Course Description

Dealing with difficult behavior in the classroom can be a challenging task for educators. It is important to understand that difficult behavior may be a symptom of an underlying condition, such as Autism Spectrum Disorder (ASD) or Attention Deficit Hyperactivity Disorder (ADHD). Children with ASD and/or ADHD may struggle with social interactions, communication, and impulse control, which can lead to disruptive behavior in the classroom. This training course is designed to provide educators with the knowledge and skills needed to understand and effectively manage difficult behavior in the classroom, specifically in children with ASD and/or ADHD.

Certain students give the impression of being impossible to instruct in any way. It’s possible that they have problems with their social lives, their emotions, and their behaviors; that they are unmotivated and disinterested in learning; that they are reclusive and unable to communicate; that they have been diagnosed in the past with a specific educational need like ADHD (Attention Deficit Hyperactivity Disorder); or that all of these things are a combination of all of these things. It’s also possible that they’re refugees fleeing a country and a culture that are not their own. For teachers, managing troublesome student conduct in the classroom may be a difficult and time-consuming undertaking. Students can exhibit a wide variety of challenging behaviors, including disobedience, hostility, and disruption, which can have a detrimental influence on the learning environment for the individual student as well as the students with whom they are enrolled.

This highly interactive teacher training course covers topics such as understanding the causes of difficult behavior, developing positive behavior support plans, and strategies for effectively communicating with parents and other professionals. The ultimate goal of this training course is to empower educators with the tools they need to create a safe and inclusive learning environment for all students.

Learning Outcomes

Successful graduates of the course will have the knowledge and skills to do the following:

• Developing an understanding of the underlying causes of difficult behavior, particularly as it relates to Autism Spectrum Disorder (ASD) and/or Attention Deficit Hyperactivity Disorder (ADHD)
• Building strategies for managing difficult behavior in the classroom through positive reinforcement, behavior modification, and other evidence-based techniques
• Enhancing the ability to create a safe and inclusive learning environment for all students, including those with ASD and/or ADHD
• Gaining skills in effective communication and collaboration with parents, guardians, and other professionals in the field of special education
• Improving the ability to differentiate instruction and make accommodations for students with ASD and/or ADHD
• Understanding the legal and ethical considerations related to working with students with disabilities
• Developing a deeper understanding of the importance of self-care and stress management for educators working with challenging students
• Gaining practical experience in creating and implementing behavior intervention plans
• Understanding the importance of positive relationships and rapport building with students who exhibit difficult behavior
• Enhancing the ability to evaluate the effectiveness of interventions and make adjustments as needed to improve student outcomes.

Course Details

 
TARGET GROUP

Professionals in the education sector (e.g., teachers, guidance counselors, principals, and administrators at elementary, middle, higher education, vocational institutions, kindergartens and pre-primary schools) and non-governmental organization (NGO) staff.

METHODOLOGY

The methodology for this training course will involve a combination of theoretical and practical components. The theoretical component will involve providing participants with an overview of the different types of difficult behaviors that may be exhibited by students, as well as the causes and underlying factors that contribute to these behaviors. The practical component will involve participants practicing different strategies and techniques for dealing with difficult behavior in the classroom, such as positive reinforcement, behavior management plans, and de-escalation techniques. The course will also include opportunities for group discussions and case studies to allow for the sharing of experiences and ideas among participants.

Course Objectives

• Teach educators strategies for managing difficult behaviors in the classroom.
• Enhance the ability to identify and classify negative behaviors in the classroom.
• Develop skills in understanding and assessing the underlying causes of challenging behaviors.
• Provide strategies for creating a positive and supportive learning environment in the classroom.
• Teach appropriate methods for enhancing students’ emotional and social skills.
• Develop effective communication skills for dealing with difficult behaviors.
• Enable teachers to clearly communicate classroom rules and expectations to students.
• Promote collaboration among students and strengthen positive classroom relationships.
• Teach strategies for responding to and managing challenging behaviors.
• Provide methods for preventing difficult behaviors and promoting positive behaviors in the classroom.
• Enhance teachers’ skills in dealing with difficult behaviors by collaborating with parents.
• Ensure teachers are aware of resources and support systems related to dealing with difficult behaviors.

Tentative Schedule

Day 1 – ARRIVAL DAY

• Welcoming activities
• Ice-breaking activities
• Overview of the course and learning objectives
• Understanding difficult behavior in the classroom, including the causes and common types of behavior
• Identifying students with Autism Spectrum Disorder (ASD) and/or Attention Deficit Hyperactivity Disorder (ADHD)

Day 2 – CREATING A POSITIVE CLASSROOM ENVIRONMENT

• Positive behavior support
• The importance of positive behavior support in the classroom
• Strategies for implementing positive behavior support in the classroom
• Creating a positive classroom environment

Day 3 – CLASSROOM MANAGEMENT

• The role of classroom management in dealing with difficult behavior
• Techniques for managing behavior in the classroom
• De-escalation techniques

Day 4 – IMPLEMENTING EFFECTIVE STRATEGIES

•  Strategies for managing impulsivity, hyperactivity, and inattention
•  Good behavior game: a classroom management game for the whole classroom
•  Reinforcement schedules: the different schedules of reinforcement and when to use them
•  Visuals: create visuals to use with students

Day 5 – WORKING WITH PARENTS AND OTHER PROFESSIONALS

• Communicating with parents and caregivers
• The importance of communication with parents and caregivers
• Strategies for effective communication
• Building relationships with parents and caregivers

Day 6 – REFLECTING ON THE USE OF STRATEGIES AND TECHNIQUES LEARNED

• Functions of behavior
• Data collection
• ABC data
• Monitoring Behavior
• Behavior Support Plan (learn how to create a personalized behavior support plan)
• Assessments used for students with ASD

 Day 7 – DEPARTURE DAY

• Course evaluation, feedback, discussion and wrap-up
• Certificate ceremony
• Cultural activities

*The schedule describes likely activities but may differ significantly based on the requests of the participants, and the trainer delivering the specific session. Course modifications are subject to the trainer’s discretion. If you would like to discuss a specific topic, please indicate it at least 4 weeks in advance. Our courses usually include two cultural activities. Further information is available on the webpage of each course.