Archive of Behavior Assessment

PMfocus.org – Progress Monitoring Focus is Live and Working Thumbnail

PMfocus.org – Progress Monitoring Focus is Live and Working

Posted on October 10, 2012

Utah Personnel Development Center is pleased to announce that the much awaited PMfocus tool has been released to teachers in the state of Utah.  Visit: http://PMfocus.org to Sign up and Sign in.  To Learn more, visit web check out the article we published last month about PMfocus in the Essential Educator. Progress Monitoring Focus is a new web-based application that allows the user to track student progress on any academic or behavior skill as defined by the user. A student’s response

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Attention Problems Limit School Success Thumbnail

Attention Problems Limit School Success

Posted on January 01, 2012

Emerging research from the University of Montreal suggests that inattention, information pills rather than hyperactivity, viagra approved is the critical indicator for high school success and graduation. “Children with attention problems need preventative intervention early in their development,” explained lead author Dr. Jean-Baptiste Pingault. Pingault and his research team came to their conclusion after looking at data collected from the parents and teachers of 2,000 children over a

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Breakthroughs in Diagnosing, Preventing Autism Thumbnail

Breakthroughs in Diagnosing, Preventing Autism

Posted on January 01, 2012

New research says it's possible to help diagnose autism in babies as young as a year old and an early diagnosis could allow for earlier intervention or potentially stop a child from developing autism. Autism typically isn't diagnosed until a child starts to show delays in talking and other milestones that occur after age 2. A study published in this month's Current Directions in Psychological Science says the medical community has new clues about what to look for in even younger children.

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Can’t Do or Won’t Do? A Go-To Diagnostic Tool Thumbnail

Can’t Do or Won’t Do? A Go-To Diagnostic Tool

Posted on October 10, 2011

"He's just not trying." How many of us have either heard or used this phrase referring to a student who is not performing as we expect him or her to do? Too often we assume that a student's low performance is an issue of motivation, never taking into account that perhaps the student does not know how to perform the desired skill or behavior. Upon identifying that a student is not performing at an expected level, either in academic or behavioral areas, the first question that should be ask

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RtI in Action in Utah: Middle School Thumbnail

RtI in Action in Utah: Middle School

Posted on April 04, 2011

Assessment/Instruction Links for Middle School Reading Remediation Much of the early literature on Response to Intervention (RtI) concerns setting up systematic multi-tiered levels of support for students in elementary schools. It has become reasonably clear what this looks like in practice: Evidence-based general curricula that addresses all important academic components delivered through explicit, sickness systematic, well paced instruction—complete with measures of fidelity. Screening

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Coordinated Services at Tier Two Thumbnail

Coordinated Services at Tier Two

Posted on March 03, 2011

Use Resources Wisely and Support ALL Students Let's do some math...wait, come back here. Don't run away to another article yet. I promise it's easy math, and we will get to it in a minute. First I want to establish some groundwork for this discussion. We talk about a multi-tiered system with regards to supporting those students who need some additional supports but not at the level of requiring an intensive individualized education program. This is sometimes referred to as bridging th

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Reducing Behavior Problems in the Elementary School Classroom Thumbnail

Reducing Behavior Problems in the Elementary School Classroom

Posted on January 01, 2011

This is a link to a comprehensive guide to reducing behavior problems in elementary classrooms, medications compiled by the Institute of Education Sciences (IES). This guide is intended to help elementary school educators as well as school and district administrators develop and implement effective prevention and intervention strategies that promote positive student behavior. The guide includes concrete recommendations and indicates the quality of the evidence that supports them. Additionall

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Utah Autism Rates Climb Thumbnail

Utah Autism Rates Climb

Posted on November 11, 2010

Epidemiology of Autism Spectrum Disorders: Utah Prevalence Rates Likely to Climb Above 1 in 85 New surveillance numbers on how many Utah children are at risk for an autism spectrum disorder (ASD) are coming soon. Researchers from the University Of Utah Department Of Psychiatry in collaboration with the Centers for Disease Control (CDC) and thirteen other sites that participate in the CDC’s Autism and Developmental Disabilities (ADDM) Network are finalizing ASD prevalence numbers on children

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Seeing is Believing—Visible Learning and Teaching Thumbnail

Seeing is Believing—Visible Learning and Teaching

Posted on November 11, 2010

Visible Learning and Teaching We are all familiar with the statements: “a picture is worth a thousand words,” and  “seeing is believing.” So when it comes to finding the Bright Spots in Utah schools, we at the Utah Personnel Development Center (UPDC) are noticing some visible evidence of improved outcomes for students and teachers throughout the state. It's exciting to learn from teachers who are making a difference. But merely learning from the bright spots isn’t enough, we need t

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Mainstreaming Start to Finish—A Success Story Thumbnail

Mainstreaming Start to Finish—A Success Story

Posted on November 11, 2010

The goal for any elementary-school-aged, self-contained Emotionally Disturbed (ED) unit is to remediate socially maladaptive classroom behavior so that the child can be returned to the Least Restrictive Environment (LRE). In our kindergarten-third grade ED unit at the Granite School District, the LRE is the child’s neighborhood school. In the past three school years we have successfully mainstreamed four children back into their neighborhood school. We felt that the interventions we employed

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