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    School Consultation

    Black Hills Behavior is available to contract with local school districts, as well as provide behavior services to private schools and daycare providers.  We provide support in the following areas:


    Black Hills Behavior works will work with your educators to design an effective and efficient learning environment.

    This includes:

    • ABA training for all appropriate educators;
    • Maximizing the productivity from the tools available for data collection and analysis (i.e. Rethink tools or Google tools);
    • Needs assessment of the students in the classroom;
    • Help develop lesson plans and programs;
    • Behavior support plans for students


    Black Hills Behavior can provide training on a variety of topics involving behavior in the educational setting.  These skills are extremely important in improving the effectiveness of teachers and other educators.  These training opportunities can be offered in a large group format (in-service) or in a small group or individual setting.

    Workshops for educators and parents are suitable for all skills levels.  Workshop topics include:

    • Basic principles of Applied Behavior Analysis (ABA)
    • Classroom Management Strategies
    • Classroom Organization
    • ​Data Collection & Analysis Procedures
    • ​Student Engagment
    • Fostering Student Independence
    • Social & Communication Skills
    • Autism Spectrum Disorder
    • ADD/ADHD
    • Pricing dependent on workshop needs
    Stage 1: Problem Identification

    (approximately 1-3 weeks ~ 3-5 hours/week per student)

    • Records Reviews (psychological evaluation, developmental assessments, speech and language evaluations, occupational assessments, previous behavior assessments and plans, IEP, etc.)
    • Formal Interviews with parents, teachers, and student
    • Informal Observations of student in natural environment
    • ABA Literature Review of student problem behaviors and interventions
    Stage 2: Problem Analysis

    (approximately 1-3 weeks ~ 3-5 hours/week per student

    • Formal Observations of student in natural environment where problem behavior occurs
    • Graphing antecedents, behaviors, and consequences observed
    • Analyze behavioral data looking for patterns
    • Develop hypothesis for function of problem behavior
    Stage 3: Plan Development

    (approximately 6 weeks ~ 3-5 hours/week per student)

    • Review behavioral data with student team
    • Draft Behavior Intervention Plan (BIP) for student that uses ABA strategies and functional equivalence to increase a replacement behavior
    • Train all staff on implementation of student BIP
    • Track fidelity of BIP implementation with student
    Stage 4: Plan Evaluation

    (approximately 6 weeks ~ 3-5 hours/week per student

    • Formal observations of student in natural environment to record any changes in problem behavior and use of replacement behavior
    • If student has reduced problem behavior and increased replacement behavior, fade BIP program
    • If student has not reduced problem behavior, either 1) retrain staff or 2) change BIP strategies


    An FBA is conducted by a BCBA and identifies the function of, or reason for, maladaptive behaviors.  FBA results lead to the development of methods to reduce inappropriate behavior while increasing appropriate, functionally equivalent, replacement behaviors.  The process is:

    “Mrs. Pruitt is an effective collaborator; we have worked together on many special education evaluations, and she is willing to do whatever is necessary to make sure that state and federally mandated timelines and team goals are met…

    I continue to be impressed by Mrs. Pruitt’s ability to lead, genuine empathy, and sincere and conscious efforts to maintain an open mind in the face of challenging situations.”

    ~Dr. John Larson​
    /School Psychologist

    “Mrs. Pruitt brings an innovative and exciting approach to professional development.  Her creative ideas for presentations and activities are inventive and engaging; they are also very effective.  She models the latest research and instructional strategies in a way that encourages other teachers to try new ideas to improve their own practice.  Mrs. Pruitt is able to recognize the individual strengths of each staff member and build upon those strengths, adding value to every member of our team.”

    ~Laura Williams
    Classroom Teacher

    “Nancy is a caring and compassionate teacher and a natural leader.  Her role as a Behavior Strategist has allowed her to further develop her leadership skills and her insights into students who face challenges.  She is a team player, an advocate for students, and a “go-to” resource in our building.”

    ~Holly Yamada
    School Improvement Specialist