Trauma-Sensitive Schools Utilizing Integrated Services

Erin Riojas

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ASHA Course Number: ACEF0517
Course Credits: 0.6 ASHA CEUs (6 hours); Introductory Level, Related Area
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Stress and trauma in students is currently a topic of discussion as the mental health of students and staff is a fundamental need for learning. Speech-Language Pathologists are members of multidisciplinary school teams who will encounter children with stress and trauma. Language development may be delayed or limited when students encounter chronic stress and trauma. Tier I, II, and III evidence-based interventions become essential to support students and promote resiliency. SLPs are vital team members in providing interventions and therapy that allow for verbal and non-verbal communication as it relates to social-emotional health. An Integrated Service delivery model provides an optimal platform for collaboration and support in the general education setting. This course will explore not only Stress and Trauma in Schools, but how to provide Speech-Language Therapy through an Integrated Services model.

Instructor Information

Dawn Dennis

Dawn M. Callahan Dennis, Ed.D. CCC-SLP, is a Regional Director with EBS in the Kansas City area. Dawn has a long career that has spanned working in hospitals, private practice, schools and universities. She received her B.S. and M.S. from Boston University (‘90 and ‘91) and completed her doctoral degree in Educational Leadership at Baker University in Baldwin City, KS (2012). Her passion is empowering others, which she fulfills through providing mentorship, guidance and collaboration with EBS staff. She currently resides in the Kansas City area.

Financial Disclosure: Other than being paid as an employee of EBS Healthcare, Dawn has no other relevant financial relationships to disclose.
Non-Financial Disclosure: Dawn has no other non-financial information to disclose.

Learner Objectives – Part 1

Following instruction, participants will be able to:

  1. Review ethical, cultural, and overarching principles to be applied throughout this process.
  2. Describe why stress informed schools must precede trauma-informed schools.
  3. Identify strategies that will decrease student (and staff) stress and trauma and mindfulness of self.
  4. Define stress vs. trauma.
  5. Define how stress looks in children.
  6. Explain what Adverse Childhood Experiences (ACE’s) are and how they are experienced.
  7. Explain the effects of stress and trauma on the brain.
  8. Define the roles of Collaborative School Teaming.
  9. Describe the process of multidisciplinary teaming & identify Tier I, II, and III Interventions.
  10. Discuss the importance of care for the caregiver and mindfulness.
  11. Explain the main components of trauma sensitive session guide points.

Learner Objectives – Part 2

Following instruction, participants will be able to:

  1. Review ethical, cultural, and overarching principles to be applied throughout this process.
  2. Define Integrated Services.
  3. Define how Integrated Services Differ from “Push In” services.
  4. Explain the benefits of Integrated Services over other service models.
  5. Explain how the alignment of IEP goals to Common Core Standards works best in an Integrated Services Model.
  6. Identify roles of staff in an Integrated Services Model.
  7. Discuss how the behavioral needs of students are best met through an Integrated Services Model (stress/trauma support).
  8. Explain the need for collaboration with general education staff and how to find job embedded time to plan.
  9. Review specific “What Works” strategies based on Marzano’s research and how that information applies to both language therapy and the use of language in a classroom.
  10. Explain how this model best serves bilingual students and bilingual classroom instruction.

Agenda – Part 1

  • 15 minutes: Welcome and introduction of speaker. Pre-test will be given.
  • 15 minutes: Ethical, Cultural and Overarching principles of stress and trauma sensitive sessions.
  • 15 minutes: Why stress-informed schools must precede trauma-informed schools
  • 15 minutes: Strategies that will decrease student (and staff) stress and trauma and the need to be mindful of self
  • 15 minutes: Define stress vs. trauma
  • 15 minutes: How stress looks in children
  • 10 minutes: Explain the use of Assessment Adverse Childhood Experiences Assessment Tool (ACE’s) and how ACE’s are present in children
  • 10 minutes: Explain the effects of stress and trauma on the brain
  • 10 minutes: Define the roles of Collaborative School Teaming
  • 20 minutes: Demonstrate use of Tier I, II, and III Interventions within the context of a multidisciplinary team
  • 20 minutes: Explain the importance of care for the caregiver
  • 20 minutes: Identify main concepts of trauma sensitive session guide points. Post-test.

Agenda – Part 2

  • 15 minutes: Welcome back and overview of learner outcomes
  • 15 minutes: Define Integrated Services
  • 15 minutes: Review the differences of Integrated Services from “Push In” services
  • 15 minutes: Explain how alignment of IEP goals to the Common Core Standards are best met in an integrated services model
  • 30 minutes: Identify the roles of staff in an integrated services model and how that looks in a classroom, including “job duties” for each staff member, sharing of teaching responsibilities and how students are managed/instructed in this framework
  • 30 minutes: Discuss how Tier 1 and Tier 2 supports for behavior, as it relates to stress/trauma care, is best met through an Integrated Services Model
  • 15 minutes: Provide a framework for SLPs and general education teachers to not only schedule collaboration/planning time but a process by which to collaborate
  • 15 minutes: Review strategies from Marzano’s “What Works” research that applies to both the principles of language therapy and the language of the classroom
  • 15 minutes: Discuss the specific needs of bilingual students and how integrated services model will meet those needs
  • 15 minutes: Questions and answers