Biographical Sketch

Diana Browning Wright, M.S., is a Licensed Educational Psychologist (California, #2070) and behavior analyst and teacher. She continues to consult with California educators as the Director of California Department of Education’s Diagnostic Center, Southern California’s statewide initiative-- the Positive Environments, Network of Trainers. She is the Education Consultant for LRP Legal Publications and Program Advisor for LRP's National Institute on Legal Issues of Educating Individuals with Disabilities and the recipient of the Meritorious Work in Special Education Award from the California Association of School Administrators. Diana has an extensive 35 years of experience in classroom teaching, assessment and consultation services for a wide range of students, with and without disabilities, at all grade levels.  She has assessment training and experience in: play-based early childhood; developmental Piagetian; neurodevelopmental and curriculum based assessment. She has taught numerous cohorts of graduate students in school psychology and behavior analysis at Cal State Los Angeles, and Cal State Long Beach, and continues annual advanced behavior analysis seminars for graduate students at Cal State Los Angeles.  She is director of the Arizona High Achievement for All Project, a multi-year project designed to achieve sustainability of education reform, and is a regular presenter at national and state associations of administrators, teachers, legal advocates and psychologists on effective instruction and differentiated instruction as well as accommodation, and/or modification planning for students with disabilities.

 

For trainings with a Behavior Analysis Focus, ADD:

 

Additionally, Diana holds a certificate in applied behavior analysis from Cal State Los Angeles, the California Association of School Psychologist’s Certificate of Advanced Training and Specialization in Behavior Analysis, and is eligible for the National Certification in Behavior Analysis. She is lead author and editor of three editions of the classic California Department of Education’s manual on severe behavior: Positive Interventions for Serious Behavior. She is also the author of Tools to Develop, Implement and Score a Behavior Support Plan; co-author of the Guidelines for Developing Behavior Goals for Progress Monitoring and co-author of the Behavior Support Plan Quality Evaluation Guide- First and Second Editions as well as numerous articles in NASP Communiqué and on the www.nasponline.org website, LRP’s Special Educator, and articles posted on the www.schwablearning.org  and www.pent.ca.gov websites. Diana directs the PENT Research team which has recently published numerous research articles for peer reviewed journals on behavior plan quality and training issues.

 

      For trainings with a Threat Assessment Focus, ADD:

 

Additionally, Diana has experience serving incarcerated adult males in a pre-parole, pre-trial maximum security prison’s psychiatric facility, and counseling court-placed young women in the federal Job Corps. She is a member of the  NASP-Threat Assessment Work Group and contributing author to the manual, Guidelines for Responding to Student Threats of Violence, Sopriswest publisher. Diana frequently presents to regions on legally sound and effective responses to student threats of violence, both with and without attorney colleagues to minimize school liability and provide effective responses to potential violence to self or others exhibited by some students. 

 

 Full Resume

      You may contact me for a detailed up to date resume, available upon request.

California State University, Los Angeles, 1982

M.S. in Counseling with Specialization in School Psychology

EDUCATION AND CREDENTIALS:

California State University, Los Angeles, 1982

Certification in Applied Behavior Analysis

San Diego State University, 1971

B.A. Social Sciences: Elementary Education

AWARDS:

Career:

· Meritorious Work in Special Education, California State Federation/Council for Exceptional Children, 1999

· Certificate of Recognition, California Association of Resource Specialists and Special Education Teachers, 1999, 2000, 2001, 2002

· Certificate of Recognition for Outstanding Contribution to the Field of Special Education, Southwest SELPA, 1998

· Commitment to the Welfare of Children, Plaque awarded by California Association of School Psychologists,  (CASP),1994

· Certificate of Appreciation for Service to Individuals with Autism, Autism Society of America, San Gabriel Valley Chapter, 1993

Graduate School:

· Outstanding Graduate Student in Counselor Education for 1982

· Dick Dodge Scholarship 1980-82

· Belva Owens Scholarship 1980-82

· Mabel Wilson Richards Scholarship 1980-82

 

CREDENTIALS:

· Licensed Educational Psychologist, Board of Behavioral Examiners, State of California

· School Psychologist, Pupil Personnel Services, School Psychology Option, California

· Behavior Analyst, Applied Behavior Analysis Certificate (California State University, L.A.)

