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Project AWARE Resources - Ohio Department of Education

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Project AWARE Resources - Ohio Department of Education

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This presentation includes background information and statistics on childhood trauma, the effects of trauma, and evidence based practices for intervention.

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This curriculum is designed to educate students on housekeeping tasks for independent living. This particular curriculum focuses on 48 housekeeping activities. It also includes lesson plans, data forms, illustrated pictures, and training suggestions.

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Skills-based curriculum for adolescents and adults learning housekeeping tasks.

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Behavior Contingency Maps are a visual tool that displays both the desired and undesired behavior. They can be used as a reminder or to teach the targeted behavior as the student can arrange the picture cards on the map.

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Some of these behavior interventions are confusing for us to understand so how the heck are our kids going to understand these contingencies? Visuals to the rescue! Behavioral Contingency Maps are a MUST-HAVE resources that will clearly & concretely explain any behavioral intervention to your kids.

What are behavior contingency maps? Contingency behavior maps show a visual representation of engaging in appropriate and inappropriate behaviors and the consequences the behaviors result in. These maps are an ABA based intervention and follow the ABC pattern of behavior (antecedent, behavior, consequence). First the antecedent (or environmental trigger) is depicted, then the appropriate and inappropriate behavior options, and finally the consequence for each response. The two paths depict the two choices the individual can make regard his/her behavior.

Why are they effective? Using visuals is essential so students can understand the behavior map. The visual maps are especially useful for early childhood students and students with special needs who have low receptive language. Contingency maps are effective because they illustrate in a concrete way the results of both the desired and undesired behavior.

How do you use behavior maps? Contingency maps can be used in a few different ways. It is important to teach the strategy. Review the behavior map and discuss the consequence for each series of behaviors. Practice the strategy. Go through each path and model the responses and consequences. Utilize the behavior map in the situation the behaviors commonly occur. If the behavior typically occurs during circle time, anticipate and prevent the behavior. Pull out the behavior map at the start of circle time and review the behavior paths and consequences. Keep the behavior contingency map present and visible throughout the day to provide an extra reminder for students.

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Behavior Contingency Maps - The Autism Helper

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Resources, tips, and materials to help you, help children with autism

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It's important for teachers to be equipped with deescalation techniques, verbal strategies, and knowledge of using minimal restraint when it comes to dealing with students behaviors. This is an example of a crisis training program available for teachers.

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Equips staff with the decision-making skills needed to confidently assess and address risk. It combines verbal intervention strategies and restrictive interventions with advanced physical skills for high-risk scenarios such as those that require floor intervention. Instructors can customize training to each staff member's individual risk level.

Available as blended learning.

Schedule a Consultation

Learn how Advanced Physical Skills can benefit your team.

Benefits of Nonviolent Crisis Intervention® With Advanced Physical Skills Training

Confidently Assess and Address Risk

Advanced Physical Skills teaches the risk assessment, problem solving, and decision-making skills staff need in order to confidently address escalating scenarios and choose the most appropriate form of intervention needed in each situation.

Training for Every Risk Level

Advanced Physical Skills provides staff with safe and advanced disengagement and physical intervention techniques to control highest-risk situations involving dangerous behaviors. They also learn verbal intervention strategies for situations that don't require these advanced skills.

Minimize Physical Interventions

By exploring the core concepts and principles of Nonviolent Crisis Intervention®, 2 nd Edition Training, this program gives staff the ability to actually minimize the use and duration of physical interventions.

Register for Training

Find a Nonviolent Crisis Intervention® With Advanced Physical Skills instructor certification class near you.

How We Impact Your Business

Flexible Scheduling
Instructor certification is offered as a five-day program through classroom delivery, or a four-day blended delivery combining in-person instruction and online learning. Staff training can be offered in a way that best suits your organization.

Customize Your Staff's Training
Instructors who receive their Nonviolent Crisis Intervention® With Advanced Physical Skills certification, are qualified to teach not only the Advanced Physical Skills course, but also Nonviolent Crisis Intervention®, 2 nd Edition Training and Verbal Intervention ™ Training-staff can receive training that best suits their individual level of risk.

Reduce Staff Burnout
Mitigating incidents of violence creates a safer workplace; when staff feel safer you replace burnout and high turnover rates with job satisfaction and increased employee performance.

How It Works

Register

Register for an instructor certification class near you or call us to schedule an onsite course for your organization.

We train you

Your selected staff learns techniques on crisis prevention, de-escalation, and advanced physical interventions and becomes certified to train others in your organization. After training, we support your staff with classroom materials and ongoing consultation. View course overview.

