Happy New Year from the Alberta Council for Exceptional Children(ACEC)!
 
Happy 2021 to all of our members!  It is our sincere hope that you and your family members are healthy and safe as we leave 2020 behind us and hope for a better year in 2021.  I would like to apologize for being out of touch recently.  COVID-19 has made life challenging for everyone, and I am no exception.  Life is slowly returning to a new normal, however, and I would like to update everyone on some plans we are making for 2021. 
 
We have all learned a lot about how to work virtually this year.  ACEC is planning on putting this knowledge to use to develop and host our first ever virtual conference!  Our plan is to coordinate this with our next AGM, which will take place in June 2021.  More details will follow soon, so look for more information via email and on the Canadian Community of the CEC website.  If you are interested in helping with our conference, please email me.
 
ACEC is also planning to hold a virtual Yes I Can awards in 2021!  We will be sending you information on the various categories available and how to nominate a student for these awards.  We are also looking for ACEC members to sit on our nominations committee to help vet nominations and select winners for these awards.  If you are interested please send me an email.
 
Plans are in the works among our Canadian CEC units to resurrect the Canadian Coffee Party at the CEC convention in 2022 in Orlando, Florida.  Historically, we have passed along a "red suitcase" to the provincial unit designated to host the next event.  It contains promotional materials and other useful information and supplies.  It has mysteriously vanished, however, and rumor has it that it might be hiding somewhere in Alberta.  If you have any information about the whereabouts of the red suitcase, please let me know.
 
Our ACEC executive is happy to hear from you at any time to discuss ideas and issues facing students with exceptional needs.  Are executive members are:
President                                 Shawn Crawford
Secretary                                 Jan Palmer
Treasurer                                 Dwaine Souveny
Member at large                      Kayla McGougan
 
As always, the ACEC welcomes your feedback and questions.  Please feel free to contact us via our website.  Have a great start to 2021!!
 
Kind Regards,
Shawn Crawford
Shawn Crawford, PhD. (R. Psych.)
 

​President's Report-June 10, 2019
 
Hello Alberta CEC members.  I am pleased to present my report for the 2017-18 year, as provided at the AGM.  The format I have chosen breaks our activities into three sections, relating to what we have done, what we are working on now, and what we are looking forward to.
 
 
What we have done:
U of C Presentation and Workshop - On January 16, 2019 ACEC collaborated with Integrated Services in Education at the University of Calgary to present Dr. Steven Feifer, who delivered a full day workshop on the Neuroscience of Mathematics.  This presentation was very well received, with over 150 participants in attendance.  Dr. Feifer provided great insights into the importance of quality math instruction, how to recognize and address various types of math challenges, and the connection between math difficulties and anxiety. 
 
 
What is happening now:
Canadian Committee - After much deliberation, the CEC Board of Directors has unfortunately decided not to renew our charter as a specific Canadian committee.  The following is an excerpt from the response to our recharter application:
 
The main reason for the decision was to ensure equity across CEC’s membership; CEC does not have a formal committee that supports any of the other geographic groups. Please be assured that CEC is committed to providing the affiliated provincial units with the support currently provided to all units, per policy.
 
The online Canadian Community through CEC will remain active. All CEC members within Canada are automatically included in that community. Provincial unit leaders and all Canadian members are encouraged to maximize the benefit of the Canadian Community by using it to connect, collaborate and share information – like the All-Member Forum.
 
 
Looking to the future:
CEC Leadership Summit in July - The CEC will host its annual leadership summit in July 2019 in Arlington, Virginia.  Of particular relevance to our Canadian units will be the meeting of our Canadian Committee, where we will discuss potential events and initiatives.
 
CEC 2020-Indianapolis, Indiana - The next CEC Convention and Expo will be held in Portland, Oregon, on February 5 to 8, 2020.  CEC is currently accepting proposals for presentations.
 