· Teacher, Clear Multiple Subjects: Preschool-Adult Teaching Credential, California

· Certificate of Advanced Training and Specialization-Behavior Analysis, California Association of School Psychologists

 

 

EMPLOYMENT HISTORY:            

 

CURRENT PROFESSIONAL POSITIONS/ACTIVITIES:

 

1994 – Ongoing:     Dianabrowningwright.com Educational/Behavioral Consultant and Professional Development Specialist (see other pages of this website for description).

 

1991 - Ongoing:      Director of Positive Environments, Network of Trainers (PENT), a statewide consultative network for trainers and consultants who address behavior problems in school and agency settings. Maintain contact with 1800+ membership providing information on best practice in behavior analysis, consultation and related legal issues.

 

PAST PROFESSIONAL POSITIONS/ACTIVITIES 

1991- 2006:      Trainer/Behavior Analyst/School Psychologist- California Department of Education, Diagnostic Center, Southern California (DCSC)

 

                          Trainer. Primary duties entailed training on a wide range of topics                                        throughout California at conventions, workshops and in-services for                                      administrators, psychologists and teachers, agencies, and others.  Services                             are apportioned equitably to the 11 regions of California.     

 

                          Team Consultant. Assisted specialists at DCSC  in preparation for                                       assessments and systemic consultation services provided in relation to                                   diagnostics and intervention planning for children with any disabilities, 3-                             22 years of age.

 

                            Assessment Specialist

A.           Provided center-based assessment for students with low incidence       disabilities, on a transdisciplinary team serving preschool through       age 22 populations by referral from  more than 300 school districts,       including many cases with family/district disputes. Disabilities       frequently include: Autism, Tourette Syndrome, Traumatic Brain       Injury, Mental Disorders, Retardation and rare medical conditions       and syndromes

 

B. Provided selected field-based assessment of students and consultation to school districts related to individual students with severe behavior problems, and all other disabilities, and provide assistance in development of class-wide curriculum and behavior support plans. Caseload includes parties in disagreement, including those involved in due process procedures to resolve differences.

 

1988-on-going:        Licensed Educational Psychologist- Private Practice Activities,                                          Training & Consulting Trainings and workshops for private and                                            professional organizations, school districts, and states. Topics covered:                                    functional assessment, behavior intervention, assessment issues,                                              intervention design.

                                   States include: Alaska, Arizona, Arkansas, California,  Hawaii,                                          Nevada, Ohio, Oklahoma, Mississippi, New Hampshire, Kansas,                                        Michigan, Tennessee.

 

PREVIOUS PROFESSIONAL POSITIONS/ACTIVITIES

 

1995-1999:       Adjunct Assistant Professor, Long Beach State University

Teaching courses in assessment and intervention design for individuals challenged by severe emotional disturbances and behavioral disorders.  Students: master’s degree candidates in school psychology; marriage, family and child counseling; and social work.

 

1986-1995:       Adjunct Assistant Professor - California State University, Los Angeles

Periodically taught graduate level courses in consultation skills and advanced applied behavioral analysis. Supervision and assistance in the design and implementation of research projects conducted by graduate students to assist adult caretakers and supervisors in their attempts to solve maladaptive behaviors in children and adults with disabilities. Designed a new course on designing interventions and conducting functional analysis assessment of students with severe behavior problems.

 

1988-1991:       School Psychologist - Arcadia Unified School District, Arcadia,                                        California Assessment of low incidence, intensive needs preschoolers on a                           preschool assessment team. Elementary and junior high (K-9) services                                   provided for a broad range of handicapping conditions.  Developed a                                     "Learning Strengths Project", a three-year program for junior high                                          students. Served as a Crisis Intervention Team Leader.  Completed                                        assessments for a culturally and linguistically diverse student population.                              Conducted parent/teacher workshops on a variety of topics.

