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 webinar focuses on the use of the WRAML3 in educational assessments and its clinical validity in child and adolescent populations.
Webinar topics will include:
This webinar will highlight the importance of how all the components of an MTSS framework are systematically implemented to improve student achievement.
In this brief video, you will learn about the development, components, and utility of the KTEA-3 Dyslexia Index as a reliable and valid, performance-based screener for dyslexia.
This one-hour session will cover the development of the new EDQs composite and controversy around definition of ED (Emotional Disturbance).
Understanding the sensory and motor development of young children is vital to support their participation and success. Challenges in these areas may exacerbate many social, behavioral, and learning difficulties during early childhood and into school years.
This webinar will provide an evidence-based framework for assessing and teaching relational concepts essential for learning and emotional regulation. Dr. Boehm will discuss how this is done with students with diverse needs, such as those with disrupted learning, autism spectrum disorder, visual or hearing loss, and cognitive challenges. Checklists and key references will be provided.
To learn the skills and concepts presented in the classroom, children must pay attention, register and assign meaning to information they see and hear, and store that information in memory. The transition from infancy to early childhood is associated with increased proficiency in tasks requiring attention, working memory, and cognitive flexibility, all of which help to predict rate of learning.
Tele-assessment holds the potential to redistribute psychologist resources significantly, reach rural populations, and bolster services for overpopulated areas. However, it also brings with it several other accessibility issues. This presentation will discuss these issues in tele-assessment.
