Florida Diagnostic and Learning Resources System ...



IntroductionThe Florida Diagnostic and Learning Resources System (FDLRS) University of South Florida (USF) Multidisciplinary Educational Service Center (MDC), titled the Interdisciplinary Center for Evaluation and Interventions (ICEI), is a specialized diagnostic and training center that serves preschool and school-aged children and youth presenting with complex academic, medical, emotional or behavioral concerns. During the 2016-2017 fiscal year (FY), a full range of clinical and support services were provided to primarily Central and Southwest Florida school districts, specializing in the social and emotional needs of students who present with the most intense, chronic and durable behavior problems and other complex conditions and who have not yet achieved school success, academically and/or social/emotionally.The ICEI model uses an interdisciplinary team approach in which multiple disciplines review each case to determine the disciplines to be involved in the evaluation and the intervention plan. The goal of the clinic is to provide support to families and teachers to implement evidence-based interventions that can enhance the likelihood of student success in school. To reach this goal, the clinic uses graduate students in behavior analysis, school and clinical psychology, and psychiatry who provide in-class and in-home support to coach the adults in implementing recommended interventions based on the student’s diagnostic profile and/or the student’s functional behavior assessment hypothesis.Required ActivitiesIn accordance with Specific Appropriation 97, Special Categories Grants and Aids, FDLRS MDCs are required to report activities in the following five areas:The number of children servedThe number of parents servedThe number of person participating in in-service education activitiesThe number of districts servedSpecific services providedActivities one through four are reported in the summaries below. Table 1 provides information related to unduplicated counts of individuals. Each student evaluation and consultation included comprehensive services and supports involving multiple disciplines.Table 1. Unduplicated Numbers ServedActivitiesNumbersStudents served178Parents served82In-service participants79Districts served8During FY 2017-2018, the USF FDLRS MDC services were provided to the following eight school districts: Charlotte, Hernando, Hillsborough, Lee, Manatee, Pasco, Pinellas, and Polk.Table 2 displays the specific clinic activities and the quantity of activities provided related to the students, families and in-services delineated in Table 1.Table 2. Specific Services ProvidedActivitiesNumber of ActivitiesPRODUCTSP1 Surveying districts to increase collaboration1P2 Annual Report1P3 Quarterly report of district services1P4 Updating USF FDLRS MDC website4TRAININGT1 Professional Developmental Alternatives 4T2 Workshops and trainings (e.g., in-services) requested by schools, districts, families and community agencies9T3 Pre- and in-service activities to graduate and under-graduate students4SERVICE DELIVERYS1 Multidisciplinary evaluations and diagnostics for school-aged children and youth522S2 Consultation Services106S3 Dissemination activities to promote awareness of network4S4 Information on available services5S5 Meet with discretionary project’s BEESS liaison4S6 Recommend strategies and interventions 260The next section outlines significant activities and objectives obtained for USF FDLRS MDC that align with the schedule of deliverables included in the 2017-2018 request for application.PRODUCTSProduct Objective 1: To provide a minimum of one activity to survey school districts in the USF FDLRS MDC service area to identify targeted areas for increased collaboration between districts and the university FDLRS.USF met this goal. A survey was developed and sent to eight school districts in the USF FDLRS MDC geographic area. The districts surveyed included Charlotte, Desoto, Hillsborough, Manatee, Pasco, Pinellas, Polk and Sarasota. Responses were received from four of the school districts. Some districts were unaware of the MDS services. Hillsborough and Pasco, the two primary districts as sources for referrals, indicated high satisfaction with the clinic’s services. Responses from the districts indicated a high need in the area of behavioral interventions, specifically interventions that would assist the districts in reducing the number of restraint/seclusion incidents.Product Objective 2: To provide one annual report for the previous fiscal year.USF FDLRS MDC met this goal by delivering the annual report for FY 2017-2018 by 9/1/18 (report due date).Product Objective 3: To provide a quarterly report to the FDOE liaison describing any district request for services/training/products that