 

1986-1988:       School Psychologist - El Monte City School District, El Monte, California

Conducted assessments of culturally and linguistically diverse students K-8 and provided consultation with teachers and parents. Included a one year internship at a school for  children with orthopedic disabilities .

 

1985-1986:       Consulting Psychologist - International Schools - Tokyo, Japan

Private practice assessment (in English and/or Japanese language) and consultation with culturally diverse students and families attending bilingual international schools in Tokyo.

 

1985-1986:       Consultant, Special Education Resource Network (SERN), Bilingual Unit, California Department of Education

Research on Japanese Education System,  funded by CDE, SERN for analysis of the Japanese education system.  Worked with assistance of Japanese psychologists at Tokyo Metropolitan Rehabilitation Center, the Japanese school system's assessment center for handicapped children in Tokyo.

 

1983-1984:       Japanese Language and Culture Study

 

1985-1986:       Two years (1983-84, 1985-86) intensive Japanese language study at                                       Waseda University in Tokyo.

 

1980-1982:       Classroom Consultant - "Constructive Discipline" Project for Los Angeles County Schools.

Worked with teachers, counselors, administrators, and students at junior and senior high schools in both classroom and workshop settings.  This program significantly reduced problems of vandalism, violence, off-task and disruptive behavior, and absenteeism, and was the forerunner of future “Positive Behavioral Supports” initiatives.

 

1979:                 Homebound Teacher - Rockbridge County Schools, Virginia

             Educational tutoring and emotional support for chronically and critically ill                           children and their families.

 

1975-1978:       Classroom Teacher - Iowa City Schools, Iowa City, Iowa

Taught grades 1-3 in model collaborative, flexible grouping program affiliated with University of Iowa.

 

1975:                 Travel/Research - One year throughout rural Asia.

             Research conducted on child rearing practices and educational programs.

 

1972-1974:       Classroom Teacher - All Saints School, Cedar Rapids, Iowa

             Taught grades 5-6 within a collaborate team, utilizing multi-grade classrooms.

 

1972:                 Mental Health Officer- (counseling) for a maximum security psychiatric hospital within  the Iowa mens’ prison system.  (At that time, known as The  “Iowa Security Medical Facility”, Iowa City.)

First female hired as a “Mental Health Officer” in Iowa. Participated in adult pre-parole and pre-trial evaluations, social activities and milieu therapy. Assisted with behavioral management and group therapy sessions.  Provided supervision of some long- term chronically mentally ill inmates unable to stand trial due to mental illnesses, pedophiles, and other frequently violent sexual offenders unable to serve time in the general prison population due to the possibility of high-risk behaviors from either the inmates or others in the prison population.

 

1971-1972:       Counselor - Job Corps for Women - Astoria, Oregon

Provided counseling services to enhance social skills and reduce dropout rates for multi-cultural, multi-racial women ages 16-22.  Co-directed a camp for periodic wilderness experiences.

 

1971:                 Recreation Director/Houseparent - Cottonwood Academy, Spring                                      Valley, CA

Directed a recreation program for a residential mental health  treatment facility for students 12-18 years of age. Interviewed, trained and managed the adult volunteer program.  Served as occasional 24 hour houseparent for adolescents in residential cottages.

 

 

 

 

¨  Trainer. Primary duties entail training on a wide range of topics throughout California at

conventions, workshops and in-services for administrators, psychologists and teachers, agencies,

and others.  Services are apportioned equitably to the 11 regions of California.

 

¨ Team Consultant. Assisting specialists at DCSC  in preparation for assessments and systemic                  consultation services provided in relation to diagnostics and intervention planning for children with           any disabilities, 3-22 years of age.

