Make your plans now to attend the ILCCBD 2024 Virtual Winter Conference, Thursday, February 1st - Sunday, February 4th. Join us for 4 days of great speakers addressing timely topics for eduation professionals who work with students with emotional and behavioral disorder. View the lineup of speakers and tops below and select the Online Store tab to register. PDs will be provided to those who provide their IEIN and speaker handouts will be available on the ILCCBD Wiki.
Thursday, February 1, 2024
5 p.m.-6 p.m.—
BCBA, Rantoul City School District 137, Rantoul
Using Collaborative Teams to Conduct and Write High Quality FBAs and BIPs
Functional Behavioral Assessments and Behavior Intervention Plans created in public schools, while intended to be created collaboratively, are often a product of rushed assessment using incomplete data and limited collaboration. Time is precious for school staff and it is difficult for teachers, related service providers, and administration to gather to plan, analyze, and write these documents. The rush and limited collaboration, in addition to lack of experience and skill of many school staff on this topic, cause these documents to lack in quality, potentially impacting the outcomes of students whom these documents are intended to help and support. A timeline, tools, and methods to organize teams and guide them through the process of conducting a high quality FBA and using that to write a high quality BIP has been developed and will be shared. A focus on the benefits of team collaboration and shared responsibilities in the process, as well as experiences from staff members currently using this timeline and tools will also be shared.
6:15 p.m.-7:15 p.m.
Doctoral Student, Indiana University, Bloomington Indiana
Managing Challenging Behaviors Through Academics: A Scooping Review
The current literature suggests that challenging student behaviors are associated with reduced academic engagement. The use of behavioral interventions is often heavily emphasized with these students. I will be presenting a review of the literature that emphasizes the use of academic interventions to manage challenging student behaviors, rather than behavioral interventions. Appropriate for K-12 educators.
7:30 p.m. -8:30 p.m.
Assistant Professor, Department of Psychology and Counseling, Applied Behavior Analysis
Director of Special Education, Ionia Public Schools, Grand Rapids, Michigan
Use of an Enhanced Choice Model to Teach Functional Communication Skills for Students with Challenging Behaviors This session will review basic behavioral science principles and how they may be used to support students with emotional and behavioral disorders (EBD). Specifically, a review of the skills based treatment (Hanley et al.) within an enhanced choice model will be discussed as a means to safely and compassionately assess and treat severe problem behavior without the use of emergency interventions. Presentation will include data/excerpts from actual case studies of special education students with EBD.
Friday, February 2, 2024
2:00 p.m-3:00. p.m.
Dr. Richard Van Acker
Professor Emeritus, University of Illinois, Chicago
Youth Depression and Suicide Risk/prevention
This session discusses the very serious problem facing our schools and our students . The percentage of our students who are experiencing depression and are at risk for suicide has increased.
3:15 p.m.-4:15 p.m.
Spring-Ford Area School District, Fleetwood, PA
Keeping Children with Emotional Behavioral Disorders in the Public Education Setting
Using a journal article, incorporating the principles/procedures of ABA, and addressing emotional challenges by implementing in class/out of class procedures. Student’s previously placed in full-time Emotional Support settings have transitioned to general education settings. This session will discuss in detail how to develop a similar program in any public school setting to meet the needs of children in a tertiary behavioral program.
4:30 p.m.-5:30 p.m.
Dr. Keri Sullivan
BCBA, LBA lecturer at the University of North Carolina, Pembroke
ABCs of Behavior
This session provide insight and strategies for teachers to increase their success in managing classroom behaviors while increasing student learning outcomes through culturally responsive teaching techniques.
6:00 p.m.-7:00 p.m.
Teacher and Consultant
Developing Trauma Informed Schools
This session will describe the necessary components that should be present in all schools to meet the needs of students who have experienced trauma.
7:15 p.m.-8:15 p.m.
Sam Barrett, BCBA
Working with Students with Autism
This session provides great strategies for working positively with students with autism.
Saturday, February 3, 2024
8:30 a.m.-9:30 a.m.
Neal Takiff, Esq., and Shermin Ali-Andani, Esq.
Attorneys, Partners, Whitted Takiff, LLC
The Top Ten Cases in School Law
We'll review key takeaways from the most recent cases in special education and school law that you need to know as educators, service providers, and administrators working with students with disabilities.
9:45 a.m. -10:45 a.m.
