Encompasses the identification of physical, emotional, sexual, and substance abuse; the impact of abuse on the behavior and learning abilities of students; the responsibilities of a teacher to report or provide assistance to victims of abuse; and methods for teaching students about abuse and its prevention. Discusses family dynamics and working with parents and community agencies. Emphasis is on understanding the special learning needs of the abused or neglected child, and how to meet those needs in the classroom. 40 Graduate PDP’s This course requires additional writing assignments. Students must achieve at least an average of 80% in all exams with no exam below 70%.

Focuses on cognitive and cognitive-behavioral interventions with emphasis on teaching students how to change and manage their own behavior. Knowledge and understanding of traditional behavioral concepts and strategies is required. Strongly recommended that participants have completed an introductory behavior management course prior to taking this course. 40 Graduate PDP’s This course requires additional writing assignments. Students must achieve at least an average of 80% in all exams with no exam below 70%.

Geared primarily for professionals (e.g., regular or special educators, instructional assistants, school psychologists, counselors) serving children and youths presenting behavior problems in the school or community, this course focuses on cognitive and cognitive-behavioral interventions (often lumped together under the rubric “social skills”) with an emphasis on teaching students how to change and manage their own behavior. Since previous knowledge and understanding of traditional behavioral (operant) concepts and strategies is required, it is strongly recommended that you take an introductory behavior management course to learn the basic terms and concepts of behavior management prior to taking this advanced course.

•Students have 6 months to complete course from the time of registration;

•You must have an overall exam score of 70% with no individual exam score below 60% to pass;

•We recommend that you check with your school district/supervisor to verify which level you should enroll in (Undergraduate Professional Development Level or Graduate Professional Development Level).

Geared primarily for professionals (e.g., regular or special educators, instructional assistants, school psychologists, counselors) serving children and youths presenting behavior problems in the school or community, this course focuses on cognitive and cognitive-behavioral interventions (often lumped together under the rubric “social skills”) with an emphasis on teaching students how to change and manage their own behavior. Since previous knowledge and understanding of traditional behavioral (operant) concepts and strategies is required, it is strongly recommended that you take an introductory behavior management course to learn the basic terms and concepts of behavior management prior to taking this advanced course. •Students have 6 months to complete course from the time of registration; •You must have an overall exam score of 70% with no individual exam score below 60% to pass; •We recommend that you check with your school district/supervisor to verify which level you should enroll in (Undergraduate Professional Development Level or Graduate Professional Development Level).

Focuses on cognitive and cognitive-behavioral interventions with emphasis on teaching students how to change and manage their own behavior. Knowledge and understanding of traditional behavioral concepts and strategies is required. Strongly recommended that participants have completed an introductory behavior management course prior to taking this course. 40 Graduate PDP’s This course requires additional writing assignments. Students must achieve at least an average of 80% in all exams with no exam below 70%.

Achieve a better understanding of ADD and intervention strategies to facilitate positive student change. Covers the history of the disorder, accepted methods to assess and identify students with the disorder, and various methods, medications, and strategies that are currently used to treat it. For situations in which services beyond what can be provided in the classroom are required, the referral process for getting help for the student will be addressed. Reference materials include a list of resources for both teachers and parents. 30 Undergraduate Level PDP’s. Students must achieve at least an average 70% in all exams with no exam below 60%.

Achieve a better understanding of ADD and intervention strategies to facilitate positive student change. Covers the history of the disorder, accepted methods to assess and identify students with the disorder, and various methods, medications, and strategies that are currently used to treat it. For situations in which services beyond what can be provided in the classroom are required, the referral process for getting help for the student will be addressed. Reference materials include a list of resources for both teachers and parents. 40 Graduate PDP’s This course requires additional writing assignments. Students must achieve at least an average of 80% in all exams with no exam below 70%.

Achieve a better understanding of ADD and intervention strategies to facilitate positive student change. Covers the history of the disorder, accepted methods to assess and identify students with the disorder, and various methods, medications, and strategies that are currently used to treat it. For situations in which services beyond what can be provided in the classroom are required, the referral process for getting help for the student will be addressed. Reference materials include a list of resources for both teachers and parents. 40 Graduate PDP’s This course requires additional writing assignments. Students must achieve at least an average of 80% in all exams with no exam below 70%.