were denied along with an explanation (or the rationale) for the denial.USF provided four reports, one each quarter, to the FDOE project liaison.Product Objective 4: To review and update project-specific FDLRS University MDC website a minimum of two times.USF reviewed and updated the project-specific website three times in FY 2017-2018. The website updates included updating the information of the people involved with the clinic and revising descriptions on the services we provide.TRAININGTraining Objective 1: To submit four reports related to the Professional Development Alternatives (PDA) Positive Behavior Support Module (PBS).USF MDC continued to partner with the PDA, an online professional learning program that is coordinated through the FDLRS Associate Centers network, to review the PBS module and submit a quarterly report including revisions that continue to allow the module to reflect current research and evidence-based practices. USF provided four reports.Training Objective 2: To provide a minimum of four workshop/trainings as requested by schools, districts, families and community agencies.USF surpassed this goal by providing nine requested workshop/trainings. This included conference presentations and professional development training series including one 8-week session of the TOOLS (positive behavior change) classes in quarter 4 of the 2017-2018 fiscal year. This objective also included requests from school districts and agencies to present specific topics related to behavioral interventions and autism-specific assessments and evidence-based interventions.Training Objective 3: To provide four units of a standardized process providing pre-service training to practicum students from various disciplinesUSF met this goal by providing four activities related to pre- and in-service. This objective included structured group and individual supervision activities related to practicum students who are gaining experience in providing school-based evidence-based practices.SERVICE DELIVERYService Delivery Objective 1: To provide 350 multidisciplinary diagnostic and evaluation activities/services for children and young adults identified as having or at risk of complex medical, learning/academic, emotional and/or behavior problems.The FDLRS MDCs do not supplant evaluation supports that should be provided by school districts. For each referred student, the interdisciplinary team reviews all current evaluations conducted by the school district and other community agencies. The evaluation plan, thus, conducts activities that supplement current evaluations and attempt to confirm or rule out alternate diagnostic explanations for presenting issues. Thus, the USF FDLRS evaluative activities focus more on evaluations not typically conducted in school settings and/or collaborative activities that model evidence-based implementation of processes such as functional behavior assessments.USF FDLRS MDC surpassed the goal set for this objective by providing 522 evaluation related activities. Activities in this objective include the following diagnostic and evaluation services: Cognitive evaluations, autism-specific evaluations (i.e., autism diagnostic observation schedule and autism diagnostic interview-revised); functional behavior assessments (FBAs) including ABC observations and collaborative meetings with school personnel to gather information and develop hypotheses; family interviews including social history and teacher/student interviews; self-reports (e.g., adaptive scales, behavior questionnaires); educational assessments; condition specific surveys (e.g., depression, anxiety); speech and language; neuropsychological/processing ; social/emotional screenings; student observations (excluding observations for FBAS); adaptive measures; social/emotional surveys, psychiatric medication reviews, and personality/projective evaluations.Service Delivery Objective 2: To provide a minimum of 50 consultation services to families, teachers and school administrators.USF FDLRS MDC offers coaching activities to assist educators and families in the implementation of recommended strategies. During FY 2017-18, USF FDLRS MDC delivered 106 consultative activities. Consultation services include the following activities: providing coaching to schools/families to implement behavior interventions; coaching/consulting to implement strategies linked to diagnostic evaluations (e.g., visual schedules; pivotal response training); measuring implementation fidelity and debriefing; and providing coaching support to implement strategies presented during inservice trainings..Service Delivery Objective 3: To conduct a minimum of two activities intended to raise awareness of services provided through the network of FDLRS MDCs.USF conducted four activities last year for the purpose of raising awareness