We think you have liked this presentation. If you wish to download it, please recommend it to your friends in any social system. Share buttons are a little bit lower. Thank you!
Presentation is loading. Please wait.
Published byMaya McPherson
Modified over 2 years ago
Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved. Social Skills Training for Children and Youth: Linking Assessment with Intervention in a 3-Tier Model Frank M. Gresham, Ph.D. Louisiana State University
Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved. SSIS / Pearson Assessments Definition of Social Skills or Prosocial Behaviors Socially acceptable learned behaviors that enable an individual to interact effectively with others and to avoid or escape negative social interactions with others (Gresham & Elliott, 1990) Major categories of social skills (CCAREES): SSIS Rating Scales –Communication –Cooperation –Assertion –Responsibility –Empathy –Engagement –Self-Control
Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved. 3-Tier Model of Social Skills Interventions 10-15% 80-85% 3-5% All Some Few
Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved. SSIS / Pearson Assessments The PSG & CIP are part of a comprehensive model for improving childrens & adolescents social behavior!
Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved. Theoretical Foundations for SSiS IG Social Learning Theory –Reciprocal determinism –Vicarious learning –Cognitive mediational processes Cognitive-Behavioral Approaches –Behavior mediated via cognitive processes –Social problem solving –Self-control strategies –Attribution retraining Applied Behavior Analysis –3-term contingency (ABC) –Functional behavioral assessment (FBA) –Replacement Behavior Training (RBT)
Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved. SSiS IG Theoretical & Research Foundations 5 Major Reasons for Social Skills Deficits –Lack of Knowledge Lack of recognition of appropriate social goals Lack of understanding of behavioral strategies to reach social goals Lack of understanding of contexts & situations in which strategies would be appropriate –Lack of Practice Fluency deficits Inefficiency & response effort –Lack of Cues Antecedent control (discriminative stimuli) Setting events –Lack of Reinforcement –Competing Problem Behaviors Externalizing behavior patterns Internalizing behavior patterns
Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved. Evidence-Based Social Skills Interventions Evidence-based treatments (EBTs) vs. Evidence-based practices (EBPs) –EBTs are interventions shown to be effective via rigorous research methods –Most rigorous research method is the randomized clinical trial (RCT)-Efficacy studies –EBPs are based on scientific research that supports use of interventions –EVIDENCE can be based on: Careful summary of extant research literature on a class of interventions (box score reviews) Meta-analyses of extant literature on a class of interventions (quantitative reviews) Levels of Evidence and EBPs –False dichotomy: Evidence based or non-evidence based –Research evidence does not fall neatly into this false dichotomy –Distinguish among: Science, Pseudoscience, & Nonsense –Evidence falls along a continuum of strong evidence to weak evidence to no evidence –Determination of degree of evidence based on control of threats to valid inference Internal validity Statistical conclusion validity Construct validity External validity See Shadish, Cook, & Campbell (2002). Experimental and quasi-experimental designs for generalized causal inference
Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved. A Guide to Treatments that Work: Nathan & Gorman (2007) Type 1 Studies –Randomized clinical trials (RCTs) –Comparison or control groups –Inclusion/exclusion criteria –Blinded assessments Type 2 Studies –RCTs missing at least 1 of the above criteria Type 3 Studies –Open trials –Quasi-experimental Type 4 Studies –Based on secondary data analyses: Meta-Analyses Type 5 Studies –Not based on secondary data analyses (box score reviews) Type 6 Studies (case studies; anecdotal)
Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved. Evidence Based Practices (continued) EBPs can be based on variety of research designs –True experimental designs (efficacy studies or RCTs)--randomization –Quasi-experimental designs (weaker evidence)intact groups –Single case experimental designs (good internal validity/limited external validity) –Regression discontinuity designs (strong but rarely used in SST) –Correlation/regression designs (many variations) Evidence Bases for CIP and IG Programs –Meta-analytic reviews based on 338 studies & over 25,000 children (3-18 years) –Social skills operationalized into 3 categories Social interaction Prosocial behavior Social-cognitive skills –Mean effect size D=.63 (r=.30)=Moderate Effect Size –BESD shows about 65% will improve in SST & 35% will not improve Gresham,, et al., 2004 Behavioral Disorders, 30, & Cook et al.,(2008), Journal of Emotional and Behavioral Disorders, 16,
Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved. Summary EBPs Most effective SST strategies based on meta-analyses involving over 25,000 children & youth based on 338 studies are: –Modeling –Coaching –Behavioral Rehearsal –Reinforcement-based strategies –Cognitive behavioral interventions Type 4 studies CIP & IG programs use all of the above strategies for intervention On average, about 65% of students will improve in SST These findings hold for elementary as well as secondary students SST equally effective for externalizing & internalizing students Weakness in many SST studies is quality of outcome measures SSIS-Rating Scales improve upon this weakness
Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved. Does Social Skills Training Work? Ang & Hughes (2001) 38d=.62r=.3065%35% Beelman et al. (1994) 49d=.47r=.2362%38% Losel & Beelman (2003) 84d=.38r=.1960%40% Schneider (1992) 79d=.89r=.4070%30% Schneider & Byrne (1985) 51d=65r=3166%34% Quinn et al. (1999) 35d=.20r=.1055%45% N studies ES d ES r % Improve Treatment % Improve Controls M=.63M=.30M=65%M=35%
Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved. 3-Tier Model of Social Skills Training Universal Interventions: CIP –All students –Schoolwide or classwide –80-85% will respond Selected Interventions: IG or Consultation Based –Some students –Pullout group for acquisition deficits –Classroom based for performance deficits –10-15% will respond favorably Targeted/Intensive Interventions –Individualized –Intense & powerful –Function based: Replacement Behavior Training (RBT) –3-5% will respond favorably
Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved. SSIS / Pearson Assessments Intervention to Improve Social Skills UNIVERSAL INTERVENTION Classwide Intervention Program
Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved. SSIS / Pearson Assessments SSIS Classwide Intervention Program (CIP) The CIP provides teachers with a structured, yet flexible and efficient way to integrate opportunities to teach 10 of the most important social skills. The CIP has been developed for use by general education teachers in mainstream classrooms. The CIP blends instructional best practices and proven intervention methods to teach social skills. It is intended for all students from preschool to middle school and thus represents a universal intervention for 3 developmental levels: Preschool/ Kindergarten, Early Elementary, and Upper Elementary/Middle.
Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved. SSIS / Pearson Assessments Top 10 School Social Skills!* Listens to Others Follows Directions Follows Classroom Rules Ignores Peer Distractions Ask for Help Take Turns in Conversations Cooperates with Others Controls Temper in Conflict situations Acts Responsibly with Others Shows Kindness to Others *Based on surveys of over 800 teachers rating importance of social skills
Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved. SSIS / Pearson Assessments CIP Covers the Top 10 Social Skills that All Students Need to be Successful! Listens to Others Follows Directions Follows Classroom Rules Ignores Peer Distractions Ask for Help Take Turns in Conversations Cooperates with Others Controls Temper in Conflict situations Acts Responsibly with Others Shows Kindness to Others 10 Units with 3 days of lessons per week. A lesson is typically mins. Units and lesson plans are structured using a 6 phase instructional model. Units are supported with Student Booklets, video vignettes, and a number of other resources to support student and parent involvement.
Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved. 6-Step Instructional Sequence Tell (Coaching) Show (Modeling) Do (Role Play) Practice (Behavioral Rehearsal) Monitor Progress (Performance Feedback) Generalize
Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved. CIP Results 450 students & 22 teachers –Pre K/K: N=123 students (68 males/55 females) –Early Elementary (Grades 1-3: N=222 students: 105 males/117 females) –Upper Elementary (Grades 4-5: N=104: 53 males/51 females) Approximately 7% dropped out (N=33) (moved/changed classrooms/expelled) Based on Performance Screening Guide (PSG) –13% (N=50) identified as potential Tier 2 students –87% of students responded adequately to CIP 50 students rated on SSIS-Teacher rating scale Tier 2 selected based on Total Social Skills <85 (+/- SEM) –37 classified as Acquisition Deficits (IG pullout groups) –13 classified as Performance Deficits (consultation, classroom-based)
Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved. SSIS / Pearson Assessments Social Skills Screening: Evaluation & Identification of Potential Tier 2 Students SSIS Performance Screening Guides
Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved. SSIS / Pearson Assessments SSIS Performance Screening Guides (PSG) The SSIS PSG is time efficient (25 to 30 minutes for an entire class), focuses on keystone classroom behaviors and skills, and provides documentation of the performance level of all students, not just those in greatest need of intervention. There are 3 development levels of the SSIS PSG: Preschool, Elementary, & Secondary. The SSIS PSG is a universal screening tool that provides baseline information prior to starting instruction and can also be efficiently used to re-screen students after instruction to provide a broad indicator of progress on the skill areas targeted for improvement.
Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved. SSIS / Pearson Assessments Skills Measured by the PSG The PSG measures preschool through secondary school students' skills against grade- level expectations in four performance areas: prosocial skills, motivation to learn, reading, and math. It should be noted that the definitions change from the Preschool level to the Elementary level and finally to the Secondary level to reflect well documented developmental differences and changing grade-level performance expectations.
Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved. SSIS / Pearson Assessments Teachers Make Criterion-Reference Judgments Using Performance Level Descriptors Each performance area guide is a criterion- referenced, behaviorally-anchored, multi- level performance descriptor that summarizes several weeks of teachers' observations and interactions with students. The Prosocial Behavior performance descriptor with 5 levels is comprised of a set of three specific social skills (communicate and cooperates with others, initiate and sustain conversations/ interactions with others, and self-control and a concern for others) modified by a statement concerning quality or frequency with which the collection of skills is exhibited. The more frequent a student exhibits a behavior or the more competently the skills are expressed, the higher the level of performance for the descriptor. Teachers are asked to choose the performance level that best represents each of their student's current level of functioning. Thus, teachers compare each student to the behavioral criteria as opposed to comparing students to each other as commonly done with norm-referenced assessments.
Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved. SSIS / Pearson Assessments Evaluate CIP Outcomes & Assessment for Additional Services Conduct post-CIP evaluation by completing SSIS PSGs and analyze change in performance levels. Document the CIP units were implemented as planned. Summarize classwide and individual progress monitoring records. Recognize student successes with Certificates of Accomplishment & communications with parents. Conduct more comprehensive assessments with SSIS Rating Scale for students who do not respond successfully to the CIP. Consider additional small group interventions with the SSIS Intervention Guide for some students who need more skills training.
Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved. SSIS / Pearson Assessments Comprehensive Assessment for Students Who are Weak Responders The SSIS Rating Scales (formerly called the SSRS) are comprehensive multi-rater (teacher, parent, & student) scale that measures social skills, problem behaviors, & academic competence. English and Spanish versions. Norm-referenced on a nationally representative sample of students ages Results used to plan interventions that are provided in the SSIS Intervention Guide. The most widely used and technically sound social skills assessment in the world.
Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved. SSIS / Pearson Assessments Uses of SSIS Rating Scales Comprehensive assessment of social skills (communication, cooperation, assertion, responsibility, empathy, & self-control) along with screening for problem behaviors (externalizing, bullying, internalizing, hyperactive/inattentive, & autism spectrum) and general academic competence. Completed for individual students in 20 mins. Used to compare students to a norm group of peers to identify individuals who are functioning below normative expectations and who may be candidates for intervention services. Primarily designed to identify specific social behavior acquisition and performance deficits that can be directly addressed with skill building interventions.
Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved. Selecting Students for Tier 2 Social Skills Intervention Have classroom teachers rate all students on the PSG prosocial behavior item Select all students rated 1 or 2 on the PSG Have teachers rate students on SSIS-Rating Scales Select student with Total Social Skills <85 (+/- SEM) Identify social skills acquisition deficits, performance deficits, strengths, and problem behaviors (details later)
Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved. SSiS Rating Scales: 2 Dimensional Rating System Acquisition Deficit Performance Deficit Strength Acquisition Deficit Performance Deficit Strength NeverSeldomOftenAlmost Always Not Important Critical
Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved. Classification of Social Skills Strengths & Weaknesses Description Social Skills Strengths –Student knows & uses social skills consistently & appropriately Performance Deficits –Student can use the skill but does so infrequently Acquisition Deficits –Student does not sufficiently know skill or how to use it appropriately Competing Problem Behaviors –Behavior interferes with acquisition or performance of a given social skill Criteria Social skills subscale is above average –Item within subscale has a frequency rating of 3 & an importance rating of 1 or 2 Social Skills subscale is below average –Item within subscale has frequency rating –of 1 & importance rating of 1 or 2 Social Skills subscale is below average –Item within subscale has a frequency rating of 0 & an importance rating of 1 or 2 Problem Behavior subscale is above average –Item within subscale has a frequency rating of 3
Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved. Base Rates of Social Skills Difficulties Base rates rarely reported in assessment literature Impossible to know whether an assessment device will produce a greater number of correct decisions than base rate Base rates will vary depending on the population considered Practical decisions should reflect true positive/true negatives Base rates using SSIS based on 4,550 children/youth 3-18 years Base rates calculated for : 3-5 years; 5-12 years; years Acquisition deficits: Frequency=0 & Importance=1 or 2 Performance deficits: Frequency=1 & Importance=2 Social skill strengths: Frequency=3 & Importance 1 or 2 Problem behavior: Frequency=3 Base rates calculated for: >50% of items; 33-49% of items; 25-32% of items; 15-24% of items
Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved. Results of Base Rates Base rates for acquisition deficits less than 1% across all age groups Base rates for performance deficits not difference for teachers & parents Base rates for performance deficits reported by students lower than teachers & parents Base rates for performance deficits for teachers & parents not different Base rates for social skills strengths similar for teachers & parents Base rates for social skills strengths reported by students lower than those reported by teachers & parents Base rates for problem behaviors very low in general population (<1% for teachers & parents, but higher for students (Mdn=5%)
Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved. Examples of Social Skills COMMUNICATIONSELF-CONTROL –Takes turns in conversations Makes a compromise during a conflict –Makes eye contact when talking Stays calm when teased COOPERATION –Follows your directions –Follows classroom rules ASSERTION –Asks for help from adults –Questions rules that may be unfair RESPONSIBILITY –Respects the property of others –Takes responsibility for own actions EMPATHY –Forgives others –Feels bad when others are sad ENGAGEMENT –Makes friends easily –Invites others to join in activities SSIS / Pearson Assessments
Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved. Definition of Competing Problem Behaviors Competing problem behaviors are those behaviors that compete with or block either the acquisition or performance of socially skilled behaviors. These competing problem behaviors my be externalizing, internalizing, bullying, hyperactivity/inattention, or autism spectrum (Gresham & Elliott, 1990) Major categories of competing problem behaviors –Externalizing –Internalizing –Bullying –Hyperactivity/Inattention –Autism Spectrum SSIS / Pearson Assessments
Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved. Examples of Competing Problem Behaviors EXTERNALIZING –Fights with others –Talks back to adults BULLYING –Bullies others –Keeps others out of social circles HYPERACTIVITY/INATTENTION –Fidgets or moves around too much –Gets distracted easily INTERNALIZING –Acts sad or depressed –Acts anxious with others AUTISM SPECTRUM –Has nonfunctional routines or rituals –Becomes upset when routine is changed SSIS / Pearson Assessments
Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved. A Tier 2 Intervention Program: Social Skills Improvement System: Intervention Guide
Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved. SSiS Intervention Guide A Tier 2 (Selected) Intervention Program Teaches 20 keystone social skills Re-Teaches the Top 10 social skills Teaches 10 additional keystone social behaviors Levels –Preschool/Kindergarten –Early Elementary –Upper Elementary/Middle School Delivered in 2 Formats/Approaches Acquisition Deficits: (Cant do) –Small, pullout group instructional format Performance Deficits: (Wont do) –Classroom-based consultative problem-solving approach 6-Step instructional sequence –Tell- Practice –Show- Monitor Progress –Do- Generalize
Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved. Social Skills Taught in IG Communication Behaviors –Takes turns in conversations –Says Please & Thank you Cooperation Behaviors –Pays attention to others –Follows directions –Pays attention to work Assertion Behaviors –Expresses feelings –Asks for help –Stands up for others Responsibility Behaviors –Respects others things –Does the right thing –Does part in group
Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved. Social Skills Taught in IG Empathy Behaviors –Making others feel better –Doing nice things for others Engagement Behaviors –Asks others to do things with you –Gets along with others –Introduces self to others Self-Control Behaviors –Makes compromises –Stays calm when criticized –Stays calm when disagreeing –Stays calm when pushed or hit
Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved. SSiS IG Instructional Strategies Tell (Coaching) –Provide learning objective for featured social skill –Introduce skill via questions –Define specific skill & stress key words –Discuss why skill is important –Outline steps for performing the skill Show (Modeling) –Model the behavior (positive example & negative example) –Discretely model each of the major steps for performing the skill –With a student helper, direct a role play of a typical situation –Lead a discussion of alternative behaviors to accomplish social behavior objective Do (Behavioral Enactment) –Ask students to define the skill –Ask students to state steps in performing the skill –Ask students about the importance of the skill –Ask students to model the skill in role plays –Asks students to provide performance feedback
Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved. SSiS IG Instructional Strategies (continued) Practice (Behavioral Rehearsal) –Review & apply skill in workbook activities –Have pairs of students practice the skill steps & provide feedback –Encourage use of skill in class sessions outside SSiS IG lessons Monitor Progress (Self Monitoring) –Ask students to think about well they are performing the skill –Ask students to complete a self-monitoring chart Generalize (Generalization & Maintenance) –Give a homework assignment to use skill in other settings –Have students demonstrate skill with other people
Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved. Strategies for Promoting Skill Acquisition Coaching Modeling Role Playing Social Problem Solving Performance Feedback Generalization Training
Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved. Strategies for Enhancing Skill Performance Antecedent-Based Strategies –Peer Mediated Strategies (e.g., Positive Peer Reporting) –Cuing & Prompting –Precorrection Consequence-Based Strategies –Reinforcement-Based Strategies –Group-Oriented Contingency Systems (Good Behavior Game) –Behavioral Contracts –School-Home Notes
Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved. Tier 3 Social Skills Intervention: Replacement Behavior Training
Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved. Tier 3: Functional Behavioral Assessment Replacement Behavior Training Weak responders to Tier 2 program Logical extension of Tier 1 & Tier 2 programs Focuses on both social skills & competing problem behaviors Requires a functional behavioral assessment (FBA) FBA yields: –Function of competing problem behavior –Identification of replacement behavior serving same function FBA involves 3 steps: –Formulation of behavioral hypotheses –Construction of competing behavior pathway model –Comprehensive intervention planning based on hypotheses
Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved. Competing Behaviors & Matching Law Relative rate of behavior matches relative rate of reinforcement for behavior Response rate=Reinforcement rate (matching) Matching involves choice behavior Behaviors having higher rate of reinforcement will be chosen more frequently Example of matching: –Aggressive behavior reinforced every 3 times it occurs –Prosocial behavior reinforced every 15 times it occurs –Aggressive behavior will be 5 times more frequent than prosocial behavior –15/3=5 (matching)
Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved. Replacement Behavior Training RBT RBT based on premise of functional behavioral assessment Goal is to identify positive replacement behavior RBT depends on identifying functionally equivalent behaviors 2 or more behaviors are functionally equivalent if they produce similar amounts of reinforcement Example of functionally equivalent behaviors: –Child engages in disruptive classroom behavior –FBA hypothesizes that disruptive behavior is maintained by social attention –RBT would identify prosocial behavior that results in social attention (work completion, paying attention to teacher, compliance with class rules)
Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved. Strategies for Removing Competing Problem Behaviors Differential Reinforcement Strategies –DRO –DRI –DRA Response Cost Timeout Exposure-Based Methods Cognitive-Behavioral Methods –Cognitive restructuring –Problem solving –Relaxation training –Goal setting –Self-monitoring
Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved. Strategies for Facilitating Generalization Train Diversely Teach Relevant Behaviors Teach Functional Mediators Make Social Skills More Efficient Make Social Skills More Reliable
Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved. SSIS / Pearson Assessments Thanks for your interest in the improvement of childrens social skills! Frank M. Gresham, Ph.D. Department of Psychology Louisiana State University Baton Rouge, LA
1 © 2007 Clemson University – All rights reserved Georgias Graduation/ Dropout Prevention Project Building Systems to Help Students with Disabilities Graduate:
Universal Social Skills Interventions: Bringing Research to the Real World Michael J. Vance, M.A., Elizabeth Godbold, M.A., B.C.B.A., Keri Menesses, M.A.,
Response to Intervention: Using Data to Enhance Outcomes for all Students Amanda VanDerHeyden Education Research and Consulting, Inc.
