Behavior Support Team

Behavior Support Team Services

Greene County ESC Behavior Consultation and Coaching Services

Purpose

The purpose of the GCESC Behavior Consultation/Coaching Services program is to support district personnel in building their internal capacity to support students with behavioral and social emotional needs.


What it IS:

  • Job embedded professional development on-site in school districts (see list below).

  • Consultation to recommend evidence based interventions for behavioral support and social emotional learning.

  • Ongoing coaching support for staff in implementation of evidence based practices for behavioral support and social emotional learning.


What it is NOT:

  • Direct student intervention

  • Crisis intervention

  • Performance/Creation of FBAs and BIPs


Initial Behavior Support Consultation

$1,500 per referral

Includes:

  • Visit 1:

    • Classroom Observation for purpose of consultation recommendations (up to 2 hours)

    • Review of relevant records

    • Meeting/Needs Assessment with district educational team

  • Visit 2:

    • Delivery of written report with summary of recommendations.

    • Presentation/explanation of recommendations at meeting

    • Email Q/A for 4 weeks from date of  Visit 2

  • Visit 3:

    • Recommendations and trouble-shooting implementation, upon request of educational team, if needed.


Highly Recommended:

Follow Up Behavior Support Coaching

(only available after completion of initial consultation)

$500 per onsite visit

Includes:

  • Ongoing observations/meetings upon request of the educational team ($500 per visit)

  • Email Q/A for 4 weeks from date of most recent meeting with district educational team


Example Topics for Job Embedded Professional Development by the Greene County ESC Behavior Consultant/Coach:


  • Helping develop positive team dispositions for behavior planning
  • Guiding others to define behaviors and identify desired outcomes
  • Determining social validity of behavioral goals
  • Prioritizing behaviors
  • Determining appropriate tiers of support
  • Identifying and teaching replacement behaviors
  • Understanding response-effort considerations
  • Determining behavioral and social emotional skill deficits 
  • Identifying related task demands
  • Determining interventions in the learner’s zone of proximal development
  • Scaffolding of behavior supports
  • Ensuring fidelity of implementation
  • Developing a transfer and generalization plan
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