Pillars of an Inclusive Classroom: Belonging and Diversity

In this workshop session, faculty will discuss instructional strategies to increase the levels of student engagement with a focus on students’ sense of inclusion and belonging. In addition, faculty will share practices that have been beneficial within their discipline in order for all to hear from a diverse array of colleges and departments within Belmont. Participants will leave this session with a more holistic understanding of inclusion and belonging within the classroom setting as well as research-supported tools that can be easily implemented to enrich current courses

Make Learning Accessible For All

Session outcomes: Understand Universal Design for Learning and its basic principles and components Discuss ways to revise traditional goals, materials, methods, and assessments and create UDL solutions for each Engage in UDL solutions throughout the session and create a list of strategies to use in your upcoming course

Universal Design: Supporting Learning for Diverse Student Groups

Session outcomes: Understand Universal Design for Learning and how it can reduce stigmatization for individuals with disabilities. Recognize the need for diverse teaching strategies for diverse learners. Answer these questions: What is Universal Design for Learning & why is it important?How can higher education faculty use UDL to maximize the learning of all students? Consider a student’s perspective about UDL in higher education classrooms

Academic Performance of Students with Emotional and Behavioral Disorders Served in a Self-Contained Setting

This study describes the academic, social, and behavioral performance of elementary and secondary students with emotional and behavioral disorders (EBD) receiving services in a self-contained school for students with serious behavior problems, with an emphasis on how school adjustment and problem behavior patterns predict academic performance. Results revealed that elementary and secondary group scores were well below the 25th percentile on reading, math, and written expression measures. Further, a seven variable model representing academic, social, and behavioral domains was able to differentiate between age groups explaining 54% of the variance and correctly classifying 78.26% (n = 18) of the elementary students and 84.21% (n = 16) of the secondary students. Findings also suggested that behavioral variables (e.g., school adjustment, externalizing, and internalizing) were predictive of broad reading and broad written expression scores, with school adjustment (a protective factor) accounting for the most variance in the three-variable model. Limitations and recommendations for future research are addressed

IRB 101: General Overview and COVID-19 Updates

IRB 101: General Overview and COVID-19 Update

Evidence-based Practices in ABA: Overview, Applications, and Implications

This presentation will provide behavior analysts (BCBAs) and others with information about and skills in identifying, selecting and using evidence-based practices (EBP) in ABA. The definition and criteria for EBP, its conceptual similarities to and differences from the Baer, Wolf and Risley (1968, 1987) dimensions of ABA, resources for identifying EBPs, EBP examples relevant to BCBAs, and research, practical and ethical issues in EBPs for ABA will be presented and discussed. Two sources have outlined evidence-based practices for children with ASD. Prior to receiving information about EBPs, educators from around the state were asked to indicate whether they were familiar with several practices. If they were familiar, educators were asked about their perceptions of the evidence base. Results from a survey, suggestions for how BCBAs can effectively and efficiently stay abreast of advances/changes in EBPs, implications for BCBAs working with educators and making recommendations involving evidence-based practices are included

Utilizing the PPET Mnemonic to Guide Classroom-Level PBIS for Students With or at Risk for EBD Across Classroom Settings

In this article, the authors discuss how the emphasis on classroom-level Positive Behavior Interventions and Supports strategies can establish a foundation for an efficient classroom management program and be utilized as a resource. The strategies described are physical classroom, procedures and rules, explicit timing, and transition (PETT mnemonic). Each strategy can be particularly useful in assisting novice and veteran teachers provide instruction to students with emotional and behavioral disorders within inclusive or self-contained classrooms

Reducing Skin Picking via Competing Activities

This study examined the outcomes of a competing activities intervention to decrease skin picking exhibited by a 9-year-old student with comorbid diagnoses. Results of an ABCBAB design revealed that the use of student-selected manipulatives resulted in reduced skin picking