Home / Coaching is Crucial: Supporting Teams with Individualized Behavior Support Plans 

Coaching is Crucial: Supporting Teams with Individualized Behavior Support Plans 

This webinar focuses on how to support teams to effectively implement an individualized behavior support plan. Viewers will hear strategies and ideas from coaches, teachers, and families about their experiences with the Tier 3 process. Strategies and ideas will be shared. 


May 3, 2023


12:00 AM


56 min

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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)

Mary Louise Hemmeter

Vanderbilt University

Mary Louise Hemmeter, PhD, is a professor of Special Education at Vanderbilt University. Her research focuses on effective instruction, social emotional development and challenging behavior, and coaching teachers. She has been a PI or Co-PI on numerous projects funded by the US Departments of Education and Health and Human Services. Through her work on the National Center on the Social Emotional Foundations for Early Learning and IES funded research projects, she was involved in the development of the Pyramid Model for Supporting Social Emotional Competence in Young Children and a model for coaching teachers to implement effective practices. She is currently the PI on an IES funded development project around program wide supports for implementing the Pyramid Model and a Co-PI on an IES efficacy study examining approaches to supporting teachers to implement embedded instruction. She was co-editor of the Journal of Early Intervention and President of the Council for Exceptional Children’s Division for Early Childhood. She received the Mary McEvoy Service to the Field Award.

Anna Winneker

University of South Florida

Anna Winneker has a professional and educational background working with children identified with emotional/behavior disorders in settings ranging from residential treatment to inclusion. She completed her PhD in Curriculum and Instruction with an emphasis in exceptional student education and qualitative research. Anna currently directs the Program-Wide Positive Behavior Support Project at USF. This project supports early childhood education programs to implement the Pyramid Model program-wide with fidelity. She also works with the National Center for Pyramid Model Innovations to develop products and provide technical assistance for promotion of social-emotional competence and inclusive practices for young children and families. Anna has experience providing training and technical assistance to implement evidence-based practices within a multi-tiered framework in a variety of settings including state-level agencies, school systems, childcare programs and classrooms.

Guest Presenter(s)

Mara "Shelley" Clarke

University of South Florida

Mara "Shelley" Clarke, M.A., BCBA, is a Faculty Research Associate within The Department of Child and Family Studies, USF. She has been involved in conducting applied research utilizing Positive Behavior Support for over twenty years. Her primary focus has involved collaborating and guiding teams to develop and implement function-based behavior interventions for use in home, school, and community settings, addressing the reduction of child challenging behavior, increased skill acquisition, and promotion of improved quality of life features for young children and their families. These successful research endeavors have allowed Ms. Clarke to disseminate study outcomes, resulting in over forty peer-reviewed publications, four book chapters, and presentations at over one hundred local, national, and international conferences. Ms. Clarke’s current interests involve ensuring family engagement, promotion of inclusion and equity for young children, and expanding coaching elements available to families and teachers, such as cognitive behavior training techniques, and mindfulness to enhance parent efficacy, implementation fidelity, parent confidence and improved child outcomes.

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