Collaborations - ACEC continues to be active in reaching out to other organizations in Alberta to discuss opportunities for collaboration in meeting the needs of students with exceptionalities.
 
 
Thank you for reading this report.  As always, your ACEC executive would love to hear from you.  In particular, we would love your ideas and thoughts about potential events and activities that the ACEC can participate in!!  Please contact one of your executive should you have any news or comments to pass along.  Please also look for us at an upcoming event!
 
Shawn Crawford
President
shawn.crawford@outlook.com

Dwaine Souveny
Treasurer
dwaine.souveny@gmail.com

Jan Palmer
Secretary/Communications
janpalmer27@telus.net

Kayla McGougan
Member at Large
kmcgo150@mtroyal.ca

 
 
Shawn Crawford, PhD. (R. Psych.)
President, Alberta Council for Exceptional Children

​BANK ACCOUNTS AND BUCKETFILLING:  BUILDING "GOOD WILL" WITH STUDENTS 
 
Written by Jan Palmer, ACEC Executive Member, District Behaviour Support Teacher and BCBA
 
"Pairing" is an ABA (Applied Behavioural Analysis) term for building trust and a relationship with another person. It is a fundamental prerequisite for teaching. Fortunately, most individuals want to build relationships with others. It is part of our basic makeup as social beings. In a school setting, it looks like eager, excited students arriving in the classroom each day, ready to interact with others, able to sit and listen to the teacher, willing to learn and complete work for the satisfaction that it brings to themselves and others. These students find building relationships motivating and rewarding. Their "Buckets" are already usually pretty full. They can keep them full by filling their own and others' buckets.
 
However, there are more and more students who, through no fault of their own, arrive at school either without the motivation or the skills (or neither one) to build and maintain relationships. These students either have "holes" in their buckets or are without the means to fill their own buckets. These students need our help! There is a saying, "The empty bucket makes the most noise!" How true this often is.
 
For more on Bucketfilling in your classroom, start at http://www.bucketfillers101.com/.
 
If the student has autism or another neuro-developmental disability, we may need to build relationships with them through external reinforcement. This means identifying items and activities that they enjoy and then being the person to provide these with no strings attached at first. This is called noncontingent positive reinforcement. Once the student identifies you as "the giver of all good things", you have taken the first steps towards establishing a relationship and building goodwill. Only then, can you start asking the student to complete tasks or activities that are easy for him or that he already knows how to do. Learning new skills and completing difficult tasks require a solid relationship where the student trusts that if they finish work, they will be rewarded with an activity that they enjoy, or in other words, is reinforcing. When we build this trusting relationship, interactions with us become reinforcing as well.
 
The best way to do this is by routinely finding out what the student likes, providing these activities and items on a consistent basis and slowly increasing the difficulty of the requests made of her.
 
However, it is not only students with autism who may need help building positive relationships with their teacher. Any student who finds learning or interacting with others challenging may need support. This could be a child with a learning disability, ADHD, ODD, trauma or frequent school moves. It could also be a child who finds life outside the classroom to be more rewarding, such as a talented athlete, video gamer or avid reader.
 
They may also need positive reinforcement more frequently than others. Learn Alberta lists Positive Relationships as the number 1 way to support effective, positive classroom management.
 
Another way of looking at this is described by Christopher Pugliese and Eran Magen in an article published February 2016 in ASCD Express, called "A Relational Bank Account That Pays Dividends".
 
"Well, I said to her, 'You know, kids don't learn from people they don't like'"
–Rita Pierson, legendary educator from a Ted Talk entitled Every Kid Needs a Champion
 
Every student has a "bank" of relationships, with an "account" for every teacher the student interacts with. The balance in your relational account with a student represents the amount of goodwill that the student has toward you—or, put differently, the extent to which the student will inconvenience him- or herself to cooperate with you. When you ask a student to do something he or she would not naturally do (for example, asking a hesitant student to offer an answer, or asking a student who is inspired to sing in the middle of your lesson to work quietly), you are making a withdrawal from the relational account, because you are asking the student to do something that the student would prefer not to do. If your relational account balance is high, the student will cooperate willingly. If your relational account balance is low, the student may cooperate—reluctantly. If your relational account balance is insufficient, your request will be denied."
 
