Services for schools and other inclusive settings
Helping inclusive classrooms live up to their potential
Teachers and other school staff already have a huge job on their plate teaching typically developing learners in their classroom. In the last decade or so, more learners with special needs have been educated in general education classrooms all over the world. While this is often of great benefit to both the traditional students and the learners with special needs, many teachers and other school staff may also need to address higher levels of challenging behaviors and greater skill deficits than in previous situations.
Researched solutions, tested in the real world
Dr. Gifford pioneered the use of systematic data based reinforcement systems (Gifford, A., Redpath, C.C., & Lionello-DeNolf, K.M. (2018), to increase the independence of children with severe disabilities in inclusion settings, using only resources already in place. She also has years of experience coaching teachers and other school staff to implement effective strategies that reduce disruptive behaviors and increase on-task and direction following behavior in students (both typically developing and those with special needs) who need this help, often without additional staff resources. Ideally, this is done in collaboration with parents, but even if that is not an option teachers can use these strategies effectively.
Gifford, A., Redpath, C.C., & Lionello-DeNolf, K.M. (2018). Case Study: Extension of a Systematic Data-Based Reinforcement System to Increase Independence in Public-School Inclusion Settings to a Student with Down Syndrome and Intellectual Disability. Education and Treatment of Children 41(3), 345-355. https://dx.doi.org/10.1353/etc.2018.0018.