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NSTM - School Division

Behavioral Consultation Service Options

Below please find behavioral consultation "menu options" that address some of the areas of need described above. All options are delivered on-site by individuals specifically trained to serve students with behavioral challenges. All service options listed below are general in nature and can be specifically tailored to meet the needs of your particular school district.

 

I. Group Training in Behavior Assessment and Intervention

II. On-Site Classroom Behavioral Support

III. Extended On-Site Classroom Behavioral Support

IV. Behavioral "Wrap-Around" for Community Based Instruction (CBI) for High School Students

V. Social Skills Support


I. Group Training in Behavior Assessment and Intervention

Description: Provides "foundation" training to academic staff, paraprofessional staff, Child Study Team members and parents groups. The focus of these group training experiences is on introducing or reviewing behavioral assessment and intervention topics. Emphasis will be placed on the functional assessment model of behavior and the important role that environment/schedule/material presentation play in behavioral challenges. Intervention training will focus on the importance of being able to apply behavioral skills in real world situations (i.e. classroom or home) and the need for staff and parents to be competent in their presentation. The goal of this training series is to make staff and parents familiar with the material and thus better able to work with behavioral support staff as the year progresses.

Method:

  • One full day training for paraprofessionals in September-prior to the start of the school year
  • One full day training for teachers, CST members and administrators-prior to the start of the school year (simultaneous to para training?)
  • One ½ day training on the utilization of unique/high preference academic material as antecedent behavior management tools
  • Five (5) 60-90 minute behavioral "booster" training sessions throughout the school year
  • Two (2) 90 minute parent training presentation on "How to Understand and Manage Behaviors at Home"
  • One Board of Education meeting presentation on consultation model

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II. On-Site Classroom Behavioral Support

Description: The provision of ongoing behavioral support for classroom teachers in either special education or inclusive educational settings. All services are delivered directly to teachers and paraprofessionals in the classroom. Focus is on assisting staff in becoming more skilled in the application of behavioral principles and developing "user friendly" behavioral support models to address the challenges presented by students in those rooms. Consultation will range from the environmental set-up of the classroom to class-wide behavioral systems to FBA driven, individual behavior plans (BIPs).

Method:

  • One full day per week of Masters level behavioral consultation
  • One full day per week of additional behavioral support from a graduate student of advanced standing (2nd year or above) from the School Psychology program at the Graduate School of Applied and Professional Psychology (GSAPP) at Rutgers, The State University
  • One full day per month of on-site doctoral level oversight/consultation
  • Consultation Coverage: ~6-8 classrooms

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III. Extended On-Site Classroom Behavioral Support

Description: The provision of ongoing behavioral support for classroom teachers in either special education or inclusive educational settings. All services are delivered directly to teachers and paraprofessionals in the classroom. Focus is on assisting staff in becoming more skilled in the application of behavioral principles and developing "user friendly" behavioral support models to address the challenges presented by students in those rooms. Consultation will range from the environmental set-up of the classroom to class-wide behavioral systems to FBA driven, individual behavior plans (BIPs).

Method:

  • Two full days per week of both Masters and graduate student support
  • One full day per month of on-site doctoral level oversight/consultation
  • Consultation Coverage: ~15 classrooms


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IV. Behavioral "Wrap-Around" for Community Based Instruction (CBI) for High School Students

Description: There exists a significant need to develop a program that prepares students with disabilities and behavioral challenges for the vocational world. This program is designed to provide students with in-house pre-vocational work opportunities to best prepare them for community based employment. The in house CBI will be designed with a strong Applied Behavior Analysis "wrap around" component that will expose students to the behaviors that are needed to be successful in employment sites within a behavioral framework. Utilization of existing district departments (i.e. building and grounds, food service, maintenance, school site) as training grounds for work readiness skills (both job related behaviors and social workplace skills) is the focus of the prevocational component. The community employment portion marries traditional supported employment concepts with ABA support and training for both receiving vendors and job coaches.

Method:

  • Serve 4-6 high school students with vocational interests
  • In-house prevocational curriculum development (approximately 10 vocational skill topic areas)
  • Identification of in-house "job sites" and
  • Development of behavioral support plans to specifically target vocational skills and job readiness behaviors
  • Provide behavioral training to district staff involved in program
  • Implement program with an emphasis on community placement identification and transition planning


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V. Social Skills Support

Description: Provide school districts with a systems model that will lead to the development of a district wide social skills program. The model will address student identification and eligibility students, social skill assessment, curriculum development and clinical implementation of social skill groups. The social skills program is designed to provide students with deficits in the area of socialization (i.e. students with High Functioning Autism/Asperger's Syndrome) a place where they can be exposed to and practice skills that will assist them in social interactions. The format of group implementation is role play, guided practice and in-vivo coaching. The emphasis of this support model is on collaborating with district personnel in a "co-leader" model so that facilitation of the clinical process can be ultimately transferred from consultant to district clinician.

Method:

  • Serve 8-10 students with social skills deficits per group
  • Social skill curriculum development (approximately 10 social skill topic areas)
  • Implementation of a 10-12 week social skill group utilizing above curriculum
  • Provide participants with homework assignments that are to be practiced in-between counseling sessions
  • Generate feedback from relevant staff and/or parents

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