This document provides an overview and agenda for a presentation on autism and the law. It discusses trends in autism rates and cases in California, appropriate assessment practices and what case law says about assessments, eligibility definitions and case law perspectives, educational interventions and methodology considerations, and assistive technology and recent legislation. Key points covered include appropriate assessment requirements under the IDEA, differences between federal and state definitions of autism, the importance of behaviors affecting educational performance for eligibility, and the debate around different methodological approaches for autism education.
This document provides an overview and summary of laws and issues related to bullying complaints in California schools. It discusses recent state legislation requiring school districts to adopt policies prohibiting discrimination and bullying. It also outlines options for addressing bullying incidents, including the required complaint process and the district's disciplinary framework, as well as creating comprehensive anti-bullying policies. The document analyzes key court cases and legal issues regarding schools' jurisdiction over off-campus bullying and students' right to free speech.
The document provides an overview of the Office of Civil Rights (OCR) investigation and complaint resolution process under Section 504. It summarizes key steps in the OCR investigation including the complaint, jurisdiction determination, decision to close or pursue early resolution, investigation components, findings letter, resolution agreements, and monitoring. It also identifies common Section 504 issues that result in complaints such as procedural safeguards, evaluations and eligibility, bullying, discipline, accommodations, transportation, retaliation, and athletics. Practical response tactics for districts under investigation are outlined.
This document provides guidance on using the Regents Center Library databases and online resources to conduct academic research for dissertations. It outlines how to (1) search databases to find relevant articles, (2) request full-text articles or interlibrary loans for articles without full text, (3) request articles not held in the library's collection, (4) use Google Scholar, and (5) find books online and request delivery to the Edwards campus. The document walks through searching specific databases like PsycInfo and ERIC, using citation searches and the interlibrary loan system to obtain full-text articles, and searching the library catalog to identify and request delivery of relevant books.
Section 504 outlines protections and requirements for students with disabilities. It defines a student with a disability as someone with a physical or mental impairment that substantially limits a major life activity. School districts must provide free appropriate public education to students with disabilities through reasonable accommodations. They must also implement identification, evaluation, and procedural safeguards for students and notify parents of their rights annually.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document provides a summary of new decisions from the California Office of Administrative Hearings (OAH) related to special education law. It summarizes 6 cases related to the following topics: behavior interventions, consent for assessments, timely IEP meetings, least restrictive environment analysis, manifestation determinations, and issues regarding transfer students. The summaries explain the key facts, decisions and significance of each case. The document aims to help schools understand and apply these recent legal developments affecting special education in California.
SES Fall 2012 All Things Considered - Recent Decisions on the Written Offer o...Fagen Friedman & Fulfrost
1. The document discusses several cases related to the written offer of placement and follow through requirements.
2. In Student v. Buckeye Union School District, the court found that while the IEP did not need to provide an hour-by-hour account of services, it did need to specifically describe the goals that specialized academic instruction would target.
3. In Student v. West Covina USD, the court found a procedural violation that denied FAPE because required information like accommodations was left blank on the IEP, impeding parental participation.
Section 504 of the Rehabilitation Act of 1973 and the Individuals with Disabilities Education Act (IDEA) both provide protections for students with disabilities but have important differences. Section 504 is a federal civil rights law that prohibits disability discrimination in programs receiving federal funds, while IDEA is an entitlement program that ensures students with disabilities receive specialized instruction and related services. Under Section 504, students must have a disability that substantially limits a major life activity and need accommodations, while IDEA has stronger eligibility criteria and procedural safeguards. Both laws require schools to provide appropriate services to eligible students, but IDEA mandates a formal individualized education program (IEP) while Section 504 uses informal plans like 504 plans or accommodation plans.
This document provides an overview and summary of laws and issues related to bullying complaints in California schools. It discusses recent state legislation requiring school districts to adopt policies prohibiting discrimination and bullying. It also outlines options for addressing bullying incidents, including the required complaint process and the district's disciplinary framework, as well as creating comprehensive anti-bullying policies. The document analyzes key court cases and legal issues regarding schools' jurisdiction over off-campus bullying and students' right to free speech.
The document provides an overview of the Office of Civil Rights (OCR) investigation and complaint resolution process under Section 504. It summarizes key steps in the OCR investigation including the complaint, jurisdiction determination, decision to close or pursue early resolution, investigation components, findings letter, resolution agreements, and monitoring. It also identifies common Section 504 issues that result in complaints such as procedural safeguards, evaluations and eligibility, bullying, discipline, accommodations, transportation, retaliation, and athletics. Practical response tactics for districts under investigation are outlined.
This document provides guidance on using the Regents Center Library databases and online resources to conduct academic research for dissertations. It outlines how to (1) search databases to find relevant articles, (2) request full-text articles or interlibrary loans for articles without full text, (3) request articles not held in the library's collection, (4) use Google Scholar, and (5) find books online and request delivery to the Edwards campus. The document walks through searching specific databases like PsycInfo and ERIC, using citation searches and the interlibrary loan system to obtain full-text articles, and searching the library catalog to identify and request delivery of relevant books.
Section 504 outlines protections and requirements for students with disabilities. It defines a student with a disability as someone with a physical or mental impairment that substantially limits a major life activity. School districts must provide free appropriate public education to students with disabilities through reasonable accommodations. They must also implement identification, evaluation, and procedural safeguards for students and notify parents of their rights annually.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document provides a summary of new decisions from the California Office of Administrative Hearings (OAH) related to special education law. It summarizes 6 cases related to the following topics: behavior interventions, consent for assessments, timely IEP meetings, least restrictive environment analysis, manifestation determinations, and issues regarding transfer students. The summaries explain the key facts, decisions and significance of each case. The document aims to help schools understand and apply these recent legal developments affecting special education in California.