of families, educators and community providers of the services provided through our network. This was accomplished by disseminating brochures at conferences in which clinic staff were presenting and including presentation slides that described the network and services during conferences.Service Delivery Objective 4: To conduct a minimum of four activities to distribute information to exceptional student education (ESE) directors to individual school districts on available services.USF met this goal by conducting five activities that related to providing information to ESE directors. This was accomplished by individual meetings between the clinic director and district special education directors and FDLRS associate centers in the region.Service Delivery Objective 5: To meet once each quarter with the BEESS liaison assigned to the project.USF MDC met this goal by meeting four times, once each quarter, with the FDOE BEESS liaison assigned to the project.Service Delivery Objective 6: To provide a minimum of 80 activities that recommend strategies and interventions based on diagnostic findings to families, teachers and district personnel to improve outcomes for students.After completing evaluation activities, strategies and interventions that would enhance academic success are provided to families and educators. During FY 2017-2018, USF FDLRS MDC provided 260 activities related to recommending interventions and strategies for facilitating school success. The activities in this area included the following: Meetings with families to review report results and recommendations; meeting with teachers and schools; meeting with both the families and the schools; consultation with the family to provide recommendations in lieu of conducting a comprehensive evaluation; consulting with the teacher/school to suggest strategies; developing behavior intervention plans with educators based on the FBA hypothesis; meeting with both schools and families to review behavior intervention plans; and providing recommendations for students identified at risk based on behavioral screening results.Satisfaction with ServicesAfter each service delivery and training event, teachers, parents and other relevant persons are provided with a satisfaction survey to evaluate the quality and usefulness of the services and supports provided. Table 3 provides the overall results of service delivery satisfaction (e.g., evaluations, consultations, etc.) and Table 4 shows the satisfaction related to trainings, workshops and other presentations.Table 3. Satisfaction with Direct Services (N = 38)To what extent:1=Not at all23456=GreatlyAre you satisfied with the service?001 (3%)1 (3%)036 (95%)Did the service meet its intended objectives above?001 (3%)1 (3%)2 (5%)34 (89%)Would you recommend the service to others?0001 (3%)2 (5%)34 (89%)Would you seek the service again?0001 (3%)2 (5%)35 (92%)Table 4. Responses from Training Satisfaction Survey (N = 29)To what extent:1=Not at all23456=GreatlyDid the training increase your knowledge?0006 (21%)2 (7%)21 (72%)Did the training meet its intended objectives?0001 (3%)2 (7%)26 (90%)Will you use what you learned from the training?0001 (3%)2 (7%)26 (90%)Would you recommend the training to others?0001 (3%)2 (7%)27 (93%)Results from the satisfaction surveys show that the majority of individuals receiving clinic supports or attending the trainings were satisfied or greatly satisfied (ratings of 5 and 6). Success StoriesThe following section highlights several examples of success stories from clinic activities in the last year.Success Story 1A Pre-K student had been identified as needing behavioral supports. Behaviors performed by the student included screaming, throwing and knocking over classroom objects, and aggression toward peers (hitting, kicking, and scratching). Prior to requesting FDLRS-MDC for supports, the school had changed the student’s classroom placement six times. The moves sometimes resulted in the student being placed with students of different chronological ages (younger or older). The school informed the behavior analyst from FDLRS-MDC that if the student’s behavior did not improve, the school would be asking him to leave. FDLRS-MDC collaborated with a coach from the Program-Wide Positive Behavior Support project to assist the classroom teacher in developing individualized behavioral supports to decrease the scratching and screaming behaviors and increase the behaviors of asking for help and using a quiet voice to communicate. The supports developed resulted in improvement to the student’s behaviors, and the teacher found the plan easy to implement. The teacher expanded on the plan by using it to address other students who had similar behaviors. As a result of the support provided, the student is remained in the classroom at the school.Success