Videos

: 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.

If we think about the traditional language arts block in a classroom, we see evidence of reading instruction and often times a separate block of time for spelling that is typically shorter in duration. Spelling is important on its own and we need to provide spelling instruction in conjuction with reading instruction. Dr. Rebecca Treiman joins PaTTANpod to discuss ther intersection between reading and spelling.

To achieve positive outcomes for students, our tier 1 instruction, the instruction we provide to all students, needs to be robust. In order to bolster and support those efforts, particularly in math and reading, we need to consider classwide interventions. Dr. Matthew Burns joins PaTTANpod to discuss classwide interventions.

This session will provide specific intervention strategies to maximize cognitive and communication function in adolescents with acquired brain injury, based on benchmarks in adolescent brain and behavior development and common cognitive and communication impairments in adolescents with Traumatic Brain Injury (TBI), as well as other types of acquired brain injuries (injuries occurring after birth).

There are several areas of need when thinking about students with autism. Dr. Mark Sundberg talks with us about the essential components to consider in designing effective school-based programs.

This session will provide an overview of Tier 3 problem-solving associated with early reading difficulties and disabilities among students in grades K-2. Cross-disciplinary teams will learn about the etiology and treatment of severe reading difficulties and apply learning through a case study. Link to Materials: https://drive.google.com/drive/folders/1ZHn490IopSRVlZsb1nor8_wm2ceQnGeg?usp=sharing