This webinar will familiarize participants with the administration, scoring, and interpretation of the Bayley Scales of Infant and Toddler Development – Fourth Edition (Bayley-4). Participants will learn about the key updates to the fourth edition including the optional digital administration. Administration for items on the Cognitive, Language, and Motor scales of the Bayley-4 will be presented with an emphasis on new items and item modifications. Participants will learn about the new Caregiver Questions and changes to Item Scoring in the fourth edition. The options for administration of the Bayley-4 Adaptive and Social-Emotional areas will also be described. Lastly, participants will learn about the scores obtained and basic interpretation of the Bayley-4.
Presenters:Anne-Marie Kimbell, PhD & Gail C. Rodin, PhD
As our population ages, it becomes increasingly important for clinicians to be equipped to evaluate the functional living skills of adult clients. These include both cognitive skills (e.g., communication, memory, and executive functions) and activities of daily living (e.g., mobility, handling finances, and managing medications).
Understanding the degree to which an individual has the cognitive abilities and is capable of performing these activities on their own or whether they require assistance to perform them, helps determine their ability to live independently. In addition, performance in these areas is frequently used to determine eligibility for a variety of services and programs related to caring for the elderly and for those with disabilities.
Join us for an informative webinar that will introduce you to this increasingly important area of practice and provide practical recommendations for assessment tools to use in functional living evaluations.
Presenters: Doug Maraffa, M.S., Adam Bauserman, Ed.D.
Multi-tiered System of Support (MTSS) is a prevention-based framework on which to develop tiered systems of (Academic) support, (Behavioral) support, & (Social Emotional Learning) support for all students. MTSS allows for a system level change on how we support students, which is driven by a data problem-solving model. Currently, the tiered-models most used for academics is Response to Intervention (RtI) and for behavior is Positive Interventions and Supports (PBIS). It is important to note that RtI is primarily used to identify students who are struggling academically so interventions can be matched to improve academic achievement. Further, MTSS also includes identifying high-quality instruction in order to prevent those academic struggles identified by the RtI process. So, it is important to establish preventative and intervention methods of instruction to improve student’s academic growth. This MTSS webinar series will include 4 blocks of learning opportunities provided over the 2019-2020 school year to facilitate the development of a Multi-Tiered problem-solving model for student behavior.
A primary purpose of the Bayley-4 is to identify infants and toddlers who have delays in development. One way to verify the validity of the new test for this purpose is to compare children from at-risk groups to matched controls to determine if there are differences in scores. Infants and toddlers from specifically defined risk groups were included in the Bayley-4 validity studies (for example: children with Autism Spectrum Disorder; Language Delay; Developmental Delay; Motor Impairment; Prenatal Drug/Alcohol Exposure; Moderately or Late Preterm (32-36 weeks); and Extremely or Very Preterm (<32 weeks)). Children from these risk groups were compared on all the Bayley-4 subscales.
Based on the content of the webinar, participants will be able to:
-Describe the rationale for the inclusion of the clinical validity studies in Bayley-4.
-List at least three clinical groups included in the clinical validity studies for Bayley-4.
-Explain specific areas of function that are delayed and intervention strategies appropriate for at least three of the clinical groups described in the Bayley-4 validity studies.
Time-ordered Agenda (EDT):
11:00 to 11:10 AM
The rationale for clinical validity studies completed as part of the development of Bayley-4
11:10 to 11:50 AM
Comparison of clinical groups with matched control groups using Bayley-4. Including: Down Syndrome, Autism Spectrum Disorder, Language Delay, Specific Language Impairment, Developmental Delay, Motor Impairment, Prenatal Drug/Alcohol Exposure, Extremely or Very Preterm.
The ability to use one’s communication and language system as a tool is an essential aspect of school-age language competence. This session will provide an overview of metalinguistic awareness, stages of development, and its impact on every-day classroom performance. Information about improving students’ metalinguistic skills and strategies will be presented using two case studies that utilize (1) the use and interpretation of the CELF-5 Test of Metalinguistics (Wiig and Secord, 2014) to assess metalinguistic competence, and (2) practical classroom-based assessment strategies to accurately describe the every-day things students struggle do, say, make and use in the school curriculum. Participants who attend this program will leave with new perspectives on clinical and educational assessment as well as with practical strategies they can put to use right away.
Literacy is one of the most critical skills in our lives. It is more than just being able to read and write. It provides the foundation for all learning and inquiry, personal development, and social responsibility within the world we live. How do we cultivate strong literacy skills in our students? Using authentic reading assessments is a start!
Invoking a little Mary Poppins with a "well begun is half done" strategy, this Shaywitz User Group meeting will focus on making a plan for after the screening. Of course, screening is a means to an end--the end being finding those at risk and doing something different to support their risk status. This hour will allow you to set aside a bit of time to think about your own plan while listening to the experiences and suggestions of other users--both directly and through Pearson staff members.
Therapeutic Assessment (TA) is a semi-structured form of collaborative psychological assessment that has been shown in research to positively impact clients. This webinar will present a framework for using the MMPI-2-RF in Therapeutic Assessment and specific strategies for discussing MMPI-2-RF findings with clients in a therapeutic way. The webinar will include case examples. Prior to attending this webinar, it is recommended that you have attended the MMPI-2-RF: Basic Overview webinar or that you have an understanding of the empirical foundations of the MMPI-2-RF.
This webinar presentation provides a brief overview of the rationale for and methods used to develop the MMPI-A-RF, and the various materials available to score and interpret the test. The MMPI-A-RF features 48 empirically validated scales and takes only 25-30 minutes to administer. The test is designed to aid clinicians in identifying a broad array of mental disorders among adolescents in clinical, educational, forensic, and medical settings. The MMPI-A-RF is also designed to measure treatment progress when administered across varying points in the treatment process.
Social emotional skills can play an influential role in the learning lives of all children, but especially elementary students who are developing cognitive and emotional skills needed to learn and solve academic and social problems. Thus, identifying and teaching early in the school year the SEL skills students need to be successful at school and in their communities is very important. This session will illustrate the value of the SSIS SEL screening assessments and Classwide Intervention Program for educators focused on realizing a triple positive impact – increased SEL skills, decreased problem behaviors, and increased achievement in reading -- for all elementary children school-wide.