 

¨   Assessment Specialist

Provide center-based assessment for students with low incidence disabilities, on a transdisciplinary team serving preschool through age 22 populations by referral from  more than 300 school districts, including many cases with family/district disputes. Disabilities frequently include: Autism, Tourette Syndrome, Traumatic Brain Injury, Mental Disorders, Retardation and rare medical conditions and syndromes

 

B. Provide selected field-based assessment of students and consultation to school districts related to individual students with severe behavior problems, and all other disabilities, and provide assistance in development of class-wide curriculum and behavior support plans. Caseload includes parties in disagreement, including those involved in due process procedures to resolve differences.

.  Services are apportioned equitably to the 11 regions of California.

 

¨ Team Consultant. Assisting specialists at DCSC  in preparation for assessments and systemic                  consultation services provided in relation to diagnostics and intervention planning for children with           any disabilities, 3-22 years of age.

 

¨   Assessment Specialist

Provide center-based assessment for students with low incidence disabilities, on a transdisciplinary team serving preschool through age 22 populations by referral from  more than 300 school districts, including many cases with family/district disputes. Disabilities frequently include: Autism, Tourette Syndrome, Traumatic Brain Injury, Mental Disorders, Retardation and rare medical conditions and syndromes

 

B. Provide selected field-based assessment of students and consultation to school districts related to individual students with severe behavior problems, and all other disabilities, and provide assistance in development of class-wide curriculum and behavior support plans. Caseload includes parties in disagreement, including those involved in due process procedures to resolve differences.

 

1988-on-going: Licensed Educational Psychologist- Private Practice Activities, Training & Consulting

Trainings and workshops for private and professional organizations, school districts, and states.  Topics covered: functional assessment, behavior intervention, assessment issues, intervention design. States include: Alaska, Arizona, Arkansas, California,  Hawaii, Nevada, Ohio, Oklahoma, Mississippi, New Hampshire, Kansas, Michigan, Tennessee

 

¨  Trainer. Primary duties entail training on a wide range of topics throughout California at

conventions, workshops and in-services for administrators, psychologists and teachers, agencies,

and others.  Services are apportioned equitably to the 11 regions of California.

 

¨ Team Consultant. Assisting specialists at DCSC  in preparation for assessments and systemic                  consultation services provided in relation to diagnostics and intervention planning for children with           any disabilities, 3-22 years of age.

 

¨   Assessment Specialist

Provide center-based assessment for students with low incidence disabilities, on a transdisciplinary team serving preschool through age 22 populations by referral from  more than 300 school districts, including many cases with family/district disputes. Disabilities frequently include: Autism, Tourette Syndrome, Traumatic Brain Injury, Mental Disorders, Retardation and rare medical conditions and syndromes

 

B. Provide selected field-based assessment of students and consultation to school districts related to individual students with severe behavior problems, and all other disabilities, and provide assistance in development of class-wide curriculum and behavior support plans. Caseload includes parties in disagreement, including those involved in due process procedures to resolve differences.

 

1988-on-going: Licensed Educational Psychologist- Private Practice Activities, Training & Consulting

Trainings and workshops for private and professional organizations, school districts, and states.  Topics covered: functional assessment, behavior intervention, assessment issues, intervention design. States include: Alaska, Arizona, Arkansas, California,  Hawaii, Nevada, Ohio, Oklahoma, Mississippi, New Hampshire, Kansas, Michigan, Tennessee

 

 

 

 

CURRENT SPECIAL PROJECTS AND ACTIVITIES      

                                                                                             

1998-2003: Five Year Training Plan Disseminating Best Practices in Discipline and Behavior Intervention Planning.

Developed and currently disseminating a series of coordinated trainings throughout all 11 regions in      California addressing a range of practical approaches to address the needs of all students, with and         without disabilities. Content includes: classroom and school-wide environments, prevention, intervention and disciplinary procedures. Participants include: site principals, mental health agencies, residential facility personnel, county staff, program specialists, psychologists, counselors, selected teachers and others.

1999-ongoing:  Positive Environments, Network of Trainers

Founder/Director.  Currently directing a 1800+ member strong California statewide email linkage of trainers and consultants who address behavior in students k-12th grade. Goal: provide information and consultative services, model effective practice, provide resources to all regions of California. Through PENT consultations, identify common barriers to school success and develop trainings to improve practices in the field. Establish a website (2004) and complete research on 440 submitted behavior plans.

