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Colorado Department of Education Professional Development - Differential Identification of Serious Emotional Disability and ASD (Tri-State Webinar)

Differential Identification of Serious Emotional Disability and ASD (Tri-State Webinar)

Audience: Educators, Other District/School Staff, Parents, Students, Community Partners | Topic: Autism | Hosted by: Office of Special Education

On-Demand format. Differential Identification of Serious Emotional Disability and ASD (Tri-State Webinar)
On-Demand format

Presenters: Susan Hepburn, PhD
Original aired March 6, 2019

 

Learner Objectives

Participants will be able to:

  • Identify 3 challenges inherent to evaluating students for special education eligibility under the category of SED
  • Describe the elements of a comprehensive evaluation for SED
  • Distinguish 5 ways that students who meet criteria for SED likely differ from those who are meet criteria for ASD

 


Study Questions

After watching the webinar in the section called View the Webinar (upper left-side), please email Janet Zimmermann your contact information and your response to the 2 study questions to receive your certificate.  Janet's email is zimmermann_j@cde.state.co.us

Contact Information:

  1. Your Name
  2. Your Email Address
  3. Your District
  4. Your Role (teacher, para, SLP, etc.)

Study Questions:

  1. Some challenges inherent to evaluate students under the category of SED are:
    1. Culture
    2. Vague criteria
    3. Co-occurrence of disorders is common
    4. All of the above
    5. None of the above
  2. Confirmation bias and belief perseverance may lead to a cognitive error in assessment of SED.
    1. True
    2. False
  3. Best practices for assessing SED in schools include:
    1. Observations, Teacher, Parent & Student interviews
    2. Assess strengths and interests
    3. Collaboration with family
    4. All of the above
  4. Best practices for assessing ASD in schools requires a similar approach but also looking at social reciprocity, executive functions, behavioral flexibility and non-verbal and verbal communication.
    1. True
    2. False
  5. Which of the following statements is not true? 
    1. A student identified with SED may use nonverbal behaviors often with verbal communication while a student identified with ASD uses nonverbal behaviors less often.
    2. Both students identified with SED and ASD may have an affect that does not match the situation.
    3. When dealing with conflicts and tension both SED and ASD may have an exaggerated sense of justice.
    4. Self-concept in students identified with SED tends to be negative about self while students identified with ASD may tend to be unrealistic or young in thinking about self.

View the Webinar:

 

 

Contact Information

Janet Zimmermann
Zimmermann_J@cde.state.co.us

Certificate

1.25 hours (75 minutes) will be awarded to those participants who view the webinar and complete the study questions.

Professional development events offers a certificate
     

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