SES Fall 2012 All Things Considered - Recent Decisions on the Written Offer o...Fagen Friedman & Fulfrost
1. The document discusses several cases related to the written offer of placement and follow through requirements.
2. In Student v. Buckeye Union School District, the court found that while the IEP did not need to provide an hour-by-hour account of services, it did need to specifically describe the goals that specialized academic instruction would target.
3. In Student v. West Covina USD, the court found a procedural violation that denied FAPE because required information like accommodations was left blank on the IEP, impeding parental participation.
Section 504 of the Rehabilitation Act of 1973 and the Individuals with Disabilities Education Act (IDEA) both provide protections for students with disabilities but have important differences. Section 504 is a federal civil rights law that prohibits disability discrimination in programs receiving federal funds, while IDEA is an entitlement program that ensures students with disabilities receive specialized instruction and related services. Under Section 504, students must have a disability that substantially limits a major life activity and need accommodations, while IDEA has stronger eligibility criteria and procedural safeguards. Both laws require schools to provide appropriate services to eligible students, but IDEA mandates a formal individualized education program (IEP) while Section 504 uses informal plans like 504 plans or accommodation plans.
The WEEE-Trace project aims to:
1) Ensure full traceability of WEEE management from collection to treatment using advanced technologies like RFID and image capturing.
2) Identify the producer and product characteristics to support producer responsibility.
3) Reduce WEEE leaks from the controlled system and increase legally treated and recycled volumes to ensure proper recycling of collected WEEE using best available techniques.
New Supts - Negotiating with the board in mind acsa (m0107460)CASupts
This document summarizes a presentation given at a new superintendents' workshop about negotiating with school boards. The presentation covered understanding the board's expectations for the superintendent's role, assessing one's own strengths, deciding whether to build one's own team or work with existing staff, and factors to consider in negotiations. It also discussed maintaining confidentiality with the board and presenting a united front publicly, as well as how to handle issues like rogue board members or leaks of information.
The document provides an overview and comparison of California's Proposition 30 and Proposition 38 tax initiatives on the November 2012 ballot. It finds that Proposition 38 would generate more education funding overall but most would go directly to schools, while Proposition 30 funds would go to the state general fund to avoid further education cuts. Proposition 30 relies on sales and income tax increases while Proposition 38 uses higher personal income taxes. The document aims to objectively inform about the initiatives' impacts rather than advocate for either one.
The document provides an overview of special education laws and procedures under the Individuals with Disabilities Education Act (IDEA). It discusses key concepts such as child find, referral, assessment, eligibility determination, individualized education programs (IEPs), and procedural safeguards. The assessment process must be sufficiently comprehensive, use multiple tools and strategies, and gather information from parents. An IEP must be developed once a student is found eligible for services. Parent participation is required in the IEP process and meetings. Reevaluations must occur every three years unless parents agree it is unnecessary. The document reviews timeline requirements and exiting special education.
An Adaptive Speed-Call List Algorithm and Its Evaluation with ESMguestac8e83
This paper proposes an adaptive speed-call list algorithm to predict and recommend phone numbers to call based on context. The algorithm was evaluated using call logs from 20 users and through a 3-month experience sampling method study with 10 users. The speed-call list was helpful for 80% of users, with the recommended number often being the one they wanted to call. However, some users complained about extra button clicks or delays required to access the list. The adaptive speed-call list was generally effective but could be improved with faster calculation and switching between recommendation and search/recents views.
Spring 2014 Special Education in the Modern Age: Parent Participation in the...Fagen Friedman & Fulfrost
This document discusses ensuring parent participation in the IEP process. It covers:
1. Who qualifies as a "parent" under special education law, including divorced parents who both have rights to participate.
2. Conducting IEP meetings, including the right of parents to request meetings, receive proper notice, and have the meeting rescheduled if unable to attend. Meetings can only be held without parents if the district documents extensive efforts to secure their participation.
3. Developing the IEP, including the issues of predetermination where districts improperly decide issues before the IEP meeting preventing meaningful parent input, and the right of parents to request independent evaluations that the district must consider.
This document summarizes Assembly Bill 1266, which protects transgender students in California schools. It defines key terms like gender, gender identity, and transgender. It outlines the existing legal framework protecting students from discrimination based on gender. AB 1266 allows students to participate in sex-segregated activities and use facilities based on their gender identity. The document discusses some of the key issues schools may face in implementing the law, such as bathroom/locker room use, sports teams, records, and addressing opposition from parents, students or staff. It provides guidance on how schools should handle these issues to comply with the law while being sensitive to student needs and safety concerns.
Looking for guidance on this new law which affects access and inclusion for transgender students? In this webinar, expert attorney Namita Brown, of Fagen Friedman & Fulfrost and ACSA legislative advocate, Laura Preston, will explain how you can successfully implement AB 1266 including resources available to assist you. Pointers will be given on how to help your board and staff communicate on this sometimes difficult topic. An update on the referendum circulated to repeal AB 1266 will be provided. All district and site administrators should log on for practical, up-to-the minute information on the legislation.
This document discusses eligibility categories for special education, focusing on Emotional Disturbance (ED), Other Health Impairment (OHI), and Specific Learning Disability (SLD).
It provides details on the federal and state definitions of ED and the five factors used to determine eligibility. Case studies examine issues around determining if a student's diagnosed mental illness or substance abuse is the primary cause of their difficulties. The document also discusses when "acting out" behaviors could indicate an ED versus social maladjustment.
For OHI, it explains that a medical diagnosis alone is not sufficient for eligibility and that the disability must actually limit a student's strength, vitality or alertness. The document concludes by noting that determining an
1) The document discusses four legal cases related to independent educational evaluations (IEEs).
2) The first case examined what constitutes an "unreasonable delay" when parents request funding for an IEE. The court found a four-month delay between the request and response was unreasonable.
3) The second case showed that districts must thoroughly review assessments before denying IEE requests, as the court found errors in the district's assessment and ordered them to fund the IEE.