 

2002-on-going: Selected 200 PENT members to form a statewide Cadre; Lead a Summit Trainer of Trainers conference

 Through a rigorous application process, behavior plan development processes and model behavior plans were identified as part of the project. These will be disseminated nationally through the “Behavior Plans That Worked” section of the PENT website  and  through research articles written in collaboration with Dr. Roy Mayer of California State University, Los Angeles, currently in progress

 

2000-on-going: Appointed to the LRP Special Education National Convention Faculty

Provide trainings at national and state conventions on issues related to implementation of laws related to behavior and discipline.

2000-ongoing: Contributing Editor, National Association of School Psychologists’ monthly Communiqué newsletter.

Review articles submitted for publication and author future articles designed to assist members in their efforts to implement best practices in Functional Behavioral Assessment, Classroom Management, Manifestation Determination, Behavior Intervention Planning and related topics.

 

2003--ongoing: Projects offered in a variety of states to address identified local needs

Memphis, Tennessee. Coordination of divisions of mental health and exceptional students departments. Provide trainings and consultations on mental health treatment, behavior support and threat assessment.

Northampton, Massachusetts. Train teachers on effective behavioral support and behavior plan development

Shawnee Mission, Kansas. Train teachers and provide on-going consultation to service providers on effective programs and interactions with behavior disordered students, elementary-secondary.

Arizona Department of Education. Train school teams on effective instruction, accommodation and modifications for the AHAA project (Arizona High Achievement Academy.

Okemos, Michigan. Train behavior specialists on effective behavior analysis and plan development.

Youngstown, Ohio. Train teachers on effective behavior support.

 

 

 

 

 

 

 

 

 

 

PAST SPECIAL PROJECTS 

                                                   

                                             

 I.D.E.A. ASPIIRE National Cadre of Trainers, Representing National Association of School Psychologists, 2000-2003.

Represent NASP in ongoing activities sponsored under a grant administered by Council for Exceptional Children (CEC) for the Office of Special Education Programs (OSEP.) Members are charged with disseminating best practices related to special education services and federal law implementation. Participate in national summit meetings each Fall and Spring in Washington, D.C.. Served as “NASP delegate” for Spring 2001 summit engaging in  collaborative work group activities following general sessions. Presented an invited address at Fall 2002 National Conference of Trainers.

 

Systematic Training for Teachers: Columbus Educational Services, Hawaii, 2001-2003.

Provide systematic training on all Hawaiian Islands inr multiple sessions 2001, 2002 and 2003 for new teachers in the areas of classroom organization, behavior support and intervention planning. Develop and maintain email linkage with each island’s “Ohana” (family of teachers) to provide continuous consultation capabilities . Consult on Felix Consent Decree implications.

 

 

Co-editor, for the NASP Communiqué Newsletter devoted to reviewing national efforts to achieve sustainability of positive behavioral interventions, February 2002.

Solicited articles from nationally recognized authorities, conceptualized and developed a scaffold for the special edition, conveying the breadth of reform efforts and results being attained across the U.S.A.

 

Draft Legislative Language for California Education Code, 1999-2000; 2002

At the invitation of California Department of Education, language was drafted to define and differentiate functional behavioral assessment (I.D.E.A. federal reauthorization) from existing California education code language related to Functional Analysis Assessment. Additionally, Behavior Support Plan language was drafted to differentiate the IDEA-related plan for “behavior impeding learning” from existing education code language for “Positive Behavioral Intervention Plans.” (Historically, AB 395, AB 1633, AB 1818)

 

Ohio: Northeastern Ohio Special Education Resources Center (NEOSERC) Project, 1999-2000

Trained approximately 150 selected teachers, administrators and psychologists in Functional Behavioral Assessment and Practical Strategies For Positive Student Behaviors, Spring 1999 and Fall 2000.

