Social/Emotional/Behavioral Trainings

• On-Demand Webinars
• Self-Paced Self-Guided Courses
  • MDR (Manifestation Determination Review)
  • RSA (Restraint and Seclusion Act)

• Upon request, virtual training from the provided list of available trainings.

• Virtual Coaching

• 8-week facilitated online classes
  • Intro to FBA and BIP
  • Advanced FBA and BIP
  • Intro to SEL
  • Solution-Focused Brief Therapy
• Mental Health Office Hours
• Upon request, customized in-person training requiring a time commitment of 4 hours or more

• Minimum of a 1-year commitment, multi-year commitment preferred.
• SED Quality Indicator tool
• Action Planning
• Observations of Affective needs in the classroom
• Individual Coaching/mentoring
• Customized training 3-4 days per school year

The purpose of the manifestation determination is to determine if the student’s conduct was a manifestation of the child’s disability or a result of the failure to implement the student’s IEP.

When a decision is made to effect a disciplinary change in placement for a student with a disability who violated a code of student conduct, the public agency must conduct a manifestation determination within 10 school days of that decision.

A disciplinary change in placement occurs when a student is removed for more than 10 consecutive school days or is subjected to a series of removals that constitute a pattern:

• The series of removals total more than 10 school days in a school year.
• The child’s behavior is substantially similar to the behavior in previous incidents that resulted in the series of removals.

Such additional factors as the length of each removal, the total amount of time the child has been removed, and the proximity of the removals to one another.

Access MDR Course

The Colorado’s State Board of Education has adopted the Protection of Individuals from Restraint and Seclusion Act (PPRA), which outlines the procedures to be followed: 

• In the administration of restraint and seclusion.
• Staff training.
• Documentation requirements.
• The review of the use of restraint and seclusion. 

The Colorado Department of Education has available a self-guided, self-paced Moodle course on PPRA (Protection of Individuals From Restraint and Seclusion Act) Regulations. This course covers the Restraint and Seclusion regulations (PPRA) and will also share the changes to PPRA from House Bill 22-1376. 

PPRA Regulations

House Bill 22-1376

This training is on the regulation for Restraints and Seclusion and does not replace the requirement of having staff trained in a nationally recognized crisis intervention program, such as Crisis Prevention Institute (CPI), Therapeutic Crisis Intervention (TCI), Quality Behavioral Solutions (QBS) etc.

The course content will be covered in 12 different lessons. 

Access the PPRA Course

No certificate is available at this time. 

This webinar will cover the basics of a Functional Behavior Assessment, including the types of information collected, why it is being collected, and how it will be used to benefit students. A Functional Behavior Assessment is the collection of evidence over time that provides insight into a student's behavior, allowing schools to better support students' needs.

View FBA For Parents

No certificate is available at this time. 

This webinar will cover the basics of a Behavior Intervention Plan, including how interventions are determined and implemented within schools. The Behavior Intervention plan is built from the Functional Behavioral Assessment Summary and informs staff of the changes, strategies, and new learning needed to best support the student's needs.

View BIP For Parents

No certificate is available at this time. 

When behavioral interventions are implemented at home and at school, students' progress accelerates with behavioral change. This webinar will provide parents with basic behavioral interventions for use in the home environment to support their students. These behavioral interventions allow for the school and the home to collaborate on their efforts.

View Behavior Support for the Home

No certificate is available at this time. 

This webinar covers how Trauma can impact students' mental health and behaviors. The relationship between stress and trauma is discussed. Unresolved or constant high levels of stress can result in experiencing trauma. This webinar will include ways to reduce students' stress.

View the Mental Health: The Impact of Trauma

In this four-hour training, participants will learn how to differentiate between Serious Emotional Disability and Social Maladjustment and will receive interventions for working with students who have a Serious Emotional Disability and those who are struggling with social maladjustment.  Social-emotional learning that benefits both groups of students will also be shared.

In this six-hour training where participants will learn:

• About the SED Quality Indicator Tool for Serious Emotional Disability (SED) programming and how this tool can be helpful with action planning for program development.
• AN program components.
• Alternative discipline.
• Establishing a continuum of interventions and supports.
• Environment strategies.

