Behavior Assessment Training

BAT Professional Learning Events

Examples of Behavioral Interventions Across the Continuum

Positive Behavioral Supports and Interventions

Positive Behavioral Supports and Interventions are prevention strategies and are preferred because of the low rise of negative side effects, and the high priority placed on teaching behavior opposed to managing and controlling behavior. They may be used without the development of a written behavioral intervention plan and without documentation in the individualized education program (IEP). 

Reactive Nonrestrictive Interventions

Reactive nonrestrictive interventions assist in supporting behaviors and in preventing escalation of inappropriate behaviors.

Highly Restrictive Intervention

Highly restrictive interventions are permitted in schools only to maintain a safe and orderly learning environment and should be used only when necessary to ensure the safety of students and others. These interventions should not be used as a form of punishment for individual students. For further information, please see ISBE Restraint and Time Out and ISBE Discipline.

Examples of Data Collection

Examples of Technical Adequacy Tools

• TATE Assessment
  • TATE Scoring Form
  • TATE Scoring Guide
• IL Technical Adequacy Tools

Online Resources

Illinois State Board of Education (ISBE)

IL Technical Assistance Projects

IRIS Center

CEEDAR Center

IEP Quality Project

PBIS World

Council for Exceptional Children

National Center on Intensive Intervention

Family Matters

ISBE IEP Instructions

StarNet

Early Choices

ASD Professional Learning & Universal Support Project (A+)

SLD Support Project

Outside Conferences

• Slide Deck 
  •  CEC International Division on Autism, Intellectual and Developmental Disabilities (DADD) conference - 1/20/2023
  • Illinois Council for Children with Behavior Disorders conference 2/4/23
  • Council for Exceptional Children (2023) National Conference - 3/3/2023
  • A+ Conference - 4/26/2023
  • Illinois Special Education Director's Conference - 6/8/2023
  • Illinois Council for Children (ILCEC) conference 11/4/2023
  • CEC International Division on Autism, Intellectual Disability & Developmental Disabilities (DADD) conference 1/17/2024
  • SELA Zoom at Noon series - 1/31/2024
  • Illinois Technical Assistance Projects (ITAPS) virtual conference 10/11/24
  • Illinois Council for Children (ILCEC) conference 11/16/2024

2024 Conference: Building Bridges: Collaborative Approaches to Student Support

Save the Date!

2/6/2025: NIU (Decalb) 

• Agenda

2/7/2025: UIC (Chicago)

• Agenda

2/12/2025: IEA conference center (Springfield)

• Agenda

2/18/2025: SIU (Carbondale)

• Agenda

Registration Link

Updated October 2024: Behavioral Interventions in Schools: Guidelines for Development of District Policies for Students with Disabilities 

Online Toolkit: Evidence-Based Culturally Responsive Behavior Interventions and Practices for Students with Disabilities 

Resources:

•  July 19, 2022: Letter from Secretary Cardona to Nation's Educators, School Leaders, Parents and Students About the Importance of Supporting the Needs of Students with Disabilities
• July 19, 2022 OSEP Dear Colleague Letter on Implementation of IDEA Discipline Provisions
• OSEP FAQ: Addressing the Needs of Children with Disabilities and IDEA's Discipline Provisions
• Positive, Proactive Approaches to Supporting the Needs of Children with Disabilities: A Guide for Stakeholders
• OCR 504 Discipline guidance
• OCR 504 Discipline Factsheet

Behavioral Intervention Guidance Working Group

• Dr. Deborah Bruns, Professor Emerita, Southern Illinois University
• Travis Clayton, Special Education Teacher, Carbondale Elementary District #95
• Matt Cohen, Attorney & Family Member, Matt Cohen and Associates
• Michelle Connet, BAT Project Coordinator, Special Education Teacher & Family Member, Southern Illinois University
• Dr. Pamela Fenning, SOE Associate Dean for Research, Professor & School Psychologist, Loyola University-Chicago
• Christina Gibson, Director of Autism and Behavioral Support Services & SEL Coordinator, Belleville School District #118 & IAASE Representative
• Chrissy Harsy, School Nurse & Parent, Du Quoin High School
• Dan Holder, Director of School Improvement & Parent, ROE #4
• Cynthia Martin, Retired Special Education Teacher & Assistant Lecturer, Carmi-White County School Unit #5 & Southern Illinois University
• Dr. Nikki Michalak, Director of Autism Professional Learning and Universal Supports Project & BCBA, Illinois State University
• Brandon Wright, Attorney, Miller, Tracy, Braun, Funk & Miller, Ltd.
• Dr. Louise M. Yoho, Assistant Professor, Southern Illinois University
• Dr. Jessica Zanton, Assistant Professor, Eastern Illinois University

Video Library of All BAT Video Recordings

Prior Webinar Slide Decks and Supporting Documents Based on Topics

Equity in Education

Implicit Bias & Stereotype Awareness: Viewing student behavior through a personal lens

