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Social-Emotional Wellness for Children During COVID-19
In addition to keeping children physically safe during the COVID-19 pandemic, it is also important to pay close attention to their social and emotional health and wellbeing. The Centers for Disease Control and Prevention (CDC) currently reports that while children appear to be at lower risk for contracting COVID-19, they are far more vulnerable to the emotional impact of traumatic events and adverse experiences. This webinar is designed to provide information on supporting and protecting children’s social and emotional well-being as this public health crisis unfolds. Presented by Tova Eggerstedt, MS, Ed.S., Training Specialist, Center for Disabilities. Instructor, Department of Pediatrics and Adjunct Graduate Faculty, Curriculum & Instruction at University of South Dakota Sanford School of Medicine.
Presentation Handouts

Understanding Student Mental Health In Today's Schools
Trauma, violence, chronic stress and anxiety are factors impacting children and adolescents at alarming rates. This session will focus on how mental health disorders can manifest at school and how this affects student's emotions, behaviors, and their ability to learn. Differences between normal child and adolescent behaviors and behaviors that reflect underlying mental health disorders will also be discussed. Presented by Tova Eggerstedt is a Behavior Specialist with the University of South Dakota, Center for Disabilities.
Presentation Slides

When The School Calls: Addressing Responses to Behavioral Challenges
More and more parents report getting calls to come get their child who has misbehaved at school. This session will include information on strategies for parents to use when addressing concerns for their child's behavior at school. Information will be provided about levels of support from how districts handle general behavior of all students to options for individualizing supports for when a student needs more.
Presentation Handouts

Parent Friendly Explanation of Behavior Assessments & Behavior Plans
Family members & teachers may see a range of behaviors from children. In this session, learn why interfering behaviors occur, when a functional behavioral assessment (FBA) is warranted, the goal of an FBA, and the steps involved in creating an effective Behavior Intervention Plan (BIP). Presenter: Ryan Groeneweg, EdS. BCBA, Director of Community Education at the Center for Disabilities and Assistance Professor Dept of Pediatrics at USD Sanford School of Medicine
Presentation Handout

Understanding the Functional Behavior Assessment
Most behavior is a form of communication.  When children (and adults) display problem behaviors they are trying to communicate a need or want.  Only by discovering what the true function of the behavior is, can we help give the student new, more appropriate means to communicate.  Because parents know their child better than anyone else, they are critical in the process for finding the behaviors function.  This session will explain the  Functional Behavior Assessment (FBA) and the parents role in both the FBA and the Behavior Support Plan writing process.  Presenter: Rebecca Cain, South Dakota Department of Education. March 2019

Presentation Handouts - need file

AFIRM: Autism Focused Intervention Resources and Modules
For educators or families, this intervention replaces interfering behaviors with more appropriate and effective communicative behavior. The FCT module will take approximately 1.5 to 2 hours to complete. However, the module is broken into individual lessons to help guide learning. They also offer additional free online trainings at 

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On demand webinars with topics related to school and students with ADHD, learning disabilities, and other co-occurring conditions.

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South Dakota Parent Connection

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