This event is SOLD OUT.

Please call 857-444-1500 x1 to be added to the waiting list.

This webinar will use Zoom. 

This webinar will run from 12:00 pm - 3:15 pm ET / 9:00 am - 12:15 pm PT on Saturday, January 29, 2022 for a total of 3 credit hours.

For those who cannot attend the live webinar on Jan. 29, a recording of the webinar will be available for one week following the live presentation.

Among the many reasons new teachers leave the field within their first five years, disruptive students are on the top of the list. Without intervention, these children are at risk for poor performance, diminished learning, and social/behavior problems in school. Overwhelming, negative, and inaccurate thoughts can contribute to student disengagement. When this is the case, traditional suggestions such as incentives, offering breaks, graphic organizers, or even checklists will not help the student initiate an activity. As a result of this workshop, participants will be able to easily implement preventive tools, strategies, and interventions for reducing oppositional behavior, increasing work engagement, initiation, persistence, and self-monitoring.



  • Identify why common interventions may not always work for students with challenging behavior
  • Describe why traditional breaks might not be effective for students with anxiety or trauma histories
  • Participants will be able to enumerate strategies to promote initiation skills in students with work avoidance


This session is applicable for special educators, K-12 teachers, psychologists, counselors, administrators, speech-language patholigsts, and occupational therapists.




Jessica Minahan, MEd, BCBA, is a licensed and board-certified behavior analyst, special educator, as well as a consultant to schools internationally. She has over seventeen years of experience supporting students who exhibit challenging behavior in urban public-school systems. Jessica Minahan is the co-author of The Behavior Code: A Practical Guide to Understanding and Teaching the Most Challenging Students (Harvard Education Press, 2012) and author of The Behavior Code Companion: Strategies, Tools, and Interventions for Supporting Students with Anxiety-Related or Oppositional Behaviors (Harvard Education Press, 2014).