Workshops by Dr Howard Knoff
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The Classroom Discipline Summit

 

Managing difficult student behaviors can drain teachers' energy. How can we help these students without exhausting ourselves? Understanding how educators and students process and respond to behavior and emotions can influence children’s education in ways that affect their social, emotional, and cognitive development.

 

Sign up for these workshops to learn from internationally known psychologist and school reform expert Dr. Howard Knoff, and bring back effective strategies
to your classrooms and schools!

 


School Discipline, Classroom Management, and

Student Self-Management: Making it All Work

 

Date                 : 15 November 2016, Tuesday
Venue               : To Be Confirmed
Time                : 9.00am to 5.00pm
Closing date     : 2 September 2016 Friday

 

register-online-now-green-iconWorkshop Fee:
S$300.00 per participant. If 2 or more participants from the same school/organization attend the same workshop, the discounted fee will be S$250.00 per participant for that particular workshop. Fees are subject to GST and include all training materials, 2 tea breaks and a lunch.

Other Information:
Registration is on a first-come-first serve basis. No refunds will be made for cancellations or in the case of absentees. The Academy accepts replacements for registered participants who are unable to attend for whatever reasons.

 

Workshop Description

    School discipline, behavior management, and school safety continue to be major concerns in education—as schools and districts attempt to maximize students’ academic engagement and motivation, while preventing classroom disruptions and school violence. And related to all of this is the stark reality that behaviorally challenging students and students with disabilities continue to be referred disproportionately to the office for discipline referrals, to be suspended and expelled, and to be sent to alternative programs.

 

    Given this, districts and schools need to implement approaches that directly relate to school discipline, classroom management, and student self-management. Ultimately, these approaches will focus on the development of consistently positive and safe school and classroom settings; student engagement and the prevention of teasing, taunting, harassment, and bullying; and decreasing disproportionate office discipline referrals, suspensions and expulsions, and placements of our most challenging students.

 

      This interactive presentation will help participants understand the evidence-based components of an effective, multi-tiered discipline and behavior management system that focuses on facilitating students’ interpersonal, social problem-solving, conflict prevention and resolution, and emotional coping skills and behavior.

 

      During this presentation, participants will learn about and discuss:

  1. The importance of students’ social, emotional, and behavioral self-management and social competence to school discipline and classroom management.

  2. How to develop, introduce, and implement a developmentally-sensitive set of behavioral standards and expectations for the students, including classroom incentives and strategic responses for progressively inappropriate behavior.

  3. What classroom and building routines need to be taught to students, and how to effectively teach them.

  4. What social, emotional, and behavioral skills teachers need to teach and how to integrate them into their effective classroom management approaches.

  5. The importance of a school-wide approach to ensure behavior management consistency across classrooms and in common school settings and situations.

  6. The importance of consistency across all facets of a school-wide positive behavioral intervention and supports system.

  7. The importance of effective management and student self-management in the common areas of the school, and how these relate to the prevention and early student response to Teasing, Taunting, Bullying, Harassment, Hazing, and Physical Aggression.

 

      A 2011 meta-analysis of over 210 studies revealed that schools that effectively addressed students’ social, emotional, and behavioral self-management significantly increased their academic performance—at the elementary and secondary levels. This presentation will help districts and schools develop implementation action plans so that they too can benefit in these important areas.

 

Training Schedule

 

  • Defining Social Competence/Self-Management and Socially Competent Behaviors and Skills
  • Connecting Social Competence/Self-Management to Effective Classrooms and Classroom Management
  • The Scientific Foundations to Effective Classroom Management and Student Self-Management
  • Positive School and Classroom Climate and Prosocial Relationships
  • Social, Emotional, and Behavioral Skill Instruction
  • Motivation and Accountability: The Behavioral Matrix Consistency
  • Special Situations: Common School Areas
  • Teasing, Taunting, Bullying, Harassment, Hazing, and Physical Aggression

 

Target Audience


General and special needs classroom teachers at all levels, school and district administrators, allied educators (including school psychologists, counselors, social workers, others), other educational specialists and community-based professionals. Schools are encouraged to send teams of teachers.

 

 

 
Teaching Students the Social-Interpersonal Skills that Increase Academic Engagement and School Success

 

Date                : 16 November 2016, Wednesday
Venue               : To Be Confirmed
Time                : 9.00am to 5.00pm
Closing date     : 2 September 2016 Friday

 

register-online-now-green-iconWorkshop Fee:
S$300.00 per participant. If 2 or more participants from the same school/organization attend the same workshop, the discounted fee will be S$250.00 per participant for that particular workshop. Fees are subject to GST and include all training materials, 2 tea breaks and a lunch.

