A Conversation About Integrating Trauma Informed Care in the Functional Behavior Assessment and Behavior Support Plan Process

Description

Young children are particularly vulnerable to the impact of traumatic experiences. In fact, traumatic experience can alter young childrens’ brain development. Young children who have experienced trauma may demonstrate a variety of emotional, behavioral and/or physical responses. Their responses to their experience depends on a variety of factors including: the nature, frequency, and intensity of the traumatic event(s); the child’s temperament, age, and development; the child’s previous experiences and the support the child and family receive. Trauma is a factor that must be considered as we develop behavior interventions and supports for young children. Join this webinar for a discussion on how trauma might be conceptualized, considered, and integrated into the functional behavioral assessment and individualized behavior support process.

Date:

Mar 17, 2023

Time:

3:00 PM

(Eastern Time Zone)

Duration:

1 hr

Related Resources

Certificate Info

Certificate of Attendance

A downloadable certificate is available for both live and recorded webinars. To receive the certificate, you must fill out the evaluation survey.

How to access the survey:

Live participants: You will receive an email after the webinar with the link to the survey. Recording viewers: The URL link for the survey will be displayed at the end of the webinar. You will need to type that URL into your internet browser to access the survey and certificate. Note: Type the URL exactly as you see it. URL is CASE SENSITIVE. Once you submit the survey, the certificate will appear. You can then save and/or print your certificate.

NCPMI Presenter(s)

Amy Hunter

Georgetown University

Amy Hunter is a Licensed Independent Clinical Social Worker (LICSW) who earned her Masters of Social Work degree at Boston University in 1995. Amy has a post graduate certificate from the University Of Maryland School Of Medicine in early childhood mental health. Amy currently serves as an assistant professor at Georgetown University. In her capacity at Georgetown she directs the mental health section of the Head Start National Center on Health, Behavioral Health, and Safety, a training and technical assistance center for Early Head Start and Head Start. Amy has worked in the field for early childhood mental health for over twenty years. Prior to coming to Georgetown she served in a number of roles at ZERO TO THREE including, but, not limited to: the Director of Program Operations for the Early Head Start National Resource Center and the Director of the Center on the Social Emotional Foundations of Early Learning (CSEFEL). Amy has served as a National Head Start Fellow at the Office of Head Start for two years and was the mental health manager to a large Head Start program for eight years. Amy has provided training and technical assistance on early childhood mental health to a variety of audiences around the country. Amy maintains a private practice in Washington DC providing consultation to parents with young children.

Guest Presenter(s)

Charis Wahman

Michigan State University

Charis Lauren Wahman, PhD, BCBA-D is an assistant professor of special education at Michigan State University. Her research focuses on training early childhood teachers on evidence-based practices within the framework of Positive Behavior Supports (PBS) to stop suspension and expulsion of preschool children. She also examines the experiences of families whose children have significant social and emotional needs. Her research aims to understand the contextual factors that hinder or enhance a child's social and emotional development while improving the quality of school-based intervention services for young children and the relationship between schools and families. Her empirical and practitioner-oriented work has been published in journals such as Remedial and Special Education, Children and Youth Services Review, Education and Treatment of Children, Topics in Early Childhood Special Education, Psychology in the Schools, Early Childhood Education Journal, Young Children and Young and Exceptional Children.

Blair Lloyd

Vanderbilt University

Blair Lloyd, PhD, BCBA-D, is an Associate Professor in the Department of Special Education at Vanderbilt University. Her research focuses on functional behavior assessment and intervention for children with behavioral challenges in schools, with a growing emphasis on the intersection of behavior analysis and mental health. She serves as Co-Principal Investigator for the Tennessee Tiered Supports Center. Dr. Lloyd teaches courses in single case design, observational methods, and experimental analysis of behavior. She works closely with masters and doctoral students in her research and teaching roles.