Story 2A third-grade student with emotional disturbance was referred by a school district for assistance with behavioral support. The student was placed in a self-contained school on a locked campus. The student’s target behavior for reduction was wandering in the classroom. If the student’s wandering behavior did not abate after first-line interventions, the student would escalate to verbal threats, property destruction, and physical aggression towards peers and adults. This would eventually result in removal of the student from the classroom. In addition, the student’s peer relationships were impaired with the student stating that she did not feel she had any friends. The behavior analyst from FDLRS-MDC collaborated with the school team to develop behavioral supports that included a peer-support component to increase opportunities for engaging in successful peer relationships during targeted routines (in which high wandering incidents were exhibited). After the plan was implemented, the student reduced her wandering behavior, and the school team reported that the student was generalizing the peer-support skills to other routines that were not specifically targeted. The student reported that the plan allowed her to develop peer friends. In addition, data collected on the target behaviors showed that the student improved her academic engagement (20% at baseline to 96% after intervention implementation).Data Related to Improved Student OutcomesTables 5 and 6 below shows data for specific students participating in the Prevent-Teach-Reinforce functional behavior assessment/behavior intervention plan (FBA/BIP) process (Iovannone, Greenbaum, Wang, Kincaid, Dunlap, & Strain, (2009). For most of the students, problem and appropriate (replacement behavior) data were collected using the Individualized Behavior Rating Scale Tool (IBRST), a five-point Likert direct-behavior rating scale (Iovannone, Greenbaum, Wang, Kincaid, & Dunlap, 2014). For problem behaviors, higher ratings (i.e., close to 5) indicate behaviors occurring at a high rate, whereas lower numbers (e.g., close to 1) indicate problem behaviors occurring at criteria/goal levels. For appropriate behaviors, high ratings (e.g., close to 5) indicate that the behavior is occurring at desired levels and low ratings (e.g., close to 1) indicate behaviors not occurring. In addition, when teachers are in agreement, academic engaged time (AET) observations are conducted at baseline and post to determine whether students increase their behavioral engagement to task after the behavior plan is implemented. Scores of a random sampling of students are shown in Table 5.The AET percentage scores indicate the percent of the time observed that the student was performing engaged behaviors. All teams are asked to collect data; however, not all teachers/teams provide their final data sheets upon request. Fidelity of intervention plan implementation is also collected when possible. Scores of a random sampling of students are shown in Table 7.The data in Tables 5 and 6 indicate that all students decreased problem behaviors (mean decrease = 2.0) and increased replacement behaviors (mean increase = 1.8). For the students in which academic engagement time was collected, engagement increased after intervention implementation for all students except one (mean increase = 47%). Table 5. Sampling of Student Behavior ChangeStudentProblemBehaviorAppropriate BehaviorBaselinePostChangeBaselinePostChange14.01.0-3.01.04.0+3.025.01.1-3.93.84.9+1.133.31.4-1.92.84.3+1.544.93.2-1.71.12.8+1.753.61.6-2.02.34.5+2.265.02.3-2.71.03.5+2.573.53.4-0.13.04.5+1.583.61.6-2.03.04.6+1.6Total Mean4.12.0-2.12.34.1+1.8Table 6. Student Academic Engaged Time Pre/PostStudent #Baseline AET %Post AET %Change161%100%+39%276%97%+21%32%95%+93%430%85%+55%575%98%+23%649%97%+48%75%90%+85%820%96%+76%990%100%+10%1020%96%+76%1198%95%-3%Total Mean48%95%+47%Table 7 provides data on teacher and parent implementation fidelity of the behavior intervention plans. Teachers and parents were observed for accuracy of implementing the behavior supports agreed upon in plans. The goal is to implement strategies at 80% or higher fidelity. As noted below, the majority of the teachers and parents were able to implement at or above the targeted criterion of 80% with only a couple of exceptions. The average implementation fidelity score across 12 implementers was 90%.Table 7. Teacher/Parent Implementation Fidelity ScoreTeacher #Fidelity Score Mean1100%298%393%478%578%6100%792%893%986%1086%1192%1280%Mean90%Table 8 provides a sample of pre/post academic scores. The clinic gathers academic data through curriculum-based measurement (CBM) probes. Selected students referred for reading concerns were given baseline reading probes that consisted of timed reading passages at the student’s current