Evaluation, Significant Cognitive Disabilities
Understanding Traumatic Brain Injury
Promoting an integrated delivery of services for students who have experienced a TBI/concussion.
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Evaluation
Deaf/Hard of Hearing, ARD/IEP Supports, Evaluation
Communication Assessment: Deaf and Hard of Hearing Students
Overview of considerations to help guide assessment teams as they gather data to determine a Deaf or Hard of Hearing student’s communication needs.
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Autism, Behavior, Evaluation
What is a preference assessment?
Finding what works as reinforcers for students may involve a preference assessment. What is a preference assessment and how do you conduct one? Pennington explains.
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ARD/IEP Supports, Significant Cognitive Disabilities, Autism, Behavior, Evaluation, Instruction
Data Collection: Trial by Trial Recording
Trial-by-trial data collection is used often for academic tasks. Record data for each opportunity, or trial, the student is given. The data may be reported in trials or in percentages, depending on how the goal is written.
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Autism, Evaluation
Differential Diagnosis and Identification of Autism
Part 8 of a series, discussing the process of differentiating autism from other similar disorders and the effects of delayed identification.
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ARD/IEP Supports, Evaluation
Prior Written Notice-Legal Requirements and Best Practices
Reviews the legal requirements of a prior written notice as required by the Individuals with Disabilities Education Act (IDEA)
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Child Find, ARD/IEP Supports, Evaluation
Updated Child Find Duty -- Everyone's Responsibility 26-27
Gain a fundamental understanding of Child Find including the definition, purpose, and LEA requirements in this training course.
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ARD/IEP Supports, Behavior, Significant Cognitive Disabilities, Autism, Evaluation
Data Collection: Interval Recording
This video shows one educator sharing how she uses an interval data collection form. This form is intended for use by teachers, paraprofessionals, and other service providers collecting data for student Individualized Education Program (IEP) goals and baseline data to determine a need for new
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ARD/IEP Supports, Behavior, Significant Cognitive Disabilities, Autism, Evaluation
Data Collection: A-B-C Recording
This video shows one educator sharing how she uses an Antecedent-Behavior-Consequence (A-B-C) data collection form. This form is intended for use by teachers, paraprofessionals, and other service providers collecting data for student Individualized Education Program (IEP) goals and baseline data to
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ARD/IEP Supports, Behavior, Significant Cognitive Disabilities, Autism, Evaluation
Data Collection: Task Analysis
This video shows one educator sharing how she uses a task analysis data collection form. This form is intended for use by teachers, paraprofessionals, and other service providers collecting data for student Individualized Education Program (IEP) goals and baseline data to determine a need for new/updated IEP goals or behavior intervention.
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