• Frequently Asked Questions (FAQ):Implicit Bias & Stereotype Awareness

• Frequently Asked Questions (FAQ):Evaluating our own Bias

• Frequently Asked Questions (FAQ): Legal and Ethical Requirements of a FBA/BIP

• Frequently Asked Questions (FAQ):Viewing student behavior through an action plan

Staff, Community & Family Collaboration to Address Implicit Bias

• Frequently Asked Questions (FAQ): Staff, community & family collaboration to address implicit bias

Practical Ways to Combat Exclusionary Discipline

School to Prison Pipeline: Breaking the Cycle through Effective Strategies

 Culturally Relevant Behavioral Supports

• Frequently Asked Questions (FAQ): Culturally Relevant Evidence-Based Behavior Interventions

• Trauma-Related Supports for Students with Significant Disabilities
• Frequently Asked Questions (FAQ): Impact of trauma and other adverse circumstances

• Frequently Asked Questions (FAQ): Impact of significant behavioral needs on the FBA/BIP

Troubleshooting Reinforcement

• Frequently Asked Questions (FAQ): Troubleshooting Reinforcement

Understanding Replacement Behaviors

Positive Behavior Supports and Interventions Across the Continuum

Behavior 101: Foundational Concepts of Behavior for Classroom Teachers and Paraprofessionals

Implementing and Supporting Positive Interventions and Behavioral Supports

It's a Team Effort: Utilizing Paraprofessionals to Support Students (educator lens)

Classroom Yoga: Enhancing Regulation and De-escalation for a Calmer Learner Environment

Disrupting the Escalation Cycle for Challenging Behaviors for Students with Disabilities

Creating Calm: De-escalation Skills for a Safer School Environment

Building Foundations: Essential Strategies for Early-Career Teachers to Cultivate Positive Classroom Climates

Mastering the Essentials: A Comprehensive Review of the Illinois Guidance Document on Behavioral Interventions

Culturally Relevant FBAs

• Frequently Asked Questions (FAQ):Culturally responsive evidence-based FBAs

Culturally Relevant BIPs

• Frequently Asked Questions (FAQ):Culturally responsive evidence-based BIPs

• Frequently Asked Questions (FAQ): Expanding on major themes

Empowering Change: Advocating for Autism through Effective Classroom Management and the BIP Process

Understanding and Evaluating Components of a BIP

Utilizing School-Wide Quarterly Incentives as Positive Reinforcements in the BIP

Glossary of Terms

Culturally Responsive Practices for FBAs and BIPs

Recommendations for Implementing Evidence-Based and Culturally Responsive FBAs and BIPs

• IRIS Center: IEP Implementation: School Personnel Responsiblities

Review of FBA/BIP Best Practices and Replacement Behavior

• Frequently Asked Questions (FAQ): Review of FBA/BIP Best Practices and Replacement Behavior

Implementing SEL within FBA and BIP Best Practices

Restorative Practice

• Frequently Asked Questions (FAQ):Restorative Practice: Building a restorative leadership vision through challenging times
• Glossary of Terms

Collaboration

• Frequently Asked Questions (FAQ): Staff, community & family collaboration to address implicit bias

Streamline Individualized Behavioral Support: Developing a Collaborative Process in your School

Data Collection 

Culturally Responsive Data Collection

• Frequently Asked Questions (FAQ) Topic 8

Implementation Fidelity

• Frequently Asked Questions (FAQ) Topic 9

The TATE Assessment

• Frequently Asked Questions (FAQ): The TATE Assessment Tool

FBA Data Collection to BIP Translation

Dissecting Data: Before, During, and After Guidelines for Creating Valid Data Collection Techniques

Effective and Efficient Data Collection and Tracking

Early Childhood

Early Childhood through Multiple Lenses

• Frequently Asked Questions (FAQ) Topic 11

Early Development and Challenging Behavior

• Frequently Asked Questions (FAQ) Topic 13

Internal States and Dysregulation within Early Childhood

• Frequently Asked Questions (FAQ) Topic 17

Regional Specialists

Region 1

Karen Brunner, Ed.S., SSP, BCBA

• Karen has been providing behavioral support services in educational settings for over 20 years. Her experience as a licensed school psychologist, board certified behavior analyst and university adjunct professor are compatible fields in the science of human behavior. Karen’s impassioned approach to determining the WHY behind student misbehavior is done through a strength-based lens. She brings highly interactive professional trainings where the participants become their own students.
• Karen's presentation style is filled with relatable stories to enhance the collaborative learning experience. Purposeful engagement and practical solutions allow your staff to apply researched-based behavioral strategies in their classrooms the following day. 
• Contact Information: batregion1@siu.edu

Region 2

Joseph Thoma

• Joseph Thoma has worked with teachers and students across the curriculum landscape for almost three decades. He has spent his career trying to find ways to support the needs of all students. He has served in many leadership roles including assistant principal at a large middle school, behavior interventionist coordinator at a special education cooperative, and high school teacher. As a teacher, he taught advanced placement, conflict resolution, and social studies. He developed a mentoring program to support the needs of students with disabilities and at-risk students. Joe has worked with teachers providing professional development in the areas of PBIS, crisis prevention, and restorative practices.
• Joe earned his B.S. in Social Studies Education, his M.S. in Special Education, and his post masters K-12 Principal License from Indiana State University. He is really excited to work with educators across Illinois. 
• Contact information: BATregion2@siu.edu

