Not exact matches
How do we
design and deliver an evidence - based school discipline, classroom management, and student self - management (or positive
behavioral support system) that increases all students» interpersonal, social problem - solving, conflict prevention and resolution, and emotional control and coping
skills; that creates safe and connected classroom and school environments; and that maximizes students» motivation and their academic engagement, independence, and confidence?
ESY services are
designed to support an eligible student to maintain the academic, social /
behavioral, communication, or other
skills that they have learned as part of their Individualized Education Program (IEP) or Section 504 accommodation plan.
We hope that this paper will help contribute to the conversation about what well -
designed afterschool programming focusing on social and
behavioral skills might look like.
ARISE research - based cognitive /
behavioral skill development curricula is
designed to provide at - risk youth with cognitive and behavior life
skills that will assist them in changing their anti-social behaviors.
This preparation will help you be ready to answer job - specific interview questions and
behavioral interview questions
designed to determine if you have the knowledge,
skills, and qualities needed to perform the job.
These questions include a combination of
behavioral interview questions, questions about your knowledge of regulatory issues, and job - specific questions
designed to determine your ability, qualifications,
skills, and potential for success.
• Interview patients and their families or caregivers to determine type and extent of
behavioral issues •
Design, develop and implement individually placed programs to help them in countering their
behavioral problems • Assist children in acquiring their desired academic goals through counseling and support with self - help
skills • Provide counseling to patients individually or in groups depending on initial analysis • Communicate with family members to provide them with insight into patients» behavior problems and possible resolutions • Observe patients to determine changes in behavior over time and to provide them with emotional support during distressing periods • Contact patients» physicians and other specialists with a view to discuss problems as part of coordinated care programs • Assist in creating instructional materials for families and caregivers • Record patient information in an accurate and confidential manner in the facility database
Developed well rounded
skill set including
skills like architectural definition,
behavioral coding, synthesis, schematic capture, timing, floor planning, placing and routing of high performance superscalar, super pipelined microprocessor
designs.
I have a verifiable track record of
designing and introducing interactive programs for children that work collaboratively with other resources to manage motor
skills,
behavioral management and language
skills.
Situational and
behavioral interviews are competency based and are
designed to identify specific
skills, abilities, actions, behaviors, and results.
• Highly
skilled in providing direction to students and enable them to study independently • Well versed in utilizing various instructional equipment and Audio Visual Aids effectively to reinforce learning in the classroom • Proficient in
designing and implementing supportive learning activities in collaboration with the teacher • Competent at handling and addressing
behavioral problems in young learners and enhancing motivation to learn • Thorough understanding of various cognitive and psychosocial developmental milestones connected with child's age along with associated needs • Hands on experience in activity moderation, teacher's assistance and progress record keeping • Substantial knowledge of various behavior control techniques and strategies • Efficient in
designing and executing individualized correctional programs • Proven ability to devise need based learning strategies for physically or mentally challenged children • Demonstrated
skills in classroom organization, testing and evaluation • Track record of conducting reinforcement lessons in small groups, covering core subjects including English, math and basic sciences • Excellent
skills in analyzing and evaluating the effectiveness of
designed program and changing the instructional strategies based on the learner's response and progress • Expert in maintaining updated and fully structured classroom bulletin boards to facilitate learning • Adept at determining Individualized learning goals for each student and gauging progress in learning • Well practiced in communicating home assignments to students, answering their queries regarding the same and marking the work done • Effective listening
skills along with profound ability to communicate clearly with students, parents and teachers involved
LIGHTHOUSE ACADEMICS, Bedford, OH 2012 — Present Educational Paraprofessional • Enhance reading
skills through one - on - one tutoring, raising the pronunciation accuracy level by 80 % in children •
Design and successfully implement a corrective program for a small group of students with
behavioral issues • Facilitate the lead teacher during lunchtime duties • Build strong rapport with the student, teachers, and staff • Collaborate with parents and teachers to maximize learning and achieve short term and long term learning goals
The program is specifically
designed to improve employees» psychological health — as well as their effectiveness at work and in their personal lives — through a combination of mindfulness and values - guided
behavioral skills.
