The question of whether true adaptive behavior profiles in persons with autism spectrum disorder exists has been discussed in the literature for decades. This webinar will explore if, and how, adaptive functioning profiles of individuals with ASD differ from typical normative samples.
Children diagnosed with ADHD have been shown to be at risk for lower-than-expected academic achievement and educational attainment. This intermediate session will help practitioners identify specific impairments and the severity of impact on functioning and enable them to develop targeted interventions.
Screening the Whole Child: Identifying Strength Based Competencies and Mental Health Needs Webinar (Register Now)
This webinar will promote the social-emotional and behavioral well-being of the whole child. It will help provide educators with information, data and "best practices" to guide planning decisions.
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 webinar will discuss best assessment practices to help parse out some of these look-alike conditions.
This session focuses on assessment and teaching of 15 social-emotional skills demonstrated to facilitate social and academic engagement and learning of young children.
Application and Interpretation of the BASC-3 Content Scales and Probability Indexes Webinar (Recording)
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 behaviour are more likely to continue to have problems with socialization, school success, and mental health concerns into adolescence and adulthood. This presentation examines how behavioural screeners and assessments, best practices in classroom management, evidence-based behavioural supports, and social/emotional learning instruction can be coordinated within a program to support children’s social, emotional, and behaviour needs.
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.
Students with Emotional Disturbance due to pervasive emotional, behavioural, and social issues often face a more difficult learning path than other students. Many BASC-3 customers have asked for a scale to aid in identifying students who qualify for added support so they can get the help they need to succeed.
This session will cover:
- The development of the new EDQs composite Controversy around definition of ED (Emotional Disturbance)
- Why it is important to distinguish between ED and SM (Social Maladjustment)
- What sets EDQs apart from other tools
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 highlight sensory and motor assessments and key strategies available to professionals across settings, including special educators, speech language pathologists, occupational and physical therapists, and school psychologists.
After this session, participants will be able to:
- Discuss early childhood motor and sensory milestones for children ages birth to five years.
- Describe three diagnostic groups at higher risk of sensory and/or motor difficulties.
- Identify three assessment tools available for the identification of sensory and/or motor needs appropriate for children ages birth to five years.
- List three strategies which can be employed in an early childhood setting to support the sensory and/or motor needs of young children.