Seminars


Our seminars will allow you to fulfill your continuing education requirements, while meeting your training needs. The professional faculty will keep you in compliance and give you the latest information on the laws and regulations that are critical to your organization's success. We offer a variety of programs that meet the needs of almost any special education professional and any experience level.  Live seminar topics scheduled for this year include, but are not limited to:

September through December 2007

 


Lafayette, LA - September 12th 2007

Thinking Outside the Box: Designing Creative Behavioral Plans to Deal With Aggressive Behavior in Schools 

$269.00 - USD (Ask for AASEP or NASET discount)

Seminar ID: 351925

Audience: This seminar is designed for special education teachers and directors, counselors, psychologists, teachers, behavior specialists, social workers, principals, vice principals, superintendents, case managers and attorneys.

Benefits: You will benefit from specificity and objectivity in addressing inappropriate low- and high-level behaviors using behavior plans and data gathering instruments. Often behavior plans never become implemented because these plans fail to objectively target inappropriate behavior. Building rapport with all students is essential to addressing behavior. The teacher’s role in behavior involves teaching replacement skills as well as using positive and restrictive interventions. Behavior plans require hands-on implementation and consistent reviewing. Mapping behavior involves data gathering and getting to know students, thus building rapport and producing behavior plans that work for students with high- or low-level inappropriate behavior.

Learning Objectives: 

  • The attendee will be able to identify the importance of getting to know students.
  • The attendee will be able to review quality components in communicating with students.
  • The attendee will be able to discuss using functional behavior assessments in data gathering. In One Day, You’ll Learn To: • Differentiate and compare student and adult behavior/attitudes in the school climate
  • Build a positive rapport with your students by identifying behaviors
  • Communicate with ease – learn quality components in communicating with your students 
  • Use assessments in data gathering – track behaviors to improve behaviors
  • Constantly revisit and revise – constant evaluation leads to less behavioral problems

Agenda: This seminar will be presented by Donna Barry and Carleen A. Doucet. 8:30 am – 9:00 am Registration

9:00 am – 10:00 am School Climate – School Culture 

  • Adult Behaviors and Attitudes
  • Student Behaviors and Attitudes
  • Community Perceptional Involvement

10:00 am – 11:00 am Identifying Behavior

  • What Is Behavior?
  • Specificity and Objectivity in Identifying Behavior
  • Building Rapport With Students and Getting to Know Your Students

11:00 am – 11:15 am Break

11:15 am – 12:15 pm Communication

  • Teacher’s Role
  • Student’s Role
  • Mutual Responsibility
  • Quality Components in Communicating With Students

12:15 pm – 1:15 pm Lunch (On Your Own)

1:15 pm – 2:15 pm Behavior Mapping (Creating Behavior Plans)

  • Using Functional Behavior Assessments in Data Gathering
  • Identifying Target Behaviors 
  • Map Your Students – Triggers, Antecedents, Consequences
  • Behavior Plans – Components of Behavior Plans

2:15 pm – 3:15 pm Implementing Behavior Plans

  • Social Skill Training (Teaching Replacement Skills)
  • Consistency and Predictability in Plans
  • Self-Management Skills

3:15 pm – 3:30 pm Break

3:30 pm – 4:30 pm Interventions in Addressing Inappropriate Behavior

  • Positive and Proactive Interventions
  • Responses to Interventions
  • Is This Plan Working?
  • Revisiting and Revising Behavior Plans 

Credits:  12 AASEP CEU, 12 NASET CEU

Weblink: http://www.lorman.com/seminars/seminar_details.php?cd=16001:0:1:4:4&pid=174969&cdd=1&cddd=351925


Wilkes-Barre, PA - October 10th, 2007

Discipline of Students With Special Needs

$289.00, USD (Ask for AASEP or NASET discount)

Seminar ID: 360753

Audience: This one-day seminar is designed for special education teachers and directors, principals, teachers, social workers, psychologists, counselors, case managers, behavior specialists, superintendents and attorneys.

Benefits: You will receive helpful strategies on the requirements for disciplining students with special needs under the IDEA and Section 504 of the Rehabilitation Act of 1973. By attending this seminar, you will gain a clear understanding of the categories of interventions and practical considerations in drafting and implementing a behavioral intervention plan. You and your company or school will also stay current on strategies for dealing with discipline problems and classic behavioral modification strategies.

In One Day, You’ll Learn: • Interim alternative educational settings – know what they are and when they should be used • Student discipline under section 504 of the Rehabilitation Act of 1973 • The non-identified student and IDEA protection – what does it all mean? • To implement effective behavioral intervention plans • Strategies for dealing with discipline problems – when to use which strategy

Learning Objectives: • The attendee will be able to review recent case law pertaining to disciplining special needs students. • The attendee will be able to discuss considerations in conducting a functional behavioral assessment. • The attendee will be able to describe how to use reward structures and positive reinforcement.

Agenda: 9:00 am – 9:15 am Overview of Special Education and Discipline — Sara J. Camaerei, Psy.D. • History of Special Education • Definition of Discipline

9:15 am – 10:00 am An Overview of IDEA Requirements in Disciplining Students With Special Needs — Angela Uliana-Murphy, Esq. • Discipline Time Line • Due Process Requirements • Manifestation Determinations • Interim Alternative Educational Settings • The Non-Identified Student and IDEA Protection • A Look at Recent Case Law

10:00 am – 10:15 am Student Discipline Under Section 504 of the Rehabilitation Act of 1973 — Angela Uliana-Murphy, Esq.

10:15 am- 10:30 am Break

10:30 am – 12:00 pm Issues Prior to Discipline — Sara J. Camaerei, Psy.D., and Angela Uliana-Murphy, Esq. • Child Find • Eligibility Requirements • Functional Behavioral Assessments

12:00 pm – 1:00 pm Lunch (On Your Own)

1:00 pm – 2:15 pm Issues Prior to Discipline (Continued) — Sara J. Camaerei, Psy.D., and Angela Uliana-Murphy, Esq. • Behavioral Intervention Plans • The IEP

2:15 pm – 2:30 pm Break

2:30 pm – 4:15 pm Strategies for Dealing With Discipline Problems — Anthony M. Kraemer, Psy.D. • Discipline vs. Intervention • Intervention vs. Prevention Classic Behavioral Modification Strategies — Anthony M. Kraemer, Psy.D. • ADHD • Disruptive, Defiant and Conduct Problems • Reward Structures and Positive Reinforcement • Thinking in Alternative Patterns • Negotiation • Putting a Plan Into Action

4:15 pm – 4:30 pm Questions and Answers — Sara J. Camaerei, Psy.D., Anthony M. Kraemer, Psy.D., and Angela Uliana-Murphy, Esq. 

Credits: 12 AASEP CEU, 12 NASET CEU

Website: http://www.lorman.com/seminars/seminar_details.php?cd=16001:0:1:4:4&pid=177232&cdd=1&cddd=360753


 
Somerset, NJ - October 16th, 2007

An In-Depth Look at Learning Disabilities and a Brief Overview of Its Impact on School-Age Children

$279.00, USD (Ask for AASEP or NASET discount)

Seminar ID: 372141

Audience: This one-day seminar is designed for special education teachers and directors, counselors, psychologists, administrators, principals, classroom teachers, instructional aides, speech and language pathologists, social workers, school nurses, mental health providers and attorneys.

Benefits: Learning disabilities in children and adults are common in our society. The faculty will take an in-depth look at the types of classified learning disabilities, review their symptoms and diagnosis, and provide you with up-to-date information on the latest treatment options. Additionally, you will stay current on the most discussed issues relating to children with learning disabilities and public educations.

In One Day, You’ll Learn To: • Increase your abilities by understanding nonverbal learning disabilities • Utilize strategies to enhance memory and attention • Get survival skills for dealing with IEPs and Section 504 plans • Identify the common signs of learning disabilities in preschool through adult-aged students

Learning Objectives: • The attendee will be able to identify common signs of learning disabilities. • The attendee will be able to review visual and auditory processing. • The attendee will be able to discuss IDEA 2004, IEPs and Section 504 plans.

Agenda: This seminar will be presented by Jennifer Berenguer, M.A., LDT/C, and Christina Schoener, Ed.S., NCSP.

9:00 am – 12:00 pm Learning Disabilities Defined Common Signs • Preschool • K-4 • 5-8 • High School and Adults Identification and Assessment Dyslexia Dysgraphia Dyscalcula Nonverbal Learning Disabilities Visual and Auditory Processing Communication Attention and ADHD Gifted and L.D. 1.

12:00 pm – 1:00 pm Lunch (On Your Own)

1:00 pm – 4:30 pm Accommodations and Modifications Strategies to Enhance Memory and Attention Behavior and Social Skills Homework Help Testing Modifications Study Skills College Preparation IDEA 2004 IEPs and Section 504 Plans

Credits: 13 AASEP CEU, 13 NASET CEU

Website: http://www.lorman.com/seminars/seminar_details.php?cd=16001:0:1:4:4&pid=177802&cdd=1&cddd=372141



Greenville, NC - October 16th, 2007

Understanding Individuals With Asperger's Syndrome or High Functioning Autism

$269.00, USD (Ask for AASEP or NASET discount)

Seminar ID: 373173

Audience: This one-day seminar is designed for special education teachers and directors, psychologists, speech pathologists, counselors, social workers, classroom teachers, instructional aides, nurses, education specialists, principals, vice principals, case managers, parents and attorneys.

