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Addressing the Needs of Young
Children Who Engage in Challenging
Behavior in Rural Education Settings
LeAnne Johnson, Ph.D. /Joe Reichle, Ph.D.
University of Minnesota
Trish Hargrove, Ph.D. / Bonnie Lund, Ph.D
Minnesota State University-Mankato
Marie Swanson
Minnesota State University-Moorhead
Challenging Behavior
“Behavior emitted by a learner that
results in self-injury or injury to
others, causes damage to the
physical environment, interferes
with the acquisition of a new skill,
and/or socially isolates the learner”
Doss & Reichle (1991)
Our website
http://education.umn.edu/ceed/projects/preschoolbehavior/
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What are the Goals of the Technical
Assistance Model?
•
To assist school districts and preschool
providers in the development of technical
assistance teams that provide a continuum of
assistance to educators in the treatment and
prevention of challenging behavior
•
To increase the internal capacity to address
challenging behaviors
Overview of the Technical
Assistance Model
What Assumptions Does the
Model Make?
• Many agencies are interested in improving services in
least restrictive environments for young children with
emotional/behavioral problems
• Training materials must clearly communicate precise
strategies and best practices for designing,
implementing, and evaluating interventions
• District personnel can acquire a level of expertise that
results in the delivery of quality technical assistance
reflecting “best practices” .
Three Tiered Model of Training
TIER 1: Awareness Level Workshops: Positive
Behavior Support Strategies
TIER 3: On-Site Development of Technical
Assistance Teams within School Districts
TEIR 2: In Depth Training through Web-based or
CD-ROM based Materials
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Who Can Comprise a Technical
Assistance Team?
• Special Educators
• Speech/Language Therapist
• Physical Therapist
• School Psychologist/Behavior Analyst
• Regular Education Teachers
• School Social Worker
• Occupational Therapist
• Experienced Classroom
Paraprofessional
What Competencies will th