Nancy Rappaport – Intensive 2-Day Workshop: Cracking the Behavior Code: High Impact Trauma-Informed Strategies for Challenging, Oppositional & Aggressive Students

Nancy Rappaport – Intensive 2-Day Workshop: Cracking the Behavior Code: High Impact Trauma-Informed Strategies for Challenging, Oppositional & Aggressive Students

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Description

Faculty:
Nancy Rappaport
Duration:
11 Hours 30 Minutes
Format:
Audio and Video
Copyright:
Dec 05, 2018

Description

Outline

Learning and behavior are impacted by trauma.

  • 3 ways trauma affects learning
  • 4 paradigm shifts and strategies to better engage students
  • Create a trauma-sensitive classroom environment

The behavior code can be cracked.

  • 4 SOS tips for challenging behavior
  • Address skill deficits that often underlie challenging behavior

Tailoring individual education plans can be done with a toolkit.

  • The FAIR plan approach to deciphering behavior and developing an effective plan:
    • Determining the function of behavior
    • Accommodation to change the behavior
    • Interventions to stop a negative cycle
    • Response to an agitated student
  • 4 functions of challenging behavior

Strategies for changing behavior.

  • Manage transitions and previewing
  • Concrete tools, apps, and checklists
  • Embedding choice in instruction
  • Self-calming techniques
  • Classroom-wide strategies to improve self-monitoring

Building relationships.

  • Effective strategies for interacting with challenging students/parents
  • Approaches to difficult interactions with role playing
  • Effective responses to diffuse challenging behavior
  • Breaking the cycle of power struggle – improve communication

Key Concepts on School Violence.

  • School violence in context
  • Critical questions for comprehensive evaluation
  • Differentiate between typical vs. concerning behavior

There is a Threat/Safety Assessment and Intervention.

  • Step-by-step approach to evaluating threats and intervening
  • Comprehensive assessment components
  • Prioritize risk factors without profiling students
  • Differentiate between transient threats or substantive threats

Faculty

Nancy Rappaport, MD Related seminars and products: 1


Nancy Rappaport is a doctor. An associate professor of Psychiatry at Harvard Medical School, he is a board certified child and adolescent Psychiatrist. She focuses on the collaboration between education and psychiatry. Working as a science teacher at an innovative elementary school in Harlem, NY where she advocated for support for struggling families inspired her to enter medical school. In 2012 Dr. Rappaport received the American Academy of Child and Adolescent Psychiatry’s Sidney Berman Award for the School-Based Study and Treatment of Learning Disorders and Mental Illness. She received the Cambridge Health Alliance’s Art of Healing Award, an award given to one who transcends boundaries, joyfully embraces humanity, and profoundly inspiring the healing of body and spirit. The author is Rappaport. A practical guide to understanding and teaching the most challenging students. Jessica Minahan is a behavioral analyst. A reviewer notes that. The behavior code. Some of their most challenging students are given the tools to change their behavior. Instead of punishing or writing off troubled students, teachers can use this essential book to get them onto a path for success. The memoir is written by Rappaport. A child Psychiatrist explores the mystery of her mother’s suicide. The Julia Ward Howe Prize was awarded by the Boston Authors Club.

Speaker disclosure

Nancy Rappaport has an employment relationship with Cambridge Health Alliance. She is an author for Harvard Ed Press. Dr. Rappaport is a speaker for PESI, Inc.

Nancy Rappaport is a non-financial member of the American Psychiatric Association, the American Academy of Child and Adolescent Psychiatry, and the Massachusetts Medical Society.


Salepage: https://catalog.pesi.com//item/intensive-2day-workshop-cracking-behavior-code-high-impact-traumainformed-strategies-challenging-oppositional-aggressive-students-35237
Archive: https://archive.ph/wip/JShz6

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