A cognitive
behavioral therapy (CBT) game for small group counseling
designed to teach elementary students key cognitive
behavioral skill such as identifying triggers, negative thoughts, helpful coping
skills, and the impact of their behavior.
Three cognitive
behavioral therapy (CBT) games for small group counseling
designed to teach elementary students key cognitive
behavioral skill such as identifying triggers, negative thoughts, helpfu
Developed for use with families from many cultural groups, Triple P is
designed to prevent social, emotional,
behavioral, and developmental problems in children by enhancing their parents» knowledge,
skills, and confidence.
Our specific services include: Academic Tutoring, After School Programs, Assessments (ABLLS - R; AFLS; VB - MAPP), BCaBA / BCBA Supervision, Registered Behavior Technician Training, Early Intensive
Behavioral Intervention, Expert Consultation Services, Family Training, Feeding Difficulties, Functional Behavior Assessment / Functional Analysis, Home Program Services, Language Acquisition, Psychoeducational Evaluation, Professional Development Presentations, Establishing Reinforcement Systems, Safety
Skills Training, School Program Consultation / Training, Self - Management / Control Interventions, Single Subject
Design Research Consultation, Sleep Consultation / Intervention, Social
Skills Interventions, Toilet Training Consultation / Intervention»
Cognitive -
behavioral conjoint therapy is a manualized intervention for PTSD delivered in a couple therapy format that is
designed to simultaneously reduce PTSD and its comorbid symptoms and enhance relationship satisfaction.10 The therapy consists of 15 sessions organized into 3 phases that build on one another and includes both in - and out - of - session exercises to increase
skill acquisition and use.
The program is specifically
designed to improve employees» psychological health - as well as their effectiveness at work and in their personal lives - through a combination of mindfulness and values - guided
behavioral skills.
Children who are being treated for autism spectrum disorders such as Asperger's syndrome may also receive cognitive
behavioral therapy that involves interaction
designed to improve social
skills.
IY is
designed to prevent and treat child emotional and
behavioral difficulties including ADHD, ODD, CD, and SED by strengthening parenting
skills, including increased use of positive and proactive discipline strategies and reductions in harsh, punitive, and inconsistent parenting.
Dialectical
behavioral therapy, or DBT, is one treatment method
designed specifically to help people learn coping
skills for their intense emotional reactions.
Cognitive
Behavioral Intervention for Justice Involved Individuals Seeking Employment: a series of interactive workshops
designed for small groups to develop interpersonal
skills for the workplace
The groups are
designed to help those in treatment develop
behavioral skills through group work and homework assignments.
At Millhill, children from infancy to adolescence are enriched through educational, social and
behavioral health and medical programs
designed to develop the
skills necessary to be successful in school, at home and later in life, said Monica Carmichael, interim director of early childhood programs for the Trenton school district.
We offer the following: - Free substance abuse screening - 6 - 8 Week Treatment Programs - Evaluation and assessment - Individual and Group Counseling - Family Counseling - Drug Free Educational Component - Improved Decision Making
Skills - Peer Pressure - Controlling Impulsivity and Anger Management - Behavior Management
Skills - Relapse Prevention Program - Living a Drug Free Lifestyle - Drug Testing on Site - Depression, Anxiety, and Bipolar Issues With Substance Abuse Treatment The Drug - Free Adolescent and Adult Substance Abuse Education and Prevention Program is
designed to educate individuals on the physical, mental, and
behavioral effects of alcohol and drug abuse on their lives.
It is
designed to reduce symptoms of post-traumatic stress disorder (PTSD), depression, and
behavioral problems, and to improve functioning, grades and attendance, peer and parent support, and coping
skills.
Strengthening Families Program (SFP)(PDF - 254 KB) National Resource Center for Permanency and Family Connections (2014) Provides a brief overview of the Strengthening Families Program, a family
skills training program
designed to increase resilience and reduce risk factors for
behavioral, emotional, academic, and social problems in children.
It is
designed to reduce symptoms of post-traumatic stress disorder, depression, and
behavioral problems and to improve functioning, grades and attendance, peer and parent support, and coping
skills.
