Meet the Instructor: Sara Kayne
My name is Sara Kayne, and I’ve worked in Special Education for 14 years and as a School Psychologist for 12 years. I earned my B.S. in Special Education & Child Development and M.Ed. in Special Education and Applied Behavior Analysis from Vanderbilt University. My previous career highlights includes living in Okinawa, Japan for two years working as a Special Education Assessor for the Department of Defense. I then worked as a B.C.B.A./Counselor in Spokane, WA, providing behavioral therapy and neuropsychological testing. I later earned a Certificate in School Psychology from Eastern Washington University and taught in their School Psychology graduate program for five years, supervising interns and practicum students from across 15 states.
Who is this course for?
School Psychologists, School Psychology Interns, Licensed Psychological Associates, Licensed Psychologists and other school mental health professionals. Participants will be eligible to receive 2 continuing professional development credits. AIM is approved by the National Association of School Psychologists to offer professional development for school psychologists. AIM maintains responsibility for the program.
Learning Objectives
Participants will be able to describe the counseling process from initiation to dismissal. Participants will be able to explain the elements of a counseling evaluation and key considerations in eligibility determination. Participants will be able to Identify key components of counseling goals and common methods used to progress NASP Domains Domain 1: Data-Based Decision Making & Domain 4: Mental and Behavioral Health Services and Interventions
The Syllabus
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1
Chapter 1: Welcome!
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Instructor Bio
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How to Get Course Credit
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Learning Objectives
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NASP Domains
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2
Chapter 2: Counseling as a Related Service
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Let's Play
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What it is & Why it's Needed
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Counseling in School Advantages & Constraints
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Counseling in School Advantages & Constraints Continued
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Time Constraints
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What is a Related Service?
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What is Counseling (As a Related Service)?
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Counseling as a Related Service (CaRS)
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Related Service Counseling FAQ
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What is the Role of General Education
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Reflection
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Check for Understanding Chapters 1-2
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3
Chapter 3: Counseling Evaluations
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Sources of Data
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Recommended Components
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The Process
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Candidate Considerations
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Vital Questions to Consider for CARS
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Other Considerations
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Other Considerations Continued
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Check Out These Examples
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Check for Understanding Chapter 3
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4
Chapter 4: Recommended Services
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First Things First
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The FAQs of FDL
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Frequency, Duration, & Location
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Direct vs Indirect Services
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Direct vs Indirect Services Continued
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Basic Delivery Models
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Check for Understanding Chapter 4
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Chapter 4: Reflection Question
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5
Chapter 5: Goals and Objectives
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Present Levels of Academic Functional Performance
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Present Levels Necessary Components
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Present Levels Statement
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What are Goals and Objectives?
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The Making of Goals and Objectives
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Benchmarks or Short-term Objectives
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Creating Great Goals and Objectives
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Not SMART
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Writing GREAT Goals
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Goals and Objectives Do's & Don't
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Example Goal
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Counseling Goals & Objectives Resource
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Matching Techniques to Needs & Abilities
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Don't Forget to Take Notes
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Notes on Progress Reports
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Progress Monitoring
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Examples of PM Plans
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Dismissal
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SHARS/Medicaid Reimbursement
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SHARS/Medicaid Reimbursement Continued
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Counseling Semantics
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Service Logs
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Check for Understanding Chapter 5
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6
Chapter 6: Course Evaluation Survey and References
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References
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Counseling as a Related Service End of Course Evaluation
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CaRS Course Evaluation Survey
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Thank you!
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Technical Support and Accommodations Requests
For accessibility assistance or additional accommodations, our support team is just a message away. Reach out anytime you need help during the course to [email protected]
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