Ethical Practice in Schools from a Strength-Affirming Approach for Neurodivergent Students

CE Hours 3

About this course

Neurodivergent affirming approaches have been gaining more recognition and traction as a renewed focus on DEI (diversity, equity, and inclusion) practices has been highlighted in the last few years. With the recent cultural backlash on traditional ABA practices and the uptick in emotional and behavioral needs in schools as a result of the Covid-19 pandemic, this workshop reviews the newly updated BACB Ethics Code in order to equip attendees to use neurodiverse-affirming approaches and ethical practices in the school setting to support students’ growth and emotional well being.

Learning Objectives

Describe neurodiverse affirming approaches to stakeholders, such as parents and school teams.
List at least 2 new updates to the Ethic Codes related to a neurodiverse-affirming approach.
List at least 2 evidence based practices in obtaining assent from students who have written or spoken communication challenges.
Learn how to consider neurodiverse affirming approaches when developing an IEP goal or accommodation.
List at least 2 ways to actively work towards LRE.
Learn strategies to promote collaboration with a student’s school team.

Learning Levels

Beginner

Target Audience

Board Certified Behavior Analysts (BCBA's), Registered Behavior Technicians, Educators, Special Educators, Psychologists, Play Therapists, School Counselors, School Psychologists, Licensed Educational Psychologists, Caregivers and Parents

Course Instructor(s)

Stefanie Rushatakankovit, LEP, BCBA

Mrs. “Rush” is a Licensed Educational Psychologist, Board Certified Behavior Analyst (BCBA), and a certified PEERS® trainer. She has extensive experience in schools completing psycho-educational assessments, working with neurodiverse children and teens, and training school staff. Stefanie also works in private practice and is a co-owner of Carnelian Psychological and Educational Group, Inc.

Mrs. Rush specializes in working with early childhood to adolescence, with interests in preschool, autism, ADHD, social-emotional regulation, inclusion, executive functioning skills, trauma informed practice, strength-affirming practices and parent coaching. Her training and data driven background combined with her warm and genuine approach ensures attendees of her trainings receive quality information with a compassionate and whole child perspective. When not working, Mrs. Rush enjoys spending time with her husband and her twin boys.

Disclosure

Non-Financial: Mrs. Rush is the President of the Executive Board at Our Village. In her volunteer role, she shares her perspectives as both a professional and a parent, and leads monthly board meetings for the charity. Financial: Mrs. Rush will receive financial compensation for providing this valuable webinar to our learning community through the board's invitation.

References

Grant, R. J. (2021). Understanding Autism: A Neurodiversity Affirming Guidebook for Children and Teens. AutPlay® Publishing.