This is a three-hour training where participants will:

• Understand and know the body of evidence required when considering eligibility for SED.
• Have an understanding of how to distinguish between an emotional disability and social maladjustment and factors to consider with co-morbidity. 

In this eight-hour training. “Grief is the healing process of a significant loss, not a pathological reaction. After you have been dealt a blow, you need time to recover.” Participants will learn about:

• The grief and growth cycle.
• Stress, including anticipatory grief.
• Recovery and crisis recovery.
• Trauma and CBT (Cognitive Behavior Theory).

This webinar will cover the basics of behavior including behavioral theory, the environment, and setting expectations. One (1) CDE contact will be awarded upon successful completion of a brief evaluation and knowledge check. This training satisfies the Special Education and Behavioral Health licensure renewal requirements.

This video will provide an overview of Direct Behavior Rating (DBR), specifically with a focus on the use of this process for behavioral data collection in remote learning for students with existing IEP behavioral goals. The process of DBR will be discussed in a step-by-step format and the applications for remote learning will be addressed. The video will also address goal setting and progress monitoring to evaluate the effectiveness of the plans already in place. Viewers will be able to identify options for DBR as a behavioral data tracking tool. 0.5 CDE contact hours, completion of knowledge check required. This training satisfies the Special Education and Behavioral Health licensure renewal requirements.

This webinar is going to focus on the use of positive reinforcement. Positive reinforcement is a behavioral concept that, when used in the right way, can help to improve behavior and help you stick to healthy habits. Positive reinforcement refers to the introduction of desirable or pleasant stimuli after the performance of a behavior. The concept of positive reinforcement is associated with the work of behaviorist psychologist B. F. Skinner on his theory known as operant conditioning.

Traumatic Brain Injury and Behavior Recording 

This webinar will cover the skills that can be lost with a Traumatic Brain Injury (TBI) and the social-emotional learning needed to retrain lost skills. We will also cover the impact that a TBI has on affect expression and how to teach emotional regulation. The webinar will be wrapped up with antecedent and consequence interventions that can be used to improve functioning. 

This 8-week online course, offered in both fall and spring semesters, is intended for school and district-level teams.  The purpose of the course is to support the team in developing a functional behavioral Assessment (FBA) that accurately identifies a student’s function of behavior in order to develop more effective Behavior Intervention Plans. Team-based approaches to completing such activities are always best practice and in the best interest of the student, school, and family. By the end of the course, participating teams will be able to successfully complete Basic Functional Behavioral Assessment (FBA) and Behavior Intervention Plans (BIP). The course provides a foundation for understanding FBAs and provides an opportunity for practice in the completion of FBAs and BIPs. Support from instructors will be given in the form of a discussion board with no face-to-face opportunities provided. Up to 30 CDE contact hours are available. These clock hours can be used towards the special education and behavioral health licensure renewal requirements.

Requirements:

• Each team member must complete an individual registration form and list 2 to 5 school- or district-level team members, including a special education teacher and a mental health staff. ALL team members must register individually.
• Have access to students in a school setting, and approval from administrators to complete an FBA/BIP case study on students.
• Commit to completing weekly reading, assignments, online discussions, as well as a case study in a school setting.

Date(s): To be announced

Registration: Registration for the 2025-2026 school year is not open at this time. 

This online course will present an in-depth look into Advanced Functional Behavioral Assessment (FBA) and Behavior Intervention Plans (BIP) building skills to work with complex and serious student needs.  This course focuses on training a “team lead” and contains information on how to complete each portion of the process. This course utilizes the current Colorado Department of Education Functional Behavior Assessment and Behavior Intervention Plan format to guide the process. If your school district or administrative unit does not utilize this format, then the information given should help you in your understanding of leading the FBA and BIP process. The course provides an opportunity for participants to practice completion of FBAs and BIPs.