4) The third case established that parents do not have an unlimited amount of time to request an IEE, setting a two-year statute of limitations.
5) The fourth case clarified that for an IEP team to
The document provides an overview of extended school year (ESY) services for students with disabilities:
1) ESY services are provided beyond the regular school year to prevent regression of skills over breaks and support receipt of a free and appropriate public education.
2) The IEP team determines if a student needs ESY based on likelihood of regression and recoupment difficulties, not on category of disability.
3) ESY services must be comparable in quality and scope to the student's program during the regular school year.
This document provides an agenda and overview for a presentation on autism and the law. The presentation discusses trends in autism rates and cases in California, assessment and eligibility requirements, educational methodologies, case law related to these topics, and assistive technology and private providers. It summarizes key points from case law, such as judges considering whether programs are reasonably calculated to provide educational benefit rather than a specific methodology. The document also notes requirements for peer-reviewed research in IEPs and that changing private providers does not necessarily deny FAPE.
This document provides a summary of new decisions from the California Office of Administrative Hearings (OAH) related to special education law. Key cases addressed issues such as behavior, discipline, eligibility, independent educational evaluations, individualized education program implementation, least restrictive environment, and student nonattendance. The summaries explain the facts, decisions, and significance of each case. Overall, the document aims to inform readers about recent developments in special education legal issues decided by the OAH.
This document provides an accountability report from an elected official to their constituents. It outlines various campaign promises and ongoing goals/projects for the year across areas like communication, collaboration, and appointments. For each item, it indicates the current status using symbols and provides updates in the form of bullet points. The official sought to increase transparency, hold regular town halls, improve digital presence, boost student involvement, and strengthen community partnerships over the course of their term.
Bullying and the Special Education StudentLynn Prado
This document discusses bullying of special education students. It notes that students with disabilities are more likely to be bullied than their non-disabled peers, due to characteristics that make them stand out. The effects of bullying can be more severe for special education students, undermining their education and psychological well-being. Teachers are encouraged to model positive behaviors, establish clear rules against bullying, and intervene to address bullying issues.
This document discusses several critical pieces of legislation that have shaped special education, including the Individuals with Disabilities Education Act (IDEA) and the No Child Left Behind Act. It outlines key provisions of these laws, such as requiring individualized education programs and evaluations for students with disabilities. The legislation also aims to provide these students access to the general education curriculum in the least restrictive environment possible. Overall, the laws discussed seek to establish educational rights and protections for students with disabilities.
This document summarizes several important legal issues that teachers should be aware of, including:
1) The hierarchy of laws that teachers must follow, ranging from the U.S. Constitution to local school policies and procedures.
2) Mandatory reporting obligations that teachers have regarding issues like child abuse, harassment, and weapons/drugs on school grounds.
3) Protections that teachers receive when making reports in good faith about suspected abuse or neglect.
4) Privacy laws like FERPA that govern student records and information.
59
Chapter 3
CIVIL FORENSIC ASSESSMENT
When most people think of law, they think about criminal law — statutes
that specify proscribed acts that violate explicit and cherished social norms,
procedures for determining when such acts have been committed, and pun-
ishments for the acts committed. Yet the vast majority of law is civil law,
which is focused on regulating the day - to - day conduct of human affairs
and, in particular, attempting to prevent and resolve confl icts between par-
ties. Civil law governs our lives from before we are born until we die; it
even controls our actions after we die.
Civil forensic assessments are psychological evaluations intended
to assist decision making with respect to matters of civil law. The scope
of forensic psychological practice with respect to civil law is as broad as
the domain of civil law itself. There are too many specifi c types of civil
forensic assessment to enumerate, let alone discuss. Instead, we begin by
discussing some of the most common areas of practice in broad or gen-
eral terms. We then provide a more detailed discussion of forensic assess-
ment with respect to three issues in civil law: civil commitment, parenting
capacity, and child maltreatment.
In this chapter, you will become familiar with:
The difference between civil law and criminal law
An overview of important topics within civil forensic assessment
Civil commitment and civil commitment evaluations
Parenting capacity and parenting capacity evaluations
Child maltreatment and child maltreatment risk assessments
•
•
•
•
•
CHAPTER OBJECTIVES
c03.indd 59c03.indd 59 11/3/09 5:39:24 PM11/3/09 5:39:24 PM
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EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 4/17/2020 8:22 PM via STRAYER UNIVERSITY
AN: 309009 ; Roesch, Ronald, Hart, Stephen D., Zapf, Patricia A..; Forensic Psychology and Law
Account: strayer.main.eds-live
60 Civil Forensic Assessment
Britney Jean Spears was born to be an entertainer. Even as a child, she was
a star: At age 10, she began appearing on television programs such as Star
Search and The New Mickey Mouse Club . At age 17, she completed her debut
album, . . . Baby One More Time , and quickly became one of the world ’ s most
famous and best - selling singer - entertainers. But she is also a tragic figure
whose highly publicized personal problems, which may stem at least in part
from a history of mental disorder and substance use, have led to numerous
appearances in civil courts.
Spears has appeared twice in court seeking to terminate marriages. He ...
The WEEE-Trace project aims to:
1) Ensure full traceability of WEEE management from collection to treatment using advanced technologies like RFID and image capturing.
2) Identify the producer and product characteristics to support producer responsibility.
3) Reduce WEEE leaks from the controlled system and increase legally treated and recycled volumes to ensure proper recycling of collected WEEE using best available techniques.
New Supts - Negotiating with the board in mind acsa (m0107460)CASupts
This document summarizes a presentation given at a new superintendents' workshop about negotiating with school boards. The presentation covered understanding the board's expectations for the superintendent's role, assessing one's own strengths, deciding whether to build one's own team or work with existing staff, and factors to consider in negotiations. It also discussed maintaining confidentiality with the board and presenting a united front publicly, as well as how to handle issues like rogue board members or leaks of information.
