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How to work with families

Read this chapter excerpt for guidance with supporting families through the Prevent-Teach-Reinforce process, insight into universal parenting practices, and supports for designing individualized intervention for challenging behavior within the family context.

How to score and interpret the Written Expression subtest on TILLS

Competent writers can express the same content in many ways, using varied syntactic structures, and selecting and spelling words accurately. Students with language/literacy disorders may struggle with any of these elements but not necessarily all of them. The challenge is to capture such difficulties using standardized assessment and scoring techniques. This webinar will focus on […]

Quickly and reliably screen students for language/literacy disorders—including dyslexia

Early identification of students who are struggling with language and/or literacy is a key component to improving academic outcomes. Knowing which students require comprehensive assessment and which may be appropriate for less resource intensive RtI services is important. Limited time and financial resources make it important that screening be quick, easy and relatively inexpensive, but […]

Identify dyslexia using TILLS

Webinar participants will learn how to use an evidence-based assessment model and the Test of Integrated Language and Literacy Skills (TILLS) to decide whether a school-age student’s (ages 6-18 yrs) TILLS profile is consistent with a diagnosis of dyslexia or is a better fit to other types of language/literacy disorder.

How to get the most out of TILLS

This webinar focuses on using design features unique to TILLS that allow you to assess a student’s oral and written language using a scientifically sound quadrant model. This model is based on research that shows that contrasts based on language levels (i.e., sound/word versus sentence/discourse) are more useful for differentiating students’ strengths and needs than […]