AASR Live

So we need to move beyond ABA and behaviorism, but what should we do instead? A special presentation by Olivia Hauge. Olivia is a licensed occupational therapist with over 20 years of experience supporting kids and their families in the private school sectors. She is also a licensed marriage and family therapist, supporting clients experiencing anxiety, depression, post-traumatic stress, sexual id...

Joe has been the victim of two separate violent anti-gay hate crimes and what began as a personal healing response to the trauma, he has transformed into professional involvement in the field of community and restorative justice. He is the author of the recently published book, Building a Trauma-informed Restorative School: Skills and Approaches for Improving Culture and Behavior. In this session...

Join us for a special presentation by Dr. Lori Desautels. Our nervous systems and physiological states create and produce the behaviors in school we observe, question, discuss, punish, suspend, seclude, and attend to in all moments throughout the day! As educators who sit with 30 to 180 plus nervous systems every day, we have traditionally paid attention to observable behaviors, assessing them as...

Connie Persike, M.S., CCC/SLP, is a highly experienced Speech Language Pathologist and Educational Consultant. She has 20+ years of experience in educational settings and holds a certificate in instructional coaching, positive education, and applied educational neuroscience. She served as a member of the multi- state work group to help develop the Common Core Essential Elements for English Languag...

The Neurosequential Model is a developmentally sensitive, neurobiology-informed approach to clinical problem solving. The model, developed by Bruce D. Perry, MD, PhD, is not a specific therapeutic technique or intervention. It is an approach that integrates core principles of neurodevelopment and traumatology to inform work with children, families and the communities in which they live. Dr. Erin H...

Join us for this special presentation with school principal Claudio Moschella on the topic of Self-Reg. Self Regulation is about understanding stress and managing energy and tension. The original psychophysiological definition of self-regulation refers to how we respond to stress—whether in a manner that promotes or restricts growth. Mindful self-regulation, which enhances learning and emotional,...

The Campaign for Trauma-Informed Policy and Practice (CTIPP) was created in December 2015 by 25 representatives from diverse sectors, including education, mental health, justice, and government. We will interview Jesse Kohler to learn more about CTIPP. Jesse Kohler is Executive Director of the Campaign for Trauma-Informed Policy & Practice (CTIPP). Jesse is a passionate advocate and leader in...

Julie has been the Executive Director of the Attachment & Trauma Network since 2009. Julie works with other parenting mentors and leaders at ATN to support and educate parents about the impact of early trauma on their children’s development and behavior and the need for trauma-informed, attachment-focused interventions and strategies. She also leads the planning of ATN’s annual Creating Trauma...

Restraint and seclusion are crisis management strategies that are used in many schools across the nation and the world. Physical Restraint, is exactly what it sounds like, it is a personal restriction that immobilizes or reduces the ability of a student to move his or her torso, arms, legs or head freely. Seclusion is the involuntary confinement of a student alone in a room or area from which the...

Each year, the guardianship of thousands of vulnerable youth are signed over to private and for-profit residential programs that lack state and federal oversight. This means that these programs can be established fairly spontaneously and are not required to report what goes on within the facility to the state or federal government.  These programs may label themselves as wilderness, therapeutic, b...

Learn why so many behavior plans don't work and how to create one that will work with Diane Gould LCSW. Ms. Gould has worked for the Northwest Suburban Special Education Organization and the Niles Township District for Special Education. She has served as a consultant and been a guest lecturer for many area school districts. During her twelve years working in schools, Ms Gould developed new p...

A special presentation with Julie Roberts, a neurodivergence-affirming therapist, and founder of the Therapist Neurodiversity Collective: “Shifting Therapies towards an empathetic and respectful Neurodiversity Paradigm”. Why does therapy need to change? (Whole body listening, social communication expectations, compliance-based therapies, and outcomes, pathologizing natural autistic ways of interac...

Restorative Justice and its implementation is often misunderstood in schools. However when done correctly, it can be the golden panacea to building a relational school. In this presentation I will share my successes and challenges of implementation in various school settings as well as sharing how it can be successfully used with all students, including those from a trauma background, ADHD and ASD...

