Common anxiety look-alikes, such as ADHD, sensory processing deficits, and depression, make the determination of an anxiety disorder, and the appropriate relief, more difficult to ascertain. This CE webinar will discuss best assessment practices to help parse out some of these look-alike conditions.
Learn how you can use the aimsweb®Plus measures “to the max” and take your students to the next level! You’re invited to join us for an overview presentation highlighting aimswebPlus screening, reporting, and progress monitoring tools for math and reading!
Join Dr. Cecil Reynolds and Dr. Randy Kamphaus to understand how to use the BASC-3 Content Scales and Probability Indexes for students' individual behavioral needs. We will also discuss the best time to assess and intervene.
Young children who have challenging behavior are more likely to continue to have problems with socialization, school success, and mental health concerns into adolescence and adulthood. This presentation examines how behavioral screeners and assessments, best practices in classroom management, evidence-based behavioral supports, and social/emotional learning instruction can be coordinated within a program to support children’s social, emotional, and behavior needs.
This one-hour session will cover the development of the new EDQs composite and controversy around definition of ED (Emotional Disturbance).
Join this one-hour session which examines using progress monitoring to collect data and improve student social-emotional and behavioral outcomes.
This webinar discusses these changes and examines how the SSIS SEL program meets these expanded standards to assess SEL fairly and provide interventions that promote social equity.
Partnerships with parents are more critical now than ever. We will share ways you can use Parent Tip Sheets to align efforts to support student well-being and academic success.
Traditional exclusionary disciplinary actions negatively impact all students. Unfortunately, these practices are most often used with students who can least afford to miss out on the instructional process, such as minorities, economically disadvantaged students, and students served in special education. This presentation uses the evaluation of a MTSS program to illustrate a systemic approach to reducing disciplinary actions, including identifying implicit bias, applying restorative justice, and integrating dispositional discipline data in a school’s data-driven decision-making process.
As educators reengage with students, information about their behavioral strengths and areas of need play an important role in the decision-making process used with an MTSS framework. This presentation examines how using self-report behavioral screening allows students to convey the impact of this crisis has on their emotions, behaviors, and mental health. It then discusses how a large school district used this information to guide a well-supported reintegration.
