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This year’s theme, “Celebrating 40 Years of Progressive Leadership,” acknowledges TASH’s 40 years of generating change within the disability community and anticipates a brighter, more inclusive future for people with disabilities in all aspects of life. Each year, the TASH Conference impacts the disability field by connecting attendees to innovative information and resources, facilitating connections between stakeholders within the disability movement, and helping attendees reignite their passion for an inclusive world.

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Thursday, December 3 • 1:20pm - 2:10pm
Trauma Informed PBIS: Implications for the Development of Individualized Transition Planning LIMITED

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Limited Capacity seats available

Trauma Informed Positive Behavioral Interventions and Supports (PBIS) is rapidly changing the way that schools address the social, behavioral, and academic needs of children and adolescents with disabilities. This presentation will describe how the concept of trauma informed PBIS can be merged with the transition components of the IEP (age-appropriate transition assessment, post-secondary goals, transition services) for adolescents with significant disabilities. OBJECTIVES1. Apply trauma informed PBIS principles to the design of age-appropriate individualized transition assessment; 2. Develop trauma informed post-secondary goals that recognize the need for socially and emotionally supportive employment and residential environments; and 3. Identify transition services that address each individual's risk factors for safety, support, and stability. IMPORTANCE: The principles of trauma informed PBIS have been applied to the assessment of risk factors and the application of promising interventions in schools and classrooms. This presentation will provide a clear understanding of how these principles can be directly applied to the transition components of the IEP. TRANSLATING TOPIC INTO POSITIVE OUTCOMES: The presentation will address the application of trauma informed principles and practices into three transition components of the IEPs for students with severe disabilities in secondary schools: (1) age appropriate transition assessment; (2) post-secondary goals; and (3) transition services. In terms of individualized age-appropriate transition assessment, the introduction of trauma-related risk factors and adverse childhood experiences will significantly change the framework of transition assessment. When assessing a student?s immediate and post-school goals, desires, and preferences, an awareness of a student?s adverse childhood experiences, stability of current living arrangements, and presence of physical and mental threats in the student?s home or community will identify the need for urgent services as well as explain a student?s behaviors or emotions within the assessment setting. When post-secondary goals for an individual student, the application of trauma informed principles will change the way school and community personnel look at potential educational, employment, or residential environments. This approach will focus on enabling the student to choose, access, and benefit from safe, stable environments with the supports necessary to address identified risk factors such as unsafe communities, threatening living arrangements, and specialized employment supports. When designing transition support services, the transition team can identify immediate student needs for services such as substance abuse services, positive behavioral interventions, safe afterschool environments, stable residential settings, appropriate counseling services, etc. The need for these critical services will change the types of community agencies who attend the IEP, the transition supports built into the IEPs, and the measurement tools used to assess the effectiveness of the services, instruction, and support.


Thursday December 3, 2015 1:20pm - 2:10pm
Salon H 1401 SW Naito Parkway Portland, OR 97201

Attendees (20)