Benefits: As a professional, you will learn to understand the strengths and needs of individuals with Asperger’s Syndrome or high functioning autism and the implications for education. This seminar will provide you with a very ractical, how-to approach to educating individuals with Asperger’s Syndrome or high functioning autism. This seminar will empower you – as a professional or parent – to view education as preparation for life.

In One Day, You’ll Learn: • The ins and outs of Asperger’s Syndrome and high functioning autism • What you need to know about differential diagnosis of autism • How to help schools serve children with Asperger’s Syndrome • Modifications and intervention strategies for children with AS and HFA • What the options are for higher education programs for students with HFA

Learning Objectives: • The attendee will be able to explain why there are differences in learning strengths. • The attendee will be able to review high functioning autism services in the school system. • The attendee will be able to discuss positive outcomes of the college experience.

Agenda: 9:00 am – 10:30 am Asperger’s Syndrome and High Functioning Autism — Jill Hinton Keel, Ph.D., Shelly Moore and Laurie Nederveen • Why Are People With Autism Spectrum Disorder so Different? • Why Are There Differences in Learning Strengths? • Why Are There Differences in What Is Known Without Learning?

10:30 am – 10:45 am Break

10:45 am – 11:30 am Differential Diagnosis of Autism — Lori R. Stuart

11:30 am – 2:15 pm Helping Schools Serve Children With Asperger’s and Modifications and Intervention Strategies — Lori R. Stuart 

12:30 pm – 1:30 pm(Lunch [On Your Own])

2:15 pm – 3:15 pm Services for Students With Autism — Tracy L. Hopkins, M.A.Ed.

3:15 pm – 3:30 pm Break

3:30 pm – 4:30 pm College and High Functioning Autism: A Parent’s Perspective — Ann Palmer • Making the Decision – Different Options of Higher Education Programs • Preparation for Transition • Supports in College • Self-Disclosure • Problems and Strategies • Positive Outcomes of the College Experience

Credits: 12 AASEP CEU, 12 NASET CEU

Website: http://www.lorman.com/seminars/seminar_details.php?cd=16001:0:1:4:4&pid=177805&cdd=1&cddd=373173


 
Indianapolis, IN - October 17th, 2007

Bullying and Social Aggression

$289.00, USD (Ask for AASEP or NASET discount)

Seminar ID: 369863

Audience: This one-day seminar is designed for counselors, principals, vice principals, superintendents, administrators, teachers, social workers, psychologists, board members, student support teams and law enforcement officials.

Benefits: Outstanding new insights have developed regarding the underlying causes of social aggression and bullying, and the long-term impact these situations may have on the parties involved. This seminar is devoted to learning techniques and strategies that examine this behavior and can effectively reduce the incidents of physical and social aggression in our schools.

In One Day, You’ll Learn To: • Take the headaches out of bullying – define and spot the roles of the bully, victim and bystander • Identify the social costs of bullying – it’s more dire that you think • Use effective strategies to confront bullying in the classroom • Create and maintain a safe and welcoming school environment

Learning Objectives: • The attendee will be able to explain effective strategies for creating and maintaining safe school environments. • The attendee will be able to discuss responses to bullying. • The attendee will be able to identify the law in Indiana. 

Agenda: 9:00 am – 10:00 am The Law in Indiana — Barbra A. Stooksbury

10:00 am – 12:30 pm Overview — Susan Fread Albrecht, Ed.D., NCSP • Bullying • Social Aggression The Problem — Susan Fread Albrecht, Ed.D., NCSP • Social Aggression • Social Cost • Thinking Errors The Roles — Susan Fread Albrecht, Ed.D., NCSP • Bully • Victim • Bystander Responses to Bullying — Susan Fread Albrecht, Ed.D., NCSP • Individual • Classroom • Parents

10:45 am – 11:00 am - Break 

12:30 pm – 1:30 pm Lunch (On Your Own)

1:30 pm – 2:30 pm Bullying in Schools — Maria D. Sells, Ph.D. • What Do We Know? • What Is Being Done?

2:30 pm – 2:45 pm Break

2:45 pm – 4:00 pm Effective Strategies in Schools and Resources — Maria D. Sells, Ph.D. • Creating Safe School Environments • Maintaining Safe School Environments

4:00 pm – 4:30 pm Resources — Susan Fread Albrecht, Ed.D., NCSP, and Maria D. Sells, Ph.D. 

Credits:  12 AASEP CEU, 12 NASET CEU

Website: http://www.lorman.com/seminars/seminar_details.php?cd=16001:0:1:4:4&pid=177591&cdd=1&cddd=369863


Casper, WY - October 17th, 2007

Thinking Outside the Box: Designing Creative Behavioral Plans to Deal With Aggressive Behavior in Schools

$289.00, USD (Ask for AASEP or NASET discount)

Seminar ID: 372358

Audience: This one-day seminar is designed for special education teachers and directors, counselors, psychologists, teachers, behavior specialists, social workers, principals, vice principals, superintendents, case managers and attorneys.

Benefits: This seminar will focus on the assessment and treatment of aggressive behaviors in the school setting. This training will teach you how to adapt and apply the principles of Applied Behavior Analysis (ABA) in a classroom-based setting. We will focus on the importance of identifying function of behaviors in order to develop and successfully implement appropriate, function-based treatment plans for behavior reduction.

In One Day, You’ll Learn To: • Clearly define behaviors in observable, measurable terms • Identify functional, socially appropriate replacement responses • Create individualized behavior support plans and data collection suitable to the classroom setting • Create appropriate goals and objectives based on ongoing assessment • Modify your classroom to reduce overall problem behavior

Learning Objectives: • The attendee will be able to identify the function of behavior based on data collection and analysis. • The attendee will be able to review ethical considerations in regard to behavior treatment. • The attendee will be able to describe how to establish, train and support a team.

Agenda: 8:30 am – 9:10 am Problem Behavior — Julie Chase, M.A., BCBA • Current Approaches and Treatment • Applied Behavior Analysis

9:10 am – 10:35 am Assessment — Stephanie K. Meador, M.Ed., BCBA • Social Significance • Assessment – Operational Definitions – Data Collection – Identification of Function

10:35 am – 10:45 am Break

10:45 am – 12:25 pm Treatment — Julie Chase, M.A., BCBA • Function-Based Treatments • Reinforcement and Punishment • Ethical Considerations

12:25 pm – 1:25 pm Lunch (On Your Own)

1:25 pm – 2:35 pm Components of a Behavior Plan — Stephanie K. Meador, M.Ed., BCBA • Target Behavior • Replacement Behavior • Goals and Objectives • Procedures • Crisis • Approval • Data Collection

2:35 pm – 2:45 pm Break

2:45 pm – 3:40 pm Practical Applications — Julie Chase, M.A., BCBA • Establishing a Team – Training – Support • Tips and Strategies – Group Contingencies – Data Collection • Seeking Outside Assistance

3:40 pm – 4:45 pm Challenges and Successes — Stephanie K. Meador, M.Ed., BCBA • Inclusion vs. Center-Based Treatment • Funding • Staffing • Training – BACB Credentials – ABA Programs

4:45 pm – 5:00 pm Questions and Answers — Julie Chase, M.A., BCBA, and Stephanie K. Meador, M.Ed., BCBA 

Credits:  12 AASEP CEU, 12 NASET CEU

Website: http://www.lorman.com/seminars/seminar_details.php?cd=16001:0:1:4:4&pid=177594&cdd=1&cddd=372358


Portland, ME - October 17th, 2007

Understanding Individuals With Asperger's Syndrome or High Functioning Autism 

$269.00, USD (Ask for AASEP or NASET discount)

Seminar ID: 373170

Audience: This one-day seminar is designed for special education teachers and directors, psychologists, speech pathologists, counselors, social workers, classroom teachers, instructional aides, nurses, education specialists, principals, vice principals, case managers, parents and attorneys.

Benefits: By attending this seminar, you will receive helpful strategies on understanding Asperger’s Syndrome and high functioning autism, and the characteristics of each. You will gain a clear understanding of specific tools you can easily implement in your classroom. You and your school or company will also stay current on issues surrounding IDEA and Section 504 special education laws.

In One Day, You’ll Learn To: • Recognize and respond to varied characteristics of students with Asperger’s Syndrome and HFA • Maximize your use of structural intervention strategies • Develop classroom accommodations you can use immediately • Successfully communicate with students’ families • Make the necessary interventions in classrooms and share strategies with other educators

Learning Objectives: • The attendee will be able to identify strategies for effectively working together with other professionals. • The attendee will be able to describe how to provide appropriate supports for students with Asperger’s Syndrome, NLD, ADHD and autism spectrum disorders. • The attendee will be able to identify when a child should be referred under Section 504 and IDEA and explain the eligibility steps from referral of a student to the development of an educational program. • The attendee will be able to name and describe the three procedures that are available to resolve a dispute between parents and schools. 

