TEXT LCCOVID19 TO 888777 TO RECEIVE TEXT ALERTS FROM LOUDOUN COUNTY ABOUT COVID-19
Workshops & Consultations
ODLC’s philosophy is to promote a child’s physical, intellectual, emotional, and social well-being and growth. We strive to accomplish this goal through positive staff interaction with children and the facilitation of positive interaction between peers. ODLC preschool provides an enriched learning environment while respecting differences in cultural, ethnic, and family backgrounds. Additionally, we encourage independence, self-direction, and problem-solving abilities within the boundaries of consistent classroom rules and expectations. Teachers use evidenced-based classroom management techniques grounded in the principles of applied behavior analysis (ABA) in all aspects of the day. These techniques include: the use of positive reinforcement, modeling and teaching appropriate behaviors, and systematically fading out prompts to increase a child’s independence.
These are tried and true techniques that really work! We are happy to train parents, caregivers, other preschool teachers and more!
Open Door Learning Center (ODLC) is an intentionally inclusive preschool, dedicated to teaching students with and without learning disabilities and behavior challenges. In addition to this inclusive model, ODLC operates as a training preschool, working to share inclusive strategies with other caregivers in the community. ODLC employs behavior analysts and instructors who are equipped to train educators in evidenced-based practices founded in the principles of applied behavior analysis, which helps children of all abilities. Our trainers will help provide educators with the tools needed to help the children in their care succeed, while simultaneously giving caregivers the confidence to work with students of all abilities. Trainers come from a wide variety of backgrounds and are able to relate to the challenges of being in a classroom or administrative role, with real-world experience. All of our training and consultation options will be personalized to meet your school and classroom/educator’s needs.
Through Our Partnership with the Aurora Behavior Clinic the Types of Support We Offer:
Administrative Support Recommendations
Early childhood administrators support their teachers with the strategies they need for successful classroom management. Before we train your teaching staff, we will train YOU and provide effective management strategies for school administrators.
- Training, observing and supporting your teaching staff
- Setting clear expectations
A short, anonymous online survey which provides our experts with insight into the population of students in your care and some of the challenges that may be occurring.
- A PowerPoint presentation with sample “real life” videos
- Teacher survey results
Each attendee receives a “Toolbox” of information to help get you started.
- A printed version of the slideshow for notetaking
- Sample strategies to use for specific behavioral functions (ie: visual timers/schedules, token boards, etc.)
- A functional process chart (a “flowchart of solutions”)
- Sample Forms
- ABC Data Form
- Pre-enrollment Assessment Tool
- Preference Assessment
Ensure how well your educators understand and can apply what is learned in our workshop with small group role-playing. Caregivers build confidence and develop creative problem-solving skills by participating in these real-world classroom scenarios.
This informal Q & A session after the presentation will help provide practical solutions. Attendees are encouraged to ask questions and seek clarification.
Grading our Presentation
Provide us with important feedback about our presentation, which will help guide us towards continuous improvement.
Each attendee receives a training/workshop certificate of participation. Continuous education.
We can provide parents with group or private training to ensure consistency across caregivers. Additional parent services may include in-home observations.
Your workshop fee includes a one-hour observation at your school. Data collection and feedback is provided.
Functional Behavior Assessment
Behavior Intervention Plan
- Teaching Procedures
- Group Contingencies
- Access to ODLC’s “Workshop Package”, which includes:
- “It’s Not Magic” – Using Effective Behavioral Strategies to Improve Your Child’s Behavior
- “CSI: Behavior Edition”- Discovering the “WHY” Behind Your Child’s Challenging Behaviors and Increasing Positive Outcomes
- “Food for Thought” – Increasing Food Selectivity and Improving Mealtime Routines
- “Sleepless in Loudoun” – Helpful Behavioral Strategies for Successful Bedtime Routines
All services and fees are contingent upon school needs. Travel expenses are included if within Loudoun County.
Behavioral management at ODLC will always be proactive and preventative. Teachers strive to provide students with positive praise and reinforcement throughout the day. Accommodations such as timers, schedules, and other visual aids, are interwoven into the classroom structure. Additionally, teachers receive ongoing training on how to respond to challenging behaviors using techniques proven effective by research. At ODLC we endeavor to create a consistent, caring, and supportive learning environment. ODLC monitors and evaluates its behavior management procedures on a regular basis and ensures techniques are being appropriately implemented and children are making progress towards any behavioral goals.
To enhance and empower children’s appropriate behaviors, we will implement:
- Environmental manipulations (classroom size, schedule/routine, lighting, frequent breaks, physical layout, etc.)
- Prompt/Shaping procedures
- Modifying task difficulty/Individualized lesson/Accommodations
- Clear expectations (rules and choices)
- First/then contingencies
- Structured learning environments
- Schedules of reinforcement (Set up for success and positive social interaction)
- Differential reinforcement
- Language acquisition that employs Skinner’s analysis of verbal behavior
- Incidental and discrete teaching techniques
- Self-management strategies
If the implementation of classroom management techniques proves incomplete to sufficiently address behavioral concerns, a more individualized approach may be deemed appropriate. In this instance, at no additional charge, a functional behavioral assessment (FBA) will be completed in order to establish clear patterns of why the challenging behavior is occurring and an individualized behavior intervention plan (BIP) will be generated. A BIP provides specific and individualized preventative strategies, behaviors that will be taught to replace the current inappropriate actions, and step-by-step procedures on how to respond to the behavior challenge.