Let the EDDT family of products help you find the way when navigating the challenging path of an emotional disturbance diagnosis. The EDDT family of products offer school/clinical professionals a standardized approach to gathering information from parents, teachers, and the student him or herself about the individuals functioning in the areas that make up the federal ED criteria. Now training on how to use the EDDT products is available on the PAR Training Portal.
Whether you are a long-time user and want a greater understanding of the products or are considering purchasing for the first time, this course will give you greater insight into the assessment of emotional disturbance, the decisions made when developing the EDDT, and how the different components work together to promote a comprehensive assessment of the student across school and home environments.
The PAR Training Portal is a free, on-demand resource available 24/7.
Visit partrainingportal.com today!
Simply use your parinc.com account to log in. Don’t have a free account? It’s easy to register.
In December 2019, the American Academy of Pediatrics (AAP) updated their recommendations for the screening of autism for the first time since 2007. Here is a brief summary of the new guidelines issued by the AAP.
· All children should be screened for symptoms of autism spectrum disorder (ASD) at all visits.
· Developmental and behavioral screenings should be performed at the 9-month, 18-month, and 30-month visits.
· Standardized autism-specific screening tests should be performed at 18 and 24 months of age.
One of the primary reasons for the change is that children with ASD can be identified as young as toddlers. As with many conditions, early intervention is crucial and can influence outcomes.
PAR is proud to publish an instrument that can help clinicians adhere to these new guidelines. The PDD Behavior Inventory™ Screening Edition (PDDBI-SV) can be used to screen children at risk for autism spectrum disorder as young as 18 months. It can be administered in 10 minutes or less, letting you know quickly if the child is at risk.
If further evaluation is warranted, PAR’s PDDBI and the PDDBI ASD Decision Tree can also be used with children as young as 18 months of age.
This week’s blog was written by Carrie Champ Morera, PsyD. Dr. Champ Morera is a project director at PAR. She is also a nationally certified school psychologist and licensed psychologist with more than 20 years of experience in the field. She enjoys traveling and exploring beaches.
Traumatic experiences are widespread. More than 38% of children have experienced a traumatic event. Though many children are able to demonstrate resiliency and continue to thrive in school after experiencing an adverse event, others are not as fortunate without intervention. The impact of trauma too often interferes with children’s behavior and learning in school. On average, children spend about 1,000 out of 6,000 waking hours in school each year; therefore, it is critical for school professionals to become knowledgeable about trauma and learn how to help children improve their emotional, behavioral, and academic functioning so that they can be successful.
PAR author Steven G. Feifer, DEd, has written a new book, The Neuropsychology of Stress & Trauma: How to Develop a Trauma Informed School, meant to educate and help professionals, parents, and other caregivers. The book includes a foreword by Robert B. Brooks, PhD, faculty at Harvard Medical School, provides information on the physiological, psychological, environmental, and educational impacts of childhood trauma. The book also provides an abundance of additional resources for trauma information including evidence-based interventions for addressing trauma in the schools and at home. Key learning points, figures, and tables are provided in each chapter, making the information easy to digest and providing the reader with major takeaways.
Furthermore, the book examines how trauma and stress impact the brain. Dr. Feifer explores how the impact of trauma can disrupt behavior and learning, particularly in the school setting, an area that only has been explored recently. Strategies and interventions on how to develop a trauma-informed classroom are provided. Finally, Dr. Feifer provides guidance in the area of assessment by providing a framework for trauma-informed assessment, with a review of important areas to assess and suggested tools.
Dr. Feifer will present on trauma at the National Association of School Psychologists (NASP) annual convention in February. In his workshop, The Neuropsychology of Trauma: Trauma-Sensitive Assessment, Dr. Feifer will discuss steps in developing trauma-informed schools, cover trauma assessment techniques, and explore classroom and school-wide interventions to foster emotional growth. If you attend the convention, feel free to stop by the PAR booth to learn more about how PAR can meet your assessment needs.
Dr. Feifer is also the author of the Feifer Assessment of Math (FAM), the Feifer Assessment of Reading (FAR), and the Feifer Assessment of Writing (FAW).
This week, PAR catalogs will be hitting mailboxes. We are so excited to hear your reactions—we’ve spent the last few months hard at work to make considerable changes to our catalog. This year, we will publish two separate catalogs targeted to two different groups: schools and clinicians. The catalog you receive includes the products you are most likely to find useful.
The sections of each catalog have been updated to better address your assessment needs and help you find solutions faster and easier. We’ve also made significant improvements in presentation with a more modern, clean format, and messaging that is more conversational and personal.
We hope you enjoy the new look and feel of your catalog!
To view both catalogs online, visit our e-catalog page.