Relationship Deposits, Withdrawals and Overdraft
 
The article goes on to describe relational deposits and withdrawals and how to avoid overdraft. This is such a straightforward way to think about interacting positively with your students. Relationship deposits are made when you: are nice to a student, give praise for accomplishments and effort, say thank you, ask for and try out student suggestions and ideas and take an interest in their lives and interests outside of school. When you have a high relationship balance (lots of good will) with a student, they will try difficult tasks, cooperate with you and associate even challenging activities with a feeling of trust and respect. This strengthens intrinsic (internal) motivation. Acknowledging their efforts builds upon your relationship.
 
Relationship withdrawals happen when you ask a student to behave in any way which is different than they already do, which is the definition of learning! However excessive withdrawals happen when you repeatedly ask a student to complete tasks or activities which they feel are too difficult or not meaningful or act in a way towards them which they see as being mean or disrespectful. Another way to look at this is bucket dipping.
 
Relationship overdrafts will occur when you have made more withdrawals than deposits. When this happens a student may refuse to cooperate with a request even if it is reasonable and they are capable. If you try to force compliance the results can be unpleasant. The student may learn to follow instructions only when under pressure and require stronger and stronger consequences. They may develop negative associations with either the activity or yourself and power struggles are a definite possibility.
 
How to Build Good Will and Strengthen Relationships in Your Classroom
 
1. DO NOT treat all students the same. Learn about individual strengths and challenges, interests and dislikes and use this knowledge.
 
2. Make relationship deposits whenever possible. A typical student requires at least a 4:1 ratio of deposits to withdrawals. A student with challenges consistently requires more. Think of a bucket with holes in it. The more holes the more deposits that are required while you work on plugging the holes.
 
3. Make your withdrawals purposeful and the smallest required to achieve your goal.
 
4. Find a way to replenish your deposit account as soon as possible after a withdrawal.
 
5. If you are dealing with an overdraft situation, consider asking for support from your School Based Team, especially if you have tried to fix the situation and it has not gotten better.
 
6.  Look into strengthening relationships in your entire school by using the free resource from The Center for Supportive Relationships  at your next staff meeting or professional development day. http://www.supportiverelationships.org/home/resource-activity-post-relational-bank-account/
 
Consider applying this model to all your relationships - professional, volunteer and family. Making relationship deposits can become a positive habit. When withdrawals do occur, having a large balance results in more cooperative relationships, a willingness to support one another, less stress and increased  respect and enjoyment.
 
What a great way to keep everyone's bucket full!
 
Reference
Pugliese, C. & Magen, E. (2016).  A Relational Bank Account That Pays Dividends.  ASCD Express, 11(11) . Retrieved from http://www.ascd.org/ascd-express/vol11/1111-pugliese.aspx
 
For more information check out
Positive Attention Data Sheet - http://csefel.vanderbilt.edu/modules-archive/module1/handouts/2.pdf
Positive Feedback Starters - http://csefel.vanderbilt.edu/modules-archive/module1/handouts/3.pdf
http://www.bucketfillers101.com/
http://www.supportiverelationships.org/home/the-relational-bank-account/
​http://www.supportiverelationships.org/home/upper-darby-school-district-prioritizing-relationships-from-day-one/
http://www.supportiverelationships.org/home/howteachersconnect/ http://www.learnalberta.ca/content/inspb2/html/1_positiverelationships.html 

The CEC "Yes I Can" awards are a yearly event where students  of any age with a disability are nominated and celebrated for their determination, hard work and achievements.

