The characteristics of Autism Spectrum Disorder (ASD) often manifest in challenging behaviour, causing school support personnel much distress as they struggle to understand and address the behaviors. Thankfully, there is a large evidence-base of effective instructional strategies to support positive behaviour in children and teens with ASD. This 2-day introductory super-workshop will prepare you to answer questions such as: For what reasons does challenging behaviour occur? How can I find out why my student is engaging in such behaviour? How can I limit the likelihood of challenging behaviour, both before it has occurred and after? Participants will walk away having learned how to begin planning to make improvements in the challenging behaviour displayed by students.
OBJECTIVES: Participants will:
Understand the terms behaviour and challenging behaviour
Identify examples and non-examples of behaviours
Develop operational definitions of target behaviours
Understand how the environment influences challenging behaviour
Identify examples of antecedents, behaviours, and consequences from descriptions of challenging behaviour
Differentiate between setting events and antecedents
List the four main functions that behaviours serve and understand why it is important to determine the function prior to intervention
Discuss how to use ABC data collection to determine the function of behaviour
Give examples of class-wide and individual antecedent and reinforcement strategies
Practice adapting a task for an individual student
Use an intervention plan template to create an antecedent intervention for a student they know
Create a plan for a token economy for an individual student or classroom
Define replacement behaviours and identify appropriate skills to teach using case studies
Discriminate between punishment and extinction
Discuss the pitfalls of using punishment procedures
Develop datasheets using a case study
Identify the components of a competing pathway diagram
Develop a competing pathway diagram, identify appropriate interventions, and detail the components of the interventions
AUDIENCE: This training is directed toward employees of BC school districts and independent schools. This includes teachers, paraprofessionals, and other educational staff supporting students with ASD at any grade level (K-12) in developing their social, academic, and adaptive skills.
MANDATORY PARTICIPATION: Please note that participation in this virtual workshop is mandatory. Your participation is essential to ensure a productive and collaborative experience for everyone involved. This includes camera on and active engagement in the breakout rooms. Those who do not comply with the participation requirement will be removed from the workshop.
When September 18 - 19, 2025 9:00 AM - 3:00 PM
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ABOUT THIS WORKSHOP
This workshop will be presented virtually via Zoom
Participants will need a reliable internet connection and a device equipped with a webcam and microphone (laptop / computer are recommended; tablets and mobile phones may be used, but smaller screens may make viewing challenging)
The Zoom link and workshop materials will be e-mailed to participants a few days prior to the workshop
Participants are expected to attend both days of the workshop (certificate will only be issued if both days have been attended)
Registration closes at 3:30pm on Sep 15, 2025
FEES, CANCELLATIONS & REFUNDS
Workshop Fee: $25, payable upon registration
Cancellations: Email training_lib@autismoutreach.ca if you need to cancel
Refunds: Refund will be provided if written notice of cancellation (to training_lib@autismoutreach.ca) is received at least 3 weeks prior to workshop
Registration is non-transferable
POPARD's ENGLISH LANGUAGE POLICY
Proficiency in English language is required for POPARD training. You must be able to speak/comprehendand read/write English at a Grade 10 high school level or higher. View all of our training policies and terms here.
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