Region 3

Paula Stewart

• Paula comes to the BAT project with a multitude of experiences spanning over two decades in the special education field. Her career began in a dual role as a TMH classroom paraprofessional and as a 1:1 aide for a general education student with Asperger's Syndrome. These experiences across the special education continuum, among many others, led to a self-contained LIFE (Learning in Functional Environments) classroom within a special education cooperative, where she taught students with autism, multiple disabilities, and behaviors. Working predominantly with nonverbal students in this role, Paula always advocated to 'meet students where they are not where we think they should be'. Additionally, she was the Administrator of three Esser Grant programs for both ED and LIFE student populations.
• Paula holds a Bachelor of Science degree in Elementary Education from MacMurray College in Jacksonville; an LBS1 endorsement from the University of St. Francis in Joliet; and earned her Master's degree in Educational Leadership and Administrative certification from the University of Illinois at Springfield. 
• Contact information: BATregion3@siu.edu

Region 4

TBA

Region 5

Dr. Jerrah Henson

• Jerrah Henson is a highly accomplished educational leader with a diverse background in teaching and administration. She earned her Doctorate in Educational Leadership from Illinois State University in 2021, following advanced degrees from Eastern Illinois University, including a Specialist in Education and a Masters of Science in Education, both in Educational Administration. Her academic journey began with a Bachelor of Science in Education, specializing in Special Education. 
• Dr. Henson has demonstrated a commitment to professional development throughout her career. Notably, she served as a Teaching Assistant in Leadership for Social Justice at Illinois State University, where she co-instructed and planned content activities, providing valuable feedback to students. Her administrative experience includes roles such as Elementary Principal and Director of Special Education, where she facilitated school improvement processes, data analysis, and the creation of inclusive environments for students with special needs. Dr. Henson's leadership and dedication have been recognized with awards such as the 2018 Rising Star Leadership Award from the EIU Alumni Association and model classroom recognitions in 2005 and 2007.
• Her extensive work history includes positions such as a Yoga Educator, various teaching, and administrative roles in elementary setting throughout the southern region of Illinois. Dr. Henson has been active in presenting at state conferences on topics like PBIS and co-teaching, and she has contributed to cognitive guided math instruction initiatives.
• Contact information: BATregion5@siu.edu

Limited Content Writers

 Angie Hargrave

• Although Angie is an early career special education teacher, her career in education began several years ago as a paraprofessional. She has supported students within a separate public day school and in a classroom embedded in a district school. Angie is deeply passionate about understanding how childhood trauma affects education. She is committed to exploring how these experiences can help students and teachers develop positive "survival" qualities that enhance our educational journey. 
• Bachelor of Science - Special Education from Southern Illinois University. Angie has begun her coursework in the Master of Science in Education in Curriculum and Instruction program with an emphasis on teacher leadership at Southern Illinois University. 

Kim Nelson 

• Kim recently retired as an administrator, capping off a successful 35-year career in special education. Her decades of experience touched on nearly every area of this field and included frequent collaboration with general education staff and administrators. Her specific roles included, but were not limited to, teaching students with moderate to severe disabilities; supervising special education staff and programs for member districts in a special education cooperative; and administering low incidence special education programs (Early Childhood and LIFE), as well as three other departments (Supervisors, Developmental Screening, and Diagnostic Clinic) within the same cooperative. Kim's career has been found by a passion and motivation for instruction that ensures all students' needs are met within the classroom and consistent support for students and programs from all areas of need, including concentrations in autism, multiple disabilities, and behavior. She lose forward to sharing her experiences and knowledge with the BAT team for a second year and to continue to support these students and programs across the state. 
• Bachelor of Science in Special Education-Illinois State University. Master of Science in Educational Leadership - University of Illinois - Springfield

Aaren Ruten

• Currently, Aaren is a Kindergarten-2nd grade Special Education teacher. Prior to teaching, Aaren gained 10 years of experience in a special education classroom as a classroom paraprofessional for a school at an in-patient treatment facility for at-risk youth. This work provided experience with a wide variety of behaviors in the classroom stemming from social-emotional needs. Aaren has worked with students who are non-verbal, exhibit self-harm behaviors, physically aggressive, and have been unsuccessful within the general education environment. She is also a parent of a child who qualified for special education services from kindergarten through graduation which offers a unique perspective from both sides of the IEP meeting table. One of Aaren's interests is the importance of data collection in the IEP writing process and writing inclusive goals for Behavior Intervention Plans to include students with disabilities in school-wide incentive programming. Aaren is serving her first term as a school board member in her local school district. 
• Bachelor of Arts in English from University of Illinois-Springfield, Master of Education-Special Education from Grand Canyon University.