Behavioral Support in Inclusive Classrooms: Practical, Neurodiversity-Affirming Interventions for Student Success is a webinar series that helps educators apply research-based, inclusive, and neurodiversity-affirming strategies to support student behavior. Participants will learn how to understand behavior through developmental and scientific lenses, strengthen Tier 1 and Tier 2 classroom supports, and design practical individualized interventions when needed. The series also covers explicitly teaching behavioral and social-emotional skills, promoting skill generalization across settings, and collaborating effectively with caregivers. The final session focuses on applying these practices to create realistic, sustainable behavior support plans for inclusive classrooms.
To receive PDPs and CEUs, participants must attend all 5 sessions, either live or via the recording, and successfully pass a quiz following Session 5. Within 24 hours of the live webinar, registrants will be emailed a link to view the recorded webinar. The recording will be made available for 7 days after each session.
This opening session establishes a shared foundation for understanding student behavior through both a neurodiversity-affirming and scientific lens. Participants explore current research alongside first-person perspectives to better understand how students experience school environments. The session also highlights developmental milestones and common learning profiles seen in K–12 settings, helping educators recognize patterns in behavior and align expectations with student needs.
This session focuses on Tier 1 and Tier 2 supports that promote engagement for all learners. Participants examine how frameworks like MTSS and RTI translate into actionable classroom practices, including clear routines, proactive supports, and inclusive behavior systems. The emphasis is on building relationships with all students and designing environments where more students can succeed without needing individualized plans.
Building on whole-class strategies, this workshop addresses how to identify when a student needs more targeted support and what to do next. Participants learn how to 1) Collect data while balancing the demands of whole class instruction; 2) Develop individualized interventions that are practical, efficient, and feasible within a school setting—without requiring intensive clinical assessment in advance intense programming requiring 1:1 support ratio throughout ;and 3) Build and maintain data collection methods in inclusive settings.
Participants explore methods for explicitly teaching behavioral, organizational, and social-emotional skills in both whole-group and individualized contexts. Emphasis is placed on a student-centered approach that promotes transparency and healthy building of a self-awareness. Strategies discussed will include an overview of some of the most commonly used manualized or published curriculum, personalizing topics using a student’s areas of expertise and interest, finding relatable and meaningful ‘buy-in,’ breaking skills down into teachable components, visual aids, and more.
Speaker
- Elise W. Wulff, M.Ed., Senior Manager, MGH Aspire
About the Speaker
Elise W. Wulff, M.Ed., Senior Manager, MGH Aspire
Elise Wulff, M.Ed., (she/her) has more than 20 years’ experience working with the neurodiverse population in both public and private sectors. With Aspire since 2007, Elise currently manages consultation and professional development services. As a neurodivergent individual herself, Elise applies her extensive experience and unique perspective in collaboration with neurodiverse individuals, caregivers, and providers to customize tools and strategies that enhance success across various life domains including home, school, and work. Elise has written curriculum to promote healthy self-awareness, disclosure, transition planning, and executive functioning. As an international speaker, Elise supports organizations and corporations to implement practical and sustainable inclusion. She has specific expertise in the neurodiversity framework, special education, universal design, social-emotional learning, tools to build independence, and strategies for executive functioning.
Membership Information
Most MPY webinars are available ONLY to current staff from member districts and organizations. Public school memberships include police and fire personnel. Former and retired employees and members of committees, including but not limited to, PTO/PTA, PAC, School Improvement Councils, Health Councils, Drug/Alcohol Councils, and school volunteers, are not considered MPY members.
PDPs and CEUs
MPY is an approved Professional Development Provider through the Massachusetts Department of Elementary & Secondary Education (Provider No. F20180079). Professional Development Points (PDPs) are offered for most MPY professional development webinars. PDPs are issued in 10 hour increments, per DESE requirements.
Continuing Education Units (CEUs) are available for clinical staff through the National Association of Social Workers (NASW) and the Massachusetts Mental Health Counselors Association, Inc. (MaMHCA). The NASW and the MaMHCA approve each event individually. CEUs may be given in hourly increments.
To receive PDPs and CEUs, participants must pass the quiz.
Event Cancellation Policy
If you are unable to attend a MPY webinar you must cancel, through Bonnie Mullen at bonnie@mpyinc.org, one business day before the webinar.
For MPY hybrid conferences, the date in-person registration closes will be posted on MPY’s website. Virtual conference registration will close one business day before the hybrid conference. You cannot cancel or switch your registration from in-person to virtual after in-person registration closes. Please email Bonnie Mullen with any questions regarding registration.