Agenda: 9:00 am – 11:15 am Overview of Asperger’s Syndrome and Its Characteristics — Therese M. Bernier Burns • A Day in the Life • Carousel for Commonalities • Characteristics • Definitions How Can Schools Help? — Therese M. Bernier Burns • Reducing Stress and Anxiety • Increasing Predictability • Home Base • Unstructured Time • Transitions Tools for Your Toolkit — Therese M. Bernier Burns • Structural Tools • Working Tools • Emotional Tools • Transition and Preparation Tools

11:15 am – 12:15 pm Lunch (On Your Own)

12:15 pm – 2:15 pm Understanding Our Socially Challenged Children — Robin Lurie-Meyerkopf • Asperger’s Syndrome vs. High Functioning Autism vs. NLD – The Difference Between These Disorders – What’s up in the Classroom? • Sensory Issues – Understanding Sensory Issues – We All Have Sensory Needs: What Are Yours? – Sensory Issues and How They Affect Our Children With Asperger’s Syndrome et. al. – Sensory Exercises • Communication – Professionals Working Together, Providing Information to Families and Informal Meetings • Characteristics of Socially Challenged Students – What to Look for: What Do You See in Your Classroom? – Understanding These Characteristics • Educational Strategies and Techniques That Work – Where to Start, How to Stay Consistent and Enlisting Support of Families • Organizational Skills – Effective Strategies – Importance of Visual Supports • Self-Advocacy Skills – Teaching Children About Their Needs – Self-Advocacy Is a Learned Skill • Addressing Friendship Issues – Helping Students Become Part of a Group – How to Start the Year Off Right

2:15 pm – 2:30 pm Break

2:30 pm – 4:30 pm Special Education Issues for Children With Asperger’s Syndrome and High Functioning Autism — Sara A. Meerse • Understanding IDEA and Section 504 • Qualifying Services – Disability, Adverse Effect on Educational Performance and Specialized Instruction • The Special Education Process – Referral and Child Find – Evaluations, Determinations and Development of Services – Disciplinary Issues • When Parents and Schools Disagree – Complaint Procedures: Mediation, Complaint and Due Process

Credits:  12 AASEP CEU, 12 NASET CEU

Website: http://www.lorman.com/seminars/seminar_details.php?cd=16001:0:1:4:4&pid=177242&cdd=1&cddd=373170


Los Angeles, CA - October 18th, 2007

Developing Behavioral Plans for Aggressive Children

$289.00, USD (Ask for AASEP or NASET discount)

Seminar ID: 376170

Audience: This one-day seminar is designed for special education teachers and directors, counselors, psychologists, teachers, behavior specialists, social workers, principals, vice principals, superintendents, case managers and attorneys.

Benefits: This seminar will provide you with a greater understanding of the benefits of positive behavioral support and specific knowledge on how to assess the function of the aggressive behavior. You will learn how to develop strategies and techniques to develop alternative behaviors, how to write effective behavior plans and how to implement them effectively, including periodic evaluation of the effectiveness of the plan.

In One Day, You’ll Learn To: • Operationally define behaviors and write measurable objectives • Develop assessment and charting techniques to assist the building of an effective behavior plan • Write a behavior plan that is clear and concise, and lends itself to easy implementation and evaluation • Apply several charting and assessment techniques to better determine the most effective approach for a particular child

Learning Objectives: • The attendee will be able to explain the principles behind A-B-C and applied behavioral analysis in working with aggressive children. • The attendee will be able to describe how to write an effective behavior plan. • The attendee will be able to discuss potential reactive strategies for when the behavior plan requires adjustment. 

Agenda: 9:00 am – 10:30 am Overview of Behavioral Theory • A-B-C • Applied Behavioral Analysis Behavior Support Plans and Behavior Intervention Plans • IDEA 2004 • Purpose of Behavior Plans • Assumptions About Behavior • Common Mistakes Assessment as a Key Component • Data Collection • Other Tools

10:30 am – 10:45 am Break

10:45 am – 12:15 pm Writing an Effective Behavior Support Plan • Utilizing Data • Step-By-Step Process • Case Studies School-Based Team Evaluations • A Multidisciplinary Team Approach • Outside Service Providers, and Their Roles and Responsibilities

12:15 pm – 1:15 pm Lunch (On Your Own)

1:15 pm – 2:45 pm Focus on Implementation Application in Participant Settings

2:45 pm – 3:00 pm Break 3:00 pm – 4:00 pm Evaluation and Revision Reactive Strategies

4:00 pm – 4:30 pm Questions and Answers 

Credits:  12 AASEP CEU, 12 NASET CEU

Website: http://www.lorman.com/seminars/seminar_details.php?cd=16001:0:1:4:4&pid=177623&cdd=1&cddd=376170


Wichita, KS - October 18th, 2007

Thinking Outside the Box: Designing Creative Behavioral Plans to Deal With Aggressive Behavior in Schools 

$269.00, USD (Ask for AASEP or NASET discount)

Seminar ID: 359942

Audience: This one-day seminar is designed for special education teachers and directors, school counselors, psychologists, teachers, behavior specialists, administrators, principals, superintendents, case managers, resource specialists and social workers.

Benefits: This seminar will offer background knowledge of understanding the psychological aspects of aggressive behaviors across developmental levels and intellectual abilities. You will learn how to conduct functional behavioral assessments and behavioral intervention plans according to IDEA standards. The afternoon sessions will provide how-to information for teachers and administrators to better understand their roles in writing and implementing behavioral intervention plans. We will address your concerns about implementation and evaluation of behavioral intervention plans.

In One Day, You’ll Learn: • How to use psychological theories that relate to aggression in children • Background information that will allow schools to more accurately predict early stages of aggression • Ethical considerations as they apply to the process of designing behavioral intervention plans • The legal ramifications through a process of reviewing actual case studies involving aggressive students in school settings • How to conduct a mental inventory of your own background and knowledge in designing and implementing behavior programs

Learning Objectives: • The attendee will be able to identify the requirements for conducting a functional behavioral assessment and developing behavioral intervention plans that meet IDEA standards. • The attendee will be able to discuss and review actual behavioral intervention plans. • The attendee will be able to explain the step-by-step process for developing and evaluating effective behavioral intervention plans.

Agenda: 9:00 am – 9:20 am Overview — Suzette I. Goldsby, M.S., and Harold W. Orr, M.A.

9:20 am – 10:20 am Analyzing Aggression • How Can We Employ a Student’s Background Information as Part of the Functional Behavioral Assessment? • Is There a Culture for Violence? • The Typical Stages of Emotional Reaction to Fear • What Is the Downward Spiral of Discouragement? How Is It Manifested? Precursors: How Do We Determine When Conditions May Lead to Low-Level Aggression vs. Physical Aggression? — Harold W. Orr, M.A. • Maslow’s Needs Hierarchy • Dreikur’s View of Discouragement and the Encouragement Process • Beck’s Research About Cognitive Therapy for Depression Overcoming Learned Helplessness • How Recognizing Precursors Can Be Used in the Design and Implementation of the BIP What Is Necessary to Consider Before Thinking Outside the Box? — Harold W. Orr, M.A. • Ethics • When and How Should Families Become Involved? • Whose Rights and Personal Safety Must We Be Concerned About?

10:20 am – 10:50 am Understanding Legal Implications — Suzette I. Goldsby, M.S. • Setting Behavior Standards for the Entire District, Grade-Level Standards and Zero Tolerance Rules • What Steps Should Schools Take to Address Serious Misconduct Under the IDEA? • What Is the Manifestation Determination Review for Special Education Students? • Case Study: Can Parents Be Liable for a Child’s Attack on a Teacher?

10:50 am – 11:05 am Break

11:05 am – 11:30 am For Special Education and for Section 504, Where Do We Find Guidance in Assessment and Intervention? What Is the FBA? What Is the BIP? — Suzette I. Goldsby, M.S. • What Do the Americans With Disabilities Act and Its Components Say? • How Do We Identify Important, Controllable and Causal Functional Relationships? • How Do Multimodal Aspects Affect the Student? • Why Do We Teach Skills and Replacement Behaviors?

11:30 am – 12:30 pm Lunch (On Your Own)

12:30 pm – 1:15 pm What Do You Need to Bring to the Planning? What Is the Necessary Background for Writing Behavioral Intervention Plans and the Teacher’s Role in the Process? — Suzette I. Goldsby, M.S., and Harold W. Orr, M.A. • What Are Precipitating Conditions, Consequences and Function? • How Can We Problem-Solve? • Are We Using Critical Thinking?

1:15 pm – 2:00 pm What Are Some Examples of Creative Approaches? — Suzette I. Goldsby, M.S. • What Is Paraverbal Communication? • How Do We Use Cognitive Training? How Do We Implement Social Skills Training? • Do Self-Statements Really Work?

2:00 pm – 2:15 pm Break

2:15 pm – 4:15 pm How Do We Implement and Evaluate the Plan? • What Is Everyone’s Job? • How Do We Know the Plan Is Successful? • Should We Rewrite the Plan?

4:15 pm – 4:30 pm Question and Answer Session — Suzette I. Goldsby, M.S., and Harold W. Orr, M.A.

Credits: 12 AASEP CEU, 12 NASET CEU

Website: http://www.lorman.com/seminars/seminar_details.php?cd=16001:0:1:4:4&pid=177579&cdd=1&cddd=359942 


Fayetteville, AR - October 18th, 2007

Understanding Individuals With Asperger's Syndrome or High Functioning Autism 

$269.00, USD (Ask for AASEP or NASET discount)

Seminar ID: 373711

Audience: This one-day seminar is designed for special education teachers and directors, psychologists, speech pathologists, counselors, social workers, classroom teachers, instructional aides, nurses, education specialists, principals, vice principals, case managers and parents.

Benefits: As professionals, we are encountering more children with the diagnosis of Asperger’s Syndrome or high functioning autism. To provide the best services for optimal outcome in children with these disorders, it is essential to be aware of the most current information available. This workshop will highlight the diagnostic criteria, etiology and prevalence of AS and HFA. We will discuss assessment, educational modifications and communication styles as well as develop behavioral interventions and network on resources that are applicable to these populations. Information will be presented from a multidisciplinary approach by a developmental pediatrician, a child psychologist and a speech/language pathologist.

