This session will cover “best practices” in the evaluation of students suspected of having Emotional Disturbance (ED) and how to rule out Autism Spectrum Disorder (ASD) and other educational eligibilities as part of the evaluation process. Participants will learn how to use a checklist that was designed in relation to the various criteria in the definition of ED and allows school-based team teams a systematic approach as part of the decision-making process for identifying students as eligible under the IDEA Classification of Emotional Disturbance (ED). Various recent court decisions will also be covered related to students with ED that may impact the evaluation process.
Length of Session: 1 Day
Participants: Evaluation personnel including: LSSPs, Educational Diagnosticians, School Counselors, SLPs, OTs, Behavior Specialists; Teachers; Administrators.
Developing Strategies and Plans for Working Effectively with Students Who Are Exhibiting Significant Challenging Behaviors in the School Setting.
School personnel are facing an increasing number of students with and without disabilities who are exhibiting significant challenging behaviors in the public school setting. This session will cover proactive strategies for dealing effectively with students who persistently engage in problem behavior that interferes in their learning or the learning of others. Participants will learn how to conduct Functional Behavior Assessments (FBAs), develop, implement, monitor and evaluate Behavior Intervention Plans (BIPs) that teach students new ways to behave using socially acceptable behaviors and allow them to remain in the public school setting. The session will also cover how to develop and implement crisis intervention plans when all other steps of the BIP have been exhausted. Legal implications and responsibilities of school personnel will also be discussed.
Length of Session: 1 Day
Participants: Evaluation personnel including: LSSPs, Educational Diagnosticians, School Counselors, SLPs, OTs, Behavior Specialists; Teachers; Administrators.
Developing Written Behavioral Recommendations for Students with Autism and/or ADHD As Part of the Evaluation Process
School personnel and evaluation personnel are faced with evaluating an increasing number of students who are suspected of having ASD and/or ADHD. Regardless of the educational eligibility that these students qualify for, evaluation personnel are responsible for conducting evaluations that involve recommendations for addressing challenging behaviors that are often displayed in students with these disorders. “Best practices” for assessing behavior using direct and indirect measures as well as how to instructing students with Autism and/or ADHD will be covered in this session. Participants will also learn how to write appropriate behavioral recommendations into the evaluation report that can be translated into measurable and observable goals, step-by-step plans for teaching functional equivalent and/or replacement behaviors as well as how to monitor and evaluate effectiveness of those recommendations as part of the ARD process.
Length of Session: 1 Day
Participants: Evaluation personnel including: LSSPs, Educational Diagnosticians, School Counselors, SLPs, OTs, Behavior Specialists; Teachers; Administrators.
