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Collection | Social/Emotional/Behavioral Practices

Enroll in CEC’s Social/Emotional/Behavioral Practices On-Demand Collection to learn strategies you can use in your own work to improve student success. Earn 14 continuing education units (CEUs)!

All special education teachers want their students to feel comfortable and learn while they are in the classroom. To achieve this, a special education teacher needs to establish a consistent, organized, and respectful learning environment. Effective special education professionals recognize that academic and behavioral support strategies are more effective when delivered within the context of positive and caring teacher-student relationships, in a respectful and culturally responsive manner. To do this, they employ several practices that are critical in promoting student social and emotional well-being.

Featuring a dozen courses, this on-demand collection is designed to help special education professionals sharpen their thinking and improve their practices in the social/emotional/behavioral space.

When you sign up, you will enjoy these benefits, part of the CEC Learning Library experience:

  • Start immediately after registering
  • Take the courses when and where you want
  • One year to complete the collection courses
  • Earn 14 hours of continuing education and a certificate for completing the collection
  • View the rest of the CEC Learning Library catalog. CEC members get FREE access to over 150 webinars covering over 100 categories
Cost to sign-up
CEC Members $49
Non-Members $99

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Included Courses (12)

Presenter: Wayne Downs


Time: 30 minutes


Using a journal article, incorporating the principles/procedures of ABA (scheduling, student/parent communication, modeling, reinforcement, consequences, punishment), and addressing emotional challenges by implementing in class/out of class procedures (journaling, behavioral/social/emotional curriculums, counseling). Students previously placed in full-time Emotional Support settings have transitioned to general education settings.


Participants will be able to:

  • Identify the six features of exemplary behavior programs, as identified in the journal article 'Features of Model Programs for Children and Youths with Problem Behaviors.' (Dunlap, Hieneman, Kincaid, & Duchnowski, 2001).
  • Define the importance of keeping children with Emotional Behavior Disorders in the public education setting.
  • Gain an understanding of a proven program that can be used in the public school to help decrease behaviors of children with Emotional Behavior Disorders.

Presenters: Maria Manning, Norman Powell, Brandi Ansley, Kris Varjas, Kimberly Moffett, & Jonathan Stout


Time: 60 minutes

Three presentations in one!


#1: A Comprehensive Approach for Responding to Student Stress: Strategies for Integrating Trauma-Informed Care, The Conflict Cycle, and Social- Emotional Learning

Timestamp: 00:00 - 15:15


COVID-19 caused an eruption in trauma -related stress requiring educators to re-examine current practices for students with disabilities. Integrating three key evidence-based practices will empower educators to better address challenges exacerbated by the pandemic. Presenters will introduce strategies and participants will develop action plans for responding to trauma.


Presenters: Maria Manning & Norman Powell


#2: Taking on Trauma in Special Education Settings

Timestamp: 15:16 - 35:18


Students with disabilities may be more likely to have been affected by trauma. As such special educators must cultivate education settings that reflect conditions conducive for learning and growth. In a recent survey, less than half of teachers reported they felt prepared to address trauma-related issues that affect their students. As such, there is a clear need for professional development opportunities that instruct strategies for creating trauma-sensitive classrooms. The content of the proposed session will include strategies specific to teacher and staff self-care, physical classroom space, interpersonal dynamics, and stress management and emotion regulation for students.

Presenters: Brandi Ansley & Kris Varjas


#3: Teacher Perceptions of Trauma in the Classroom

Timestamp: 35:19 - end

Classroom teachers are challenged daily to meet the needs of all students. This study surveyed teachers to identify their perception of Adverse Childhood Experiences (ACE's) and their confidence level of dealing with these behaviors within the classroom. Teachers were also asked to identify the amount of training they experienced, and the curriculum used to train them. Results of the survey revealed interesting information which should inform training changes at varying levels.

Presenters: Kimblery Moffett & Jonathan Stout

Presenters: Staci Zolkoski, Calli Lewis Chiu, Donna Sayman & Mandy Lusk


Time: 15 minutes


Students with challenging behaviors often feel unmotivated to complete their classwork, which results in academic deficiencies. In this presentation, we will review research regarding motivation and present practical strategies that teachers can implement in their classrooms. The participants will also receive a toolkit of resources for their classrooms.


Participants will be able to:

  1. Learn what research suggests regarding motivation among students with EBD.
  2. Gain practical strategies to be implemented in the classroom to increase motivation of their students with EBD.

Presenter: Gregory Benner


Time: 120 minutes


The purpose of this presentation is to build your capacity to integrate and infuse trauma-sensitive social and emotional learning (SEL) strategies into your classroom. Strategies for building youth social and emotional learning competencies while maintaining an engaging classroom learning environment will be demonstrated. Techniques for ending power struggles and responding effectively to disruptive behavior will be modeled. Simple ways to differentiate classroom behavioral support based on youth behavioral need will be shown.


Participants will be able to:

  1. Build youth social and emotional learning (SEL) competence in the classroom.
  2. Co-regulate emotions in the classroom.
  3. End the use of power struggles and reduce teacher burnout, stress, and exhaustion.
  4. Boost youth classroom engagement, voice, and leadership. 5. Differentiate social and emotional learning support based on need.