grade placement. Three months after the final report and recommendations, post-probes are administered to determine whether the student’s reading performance improved. This effort requires schools to be willing to have us come back to the school at a later date or to provide us with the student’s CBM performance as conducted by the student’s teacher (typically 3 months after being seen at FDLRS-MDC). The data below show scores obtained for students, the majority showing increases in reading fluency.Table 8. Pre/Post Academic DataLetter Naming or Reading FluencyStudent Letter Naming or Reading Fluency Probe AdministeredBaseline Letters or Words Correct Per MinutePost Letters or Words Correct Per MinuteChange14-9 Reading Fluency95160+65 WCPM28-2 Reading Fluency164173+9 WCPM37-2 Reading Fluency175187+12 WCPM48-3 Reading Fluency8093+13 WCPM53-2 Reading Fluency5771+14 WCPM62-5 Reading Fluency3345+35 WCPM78-3 Reading Fluency8093+13 WCPM83-2 Reading Fluency5771+14 WCPM92-5 Reading Fluency3345+12 WCPM102-5 Reading Fluency135220+35 WCPM111-1 Reading Fluency1343+30 WCPM126-1 Reading Fluency7977-2 WCPM134-6 Reading Fluency113147+34 WCPM142-5 Reading Fluency123148+25 WCPMMean88112+24 WCPMWCPM = Words Correct Per MinuteTOOLS ClassThe clinic provides a community training to families, educators and other professionals in basic behavioral principles that enhance positive relationships between adults and youth or positive behavior change. The class, TOOLS, provides an 8-week, three-hour per week, professional development offering where participants learn behavioral principles and apply them in their settings (home or school). TOOLS that are taught include set expectations, reinforce, redirect, ignore junk behavior, staying close and pivot. The training includes a pre- and post-assessment in which participants are presented with scenarios in which problem behaviors are role played by graduate students and trainers, and participants identify the appropriate response to increase appropriate behaviors while decreasing problem behaviors. The data below provide the pre- and post-test results of the participants for the last TOOLS training. For all tools, a significant increase was seen in the post-test. In addition, graduate students from the applied behavior analysis program are assigned to families and educators to provide them with coaching support to implement the individual TOOLS in their specific settings.Figure 1 below display pre and post role play data for seven participants in the TOOLS class. Different parenting “tools” are taught and practiced throughout the 8-week course. Participants are scored on the percentage of specific steps, within each “tool”, that they are able to display during the role play.Figure 1. Pre-Post Results of TOOLS Positive Behavior change Training (June to August 2018)Qualitative Comments from IndividualsThe clinic’s services and staff are highly regarded by families and school districts. Evaluations of specific services are requested from all caregivers and educators who receive supports. Several recipients of the clinic’s services provided additional comments on evaluations and the clinic staff who provided the evaluations and supports and how the supports assisted them in understanding the child/youth better. After an evaluation, one parent stated “I learned a lot of ways to help my son and understand him better. This (evaluation) was very thorough, and I am so much more enlightened to my son’s needs and situations.” Another person stated that one of the clinic staff members’ behavioral consultation resulted in help for “my daughter to be successful in such a positive manner. Not only in school, but at home as well. My daughter has shown great, great success. Her change in behavior and participation has helped to improve her academic and successes greatly.” Other comments are listed below that provide praise for staff assigned to the student’s case as well as the overall experience:“Julianne was wonderful with our daughter and us. She is communicative, compassionate, and made the entire process enjoyable-far more than I had hoped for, let alone expected.”“This was extremely helpful and an amazing experience. I felt the diagnosis was right on target and was explained to me very well and very clear. I learned a lot of ways to help my son and understand him better. This was very thorough, and I am so much more enlightened to my son’s needs and situations. Thank you.”“Krystal was great to work with, building a positive relationship with both family and the school. She was consistent in following up to make sure the school didn’t need assistance. Further, when asked for specific guidance she was prompt in responding.”“Shelley has a helping spirit. She has been so positive and supportive with suggestions for behavior modification. What a great experience.”