Evaluation

TEA's technical assistance guide to support LEAs and multidisciplinary teams to evaluate students suspected of having an SLD.

This quick guide outlines federal and state requirements and procedures for students new to the local educational agency (LEA) because they have transferred from in or outside the state.

Provides answers to common questions about related services in special education, including eligibility, service delivery, and how related services are considered within the intensity of services funding model.

Information for Parents About the Local Intellectual and Developmental Disability Authority (LIDDA)

Antecedent-Behavior-Consequence (A-B-C) data collection serves to identify the antecedents (A) that set the stage for or trigger problem behavior (B) to occur and the consequences (C) that appear to maintain that behavior. Typically, this data is collected over multiple sessions and is used to identify patterns and functions of behavior.

Duration recording documents how long a student engages in a specified behavior. This type of data collection is appropriate for behaviors that have a distinct beginning and ending.

Interval recording involves observing whether a behavior occurs or does not occur during specified time periods and is useful for high-rate behaviors that are difficult to count and/or do not have a clear beginning or end.