Presenter: Chad Rose


Time: 8 mins


Youth with disabilities are disproportionately involved within the bullying dynamic (Rose & Gage, 2017). Evidence suggests that their involvement may be, in part, due to social and communication skill deficits. (Rose, 2017) Therefore, it is important to provide direct instruction in social and communication skills for youth with disabilities to decrease their likelihood of bullying involvement, as well as provide them with critical life-long skills. This session will outline how to develop systematic lessons plans to teach social and communication skills that are grounded in the critical skills necessary for reductions in bullying involvement.

Presenters: Timothy Lewis & Brandi Simonsen


Time: 60 minutes


The OSEP funded Center on Positive Behavioral Interventions and Supports has provided information and technical assistance to state and local education agencies focusing on supporting children and youth with disabilities and those at-risk for over 20 years. This session will highlight recent Center products and share student impact data from its model-demonstration sites.


Participants will be able to:

  1. Be aware of recent Center products and technical assistance efforts through model-demonstration efforts with partner SEA and LEAs.
  2. Be provided links to download all information, in addition to other resources. 3. Access practitioner briefs focusing on students with IEPs and SEA examples of SWPBIS impact on students with IEPs.

Presenter: Sharon Carlton


Time: 7 mins


All special education students have experienced a measure of trauma, whether it is 'wearing a label,' being teased or bullied by others, or feelings of being invisible. They all can benefit significantly from educators who are trauma-informed advocates taking their practices into the classroom. Based on trauma-informed research, I want to present the strategy and its practical uses in the classroom around establishing classroom climate norms and student-to-student practices. This 8-minute presentation will equip the teacher with classroom-ready ideas for immediate use and application.

Presenters: Reesha Adamson, Jessica Nelson & Felicity Post


During this session attendees will be given an overview of the Crisis Intervention Cycle and presenters will outline specific best practices which can be implemented within each phase of the cycle. Specific practices will be described, and resources will be given for systematically thinking about student escalation and providing a continuum of supports and strategies which can be used across all adults within all educational settings. Participants will receive practical strategies and supports for effectively helping students be successful within educational settings and minimizing the need for crisis intervention procedures.


Participants will be able to:

  1. Name and explain one or more student de-escalation strategies for each phase in the crisis intervention cycle.
  2. Use evidence-based classroom de-escalation practices as a strategy within existing behavioral plans.
  3. Select and apply the appropriate intensity of de-escalation strategy for the student behavior they are observing.
  4. Identify additional resources that can facilitate implementation of these practices.

Presenter: Michele Nobel


Time: 50 minutes


Many students struggle when the going gets tough in the classroom. Students who have adverse experiences or trauma may have difficulty working through challenges in the classroom. Difficult behavior may result from frustration or an inability to persist. There are proactive methods that teachers can use to help foster resilience and help students build important skills for success. This session will define resilience and explore why resilience is important for students and teachers. Ideas for fostering resilience in classrooms will be discussed.


Participants will be able to:

  1. Define resilience and provide 1-2 reasons why resilience is an important skill for students.
  2. Discuss how intervention specialists can foster resilience for students in their classrooms.
  3. Identify 1-2 ways to incorporate resilience into participants' current classroom settings.

Presenter: Cassie Frost


Time: 167 minutes


Come learn about behavior and how you can utilize high- and low-tech tools to support students who are struggling with unexpected behaviors in your classroom. Learn how to identify the function of student behavior and how to monitor and track concrete data. Identify methods for keeping your classroom to stay on task when behaviors interrupt the scheduled activities. High tech tools including apps, extensions, QR codes, and hardware will be demonstrated, and you will be encouraged to explore these tools during the workshop. This session will provide many new low and high-tech tools for you to add to your 'teacher toolbox', most of which can be used immediately!


Learners will:

  1. Identify at least three low tech tools that can be used to help students who are disregulated.
  2. Identify two methods of collecting data on behavior.
  3. Identify at least three digital tools that support independence in the school setting.
  4. Identify at least three digital tools that support emotional regulation.

Presenters: Sara Heintzelman & Kelly Spradlin


Time: 150 minutes


The word choices teachers make can have a powerful impact on student behavior. This workshop will begin with an overview of how teachers can shape behavior through the intentional use of language. You will have the opportunity to view 360 video and audio footage of classrooms where teachers model the use of effective language to support students with emotional and behavioral disorders. Throughout this interactive workshop, presenters will guide you to create your own resource based on a given template and engage in meaningful role-playing activities.


Learners will:

  1. Identify key components of effective language related to shaping student behavior and the overall culture of the classroom. (Social-emotional behavioral practices HLP 7, 8, 9)
  2. Successfully role play and model effective teacher language. (Collaboration HLP 1; Social-emotional behavioral practices HLP 8, 9)
  3. Interpret functions of behavior and translate these functions to intentional teacher language. (Assessment HLP 4,5,6; Social-emotional behavioral practices HLP 9, 10; Instruction HLP 11)
  4. Plan for explicit instruction and active engagement. (Social-emotional behavioral practices HLP 9; Instruction HLP 11, 12, 13, 15, 16)

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