Online training to build social-emotional skills, support positive student behavior and protect staff and students.
Explore More >
On-demand master classes on social-emotional learning, classroom management, teaching strategies and more.
Explore More >Explore how you can deliver critical online training anywhere, anytime.
AccuTrain’s on-site workshops will help your educators develop the skills to manage student behavior challenges in a way that supports students.
Explore More >
Inspire and energize your educators with personalized instruction on how to support at-risk students.
Explore More >
Help educators develop the skills and knowledge to promote positive mental health and ensure every student feels safe and supported.
Explore More >
AccuTrain experts will inspire and energize your educators with personalized instruction on school culture & leadership.
Explore More >
Help educators transform classroom management with a proven system that empowers students to own their behavior and academic performance.
Explore More >
RCD Connect online courses reinforce the foundations of Responsibility-Centered Discipline and help educators strengthen communication skills and build positive, supportive relationships with students.
Explore More >Discover how you can create a responsibility-centered culture that reduces office referrals and supports student success.
Give your teachers, counselors and administrators creative, fresh and engaging approaches to help students build the skills to navigate emotions and manage behavior successfully.
Self-regulation is a universal set of skills necessary for academic and career success, emotional control and healthy social interaction.
Self-Regulation Training System > Resources >Teach students and adults concrete skills to apply in the face of challenge, you help them achieve success in all areas of their lives.
Bring a new level of motivation to your students with SEL Smart Connect interactive lessons delivered via digital whiteboard or computer.
Explore More >
Choose from more than 25 thumballs to create engaging discussion in your classroom and make learning fun.
Explore More >
YouthLight’s activity workbooks are designed to engage students with fun ways to learn social and emotional skills.
Explore More >
YouthLight’s curricula books contain lesson plans on social emotional learning for quick and easy use in the classroom, small groups or one-on-one.
Explore More >
Get news you can use in your classroom and school to engage and support all students.
Explore More >
Learn innovative insights and best practices from K-12 experts to help sharpen your skills.
Explore More >
Discover how AccuTrain professional development resources can support your staff.
Explore More >Explore how you can deliver critical online training anywhere, anytime.
AccuTrain provides insightful, inspiring and often entertaining professional development experiences featuring the greatest minds in education.
Explore More >
We are committed to the values that define our culture: service to educators, lifelong learning, innovation, teamwork, fun and well-being.
Explore More >Fact: Approximately 20 percent of students in today’s classrooms are diagnosable for a mental health issue according to the National Institute of Mental Health. And there is evidence to suggest that beyond this number, 16 percent are borderline for meeting criteria for a mental health label. That means as many as one in three students in any teacher’s classroom may have a mental health issue leading to emotional and behavioral challenges.
These issues run the gamut from “Acting In” disorders like anxiety, mood disorders and Asperger’s Syndrome to “Acting Out” disorders like oppositional defiant disorder. Teachers, counselors, administrators and other school personnel must be given tools to get the most out of this high-potential, neurodiverse group of students. Unfortunately, these issues can be undiagnosed and are easily misunderstood – and may be treated as simple discipline issues.
With the current emphasis on inclusive classrooms, general education teachers play a primary role in teaching students with mental wellness challenges. Yet, according to recent studies, many feel unprepared to take on this role. The success of inclusion can only be realized if both university educators and staff development programs help to train and continue to educate general education teachers on the various disorders and how these students learn best.
The Wired Differently Training Program provides five keys to working with students who struggle to handle the normal pressures, stresses, conflicts and expectations of everyday life. Your staff will discover why traditional methods of dealing with these behaviors are not beneficial and why a consistent, teamwork approach to students who are wired differently is a must.
Students with acting in disorders are usually more self-destructive than outwardly destructive. The most common of these disorders in schools are anxiety disorders, bipolar disorder, Asperger’s syndrome and trauma (excluding post-traumatic stress syndrome). Because these challenges are inwardly focused, students who experience these issues are less likely to be identified for help.
Everyone experiences occasional anxiety, but for students with anxiety disorders, anxiety is always present but not in response to a specific danger or threat. These disorders can include separation anxiety, phobias, generalized anxiety and social anxiety. An educator might see:
• Frequent erasing or starting over
• Refusing to get started
• Worry about a test
• Resisting getting involved
• Avoiding participation in class discussions
Students with mood disorders experience dramatic shifts in mood and energy levels. In students, these moods often shift rapidly and a student may experience both extremes at the same time. These students are often precocious, bright and creative. Symptoms may include:
• Severe separation anxiety
• Raging
• Tantrums
• Oppositional behaviors
• Sensitivity to stimuli
• Inflexibility
Asperger’s is a disorder at the highly functional end of the autism spectrum. An educator might see:
• Persistent challenges in social interaction
• High sensitivity to changes in environment
• Confusion with complex assignments
• Disorganization
• Difficulty prioritizing tasks
• Aversion to certain motor activities
Trauma is the emotional, social, behavioral or physical response to an upsetting event. In school, students dealing with trauma may exhibit the following:
• Irritability
• Negative mood
• Anger
• Aggression
Students with Acting Out disorders behave in ways that are destructive or disruptive to those around them. The most common of these disorders in schools are attention-deficit/hyperactivity disorder (ADHD), oppositional defiant disorder (ODD), borderline personality disorder and conduct disorder. The behaviors exhibited by students with these disorders can be the most disruptive and frustrating for teachers to deal with.
