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CBAA (Chapman Behavior Analysis and Assessment) I am a retired full-time staff manager, a part-time newspaper reporter with degrees in English and Education, as well as Special Education Early Intervention. I am presently providing training for the numerous behavioral staff in training which I provide as a certified behavior instructor in Ohio. I recently created a module for teacher and support staff that is showing a great deal of interest in large numbers.

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CBAA (Chapman Behavior Analysis and Assessment) I am a retired full-time staff manager, a part-time newspaper reporter with degrees in English and Education, as well as Special Education Early Intervention. I am presently providing training for the numerous behavioral staff in training which I provide as a certified behavior instructor in Ohio. I recently created a module for teacher and support staff that is showing a great deal of interest in large numbers.
Behavior Management for Teachers
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Behavior Management for Teachers

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Differentiation in public schools can be difficult for teachers. However, teachers that learn how differences in the classroom require differences in how each group learn, teaching in a diverse classroom is easier. Each group has a method of learning. For students with developmental disabilities, the IEP is the tool used to support learning. Along with that behavioral concerns should be addressed. Addressing behavioral problems is usually the job of support staff - behavior specialists, psychologists, therapists, etc. However, the behavior specialist is the one that will probably most involved with helping teachers and children deal with maladaptive behavior exhibited by students with developmental disabilities. In order to help teachers and support staff in a very large, well-known city an in-service with a doctor who has worked miracles with his patients with developmental disabilities. He works mostly with students with autism spectrum disorder but has worked his miracles on students with many types of maladaptive behavior. However, not having worked in a school setting, he tasked this behavioral specialist/classroom teacher (of typical students, gifted students, and students with developmental disabilities in grades 2-12 over two decades, as well training staff in behavior analysis and retiring as a supervisor) to create a presentation for an in-service. The results of that request are here in the form of an outline covering behavioral tools, examples of how those tools work, an understanding of the basic behavior problems and how parents should be part of the process. Added to the “behavior outline” is a “break out” session for various school groups using various materials. Teachers, teacher aides, support staff, and substitute teachers, along with teachers with specialists (art, music, gym, etc.) constitute the groups, each with different learning tasks. Slides are used throughout the in-service ice that have a great deal of information. The slides can be used if requested and can be purchased as a book. Another excellent tool is the MAS (Motivation Assessment Scale) that is almost one hundred percent accurate in determining what is causing a behavior and which behaviors need to be dressed. This author has used in as a behavior specialist and given each of the teachers and aides fill out with almost all coming up with the same score. Also, last but not least are a few games to play at the end of the in-service that you and your peers might like to use to identify various behavior management tools. They include games titled “Faculty Feud” “Name That 'Tude” and “Behavior Jeopardy.” All of the information is useful and easily understood. I am charging ten dollars for the complete program (the MAS is free) but will reduce it by half if your school would like to purchase the program for teachers and other faculty, to use for in-services, parent training. The discount is available for all U.S. schools, groups of teachers, etc. Howe
Behavioral Management Training Outline
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Behavioral Management Training Outline

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D****emand for behavioral intervention is at an all-time high. I’ve created my own company: If you are dealing with behavioral problems in your classroom, encourage your school district to contact CBAA (Chapman Behavior Analytics and Applications) at GenevaChapman@gmail.com which will provide your school district with a module for staff and parents, "break-out sessions for teachers and other staff, and assessment that’s fun as well as introduces a researched assessment. Online meetings are also available to answer questions for school districts that use our module and/or presentations. Created for an in-service for teachers in a major city, this behavior management training outline was created by a behavior specialist/special education teacher/gifted and talented teacher/regular student/staff instructor/supervisor was recently asked to prepare a protocol for a school district. This outline includes information about the author and presenter, as well as behavior management tools and examples that will help teachers and support staff (as well as students with developmental disabilities teach and learn how) to create classroom settings that equip and support students of all intellectual levels. The easy to use outline provides a great deal of information and a comprehensive list of sources that provide more detailed information. The attached MAS (Motivation Assessment Scale) which helps teachers and staff understand the cause of maladaptive behaviors. This scale is very easy to understand and use and usually shows the same results for a specific student by the teacher, staff, and parents. I only charge teachers $10, $50 for departments or schools. $250 for districtwide for distribution. Selling far more offline than on Tes.com.
English vs. Mathematics
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English vs. Mathematics

