Behavioral Services
ERA ED provides a range of Behavioral Services for children in the classroom setting.
Consultation and capacity services include:
Instructional Assistant (IA) / Para Educator Training
This service is typically an IEP driven consultation support designed to train district staff on implementation of a specific student’s behavioral support plan, teaching to IEP goals, developing and training on behavior modification systems, and carrying out data collection practices. As a result of the consultation services, the district IA should be better equipped to support the students whom they are assigned to.
Classroom Program Development
ERA ED’s consultation support in the classroom is designed to enhance school district personnel’s ability to respond to the educational and behavioral needs of their students. Positive Behavioral Interventions are incorporated into the classroom with an emphasis placed on optimizing the use of ecological arrangements, activity schedules, visual supports, communication systems, appropriate teaching strategies, and developing monitoring systems for reviewing student progress and staff success with program implementation.
Trainings can include, but are not excluded to:
- Positive Behavior Support in the Classroom
- Establishing and Maintaining Social Skills Curriculum in the Classroom
- Data Collection – to Support Analysis of Progress toward IEP Goals
- Implementing Discrete Trial Training (DTT) in the Classroom
- Pivotal Response Treatment (PRT) in the Classroom.
The consultation support is delivered through intermittent team meetings, small group trainings, and coaching within the classroom milieu.
Workshops
A variety of workshops can be developed at the district’s request for more general teacher or broader district training needs. Workshop content and format are determined through conducting brief needs assessments that would include discussion with district personnel and opportunities to observe within the settings in which the training content is to be applied. Follow up coaching delivered in the target settings is an essential component to the workshop model.
Direct student services include:
Assessments (FBA/FAA)
ERA ED provides comprehensive Functional Behavioral Assessments (FBA, FAA) conducted in compliance with the requirements set forth from IDEA. The assessments take place across multiple observations and across settings as needed.
Assessments include the development of:
- Proposed goals associated with the student’s needs to inform programming
- A positive behavior intervention plan (PBIP) that addresses proactive, teaching and reactive strategies to address specific challenging behaviors and teach replacement behaviors, a safety plan if needed and
- Recommendations for service delivery to assist the treatment team in planning.
Direct Instruction (BII)
ERA ED provides highly trained behavior technicians who deliver one-on-one direct instruction using Applied Behavior Analytic interventions for students as part of their IEP in order to resolve challenging behaviors, teach replacement behaviors and develop academic readiness and social skills. Direct instruction can be delivered across all settings (e.g., school, home, community) deemed relevant to support the implementation of the student’s IEP.
Supervision (BID)
This service includes a range of supervisory activities designed to support the implementation of the student’s behavioral program as specified in their IEP. As part of the supervision model, each ERA ED behavior technician is trained, evaluated, and monitored by the supervisor as part of our ongoing quality assurance process. The supervisor visits the student’s school, or other settings in which intervention is delivered (e.g., home, community), weekly to assess the program, support the behavior technician, and address classroom team and family questions or concerns. To ensure proper program implementation, fidelity of implementation data and reliability data are taken on each ERA ED behavior technician. Supervision also includes activities such as reviewing behavioral data and making necessary program changes (e.g., revising data collection systems, adapt teaching strategies), meeting with the behavior technician to discuss student progress, writing progress reports, and participating in monthly team meetings and IEPs.