WOW – what an awesome time at CEC 2017 convention.  For me the theme of my time in Boston was embraced by the opening general session  by Rick Guidotti on Change How You See, See How You Change. As a photographer Rick described seeing the beauty in people  - and how photographs could capture that beauty … and for some individuals – help them (and others) see the beauty in themselves.  Looking for, seeing and appreciating that beauty occurred throughout the convention. This included during workshops when I was fortunate to hear practical strategies that I could use with children. Change how you see, see how you change was accentuated when I had the privilege of facilitating a vibrant and engaging workshop where the dynamic participants  shared expertise on Anxiety, Resiliency and Trauma Sensitive Schools.   Looking for, seeing and appreciating beauty  occurred while being invigorated by the rich history of Boston such as walking the Freedom Trial, going to Harvard and touching John Howard’s shoe (and learning about the three inaccuracies about the statue). And most importantly I was so appreciative of the opportunity to meet new and previous friends by networking and connecting with others within Alberta, within Canada and around the world… having a beer at Cheers , clam chowder at the oldest restaurant in North America and having fish and chips at the oldest pub. For me the convention was about seeing, believing and appreciating – and in doing so being changed.

- Dwaine Souveny (Treasurer)

​My CEC Experience - Kathy Howery (Secretary)
 
While the weather in Boston was less than stellar, my experience at CEC this year certainly was. It started with my reconnection with Dr. David Koppenhaver, who is returning to Alberta this summer with Dr. Karen Erickson for a one week intensive course on Comprehensive Literacy for Students with Complex Communication Needs. I attended Dave’s talk ‘Reconsidering Reading Instructional Needs for Students with Intellectual Disabilities’ where I was reminded again on the importance of understanding where students who struggle with reading really struggle and creating a plan that focuses on those particular parts of the whole.
 
One highlight, of course, was the presentation that Dianne Butler and I did on the work I have been supporting in Black Gold – ‘Communication and Literacy for Every Student’. The session was very well attended (we had a packed room!), there were many great questions and people seemed genuinely interested in the work we have done to date. Very rewarding experience.
 
Another highlight was seeking David Rose get a lifetime achievement award!  I have known David for many years and had the great pleasure of working with him and others in 2011 make the Alberta UDL Summer Institute a reality (http://www.erlc.ca/resources/resources/udl/index.php ). I was happy to connect with David in person as well at one of the many UDL sessions that were highlighted at the Convention.
 
My final highlight was, I feel my best take-away from this years convention, and one that I kind of stumbled into more by accident than by design. On Friday there was an all day strand on Maltreatment of Persons with Disabilities. As this was something that came up in my doctoral studies (although I was not looking for it) I found these sessions compelling. CEC has created a working group focusing on the creation of policy and practices that will enhance student safety and success. I have been following up with this group and plan on being actively involved in this work, as the students that I work most closely with (those who require augmentative and alternative communication supports) are one of the most vulnerable groups of students. As a result of this follow I have been invited to present my research at the Illinois CEC convention next November. Something I am very excited about.
 
So to sum up my CEC experience this year… a wonderful mix of connecting with colleagues, sharing and receiving learning, and making exciting new connections to compelling work!  A success for sure!

Alberta CEC continues to provide important information to educators across the province.  In March Dwaine Souveny and Shawn Crawford will be facilitating a session on Supporting Positive Behaviour in Alberta Schools to students and educators at Mount Royal University.  

Integrated Services in Education (ISE) and the Alberta Council for Exceptional Children (ACEC) are pleased to be hosting Dr. Bill Jenson, on November 14th and 15th, 2016, for a series of learning opportunities of interest to professionals in education and psychology, as well as parents and other members of the public.
 