School-based Support for Students with ADHD: Is There Life After Ritalin? George J. DuPaul, Ph.D. School Psychology Program Lehigh University Bethlehem.
1 Problem Solving Model Preparation for Implementation Adapted from the NC Department of Public Instruction.
Evidence for Effective Practical FBA & BSP Trainings for School Personnel Sheldon Loman, PhD 9 th Annual Conference on Positive Behavior Support March.
1 IDEIA, SLD, RTI, and Cognitive Assessment Jack A. Naglieri, Ph.D. Professor of Psychology Center for Cognitive Development School Psychology Program.
Advances in the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Roland H. Good III University of Oregon Ruth A. Kaminski Pacific Institutes.
1 Cultural Considerations with Response to Intervention (RTI) Models and Literacy Instruction Janette Klingner Michael Orosco University of Colorado at.
1 Using Response to Intervention for Washingtons Students Paul Alig OSPI, Special Education Program Supervisor Tonya Middling OSPI, Special Education Program.
OUSD New Small Schools External Evaluation New Small Schools Evaluation Board Presentation September 26, 2007.
What Works Regarding Social Skills Interventions Using Single Subject Design Jeffrey Chenier, M.A., Aaron J. Fischer, Katherine Hunter, Emily Patty, Lisa.
An Array of Supports for Including Students with Disabilities in General Education Programs New Jersey Department of Education Office of Special Education.
RtI and Roles Revisited: Opportunities for School Psychologists Ann Casey, Ph.D. & Holly Windram, Ph.D.
Curriculum, Instruction, and Assessment Summit Massachusetts Tiered System of Support MTSS – Academic - AM.
1 ACPS Curriculum Implementation Modules: Inclusion and Differentiation Strategies Curriculum Module Six February 2012 Alexandria City Public Schools.
1 The No Child Left Behind Act (NCLB) of 2001 Yell / The Law and Special Education, Second Edition Copyright © 2006 by Pearson Education, Inc. All rights.
A Personalized Assessment and Treatment Model for Individuals with a Diagnosis of an Autism Spectrum Disorder: Asperger Syndrome January 24 and 25, 2013.
STUDENT GROWTH OBJECTIVES Setting SGOs and Developing High Quality Assessments
The DESSA Comprehensive System: A New Tool to Assess Social-Emotional Strengths & Resilience Paul A. LeBuffe, Devereux Center for Resilient Children Valerie.
Executive Functions in the School Setting Stephen R. Hooper, Ph.D. Carolina Institute for Developmental Disabilities University of North Carolina School.
Action Research Deployment Teams May Agenda Pulling it all together! Pulling it all together! Best Practices/Improvement Theories Best Practices/Improvement.
1 Best of 2008: Research findings you may have missed. Ryan Watkins, Ph.D. George Washington University
DIFFERENTIATING TEACHER-DIRECTED INSTRUCTION: Planning and Organizing Instruction to Meet the Learning Needs of Each Child Central Regional Reading First.
National Association of School Psychologists NASP Model for Comprehensive & Integrated School Psychological Services.
National Accessible Reading Assessment Projects Introduction to Accessible Reading Assessment June 14, 2008 CCSSO National Conference on Student Assessment.
Applying Implementation Science to FBA/BSP & Individual Behavior Support in Schools Chris Borgmeier, PhD & Sheldon Loman, PhD March 10th, th International.
PBIS Team Training Module 3: Tertiary Implementation.
Instructionally Appropriate IEPs Instructionally Appropriate IEPs A Skills Based Approach to IEP DevelopmentA Skills Based Approach to IEP Development.
Updates Check The Wiki -Epilepsy/Seizure article on Specialized Techniques Page (Coulter, 1997) – Week 5 readings are posted choose either Carter & Kennedy,
© 2016 SlidePlayer.com Inc. All rights reserved.