In One Day, You’ll Learn To: • Develop strategies to effectively manage sensory integration dysfunction and reduce inappropriate or disruptive behaviors • Understand how theory of mind impacts children with AS and how to assess weaknesses • Discuss secondary diagnoses commonly associated with social impairments • Examine the presentation of AS and HFA at varied developmental ages • Review aspects of prosody and articulation that are impacted by an AS diagnosis

Learning Objectives: • The attendee will be able to describe clinical presentation of AS and HFA in childhood. • The attendee will be able to identify appropriate accommodations for an educational plan for the AS or HRA child. • The attendee will be able to recognize variables that make social interactions difficult for the AS or HFA child. • The attendee will be able to explain how to discriminate between abstract and concrete communication in children with AS or HFA. • The attendee will be able to discuss resources in Arkansas for AS and HFA.

Agenda: 9:00 am – 9:10 am Overview — Regina A. Gargus, M.D., M.S., CPE, FAAP

9:10 am – 10:00 am Medical Overview – One Spectrum, Two Disorders: The Similarities and Differences of AS and HFA — Regina A. Gargus, M.D., M.S., CPE, FAAP • Clinical Features and Criteria for Diagnosis

10:00 am – 10:30 am Psychometric Assessment – Evaluation Challenges Across the Autistic Spectrum — Jayne Bellando, Ph.D. • Problems With Central Coherence • Inattention and Executive Function • Trouble With Transition and Classroom Rules • Behavioral Issues

10:30 am – 10:45 am Break

10:45 am – 11:25 am Educational Modifications – Meaningful Accommodations for Classroom Success — Jayne Bellando, Ph.D. • Strategies for Visual, Written, Memory and Conceptual Weaknesses • Homework Strategies • Strategies for Emotional Variables

11:25 am – 12:00 pm Hallmarks of Atypical Language – Recognizing the Three P’s in AS and HFA Communication Style — Margie L. Gilbertson, Ph.D. • Pragmatics: The Art of Conversation • Prosody: Modulating Voice Sounds • Pedantry: Understanding the Little Professor Concept 12:00 pm – 1:00 pm Lunch (On Your Own)

1:00 pm – 1:45 pm Integrating the Hues of a Sensory World – Understanding the Perspectives of Children With AS and HFA — Regina A. Gargus, M.D., M.S., CPE, FAAP • Presentation of Sensory Perceptions • Uncovering the Etiology of Tantrums and Meltdowns • Effective Interventions for Sensory Integration

1:45 pm – 2:30 pm Building Social Skills – Learning to Navigate in the Hidden World of Socialization — Jayne Bellando, Ph.D. • How AS/HFA Impacts Social Development • Primary Ways for Adults to Intervene • Social Skills Techniques for Home and School

2:30 pm – 2:45 pm Break

2:45 pm – 3:15 pm Only Two Shades of Communication – Blinded to Abstraction: The Absence of Grays in AS and HFA Comprehension — Margie L. Gilbertson, Ph.D. • The Concrete Theory of Mind • Simple, Clear Communication Strategies for Effective Auditory Response

3:15 pm – 4:00 pm Integrating Special Needs: The IEP and Section 504 — Jayne Bellando, Ph.D., Regina A. Gargus, M.D., M.S., CPE, FAAP, and Margie L. Gilbertson, Ph.D. • Family and School Partnership for AS and HFA Student Success • Designing an IEP With Effective Strategies for Teachers and Families • Promoting Peer Understanding and Bullying Prevention

4:00 pm – 4:30 pm Panel Discussion — Jayne Bellando, Ph.D., Regina A. Gargus, M.D., M.S., CPE, FAAP, and Margie L. Gilbertson, Ph.D. • Building an Autism Resource Network in Arkansas • Collaboration and Coordination of Support Systems Across the State for Families • Question and Answer Session 

Credits:  12 AASEP CEU, 12 NASET CEU

Website: http://www.lorman.com/seminars/seminar_details.php?cd=16001:0:1:4:4&pid=177246&cdd=1&cddd=373711


Vestal, NY - October 18th, 2007

Understanding Individuals With Asperger's Syndrome or High Functioning Autism 

$279.00, USD (Ask for AASEP or NASET discount)

Seminar ID: 374228

Audience: This one-day seminar is designed for special education teachers and directors, psychologists, speech pathologists, counselors, social workers, classroom teachers, instructional aides, nurses, education specialists, principals, vice principals, case managers, parents and attorneys.

Benefits: Students with Asperger’s Syndrome and high functioning autism exhibit unique profiles of strengths and weaknesses that result in complex and diverse social, emotional/behavioral and educational needs. These needs challenge parents and educators to develop effective strategies that enable these children to achieve their potential. This seminar will provide an overview of Asperger’s Syndrome and HFA that will include diagnostic issues and assessment strategies. You will learn how to help students cope with frustration, gain control over behaviors that interfere with optimal functioning, and provide them with skills so that they can better manage social and educational challenges. This seminar is intended for educators and school personnel, as well as for family members and service providers within the community.

In One Day, You’ll Learn To: • Identify important issues involved in conducting assessments with children diagnosed with Asperger’s Syndrome and high functioning autism • Understand common educational and social needs associated with Asperger’s Disorder and high functioning autism, and identify strategies for addressing these needs • Identify student needs, translate needs into goals and generate a systematic plan for achieving goals

Learning Objectives: • The attendee will be able to review the DSM-IV diagnostic criteria for Asperger’s Syndrome and autistic disorder. • The attendee will be able to discuss the steps involved in designing comprehensive and effective interventions. • The attendee will be able to identify the role of medication in the overall treatment plan. • The attendee will be able to list environmental modifications that have a positive effect on the learner’s functioning.

Agenda: 9:00 am – 10:30 am Asperger’s Syndrome and High Functioning Autism — Emily Huber Callahan, M.A. • DSM-IV Diagnostic Criteria • Diagnostic Assessment • Comorbidity Issues That Complicate the Clinical Picture • Incidence • Are They the Same or Are They Different? • Core Deficits

10:30 am – 10:45 am Break

10:45 am – 12:15 pm Educational Needs — Stephanie Lockshin, Ph.D., M.Ed., BCBA • Educational Assessment and Identification of Needs • Least Restrictive Environment • Designing Appropriate Educational Settings • Collaboration: An Integrative Team Approach – Service Providers and Families • Developmental Issues

12:15 pm – 1:15 pm Lunch (On Your Own)

1:15 pm – 2:45 pm Addressing Social, Behavioral and Emotional Issues — Emily Huber Callahan, M.A. • Functional Behavior Analysis • Social Skills Training • Coping Skills

2:45 pm – 3:00 pm Break

3:00 pm – 4:15 pm Developing Interventions That Work — Stephanie Lockshin, Ph.D., M.Ed., BCBA • Clinical Interventions • The Role of Medication • Ethical Considerations

4:15 pm – 4:30 pm Question and Answer Session — Emily Huber Callahan, M.A., and Stephanie Lockshin, Ph.D., M.Ed., BCBA

Credits:  12 AASEP CEU, 12 NASET CEU

Website: http://www.lorman.com/seminars/seminar_details.php?cd=16001:0:1:4:4&pid=177600&cdd=1&cddd=374228


Tacoma, WA - October 19th, 2007

Developing Behavioral Plans for Children With Challenging Behavior 

$289.00, USD (Ask for AASEP or NASET discount)

Seminar ID: 373835

Audience: This one-day seminar is designed for special education teachers and directors, counselors, psychologists, teachers, para-educators, behavior specialists, social workers, principals, vice principals and case managers.

Benefits: Students with challenging behavior need specific strategies and supports. This seminar will discuss challenging behavior of students of all ages in the context of the learning environment. You will learn what needs to be known about behavior prior to intervention in the context of functional behavior assessment. You will gain a clear understanding of effective intervention through behavior support plan development and data collection, including specific prevention, intervention and replacement behavior strategies.

In One Day, You’ll Learn: • Critical points of the federal and state laws about challenging behaviors in schools • About challenging behavior – what your student is trying to communicate and why • Strategies to decrease behaviors, increase behaviors and teach replacement behaviors • How to ensure successful plans through user-friendly data collection and monitoring strategies

Learning Objectives: • The attendee will be able to review the law regarding challenging behavior. • The attendee will be able to describe functional behavior assessment and its components, as well as specific strategies for behavior change. • The attendee will be able to recognize how to implement the least restrictive but effective and efficient behavior change strategies. • The attendee will be able to identify the critical components of a behavior plan.

Agenda: This seminar will be presented by Allison Lowy Apple, Ph.D., BCBA, Keri M. d’Hondt, M.Ed., and Laura Takagi, M.Ed.