You train your staff

We enable you to combine our evidence-based practices with your organization's policies and procedures to ensure that training is consistent across your organization. You have the option to train Advanced Physical Skills in either a classroom delivery format, or a blended format with in-person and online learning.

Our training is critical to your workplace violence initiatives. Here's the proof.

95%

of Health Care Organizations Agree

95% of Health Care Organizations Agree

CPI improved staff de-escalation skills, improved overall safety, and has become ingrained in our training.

50% +

Reduction in Restraints by Security Professionals

51% of Security Reduced Restraints by More Than Half

And decreased the use of force, physical restraints and seclusions by 50% of more since implementing CPI training.

82%

Reduction in Workers' Comp Claims

82% Reduction in Workers' Comp Claims

Our skills help keep employees safe and have reduced workers' comp claims.

Bring Nonviolent Crisis Intervention® With Advanced Physical Skills Training to Your Team

Complete the form and a CPI representative will contact you with more information on how our Advanced Physical Skills course can benefit your organization, or find a training near you.

Already an NCI™ customer and looking to upgrade your certification? Login to access your registration options.

Schedule a Consultation

Learn how Advanced Physical Skills can benefit your team.

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Nonviolent Crisis Intervention® With Advanced Physical Skills | Crisis Prevention Institute (CPI)

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Equips staff with the decision-making skills needed to confidently assess and address risk. It combines verbal intervention strategies and restrictive interventions with advanced physical skills for high-risk scenarios such as those that require floor intervention. Instructors can customize training to each staff member's individual risk level. Available as blended learning.

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This is a checklist that can be used to document students behavior and is easily accessible for anyone who may be documenting.

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This link provides a list of books with a description that help students build social emotional skills and resilience.

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iCan Dream Center | Chicago South Suburban Special Education

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ACES, or Adverse Childhood Experiences, come in many forms, from physical and mental abuse to neglect and household dysfunction. In 1998, CDC-Kaiser Permanente published a groundbreaking study that investigated the impact of ACEs on physical and mental health problems in over 17,000 adults.

Now that we understand how toxic stress affects the minds and bodies of children, we can interrupt these changes by providing safe, stable, nurturing environments, while helping children build social-emotional skills and resilience.

Using children's books to help talk about trauma can help children see themselves in books and to understand that they are not alone. Books can also provide an opening for conversations with adults about what they have gone through. From there, adults can help the child increase their resilience.

Here are the titles and descriptions of several books that can help young children who have experienced ACES.
Speranza's Sweater by Marcy Pusey Kids deserve a safe place to live and grow and learn. For some kids, this means living with foster or adoptive parents. Speranza's Sweater chronicles one child's experience through the foster and adoptive system. Speranza wears her sweater everywhere, hanging onto the last memories of her birth home, until it's threadbare. Like her unraveled sweater, Speranza must weave together a new story, bringing threads from her past and strands from her present, into a future of love, family, and the true meaning of home. The Memory Book About Grief by Joanna Rowland "I'm scared I'll forget you..." From the perspective of a young child, Joanna Rowland artfully describes what it is like to remember and grieve a loved one who has died. The child in the story creates a memory box to keep mementos and written memories of the loved one, to help in the grieving process. Heartfelt and comforting, The Memory Boxwill help children and adults talk about this very difficult topic together. Maybe Days: A Book for Children in Foster Care by Jennifer Wilgocki For many children in foster care, the answer to many questions is often maybe. Maybe Days is a straightforward look at the issues of foster care, the questions that children ask, and the feelings that they confront. A primer for children going into foster care, the book also explains in children's terms the responsibilities of everyone involved - parents, social workers, lawyers and judges. As for the children themselves, their job is to be a kid - and there's no maybe about that. Healing Days: A Guide for Kids Who Have Experienced Trauma by Susan Farber Strauss Healing Days is a book designed to be used in therapy for young children and functions as an excellent resource for those who have experienced physical or sexual abuse, or other trauma. Readers will follow four children as they learn ways to cope with their own trauma. Sensitive, empowering, and beautifully illustrated, the book models therapeutic coping responses and provides children with tools they may use to deal with their own trauma. Please Tell: A Child's Story About Sexual Abuse (Early Steps) by Jessie Written and illustrated by a girl who was sexually molested by a family member, this book reaches out to other children by carrying Jessie's message "It's o.k. to tell; help can come when you tell." The Day My Daddy Lost His Temper: Empowering Kids That Have Witnessed Domestic Violence (The Empowering Kids Series) by Dr. Carol Santana McCleary PsyD The Empowering Kids Series is a collection of empathically reflective stories told from the perspective of young children. These books are meant to be used by parents and mental health providers to facilitate the child's verbalization of their feelings and experiences, thereby advancing the healing process and are aimed at validating the readers' experiences and feelings, thereby reducing feelings of shame and isolation. Once a Terrible Thing Happened by Margaret M Holmes After Sherman sees something terrible happen, he becomes anxious and then angry, but when a counselor helps him talk about these emotions he feels better. Once I Was Very Very Scared by Chandra Ghosh Ippen A little squirrel announces that he was once very, very, scared and finds out that he is not alone. Lots of little animals went through scary experiences, but they react in different ways. Turtle hides and gets a tummy ache, monkey clings, dog barks, and elephant doesn't like to talk about it. They need help, and they get help from grown-ups who help them feel safe and learn ways to cope with difficult feelings. This story was written to help children and grown-ups understand how stress can affect children and ways to help them.
Adverse Childhood Experiences can have a lifelong impact on a child's health. If you know of a child who needs help dealing with trauma, contact iCan Dream Center for resources and assistance.