 

California: Refining Your Behavior Interventionist Skills-Behavior Institutes: 1998-99

Trained approximately 400 school psychologists in effective school-wide interventions, functional behavioral assessment and individual behavior plan writing in 4 weekend seminars sponsored by the California Association of School Psychologists. Participants will train others in their catchment area in this “trainer of trainers” model.

 

 

 

 

 

 

 

Arkansas: Becoming a Behavior Consultant, 1998-1999 

Provided 350 selected participants with five days of training, three in Fall 1998 with two days of follow-up in Spring 1999 to review statewide achievement of a network of consultants who have received training in establishing positive school environments, elementary through high school.  Content included conducting functional behavioral assessments and implementing discipline and behavior intervention planning consistent with I.D.E.A. Reauthorization.  (Arkansas State Department of Special Education/Arkansas Association of School Psychologists sponsored)

 

West End SELPA Institute and Practicum, “Educational Supports For the Learner With Difficulties”, 1997-98

Served as the project’s trainer and steering committee consultant to provide trainings to approximately 200 institute participants, selected to represent schools in the 3 counties which include 90 school districts in a large Southern California catchment area.  An additional intensive “training of trainers” practicum day followed each day’s training.  Participants were competitively selected trainers from universities, districts and county offices who facilitated outreach to classroom-based educators. Video, training manuals and additional project activities occurred in the follow-up year, 1999.

 

Lead Author, Task Force Co-Chair/Co-Editor of Technical Manual for Three Versions, 1992-93, 1997-98, 2000-2001

Founded a work group charged by CDE and CASP with production of a manual delineating best practices for implementers of California Education Code changes that mandated Functional Analysis Assessment and Positive Behavioral Interventions for Serious Behavior Problems. Lead author and co-editor of  Positive Interventions for Serious Behavior Problems, now used throughout California in schools and in university training programs nationally. Latest updated second edition version released Spring 2001.

 

Conference Organization for Annual Behavior Conferences 1995-98

Member of steering committee charged with developing a yearly statewide training to disseminate best practices in behavior intervention design. In charge of developing scope and curricula, recruiting nationally known speakers. Sponsoring agencies: CDE; Diagnostic Centers; CASP; California Association of Applied Behavior Analysts

 

Pasadena Unified School District, Positive Environments Project, 1996-97

Project Director, trainer and consultant for a year-long project targeting school-wide and district-wide positive behavioral interventions across 23 elementary schools, with culminating video and manuals produced. In-depth consultation services provided for five targeted exemplar sites, as well as on-going strategic planning with district administration, school board and all principals. Training for all principals, their designated site representatives and guest teachers. Areas addressed included: multicultural issues; classroom management and behavioral support techniques; interactions that foster compliance; and topics important for achieving academic and behavioral success.

 

Marlton Positive Environments Project, 1996

Project director and consultant to address classroom and school-wide discipline and positive practices at a school for deaf students, preschool through high school in LAUSD. Services included trainings, observations, demonstrations, and strategic planning. Participants: all staff and administrators

 

Santa Clarita Preschool Project, 1995-96

One year of continuous training and consultation was provided to all preschool service providers and special education directors in Northern Los Angeles County. Videotaping, strategic planning, demonstrations and in-services were provided to address environmental structuring, curriculum, play-based interventions, developmentally appropriate practices, emotional and cognitive development and specific individual student issues.

 

Simi-Valley Project, 1994

Addressing systemic issues: 1. Inclusive Educational Practices; 2. Play Based Assessment for Preschoolers; 3. Family Interview Skills. The project involved four specialists and included trainings, observations, demonstrations, video taping, with teachers and administrators from an elementary school campus as well as participation of district administration.

 

 

PREVIOUS PROFESSIONAL POSITIONS/ACTIVITIES                                                               

1995-1999: Adjunct Assistant Professor, Long Beach State University

Teaching courses in assessment and intervention design for individuals challenged by severe emotional disturbances and behavioral disorders.  Students: master’s degree candidates in school psychology; marriage, family and child counseling; and social work.

