WHOLE CHILD CONSULTING, LLC
Whole Child Consulting is not only for children, but for adults as well. We provide unique solutions targeting your individual needs. Take a look around and discover what Whole Child Consulting can do for you!
We Believe:
- A “deep understanding” is developed by taking time to understand the relationship between a learners abilities and interests and the environments in which they live. Assessment should be ongoing and personalized.
- It is preferable to create multi-dimensional programs that address objectives across a variety of learning channels while accounting for motivation.
- The teachers (e.g. school personnel, therapists, family members) best serve their learners needs by understanding how and why interventions work. This helps teachers maintain broad perspective and develop into problem-solvers.
- Instruction should foster intrinsic motivation and develop foundational repertoires that facilitate the acquisition of future objectives.
- Procedures used to address one behavior are likely to affect other repertoires. We are rarely actually treating a single behavior, but are always treating the “whole child”.
Upcoming Workshops
FABA Conference – PAPER Track: ED #25 (183) De-escalation Frustration: Evaluation and Explanation and Therapeutic Amelioration – 09/19/2019
Thursday, September 19, 2019
8:00 AM – 8:50 AM PAPER Track: ED #25 (183) De-escalation Frustration: Evaluation and Explanation and Therapeutic Amelioration
MERRILL WINSTON (Professional Crisis Management Association, merrill@pcma.com) STEVEN WARD (Whole Child Consulting, LLC, steveandterry35@yahoo.com)
There is general agreement within the field of the value of not only of positive reinforcement, but of a variety of proactive interventions. The Positive Behavior Intervention and Supports model has generally improved treatment for the masses, especially in schools. But what happens during episodes of problem behavior? In the current paper, I will describe examples of the loss of science relating to reactive measures. Specifically, “de- escalation” has adopted a wide variety of meanings, and resultant interventions have generally become less therapeutic. We will describe examples of non-therapeutic consequences, impediments to the use of therapeutic interventions, and potential solutions.
FABA Conference – SYMPOSIUM Track: DD #64 (10) Hello, I’m your Student…Have you Noticed me? – 09/20/2019
Thursday, September 20, 2019
8:00 AM – 9:20 AM SYMPOSIUM Track: DD #64 (10) Hello, I’m your Student…Have you Noticed me?
CHAIR: MEGAN MILLER (Navigation Behavioral Consulting, mmillernbc@gmail.com) DISCUSSANT: BAKER WRIGHT (Behavior Management Consultants, bwright@bmcsoutheast.com)
Behavior analysts frequently say, “the rat is always right” or “the learner is always right” but do not always focus their attention on the behavior and responding of the student in the moment to determine how to apply the science of behavior analysis. This symposium opens with a discussion of how behavior analysts can encourage more responsive teaching with their learners, provides resources for accomplishing this task, provides an overview of how to respond to data using the Standard Celeration Chart to adjust teaching procedures, and presents a case study focusing on incorporating the learner to develop intervention.
- Death by protocol: Training Caregivers to Think Like Behavior Analysts – MEGAN MILLER (Navigation Behavioral Consulting, mmillernbc@gmail.com)
- Measurement to Empower Moment-To-Moment Decision Making – AMY EVANS (Central Reach, amy.evans@centralreach.com)
- Touchdown: Capitalizing on Client Interest – CLAIRE ELLIS (Navigation Behavioral Consulting, cellis@navigationaba.com)
- Good Teacher Repertories to Improve Client Outcomes – STEVEN WARD (Whole Child Consulting, LLC, steveandterry35@yahoo.com)
15-Hour Online Training – on the IGLR evaluation tool and to discussing programming and strategies from early to advanced learners.
General information:
Steve Ward, BCBA of Whole Child Consulting is looking forward to running a 15-hour online training over 2.5 days of training on the IGLR evaluation tool and to discussing programming and strategies from early to advanced learners. This training will not only bring you effective tools and techniques that will help you programme for your learners but it will also be interactive, fun and involve the audience and their experiences from the start. A training course packed with practice videos of therapy sessions and questions to the group.
Steve will be showing you some of his techniques such as calm counts that are helpful for building emotional regulation skills and discussing how a learner can develop healthy requests (manding) from the start. A jargon free training that aims to reach parents and practitioners of different backgrounds.
If your learner finds it difficult to learn social, language and other key skills it may be because they are in need of addressing pivotal areas that will help them learn to learn. What happens when your learner does not score enough to have their skills measured by certain evaluation tools? or when they score much higher than standard evaluation tools? The IGLR will be helpful in providing you with a learner profile that will help address areas that are not usually targeted in most behavioural analytical evaluation tools available.
Online training information:
Please note that this will be a live Webinar. The training links will be sent to all participants and they will be available to participants for two weeks following the training. Links will be sent via e-mail closer to the day of the training and they will be individual and approved upon registration.
Materials needed for the course: These will be shared electronically prior to the day of the course.
Overall communication: Via evenbrite
Time Zone: (BST- United Kingdom)
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Dates for IGLR LEVEL 1:
Day 1-Friday 27th September:
17:00 to 21:00 (15 minutes registration time at the start and a 15 minute break).
