-Â NASET Webinar Dr. Ross Greene, Founding Director, Lives in the Balance | NYT Bestselling Author, The Explosive Child | Adjunct Associate Professor Virginia Tech-
Kids Do Well If They Can
Rethinking Concerning Behavior in Special Education with Dr. Ross Greene's Collaborative & Proactive Solutions (CPS) Model
Join Us Tuesday, August 25th @ 7PM EST
Meet Dr. Ross Greene:
Dr. Ross Greene is the originator of the Collaborative & Proactive Solutions (CPS) model and the author of The Explosive Child, Lost at School, Lost & Found, Raising Human Beings, and The Kids Who Aren't Okay. A clinical psychologist, he served on the faculty at Harvard Medical School for over 20 years and is now the Founding Director of the nonprofit Lives in the Balance, adjunct Professor in the Department of Psychology at Virginia Tech, and adjunct Professor in the Faculty of Science at the University of Technology Sydney.
His research has been funded by the National Institutes of Mental Health, the National Institute on Drug Abuse, and the U.S. Department of Education, and the CPS model is recognized as an evidence-based treatment by the California Evidence-Based Clearinghouse. He also developed and executive produced the award-winning documentary The Kids We Lose, and in 2025 was inducted into the Hall of Distinction at Virginia Tech.
He and his colleagues consult extensively to families, general and special education schools, inpatient and residential facilities, and systems of juvenile detention. His work is grounded in a single idea that has changed how educators around the world respond to students: kids do well if they can.
>>Learn More Here<<
Why Attend?
If a student's name has ever come up in your Facebook group, your team meeting, or your own head with the words "we've tried everything," this session is for you. Dr. Greene's name comes up constantly in the NASET community, and for good reason. His CPS model has been shown to dramatically reduce discipline referrals, detentions, suspensions, restraint, and seclusion in general and special education schools around the world.
The premise is a paradigm shift: concerning behavior is not the result of poor motivation or attention seeking. It is the signal that a student lacks the skills to meet certain expectations. Once you see behavior that way, everything about how you respond changes - from consequences and behavior charts to identifying and solving the specific unsolved problems causing the behavior in the first place, together with the student.
This is Part 1 of a 2-part series. In this session, Dr. Greene delivers the 10,000-foot view of the CPS model. In Part 2 on September 9th, he returns to walk through the how-to: the technicalities of putting the model to work in your classroom.
In this session, participants will:
- Why "kids do well if they can" changes everything about how we interpret concerning behavior in the classroom
- What lagging skills and unsolved problems actually are and why they, not behaviors, should be the focus of assessment and intervention
- Why consequences, rewards, and traditional discipline so often fail the students who receive them most
- How solving problems collaboratively differs from solving them unilaterally and why the difference matters for outcomes
- How the CPS model reduces referrals, suspensions, restraint, and seclusion in schools that adopt it
- What to expect in Part 2, where Dr. Greene walks through implementing the model step by step
This is an essential session for special education teachers, administrators, school psychologists, and related service providers who work with students whose behavior has never quite been explained by the behavioral plans alone.
All registrants will have access to the recording and attendees will receive a certificate of attendance for professional development.
The Details...
Will this session be recorded? Yes. All registrants will have access to the replay.
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