9:00 am – 9:15 am Overview

9:15 am – 9:45 am Challenging Behavior and the Law – What Do We Need to Know? • IDEA 2004 and Washington State Regulations • Aversive Interventions Defined • Manifestation Determination • Other Regulations That Apply

9:45 am – 10:00 am Classroom Environments and Challenging Behavior • The Effect of the Environment on Behavior and Its Prevention

10:00 am – 10:15 am Break

10:15 am – 12:00 pm When Challenging Behavior Occurs – Understanding the Why Factor Through Functional Behavior Assessment • Emergency Plans • Functional Behavior Assessment Strategies – Direct Measurement – Indirect Measurement • General Functions of Behavior – The Why Factor

12:00 pm – 1:00 pm Lunch (On Your Own)

1:00 pm – 3:00 pm Strategies to Change Behavior • Decreasing Challenging Behavior – Least Restrictive Strategies • Increasing Appropriate Behavior • Teaching Replacement Behaviors

3:00 pm – 3:15 pm Break

3:15 pm – 3:45 pm Writing a Behavior Plan – The Who, What, Where, When and How • Who to Include in Development • What to Include in the Plan • How to Write in a Manner That Communicates Exactly What Will Be Done – Generating Operational Definition of Behavior – Its Importance and How-To

3:45 pm – 4:15 pm Monitoring a Behavior Plan • Data Collection Strategies for the Real World – How to Generate Monitoring Strategies That Respond to Our Questions, as Well as Respond to Its Utility for Recorders

4:15 pm – 4:30 pm Summary 

Credits:  12 AASEP CEU, 12 NASET CEU

Website: http://www.lorman.com/seminars/seminar_details.php?cd=16001:0:1:4:4&pid=177598&cdd=1&cddd=373835


Jackson, MS - October 23rd, 2007

Developing and Implementing Behavioral Plans for Aggressive Children 

$299.00, USD (Ask for AASEP or NASET discount)

Seminar ID: 342427

Audience: This one-day seminar is designed for special education teachers and directors, counselors, psychologists, teachers, behavior specialists, social workers, principals, vice principals, superintendents, case managers and attorneys.

Benefits: By attending this seminar, you will learn to develop effective behavioral treatment plans to reduce children’s problem behaviors and to increase desired and adaptive behavioral responses. You will receive helpful strategies on legal issues relating to restraint and interventions for violent children. You will be able to identify potential liability issues for their districts. You and your company will also stay current on issues surrounding writing a school policy that addresses a specific liability concern.

In One Day, You’ll Learn To: • Identify behaviors appropriate for behavioral intervention • Design a behavioral plan to change a child’s behavior • Apply and evaluate home- and school-based behavioral plans • Effectively handle interventions for violent students • Protect yourself from legal liability issues

Learning Objectives: • The attendee will be able to review functional behavioral analysis. • The attendee will be able to identify legal issues related to the restraint of students. • The attendee will be able to discuss writing policies to avoid liability.

 
Agenda: 9:00 am – 11:15 am Why Behavioral Treatment? — Lani Greening, Ph.D. Identifying Behaviors to Change — Lani Greening, Ph.D. Causes of Behavior — Lani Greening, Ph.D. • Functional Behavioral Analysis • The A-B-C Method Approaches to Behavioral Change — Lani Greening, Ph.D. Behavior Management — Lani Greening, Ph.D. • Assessment • Hypotheses Testing • Developing a Behavioral Plan • Monitoring Treatment Outcome Applications to Real-Life Settings — Lani Greening, Ph.D. • Home-Based Plans • School-Based Plans

11:15 am – 12:15 pm Legal Issues Relating to the Restraint of Students and the Restraint Continuum, As Well As Interventions for Violent Students vis-ΰ-vis Youth Court and Mental Health — Robert O. Laird, CFE, CSSD

12:15 pm – 1:15 pm Lunch (On Your Own)

1:15 pm – 2:15 pm Legal Issues Relating to the Restraint of Students and the Restraint Continuum, As Well As Interventions for Violent Students vis-ΰ-vis Youth Court and Mental Health (Continued) — Robert O. Laird, CFE, CSSD

2:15 pm – 3:15 pm Legal Liability Protection — Jeffrey A. Klingfuss, Esq. • What Are Liability Issues? • Who Decides? • Protection for Districts • Protection for Individuals • Writing Policies to Avoid Liability

3:15 pm – 3:30 pm Break

3:30 pm – 4:30 pm Table Top Exercise — Jeffrey A. Klingfuss, Esq. • Writing a School Policy That Addresses a Specific Liability Concern

Credits:  12 AASEP CEU, 12 NASET CEU

Website: http://www.lorman.com/seminars/seminar_details.php?cd=16001:0:1:4:4&pid=176522&cdd=1&cddd=342427


Phoenix, AZ - November 9th, 2007

Developing Behavioral Plans for Aggressive Children 

$299.00, USD (Ask for AASEP or NASET discount)

Seminar ID: 376371

Audience: This one-day seminar is designed for special education teachers and directors, counselors, psychologists, teachers, behavior specialists, social workers, principals, vice principals, superintendents, case managers and attorneys.

Benefits: Attend this cutting-edge seminar and you will acquire knowledge and practical application skills for working with aggressive students. You will be able to apply the principles of applied behavior analysis to accomplish a variety of objectives.

In One Day, You’ll Learn To: • Develop behavioral intervention plans for students with behavior problems • Apply learning principles that increase/decrease behaviors • Recognize antecedents that lead to inappropriate behaviors • Manipulate antecedents with ease • Maintain behavior change in students

Learning Objectives: • The attendee will be able to identify how behavior problems develop. • The attendee will be able to discuss how to prevent disruptive and aggressive behavior. • The attendee will be able to review the interaction between learning and behavior. • The attendee will be able to describe effective behavior management strategies in the classroom. 

Agenda: This seminar will be presented by Joel S. Hanania, Ph.D., and Jessica Turner, M.Ed. 1. 9:00 am – 9:15 am Overview of Workshop 

9:15 am – 10:30 am How Undesirable Student Behaviors and Poor Behavior Management Practices Develop • Factors Within the Child • Factors Within the School or System • Factors Within the Teacher Prevention of Aggressive and Disruptive Behaviors • Making the Environment Work for You • Using Effective Communication Strategies 

10:30 am – 10:45 am Break 

10:45 am – 12:00 pm Common Causes of Undesirable Student Behaviors (aka Functional Analysis of Behavior) Behavior Assessment • Anecdotal Techniques for Recording Behavior • Recording Observational Data Using Your PDA • Collecting Baseline and Ongoing Behavioral Data the Easy Way

12:00 pm – 1:00 pm Lunch (On Your Own) 

1:00 pm – 2:00 pm Critical Role of Classroom Management Consequences That Increase Behavior • Reinforcement (Positive, Negative, Natural) Consequences That Decrease Behavior • Procedural Alternatives for Behavior Reduction • Strategies of Differential Reinforcement • Extinction • Punishment • Removal of Desirable Stimuli • Presentation of Aversive Stimuli Differential Reinforcement for Stimulus Control and Shaping • Differential Reinforcement for Stimulus Control • Differential for Shaping 

2:00 pm – 3:00 pm Maintaining Behavior Change • Generalization of Behavior Change • Self-Monitoring of Behavior • Parental Education • Social Skills Training Case Studies • Managing Noncompliance • Defusing Anger and Aggression 

3:00 pm – 3:15 pm Break 

3:15 pm – 4:15 pm Classroom Application • Rules and Procedures • Disciplinary Intervention • Teacher-Student Relationships • Mindset • Starting the Right Way 10.

4:15 pm – 4:30 pm Final Comments, and Questions and Answers 

Credits:  12 AASEP CEU, 12 NASET CEU

Website: http://www.lorman.com/seminars/seminar_details.php?cd=16001:0:1:4:4&pid=177837&cdd=1&cddd=376371


Sacramento, CA - November 9th, 2007

Top Techniques for Working With Children Who Have Sensory Dysfunction 

$299.00, USD (Ask for AASEP or NASET discount)

Seminar ID: 376137

Audience: This one-day seminar is designed for special education teachers and directors, psychologists, speech pathologists, counselors, social workers, classroom teachers, instructional aides, nurses, principals, vice principals, case managers and attorneys.

Benefits: As the classroom and student population becomes more diverse, so do the experiences required of schools to work with these children, especially with those children with disabilities that require extra care and attention. Attend this seminar and you’ll find out what sensory integration dysfunction is and how best to help children in the classroom achieve regardless of their sensory processing deficits.

In One Day, You’ll Learn: • The ins and outs of sensory integration – subcortical function vs. cortical function • Medical evaluations associated with sensory integration disorders • Strategies to enhance performance in the classroom when dealing with sensory integration dysfunction • What you need to know about classroom screening for sensory dysfunction • How to use the IEP, 504 and SST to address needed accommodations for the classroom and testing

Learning Objectives: • The attendee will be able to identify behaviors associated with sensory dysfunction. • The attendee will be able to explain how to differentiate sensory from behavioral issues. • The attendee will be able to discuss the use of home programs and parent involvement. 

Agenda: 9:00 am – 9:45 am Overview of Sensory Processing — Liz Isono, MSOTR/L • Definition of Sensory Integration – Subcortical Function vs. Cortical Function – The Vestibular System – The Proprioceptive System – The Tactile System 

9:45 am – 10:15 am Behaviors Associated With Sensory Dysfunction — Gail Gordon, OTR/L, and Liz Isono, MSOTR/L • Biomechanical Challenges • Attention and Regulation Problems • Emotional Challenges (Anxiety and Depression) • Decreased Tolerance to Activity • Defensiveness • Social Challenges

10:15 am – 10:30 am Break

10:30 am – 11:15 am Medical Evaluations Associated With Sensory Integration Disorders: Indications, Similarities and Differences — Michelle Horton, M.A., Ph.D. • Neuropsychology • Developmental Pediatrics • Behavioral Medicine 

11:15 am – 11:30 am Differentiating Sensory From Behavioral Issues — Liz Isono, MSOTR/L

11:30 am – 12:30 pm Strategies to Enhance Performance in the Classroom When Dealing With Sensory Integration Dysfunction — Gail Gordon, OTR/L • Materials and Modalities Used to Address Sensory Challenges – Strengthening – Positioning – Gross and Fine Motor Skills – Motor Planning and Bilateral Integration – Regulation – Organizational Skills

12:30 pm – 1:30 pm Lunch (On Your Own)

1:30 pm – 2:15 pm Classroom Screening for Sensory Dysfunction — Gail Gordon, OTR/L, and Liz Isono, MSOTR/L Coordination of Therapy Services With Regular Education • Pull Out • Push In • The Use of Home Programs and Parent Involvement

2:15 pm – 2:30 pm Break

2:30 pm – 4:15 pm The Use of the IEP, 504 and SST to Address Needed Accommodations for the Classroom and Testing — Michelle Horton, M.A., Ph.D. • Legal Issues Associated With the Receipt of Services

4:15 pm – 4:30 pm Questions and Answers — Gail Gordon, OTR/L, Michelle Horton, M.A., Ph.D., and Liz Isono, MSOTR/L 

Credits:  12 AASEP CEU, 12 NASET CEU

Website: http://www.lorman.com/seminars/seminar_details.php?cd=16001:0:1:4:4&pid=177834&cdd=1&cddd=376137


Melville, NY - 11-14-07
Section 504 vs. the IDEA 
319.00, USD  (Ask for AASEP or NASET discount)
Seminar ID: 371919

Audience: This one-day seminar is designed for special education directors and teachers, classroom teachers, principals, counselors, psychologists, social workers, administrators and attorneys.

