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    21000 Education Court, Ashburn, VA 20148

    571-252-6540

     Leanne Kidwell, Educator           Pamala Spiering, Parent

            Leanne.Kidwell@lcps.org           Pamala.Spiering@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.                               

                                                      KEEP IN TOUCH

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           Click to register for emails from PRS about upcoming LCPS and community events.

    Click to view the May 28th Keep in Touch.

    Click to view the May 20th Keep in Touch.

    Click to view the May 5th Keep in Touch.

    Click to view the April 24th Keep in Touch.

      

    VIRTUAL WORKSHOPS

    LEARNING TO USE THE TOILET

    Char Crane, Autism Consulting Teacher

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    Potty Training Readiness Quiz

    Toileting Task Analysis

    Toileting Data Sheet

    Potential Reinforcer Profile Inventory

    Parent Questionnaire

     

     HELPING PARENTS UNDERSTAND AND NAVIGATE SPECIALIZED READING RESOURCES FOR DISTANCE LEARNING

    Jennifer Sassano, Special Education Supervisor and

    Specialized Instructional Facilitators of Reading

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     PARENTING ADOLESCENTS THROUGH SOCIAL DISTANCING

    Rachel Bailey, M.A., CPDPE

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    COMING TOGETHER:  STANDING UP TO RACISM

    A Town Hall for Kids and Families

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    FAMILY TIPS FOR "HOW TO" SUPPORT BEHAVIOR FOR LEARNING AT HOME

    Quick behavior tips and videos to assist you and your child during distant learning.

     

    How to: Self Management
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    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
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    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: Choosing Reinforcers
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    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: Setting Up The Environment
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    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: Creating A Token Board
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    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
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    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: Using Reinforcers
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    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: Building A Growth Mindset
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    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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    How to: Regulating Emotions
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    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: Schedules And Routines
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    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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    ADDITIONAL RESOURCES

     

    Click for Resources for Families and Teachers to Support Learning During School Closure:  Behavior and Social Emotional Learning.

     

    Click for Quick Tips for Supporting Behavior and Emotional Learning in Arabic, English, Persian-Farsi-Dari, Spanish and Vietnamese. 

     

    Click for Mental Health, Wellness, and Commnity Resources for Families.

     

    Click for Second Step On-Demand Social-Emotional Learning Lessons for Families.

     

    Click for MindYeti.

     

    Click for Continuity of Education.

     

    Click for Resources to Support Learning During the School Closure.

     

    Click for Screen Time During Coronavirus Crisis.

     

    Click for Language Learning through Augmentive/Alternative Communication.

     

    Click for Augmentive/Alternative (AAC) Resources.

     

    Click for ACC Tips for Parents. 

     

     

     






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  • Pupil Services Communique - 
    January 2020
     
    Policy 5345:  Restraint and Seclusion
     
    Regulation 5345:  Restraint and Seclusion