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      21000 Education Court, Ashburn, VA 20148

      571-252-6540

       Leanne Kidwell, Educator          

              Leanne.Kidwell@lcps.org           


      Welcome! PRS is committed to positive relationships among parents, schools and communities to support the development of the whole child. The PRS assists families with questions and planning as well as provides resources and training.                               

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    • How to: Self Management

      Rationale: Self-management strategies are shown to be effective ways to teach or grow the independence skills in monitoring and managing one's own behavior.

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    • How to: Setting Expectations

      Rationale:  Expectations are the behaviors we expect from another person.  Oftentimes our expectations are not communicated clearly to those around us, which can lead to miscommunication and frustration.  Setting expectations means that you have decided on the expectations and have communicated them clearly to the other person.  Setting clear expectations, then teaching and reinforcing them, will increase the likelihood of better outcomes for your child while learning in the home environment.

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    • How to: Setting Up The Environment

      Rationale:  Teachers plan their classrooms to meet the needs of their students. Each child is taken into consideration when arranging the classroom environment to support student engagement. Most home environments are not set up like classrooms. By making a few adjustments, and using what you have available, you can set up a space at home that promotes engagement in learning.

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    • How to: Choosing Reinforcers

      Rationale:  Deciding on what to use for reinforcement can be very challenging. Some children have many likes, while others have very few. A child can like something but not be willing to complete a task in order to receive it. Choosing the right objects, activities, or social interactions will provide you with options for reinforcing desired behaviors. 

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    • How to: Using Reinforcers

      Rationale:  Providing reinforcers immediately following the desired behavior will increase the likelihood that a desired behavior will occur again. Withholding a reinforcer while the child is engaging in an undesired behavior will decrease the likelihood that the behavior will occur again. When seeking behavior change it is important to consistently deliver reinforcers at the proper time.

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    • How to: Schedules And Routines

      Rationale:  A schedule is a laid-out structure or plan on how and when tasks and activities will be completed. A routine is established by repeatedly following a plan.  Having a set schedule will offer you and your child consistency, allowing for the establishment of routines.

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    • How to: Creating A Token Board

      Rationale:  Token boards are a visual representation of expectations for the learner. Token boards come in various designs, from fancy laminated internet templates to glass pickle jars with coins. Token boards should be individualized and accessible for the child. Creating a token board can be simple and made with materials found in your home.

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    • How to: Implementing A Token Board

      Rationale:  Token economies are individualized systems that allow an adult to teach and maintain behavior by providing praise and tokens to reinforce expectations while an individual is working towards a goal. The learner earns a predetermined number of “tokens” and then exchanges them for something that is desired (social interaction, tangibles, or activities). It may be helpful to watch the “Creating a token board” module first.

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    • How to: Regulating Emotions

      Rationale:  Emotions impact attention, memory, creativity, performance, and learning. Emotional regulation strategies help to prevent, reduce, or maintain emotions in order to promote well-being and positive learning experiences.

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    • How to: Building A Growth Mindset

      Rationale:  Growth Mindset is believing that your abilities are cultivated through effort. With a growth mindset, students continually work to improve their skills and view mistakes as opportunities to learn. They are resilient learners, continuing to try, even when facing great challenges. Through the use of encouraging affirmations and positive quotations, negative thought patterns can evolve into positive ones.

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    • Pupil Services Communique - 
      May - June 2021
       
      Policy 5345:  Restraint and Seclusion
       
      Regulation 5345:  Restraint and Seclusion
       
       
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