Currently, 9.5% of children between the ages of 4 and 17 have ADHD. These children tend to be impulsive, inattentive and disorganized. On the other hand, these students can be very bright and creative. Teachers may encounter the following behaviors from kids living with ADHD:
• Distracting and disruptive behaviors
• Disorganization
• Unfinished assignments
• Lack of focus or hyper focus
Signs and symptoms of ODD generally begin during preschool years and are almost always developed before the early teen years. The symptoms cause significant impairment with family, social activities and school. For a student to be diagnosed with ODD,
he or she must exhibit four of these eight characteristics:
• Often loses temper
• Often argues with adults
• Actively defies and refuses to comply
• Deliberately annoys others
• Blames others
• Is touchy or easily annoyed
• Often angry or resentful
• Often spiteful or vindictive
Other acting out disorders may include borderline personality disorder and conduct disorder. Both issues often include excessive anger which is troubling and disruptive for parents and teachers. The child’s intense anger may erupt quickly and intensely in reaction to limit-setting by adults, as well as to teasing and seemingly minor criticism
by peers or adults. Some underlying causes may be:
• Attachment problems or disassociation
• Anxiety or fear
• Retaliation to ongoing hurt and unfairness
• A lack of control
• Being disconnected from peers
• Frustration over school
In this information-packed professional development workshop, you will learn to:
The Wired Differently Training Program delivers powerful, practical strategies for helping students with acting in and acting out disorders. Workshops are available in half-day, one-day and two-day formats.
PART ONE
Critical Insights and Recommended Approaches
The Five Keys: Core Beliefs When Working with Students
Key #1: Owning Who You Are
Key #2: Reasonable Accommodations
Key #3: Prevention
Key #4: No Stigma Zone
Key #5: A Positive and Welcoming Climate
Overview of Positive Behavior Supports
Acting In Disorders
PART TWO
Brief Review of Part One
Acting Out Disorders
Skills for Preventing Disruptive Behaviors
Strengths and Assets: Building a Community of Courage to Support Neuro-Diverse Students
Parents and Staff
Tying it All Together: Putting The Five Keys to Work
– Classroom Teachers
– Principals
– Special Education Personnel
– School Counselors & Psychologists
– Other Administrators
– Social Workers (all levels)
– Law Enforcement/SRO
– Counselors & Therapists in Agencies & Private Practice
– Media Specialists
Certificates of Completion for this seminar, which indicate 6 contact hours of Continuing Education, will be available at the end of the seminar upon completion of a course evaluation. In many cases, depending on your Profession and Jurisdiction, this Certificate of Completion is sufficient for tracking your Continuing Education and Professional Development efforts. We suggest that you contact your local Board or Governing Agency to see exactly what steps are necessary for approval in your particular discipline. Please note that Developmental Resources is also an approved Provider for the following National and Regional Accrediting Agencies.
Developmental Resources has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 5602. Programs that do not qualify for NBCC credit are clearly identified.
Click On Each City for Event Time, Location & Registration Information
hide_empty_months=”yes” ]
8:00-8:30 | Registration |
8:30-10:00 | How Nature and Nurture Influence Girl Drama, Relational Aggression & Bullying
|
10:00-10:15 | Break |
10:15-11:00 | The Impact of Social Networking & Technology on RA
|
11:00-12:00 | Prevention Strategies for Schools
|
12:00-1:00 | Lunch (On Your Own) |
1:00-2:30 | RA and Mental Health
|
2:30-2:45 | Break |
2:45-3:45 | Individual & Group Strategies to Address RA
|
3:45-4:15 | Networking Group Discussion (Optional Attendance) |
– Classroom Teachers
– Principals
– Special Education Personnel
– School Counselors & Psychologists
– Other Administrators
– Social Workers (all levels)
– Law Enforcement/SRO
– Counselors & Therapists in Agencies & Private Practice
– Media Specialists
|
Certificates of Completion for this seminar, which indicate 6 contact hours of Continuing Education, will be available at the end of the seminar upon completion of a course evaluation. In many cases, depending on your Profession and Jurisdiction, this Certificate of Completion is sufficient for tracking your Continuing Education and Professional Development efforts. We suggest that you contact your local Board or Governing Agency to see exactly what steps are necessary for approval in your particular discipline. Please note that Developmental Resources is also an approved Provider for the following National and Regional Accrediting Agencies.
Developmental Resources has been approved by NBCC as an Approved Continuing Education Provider as an Approved Continuing Education Provider, ACEP No. 5602. Programs that do not qualify for NBCC credit are clearly identified.
*In case of an emergency, another qualified presenter will substitute
Mike Paget works as a consultant to schools throughout North America to help them better teach challenging students. As a state consultant for students with severe emotional and behavioral problems, he worked with ODD, CD and other special needs students for more than 25 years. Mike is an innovator of effective approaches for working with extremely challenging students and has conducted seminars across the U.S. and Canada on creative techniques for managing classroom behavior, student aggression and crisis intervention. He is co-author of Aggressive and Violent Students and Defying the Defiance. His newest book is High on the Spectrum: Asperger’s, High-Functioning Autism & Related Personalities.