Past webinars

Young children who have challenging behavior are more likely to continue to have problems with socialization, school success, and mental health concerns into adolescence and adulthood. This presentation examines how behavioral screeners and assessments, best practices in classroom management, evidence-based behavioral supports, and social/emotional learning instruction can be coordinated within a program to support children’s social, emotional, and behavior needs.  

This webinar focuses on the use of the WRAML3 in educational assessments and its clinical validity in child and adolescent populations.

Webinar topics will include:

• An introduction to the new WRAML3
• Relations to other measures frequently used in schools
• Illustrative case studies

This webinar will highlight the importance of how all the components of an MTSS framework are systematically implemented to improve student achievement. 
 

In this brief video, you will learn about the development, components, and utility of the KTEA-3 Dyslexia Index as a reliable and valid, performance-based screener for dyslexia.

Students with Emotional Disturbance due to pervasive emotional, behavioural, and social issues often face a more difficult learning path than other students. Many BASC-3 customers have asked for a scale to aid in identifying students who qualify for added support so they can get the help they need to succeed.

This session will cover:

• The development of the new EDQs composite Controversy around definition of ED (Emotional Disturbance)
• Why it is important to distinguish between ED and SM (Social Maladjustment)
• What sets EDQs apart from other tools
  

Understanding the sensory and motor development of young children is vital to support their participation and success. Challenges in these areas may exacerbate many social, behavioral, and learning difficulties during early childhood and into school years. This webinar will highlight sensory and motor assessments and key strategies available to professionals across settings, including special educators, speech language pathologists, occupational and physical therapists, and school psychologists.

After this session, participants will be able to:

1. Discuss early childhood motor and sensory milestones for children ages birth to five years.
2. Describe three diagnostic groups at higher risk of sensory and/or motor difficulties.
3. Identify three assessment tools available for the identification of sensory and/or motor needs appropriate for children ages birth to five years.
4. List three strategies which can be employed in an early childhood setting to support the sensory and/or motor needs of young children.
   

To learn the skills and concepts presented in the classroom, children must pay attention, register and assign meaning to information they see and hear, and store information in memory. The transition from infancy to early childhood is associated with increased proficiency in tasks requiring attention, working memory, and cognitive flexibility, all of which help to predict rate of learning. This one-hour webinar will describe cognitive development in young children. The presenter will use sample data to discuss and show the relationship between cognitive abilities and learning.

This session examines how to use progress monitoring to collect data to improve student social-emotional and behavioural outcomes. Specifically, we will discuss how this process can be individualized to examine individual student improvement in alignment with the IEPs of students identified as Special Ed, those with behavioural plans, or students supported within an MTSS framework. The session will also discuss how this information can be used to evaluate the efficacy of supports and interventions and to guide adjustments to treatment or interventions.

To learn the skills and concepts presented in the classroom, children must pay attention, register and assign meaning to information they see and hear, and store information in memory. The transition from infancy to early childhood is associated with increased proficiency in tasks requiring attention, working memory, and cognitive flexibility, all of which help to predict rate of learning. This one-hour webinar will describe cognitive development in young children. The presenter will use sample data to discuss and show the relationship between cognitive abilities and learning.

This presentation will introduce the new WRAML3 edition, including an overview of the updates made to the subtests, a discussion of the normative, reliability and validity data, and a discussion of the available scores.