Behavior Shadow
Welcome to our behavior shadow training program, a comprehensive and empowering initiative designed to equip individuals with the skills and knowledge needed to become effective behavior shadows.
Behavior shadows play a crucial role in supporting individuals with special needs, assisting them in navigating social environments, managing behaviors, and promoting overall development. Our training program offers a structured curriculum led by experienced professionals in the field of special education and behavioral therapy.
Throughout the program, participants will delve into key topics such as behavior management techniques, communication strategies, data collection and analysis, understanding individualized education plans (IEPs), and fostering a positive learning environment. The training combines theoretical foundations with practical applications, ensuring that participants gain a solid understanding of evidence-based practices.
Our goal is to empower behavior shadows with the tools they need to provide personalized support to individuals with special needs. By fostering an environment of empathy, patience, and understanding, behavior shadows can effectively assist in enhancing social skills, promoting independence, and fostering overall well-being.
Whether you are new to the field or seeking to enhance your existing skills, our behavior shadow training program offers a valuable opportunity for professional growth. Join us on this transformative journey as we work together to make a positive impact on the lives of individuals with special needs.
| SHADOW TEACHER | BEHAVIOR SHADOW |
|---|---|
| A shadow teacher offers one-to-one support. | A behavior shadow offers one-to-one support with the supervision of an ABA therapist and/or clinical psychologist. |
| A shadow teacher has experience teaching and working with children. | A behavior shadow has experience teaching children and completes a mandatory 12-course training (including topics like the functions of behavior, prompting, implementing a behavior support plan, and effective data collection). |
| A shadow teacher has occasional conversations with the child’s parent, the classroom teacher, and school support staff. | A behavior shadow leads a formal clinical meeting held on a monthly basis with his/her LSH supervisor, the classroom teacher, school support staff, school administration, and the child’s parent to discuss interventions, review the data collected he/she has collected, and to agree upon target behaviors for the upcoming month. |
| A shadow teacher is given access to the student’s IEP, if available, and begins working with the student. | Before a behavior shadow begins work, an ABA therapist and/or clinical psychologist observe the child in his/her classroom setting. Using these notes, along with information from the child’s IEP, the supervisor creates a behavior support plan with target behaviors and interventions. This plan is reviewed and implemented by the behavior shadow. |
| A shadow teacher implements strategies to improve behavior that was learned either formally (in an academic setting) or informally. | A behavior shadow attends an internal, LSH clinical meeting each week. This clinical is run by an ABA therapist or clinical psychologist and includes one-hour of professional development, followed by a roundtable of like-minded professionals reviewing each client’s data and interventions to offer additional insights for best practice. |
Behavior Shadow