Student Cooperation Training (SCT): District Capacity Building Model

Student Cooperation Training (SCT): District Capacity Building Model

POPARD offers districts a service and staff training opportunity which leads to a certificate in Student Cooperation Training.

The purpose of the SCT is to build the capacity of the district to provide understanding and support to students with ASD who exhibit persistent non-compliant, task avoidance or refusal behaviour.

School and district staff will be provided with targeted training, coaching, and follow-up by POPARD consultants. Behavioural principles will be used to increase cooperation in students who currently exhibit significant non-compliance including task avoidance and refusal. Staff will learn how to successfully gain instructional control and increase student cooperation, while teaching the target student essential pre-requisite skills for learning.

POPARD will invest extensive time and resources to support significant growth in district capacity.

There are two levels to this training:

District capacity building: the consultants will train a district level staff member to work with students who have similar needs. They are expected to replicate this process.

Student specific: the consultants will work on increasing student co-operation while training staff members directly working with the student.

We have produced 2 videos. One provides an overview of the SCT service, and the other explains how the service will be delivered. Additionally, the requirements and level of commitment required from Districts is described below.

*Please note, our SCT service was formally referred to as Intensive Behaviour Intervention (IBI)

Part 1: Overview of SCT Service Components

POPARD Education & Behaviour Consultant Alexandra Voroshina introduces our Student Cooperation Training service.

Part 2: SCT Service Delivery

A more detailed description of our Student Cooperation Training Service and the specific training the District can expect to receive.

SCT Commitment and Requirements

Below is important information about the commitment and requirements of POPARD’s Student Cooperation Training.

Appropriate student. Who is this service for?

It is required that the student has an Autism Spectrum Disorder diagnosis claimed in category G. The student also should exhibit challenging behaviours that are primarily escape maintained. The student should be of elementary or middle school age.

We recommend that the student have had a POPARD consultation in the past 12 months and the strategies implemented did not yield significant improvement. To maximize the SCT service, we suggest consistent full-time student attendance. If the student is currently on a shortened day, the team is recommended to assess whether the day can be extended by the time the SCT service starts.

School team considerations

To maximize the success of the SCT service, it is important to consider all team members who are involved directly and indirectly with the student. The school team may include principal, case manager or resource teacher, educational assistant, classroom teacher and other district itinerant staff members.

To maximize the capacity building opportunity, full-time EA support is recommended. Even though consistent staffing for the school year cannot be guaranteed, it is strongly suggested to support the consistency of the team members. Since SCT is rooted in behavioural principles, the team should be open to the behavioural approach. The team may or may not have previous ABA experience. This SCT service is resource-intensive process, therefore, commitment to the service, understanding of the principles used, and support of all team members is encouraged.

Commitment from the POPARD consultant

The SCT service is delivered over 4 consecutive weeks. Direct service weeks are alternated with indirect service weeks. To find out more about the service delivery model, please, refer to Video 2. After the service is concluded, the team will receive indirect support for the reminder of the school year. Throughout the service, the POPARD consultant will provide all necessary materials and background information.

District commitment

To receive the SCT service, the school district must ensure full participation and commitment.

A district level person must be released from their duties for the entire 4 weeks of the service to participate in all daily activities, workshops, observations, and meetings. Additionally, the district level person must be provided release time to replicate the service with another student in their district within the next 3 to 6 months. During replication, the district level person will receive indirect support from the POPARD consultant.

The Educational Assistant must be compensated for extra time involved in daily pre- and post- meetings and mid-service and end of service team meetings. Release time should be provided to attend the full day workshop.

The case manager is expected to arrange space and materials for the student, create or update the safety plan, and facilitate parental consent, involvement, and participation in the service. Additionally, the case manager must commit to at least 3 hours a week of direct work with the student and all the meetings involved in the service.

Other expectations from the district and school principal involve access to necessary resources and space, and the principal’s participation in mid-service and end of service meetings.

If you have any further questions, please contact your POPARD consultant or call us at 604-946-3610.

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