This webinar will focus on the BBCS–4:R and BSRA–4, which are early childhood assessments used to assess children’s understanding of a wide range of language concepts used in daily classroom conversations, teacher directions, and school curricula. Both assessments will be released in November 2022.
This webinar will focus on the BBCS–4:R and BSRA–4, which are early childhood assessments used to assess children’s understanding of a wide range of language concepts used in daily classroom conversations, teacher directions, and school curricula. Both assessments will be released in November 2022.
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.
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:
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 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. This one-hour webinar will describe cognitive development in young children. The presenter will use sample data to discuss and show the relationship between cognitive abilities and learning.
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 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. This one-hour webinar will describe cognitive development in young children. The presenter will use sample data to discuss and show the relationship between cognitive abilities and learning.
The presenters will discuss interpreting Clinical Evaluation of Language Fundamentals, Preschool-3 results in the context of a comprehensive language assessment. Topics will include evaluating test scores as one part of the body of evidence for diagnostic decisions, interpreting score differences, and using assessment results to make recommendations for next steps for the child, family, and teacher.
The presenters will discuss interpreting Clinical Evaluation of Language Fundamentals, Preschool-3 results in the context of a comprehensive language assessment. Topics will include evaluating test scores as one part of the body of evidence for diagnostic decisions, interpreting score differences, and using assessment results to make recommendations for next steps for the child, family, and teacher.
At this session, presenters will provide information that will enable participants to describe the differences between CELF Preschool-3 and PLS-5 and explain how clinicians can select the test that provides useful information about a child’s language skills. Using case studies, the presenter will describe differences in the type of data provided on each test and explain how differences in the format and content of the tests can contribute to score differences.
