|
|||||||||||||||||
Project/Program/Clinic Contacts: | Academic Coordinator, Certificate of Undergraduate Studies in College and Career Attainment
Technical Assistance Specialist, Multi-tiered Systems of Support Technical Assistance Specialist, Positive Behavioral Interventions and Supports |
||||||||||||||||
Discipline(s): |
Education/Special Education Education: General Mental and Behavioral Health Family/Parent/Youth Advocacy Employment |
||||||||||||||||
AUCD Council Membership: |
No Council Membership |
||||||||||||||||
Research: | Post Secondary Education for Youth with Intellectual Disabilities, PBIS: Positive Behavioral interventions and Supports, Autism Spectrum Disorders, Multi-Tiered Systems of Support: MTSS, Self-determination and Advocacy, Parent supports | ||||||||||||||||
Education: | PSE for Youth with Intellectual Disabilities, Positive Behavioral Interventions and Supports, , School Wide Discipline, Wrap-around Services, MTSS, Family Involvement, Certificate of Graduate Studies in Autism Education, Behavioral Analysis and Behavioral Support Plans, Coaching and Training, Self-determination | ||||||||||||||||
Service: | PSE for Youth with Intellectual Disabilities, Training and Technical Assistance: PBIS and MTSS Implementation, Pre-service training for teachers of students with ASD |
Vita/Bio
Deb Arenberg
Professional Strengths:
• Communication, organizational and interpersonal skills
• Leadership skills
• Training and teaching skills
• Active team member, able to work independently
Education:
• 2007: M.Ed. Rhode Island College Feinstein School of Education
• 1989: B.A. George Washington University, Washington D.C.
Work History and Experience:
5/2008 – present: Sherlock Center on Disabilities
Position: Technical Assistance Facilitator – Multi-Tiered Systems of Support (5/08-present)
Responsibilities:
• Provide ongoing training and technical assistance to individual schools and school districts on the implementation of PBIS/MTSS
• Provide ongoing Cohort Training for all levels of PBIS/MTSS implementation, including making large group presentations and providing technical assistance as needed
• Development of Sherlock Center PBIS/MTSS training curriculum and training materials
• Assess the fidelity of PBIS/MTSS implementation at participating schools
• Train PBIS schools and participating school districts on structured functional behavioral assessment and the development of individualized function-based behavioral plans and data based decision making
• Provide services within the context of the Positive Educational Partnership, (PEP), including conducting trainings for direct service providers, participating as a member of individualized wraparound teams and providing technical assistance on the development of behavioral interventions and supports for children enrolled in the PEP program
• Professionally represent the Center and work cooperatively with school administrators, school faculty/staff, parents and families, resource providers and state agencies
7/2011 – present: Sherlock Center on Disabilities
Position: Instructional Coordinator, A College Experience, (ACE), program at RIC
• Facilitate the inclusion of ACE students in academic coursework, on-campus internships and the larger RIC community
• Coordinate and deliver academic support to participating ACE students
• Assess individual student needs and accommodations
• Work cooperatively with RIC faculty to facilitate the inclusion of ACE students into their individual courses
• Train and support ACE Peer Mentors
• Work with participating school districts and families of ACE students to coordinate and provide appropriate supports and services
• Participate in ongoing program development, marketing and recruitment
9/2008 - present: Rhode Island College Department of Special Education
Position: Adjunct Faculty
• Special Education 310: Principals and Procedures of Behavior Management for Children and Youth with Disabilities,
• Special Education 566: Autism and Positive Behavior Supports
• College 125: College Learning Strategies
1/2008 – 5/2008: Saint Mary’s Home for Children, Providence R.I.
Position: Manager of Step Down Residential Program for BD/ED Children and Youth
Responsibilities:
• Managing 10 bed residential program for BD/ED children and youth transitioning from inpatient settings to home or community based residential services
• Writing and implementing individualized transition plans and participating in transition planning and monitoring
• Ongoing monitoring of residents using formal and informal assessments
• Providing direct supervision of, and support to, program staff including ongoing training and monitoring, formal performance assessment and providing corrective and disciplinary feedback
• Ensuring compliance with agency, state and federal regulations
3/2001 – 11/2007: The Groden Center, Providence, RI
Position: Clinical Unit Supervisor
Responsibilities
• Clinical and administrative management of school-based program providing support services to children and youth ages 11 – 21 with moderate to severe and profound behavioral, cognitive, psychiatric, communication and sensory challenges
• Supervising and training classroom-based treatment teams including certified special education teachers, bachelor’s level treatment teachers and classroom support staff
• Writing annual Individual Education Plans and providing quarterly progress summaries
• Ensuring and monitoring the implementation of Individual Education Plans including academic, transition, behavioral, communication, vocational and sensory goals
• Developing and monitoring individualized behavior management plans and positive behavioral support interventions, including ongoing data based decision making and the implementation of crisis management techniques
• Screening potential students and providing consultative services to school districts, outside agencies, families and the Center residential program
• Facilitating weekly staff meetings and participation in ongoing clinical administrative teams and training
2/1999 – 3/2001: Athelas Institute, Columbia, Maryland
Position: Program Manager
Responsibilities:
• Managing day program providing occupational training, supported employment, educational and recreational services to a population of CMI, developmentally disabled, autistic, brain injured and dually diagnosed adults
• Ongoing supervision and training for program staff
• Developing, implementing and monitoring consumers’ annual individualized treatment and behavioral support plans
• Screening transitioning adults to determine appropriateness for program placement
• Participating in ongoing clinical and administrative teams and team training
• Facilitating bi-weekly staff meetings
• Ensuring compliance with agency, state and federal regulations