Impact of Remote Supervision on Reading Skills for High School Students with Dyslexia

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1.0 Type II Supervision CE Credit

About the presentation: 

Remote Supervision has become the primary source of accruing hours for those
seeking certification since the onset of Covid-19. Even prior to this, many Supervisees required
remote options based on location. Further, developing methods for effective supervision training
in an online format are needed for adequate training. The purpose of this presentation is to
establish effective guidelines for remote supervision and display results of acquired supervision
skills in an online environment. A discussion of results of Supervisee and client behavior will

Learning Objectives
At the conclusion of the presentation, the participants will be able to:

1.  Use Precision Teaching in an online format.
2. Use evidenced-based approaches in remote supervision
3. Provide evidence for Supervisee acquisition of skills
4. Measuring behavior through an online format
5. Demonstrating mastery of reading skills in an online format.

About the presenters:

Salvador “Sal” Ruiz received his Ph.D. from The Pennsylvania State University in 2018. He obtained his B.A. from The William Paterson University of New Jersey in Sociology in 2008. Upon completing his degree, he entered the field of Applied Behavior Analysis providing direct support to adolescents with disabilities in a large public school district. After completing a M.A. from The Chicago School of Professional Psychology in 2014 he obtained a BCBA certification. In the summer of 2014 he began a Ph.D. program in Special Education at The Pennsylvania State University. He has published peer reviewed journal articles covering topics of assessment of problem behavior, sexual education curriculum for persons with disabilities, and treatment of Self-Injurious Behavior. Currently Sal the Academic Administrator at the University of West Florida. His current interests include visual displays of data, Precision Teaching, Organizational Behavior Management, and using Evidenced Based Practices with university students. Sal also serves as an Advisor to the Cambridge Center for Behavioral Sciences. Sal has presented at local,
national, and international conferences, as well as, web based Continuing Education Units.

Alaina received her M.Ed from the University of Arkansas. She is currently a Special Education Teacher for a school district focusing on reading interventions for high school aged students and obtaining Independent Field Experience to obtain a BCBA credential. Alaina has worked with learners of all ages focusing on various academic tasks. Her current interests include Applied Behavior Analysis, Precision Teaching, and Standard Celeration Charting.