Mar 14, 2024 - 8:00 AM to 4:00 PM
Hotel NoMa - New Rochelle
R. Nicolle Carr, Ph.D., BCBA-D, LBA
Preschool, Elementary, Middle School, High School
Teacher, BCBA, Speech Pathologist, BCaBA, LMHC, Psychologist – Licensed, Psychologists – School, School Leader, Social Worker
Most school personnel can quickly identify students who have trouble maintaining their emotions. This may look like anger or defiance in some kids or noncompliance to follow directions from others. The typical progression to this point, however, often starts with attention deficits and trouble with executive functions. Even if the child does not carry an actual diagnosis of Oppositional Defiant Disorder (ODD) or even of Attention Deficit Hyperactivity Disorder (ADHD), difficulties can arise in the classroom.
This session will cover the various behavioral symptoms of diagnosis such as ADHD and ODD as they relate to inattention, anger, and aggression in classroom. We will connect these behavioral displays to various evidence-based interventions to include highlighting their relationship to the principles of Applied Behavior Analysis. For example, many interventions that can used for students who struggle with staying in their seat, completing their work or otherwise maintaining attention in the classroom will lead off the conversation. Then, an emphasis on antecedent interventions such as priming and prompting among other interventions is discussed to decrease the chance of aggression taking place. Finally, this also includes a small dive into Acceptance and Commitment Training (ACT) and its relationship with emotional regulation. All of this takes place while considering that if an intervention is not realistic for the classroom environment then it is not worth implementing.