Day 2: Saturday 28th September:
13:30- 17:00 (15 minutes registration time at the start and a 15 minute break).
17:00 to 18:00- Break
18:00-21:30- (15 minutes registration time at the start and a 15 minute break).
Purpose of the training:: Scoring the IGLR tool, displaying results and prioritising initial areas to focus on. Demonstration of several techniques in practice via interactive videos. Games and fun ideas will be shared throughout the course.
Dates for IGLR ADVANCED:
Day 3: Sunday 29th September:
13:30- 17:00 (15 minutes registration time at the start and a 15 minute break).
17:00 to 18:00- Break
18:00-21:30- (15 minutes registration time at the start and a 15 minute break).
Purpose of the training: establish functional independence; improve spontaneity; expand upon contexts in which the student cooperates with teacher expectations; strengthen self-calming; maximize the benefits of inclusive education, and more. Techniques, games and fun ideas will be shared throughout the course.
Payment link:
https://www.eventbrite.com/edit?eid=63802642421&preview=1#preview
Additional details:
– Teaching Good Learner Repertoires and The inventory of Good Learner Repertoires (IGLR)
– The Inventory of Good Learner Repertoires (Ward, 2008) is an assessment tool which covers 139 items and is designed to measure the ease with which a student may be taught.
– These items are separated into 10 categories: Behavioral Excesses, Behavioral Supports, Resilience and Regulation, Readiness, Perseverance and Focus, Flexibility, Consequences, Preferences for Learning Channels, Spontaneity, and Potential to Benefit from Inclusion.
– A “good learner” is someone who readily responds to instruction in a wide variety of situations. These learners can not only spend time in a variety of non-restrictive settings, such as regular education classrooms and community locations, but can also learn new skills in those settings.
– For learners working to become more cooperative, the IGLR can be used to identify ways to help them succeed, and build upon that success. For learners who are already very cooperative, the IGLR can be used to identify and fade any unnatural supports that remain or to identify new target learner repertoires.
The current book, “Scoring the Inventory of Good Learner Repertoires”, provides directions to facilitate accurate use of the IGLR.
The IGLR can be used to identify a student’s preferred learning styles, their dependence upon various supports, the relative efficacy of various supports, their resilience upon encountering challenges, and their potential to learn in less-supportive environments. Popular supports, such as visual activity schedules, are assessed for their actual benefit to a particular learner.
“The Inventory of Good Learner Repertoires” will help teachers and parents identify ways in which they can improve the efficiency of their instruction. Every learner’s programming can benefit from consideration of “The Inventory of Good Learner Repertoires”.
Note:
Targets within the IGLR are developed individually and explained in the book Teaching Good Learner Repertoire, Steve Ward (2013). We tend to purchase both the text book and the IGLR which is sold separately.
The Whole Child Consulting website will provide you with additional resources: https://www.wholechildconsulting.com/
Meet Our Teachers
Together, Steve and Terry form “Whole Child Consulting”, so named because they believe that no single behavior can be isolated from the rest of a person’s repertoires. In other words, they believe in treating the “whole child”. Steve and Terry currently travel the world to provide workshops, and consult to schools and families in all relevant settings. They provide distance consultation via webcam, phone, and email in between on-site visits in order to maintain close contact with each learner’s progress.
Purchase Our Books…
JUST RELEASED!!! – ANOTHER 21 GAMES: THIS TIME, IT’S PERSONAL…
Another 21 Games: This time, it’s personal…is a sequel to the popular “What You Need to Know about Motivation and Teaching Games: An in-depth analysis” (Ward, 2008). Another 21 Games provides great detail regarding the development of competition, sportsmanship, and tolerance of losing. Deficits in these areas too frequently undermine motivation to participate in games. And flexible instructional frameworks are provided for 21 games, 4 of which have been newly developed for the current book. These cover the areas of physical movement, scanning, compliance, cooperation, travel, language, and (educated) guessing. Pick a game to meet your needs or, better yet, read the whole book and learn how to analyze play!
WHAT YOU NEED TO KNOW ABOUT MOTIVATION AND TEACHING GAMES
What You Need to Know about Motivation and Teaching Games: An in-depth analysis” is essential for anyone working with learners with social delays, including learners with Autism…
INVENTORY OF GOOD LEARNER REPERTOIRES
A “good learner” is someone who readily responds to instruction in a wide variety of situations. “The Inventory of Good Learner Repertoires” covers 139 items that assess the ease with which a learner can be taught…
TEACHING GOOD LEARNER REPERTOIRES
Teaching Good Learner Repertoires is a “how to” book that will guide you to make your student easy to teach. Steve Ward, MA, BCBA and Terry Grimes, MS, BCBA bring decades of experience to this follow-up to the Inventory of Good Learner Repertoires.
TEACHING ADVANCED LEARNER REPERTOIRES
An “advanced learner” is someone who is usually cooperative across a variety of contexts, usually tolerates brief delays, denials, and corrections, and is at least beginning to develop independent task completion, and is now ready for the next step.