How can you move past teaching compliance towards teaching self-determination and self-advocacy? Many programs that specialize in education for Neurodivergent children are rooted in compliance-based techniques and behavioral control. This talk explores the history of behaviorism in schooling for neurodivergent kids and will offer alternative ways to think about and respond to student behavior.  Ro...

Mike Hipple is a man with cerebral palsy and uses Augmentative Alternative Communication. He was misplaced in a behavioral classroom known as EBD for 8 long years, just because he couldn't communicate his needs and wants. Somehow he got out and now he is on the mission to educate and to advocate for families, students, and professionals that children who is nonverbal and " having challen...

Our special guest will once again be Mona Delahooke, Ph. D. for this special interview. Mona Delahooke, PhD, is a licensed clinical psychologist with more than 30 years of experience caring for children and their families. She is a senior faculty member of the Profectum Foundation, an organization dedicated to supporting families of neurodiverse children, adolescents and adults. Dr. Delahooke hold...

Robbyn describes the neurodevelopmental effects of early abuse and neglect, the process of dissociation and hyper-arousal and its effect on the development of the four main areas of function in children (sensory processing, self regulation, relational skills, cognitive capability). She will discuss the continuum of harsh punishment and overt child abuse and the dose rate relationship to negative m...

The Keeping All Students Safe Act, introduced by Rep. Don Beyer (VA-08), Sen. Chis Murphy (CT), Chairman Bobby Scott (VA-03), Chair Patty Murray (WA), and Rep. Donald McEachin (VA-04) would make it illegal for any school receiving federal funds to seclude a child or use dangerous restraint practices that restrict breathing, such as prone or supine restraint. The bill would also prohibit schools fr...

Kelly Sarah and Rachel Polacek are two educators from Wisconsin. Rachel has been school psychologist for 19 years and is currently in a K-5 elementary school. Kelly has served students as an elementary school counselor for 7 years. Kelly and Rachel will provide an overview on how to incorporate the CPS model into a PBIS system; something they have done successfully in their elementary schools. For...

Dr. Stuart Shanker (D.Phil) is a Distinguished Research Professor Emeritus of Philosophy and Psychology and the CEO of The MEHRIT Centre, Ltd.. His latest books “Reframed: Self-Reg for a Just Society” (University of Toronto Press 2020) and “Self-Reg Schools: A Handbook for Educators” (Pearson 2019) co-authored with Susan Hopkins is a follow-up to “Calm, Alert and Learning: Classroom Strategies for...

Susan is a passionate advocate for children, families, schools and communities, Dr. Susan Hopkins is the Executive Director of The MEHRIT Centre. Over Susan’s two decades of experience in education, she has worked in roles in the early years, K-12 and post-secondary across contexts from Italy to the Northwest Territories (NWT) including classroom teacher, program support teacher, vice-principal, d...

A special interview with Lori Petro an author & child advocate. Teach Through Love: Helping adults & kids build stronger relationships with conscious communication. We'll discuss: What is Conscious Communication/Parenting? Who benefits most from conscious parenting and communication (everyone but kids with trauma/neurodivergent thinkers/giftedness etc demand it). How does conscious co...

Harrison Hill Elementary is in Lawrence Township in Indianapolis, Indiana. Dr. Lori Desautels began co-teaching two days a week in August of 2020 during the pandemic in third and fourth-grade classrooms. In February she moved to a second-grade classroom and sixth-grade classroom implementing, modeling, and sharing the framework of Applied Educational Neuroscience with the staff and students. This...

Every bit of information that we learn in this world comes in through our senses. When sensory processing is efficient, we can navigate our everyday life comfortably. When someone is hypo- or hyper- sensitive to sensory input, daily experiences many of us often take for granted can become stressors, and as a result, our behavior will change. Transitions become more difficult. Focusing becomes more...

Black, Brown, and disabled students are experiencing adverse interactions with School Resource Officers (SROs) at disproportionate rates, feeding the school-to-prison pipeline. U.S. public schools have a duty to students to create a safe school without lifelong harmful effects. As a nation, we must re-envision what public school “health and safety” means in the 21st through ESSA and federal police...