Who is Dr. Jenson?
Dr. Jenson is currently a Professor in the Department of Educational Psychology at the University of Utah. His research interests include externalizing behavior disorders, the management of noncompliance and aggression, practical classroom behavior management, behavioral assessment, academic intervention and parent training.
Dr. Jenson has dedicated his professional career to understanding and treating the students he refers to as “Tough Kids”. He has also published numerous resources for teachers, school administrators, school psychologists, and parents to assist them in successfully supporting the Tough Kids in their lives. In 2015, Dr. Jenson won the University of Utah’s Distinguished Innovation and Impact Award for his research on interventions and treatments for children.
 
Tough Kid Website: http://toughkid.com/
Dr. Bill Jenson talks about “Tough Kids” https://www.youtube.com/watch?v=n79ydap_rxA
 
Why should you attend these learning opportunities?
 
Students with emotional and behavioral challenges impact:
 
THEIR TEACHERS
Effectively managing disruptive classroom behavior is a challenge for beginning and experienced teachers alike. For over two decades, surveys of teachers in North America have indicated that discipline issues are a primary concern and a cause of significant stress and frustration. Student behavior is reported as an important reason why teachers request transfers to other schools and even leave the profession.
 
THEIR PEERS
Students who behave disruptively can have a negative effect on an entire classroom. There is evidence that disruptive students can lower the test scores and academic achievement of their classmates. Non-disruptive peers experience lost instructional time and are prevented from participating in educational activities. They may experience physical or emotional danger.

Students with emotional and behavioral disorders are more likely to experience a variety of poor school outcomes including: failing more courses, being retained more frequently, having higher rates of absenteeism, having lowered academic achievement, dropping out of school more frequently and being less likely to graduate from high school. Socially, these children often feel isolated, stigmatized and unhappy. They are at greater risk for criminal behavior, substance abuse and suicide.
 
In large part, schools have addressed the difficult behavior of students through measures that keep them away from school such as suspensions and expulsions, rather than through proactive measures designed to keep them in school. Dr. Jenson’s strategies are research-validated positive interventions that can be time efficiently implemented in classrooms at low cost.
 
 Professional Development Dates:
 
Monday, November 14th

•    Evening Lecture: “Tough Kids” and Families: Who Are They, What Causes These Behaviors, and How to Manage Them
•    Time: 6:30 pm to 8:30 pm
•    Where: Alberta Room, Dining Centre, University of Calgary 
•    This is a FREE public event
•    Please register to attend: https://tough_kids_and_families.eventbrite.ca

 
Tuesday, November 15th

•    Workshop: Practical Management of “Tough Kids”
•    Time: 8:30 am to 4:00 pm
•    Where: Alberta Room, Dining Centre, University of Calgary
•    Please register and buy your tickets here: http://practical_management.eventbrite.ca

•    Discount on tickets is available to school teams of 3 or more staff members

CEC is all about sharing resources and information.  Their Tool of the Week is one good example.  It is a free resource designed to support you in your inclusive education practices.  You can read the weekly posts by visiting www.tooloftheweek.org or subscribe and find your free tool from CEC's publication in your inbox every Monday morning.

Have questions or suggestion?

Contact:        tooloftheweek@cec.sped.org

Happy reading!

Kathy Howery (ACEC Secretary) from the University of Alberta's Department of Education Psychology will be presenting at the upcoming ATA Council for Inclusive Education Conference "Waves of Inclusion; An Ocean of Opportunity" help in Kananaskis on October 13 - 15th.  Kathy will be presenting AAC in the classroom:  Supporting Students with Complex Communication Needs. Kathy has been a member of the Council for Exceptional Children since 2002.  Kathy has presented at regional, national and international conferences on inclusive education. 

Dwaine Souveny (ACEC Treasurer) is a certified professional coach and registered psychologist from Red Deer.  He will be hosted by the Saskatchewan Council for Exceptional Children in Saskatoon on October 17th.  His workshop on the "Educational Implications and Strategies for Anxiety and Executive Functioning" will provide insight and techniques for working with students with these challenges.  Dwaine has been a member of CEC since 2007 and is a dynamic speaker whose workshops are filled with practical information.