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After watching dozens of adults totally miss the English contribution to this simple little game, I thought this would be a great way to teach students how to recognize the difference between what words describe and what numbers calculate. Toward that end, I created an exercise to show how “English vs Mathematics” solves the puzzle within this game. I’ve also listed activities that can be used at each grade level from PreSchool to grade eight to help students make the distinction between language usage and mathematical language using manipulatables in the lower grades, as well as more intellectual ideas about the differences in language and mathematics which they all unknowingly use every day (another resource to come).
The Nuclear Winter That Killed the Dinosaurs
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The Nuclear Winter That Killed the Dinosaurs

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This curriculum for students. grades 4-8 encourages the study of a series of activities requiring critical thinking, scientific study through research, hypothesizing and testing a hypothesis, encourages scientific study and research based on the video introducing the curriculum and a detailed article: https://www.youtube.com/watch?v=1iNcRJGzzxs ARTICLE: https://myweatherupdatenow.com/post/asteroid-wiped-dinosaurs-caused-years-long-winter?notifid=10362&cid=998&segid=1&impid=697476bc2e2bf50228434df4ded2abHave students read article in groups of four or less, paying attention to underlined words: GOAL: Understanding how dinosaurs became extinct through research and simulation. OBJECTIVE: Students in grades 4-8 will understand how asteroids can affect the earth and how to reproduce the extinction of dinosaurs due to an asteroid that hit earth 66 million years ago causing a prolonged nuclear winter, and apply what they learn to predict and prevent future extinctions on earth.
How to Succeed In Business: Teaching Economics in Elementary and Middle School
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How to Succeed In Business: Teaching Economics in Elementary and Middle School

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$$$$$$$How to Succeed in Business$$$$$$$ This project is based on a successful school business: “Chapman’s Chips,” a six-week mini-course for gifted students, grades 4-6. Goals 1. Students involved in running a business providing a product or service for half an hour each day will be responsible for their specific jobs and will work together to make their business a success. Each student will be responsible for performing the job they chose and helping support other students who may have difficulty. 2. Students will have the opportunity to share their experience after working in groups or individually, varying the method of sharing, as well as keep a written, artistic, or recorded summary of their experience each day. Students’ reflections will be part of their portfolio, along with their job and job description, and any other artifacts they have.
Family History for Students with Special Needs
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Family History for Students with Special Needs

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This unit lesson will lessen the difficulty students with special needs have learning about and understanding history. By researching family history, students with special needs will realize that history delves in the past and that everyone has a history that can be passed down to families, friends, and historians. The goals and objectives provide teachers with an outline of this approach. The suggested activities, starting with each student investigating the history of someone in his/her family which will be displayed and presented by the student to the class. This will provide a foundation from which to explore historical events by having each student identify any event in the local, state, national, or world history their relative might have witnessed or with which s/he was involved. The teacher then arranges these historic events into a timeline to acquaint the students with how to research and display historical events.
Columbus Day Learning Ideas for Investigation and Discussion
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Columbus Day Learning Ideas for Investigation and Discussion

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After watching the History Channel video about Christopher Columbus, have students watch the following video and discuss the similarities and differences in the two videos: https://www.youtube.com/watch?v=aF_unlvjccA Link to Columbus Day Resource: https://www.washingtonpost.com/news/answer-sheet/wp/2015/10/11/why-is-columbus-day-still-a-u-s-federal-holiday/?utm_term=.96db7274ccc2
Flash Mob Challenge For Your School!
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Flash Mob Challenge For Your School!

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GOAL: Help students create their own flash mob dance to an oldie or current song and challenge every classroom to learn the dance and meet in the gym at a specific day and time to perform the flash dance to promote physical fitness. OBJECTIVES: 1.Students will suggest songs for the flash mob based on popularity and rhythm (could be an oldie or current hit song, hip-hop song, or popular jingle). 2. Students will create movement in rhythm with music with guidance from gym, music, and/or drama teacher (if available) using vintage dance move or current ones. 3.Students will rehearse the dance each day until they master it. 4. Students will be recorded on video performing their flash dance. 5. Students as a class will challenge every classroom and all staff to learn the dance by a specific date and time when the school gym or other space is available. 6. Students will continue to perfect their movements every day, increasing physical activity. 7. Students will join with students in other classes that accepted the challenge on the appointed day and time. There are links to flash mob videos. Here's a link one that focuses on bullying: https://www.youtube.com/watch?v=vmDId5UPhIM
Types of Soil: An Inquiry Study
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Types of Soil: An Inquiry Study