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Children's Books to Help Process Trauma - iCan Dream Center | Chicago South Suburban Special Education

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ACES, or Adverse Childhood Experiences, come in many forms, from physical and mental abuse to neglect and household dysfunction. In 1998, CDC-Kaiser Permanente published a groundbreaking study that investigated the ...

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This isn't a book I've read but I found it while researching trauma informed practices. A third grade teacher asked her students to fill in the blank for the question, "I wish my teacher knew..." and the results were shocking. I think this would be a good activity to do with your students to get an insight into their lives. You could even have them do it anonymously and then read them out loud to the class to give the students insight into each others lives.

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One day, third-grade teacher Kyle Schwartz asked her students to fill-in-the-blank in this sentence: "I wish my teacher
knew _____." The results astounded her. Some answers were humorous, others were heartbreaking-all were profoundly moving and enlightening. The results opened her eyes to the need for educators to understand the unique realities their students face in order to create an open, safe and supportive place in the classroom. When Schwartz shared her experience online, #IWishMyTeacherKnew became an immediate worldwide viral phenomenon. Schwartz's book tells the story of #IWishMyTeacherKnew, including many students' emotional and insightful responses, and ultimately provides an invaluable guide for teachers, parents, and communities.

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I Wish My Teacher Knew: How One Question Can Change Everything for Our Kids

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One day, third-grade teacher Kyle Schwartz asked her students to fill-in-the-blank in this sentence: "I wish my teacher knew _____." The results astounded her. Some answers were humorous, others were heartbreaking-all were profoundly moving and enlightening. The results opened her eyes to the nee...

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Families are an important asset when it comes to ensuring people with disabilities have the opportunity to live their best lives for their whole lives. This is a guide that provides professionals with research and resources regarding the importance of family engagement.

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Employment First | It Starts with Families

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Online trauma-informed training can help educators support students who are experiencing distress due to the COVID-19 crisis. While the coronavirus risk to children appears to be minimal, many other conditions are contributing to stress and even trauma as everything unfolds.

With life different today than even 30 days ago, students had to quickly adapt from the structures of school to social isolation from their teachers and friends. They may be upset about missing school ... struggling to adapt to staying indoors ...struggling to focus on remote learning ...or unable to avoid family issues at home.

Beyond being unable to go to school like normal, millions of students in the U.S. have also lost the safety net of resources they depended on from their school, or might be dealing with new realities at home due to the spike in unemployment. Plus, the general anxiety-filled atmosphere-especially if they're seeing it in their own home- can have long-term effects.

Adverse childhood experiences (ACE) include circumstances such as economic hardship, divorce, abuse, and neglect which can interrupt physical and mental development and even change a child's brain. We know that pre-pandemic, 45% of children in the United States experienced at least one ACE, and one in 10 experienced three or more. COVID-19 will amplify these numbers, and not just because of the trauma from the pandemic itself (although that will affect virtually all children), but also the economic hardships and increased instances of abuse that will likely come with it.
With social distancing measures in place and many schools shifting to online learning, how can educators continue to support their students' mental health?
The Need for Trauma-Informed Practices in Schools

School staff and teachers need more training to better understand the impact of trauma on students and to help implement trauma-informed strategies and policies.

In an article published by Teaching Tolerance, experts from the National Child Traumatic Stress Network shared recommendations for educators supporting students during the COVID-19 crisis. One of these recommendations was to let relationships be the focus, and even prioritize relationships and well-being over assignments and behavioral compliance.

As the connection between trauma and behavior has become better understood, trauma-informed practices have already been put in place in many schools throughout the country. In some states, trauma-informed teaching is even required. And now, it's even more important, as every one of our students has been affected by the COVID-19 crisis.