The document provides an overview and comparison of California's Proposition 30 and Proposition 38 tax initiatives on the November 2012 ballot. It finds that Proposition 38 would generate more education funding overall but most would go directly to schools, while Proposition 30 funds would go to the state general fund to avoid further education cuts. Proposition 30 relies on sales and income tax increases while Proposition 38 uses higher personal income taxes. The document aims to objectively inform about the initiatives' impacts rather than advocate for either one.
The document provides an overview of special education laws and procedures under the Individuals with Disabilities Education Act (IDEA). It discusses key concepts such as child find, referral, assessment, eligibility determination, individualized education programs (IEPs), and procedural safeguards. The assessment process must be sufficiently comprehensive, use multiple tools and strategies, and gather information from parents. An IEP must be developed once a student is found eligible for services. Parent participation is required in the IEP process and meetings. Reevaluations must occur every three years unless parents agree it is unnecessary. The document reviews timeline requirements and exiting special education.
An Adaptive Speed-Call List Algorithm and Its Evaluation with ESMguestac8e83
This paper proposes an adaptive speed-call list algorithm to predict and recommend phone numbers to call based on context. The algorithm was evaluated using call logs from 20 users and through a 3-month experience sampling method study with 10 users. The speed-call list was helpful for 80% of users, with the recommended number often being the one they wanted to call. However, some users complained about extra button clicks or delays required to access the list. The adaptive speed-call list was generally effective but could be improved with faster calculation and switching between recommendation and search/recents views.
Spring 2014 Special Education in the Modern Age: Parent Participation in the...Fagen Friedman & Fulfrost
This document discusses ensuring parent participation in the IEP process. It covers:
1. Who qualifies as a "parent" under special education law, including divorced parents who both have rights to participate.
2. Conducting IEP meetings, including the right of parents to request meetings, receive proper notice, and have the meeting rescheduled if unable to attend. Meetings can only be held without parents if the district documents extensive efforts to secure their participation.
3. Developing the IEP, including the issues of predetermination where districts improperly decide issues before the IEP meeting preventing meaningful parent input, and the right of parents to request independent evaluations that the district must consider.
This document summarizes Assembly Bill 1266, which protects transgender students in California schools. It defines key terms like gender, gender identity, and transgender. It outlines the existing legal framework protecting students from discrimination based on gender. AB 1266 allows students to participate in sex-segregated activities and use facilities based on their gender identity. The document discusses some of the key issues schools may face in implementing the law, such as bathroom/locker room use, sports teams, records, and addressing opposition from parents, students or staff. It provides guidance on how schools should handle these issues to comply with the law while being sensitive to student needs and safety concerns.
Looking for guidance on this new law which affects access and inclusion for transgender students? In this webinar, expert attorney Namita Brown, of Fagen Friedman & Fulfrost and ACSA legislative advocate, Laura Preston, will explain how you can successfully implement AB 1266 including resources available to assist you. Pointers will be given on how to help your board and staff communicate on this sometimes difficult topic. An update on the referendum circulated to repeal AB 1266 will be provided. All district and site administrators should log on for practical, up-to-the minute information on the legislation.
This document discusses eligibility categories for special education, focusing on Emotional Disturbance (ED), Other Health Impairment (OHI), and Specific Learning Disability (SLD).
It provides details on the federal and state definitions of ED and the five factors used to determine eligibility. Case studies examine issues around determining if a student's diagnosed mental illness or substance abuse is the primary cause of their difficulties. The document also discusses when "acting out" behaviors could indicate an ED versus social maladjustment.
For OHI, it explains that a medical diagnosis alone is not sufficient for eligibility and that the disability must actually limit a student's strength, vitality or alertness. The document concludes by noting that determining an
1) The document discusses four legal cases related to independent educational evaluations (IEEs).
2) The first case examined what constitutes an "unreasonable delay" when parents request funding for an IEE. The court found a four-month delay between the request and response was unreasonable.
3) The second case showed that districts must thoroughly review assessments before denying IEE requests, as the court found errors in the district's assessment and ordered them to fund the IEE.
4) The third case established that parents do not have an unlimited amount of time to request an IEE, setting a two-year statute of limitations.
5) The fourth case clarified that for an IEP team to
The document provides an overview of extended school year (ESY) services for students with disabilities:
1) ESY services are provided beyond the regular school year to prevent regression of skills over breaks and support receipt of a free and appropriate public education.
2) The IEP team determines if a student needs ESY based on likelihood of regression and recoupment difficulties, not on category of disability.
3) ESY services must be comparable in quality and scope to the student's program during the regular school year.
This document provides an agenda and overview for a presentation on autism and the law. The presentation discusses trends in autism rates and cases in California, assessment and eligibility requirements, educational methodologies, case law related to these topics, and assistive technology and private providers. It summarizes key points from case law, such as judges considering whether programs are reasonably calculated to provide educational benefit rather than a specific methodology. The document also notes requirements for peer-reviewed research in IEPs and that changing private providers does not necessarily deny FAPE.
This document provides a summary of new decisions from the California Office of Administrative Hearings (OAH) related to special education law. Key cases addressed issues such as behavior, discipline, eligibility, independent educational evaluations, individualized education program implementation, least restrictive environment, and student nonattendance. The summaries explain the facts, decisions, and significance of each case. Overall, the document aims to inform readers about recent developments in special education legal issues decided by the OAH.
This document provides an accountability report from an elected official to their constituents. It outlines various campaign promises and ongoing goals/projects for the year across areas like communication, collaboration, and appointments. For each item, it indicates the current status using symbols and provides updates in the form of bullet points. The official sought to increase transparency, hold regular town halls, improve digital presence, boost student involvement, and strengthen community partnerships over the course of their term.
