisory relationship, and to promote quality communication and feedback. Tips, suggestions, and case study examples will also be reviewed to prepare attendees for the frequently occurring questions and challenging situations that supervisors may face. At the conclusion of this presentation, participants will be able to: describe the supervision requirements for the ASHA CFY and CA RPE, explain supervision requirements for SLPAs and what duties SLPAs may and may not perform, give at least two examples of ethical considerations important to supervision and identify at least three strategies or tools to foster quality communication and feedback in the supervisor/supervisee relationship.
Changing Our BehaviorPresented by DeAnna Mercier Glass, M.Ed., BCBA, Clinical Supervisor (1 hr)Audience - Teachers, Paraprofessionals
This training explores how we can apply behavior analytic principles to our own behavior to live our best lives. Participants will learn the key components of self-management and self-monitoring for behavior change. They will also have the opportunity to outline a plan for self-management with prevention, identification of incompatible or replacement behaviors, a reinforcement plan and unique self-monitoring tools.
Classroom Management PlansPresented by Meghan Brewer, M.A., BCBA, Clinical Supervisor (1 hr 15 min)Audience - Teachers
Classroom management plans assist teachers with setting up their classrooms for optimal success. This training assists with integrating behavioral structures such as task analyzing difficult routines, layered reinforcement systems, and environmental modification for best outcomes. Participants will be exposed to the components of high-quality classroom management plans and will have the opportunity to draft several components with support from presenters. This training is ideal for Special Educators.
Integrating Data Systems to Inform Lasting Change in the ClassroomPresented by Jennifer Price, BCBA, Clinical Supervisor (1 hr)Audience - Teachers, Paraprofessionals
Data collection is an imperative part of any behavioral program. This training discusses the different types of data collection, reviews the pros and cons of different methods, and provides participants with an opportunity to practice utilizing a variety of datasheets. Participants are taught to visually inspect data and are given an overview of how data trends should inform intervention.
Interdisciplinary CollaborationPresented by DeAnna Mercier Glass, M.Ed., BCBA, Clinical Supervisor (30 min)Audience - SLPs, OTs, PTs, BCBAs, Teachers, Administrators
As multidisciplinary treatment teams continue to be required to address the complex needs of students, it's important that professionals have guidance on how to best collaborate. Effective collaboration has been associated with better treatment outcomes and less conflict in the workplace. This training is a set of basic guidelines derived from literature on the topic to assist with preventing issues before they arise, developing key competencies required to be an effective collaborator, and how to address issues if and when they arise.
Low Intensity Behavior StrategiesPresented by DeAnna Mercier Glass, M.Ed., BCBA, Clinical Supervisor (1 hr)Audience - Teachers, Paraprofessionals
Participants will learn seven low effort, high impact strategies to engage learners in the classroom and minimize problem behaviors. Each strategy will have an accompanying tip sheet and practical video-based scenarios.
Prevention for ParaprofessionalsPresented by SPG BCBA Clinical Supervisor (1 hr)Audience - Paraprofessionals
Preventing problem behavior is paramount for success in special education classrooms. This training covers strategies that focus on structuring the environment to prevent problem behavior and increase engagement in learning. Identifying environmental variables that precede problem behavior and understanding how to individualize prevention is outlined.
Prompting and Prompt FadingPresented by Jessica Kishiyama, M.A., BCBA, Clinical Supervisor (1 hr)Audience - Paraprofessionals
Prompting is an effective way to assist with skill development. This training provides participants with a comprehensive overview of the types of prompts, using prompt hierarchies to inform prompt fading, and how to utilize errorless learning for best outcomes. Participants are provided with opportunities to practice prompting and prompt fading across a variety of learning scenarios commonly seen in classrooms.
Reinforcement SystemsPresented by DeAnna Mercier Glass, M.Ed., BCBA, Clinical Supervisor (30 min)Audience - Teachers, Paraprofessionals
Participants will get an overview of token economies and how to best utilize reinforcement systems in varied classroom settings. The key components of effective reinforcement systems will be outlined for participants to develop new systems or troubleshoot existing systems. Participants will also be introduced to group reinforcement contingencies and will be provided with a token economy development worksheet.
Replacement Behaviors for ParaprofessionalsPresented by SPG BCBA Clinical Supervisor (1 hr)Audience - Paraprofessionals
All problem behaviors have functionally equivalent behaviors that will assist with getting the student’s need met more appropriately. This training covers how to identify a useful replacement behavior based on how the problem behavior functions for the student and high impact, low effort reinforcement strategies to build up new skills.
The Behavior Plan for Teachers/ParaprofessionalsPresented by SPG BCBA Clinical Supervisor (1 hr)Audience - Teachers, Paraprofessionals
Once challenging behaviors have been assessed, information gathered should be utilized to develop the Behavior Intervention Plan. In this training, participants are guided through the components of the behavior plan, how to develop interventions to make challenging behaviors ineffective for the student, and how to write functionally equivalent replacement behavior goals. This session is the perfect follow up to the Assessing Problem Behavior training.
The Big Four: the Key Skills Students Need to Prevent Problem BehaviorPresented by SPG BCBA Clinical Supervisor (1 hr)Audience - Teachers
This training focuses on the article "The Big Four", which covers four repertoires that are "likely universal repertoires that may constitute a core curriculum for child(ren) at risk for problem behavior and would increase the likelihood of navigating his or her environment effectively in such a way as to contribute to the overall quality of life". Attendees will learn to identify the four repertoires and how to teach them across a variety of functioning levels.
Understanding and Changing BehaviorPresented by DeAnna Mercier Glass, M.Ed., BCBA, Clinical Supervisor (1 hr)Audience - Teachers, Paraprofessionals
This training covers why problem behaviors are likely to occur as well as the essential components to any effort to change behavior. The functions of problem behavior and how they relate to the skill deficits of the individual are reviewed in an easy to digest format. Strategies to prevent behaviors, teach replacement behaviors, and also change your response to behavior are reviewed and practiced.
Understanding and Changing Behavior for ParentsPresented by SPG BCBA Clinical Supervisor (1 hr)Audience - Parents
This training outlines the guiding principles of behavior analysis in a parent-friendly format. Concepts such as behavior as communication, identifying and building up replacement behaviors, and appropriate responses to behavior based on function will assist parents with ensuring optimal success with behavior in the home. Prevention, prompting, and easy to implement reinforcement strategies are covered.
Using Effective Behavior ManagementPresented by DeAnna Mercier Glass, M.Ed., BCBA, Clinical Supervisors (3 hrs)Audience - SLPs This presentation outlines ways to prevent and manage problem behaviors so that classrooms will be optimally productive and fun. Participants will learn about the basic functions of behavior, ways to prevent problems before they arrive, and how to maximize learning time on task. Low effort, high impact strategies will be covered and modeled.
Using Reinforcement Effectively for ParaprofessionalsPresented by SPG BCBA Clinical Supervisor (1 hr)Audience - Paraprofessionals
Reinforcement shapes how we behave on a daily basis. This training teaches participants the guiding principles of reinforcement and how to use reinforcement to increase positive behaviors and remove inadvertent reinforcement for problem behaviors.
Using Visual SupportsPresented by DeAnna Mercier Glass, M.Ed., BCBA, Clinical Supervisor (1 hr)Audience - Teachers, Paraprofessionals, SLPs
We all rely on visual information to navigate through our days. Visual systems can be a powerful support for children on the spectrum. Examples of a variety of visual systems such as visual schedules, choice boards, transition systems, and checklists are reviewed for their practical applications into classrooms. Visual systems for both preventing and responding to challenging behavior are reviewed.