Videos

Provides a demonstration of discrete trial training used a mixed and varied approach to trial interspersal. Narration provides a description of instructional elements highlighted in this clip.

Provides a demonstration of discrete trial training used a mixed and varied approach to trial interspersal. The footage shows the session without narration.

The use of evidence-based instruction and interventions is a cornerstone of RTI. However, not all students respond in the same manner to all interventions and some will need intensification within their daily instruction/intervention treatment plan. Data-based individualization (DBI) is a process for intensifying standard protocol interventions when progress monitoring data indicate that students are not responding adequately to current instruction and intervention. Participants will learn the steps of DBI to better inform the student responsiveness to intervention process.

During this session, participants will examine the tier 3 problem solving process within the context of response to intervention and review the critical instructional design features required for tier 3 instruction. Learner profiles related to morphological/syntax-phonological-orthographic (oral and written language disabilities), phonological-orthographic (dyslexia), and orthographic-only (dysgraphia) instructional needs will be presented, and a conceptual framework for selecting tier 3 interventions will be discussed. Overall, interventions related to oral language, spelling-reading, transcription, and composition will be highlighted and a standard protocol approach to intervention will be emphasized.

This webinar will define the reporting requirements per the Cordero Court order, for identifying special education students who are placed on ICITH or are receiving Homebound Instruction. Connections to Intensive Interagency (BEC) and Facilitated Self Assessment (FSA #20) will be made. Participants will gain specific guidance from Basic Education Circulars and on students placed in “Non-Educational” placements. Participants will also identify the requirements of reporting students and gain knowledge of the BSE FSA 20 of services.

: Guest Dr. Johanna Fitzgerald shares why special education is not a place rather a continuum of services matched to student needs.

This is a description of the focused support for school teams for students with deaf-blindness around the secondary transition process. Teams participated in monthly webinars and applied concepts learned to the individual student’s plan. Each year new teams are selected to participate. For more information, contact your regional PaTTAN office.

In this video you will learn what educational interpreters do, how they are qualified, and in what settings they work.

In order to teach students with autism and other disabilities to make transitions from preferred to lesser preferred activities, a preventative and positive teaching protocol is described and demonstrated. The protocol focuses on systematically teaching children to make hierarchically arranged transitions through use of reinforcement procedures.