Bullying and the Special Education StudentLynn Prado
This document discusses bullying of special education students. It notes that students with disabilities are more likely to be bullied than their non-disabled peers, due to characteristics that make them stand out. The effects of bullying can be more severe for special education students, undermining their education and psychological well-being. Teachers are encouraged to model positive behaviors, establish clear rules against bullying, and intervene to address bullying issues.
This document discusses several critical pieces of legislation that have shaped special education, including the Individuals with Disabilities Education Act (IDEA) and the No Child Left Behind Act. It outlines key provisions of these laws, such as requiring individualized education programs and evaluations for students with disabilities. The legislation also aims to provide these students access to the general education curriculum in the least restrictive environment possible. Overall, the laws discussed seek to establish educational rights and protections for students with disabilities.
This document summarizes several important legal issues that teachers should be aware of, including:
1) The hierarchy of laws that teachers must follow, ranging from the U.S. Constitution to local school policies and procedures.
2) Mandatory reporting obligations that teachers have regarding issues like child abuse, harassment, and weapons/drugs on school grounds.
3) Protections that teachers receive when making reports in good faith about suspected abuse or neglect.
4) Privacy laws like FERPA that govern student records and information.
59
Chapter 3
CIVIL FORENSIC ASSESSMENT
When most people think of law, they think about criminal law — statutes
that specify proscribed acts that violate explicit and cherished social norms,
procedures for determining when such acts have been committed, and pun-
ishments for the acts committed. Yet the vast majority of law is civil law,
which is focused on regulating the day - to - day conduct of human affairs
and, in particular, attempting to prevent and resolve confl icts between par-
ties. Civil law governs our lives from before we are born until we die; it
even controls our actions after we die.
Civil forensic assessments are psychological evaluations intended
to assist decision making with respect to matters of civil law. The scope
of forensic psychological practice with respect to civil law is as broad as
the domain of civil law itself. There are too many specifi c types of civil
forensic assessment to enumerate, let alone discuss. Instead, we begin by
discussing some of the most common areas of practice in broad or gen-
eral terms. We then provide a more detailed discussion of forensic assess-
ment with respect to three issues in civil law: civil commitment, parenting
capacity, and child maltreatment.
In this chapter, you will become familiar with:
The difference between civil law and criminal law
An overview of important topics within civil forensic assessment
Civil commitment and civil commitment evaluations
Parenting capacity and parenting capacity evaluations
Child maltreatment and child maltreatment risk assessments
•
•
•
•
•
CHAPTER OBJECTIVES
c03.indd 59c03.indd 59 11/3/09 5:39:24 PM11/3/09 5:39:24 PM
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EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 4/17/2020 8:22 PM via STRAYER UNIVERSITY
AN: 309009 ; Roesch, Ronald, Hart, Stephen D., Zapf, Patricia A..; Forensic Psychology and Law
Account: strayer.main.eds-live
60 Civil Forensic Assessment
Britney Jean Spears was born to be an entertainer. Even as a child, she was
a star: At age 10, she began appearing on television programs such as Star
Search and The New Mickey Mouse Club . At age 17, she completed her debut
album, . . . Baby One More Time , and quickly became one of the world ’ s most
famous and best - selling singer - entertainers. But she is also a tragic figure
whose highly publicized personal problems, which may stem at least in part
from a history of mental disorder and substance use, have led to numerous
appearances in civil courts.
Spears has appeared twice in court seeking to terminate marriages. He ...
59
Chapter 3
CIVIL FORENSIC ASSESSMENT
When most people think of law, they think about criminal law — statutes
that specify proscribed acts that violate explicit and cherished social norms,
procedures for determining when such acts have been committed, and pun-
ishments for the acts committed. Yet the vast majority of law is civil law,
which is focused on regulating the day - to - day conduct of human affairs
and, in particular, attempting to prevent and resolve confl icts between par-
ties. Civil law governs our lives from before we are born until we die; it
even controls our actions after we die.
Civil forensic assessments are psychological evaluations intended
to assist decision making with respect to matters of civil law. The scope
of forensic psychological practice with respect to civil law is as broad as
the domain of civil law itself. There are too many specifi c types of civil
forensic assessment to enumerate, let alone discuss. Instead, we begin by
discussing some of the most common areas of practice in broad or gen-
eral terms. We then provide a more detailed discussion of forensic assess-
ment with respect to three issues in civil law: civil commitment, parenting
capacity, and child maltreatment.