The goal of the FBA is to determine the function of the problem behavior to develop more effective interventions and Behavior Intervention Plans.  Individuals taking this course are expected to work with a school-based team even though the team is not enrolled in this course. Team-based approaches to completing such activities are always best practice and in the best interest of the student, school, and family.  This course is intended to give each participant practical information, applied knowledge, and real experiences at all stages of the FBA and BIP development, including data collection, and behavior support planning so that each participant can learn the necessary skills to function both independently and as an effective member of a team. Therefore, the minimal requirement for this course is that each participant be assigned to a school site, so they have access to staff and students to practice these learned skills

Date(s):

To be announced

Registration: Registration for the 2025-2026 school year is not open at this time. 

In this six-hour training where participants will:

• Learn about what research says about suspensions and expulsion.
• Explore creative alternatives.
• Identify important prerequisites.
• Learn about trauma and student discipline.

In this four-hour training where participants will learn a variety of different behavior intervention strategies such as errorless learning, mix and vary, when/then, precision request sequence and strategies for perfectionism, learned helplessness, development, and select mutism, among others.

In this six-hour training where participants will be able to:

• Conduct a Functional Behavior Assessment (FBA) to identify students' strengths and needs.
• Develop a Behavior Intervention Plan (BIP) that integrates social-emotional learning and is based on the strengths and needs identified in the FBA.

In this six-hour training, participants will learn to differentiate between Willful Behavior and Stress Behavior.

• Stress Behavior and the Brain
• Willful (maladaptive) behaviors
• Crisis Behavior Cycle
• Student Discipline
• Trauma and Discipline

In this six-hour training, the data collection process will be guided by the MTSS intervention to collect baseline data needed to write measurable behavioral goals and monitor their progress.

Data is an important tool in determining how quickly our students are learning and maintaining skills (behavioral, academic, etc.).Data can help determine when to change interventions and identify behavioral patterns.

In this six-hour training, participants will learn about the basics of CBT. This training is only for school-based mental health staff and is not appropriate for other groups of school staff.

The Cognitive Behavioral Approach is based on the idea that our thoughts cause our feelings and behaviors, not external factors such as people, situations, and events. The benefit of this fact is that we can change how we think to feel/act better, even if the situation does not change.

In this six-hour training where participants will learn about Dialectical Behavior Therapy (DBT) and its four components:

1. Mindfulness
2. Interpersonal Effectiveness
3. Distress Tolerance
4. Emotion Regulation

In this six-hour training, participants will learn about the process of emotional regulation, including self-regulation and co-regulation. This training is appropriate for all school staff who work in Affective needs programs.

Emotional regulation is the monitoring, evaluation, and modification of one’s emotions. The ability to influence your emotions when you have them and how you will experience and express them. Prevents you from getting emotionally stuck. The goal of emotional regulation is Increased awareness and tolerance of emotions and related physical sensations.

In this six-hour training, participants will learn about anxiety and how to help students create an Anxiety survival kit. This training is only for school-based mental health staff and is not appropriate for other groups of school staff.

• Anxiety is a normal emotional and physical reaction.
• Anxiety is complicated
• Anxiety is short-lived and happens occasionally
• Anxiety can be helpful at times.

In this six-hour training, participants will learn about the basics of SFBT: Diamond Stance and the lens of difference. This training is only for school-based mental health staff and is not appropriate for other groups of school staff.

• Co-construction of the student’s desired outcome (Goal)
• Obtain a detailed description of the transformation your student is seeking
• Questions in SFBT are all iterations of difference or change.
• Your job is to view a student’s potential.

In this six-hour training where participants will learn:

• Background knowledge on the different types of trauma.
• Review the core features of trauma-responsive practices.
• Knowledge of what can be done at school to help a traumatized child.
• Strategies for emotional and behavioral crises.

This 8-week online course is offered in both fall and spring semesters, The purpose of the course is to support participants in the development of Social-Emotional Learning (SEL) plans and instruction based on identified building-level and student-specific needs. Individual course participants will explore the evidence-based practices and competencies involved in effective SEL planning and intervention. Assessment for lagging skills and data collection opportunities will be provided. Participants will be able to identify specific skill deficits and needs to plan for effective SEL instruction and support. Instruction will be given via the online course shell and discussion boards for collaboration with colleagues will be provided. No face-to-face opportunities or scheduled meetings are included in this course.

