BEGIN:VCALENDAR PRODID:-AUCD VERSION:1.0 BEGIN:VEVENT DCREATED:20240328T195228 LAST-MODIFIED:20240328T195228 DTSTART:20220118T000000Z DTEND:20220118T000000Z SUMMARY;ENCODING=QUOTED-PRINTABLE:Preventing the Mismeasure of Young Children LOCATION;ENCODING=QUOTED-PRINTABLE:Zoom DESCRIPTION;ENCODING=QUOTED-PRINTABLE:=0D=0A=0D=0AWebinar description=0D=0A=0D=0AThis webinar will help to prepare interdisciplinary professionals to become important team members and crucial partners to parents and teachers in the early childhood intervention field (e.g., teachers, speech/language pathologists; occupational therapists, physical therapists; early behavior specialists; and social workers). The course will help future team members to understand the climate, culture, and “best practices” in assessment and intervention for early childhood intervention, which are federally mandated/supported, professionally-sanctioned, and evidence-based. These “best practices” are both professionally-sanctioned by the major national professional organizations and have practice-based evidence that supports their use (e.g., NAEYC, DEC, NASP, APA-Division 16, AOTA, APTA, ASHA). Thus, this webinar will help participants to understand, select, and use various authentic assessment formats & strategies for young children who are at-developmental-risk (due to poverty & ACE), and/or with disabilities and associated behavioral disorders and chronic health conditions. =0D=0A =0D=0AParticipants will learn=0D=0A=0D=0AParticipants will learn to select and use authentic assessment team models, modes, and measures to: (1) describe childrens’ development and behavior in functional ways; (2) describe parent/family and program/context characteristics; (3) “orchestrate” interdisciplinary team functioning via parent-professional partnerships (4) identify goals for IFSP/IEP program planning: (5) sensitively monitor performance-progress in intervention programs; (4) enable teachers, parents and caregivers, and other professionals to collect evidence of children’s daily functioning in natural everyday settings and routines; (6) conduct applied program evaluation quality research to improve schools, agencies, and human service programs; and (7) document the impact and outcomes of intervention programs; (8) demonstrate their accountability to state and federal funding agencies.=0D=0A=0D=0AThis is a webinar by sponsored by AUCD's Early Childhood Special Interest Group.=0D=0A=0D=0AReference TextsBagnato, SJ et.al. (2010). LINKing Authentic Assessment & Early Childhood Intervention: Best Measures for Best Practices. (2nd Edition). Baltimore, MD: Paul Brookes Publishing Co, Inc. Bagnato, SJ, (2007). Authentic Assessment for Early Childhood Intervention: Best Practices. NY: Guilford Press. Bagnato, SJ, et.al. (1990). Temperament & Atypical Behavior Scale (TABS): Early Childhood Indicators of Developmental Dysfunction. Baltimore, MD: Paul Brookes Publishing Co., Inc. =0D=0A=0D=0APresenter=0D=0A=0D=0A=0D=0A=0D=0ADr. Stefano J. Bagnato, Ed.D., NCSP, Professor of Psychology & Pediatrics; Schools of Education & Medicine; Department of Health & Human Development, Applied Developmental Psychology program; Founder & Faculty Mentor, Early Childhood Partnerships (ECP), affiliated with UPMC Children’s Hospital of Pittsburgh through the UCLID-LEND Disabilities Institute (Department of Pediatrics & Department of Physical Medicine & Rehabilitation) (www.lend.pitt.edu). =0D=0A=0D=0A =0D=0A=0D=0A =0D=0A PRIORITY:3 URL:http://www.aucd.org/template/event.cfm?event_id=9062&id=848 END:VEVENT END:VCALENDAR