Benefits: By attending this seminar, you will receive helpful information regarding the purpose of Section 504 and IDEA laws as well as distinctions between the two. You will gain a clear understanding of goals and objectives of each law. This program will take a look at standardized testing accommodations for special needs students. You and your company will also stay current on issues surrounding due process proceedings and discipline of students with special needs. In One Day, You’ll Learn: • Responsibilities for locating, identifying and evaluating students with disabilities • The ins and outs of FAPE under the IDEA and Section 504 • Requirements from the college board in order for a student to receive testing accommodations • Differences between Section 504 due process proceedings and IDEA 2004 due process proceedings Learning Objectives: • The attendee will be able to recognize responsibilities for locating, identifying and evaluating students with disabilities. • The attendee will be able to discuss similarities and differences of Section 504 and the IDEA. • The attendee will be able to review discipline of students with disabilities in New York state.

Agenda:

9:00 am – 10:00 am General Overview of Section 504 and IDEA — Jacob S. Feldman, Esq. • Purpose of Each Law • Who Is Protected? • Responsibilities for Locating, Identifying and Evaluating Students With Disabilities • Procedural Safeguards 1. 10:00 am – 10:15 am Break

2. 10:15 am – 11:00 am FAPE Under IDEA and Section 504 — Jacob S. Feldman, Esq. • Understanding FAPE • Identifying Abilities and Needs • Programs and Services • Goals and Objectives

3. 11:00 am – 12:00 pm Section 504 vs. IDEA — Jacob S. Feldman, Esq. • Accommodation Plans • IEPs • Similarities and Differences

4. 12:00 pm – 1:00 pm Lunch (On Your Own)

5. 1:00 pm – 1:30 pm Testing Accommodations for Students With Disabilities for the PSAT, SAT and Advanced Placement Tests — Deborah Berger, Esq. • Qualifying for Testing Accommodations Pursuant to Section 504 of the Rehabilitation Act and the ADA • Understanding Standard to Receive Testing Accommodations From the College Board Section 504 and ADA • What Does the College Board Require in Order for a Student to Receive Testing Accommodations?

6. 1:30 pm – 2:30 pm Section 504 and IDEA 2004 Due Process Proceedings — Deborah Berger, Esq., and Carol A. Melnick, Esq. • Section 504 Due Process Proceedings • Differences Between Section 504 Due Process Proceedings and IDEA 2004 Due Process Proceedings • IDEA 2004 Due Process Proceedings • Questions and Answers

7. 2:30 pm – 2:45 pm Break

8. 2:45 pm – 4:15 pm Discipline of Students With Disabilities in New York State — Laura J. Granelli, Esq., and Carol A. Melnick, Esq. • Discipline Procedures for All Students – Education Law §3214 • Discipline Under the IDEA • Discipline Under Section 504

9. 4:15 pm – 4:30 pm Questions and Answers — Deborah Berger, Esq., Jacob S. Feldman, Esq., Laura J. Granelli, Esq., and Carol A. Melnick, Esq. 

Credits: 
http://www.lorman.com/seminars/seminar_details.php?cd=16001:0:1:4:4&pid=178044&cdd=1&cddd=371919

 



Pasadena, CA - 11-14-07
Understanding Individuals With Asperger's Syndrome or High Functioning Autism 

$289.00, USD  (Ask for AASEP or NASET discount)

Seminar ID: 374224

Audience: This one-day seminar is designed for special education teachers and directors, psychologists, speech pathologists, counselors, social workers, classroom teachers, instructional aides, nurses, education specialists, principals, vice principals, case managers, parents and attorneys.

Benefits: Students diagnosed with Asperger’s syndrome or high functioning autism have complex profiles and needs. School personnel, first responders and family members need to understand the assets and needs of these individuals in order to work with them effectively. This seminar is designed to provide you with ideas, strategies, models and interventions that will lay the groundwork for integrated, comprehensive, proactive services that will maximize the potential of individuals with AS or HFA. In One Day, You’ll Learn To: • Develop strategies to effectively manage sensory integration dysfunction and reduce inappropriate or disruptive behaviors • Get your toughest questions answered regarding assessment issues in AS and HFA • Understand the educational and social needs of students with AS and HFA • Design appropriate educational settings that are student specific Learning Objectives: • The attendee will be able to discuss the importance of assessment. • The attendee will be able to identify educational support strategies. • The attendee will be able to review accommodations and modifications. 

Agenda: 9:00 am – 10:30 am An Overview of Asperger’s Syndrome and High Functioning Autism • DSM-IV • Differential Diagnosis VIQ>PIQ • The Importance of Assessment: Medical, Emotional, Educational • Securing Services • The Need for an Integrated, Comprehensive Team and Support Services • New Treatment Approaches 1. 10:30 am – 10:45 am Break 2. 10:45 am – 12:15 pm Important Educational Considerations • The Importance of Early Intervention • Behind Every Behavior • Functional Behavioral Analysis and Positive Behavioral Intervention Plans • Social and Communication Needs • Executive Functioning Deficits • Sensory Processing Differences • Academic Strengths and Needs • Staff and Student Training • Beneficial Educational Settings 3. 12:15 pm – 12:30 pm Questions and Discussion 4. 12:30 pm – 1:30 pm Lunch (On Your Own) 5. 1:30 pm – 3:00 pm Educational Support Strategies • Strength-Based Programming • Beneficial Educational Settings • Staff and Student Training • Accommodations and Modifications • Social and Communication Skills Training • Adaptive Behavior • Assistive Technology • O.T. and P.T. Support • Vocational Training 6. 3:00 pm – 3:15 pm Break 7. 3:15 pm – 4:00 pm A Look Forward 8. 4:00 pm – 4:30 pm Questions and Answers 
Credits: 
http://www.lorman.com/seminars/seminar_details.php?cd=16001:0:1:4:4&pid=178052&cdd=1&cddd=374224

 


Providence, RI - 11-15-07
Developing Behavior Plans for Children with Challenging Behavior 

$299.00, USD (Ask for AASEP or NASET discount)

Seminar ID: 374232

Audience: This one-day seminar is designed for special education teachers and directors, counselors, psychologists, teachers, behavior specialists, social workers, principals, vice principals, superintendents, case managers and attorneys.

Benefits: This seminar will enable you to increase your understanding of the functional behavior assessment process, to design and implement behavioral intervention plans, and learn to manage challenging behaviors in order to promote a safe and productive educational climate for all learners.

In One Day, You’ll Learn To: • Identify challenging behaviors • Utilize effective tools for assessing a variety of behaviors • Develop behavior intervention strategies and plans Learning Objectives: • The attendee will be able to restate possible functions of challenging behaviors. • The attendee will be able to describe the steps in a functional behavior assessment. • The attendee will be able to define and give examples of behavioral interventions. • The attendee will be able to develop effective prevention and intervention plans. • The attendee will be able to examine common challenges and overcome obstacles when implementing behavior plans. • The attendee will be able to review and apply practical and legal responses to challenging behaviors based on IDEA and NCLB.

Agenda: This seminar will be presented by Shelly Greene, M.Ed., and Nina Pinnock, Ph.D., BCBA 9:00 am – 9:20 am Overview: Assumptions About Behavior 9:20 am – 10:00 am IDEA Requirements • Development of Functional Behavior Assessment • Development of a Behavior Intervention Plan 10:00 am – 12:00 pm Purposes of Functional Behavior Assessments and Key Components • Identifying and Defining Problem Behaviors Through Team Process • Examining the Steps of a Functional Behavior Assessment Interview Process With School Personnel and Family Observations Record Review Instruments for Collection Information and Data Determining Significant Behaviors Describing Behavior in Objective Terms 12:00 pm – 1:00 pm Lunch (On Your Own) 1:00 pm – 2:30 pm Writing a Behavior Intervention Plan • Criteria for an Optimal Plan: A Pragmatic Approach to Behavior Change Implementation Process • Key Components Behavior Supports Interdisciplinary Teams Staff and Teacher Training Family Support Reinforcement Strategies Social Skill, Problem Solving and Self-Management Strategies Case Studies 2:30 pm – 2:45 pm Break 2:45 pm – 4:00 pm Is the Plan Working? Measuring the Success and Effectiveness of a Plan • Evaluation, Revision and Ongoing Implementation • Collecting and Analyzing Intervention Data • Strategies to Address and Overcome Challenges and Obstacles 4:00 pm – 4:30 pm Questions and Answers
Credits: 
http://www.lorman.com/seminars/seminar_details.php?cd=16001:0:1:4:4&pid=179389&cdd=1&cddd=374232

 



Costa Mesa, CA - 11-16-07
Diagnosing and Teaching Students With Emotional Disabilities 
$299.00, USD (Ask for AASEP or NASET discount)

Seminar ID: 376476

Audience: This one-day seminar is designed for special education directors and teachers, classroom teachers, counselors, psychologists, social workers, administrators, instructional aides and mental health providers.