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Students in grades 3-8 will locate types of soil using several resources provided in the lesson plan: Students will engage in ten methods of inquiry to study the various types of soil collected. Soil is an important part of our ecosystem and various types of soil are useful for specific reasons. Using inquiry students will discover the differences in the types of soil and how each type interacts within the environment, how various types of soil provide things needed for our survival, and how we can preserve and care for our soil. While engaged in observation, collection, and interaction with various types of soil and their properties, students will engage in scientific inquiry as specified in the standards. "Science as inquiry is basic to science education and a controlling principle in the ultimate organization and selection of students' activities. The standards on inquiry highlight the ability to conduct inquiry and develop understanding about scientific inquiry. Students at all grade levels and in every domain of science should have the opportunity to use scientific inquiry and develop the ability to think and act in ways associated with inquiry, including asking questions, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about relationships between evidence and explanations, constructing and analyzing alternative explanations, and communicating scientific arguments. The science as inquiry standards are described in terms of activities resulting in student development of certain abilities and in terms of student understanding of inquiry. " https://www.nap.edu/read/4962/chapter/8#105
The First Memorial Tribute to Union Soldiers After Winning the Confederate War
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The First Memorial Tribute to Union Soldiers After Winning the Confederate War

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THE ONGOING DEBATE ABOUT THE ORIGINS OF THE FIRST DAY OF REMEMBRANCE FOR THE UNION SOLDIERS THAT GAVE THEIR LIVES TO PRESERVE THE UNION AND END SLAVERY http://usslave.blogspot.com/2011/05/slaves-started-memorial-day.html DISCUSSION FOR K-2 Explain why the compelling question is important to the student. Read the article to students in K-2, then have them listen to some of the songs mentioned while marching as if they are in a parade. Have them use inquiry to understand the article. DISCUSSION FOR 3-6 Explain why compelling questions are important. Instruct students in grades 3-5 to read the article in pairs and allow time for them to ask inquiry questions to further understanding. Use open-ended questions to assess students. *Use the article to make your own plan for celebrating Memorial Day or reenact the first Students in Grades 7-12 will research two articles that supports one of two debate topics, prepare for debate by developing questioD1.1.3-5. Explain why compelling questions are important ns and prepare arguments, and participate in the debate. COMMON CORE STANDARDS: D1.1.K-2. Explain why the compelling question is important to the student. D1.1.3-5. Explain why compelling questions are important D1.1.6-8/D1.1.9-12. Explain how a question represents key ideas in the field.
CHAPBooks: Using Skills Learned Through Reading Books to Write Books
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CHAPBooks: Using Skills Learned Through Reading Books to Write Books

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The Common Core asks students to read stories and literature, as well as more complex texts that provide facts and background knowledge in areas such as science and social studies. Students will be challenged and asked questions that push them to refer back to what they’ve read. This stresses critical-thinking, problem-solving, and analytical skills that are required for success in college, career, and life. http://www.corestandards.org/ELA-Literacy/ From Reading to Writing: CHAPBooks Using ELA CSCC Skill Development, Students Will Transition From Reading Books to Writing Books With Skills Acquired The goal of this extensive reading, comprehending, and writing literature using the ELA CSCC, students will learn how to identify story elements, language usage, how to summarize and re-tell the stories and/or information, distinguish different genres, recognize books by title and author and illustrator, analyze structure and theme is various types of literature, along with the other standards, as well as choose genres that appeal most to them when they get the opportunity to write their own poetry chap books (Assignment 1) and other types of books: non-fiction, storybooks, novels, science books, art books with descriptions of illustrations, how-to-books, cookbooks, etc. which will be available to check out in the classroom’s library. From Library to BookStore Students in higher grades (5-6-elementary, 7-8-middle school, and 9-12, high school) might want to create a bookstore and invest in having a few books printed, along with a poster advertising their book with illustrations created by the author or an artist commissioned to illustrate the cover.
Straws, Sticks, and Strings
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Straws, Sticks, and Strings

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CCSS for PreSchool*/Kindergarten** 3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). *Typical students **Special Needs The objective of these activities is to help students visualize numbers through instruction and sensory/visual interaction using simple, familiar materials with which they interact and use to create tangible representations of numbers using their tactile, visual, and auditory senses. Typical students in pre-school and students with special needs enrolled in Kindergarten will benefit mostly from this hands-on lesson. However, older students with severe developmental disabilities may be able to learn numeration from this activity, as well.
Rabbit Research Project
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Rabbit Research Project

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Goal Students will be able to research facts about rabbits and compare fact with fiction, then use their creativity to create their own bunny stories or plays. Objectives 1. Students will learn that rabbits do not lay eggs, but give birth to living children 2. Students will learn how rabbits became part of Easter traditions. 3. Students will use information gathered to decide if they want to have a rabbit in the classroom. 4. Students will work together in groups to research the following information about caring for rabbits a. What is the best place to house a rabbit? b. What rabbits eat and how much? c. How to breed a bunny and care it's babies. 5. Students will use their creativity to act out or write stories about rabbits 6. Students will use cover illustrations of rabbit stories to create their own. 7. Students will browse the library for stories and/or books for more rabbit stories. The following video can be used to demonstrate how rabbits are born, but it may not be appropriate for some children. Use discretion. Watch "Rabbit giving birth-baby bunnies" on YouTubehttps://youtu.be/9ohMZF5C-i8
PORCH STORIES: "Where Is My Big Toe?"
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PORCH STORIES: "Where Is My Big Toe?"