 

1986-1995: Adjunct Assistant Professor - California State University, Los Angeles

Periodically taught graduate level courses in consultation skills and advanced applied behavioral analysis. Supervision and assistance in the design and implementation of research projects conducted by graduate students to assist adult caretakers and supervisors in their attempts to solve maladaptive behaviors in children and adults with disabilities. Designed a new course on designing interventions and conducting functional analysis assessment of students with severe behavior problems.

 

1988-1991:   School Psychologist - Arcadia Unified School District, Arcadia, California

Assessment of low incidence, intensive needs preschoolers on a preschool assessment team. Elementary and junior high (K-9) services provided for a broad range of handicapping conditions.  Developed a "Learning Strengths Project", a three-year program for junior high students. Served as a Crisis Intervention Team Leader.  Completed assessments for a culturally and linguistically diverse student population.  Conducted parent/teacher workshops on a variety of topics.

 

1986-1988: School Psychologist - El Monte City School District, El Monte, California

Conducted assessments of culturally and linguistically diverse students K-8 and provided consultation with teachers and parents. Included a one year internship at a school for  children with orthopedic disabilities .

 

1985-1986: Consulting Psychologist - International Schools - Tokyo, Japan

Private practice assessment (in English and/or Japanese language) and consultation with culturally diverse students and families attending bilingual international schools in Tokyo.

 

1985-1986: Consultant, Special Education Resource Network (SERN), Bilingual Unit, California Department of Education

Research on Japanese Education System,  funded by CDE, SERN for analysis of the Japanese education system.  Worked with assistance of Japanese psychologists at Tokyo Metropolitan Rehabilitation Center, the Japanese school system's assessment center for handicapped children in Tokyo.

 

1983-1984: Japanese Language and Culture Study

1985-1986: Two years (1983-84, 1985-86) intensive Japanese language study at Waseda University in Tokyo.

 

1980-1982: Classroom Consultant - "Constructive Discipline" Project for Los Angeles County Schools.

Worked with teachers, counselors, administrators, and students at junior and senior high schools in both classroom and workshop settings.  This program significantly reduced problems of vandalism, violence, off-task and disruptive behavior, and absenteeism, and was the forerunner of future “Positive Behavioral Supports” initiatives.

 

1979: Homebound Teacher - Rockbridge County Schools, Virginia

Educational tutoring and emotional support for chronically and critically ill children and their

families.

 

1975-1978: Classroom Teacher - Iowa City Schools, Iowa City, Iowa

Taught grades 1-3 in model collaborative, flexible grouping program affiliated with University of Iowa.

 

1975: Travel/Research - One year throughout rural Asia.

Research conducted on child rearing practices and educational programs.

 

1972-1974: Classroom Teacher - All Saints School, Cedar Rapids, Iowa

Taught grades 5-6 within a collaborate team, utilizing multi-grade classrooms.

 

1972: Mental Health Officer- (counseling) for a maximum security psychiatric hospital within  the Iowa mens’ prison system.  (At that time, known as The  “Iowa Security Medical Facility”, Iowa City.)

First female hired as a “Mental Health Officer” in Iowa. Participated in adult pre-parole and pre-trial evaluations, social activities and milieu therapy. Assisted with behavioral management and group therapy sessions.  Provided supervision of some long- term chronically mentally ill inmates unable to stand trial due to mental illnesses, pedophiles, and other frequently violent sexual offenders unable to serve time in the general prison population due to the possibility of high-risk behaviors from either the inmates or others in the prison population.

 

1971-1972: Counselor - Job Corps for Women - Astoria, Oregon

Provided counseling services to enhance social skills and reduce dropout rates for multi-cultural, multi-racial women ages 16-22.  Co-directed a camp for periodic wilderness experiences.

 

1971: Recreation Director/Houseparent - Cottonwood Academy, Spring Valley, CA

Directed a recreation program for a residential mental health  treatment facility for students 12-18 years of age. Interviewed, trained and managed the adult volunteer program.  Served as occasional 24 hour houseparent for adolescents in residential cottages.