Benefits: The struggles that beset children with emotional disabilities can be heart-wrenching. That struggle, though, is often exacerbated by the complexities involved with diagnosis/identification and determining appropriate interventions and services. By attending this seminar, you’ll gain valuable information on the assessment and diagnosis of children with emotional disturbance, as well as the legal framework for a free appropriate public education for children who are emotionally challenged.

In One Day, You’ll Learn To: • More accurately identify emotional disabilities in children • Avoid common mistakes and pitfalls in diagnosis • Gain a better understanding of both state and federal laws governing special education • Plan and undertake a more thorough emotional disabilities assessment Learning Objectives: • The attendee will be able to explain how to avoid making common diagnosis mistakes. • The attendee will be able to review the implications of recent case law. • The attendee will be able to discuss complying with IDEA and Section 504 plans.

Agenda: 9:00 am – 10:30 am Key Diagnostic Similarities and Differences, and Common Mistakes Mitchel D. Perlman, Ph.D. • Attention Deficit and Hyperactivity Disorder • Bipolar Disorder • Depression • Asperger's Syndrome • Obsessive Compulsive Disorder • Oppositional Defiant Disorder 10:30 am – 10:45 am Break 10:45 am – 12:00 pm IDEA: The Individuals With Disabilities Educational Act of 2004 Paul M. Roberts, Esq. • The Basic Framework of IDEA 2004 • How Do Recent Changes Affect Students With Emotional Disabilities? • What Constitutes a Free Appropriate Public Education? • Acronyms and Special Education Lingo • What Is RTC? • Therapeutic Placements: HHI, LRE, DIS, ESY, OT and PT • What If the Parent Should Request an IEE? 12:00 pm – 1:00 pm Lunch (On Your Own) 1:00 pm – 2:30 pm The GUD Assessment and Its Application to the ED Criteria Mitchel D. Perlman, Ph.D. • What Does a Thorough Assessment Entail? • How to Know If a Student’s Capabilities Have Been Accurately Assessed • Common Misinterpretations Contributing to Misidentified Children 2:30 pm – 2:45 pm Break 2:45 pm – 4:00 pm Complying With IDEA and 504 Plans Paul M. Roberts, Esq. • Determining What the ED Child Needs • Interagency Roles and Responsibilities • Disciplining Difficult and Disruptive Students: Applicable Laws, Behavior Intervention Plans and IEP Goals • Legal Standards for Determining Eligibility and Qualifying Diagnoses • How to Determine the Appropriateness of Implementing an IEP vs. a 504 Plan • What Professionals Who Work With Students With Emotional Disabilities Need to Know Legal Obligations Responsibilities Ethical Standards 4:00 pm – 4:30 pm Questions and Answers Mitchel D. Perlman, Ph.D., and Paul M. Roberts, Esq.

Credits: 
http://www.lorman.com/seminars/seminar_details.php?cd=16001:0:1:4:4&pid=178829&cdd=1&cddd=376476

 



Richmond, VA - 11-28-07

Developing Behavioral Plans for Aggressive Children 

$279.00, USD (Ask for AASEP or NASET discount)

Seminar ID: 368449

Audience: This one-day seminar is designed for special education teachers and directors, school counselors, psychologists, teachers, behavior specialists, social workers, principals, vice principals, superintendents, attorneys, case managers and resource specialists.

Benefits: In the classroom one or two students can monopolize a tremendous amount of a teacher’s time and energy, interfering with the teaching and learning process. When these situations arise, practitioners usually rely on standard strategies to deal with misbehavior. While many students respond well to simple interventions, others require more intense planning and implementation. Some interventions may reinforce or create a similar behavioral problem. Effective approaches begin with looking beyond the problem behavior and trying to understand the motivation behind it. Knowing what motivates a student to engage in a particular behavior will equip you for developing an effective intervention plan. This seminar will focus on the development and implementation of effective behavioral intervention strategies to improve the outcomes for all students.

In One Day, You’ll Learn: • The importance of function in the selection of behavioral interventions • The need for data and evidence to support your decisions • Strategies that can be applied tomorrow in the classroom • How to use a team problem-solving approach to address challenging problems Learning Objectives: • The attendee will be able to identify causes, symptoms and treatment strategies of aggression in children. • The attendee will be able to explain how to conduct a functional behavior assessment. • The attendee will be able to describe how to develop and implement positive behavioral interventions. • The attendee will be able to discuss ethical and legal considerations for legal practitioners, professional service providers and educators.

Agenda: 9:00 am – 9:45 am Understanding Aggression in Children and Adolescents Jeffrey S. Katz, Ph.D. • The Causes of Aggression – Within and Outside of the Child • Types of Aggression – Physical, Verbal and Others • The Warning Signs – Can We Predict It Coming? • Therapeutic Approaches to Reducing Aggressive Behavior 9:45 am – 10:30 am Understanding the Nature of Challenging Behavior C.J. Butler, M.S.Ed. • Functions of Behavior • Data Collection • Decision Making 10:30 am – 10:45 am Break 10:45 am – 11:30 am Medical, Psychiatric and Psychological Overview of Aggressive Children Peter Manes, M.D. • Causality • Medical Assessment and Evaluation Procedures • Treatment Interventions Pharmacological Non-Pharmacological 11:30 am – 12:15 pm Functional Assessment of Aggressive Behavior Jeffrey S. Katz, Ph.D. • Identifying the Payoff for Aggressive Behavior • Understanding How the Aggressive Behavior Reflects the Youngster’s View of the World • Defining the Context in Which the Aggressive Behavior Occurs – Why Here and Why Now? • Identifying the Skills Needed by the Youngster to Replace Aggressive Behavior 12:15 pm – 1:15 pm Lunch (On Your Own) 1:15 pm – 2:00 pm Aligning Intervention to Function C.J. Butler, M.S.Ed. • Selection of Intervention(s) • Implementation of Intervention • Evaluation of Intervention 2:00 pm – 3:00 pm Ethical Considerations, Duties and Principles Lois N. Manes • Overview of Professional Responsibility for Attorneys, Educators and Other Professionals • Client-Professional Relationship Ethics • Ethical Duties to Third Parties 3:00 pm – 3:15 pm Break 3:15 pm – 4:15 pm Legal Requirements Lois N. Manes • Federal Laws • Virginia Laws • Federal and Virginia Regulations • Case Law • Best Practices 4:15 pm – 4:30 pm Questions and Answers C.J. Butler, M.S.Ed., Jeffrey S. Katz, Ph.D., Lois N. Manes and Peter Manes, M.D.

Credits: 
http://www.lorman.com/seminars/seminar_details.php?cd=16001:0:1:4:4&pid=179366&cdd=1&cddd=368449



Taunton, MA - 12-04-07

Developing Behavior Plans for Children With Challenging Behavior

$299.00, USD (Ask for AASEP or NASET discount)

Seminar ID: 374231

Audience: This one-day seminar is designed for special education teachers and directors, counselors, psychologists, teachers, behavior specialists, social workers, principals, vice principals, superintendents, case managers and attorneys.

Benefits: This seminar will enable you to increase your understanding of the functional behavior assessment process, to design and implement behavioral intervention plans, and learn to manage challenging behaviors in order to promote a safe and productive educational climate for all learners.

In One Day, You’ll Learn To: • Identify challenging behaviors • Utilize effective tools for assessing a variety of behaviors • Develop behavior intervention strategies and plans Learning Objectives: • The attendee will be able to identify possible functions of challenging behaviors. • The attendee will be able to describe the steps in a functional behavior assessment. • The attendee will be able to define and give examples of behavior interventions. • The attendee will be able to develop effective prevention and intervention plans. • The attendee will be able examine common challenges and overcome obstacles when implementing behavior plans. • The attendee will be able to review and apply practical and legal responses to challenging behaviors based on IDEA and NCLB.

Agenda: This seminar will be presented by Shelly Greene, M.Ed., and Nina Pinnock, Ph.D., BCBA. 9:00 am – 9:20 am Overview: Assumptions About Behavior 9:20 am – 10:00 am IDEA Requirements • Development of Functional Behavior Assessment • Development of a Behavior Intervention Plan 10:00 am – 12:00 pm Purposes of Functional Behavior Assessments and Key Components • Identifying and Defining Problem Behaviors Through Team Process • Examining the Steps of a Functional Behavior Assessment Interview Process With School Personnel and Family Observations Record Review Instruments for Collection Information and Data Determining Significant Behaviors Describing Behavior in Objective Terms 12:00 pm – 1:00 pm Lunch (On Your Own) 1:00 pm – 2:30 pm Writing a Behavior Intervention Plan • Criteria for an Optimal Plan: A Pragmatic Approach to Behavior Change Implementation Process • Key Components Behavior Supports Interdisciplinary Teams Staff and Teacher Training Family Support Reinforcement Strategies Social Skill, Problem Solving and Self-Management Strategies Case Studies 2:30 pm – 2:45 pm Break 2:45 pm – 4:00 pm Is the Plan Working? Measuring the Success and Effectiveness of a Plan • Evaluation, Revision and Ongoing Implementation • Collecting and Analyzing Intervention Data • Strategies to Address and Overcome Challenges and Obstacles 4:00 pm – 4:30 pm Questions and Answers

Credits: 
http://www.lorman.com/seminars/seminar_details.php?cd=16001:0:1:4:4&pid=178948&cdd=1&cddd=374231


 
Cherry Hill, NJ - 12-04-07

Understanding Individuals With Asperger's Syndrome or High Functioning Autism 

$279.00, USD (Ask for AASEP or NASET discount)

Seminar ID: 376138

Audience: This one-day seminar is designed for special education teachers and directors, psychologists, speech pathologists, counselors, social workers, classroom teachers, instructional aides, nurses, education specialists, principals, vice principals, case managers, parents and attorneys.