“The case has improved more than I thought possible. The person who assisted us from your department was wonderful! She was friendly with a lot of useful information and strategies to use.”References Cited in the Annual ReportIovannone, R., Greenbaum, P., Wang, W., Kincaid, D., & Dunlap, G. (2014). Interrater agreement of the Individualized Behavior Rating Scale Tool (IBRS-T). Effective Assessment for Intervention, 39, 195-207.Iovannone, R., Greenbaum, P., Wang, W., Kincaid, D., Dunlap, G., & Strain, P. (2009). Randomized controlled trial of a tertiary behavior intervention for students with problem behaviors: Preliminary outcomes. Journal of Emotional and Behavioral Disorders, 17, 213-225. doi:10/177/1063426609337389.Publications Completed by USF FDLRS MDC Staff 2017-2018Peer-Reviewed Journal PublicationsAnderson, C. A., Smith, T. S., & Iovannone, R. (2018). Building capacity to support students with autism spectrum disorder: Combining multi-tiered prevention frameworks with a modular approach to intervention. Education and Treatment of Children, 41, 107-138.Clarke, S., Zakszeski, B., & Kern, L. (2018). Trends in JPBI Publications 1999–2016. Journal of Positive Behavior Supports, 20, 6-14.Clarke, S., & Duda, M.A. (2018). PBS goes to middle school: Building capacity of peer buddies to implement a PBS intervention with fidelity. Behavior Analysis in Practice. DOI 10.1007/s40617-018-0253-9.Iovannone, R., Anderson, C. A., & Scott, T. (2017). Understanding setting events: What they are and how to identify them. Beyond Behavior, 26, 105-112. doi: 10.1177/1074295617729795Books/Book ChaptersDurand, V.M., Clarke, S., & Strauss, J., (2018). Optimistic parenting: Hope and help for parents with challenging children. In the Handbook Evidence-based Parenting Programmes for Parents of Children with Autism and Intellectual Disabilities. (Ed.s) K. Guastaferro & J. Lutzker, Jessica Kingsley Publishing.PRESENTATIONSInternational, National, and State Conferences-Invited (Sample)Clarke, S. (2018). Help and Hope: Combining PBS and Optimism Training for Parents of Young Children with Challenging Behavior. Presentation conducted at The Hillsborough County Children’s Board: Tampa, Florida.Clarke, S. (2018). Family-School Collaboration to Improve a Morning Routine for an Adolescent with ASD. Presentation conducted for The Florida Center for Inclusive Communities, Community Advisory Committee: Tampa, Florida.Iovannone, R. (2018). Prevent-Teach-Reinforce (PTR): An evidence-based FBA/BIP process accepted by school teams. Presented at the 15th International Conference on Positive Behavior Support, San Diego, CA.Iovannone, R. (2018). Prevent-Teach-Reinforce (PTR): A standardized and evidence-based FBA/BIP model for school teams. Presented at the 15th International Conference on Positive Behavior Support, San Diego, CA.Iovannone, R., & Seniuk, H. (2017). Practice-based coaching for Tier III behavior supports: Systems & practices. Workshop presented at the annual meeting of the National PBIS Leadership Forum, Chicago, IL.Submitted and Accepted Conference Presentations (Sample)Clarke, S. (2018). A Demonstration of Family-School Collaboration to Address the Challenging Behavior of a Middle School Boy. Poster presented at the 15th International Conference on Positive Behavior Support, San Diego, CA.Iovannone, R. (2018). Students with autism accessing general education (SAAGE): An individualized modular approach. Presented at the 15th International Conference on Positive Behavior Support, San Diego, CA.Seniuk, H., Soracco, J., & Iovannone, R., (2018). Practice-based coaching for Tier 3 behavioral supports: Systems and practices. Presented at the 15th International Conference on Positive Behavior Support, San Diego, CA.Putnam, R., Fleetwood, K., & Iovannone, R. (2018). School-wide positive behavior support—What is the role of a BCBA? Presented at the 15th International Conference on Positive Behavior Support, San Diego, CA.Iovannone, R. & Fontecia, K. (2018, February). A modular approach for supporting students with autism spectrum disorders. Presented at the Council for Exceptional Children 2018 Conventions and Expo, Tampa, FL.Iovannone, R. (2017, November). An introduction to the model “Students with autism accessing general education (SAAGE). Session presented at the annual Florida Association of School Psychologists, Daytona Beach, FL.Iovannone, R. (2017, October). Is your district producing high quality FBA/BIPs? The TATE and improving practice. Session presented at the 40th annual meeting of the Teacher Educators for Children with Behavioral Disorders (TECBD), Tempe, AZ.Clarke, S. (2017). Family-School Collaboration to Improve a Morning Routine For an Adolescent with ASD. Symposium presented at the 37th Annual Meeting of the Florida Association for Behavior, Daytona