Registration opens on Monday, March 2^nd, at 8:00 a.m. and closes on Monday, March 9^th, at 5:00 p.m.

The courses start on Sunday, March 15^th, and end on Sunday, May 17^th.

*IMPORTANT NOTE: Registration does not guarantee participation. Registrations will be reviewed and individuals will be selected to participate and notified by March 12^th.

Register for Social Emotional Learning Online Course

In this three hour training participants will:

• Gain an understanding of how to assess for missing social skills.
• Gain an understanding of how to develop an individual social skills lesson once missing skills have been identified.
• Gain an understanding of how social skills instruction fits into the FBA and BIP process.

In this customized one to three hour training participants will learn:

• Recognition of overstressed child.
• Identification of stressors.
• Reduction of stressors.
• Increase child's self-awareness.
• Teach self-regulation strategies.

Customizable one to three hour training will discuss the ability to understand social and ethical norms for behavior and to recognize family, school, and community resources and supports. Participants will:

• Build a deeper understanding of social awareness.
• Identify at least one specific strategy or intervention they could try in the classroom to support social awareness.
• Identify the role a teacher can play in helping students develop social awareness.

This is a six-hour training. Social-emotional skills are critical for students’ learning, their readiness for college and careers, and their future success. Both research and evidence-based practice clearly show the strong connection between social and emotional development, academic learning, and success in life (Domitrovich, Dusenbury & Hyson, 2013). Participants will:

• Gain an understanding of Social Emotional Learning (SEL).
• Synthesize and analyze learning to implement SEL interventions through the SED Quality Indicators in the classroom/school environment.

A three-hour training where participants will learn how and where SEL fits into MTSS/PBIS.

• Tier 1: integrated curriculum and school culture/climate.
• Tier 2: intensive classroom and small group instruction.
• Tier 3: individualized social skill instruction.

In this one to three hour training, participants will learn about:

• Emotional skills: showing empathy, cultural awareness, and appreciation.
• Social/interpersonal: modeling coping skills and appropriate responses to anger, anxiety, or sensitivity.
• Cognitive regulation: changing a lesson when it is not working, avoiding anger and sarcasm when it is aimed at the teacher, adjusting work based on the needs of the class.

In this six-hour training where participants will learn:

• Social-emotional standards.
• Stages of play.
• Attachment, personality, and temperament.
• Needs vs wants.
• Co-regulations.

In this six-hour training, participants will learn about Prevent, Teach, and Reinforce for young children, as well as the process for a Functional Behavioral Assessment and Behavior Intervention Plan for young children.

PTR is a manualized process for conducting a functional behavioral assessment and developing a behavior support plan.

• Collaborative and guided by coaching.
• A model specifically designed for preschool settings for individualized intervention with challenging behavior
• Research-based practices.
• Detailed steps for designing and implementing positive interventions.

In this three-hour training, participants will learn about the importance of play for teaching social-emotional learning.

Play has multiple Functions:

• Opportunities for physical activity
• Joyful entertainment
• Intellectual challenge
• Social Interaction
• Social-emotional learning
• Self-Awareness (sense of self)
• Social Awareness (sense of others, practice of social roles)
• Understanding their real-world lives in the fantasy worlds they create
• Spontaneous play serves as a constructive mode of expression, communication, social connection, and problem-solving.

In this six-hour training, participants will learn about the importance of play for teaching social-emotional learning. This training is for school-based mental Health staff only.

“Play is fundamental for healthy development of children. It really is not only desirable, but also a necessity” (page 4, Timberlake).

• Culture-specific play helps children learn about the history, traditions, and values associated with their cultural identities.
• Culture establishes ecological parameters for many of the life opportunities and choices that are available, accessible, and acceptable to children and their families.
• Culture influences a child’s identity by giving contextual meaning to subjective experiences and life narrative, patterns to interpersonal relationships, structure to speech, behavior, and form to play and family activities.