Many students enter the public schools with deficits in social interaction skills that require specific assessment strategies to rule out potential co-existing conditions when pragmatic and behavior issues are present.
Participants will learn about the revisions in the DSM-V for identification for autism and a social pragmatic disorder. The session will also target the types of standardized and criterion-referenced assessments to implement for differential diagnosis. Participants will learn about various evidence-based research strategies to use with results from best practice pragmatic assessments. Finally, participants will be given case studies to develop an assessment plan and evidence-based intervention plan for classroom use for students with challenging behaviors.