Riverland

UNDERSTANDING FUNCTIONAL BEHAVIOUR

RIVERLAND - BARMERA GOLF CLUB

STAFF IN MAINSTREAM EARLY YEARS, PRIMARY SCHOOLS, AND SPECIAL EDUCATION ALL AGES PARTICULARLY EARLY CAREER TEACHERS AND SCHOOL SUPPORT STAFF

PRESENTED BY KYMBERLY LOUISE, BEHAVIOURAL SCIENTIST

This workshop is suitable for staff in mainstream early years and primary school, and special education all ages across the three education sectors in South Australia. This workshop is best suited for staff teams to participate, as strategies discussed can involve hands-on 1-1 interaction, or site-wide change to reduce the instances of challenging functional behaviour. Learning outcomes include:

• Understanding the range of common student behaviours that function as strategies to change their environment, or their position within that environment, to reduce distress or discomfort
• Awareness of tools and processes for investigating the potential causes of student distress that lead to functional behaviour
• Development of strategies for responding to, and more importantly preventing, challenging behaviours that impede learning
  
  

FLIER

MAKING IT STICK: THE SCIENCE OF LEARNING AND RETENTION

RIVERLAND - BARMERA GOLF CLUB

ALL SCHOOL STAFF IN MAINSTREAM PRIMARY, MIDDLE AND SECONDARY SCHOOKS, particularly teachers and other staff involved in curriculum and program planning

PRESENTED BY KYMBERLY LOUISE, BEHAVIOURAL SCIENTIST

This workshop is intended for all school staff working with students or involved in subject curriculum planning. This workshop is particularly suited to attending as a team in order to use the activity components of the session to develop strategies suitable for your site. The workshop will provide information drawn from cognitive science research about effective teaching and study strategies. By implementing evidence based strategies, and explicitly teaching those strategies to students as study skills, students will face fewer barriers to learning which may increase motivation to engage with learning.

Learning outcomes for this workshop include:

• Developing an understanding for how the human brain learns
• Understanding “learning modalities” and how this differs from “Learning Styles”
• Differentiating between our preferences for the way we learn, our instincts and assumptions about how we learn, and the reality of how we learn
• Developing strategies to use in your practice to increase learning, retention, and engagement for your students
  
  

FLIER

WHAT MAKES A DIFFERENCE? INCLUDING CHILDREN WITH AN INTELLECUTAL DISABILITY

RIVERLAND - BARMERA GOLF CLUB

STAFF IN MAINSTREAM EDUCATION IN EARLY YEARS AND PRIMARY SCHOOL

PRESENTED BY KYMBERLY LOUISE, BEHAVIOURAL SCIENTIST

As education moves more toward an inclusive model, this presentation can provide staff with an overview of the strategies that maximise inclusion and minimise the risk of future difficulties for students with an Intellectual disability. Participants will also have the opportunity to reflect on their current practice and examine potential tactics for immediate implementation. Learning outcomes include:

• Awareness of the common presentations of a child with an Intellectual Disability
• Understanding of how these presentations can effect participation in the social and learning environment of the classroom
• Exposure to Best Practice in emotional and physical inclusion in mainstream sites
• Strategies for the tools and practices to facilitate learning for students with an Intellectual Disability

FLIER

COMMON DISORDERS IN SCHOOL

RIVERLAND - BARMERA GOLF CLUB

STAFF IN MAINSTREAM EARLY YEARS AND PRIMARY SCHOOLS - particularly early career teachers and school support staff

PRESENTED BY KYMBERLY LOUISE, BEHAVIOURAL SCIENTIST

This workshop is intended for all school staff working with students who would like to gain a greater understanding of the factors relating to some of the more common disorders and learning/social difficulties found in classrooms. While most suited for school support staff, this workshop will act as a refresher for other staff who might benefit from a crash course in disorders such as Autism, ADD/ADHD, speech and language delay, dyslexia, dyscalculia, and depression/anxiety.
Learning outcomes for this workshop include:

• An awareness of the incidence and prevalence of common disorders in Australian classrooms
• Understanding what science can tell us about what physical, cognitive, and psychological factors relate to the disorder
• Understanding how these disorders might impact learning and behaviour
• Awareness of reliable resources to further understanding and responsiveness in your practice
• Discussion of strategies to use in your practice to promote a positive learning experience for students and staff

FLIER

PROMOTING POSITIVE BEHAVIOUR WITH VIDEO AND SELF-MODELLING

RIVERLAND - BARMERA GOLF CLUB

TEACHER AND SSO WORKSHOP IN EARLY YEARS, KINDERGARTEN, PRIMARY SCHOOL AND SPECIAL EDUCATION

PRESENTED BY KYMBERLY LOUISE, BEHAVIOURAL SCIENTIST

**This workshop is based on using technology on an iPad (or iPhone if necessary). MUST BRING IPAD OR IPHONE WITH IMOVIE PRELOADED

This workshop will provide South Australian education staff with an exciting innovative tool to support positive behaviours currently in use in other locations across Australia (with brilliant exception of Suneden Special School here in South Australia). Learning outcomes from this workshop include:

• Understanding the functionality of video self-modelling
• Practice in using the software and developing a self-modelling video
• Generation of ideas for how to support positive behaviour with this video self-modelling
  
  

FLIER