Dr. Schultz Presents: Differentiating Intellectual Disabilities from Slow Learners and Specific Learning Disabilities - 31621
With the increased volume of referrals for students suspected as having a specific learning disability, comes an increase in the number of students who may have an Intellectual Disability (ID) or pervasive weaknesses (i.e., slow learners). These disabilities have distinct characteristics, as well as overlapping characteristics. This session will focus on best practices in identifying ID to rule out other conditions and improve diagnostic precision. Participants will be able to interpret the FSIQ and reconcile conflicting adaptive behavior scales.
This session is aligned with Evaluation component of the TEA-required self-assessment.
Schedule & Location
Audiences
Diagnosticians, LSSP (Licensed Specialist in School Psychology)
Objectives
Participants will accurately interpret Full Scale IQ (FSIQ) scores and explain their relevance in diagnosing Intellectual Disability (ID) by the end of the session.
Participants will identify at least two strategies for reconciling conflicting adaptive behavior scales through guided practice.
Participants will differentiate between characteristics of ID and other learning difficulties, applying diagnostic criteria to at least one case study.
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0
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T-TESS
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Duration
00:00
T-PESS
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