 

Other Information:
Registration is on a first-come-first serve basis. No refunds will be made for cancellations or in the case of absentees. The Academy accepts replacements for registered participants who are unable to attend for whatever reasons.

Workshop Description

  There have been many changes in our communities over the past number of years.  Increases in poverty and financial stress, continued changes in the family and parental supervision, the impact of the media (e.g., the internet, social networks, music); and students coming to school less prepared to be fully successful.  In addition, there are more students with attention problems, emotional difficulties, and social skill deficits than ever before.  As a result, teachers are experiencing more discipline problems in classrooms, they are struggling to teach students who do not have the basic skills (listening, following directions, etc.) needed to learn, and they are becoming frustrated as academic expectations and teacher accountability continue to increase.

 

  This presentation addresses these challenges by putting the research—demonstrating how students’ social, emotional, and behavioral skills significantly contribute to their academic engagement and performance—into practice by discussing the importance of social skills instruction for all students from preschool through high school. 

 

   Using the evidence-based Stop & Think Social Skills Program and its focus on teaching interpersonal, social problem solving, conflict prevention and resolution, and emotional coping skills, the presentation discusses (a) how to choose and implement a social skills program in a school and classroom; (b) what social skills are most important, and how to teach them in a regular classroom setting; (c) how to apply social skills instruction to important classroom and building routines, and to prevent teasing, taunting, bullying, harassment, hazing, and physical aggression; and (d) how to successfully use social skills instruction as part of a multi-tiered process for special education and other students with more challenging or significant behavioral problems.

 

  More specifically, this course will overview the Stop & Think approach to teaching social skills to children and youth from preschool through high school.  The Stop & Think process identifies over 50 pro-social skills that can be taught to students, and teaches through a cognitive-behavioral approach emphasizing:  modeling, role playing, performance feedback, and generalization.  The course will demonstrate how to teach these social skills using a live presentation, videotaped examples of social skill training, and interactive learning by the participants. 

 

  Schools that have used the Stop & Think process have significantly decreased referrals for and placements into special education (particularly SED) classrooms, and increased students’ mainstreaming success.  They have also decreased teacher discipline referrals to the office, reduced building-based suspensions and expulsions, increased academic engaged time and student learning in the classroom, increased staff consistency in how behavior problems are dealt with building-wide, and linked the process to existing parent training programs.  As part of a positive behavioral support program, the Stop & Think social skills process can go a long way in changing the atmosphere of any school, turning the focus from behavioral control to academic success.

 

Course Objectives- Participants will be able to:

  • Define self-competency/self-management, and describe how self-competency/self-management represents the primary goal of a social skills training program
  • Describe how the evidence-based Positive Behavioral Support System provides the context to social skills instruction and the evidence-based characteristics of an effective social skills program
  • Discuss the underlying behavioral science of social skills instruction, and how that science is evident in the Stop & Think Social Skills process
  • Describe the primary components of the Stop & Think Social Skills process: Skills and scripts, and social learning theory approach to instruction
  • Demonstrate how to teach a social skills lesson—from conditioned prerequisite behaviors to complex social problem-solving behaviors
  • Describe the school-wide positive behavioral support components that help to sustain social skills instruction and implementation
  • Discuss how to use the Stop & Think Social Skills process with parents in the home environment

Schedule

            Part I:  Introduction:  school-wide discipline, classroom management, and student self-management

  Introductions/presentation overview

  The goal of a social skills program:  self-competency and self-management

  The underlying science of social skills instruction

  Integrating social skills instruction into a positive behavioral support system

           Part II:  Social skills instruction:  the foundations

  The characteristics of an effective social skills program

  Evidence-based components of the Stop & Think Social Skills process

  Teaching skills and scripts

  Modifying instruction by age and students’ learning needs

  Teaching students to transfer and apply their social skills

  Teaching students to handle conditions of emotionality

         Part III:  Social skills instruction:  step-by-step implementation

  How to teach a social skills lesson

  How to transfer the training

  How to infuse social skills practice into the classroom day

  The social skills calendar and grade-level implementation

 

         Part IV:  Social skills:  applications using social skills:

  For classroom and building routines

  At the preschool versus elementary versus secondary school levels

  To address teasing, taunting, bullying, harassment, hazing, and physical aggression

  For behaviorally challenging students across a multi-tiered (RtI) intervention system

  To connect the home and school

 

Target Audience


General and special needs classroom teachers at all levels, school and district administrators, allied educators (including school psychologists, counselors, social workers, others), other educational specialists and community-based professionals. Schools are encouraged to send teams of teachers.