MSW, Parent Advocate, FASCETS Facilitator
Linking Brain Function with Behavior: What if this Person’s Brain Works Differently: An Introduction to the Neurobehavioral Approach
Standard strategies for changing behaviors are based on learning theory and target symptoms. Problems occur when there is a poor fit between our assumptions about what brains can do and neurobehavioral characteristics of invisible, brain-based, physical disabilities. Reframing behaviors and shifting the focus to their true cause—a brain that works differently—redefines problems and solutions.
11 a.m. -12 noon
Dr. Donna Pettit
Assistant Professor of Special Education at Southwest Minnesota State College
A Culturally Responsive Approach to Teaching and Proactive Classroom Management
Far too often teachers are left in a classroom with behavior modifications that work for the majority. This presentation will cover behavior modifications that work for the small percentage of students that need more. Participants will learn strategies to use with students who are the most difficult to reach and who often display the most difficult behaviors. The theme of “Educational Equity, Access, & Engagement” will be covered throughout the presentation’s objectives. Participants should leave our presentation feeling like they can make a difference when working with the students with the most difficult behaviors and allow those students to feel educational equity, access, and engagement.
12:30 p.m.-1:30 p.m.
Dr. Meg Carroll
Professor, Saint Xavier university, Chicago
Training for Transitions: Taming the Tension
Transitions are opportunities for difficulties in the school as well as the home setting. Great amounts of effort, not only physically, but emotionally, socially, and cognitively, are required of children. No wonder there can be problems! But savvy adults can train children for transitions, reduce some of the stress and lead to better opportunities for security and learning.
1:45 p.m.-2:45 p.m.
Center on MTSS at the America Institutes for Research
Effective Classroom Management: Strategies and Helpful Considerations
This session provides an overview and examples of the 6 effective classroom management strategies, including (1) building relationships, (2) identifying and teaching expectations, (3) providing acknowledgement, (4) having a clear system for responding to behavior concerns, (5) having active engagement, and (6) building clear procedures and structures. In addition to the foundation of classroom management, the session then shares how to intensify or adjust these practices for students with more intensive needs. The session also shares helpful tips and considerations for managing behavior and working with students with social, emotional, and behavioral needs. Classroom teachers and those working directly with students will find this introductory session most helpful.
3:00 p.m.-4:00 p.m.
Dr. Helane Folske-Starlin
Associate Professor of Special Education, at Peru State College, Nebraska
Designing UDL with Equity
This session will contain instruction and information on how to build UDL lessons or information and pair it with the ability to focus on the building of the material through an equity lens. This allows participants to build data driven instruction that impacts academic, social and emotional learning and allows a greater participation and chance of success with individuals that are marginalized. This allows educators to build on the 5 SEL competences that allows students to experience self-awareness, self-management, responsible decision making, social awareness and relationship skills in an effective manner.
Sunday, February 4, 2024
1:00 p.m.-2:00 p.m.
Special Education Director Troy School District, President-Elect, Illinois CCBD
Improving Behavioral Outcomes Through Instructional Design
In this interactive session, participants will explore the elements of explicit instruction as a means to increase behavioral and learning outcomes.
2:15 p.m. -3:15 p.m.
Lisa Cipriano, and Debbie Bumber
BCBA, Naperville District 204
Building Relationships with All Learners
This session digs into adult biases and how to teach others to be a master relationship builder.
3:30 p.m.-4:30 p.m.
Associate Professor of Special Education, University of Massachusetts, Boston
Mixed Reality Simulations: Working with Avatars to Support Our Real Students and Each other
Mixed reality simulations (MRS) provide a safe space for teachers and other school colleagues to practice skills related to serving students with and at-risk for emotional and behavioral disorders. In this session, attendees will learn about MRS and have an opportunity to practice classroom management with avatars. Additionally, we will discuss how to cultivate spaces for practice, reflection, and feedback alongside colleagues with or without this technology.
4:45 p.m.-5:45 p.m.
Special Education Teacher
Springfield Public Schools
There Are No Limits with ADHD
The speaker will share extensive research from counselors, school psychologists, administrators, personal observations and medical professionals about the correlation of ADHD, anxiety, and depression. She will also cover how it looks at home and in the classroom (PreK to the workplace) and what we can do to support our students, coworkers, and those in our own families that have an ADHD diagnosis.