FACES OF THE BCIU
MICHAEL HERB - Consultant, Training & Consultation
“The absolute best part of my job in seeing students succeed.”
An atypical day for Michael Herb is one in which he sits at his desk.
Instead, Michael more than likely begins his morning working with a teacher in one of Berks County’s school districts helping her implement research-based strategies in behavioral management. Then he is back to the BCIU for some quick office work. Later that afternoon, he may head out to a school to work one-on-one with a general education teacher who is learning how to support one of his students who has an autism spectrum disorder.
Another day might see him completing an all-day training session on teaching communication skills to students with significant cognitive impairments.
“Every day is challenging and rewarding,” Michael says. “I get to contribute to students’ success.
Michael works as a consultant with the BCIU’s Training and Consultation Department (TaC), a position he has held since February 2002. Michael provides training and consultation to districts on various Pennsylvania Department of Education initiatives, especially those that involve students with special needs.
The Tulpehocken Junior-Senior High School graduate lives with his wife, Amber, in Muhlenberg. He holds a bachelor’s degree in the dual majors of psychology and elementary education from Wilkes University, and a master’s degree in special education from Penn State. Michael also is a Board Certified Behavior Analyst.
Mike specializes in training general and special educators on research-validated practices for teaching children with autism. He also focuses on behavioral assessments and interventions, including writing and implementing positive behavior plans. Critical to his involvement with students and teachers is Michael’s understanding of and communication about the prevention of inappropriate behaviors in educational environments.
Michael sometimes works directly with students when he models effective practices for teachers, administrators, and/or parents.
“The recommendations TaC makes are based on research and evidence,” Michael says. “They work on real kids and are proven to be effective. They are not our opinions or our judgments.
“To see a student with autism learn how to communicate for the first time in a way that will get his needs and wants met and to see that student included in school functions and activities from which he was previously excluded, those are the most rewarding aspects of my work,” he continues.
“The absolute best part of my job is seeing students succeed.”