There’s a new option for Pro-ACT training delivery! Pro-ACT Advantage e-Learning!
This on-line learning module lets you decrease face-to-face training time while increasing consistency of delivery and giving your employees more time to do what they were hired to do! For more information, check out Pro-ACT Advantage.
What People are Saying About Pro-ACT
“I am so thankful I attended this training. I feel I can now better support, train and coach my staff on a consistent and regular basis. The principles of Pro-ACT are aligned with our school vision statement: “Justified, functional, kind.”
Krissy Zapien,
Principal,
John F. Kennedy School, Modesto, CA
Pro-ACT Gets Results in the Classroom
Establishing a student-centered, non-restraint culture means teachers and para-educators need tools and skills that allow them to engage with students in positive ways and kids need to feel safe enough to learn. Pro-ACT principles have been getting results in classrooms throughout the U.S. for four decades. The process of culture change takes vision as well as commitment, but the results can be outstanding. Improved student learning and increased teacher satisfaction are just two measures. See the actual restraint reduction results two schools saw after implementing Pro-ACT training as part of an overall commitment to shifting culture.
Not All Programs Are The Same
A published study shows that Pro-ACT devotes more time than any other training program to crisis prevention, not crisis response. Pro-ACT’s attention to reducing the potential for crisis is consistent with an objective of developing staff and increasing safety while reducing the use of restraint. View the study
Pro-ACT Influence on Escape & Avoid Behaviors
Research conducted by Erin Van Acker, M.Ed. in consort with Kim Warma, M.Ed. and Richard Van Acker, Ed.D., shows the influence of Pro-ACT training in the reduction of escape and avoidance behaviors in a classroom.
E. Van Acker’s work focused on the use of two specific practices. First was the teachers’ implementation of specific plans for managing their own emotional responses to a child’s behavior. Second was the delivery of two clearly identified and equally acceptable alternatives for the student. The complete study and outcome information is available for your review.