Assessment Staff Trainings
Generating Recommendations from Assessment Data
This 1/2 day training addresses the process of moving from assessment data to
educational recommendations. Focus is on making an assessment report a valuable
(and valued) tool for teachers. Training includes didactic lecture, discussion
of case studies, and how to link assessment results to scientifically based
instructional methods
Documenting Response to Intervention (We Have Nothing
to Fear but Fear Itself)
This 1/2 day introduction to the RTI Model will familiarize assessment staff
with the basic assumptions of the model. Training will follow a case from initial
teacher concern through the pre-referral intervention process and evaluation process,
ending with eligibility determination and recommendations for instruction.
Conducting a Functional Behavior Assessment
This workshop can be presented in a 1/2 - or full-day format. The basic program
includes a brief introduction to the process of identifying the function(s) of a
behavior and making data-based decisions when developing behavior intervention plans.
The full-day training also includes advanced training related to working with students
with severe disabilities and/or complicated behaviors.
What is Social Maladjustment?
Participants will gain a basic understanding of the IDEA definition of Emotional
Disturbance and the "rule out" for Social Maladjustment. Emotional and behavioral
components of each condition are described, along with appropriate behavioral and
academic interventions. Educational and medical models for interpreting inappropriate
behavior are discussed in this 1/2 day presentation.
Disability-specific Trainings
Participants are introduced to the DSM-IV diagnostic criteria for the disability,
how diagnoses are made, and typical presentation/educational needs. Disabilities that
can be addressed in ½ day to full-day trainings include:
- Anxiety Disorders/School Avoidance/Phobia
- ADHD/OCD/Tourettes
- Childhood/Adolescent Depression
- Obsessive/Compulsive Disorder
- Bipolar Disorder
- Oppositional-Defiant Disorder
- Down's Syndrome
- Borderline Personality Disorder
- Fetal Alcohol syndrome
- Fragile X/Autism/Aspergers
Worst Practices in Psycho-Educational Assessment
After a brief review of some of the worst (and therefore funniest) real-life
examples of assessment practices, participants will review best practices in assessing
students referred for Learning Disability and Mental Retardation, with emphasis on
changes resulting from the 2004 reauthorization of IDEA. Didactic lecture is supplemented
with discussion of case studies in this 1/2 day workshop. This workshop can be combined
with the Generating Meaningful Recommendations from Assessment Data workshop for a
full-day training.
Worst Practices in the Assessment of Autism/Pervasive
Developmental Disorder
Participants will be introduced to the exciting world of bad practice in assessing
students with suspected Autism/PDD. Bad practice serves as an amusing introduction to
the alternative, best practice. Featured bad advice includes: Fly Solo (how to avoid
multi-disciplinary input at all costs); Question Everything (always assume parents know
nothing about their child); Question Nothing (how to report standard scores from rating
scales without analysis or explanation); Assess from Afar (how to avoid hands-on evaluation
of the student); The Psychic Advantage (deciding in advance of the assessment what your
results will be, and then making everything fit); and much, much more. Half-day to
full-day training.