In this chapter, you will become familiar with:
The difference between civil law and criminal law
An overview of important topics within civil forensic assessment
Civil commitment and civil commitment evaluations
Parenting capacity and parenting capacity evaluations
Child maltreatment and child maltreatment risk assessments
•
•
•
•
•
CHAPTER OBJECTIVES
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EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 4/17/2020 8:22 PM via STRAYER UNIVERSITY
AN: 309009 ; Roesch, Ronald, Hart, Stephen D., Zapf, Patricia A..; Forensic Psychology and Law
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60 Civil Forensic Assessment
Britney Jean Spears was born to be an entertainer. Even as a child, she was
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Risk Factors for Child Maltreatment Types of Maltr.docxmalbert5
Risk Factors for Child
Maltreatment
Types of Maltreatment
Physical abuse – nonaccidental injury
inflicted by a caregiver
Sexual abuse – the use of a child for the
sexual gratification of an adult
Psychological maltreatment
◦ Includes emotional abuse and emotional neglect
Neglect – act of omission
◦ Physical neglect
◦ Medical neglect
◦ Educational neglect
Types of Factors
Potentiating: increase risk for maltreatment
Compensatory: buffers, decreases risk
------------------------------------------------------
Transient – temporary
◦ Temporary unemployment, loss of a loved one
Enduring – ongoing; chronic
◦ Chronic unemployment; untreated mental health
issues
------------------------------------------------------
Applied to each level of analysis
http://faculty.weber.edu/tlday/1500/systems.jpg
Levels of Analysis of Each Instance of
Maltreatment
Macrosystemic: broad cultural values and beliefs
in the larger society
Exosystemic: social structures that form the
immediate context in which families and
individuals function (e.g., neighborhood, school)
Microsystemic: environmental setting that
contains the developing person (e.g., family,
classroom)
Ontogenetic: factors within the child
Macrosystemic Issues
Acceptability of violence
◦ Levels of violent crime, presence of weapons
◦ Levels of violence in media
◦ Acceptance of corporal punishment
Sexualization of children
Individualism
◦ Focus on nuclear family both fully responsible for and
controlling of children
◦ Geographical isolation of families with children
Values/definitions of work
Exosystemic Issue:
Poverty
Poverty as a stressor: inadequate resources,
feelings of disempowerment (becomes a
microsystemic issue)
Poverty places individuals in less safe
environments, requiring more parental effort to
protect
Poverty places individuals in resource scarce
environments
Increasingly poor urban areas are places to which
people are not committed - less sense of
community
Microsystemic Issues
History of abuse in parents
Mental illness in parents
Substance abuse in parents
Domestic violence
Problematic parenting practices
Lack of social support
Mental Health Issues in Parents
Mental illness impacts childrearing
Mental health issues increase risk of
substance abuse, especially in women
Personality disorders are thought to be
most common mental health problem
◦ Core component of an individual’s way of
perceiving the world
◦ Often go unrecognized as mental illness
among child welfare workers
History of Child Abuse in Parents
Child abuse in parents may result in
mental health issues (depression, PTSD)
Attachment impairment
Lack of modeling of appropriate parenting
behaviors
Substance Abuse
Direct physical effects on fetus
◦ Critical issue: should prenatal maternal
substa.
Linkages between Child Abuse and Asthma - Presentation to WVAC - May 14, 2013Jim McKay
This document discusses the link between childhood trauma, including abuse and neglect, and the development of asthma. It summarizes several studies that found the risk of asthma is doubled in children who experienced physical or sexual abuse. The studies also linked experiences of violence and stress in childhood to epigenetic changes and higher rates of adult-onset asthma. The document emphasizes the importance of screening children with asthma for abuse and considering abuse in children with asthma. It provides information on warning signs of abuse and outlines mandated reporting responsibilities in West Virginia.
Dr. William Allan Kritsonis, Public School Law, American With Disabilities Action, Due Process, Discrimination, Bill of Rights, Least Restrictive Environment
Child Abuse Reporting Guidelines: Ethical and Legal IssuesJohn Gavazzi
In 2013 and 2014 Pennsylvania enacted numerous changes to the Child Protective Services Law. This training is designed to review legal, ethical, risk management, and clinical decisions related to the changes in the law. The training will review the signs leading to the recognition of child abuse and also the reporting requirements for suspected child abuse in Pennsylvania. The topics to be covered include a description of child welfare services in Pennsylvania, important definitions related to the child abuse reporting law, responsibilities of mandated reporters, ways to recognize child abuse and other topics. We will review clinical scenarios that challenge ethical issues, legal requirements, risk management concerns, and clinical choices.
This document discusses the Texas Open Meetings Act, which guarantees public access to government meetings and records. It requires school board meetings be open to the public, with limited exceptions for closed sessions. It also outlines requirements for notice of meetings, record keeping, and subjects that can be discussed in open versus closed sessions. The document then contrasts the right to know of citizens with individuals' right to privacy, and how laws like FERPA protect student privacy rights while still allowing parental access to records. It discusses limits on student privacy rights in schools due to the need to maintain order and safety.
About Dr. William Allan Kritsonis
Remarks by Jennifer Butcher
August 22nd 2008
I have the privilege of introducing Dr. William Allan Kritsonis. Dr. Kritsonis earned a Bachelor’s degree from Central Washington University in Ellensburg, Washington. He earned his Master’s in Education from Seattle Pacific University and his PhD from the University of Iowa. He also was a Visiting Scholar at both Columbia University in New York, and Stanford University, Palo Alto, California.
Dr. Kritsonis has served education as a teacher, principal, and superintendent of schools. He has earned tenure as a professor at the highest academic rank at two major universities. He was also a professor at Louisiana State University in Baton Rouge.
In 2004, Dr. Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies.
In 2005, Dr. Kritsonis was an Invited Visiting Lecturer at the Oxford Round Table in the University of Oxford, Oxford, England.
Dr. Kritsonis is a well respected author of more than 500 articles in professional journals and several books. In 1983, Dr. Kritsonis founded the NATIONAL FORUM JOURNALS. These publications represent a group of highly respected academic journals in education.
Currently, Dr. Kritsonis is a Professor in the PhD Program in Educational Leadership here at Prairie View A&M University. At PV he has helped graduate students publish over 400 articles in professional journals and most are indexed in ERIC.
Dr. Kritsonis has dedicated himself to the advancement of educational leadership and to the education of students at all levels.
On July 26th this summer, Dr. Kritsonis was inducted into the William H. Parker Hall of Honor. He was nominated by doctoral and master’s degree students at Prairie View. It is my pleasure to welcome Dr. William Allan Kritsonis.
This document discusses the rights to privacy and rights to know for communities, educators, and students. It covers laws like the Texas Open Meetings Act, Texas Public Information Act, and Family Educational Rights and Privacy Act. While communities have a right to know about government workings, certain private information of individuals is protected. Educators' work computers and files are not private. Schools can search students if there is reasonable suspicion but full privacy rights do not apply. Educators can take legal action for defamation affecting their reputation or occupation. The rights to know and privacy must be balanced carefully in schools.
Final cpac ais identification reporting of child abuse 8 13 10CSD
This document provides information on identifying and reporting child abuse and neglect in Delaware. It defines the different types of abuse and neglect, including physical abuse, sexual abuse, emotional maltreatment and neglect. It outlines physical and behavioral indicators of abuse/neglect in children and risk factors in parents/caretakers. It also discusses Delaware laws regarding required reporting of abuse/neglect and protections for good faith reporters.
