Using TABS to Identify Early Atypical Behavior
Speakers: Stephen J. Bagnato, Ed.D., NCSP; John T. Neisworth, Ph.D.
Required materials: Temperament and Atypical Behavior Scales (TABS): Early Childhood Indicators of Developmental Dysfunctions
Seminar length: 1 day
Number of participants: 20 or more
Who will benefit from this seminar: Practitioners in early intervention programs, early childhood special educators, psychologists, home visitors, child care administrators, occupational therapists, physical therapists, speech–language pathologists, and other professionals who work with children who may be at risk for autism, pervasive developmental disorder, and other regulatory problems.
Speaker Fees: Contact us for pricing information.
Participants will learn how to use Temperament and Atypical Behavior Scales (TABS) to screen and assess young children ages 11-71 months for temperament and self-regulation problems. Such problems may indicate that a child is at risk for atypical development. Drs. Bagnato and Neisworth explain how to survey key behavioral areas, including temperament, attention and activity, attachment and social behavior, neurobehavioral state, sleeping, play, vocal and oral behavior, senses and movement, and self-stimulatory behavior. They address implications for eligibility determination, diagnosis, and early intervention services planning.
Following this seminar, participants will be able to
- administer and score the TABS Screener and TABS Assessment Tool
- collaborate with parents to complete the TABS checklists
- use TABS for Child Find, screening, determining eligibility for special services, planning education and intervention (e.g., IEPs, IFSPs, and wraparound mental health behavioral support plans), monitoring child progress and program effectiveness, and conducting applied research
- apply strategies for minimizing problematic, atypical behavior
Participants will have the opportunity to participate in applied case studies and ask questions.
BONUS!
To learn about the speaker’s model for identifying alternative approaches to assessment in early intervention that are authentic and developmentally appropriate, ask us about LINKing.
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