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A Story is a Great Way to Engage Students. This story is an old one that was handed down through many generations, told usually while sitting on a front or back porch. The goal for this lesson is to allow students to discover the role language, math, history, science, and art have in storytelling and to get them to create their own stories using skills they learn in the classroom.
Ditch the Worksheets! Hands-on Learning: Math Facts
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Ditch the Worksheets! Hands-on Learning: Math Facts

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Ditch the Worksheets! Hands-on Learning: Math Facts "How I Taught Eight Boys With Severe Behavioral Problems Math Facts in Six Weeks Without Textbooks, Worksheets, Paper, and Pencils One Hot Summer" Instead of using worksheets, find practical ways for children to use math . Counting things, measuring things, building things, interacting with technology.
Pennies and Dimes
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Pennies and Dimes

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Goal: This unit teaches students in grades K-1 (2-4 remedial) about ones, tens, hundreds, etc. Objectives: 1. Students will understand that ten pennies are equal to one dime or ten cents. 2. Students will make and defend choices regarding spending and saving. 3. Students will generalize the relationship between pennies and dimes to that between dimes and dollars, pennies and nickels, and nickels and dollars. 4. Student inquiry questions and discussion will be used to determine student understanding and need for individualized instruction when applicable. 5. Students' knowledge will be assessed before and after activities using open-ended questions and friendly debates. (NOTE: GRADES 2-4, use dimes and dollars)
Solar Bird Bath: Class Project and Scientific Study
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Solar Bird Bath: Class Project and Scientific Study

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Goal: To facilitate understanding of solar energy and its uses and develop an appreciation on how animals depend on humans during cold weather, as well as undertaking an engineering project and conducting an informal scientific study Objectives: 1. Students will learn how to use passive solar energy to melt ice in a bird bath so the birds can have a water source for drinking during the winter 2. Students will create the schematics to use in constructing a passive solar bird bath with assistance and/or guidance from an adult expert. 3. Students will use the schematics to build the passive solar bird bath with expery adult assistance. 4. Students will install the passive solar bird bath with expert adult assistance and present the project to parents, peers, and school staff. 5. Students will conduct and present the results of an informal scientific study. This unit project can be used at any grade level; however, the informal scentific study should be conducted by older children and gifted students Younger children and students with special needs can learn to observe and count/record data with teacher assistance.
WARM-U.P.S.
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WARM-U.P.S.

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WARM-U.P.S. Warm (Us with Portable Shelter) Goal: To make students aware that not all people have warm clothes for the winter and how they can address this need Objectives: 1. Students will become aware of the lack of warm for clothing people living on the street. 2. Students will address this need through a class project after seeing how some people are addressing it. All images are from Google Images
WinterGanes: SnowArt
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WinterGanes: SnowArt

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Goal: To engage students with snow and other powdery media as artists Objectives: 1. Students will learn to use powdery substances like snow as an art medium. 2. Students will preserve their snow art and use it for decorative effects. 3. Students will show off photographs of their work in a gallery showing. All images are from Google Images
History, Importance, and Changes in the Food Pyramid
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History, Importance, and Changes in the Food Pyramid

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Goal: To give students an historical view of the food pyramid and it's effect on the eating habits of Americans at home and at school Objectives: 1. Students will study the history of the food pyramid and how it has changed. 2. Students will investigate how the food pyramid is used to promote good nutrition in school lunches and meals at home and elsewhere and how food is part of culture. 3. Students will create their own "healthy food" posters based on eating foods from outdoor markets, fast food, food trucks, restaurants, taco stands, vending machines, bakeries, vegan eateries, etc. 4. Students will contribute to a healthy snack food pyramid for their classroom. 5. Students will compare and contrast the traditional food pyramid with the recent "my plate." 6. Students will create a food pyramid for fictitious and real foods featured in a popular movie. 7. Students will create a new concept for a food chart and create a graphic of it as an ad promoting their new and improved food chart with a catchy name, 21st century "app" logo, with hypothetical nutritional information for each for food item, as well as recipes and suggestions for complimentary foods.