 

 


Disobedient, Disruptive, Defiant, and Disturbed Students: Strategic Interventions to Improve Behavior

 

Date               : 17 November 2016, Thursday
Venue               : To Be Confirmed
Time                : 9.00am to 5.00pm
Closing date     : 2 September 2016 Friday

 

register-online-now-green-iconWorkshop Fee:
S$300.00 per participant. If 2 or more participants from the same school/organization attend the same workshop, the discounted fee will be S$250.00 per participant for that particular workshop. Fees are subject to GST and include all training materials, 2 tea breaks and a lunch.

Other Information:
Registration is on a first-come-first serve basis. No refunds will be made for cancellations or in the case of absentees. The Academy accepts replacements for registered participants who are unable to attend for whatever reasons.

Workshop Description

      School discipline, behavior management, and school safety continue to be major concerns in education—as schools attempt to increase students’ academic engagement and motivation, while preventing classroom disruptions and school violence. At the far end of this spectrum are students who exhibit significant social, emotional, and behavioral challenges—challenges that require strategic or intensive interventions.

 

      During this presentation, participants will learn about and discuss:

 

  1. A range of social, emotional, or behavioral interventions that need to be available in schools to assist students who are behaviorally challenging in their classrooms or common school areas.

  2. To recognize the interdependence of student, teacher, instructional, curriculum, and other “environmental factors” that must be considered when implementing interventions.

  3. What information and data need to be collected as part of the Problem Identification and Problem Analysis steps of the functional assessment process so that the right interventions are selected for implementation.

  4. The seven “high-hit” reasons for students’ social, emotional, and/or behavioral challenges, and how these link to a range of research-based interventions.

  5. The specific characteristics and implementation steps of a number of selected interventions that increase or establish new student behaviors; decrease or eliminate inappropriate behaviors; teach attention and engagement skills; teach social, self-management, and self-control skills; increase student motivation; and enhance peer engagement/initiation and/or peer response/management skills.

  6. The differences between Tier 2 and Tier 3 interventions when using a continuum that focuses on the intensity of services, supports, strategies, and programs needed by challenging students, and how to integrate comprehensive school-based mental health systems into prevention and strategic intervention processes.

 

      Initially, the presentation will discuss how to link functional assessment to strategic or intensive interventions. Given the advances of the past 20 years, a “21st Century” functional assessment approach that identified the “7 High-Hit Reasons” for students’ challenging behavior will be outlined, and how these high-hit reasons align with specific intervention clusters.   Critically, most functional behavioral assessment (FBA) approaches only consider two of these seven high-hit types that will be discussed. Moreover, few FBA approaches forge a link with the wide range of available interventions.

 

      The remainder of the presentation will outline Tier 2 and 3 interventions that:   Increase or Establish New Student Behaviors; Decrease or Eliminate Inappropriate Behaviors; Teach Attention and Engagement Skills; Teach Social, Self-Management, and Self-Control Skills; Increase Student Motivation; and Enhance Peer Engagement/Initiation and/or Peer Response/Management Skills.

 

      This presentation will discuss a number of selected interventions and how to implement them in the classroom. For each intervention, the following information will be provided: (a) Problem Situations where the Intervention is most-used or most useful; (b) functional assessment outcomes that necessarily link to make this intervention relevant; (c) the Age Levels where the Intervention will be most successful; and (d) the Severity Level of the Student and/or Problem where the Intervention will be most successful.

 

Workshop Schedule

  • Introductions/Presentation Overview
  • Foundations of Service Delivery for Behaviorally Challenging Students
  • Response-to-Intervention and Functional Assessment: Problem Identification and Problem Analysis
  • The Seven High-Hit Reasons for Students’ Social, Emotional, and/or Behavioral Challenges
  • Differentiating between Tier 2 and Tier 3 Services, Supports, and Interventions
  • Tier 2 Interventions: Decreasing Inappropriate Behavior
  • Tier 2 Interventions: Increasing Appropriate Behavior
  • Tier 2 Interventions: Student Self-Management Interventions
  • Final Integration and Summary

 

Target Audience

General and special needs classroom teachers at all levels, school and district administrators, allied educators (including school psychologists, counselors, social workers, others), other educational specialists and community-based professionals. Schools are encouraged to send teams of teachers.

