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Increasing Behavioral, Academic, and Social Engagement of Students: Pump Up The BASE – A 6 hour workshop in 2 parts



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Event Information

David L. Lee, PhD, BCBA-D and Thomas W. Farmer, PhD

Wednesday, November 3, 2021 | Time: 10:00 am - 1:00 pm Eastern (New York)

Wednesday, November 10, 2021 | Time: 10:00 am - 1:00 pm Eastern (New York)

Recording closes 11/20/21 at 11:59 pm eastern (New York) | You must register prior to the LIVE event to have access to the Recording.

Cancellation, Missed Webinar, and Grievance Policies | Accessibility


Academic failure is one of the most powerful predictors of problem behavior and social failure (Algozzine, Wang, & Violette, 2011). Although interventions to address academic difficulties are important, they must be delivered within the context of behavioral and social supports in order to maintain over time (Farmer et al., 2018; Lee, 2018). Behavioral, academic, and social domains are interconnected such that changes to one often impact other domain areas. In this webinar we will discuss (a) evidence-based interventions that enhance behavioral, academic, and social engagement, and (b) adapting those same practices to account for individual student, as well as contextual factors in schools.

Target Audience: Professionals for whom the topic is within their scope of practice. We welcome students and others who are also interested in the topic to join us.


PART 1   After attending this workshop, participants will be able to:

  • Identify the key components of systems of correlated constraints that occur in classrooms.
  • Identify key components of teacher-student reinforcement cycles.
  • Identify classroom management techniques that generally fail.
  • Identify parts of four term contingency, given a classroom scenario.
  • Match interventions for supporting appropriate classroom behavior with their respective descriptions.

PART 2  After attending this workshop, participants will be able to:

  • Match breakdown of actual instructional time with scheduled time within schools.
  • Identify components of learning trials.
  • Match instructional supports with description.
  • Identify the social functions of behavior.
  • Match elements of social dynamics that occur in classrooms with their respective descriptions.
  • Identify key ways to adapt interventions to support behavioral, academic, and social engagement, given a scenario.


Dr. David Lee is a Professor of Special Education at Penn State University where he prepares special education teachers and behavior analysts. The main focus of his research is to develop, evaluate, and disseminate programs to support students with or at risk for emotional/behavior disorders (EBD) across academic, behavioral, and social domains. Many students with EBD fail to engage in academic and or social activities, which leads to a continuous cycle of frustration, lack of engagement, and ultimately academic failure. The goal of his research is to break this cycle. His research draws upon a behavior analytic framework to create positive, function-based interventions for students, primarily in middle/high school settings.

Dr. Tom Farmer is a special educator and developmental scientist. His research and teaching focuses on understanding the person-in-context and clarifying how experiences, opportunities, and developmental pathways of youth reflect the interplay of both proximal (e.g., family, peer, community) and distal factors (e.g., socio-political, geographic, economic). He is particularly interested in how teachers differentially contribute to students’ social experiences and patterns of school adjustment. He is also interested in data-driven approaches for leveraging natural developmental processes to support the creation and tailoring of evidence-based interventions for specific youth, classrooms, schools, and communities.


Our research group has been conducting investigations on the impact of interventions designed to increase behavioral, academic, and social engagement. There is the potential that members of the team may have financial interests in this content at some point in the future.


    • Behavior Analysts earn 6 CEUs (learning)  LIVE or RECORDING
    • Psychologists earn 6 CEs LIVE or RECORDING


Additional Information

  • You must attend the entire event to receive credit.
  • Must submit all attendance codes and pass the post-test (see Expected Learning Outcomes).
  • Webinar/Workshop Portal closes 1 month after live event. You must download handouts and complete attendance verification and post-test within that time frame.
  • For ABAC's continuing education approvals statements please view our Continuing Education page.


After attending this event, attendees will select the correct answer on 80% of the questions within 3 attempts of the post-test that assesses the 11 learning objectives for this 6 hour event.


10:00 am: Introduction
10:05 am: Webinar begins
11:30 am: 10 minute break
11:40 am: First Q&A session
11:50 am: Webinar resumes
12:45 pm: Second Q&A session
1:00 pm: Evaluation, post-test and code submission forms