Beyond Behaviors: Using brain science and compassion to understand and solve children’s behavior- A book study
Continuing Education Approval
6.0 Contact Hours have been approved through the Texas Occupational Therapy Association, Inc.
The Book Study has been approved for 1 exchange day by Tomball ISD for School Year 2024-25.
Course Requirements
- Register for the course on Eduphoria.
- Purchase the Book. Course participants must purchase their own book and be able to begin reading by the course start date.
- Delahooke, Mona (2019) Beyond Behaviors: Using brain science and compassion to understand and solve children’s behavioral issues. Pesi Publishing & Media: Eau Claire, WI. ISBN:9781683731191
- Alternative formats available through Amazon at https://www.amazon.com/Beyond-Behaviors-Compassion-Understand-Behavioral/dp/B08ZD4MSMV
- Complete reading and discussion posts. In this book study, participants will be required to participate in weekly online asynchronous discussions. Synchronous discussions/support with the instructor(s) can be provided if helpful. Those considering this book study are required to commit the time to complete the required readings each week (45 minutes credit) and to meaningfully participate in the weekly discussions both as a contributor (10 minutes credit) and a respondent (5 minutes credit) by the indicated activity due date. Course facilitators track discussion postings to give credit for course participation. Please note that partial credit is not available as per the requirements of TOTA and regulating authorities.
- Complete the course evaluation at the link: https://forms.gle/66Bkv5FPeE3m1cxTA
- Complete the course attestation statement at the link: https://forms.gle/1JQTJMu6qSacKbVUA
About the Book
Approaches to addressing behavioral differences in children can vary depending on the child’s individual differences and the training of the personnel supporting them. There are approaches based on Maslow’s Hierarchy of Needs, Skinner’s Behaviorist Theory, Ayres, Sensory Integration Theory, and Porges’s Polyvagal Theory. In Beyond Behavior, Dr. Delahooke provides a perspective that incorporates all of the above approaches allowing the reader to explore a child’s individual differences through various lenses to customize strategies meaningful to the child.
Learning Objectives
At the completion of this course participants will be able to:
- Understand behavior principles from a bottom-up (physiological response to stress) perspective.
- Using a case study, apply the understanding of bottom-up contributors to behavior to developing a team approach to supporting student self regulation and participation.
- Explore resources to support application of the polyvagal theory within the classroom culture.
Course Sequence
This course will be offered as an interactive, asynchronous discussion of topics based on a weekly reading schedule of the book which begins June 10, 2024 and ends on July 22, 2024.
Course Requirements for Continuing Education Credit
In this book study, participants will be required to participate in weekly online asynchronous discussions. Synchronous discussions/support with the instructor(s) can be provided upon request of the participant(s). Those considering this book study are required to commit the time to complete the required readings each week (approximately 45 minutes) and to meaningfully participate in the weekly discussions both as a contributor (10 minutes) and a respondent (5 minutes). While you are responsible for tracking your progress, you may receive “gentle nudges” to help keep you on track. 🙂
All participants must have completed all course requirements by July 22, 2024 in order to receive credit for the course. There is no partial credit option and all requirements must be completed before your first day on contract for the 24-25 school year in order to qualify for the exchange day.
Weekly Topics and Structured Reading Schedule
| Week | Topic | Readings | Discussion Questions Post date | Response Due Date |
|---|---|---|---|---|
| June 10 | Course introduction and introduction of the Developmental Iceberg | Introduction and Chapter 1 | June 7 | June 17 |
| June 17 | Top-Down or Bottom-Up | Chapter 2 | June 14 | June 24 |
| June 24 | Individual Differences | Chapter 3 | June 21 | July 1 |
| July 1 | Solutions-Safety is the starting point | Chapter 4 | June 28 | July 8 |
| July 8 | Self Regulation-Applying the IDEA framework | Chapter 5-6 | July 5 | July 15 |
| July 15 | Neurodiversity, trauma and looking to the future | Chapters 7,8,9 | July 12 | July 22 |
Goodrich-Garza Education 