 

About Dr. Howard Knoff

 

 225 Knoff 2S

 

 

 

 

 

 

Howard M. Knoff, Ph.D. is an internationally-known innovator and hands-on practitioner in the areas of:

  • School Improvement and Turn-Around, Strategic Planning and Organizational Development
  • School Discipline, Classroom Management, and Student Self-Management (PBIS/PBSS/SEL)
  • Differentiated Academic Instruction and Academic Interventions for Struggling Students
  • Social, Emotional, and Behavioral Instruction and Strategic and Intensive Interventions for Challenging Students
  • Multi-tiered (RtI) Services, Supports, and Program
  • Effective Professional Development and On-Site Consultation and Technical Assistance

 

Howie is the creator and Director of Project ACHIEVE, a school effectiveness/school improvement program that has been designated a National Model Prevention Program by the U. S. Department of Health & Human Service’s Substance Abuse and Mental Health Services Administration (SAMHSA). Over the past 30 years, Howie has implemented Project ACHIEVE components in thousands of schools or school districts—training in every state in the country. He has also been awarded over $21 million in federal, state, or foundation grants for this work, and recently received three U.S. Department of Education grants to support work in Pennsylvania, Michigan, and Kentucky.

Howie also served as the Director of the $12 million State Improvement Grant (SIG)/State Personnel Development Grant (SPDG) for the Arkansas Department of Education—Special Education Unit from 2003 through 2015. In this position, he was directly responsible to the Director of Special Education for the state of Arkansas, and involved in many Departmental policy and procedure discussions and deliberations.

Dr. Knoff received his Ph.D. degree from Syracuse University in 1980, and has worked as a practitioner, consultant, licensed private psychologist, and university professor since 1978. Dr. Knoff is widely respected for his research and writing on school reform and organizational change, consultation and intervention processes, social skills and behavior management training, Response-to-Intervention, and professional issues. He has authored or co-authored 18 books, published over 100 articles and book chapters, and delivered over 2,500 papers and workshops nationally—including the Stop & Think Social Skills Program (preschool through middle school editions) and the Stop & Think Parent Book: A Guide to Children’s Good Behavior through Cambium Learning/Sopris West Publishers and Project ACHIEVE Press, respectively.  

Among his recent books are the following:

  • Knoff, H.M., & Dyer, C. (2014).   RTI2—Response to Instruction and Intervention:   Implementing Successful Academic and Behavioral Intervention Systems. Rexford, NY: International Center for Leadership in Education
  • Knoff, H.M. (2012). School Discipline, Classroom Management, and Student Self-Management: A Positive Behavioral Support Implementation Guide. Thousand Oaks, CA: Corwin Press.

 

A recipient of the Lightner Witmer Award from the American Psychological Association's School Psychology Division for early career contributions in 1990, Dr. Knoff is a Fellow of the American Psychological Association (School Psychology Division), a Nationally Certified School Psychologist, a Licensed Psychologist in Arkansas, and he has been trained in both crisis intervention and mediation processes.Frequently interviewed in all areas of the media, Dr. Knoff has been on the NBC Nightly News, numerous television and radio talk shows, and he was highlighted on an ABC News' 20/20 program on "Being Teased, Taunted, and Bullied." Finally, Dr. Knoff was the 21st President of the National Association of School Psychologists which now represents more than 25,000 school psychologists nationwide.

 

 

About Project ACHIEVE

 

Project ACHIEVE in the United States is a nationally-known, innovative school reform and school effectiveness program with the ultimate goal of helping design and implement effective school and schooling processes that maximize the academic and social/emotional/behavioral progress and achievement of all students. Project ACHIEVE has been designated a National Model Prevention Program by the U. S. Department of Health & Human Services' Substance Abuse and Mental Health Services Administration (SAMHSA).

 

 

 

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Click on the following YouTube links to view Dr Knoff's videos:

 

Get to know Howie Knoff

Take Back Your Classroom!

 

Check out Dr Knoff’s blog here: www.improvingourschools.blogspot.com

For more information on the workshops, please contact Joseph Loy at tel: +65 6363 0330 or email: This e-mail address is being protected from spambots. You need JavaScript enabled to view it