| (B) recognize how student diversity and particular
disabilities may affect evaluation, programming, and placement and
use procedures that ensure nonbiased results.
(i) Standard VIII. The educational diagnostician knows
and demonstrates skills necessary for scheduling, time management,
and organization.
(1) The educational diagnostician knows and understands:
(A) time-management strategies and systems appropriate
for various educational situations and environments;
(B) legal and regulatory timelines, schedules, deadlines,
and reporting requirements; and
(C) methods for organizing, maintaining, accessing,
and storing records and information.
(2) The educational diagnostician is able to:
(A) select, adapt, or design forms to facilitate planning,
scheduling, and time management;
(B) maintain eligibility folders; and
(C) use technology appropriately to organize information
and schedules.
(j) Standard IX. The educational diagnostician addresses
students' behavioral and social interaction skills through appropriate
assessment, evaluation, planning, and instructional strategies.
(1) The educational diagnostician knows and understands:
(A) requirements and procedures for functional behavioral
assessment, manifestation determination review, and behavioral intervention
plans that incorporate positive behavioral supports and interventions;
(B) applicable laws, rules and regulations, and procedural
safeguards regarding the planning and implementation of behavioral
intervention plans for individuals with disabilities;
(C) ethical considerations inherent in behavior interventions;
(D) teacher attitudes and behaviors that influence
the behavior of individuals with disabilities;
(E) social skills needed for school, home, community,
and work environments;
(F) strategies for crisis prevention, intervention,
and management;
(G) strategies for preparing individuals to live productively
in a multiclass, multiethnic, multicultural, and multinational world;
and
(H) key concepts in behavior intervention (e.g., least
intrusive accommodations/ modifications within the learning environment,
reasonable expectations for social behavior, social skills curricula,
cognitive behavioral strategies).
(2) The educational diagnostician is able to:
(A) conduct functional behavioral assessments;
(B) assist in the development of behavioral intervention
plans; and
(C) participate in manifestation determination review.
(k) Standard X. The educational diagnostician knows
and understands appropriate curricula and instructional strategies
for individuals with disabilities.
(1) The educational diagnostician knows and understands:
(A) instructional strategies, technology tools and
applications, and curriculum materials for students with disabilities
within the continuum of services;
(B) varied learning styles of individuals with disabilities;
(C) curricula for the development of motor, cognitive,
academic, social, language, affective, career, and functional skills
for individuals with disabilities;
(D) techniques for accommodating and/or modifying instructional
methods and materials for individuals with disabilities;
(E) functional skills instruction relevant to transitioning
across environments (e.g., preschool to elementary school, school
to work);
(F) supports needed for integration into various program
placements; and
(G) individualized assessment strategies for instruction
(e.g., authentic assessment, contextual assessment, curriculum-based
assessment).
(2) The educational diagnostician is able to:
(A) interpret and use assessment and evaluation data
for instructional planning; and
(B) use assessment and evaluation, planning, and management
procedures that are appropriate in relation to student needs and the
instructional environment.
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