Although there isn't a true case study for the present situation, it can be compared to a natural disaster. A natural disaster is obviously not as widespread, but it does impact entire geographic regions and school districts. In these instances, such as hurricanes, all students experience stress related to that event - school closures accompanying change at home.

An example we can model after now is Houston schools and Hurricane Harvey, and how these districts prepared their teachers to put trauma-informed practices in place following the devastation. An online trauma-informed training for educators, which UNICEF USA and Mental Health America (MHA) of Greater Houston worked with Kognito to help create, reached 57,000 educators who serve 940,000 students. You can learn more about how it came to fruition in this post.

We believe this online trauma-informed training can help provide guidance as schools throughout the U.S. work to support students during this critical time.

How Online Trauma-Informed Training Can Prepare Educators to Respond to COVID-19

Trauma-Informed Practices for K12 Schools is an interactive role-play simulation that builds educators' awareness of the impact of trauma, and helps them gain skills to help them better support at-risk students.

This online trauma-informed training takes just 35-45 minutes to complete. Educators practice having conversations with virtual students that match the grade levels they teach (elementary, middle, or high school). These virtual students behave and react based on how your staff member speaks to them, helping your teachers gain real experience in a safe setting.
Here are some ways that this online trauma-informed training can quickly prepare your workforce to to provide trauma-informed practices for students:
Gives educators a better understanding of trauma.

Trauma-Informed Practices increases knowledge and awareness about the types of experiences that can cause distress or trauma, and how these relate to brain development.

Helps educators learn how to recognize trauma.

Educators learn how to recognize when a student's behavior might be the result of trauma or stress, so they can identify students who may need extra support. The training also addresses the educator's own needs for self-care.

Equips educators with skills to lead impactful conversations.

Educators taking the online trauma-informed training learn how to lead conversations with students to address how they might be feeling. Based on this conversation, they learn how to assess the need for referral, motivating students to seek help when needed.

Once educators learn these conversation skills, they put them into practice. That's what makes the simulation so unique; teachers can actually put themselves in realistic scenarios and practice having important conversations in a safe environment.

Across our clients who have completed Trauma-Informed Practices, 80% agree or strongly agree that they feel confident in their ability to implement trauma-informed approaches in teaching, up from 48% before taking the simulation.

Bring Trauma-Informed Practices to Your District

Trauma-Informed Practices can be deployed in less than one week, so you can give your teachers knowledge and skills they can quickly put into practice. Plus, the interactive simulation is completely online, so they can access it from any device, anywhere.

Want to prepare your workforce to become trauma-informed? Try a demo of the simulation here. When you're ready to ask questions, we're ready to answer at info@kognito.com.
Explore more articles from the Kognito Blog:

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Online Trauma-Informed Training for Teachers | Kognito

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Online trauma-informed training can help educators support students who are experiencing distress due to the COVID-19 crisis. While the coronavirus risk to children appears to be minimal, many other conditions are contributing to stress and even trauma as everything unfolds.

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There are tons of social skill curriculums available. For example, I attached TeachTowns Social Skills curriculum which is designed for students with moderate and sever disabilities. They provide a social skill curriculum for elementary school and middle school. For each targeted social skill there is a 2-3 minute video and a series of lessons to go along with it. The behavioral domains that this program targets are following rules, interpersonal skills, self-regulation and coping, communication, and friendship. It does cost money but you are able to request a demo before you purchase the curriculum.

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Social Skills and Behavioral Domains | TeachTown Curriculum

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Learn more about social skills and behavioral domains as they help to optimize classroom learning and school safety.

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The Parent Handbook on Childhood and Teen Depression

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The Parent Handbook on Childhood and Teen Depression

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In todays day and age, the importance of acknowledging mental health is becoming more and more apparent. From my own experiences, it seems there is disparity between generations on the importance of mental health and whether it's real or not. Depression is an illness that knows no bias, it can affect anyone. Depression can have a negative impact on many areas of your life, not just your mood. It's important for parents to know what signs they should be looking for, what they can do to help, and who is there to help them. This link leads you to a parent handbook on childhood and teen depression. Their goal is to raise awareness, encourage good mental health, and end the stigma.

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Download the PDF > Abstract The Whole School, Whole Community, Whole Child (WSCC, pronounced "wisk") Model is an ideal framework for school communities to assess, plan and implement healthy...

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Many parents don't know the signs of depression or where to turn for help. Our Parent Handbook for Teen Depression helps parents understand exactly what's going on with your child, find the right treatment, deal with the schools and negotiate insurance issues.