Teachers have both legal and ethical responsibilities regarding their relationships with students. Legally, teachers cannot engage in sexual misconduct, child abuse, or neglect of students. They are mandated reporters of suspected abuse. Ethically, teachers must maintain appropriate professional boundaries and serve as positive role models for students. Unethical conduct like sexual relationships with students can result in license revocation.
The Parental Rights Amendment, which contains wording to ensure that parental rights are protected for all, including those with a disability. Section 4 of the Amendment states, "The parental rights guaranteed by this article shall not be denied or abridged on account of disability."
Parenting with a Disability: Know Your Rights Toolkit, put together by the Christopher & Dana Reeve Foundation and the National Council on Disability. We hope you find the information it contains helpful.
FINAL ADA Powerpoint - Expanding HorizonsSeth Larsen
This document summarizes the legal framework for providing disability accommodations in higher education. It discusses the key laws protecting students with disabilities (Section 504, ADA, ADAAA), the duties of colleges/universities to provide notice of services and reasonable accommodations, and the process for students to request accommodations with appropriate documentation. It also reviews issues like the definition of disability, reasonable accommodations, auxiliary aids, and recent case law on providing and denying accommodations.
The Campus Sexual Violence Elimination Act: What You Need to KnowJennifer Hill
This document summarizes information presented at a conference on the Campus Sexual Violence Elimination Act. It defines key terms like sexual assault, dating violence, and stalking. It discusses the prevalence and consequences of campus sexual violence and risk factors. It outlines recent federal policy requirements for colleges, including the White House Task Force report that provides guidance on complying with Title IX, the Clery Act, and the Campus SaVE Act regarding campus sexual assault. The document stresses the importance of regularly assessing sexual misconduct policies for legal and survivor needs compliance.
The document discusses several theories related to victimization:
1) Precipitation theory suggests some victims provoke attacks through their actions, while others unintentionally motivate attackers due to characteristics like gender or age.
2) Lifestyle theory argues those with riskier lifestyles like drug/alcohol use and criminal involvement face higher victimization rates.
3) Deviant place theory claims living in high-crime, disorganized areas increases victimization risk regardless of individual behaviors.
4) Routine activities theory links victimization to interactions between suitable targets, lack of guardianship, and motivated offenders that routine activities can expose people to.
The document discusses several theories related to victimization:
1) Precipitation theory suggests some victims provoke attacks through their actions, while others unintentionally motivate attackers due to characteristics like gender or age.
2) Lifestyle theory argues those with riskier lifestyles like drug/alcohol use and criminal associations have higher victimization rates.
3) Deviant place theory claims living in high-crime, disorganized areas increases victimization risk regardless of individual behaviors.
4) Routine activities theory sees victimization as the result of interactions between suitable targets, lack of guardianship, and motivated offenders in everyday activities. Those engaging in risky behaviors alone or in high-crime areas face greater risk
The document outlines steps taken by Santa Barbara County SELPA to improve outcomes for students in therapeutic education programs, including:
1) Conducting a needs assessment that found students were remaining in programs too long without consistent behavior plans or curriculum.
2) Researching evidence-based practices and consulting experts, which led to implementing a multi-tiered AIMS levels system, social-emotional curriculum, and behavior plans.
3) The AIMS system uses a points-based structure to gradually transition students from restrictive to less restrictive environments based on acquiring, implementing, and maintaining skills over time. Progress is monitored through regular behavior ratings.
AB 167 and AB 216 are California laws that allow foster youth to graduate high school by completing only state requirements if they transfer schools in 11th or 12th grade. AB 216 clarifies AB 167 to ensure more consistent implementation. Key changes under AB 216 include: defining who qualifies as a foster youth, giving authority over graduation decisions to educational rights holders, allowing students to remain in school for a 5th year to complete local requirements, and prohibiting transfers solely to qualify for graduation exemptions.
The document summarizes key data from the Marijuana Prevention Initiative regarding youth marijuana use in San Diego County. It finds that marijuana use among 9th and 11th graders has increased over time, with 26% of 9th graders and 39% of 11th graders reporting lifetime use in 2011. Additionally, 20% of high school juniors reported using marijuana in the past 30 days. Perceptions of harm have also declined among youth. The data aims to inform prevention efforts in San Diego County.
This document provides information about substance use and abuse for educators. It begins with definitions of key terms like drugs, psychoactive effects, addiction, and tolerance. It then describes the effects of different drug classes on the central nervous system, including stimulants like cocaine and methamphetamine, depressants like opioids and marijuana, hallucinogens, inhalants, and emerging drugs. Potential health hazards of each drug class are outlined. The document also discusses signs of drug use, risk factors, and tips for educators in addressing potential substance use issues with students. It concludes with resources for help and prevention.
This document provides an overview of drugs and substance abuse including definitions, health effects, and prevention strategies. It defines different types of drugs like stimulants, depressants, hallucinogens and inhalants. It discusses signs of drug use and recommends educating families, improving communication, monitoring activities, and seeking help from resources. The goal is to help recognize issues early and prevent substance abuse among youth.
This document discusses providing intensive intervention and instructional support programs for students with disabilities across multiple school sites. It outlines:
1) The objectives of gaining knowledge on creatively structuring tier 3 programs and developing programs to serve multiple grade levels and sites.
2) Background on the district serving over 80 schools across a large geographic area with around 9% of students having disabilities.
3) Examples of intensive support services provided including professional development, consultation, and direct student support to build school capacity and avoid more restrictive placements.
4) Data on outcomes from support programs showing no students moved to more restrictive environments and capacity built within schools.
This document provides an overview of California education codes related to student discipline, due process, and school safety. It discusses requirements for identifying students who may be a danger to others, preventing unsafe behaviors, and intervening in issues like bullying. Key points include mandatory reporting of crimes to law enforcement, grounds for suspension and expulsion, and new 2011 laws addressing bullying prevention and intervention.
