In collaboration with the Council for Children with Behavioral Disorders (CCBD)
Thursday, March 20
4-5 p.m. ET
As teachers, we know that no single strategy will work every time with every learner. Still, some practices are more likely than others to make a positive difference. You can stack the odds in your students’ (and your) favor by using the logic of probability to select evidence-based practices for particular students and specific content or behavior. In this webinar, you’ll learn about research-based practices that promote student engagement and build positive relationships between teachers and students. You’ll see video examples of strategies in action, differentiated for students of various ages and ability profiles, with special attention to students whose challenging behaviors make success infrequent. You’ll come away better able to choose academic and behavioral strategies with high probability of success, and effectively assess your own teaching for continuous improvement.
After completing this program, you will be able to:
- Select from a set of empirically-derived instructional practices that have a high probability of success in facilitating students’ academic and social development.
- Discuss student engagement as the strongest predictor of student success with curricular content
- Apply probability logic in making decisions to improve student engagement and achievement of behavioral and academic objectives
- Discuss strategies for increasing positive exchanges between teachers and students
Terrance M. Scott
is Professor and Distinguished University Scholar in the College of Education at the University of Louisville. Since receiving his Ph.D. in Special Education at the University of Oregon in 1994 (with an emphasis on emotional and behaviors) he has conducted more than 700 presentations and training activities throughout the U.S., Canada, Ireland, Australia, New Zealand, and Scandinavia. In 2004 he received the Distinguished Early Career Award from the Research Division of the International Council for Exceptional Children
and in 2012 he received the Outstanding National Leadership Award from the Council for Children with Behavior Disorders. A former counselor and teacher of students with seriously challenging behaviors, his research interests focus on school-wide prevention systems, the role of instructional variables in managing student behavior, functional behavior assessment/intervention, and scientific research in education.