Beach, Florida.Cassell, L., & Clarke, S. Using PTR to Assist with Student Behavior in a Gifted General Education Classroom. Symposium presented at the 37th Annual Meeting of the Florida Association for Behavior, Daytona Beach, Florida.Fontechia, K., Haynes, R., Iovannone, R., Smith, T., & Anderson, C. (2017, October). An introduction to the model “Students with autism accessing general education (SAAGE)”. Session presented at the 37th Annual Florida Association of Behavior Analysts, Daytona Beach, FL.Fontechia, K., Cassell, E., Haynes, R., Clarke, S., Iovannone, R. (2017, October). Case study demonstrations of the PTR model to improve child behavior in elementary and middle schools. Session presented at the 37th Annual Florida Association of Behavior Analysts, Daytona Beach, FL.Luque. C. & Clarke, S. (2017). Using PTR to Assist with Student Behavior in a Gifted General Education Classroom. Poster presented at the 37th Annual Meeting of the Florida Association for Behavior, Daytona Beach, Florida.DefinitionsConsultation services: Consultation services range in intensity from a one-hour meeting to more in-depth programming requiring approximately one hour per week per child over the course of the academic year. Examples of consultative services include the following:Providing technical assistance through participation in school intervention assistance teams in problem problem-solving to assess and monitor responses to intervention for children presenting with academic and behavioral problems at school;Coaching and mentoring through collaborative work with the individual teachers in their classrooms to support and maintain the competencies to identify and evaluate specific academic and behavioral problems for referred children and then to develop, implement and monitor intervention plans to address these specific problems; andCoaching and mentoring through collaboration with guidance counselors to support and maintain competencies to identify, evaluate and address specific academic and behavioral concerns in children.Evaluation services: Multidisciplinary evaluations of children and adolescents presenting with academic, medical, emotional and/or behavioral problems. These evaluations provide summary information concerning cognitive development, educational and behavioral performance, as well as relevant recommendations.The range of evaluations can include psychological evaluations of cognitive, academic and/or psychosocial functioning; neuropsychological and developmental/behavioral evaluations for disorders such as attention-deficit/hyperactivity disorder and autism spectrum disorder; speech and language evaluations; occupational therapy evaluations; audiological evaluations; family and individual history; adaptive behavior history. As part of the evaluation process, school visits are conducted to observe the child and to consult with the teachers, school administrators and/or guidance counselors regarding the child’s behavioral and academic performance.Screening services: Administration of screening and progress monitoring instruments (e.g., Dynamic Indicators of Basic Early Literacy Skills [DIBELS], Peabody Picture Vocabulary Test [PPVT], FAIR) to facilitate identification and monitoring of students at risk of or experiencing learning, language, behavioral and socio-emotional problems.Intervention services: Include the delivery of school-based individual and group counseling for children and adolescents who are experiencing behavioral and emotional difficulties and are identified and referred by participating school districts.Presentation at training events: Presentations given to an audience at an event arranged by others with the intention of dissemination information to promote awareness concerning effective practices, programs and services.Pre- and in-service professional trainings: Pre-service training placements are provided for graduate and undergraduate students from various disciplines, including counseling, clinical psychology, school psychology, social work, pediatrics, and art and music therapy programs. Lectures, directed observations and rotations through centers are available to undergraduate and graduate students to equip them to gain the skills needed to identify children who are at risk for learning and/or behavioral problems.Provision of training: Providing training where single or multiple recipients gain, strengthen or maintain competencies that support effective practices, programs and services.Publication: Creation of a tangible resource that provides valuable analysis and information to support effective practices, programs and services.Referral for other services: Referral to appropriate community resources and services as needed to support the family. ................
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