The document provides an overview of Beaumont Unified School District's Positive Behavioral Interventions and Supports (PBIS) program. It introduces PBIS team members and describes why the district embraced PBIS, including high suspension rates. It outlines the multi-tiered PBIS framework including Tier I daily classroom supports, Tier II targeted social skills groups, and Tier III intensive services. It also summarizes the process for referring students between tiers and integrating PBIS with IEPs for students with special needs.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness and well-being.
This document summarizes a presentation given by Ricardo Silva and Beth Nishida at an ACSA conference on understanding the art and science of mediating special education disputes. The presentation provided an overview of IDEA requirements for dispute resolution, strategies for determining whether an IEP offer provides FAPE, tips for building relationships with parents, and considerations for reaching settlements, such as ensuring services have end dates. The goal is to resolve disputes through early resolution and mediation to avoid due process hearings.
This document summarizes key provisions from several bills presented relating to education, students, and schools in California. It begins with an introduction of the presenter and their contact information. Key highlights and summaries of several bills are then provided relating to topics such as the Local Control Accountability Plan (LCAP) template, student assessments, continuation schools, juvenile court schools, professional development for classified staff, reporting of credential holder misconduct, homeless and foster youth services, mental health services, and open meeting requirements. The document concludes with encouragement to include clear guidelines relating to various professional roles in school safety plans and strategies.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document discusses solution-focused consulting strategies for working with students. It emphasizes that consulting aims to create change through exploration of solutions, rather than discipline which focuses on consequences. The solution-focused approach assumes that students have capabilities and that change is always happening. It focuses conversations on student strengths, exceptions to problems, and desired futures rather than analyzing problems. Effective consulting questions from this approach are curious, respectful, and future-oriented rather than blaming. Examples show how reframing typical questions can shift focus to solutions.
Effective bullying prevention requires a comprehensive, school-wide approach implemented consistently over time. Key elements include identifying the scope of the problem, establishing clear policies, training all staff, and focusing education on inclusion and bystander intervention especially in elementary grades. Successful programs obtain staff buy-in, have objective metrics to measure impact, and provide year-long implementation with involvement from administrators, teachers, staff, students, and parents. Resources are available to help schools assess needs, select evidence-based programs, and create emotionally safe environments for all.
This document provides an overview of Response to Instruction and Intervention (RtI2) and how assistive technology can be incorporated at different tiers. It discusses the differences between assistive technology and educational technology. Examples are given for how assistive technology can support students in areas like reading, math, writing, communication, and social/emotional/behavioral skills at different intervention levels. An assistive technology assessment process and resources are also outlined. The overall purpose is to understand how to implement RtI2 using assistive technology to meet the diverse needs of students.
This document discusses how assistive technology can be incorporated into a Response to Intervention and Instruction (RtI2) framework. It outlines how assistive technology fits into the three tiers of RtI2 for academics, behavior, communication, and social-emotional learning. Specific examples are provided for how assistive technologies can support students in reading, math, written language, communication, and social-emotional-behavioral skills at each tier. An assistive technology assessment process and resources are also described to help schools implement RtI2 using assistive technologies.
The document provides guidance for new school administrators on conducting manifestation determination reviews when considering disciplining a special education student. It outlines that manifestation determination reviews must be held within 10 days of a disciplinary change in placement to determine if the student's behavior was caused by their disability or a failure to implement their IEP. The administrator must consider evaluation results, parent input, teacher observations, the IEP and placement, and other relevant information. If the behavior is determined to be a manifestation, certain steps around functional behavior assessments and behavior intervention plans are required.
This document discusses several issues related to students and cyberspace including sexting, cell phone searches and seizures, bullying and cyberbullying, denial of services to students with disabilities, and disciplining students for cyber-speech. It provides examples of cases involving these issues and offers policy pointers for school districts to address these challenges in a legally compliant manner while protecting students.
share - Lions, tigers, AI and health misinformation, oh my!.pptxTina Purnat
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Osteoporosis - Definition , Evaluation and Management .pdfJim Jacob Roy
Osteoporosis is an increasing cause of morbidity among the elderly.
In this document , a brief outline of osteoporosis is given , including the risk factors of osteoporosis fractures , the indications for testing bone mineral density and the management of osteoporosis
Rasamanikya is a excellent preparation in the field of Rasashastra, it is used in various Kushtha Roga, Shwasa, Vicharchika, Bhagandara, Vatarakta, and Phiranga Roga. In this article Preparation& Comparative analytical profile for both Formulationon i.e Rasamanikya prepared by Kushmanda swarasa & Churnodhaka Shodita Haratala. The study aims to provide insights into the comparative efficacy and analytical aspects of these formulations for enhanced therapeutic outcomes.
These lecture slides, by Dr Sidra Arshad, offer a simplified look into the mechanisms involved in the regulation of respiration:
Learning objectives:
1. Describe the organisation of respiratory center
2. Describe the nervous control of inspiration and respiratory rhythm
3. Describe the functions of the dorsal and respiratory groups of neurons
4. Describe the influences of the Pneumotaxic and Apneustic centers
5. Explain the role of Hering-Breur inflation reflex in regulation of inspiration
6. Explain the role of central chemoreceptors in regulation of respiration
7. Explain the role of peripheral chemoreceptors in regulation of respiration
8. Explain the regulation of respiration during exercise
9. Integrate the respiratory regulatory mechanisms
10. Describe the Cheyne-Stokes breathing
Study Resources:
1. Chapter 42, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 36, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 13, Human Physiology by Lauralee Sherwood, 9th edition
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- Video recording of this lecture in English language: https://youtu.be/kqbnxVAZs-0
- Video recording of this lecture in Arabic language: https://youtu.be/SINlygW1Mpc
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