Benefits: Autism spectrum disorders have increased in prevalence over the past few years in grades seven through 12. General awareness, more sophisticated diagnostic tools, advocacy and media attention have all played a part in professionals’ ability to diagnose and treat these conditions. With increased awareness and prevalence comes the need for increased resources to support children and families afflicted by these conditions. Much of this burden has been placed on school districts to provide accommodations and educational programs to meet the needs of their students who have been diagnosed. By attending this seminar, you will gain an understanding of Asperger’s Syndrome and high functioning autism, current research findings, assessment for diagnosis and educational placement, and practical interventions to treat these disabilities.

In One Day, You’ll Learn To: • Understand how motor-coordination affects people with AS and how to assess weaknesses • Discuss diagnoses commonly associated with social impairments • Improve your skills involving the pragmatics of speech and language development • Develop comprehensive intervention plans • Design appropriate educational settings that are student specific Learning Objectives: • The attendee will be able to review communication and social-emotional development. • The attendee will be able to discuss speech and language development, including conversation skills. • The attendee will be able to describe accommodations and modifications.
Agenda: This seminar will be presented by Jennifer Berenguer, M.A., LDT/C, Rizza Miro, M.A., CCC-SLP, and Jodi Schechtman, M.A., CCC-SLP.

Agenda: 1. 9:00 am – 12:00 pm Definition and Criteria Common Signs Identification and Assessment Communication Development Social-Emotional Development Motor-Coordination Learning Issues The Sensory System 2. 12:00 pm – 1:00 pm Lunch (On Your Own) 3. 1:00 pm – 4:30 pm Interventions Team Approach Educational Approaches Social Skills Training Speech and Language Development • Pragmatics • Receptive Language • Expressive Language • Conversation Skills • Feeding Issues IEP Development and Section 504 Plans Accommodations and Modifications Local Resources
Credits: 
http://www.lorman.com/seminars/seminar_details.php?cd=16001:0:1:4:4&pid=178956&cdd=1&cddd=376138

 



Madison, WI - 12-05-07

Understanding Individuals With Asperger's Syndrome or High Functioning Autism 

$269.00, USD (Ask for AASEP or NASET discount)

Seminar ID: 369858

Audience: This one-day seminar is designed for special education teachers and directors, psychologists, speech pathologists, counselors, social workers, classroom teachers, instructional aides, nurses, education specialists, principals, vice principals, case managers, parents and attorneys.

Benefits: Autism spectrum disorders have increased in prevalence over the past few years in grades seven through 12. General awareness, more sophisticated diagnostic tools, advocacy and media attention have all played a part in professionals’ ability to diagnose and treat these conditions. With increased awareness and prevalence comes the need for increased resources to support children and families afflicted by these conditions. Much of this burden has been placed on school districts to provide accommodations and educational programs to meet the needs of their students who have been diagnosed. We will lay the foundation for an understanding of Asperger’s Syndrome and high functioning autism, present current research findings, look at assessments for diagnosis and educational placement, and provide you with practical interventions to treat these disabilities.

In One Day, You’ll Learn To: • Acquire helpful tools for therapeutic orientations and interventions • Use innovative approaches to behavioral intervention • Treat Asperger’s Syndrome using play, visual cues and modeling • Deal with problems such as inattention and tantrums • Properly handle social problems on the playground Learning Objectives: • The attendee will be able to discuss assessment tools for diagnosis. • The attendee will be able to discuss the use of modeling as a behavioral treatment of Asperger’s Syndrome. • The attendee will be able to review troubleshooting techniques to meet social skill challenges.

Agenda: This seminar will be presented by Tamlynn Sallows Graupner, M.S., Glen O. Sallows, Ph.D., and Michelle Sherman, M.S.S.W. 9:00 am – 10:30 am Differential Diagnosis of Autism and Asperger’s Syndrome • DSM-IVTR Diagnostic Criteria • Assessment Tools for Diagnosis • Therapeutic Orientations and Interventions • Questions and Answers 10:30 am – 10:45 am Break 10:45 am – 11:45 am History of Behavioral Intervention • Research • Treatment and Service Model 11:45 am – 12:45 pm Lunch (On Your Own) 12:45 pm – 2:30 pm Behavioral Treatment of Asperger’s Syndrome • Behavioral Teaching • Use of Play • Use of Visual Cues • Use of Modeling • Teaching in the Natural Environment • Building Social Interaction • Correcting Errors • Dealing With Problems – Inattention, Noncompliance, Tantrums 2:30 pm – 2:45 pm Break 2:45 pm – 4:30 pm Social Skill Challenges • Sibling Interaction • School Integration • Social Problems on the Playground • Social Language Delays • Theory of Mind Difficulties • Troubleshooting

Credits: 
http://www.lorman.com/seminars/seminar_details.php?cd=16001:0:1:4:4&pid=178943&cdd=1&cddd=369858


 
Denver, CO - 12-06-07

Understanding Individuals With Asperger's Syndrome or High Functioning Autism

$279.00, USD (Ask for AASEP or NASET discount)

Seminar ID: 376566

Audience: This one-day seminar is designed for special education teachers and directors, psychologists, speech pathologists, counselors, social workers, classroom teachers, instructional aides, nurses, education specialists, principals, vice principals, case managers, parents and attorneys.

Benefits: The state of Colorado passed legislation in 1992 that allowed the state to develop a definition for developmental disability that could differ from the federal definition. People with Asperger’s Syndrome and high functioning autism are often excluded from supports and services from the state of Colorado developmental disability system because eligibility includes having an IQ of 70 or below. As a result, people with Asperger’s Syndrome or HFA with at least average and above cognitive ability are often not eligible for but need supports and services because of difficulties with social interaction, communication and behavior. Additionally, Colorado’s schools have been debilitated by statewide budget cuts that diminish resources and capacity to support and treat children with Asperger’s Syndrome or HFA who are often mainstreamed but friendless, misunderstood and depressed. This seminar highlights the power of resourceful parents and professionals who are committed to making a difference for Colorado’s children and adults by development of creative strategies to cope with and overcome barriers to success. In order to create a successful environment for the learner and the teacher, you must understand the strengths and needs with this condition and the particular learner. You’ll learn why learners with Asperger’s Syndrome and HFA behave the way they do and how you can increase appropriate behavior and effectively teach social skills to the learner. In One Day, You’ll Learn To: • Determine eligibility and conduct IEP planning under the IDEA • Get a detailed picture of differential diagnosis considerations • Effectively deal with problems related to social adjustment • Use psychological interventions to improve social-occupational functioning Learning Objectives: • The attendee will be able to discuss the importance of parent, professional and community partnerships. • The attendee will be able to identify Colorado’s resources for supports and services for Asperger’s Syndrome or high functioning autism. • The attendee will be able to discuss how to create solutions to barriers for supports and services for children and adults with Asperger’s Syndrome or high functioning autism in Colorado. 

Agenda: 9:00 am – 11:30 am Differential Diagnosis (Break 10:00 am – 10:15 am) — Paul A. Spragg, Ed.D., NCSP • Diagnosis and Assessment – Diagnostic Criteria for Asperger’s Syndrome – Assessment Tools • Etiology • Differential Diagnosis – Other Autism Spectrum Disorders – Personality Disorders Co-Morbidity With Axis I Syndromes • Anxiety and Stress-Related Disorders • OCD, Depression and Psychosis • Fetishes and Other Psychosexual Disorders The Basis of Interpersonal Challenges • Core Social Deficits • Executive Functions • Theory of Mind • Emotional Regulation • Disorders of Social Adjustment Psychological Interventions • Goals of Treatment – Relieving Stress and Discomfort – Improving Social-Occupational Functioning • Barriers to Treatment – Impact of Developmental Disorders on Later Interpersonal Functioning – Establishing a Conventional Therapeutic Relationship • Therapeutic Options – Supportive Counseling – Teaching Social Competencies • Case Examples 11:30 am – 12:30 pm Lunch (On Your Own) 12:30 pm – 2:30 pm The Autism Society of Colorado as a Community Resource — Jeff Konrade-Helm and Betty Lehman • Who Are We? And What Do We Do? The Funding Landscape for Supports and Services for Autism Spectrum Disorders in Colorado Importance of Parent, Professional and Community Partnerships Question and Answer Session 2:30 pm – 2:45 pm Break 2:45 pm – 4:30 pm Educational Placements Under the IDEA for Children With Asperger’s or High Functioning Autism — Jack D. Robinson, Esq. • The Free Appropriate Public Education Requirement • The Least Restrictive Environment Requirement • The Comprehensive Delivery System Requirement • Educational Placement vs. Location • Case Studies 

Credits: 
http://www.lorman.com/seminars/seminar_details.php?cd=16001:0:1:4:4&pid=179438&cdd=1&cddd=376566
 

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