All Trainings
2025-2026 Professional development opportunities offered by the Diagnostic Center, Southern California.
Autism Spectrum Disorders
- A-1 Evidence-Based Practices on Autism Spectrum Disorders for Students with Mild to Moderate Support Needs
- A-2 Evidence-Based Practices for Students with Autism Spectrum Disorder and Extensive Support Needs
- A-3 Social Narratives and Story-Based Interventions
- A-4 Autism Spectrum Disorder: What Every Paraeducator Should Know
Positive Behavioral Supports
- B-1 A Guide for Paraeducators: Developmentally Appropriate Supports for Students with Intellectual Disabilities and Challenging Behaviors
- B-2 Behavior Is Communication
- B-3 The First Fron(tier)!: An Overview of Tier 1 Positive Behavior Supports for ALL Students
- B-4 The Essential 10: Essential Components of Behavior Intervention Plans (BIPs)
- B-5 What Should I Do?! Effective Strategies for Paraeducators to Support Positive Student Behavior
Mental Health
- M-1 Case by Case: Mental Health Disorders in Schools
- M-2 Do This, Not That!: The Educator's Guide to Working with Mental Health Conditions
- M-3 Inside Job: Cognitive Behavioral Interventions for Educators
- M-4 Game Plan: Putting the Mental Health Treatment Plan Into Action
- M-5 It's Just a Phase
- M-6 The Trauma-Informed School
- M-7 Keeping the Day Sane: Mental Health 101 for Paraeducators
- M-8 Mental Health Risk Assessment Basics
- M-9 Differential Diagnosis: Finding Your Way through the Mental Health Diagnostic Maze
- M-10 You Want Me to Do What? An Administrator's Guide to the Mental Health Treatment Plan
- M-11 Mindfulness Practice: The Educator's Guide to Help Students Practice Mindfulness
- (NEW) M-12 Mental Health Foundations Series
Assessment
- R-1 Battery Not Included: Assessing Complex Communication Needs of Students Who Cannot Access Formalized Testing
- R-2 Untestable to Testable: Transforming Students Who Are "Difficult" to Assess
- (NEW) R-3 Assessing Resonance in the Schools: Who, When, Why, and How
- R-4 Difference vs. Disorder: Demystifying the Assessment of English Language Learners
- R-5 The ABCs of Preschool Assessment
- R-6 The XYZs of Preschool Assessment - The Extended Version
- R-7 Augmentative-Alternative Communication (AAC) Assessment Course
- R-8 Administration and Interpretation of the Southern California Ordinal Scales of Development - Cognition
Intervention
- N-1 Still Not Producing: Assessment and Intervention for Executive Function Difficulties
- (NEW) N-2 Building Executive Function Into the School Day: An Intervention-Based Training
- N-3 I Don't Have Time! How to Make School-Based Interventions Work in the Elementary School
- N-4 Ensuring Successful Transition to Adulthood for Students With Extensive Support Needs and Impacted Disabilities
- N-5 Development, Routines, and Themes: The Blueprint for Effective Special Education Classrooms
- N-6 Maximizing Augmentative-Alternative Communication (AAC) Opportunities Within Daily Routines
- N-7 Establishing Predictable Routines to Support Skill Learning and Independence
- N-8 Multisensory Math! What Is It and Why Is It Important?
- N-9 Multisensory Math! Advanced Math Skills
- N-10 Selective Mutism: Assessment and Intervention
- N-11 Navigating Through the Day One Step at a Time
Specialized Topics
- S-1 Reading Between the Lines
- (NEW) S-2 A Deeper Dive into Reading Support: Strategies for Reaching and Teaching Striving Readers
- S-3 An Introduction to the What's & Not's of Attention Deficit Hyperactivity Disorder (ADHD) and Implications
- S-4 Inclusive Education: Step-By-Step
- S-5 Being a Para Pro of Inclusive Education
- S-6 The Missing Link: Leveraging Speech-Language Pathologists' (SLPs) Expertise to Promote Literacy Development
- S-7 Assessment and Intervention for Childhood Apraxia of Speech (CAS)
- S-8 Teaching Students with Extensive Support Needs
- S-9 Make a Play: Promoting Social Emotional, Communication, and Cognitive Development through Play
- S-10 Supporting Language throughout the School Day
- S-11 Bolstering Our Augmentative-Alternative Communication (AAC) Services: How Administrators Can Support AAC in the Schools
- (NEW) S-12 Teamwork Makes the Individualized Education Plan (IEP) Work: Practical Strategies for a Collaborative Provision of School-Based Services
- S-13 Dynamic Duo! Terrific Trio! Effectively Teaming with Paraeducators to Support Students
