Why Does He Do That?: Behavior and Intervention Efficacy

A child’s behavior is not to be managed-- rather, it is to be understood and considered. Save $20 when you take all four sessions in this series.

  • September 21
    10:00 AM - 01:00 PM
    • PD hours: 3
    • $100.00 excl.
    Event is fullJoin waiting list

Description

Approved by Illinois Early Intervention Training Project for:

  • 6 hours in Intervention
  • 3 hours in Atypical Development
  • 1.5 hours in Typical Development
  • 1.5 hours in Working with Families
  • Total: 12 hours

Join Jennifer Rosinia, Ph.D., OTR/L, for all four sessions of BEHAVIOR AND EARLY INTERVENTION

A child’s behavior is not to be managed-- rather, it is to be understood and considered. This series is designed to be taken as a whole but acknowledging the demands of our participants, each workshop may be taken independently, but participants will gain insights by connecting the four sessions together. And-- save $20 when you register for all four!

Why Does He Do That?: Behavior and Intervention Efficacy | Friday, September 21

 

Do you ever wonder why some of your best intervention techniques work with some kids and not others? In this workshop, we will take the position that all behavior has meaning. It is our job as adults who work with and/or care for young children to figure out what the child’s behavior is telling us. Participants will be introduced to a variety of theories and philosophies that can be applied when observing and interpreting behaviors that are confusing or challenging. We will learn to apply neurobehavioral, medical/ health, sensory processing, developmental, and cultural frameworks as means of understanding behavior. Corresponding intervention strategies will be introduced and discussed. Participants will be encouraged to understand the ways in which their own personality and temperaments may influence a child to behave in certain ways. The environmental context will also be examined. 

Anatomy Of a Meltdown: Fight, Flight, or Freeze | Friday, October 19

In this workshop, we’ll take the perspective that all behavior has meaning. It’s easy to get overwhelmed, frustrated, and even angry when a child is having a meltdown. It’s not pretty and it’s not easy to live through for anyone! Utilizing a sensory processing perspective to help us understand what triggers a child’s meltdown, we’ll discuss the stages of a meltdown and how to determine what to do and how to help the child when a meltdown is occurring. By understanding the felt experience of what happens to the body when feeling under attack and helpless, child development professionals may be able to adapt the environment and support the child during and after a meltdown. 

Serve and Return: Responding to Neurobehavioral Cues | Friday, November 16

In this workshop we’ll examine the ways in which young children attempt to participate in a relationship with adults and, perhaps more importantly, our role in responding to their attempts. We’ll explore the ways in which this serve and return influences brain development and  lays the foundation for self-regulation. Participants will discuss concepts such as responsive caregiving, co-regulation, and social communication in the service of optimal growth and development. 

Movement Matters: Movement and Behavior | Friday, December 14

There is more to movement than meets the eye. There is an ongoing, reciprocal, and intimate connection between movement and all areas of a child's development. We know that prenatal movement is an indicator of growth, development, and health. We even know that, before they can talk, babies communicate through their movements. Observing the behavior of young children as they manipulate and move objects allows us to understand what and how they are thinking. But, did you know that neuroscience research has found that movement improves attention, motivation, behavior  and thinking skills?  Like Miracle Grow for the brain, movement is not just in the service of gross motor development any more.

Credit available:

  • Early Intervention 
  • Social Work Continuing Education Units
  • Continuing Education Units

Agenda

  • Gather and Settle, Introductions of participants, review of workshop goals
  • Embracing Complexity, Identifying confusing and challenging behaviors
  • Self Reflection: What is the role of the Early Childhood Professional?
  • In the context of: The role of the environment
  • Intervention strategies
  • Final comments, questions, discussion