2015 TASH Conference has ended
This year’s theme, “Celebrating 40 Years of Progressive Leadership,” acknowledges TASH’s 40 years of generating change within the disability community and anticipates a brighter, more inclusive future for people with disabilities in all aspects of life. Each year, the TASH Conference impacts the disability field by connecting attendees to innovative information and resources, facilitating connections between stakeholders within the disability movement, and helping attendees reignite their passion for an inclusive world.

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Friday, December 4 • 9:20am - 10:10am
Evidence-based Practices for Students with Severe Disabilities: The CEEDAR Center Report LIMITED

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Limited Capacity seats available

Educating students with severe disabilities is a complex process that spans many domains. Traditionally, research has examined how to teach students valuable life skills. More recent research has addressed the need to apply explicit and systematic instruction to teach academic content and processes as well. This report represents a synthesis of evidence-based and research-based practices for teaching students with severe disabilities a full range of skills. Specifically, this presentation will describe the body of research for how to teach, what to teach, and how to support the full educational experience for students with severe disabilities. Attendees will access current, high quality research on instruction and support for students with severe disabilities (i.e., how to teach, what to teach, and how to support). Specifically, for “how to teach,” we will described and demonstrate evidence-based practices related to systematic instruction, self-directed learning, peer tutors, and technology. For “what to teach,” we will describe and demonstrate evidence-based practices related to academics, daily living skills, job and community skills, self-determination skills, and social and communication skills. Finally, we will describe and provide examples of “how to support,” including the use of team planning, assistive technology, peer supports, inclusive settings, paraprofessionals, positive behavior supports, and home-school collaboration.

Attendees will learn about the practices, hear specific examples of applying research-based interventions to classroom practice, and see video examples. Additionally, attendees will learn how to use an innovation configuration to improve their teacher preparation and professional development opportunities. Attendees will receive a copy of this tool and a thorough explanation of the levels within the tool for assessing the extent to which evidence-based practices are used in course syllabi and other professional development initiatives.

OBJECTIVES- As a result of this session participants will be able to: a) Identify the mission and resources of the CEEDAR Centerb) Summarize the evidence base practices for how to teach students with severe disabilitiesc) Describe best practices for what to teach students with severe disabilities.d) Indicate optimal supports for improving learning of students with severe disabilities.e) Discuss how the Evidence Based Practices for Students with Severe Disabilities Innovation Configuration is used to evaluate current teacher preparation and professional development (PD) by determining the extent to which these EBPs are taught, observed, and applied within teacher preparation and PD programs


Cecelia Ribuffo

Graduate Assistant and Technical Assistance Specialist, CEEDAR Center
avatar for Julie Thompson

Julie Thompson

Assistant Professor of Special Education, Texas A&M University
Julie L. Thompson, PhD, BCBA, is an Assistant Professor at Texas A&M University. Julie’s research examines explicit instruction procedures to teach academic skills to ethnically and linguistically diverse minimally vocal-verbal children with Autism Spectrum Disorder in public school... Read More →
avatar for Leah Wood

Leah Wood

Assistant Professor of SPED, Cal Poly

Friday December 4, 2015 9:20am - 10:10am PST
Salon I 1401 SW Naito Parkway Portland, OR 97201

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