The children's life
skills sessions are
designed to help children learn better
behavioral and emotional control, effective communication, how to understand and control their feelings, improve social and problem - solving
skills, resist peer pressure, understand the consequences of substance use, and comply with parental rules.
year Publication year, N total sample size, #ES amount of effect sizes, AC child age category of the child at the start of the program,
Design research design, PCDC parent child development centers, CB community - based, CPEP child — parent enrichment project, FGDM family group decision making, HS healthy start, PCIT parent — child interaction therapy, CBFRS community - based family resource service, PUP parents under pressure, SEEK safe environment for every kid, HF healthy families, STEP systematic training for effective parenting, TPBP teen parents and babies program, TEEP Turkish early enrichment project, IFPS intensive family preservation services, ACT adults and children together, CBT cognitive behavioral therapy, PSBCT parent skills with behavioral couples therapy, PCTT parents and children talking together, FIRST family information, referral and support team, NFP nurse family partnership, HSYC healthy steps for young children, REACH resources, education and care in the home, PMD parents make the difference, CPC child — parent center, MST - BSF multisystemic therapy — building stronger families, PriCARE primary child — adult relationship enhancement, SSTP stepping stones Triple P, CAMP Colorado adolescent maternity program, STEEP steps toward effective and enjoyable parenting, FGC family group conferences, MST - CAN multisystemic therapy for child abuse and neglect, PAT parent as teachers, CM case management, CPS child protective services, NS not specified, QE quasi-experimental, RCT randomized controlled trial, R risk group, GP general population, M maltreating p
Design research
design, PCDC parent child development centers, CB community - based, CPEP child — parent enrichment project, FGDM family group decision making, HS healthy start, PCIT parent — child interaction therapy, CBFRS community - based family resource service, PUP parents under pressure, SEEK safe environment for every kid, HF healthy families, STEP systematic training for effective parenting, TPBP teen parents and babies program, TEEP Turkish early enrichment project, IFPS intensive family preservation services, ACT adults and children together, CBT cognitive behavioral therapy, PSBCT parent skills with behavioral couples therapy, PCTT parents and children talking together, FIRST family information, referral and support team, NFP nurse family partnership, HSYC healthy steps for young children, REACH resources, education and care in the home, PMD parents make the difference, CPC child — parent center, MST - BSF multisystemic therapy — building stronger families, PriCARE primary child — adult relationship enhancement, SSTP stepping stones Triple P, CAMP Colorado adolescent maternity program, STEEP steps toward effective and enjoyable parenting, FGC family group conferences, MST - CAN multisystemic therapy for child abuse and neglect, PAT parent as teachers, CM case management, CPS child protective services, NS not specified, QE quasi-experimental, RCT randomized controlled trial, R risk group, GP general population, M maltreating p
design, PCDC parent child development centers, CB community - based, CPEP child — parent enrichment project, FGDM family group decision making, HS healthy start, PCIT parent — child interaction therapy, CBFRS community - based family resource service, PUP parents under pressure, SEEK safe environment for every kid, HF healthy families, STEP systematic training for effective parenting, TPBP teen parents and babies program, TEEP Turkish early enrichment project, IFPS intensive family preservation services, ACT adults and children together, CBT cognitive
behavioral therapy, PSBCT parent
skills with
behavioral couples therapy, PCTT parents and children talking together, FIRST family information, referral and support team, NFP nurse family partnership, HSYC healthy steps for young children, REACH resources, education and care in the home, PMD parents make the difference, CPC child — parent center, MST - BSF multisystemic therapy — building stronger families, PriCARE primary child — adult relationship enhancement, SSTP stepping stones Triple P, CAMP Colorado adolescent maternity program, STEEP steps toward effective and enjoyable parenting, FGC family group conferences, MST - CAN multisystemic therapy for child abuse and neglect, PAT parent as teachers, CM case management, CPS child protective services, NS not specified, QE quasi-experimental, RCT randomized controlled trial, R risk group, GP general population, M maltreating parents
The children with ADHD were assigned using a repeated measures crossover
design to classrooms where the teacher was trained to deliver either (a) MOSAIC; or (b) the
behavioral management and social
skills training components of MOSAIC (to improve socially competent behavior in children with ADHD) without the components to increase peers» inclusiveness toward children with ADHD.