Specialized Topics

Specialized Topics professional learning opportunities offered by the Diagnostic Center, Central California.

Professional Development Manual Home | Scheduled Event Offerings | 2026-27 Learning Opportunities

Z-1 Concussions: More than Just a Bump on the Head!
(Traumatic Brain Injury)

Presenter

  • Michelle Austin, M.A., CCC/SLP Speech-Language Pathologist/Assistive Technology Specialist

Intended Audience

Administrators, Educational Professionals, Service Providers, Parents, Nurses

Time

2 hours

Format

Virtual

Summary

Sports-related head injury is receiving significantly more attention recently, and multiple research studies indicate that there are long-term effects of repeated concussions. Concussions are not just sports injuries. They occur within a variety of environments and impact adults and children alike. Educational systems often are not equipped to address the complex transitory and long-term needs of students with concussions (Mild Traumatic Brain Injury). Mild Traumatic Brain injuries exacerbate underlying cognitive and psychosocial weaknesses, yet educators often do not know how to provide instructional support to a student that was academically successful prior to the injury.

This presentation will create awareness of the challenges and support that both the child and family may need to move toward recovery and acceptance. Research-based strategies and the presenter's personal experiences highlight the unresolved issues that impact learning when the student is medically cleared to return to school.

At the conclusion of this course, participants will be able to

  • Describe a variety of teaching tools to support mild traumatic brain injury.
  • Identify symptoms of mild traumatic brain injury.
  • Develop tools to help support individual teams in addressing the needs of individuals with mild traumatic brain injuries.
  • Describe a variety of teaching tools to support mild traumatic brain injury.

Z-2 Individualized Education Program (IEP) Basics: Acronyms, Abbreviations, and Effective Collaboration

Presenter

  • Tamar Bedoyan, M.A., Education Specialist

Intended Audience

Special and General Education Teachers (New Teachers), Parents, General and Special Education Administrators, Paraprofessionals (New Paraprofessionals and Teacher Assistants), School Nurses, and Behavior Support Personnel

Time

2.5 to 3.5 hours

Format

Virtual or in person

Summary

Are you new to the world of IEPs and special education services? Do you need an overview of all the acronyms and abbreviations so that you understand this jargon-filled field? We will dissect IEPs together, including services and IEP team members' responsibilities. We will also explore the impacts of effective collaboration.

Participants will

  • Learn about and explore the various acronyms and abbreviations of services and service providers.
  • Review early childhood school/home supports.
  • Learn about the importance and impact of effective collaboration.

Z-3 Teacher Burnout and the Importance of Self-Care

Presenter

  • Tamar Bedoyan, M.A., Education Specialist

Intended Audience

Special and General Education Teachers, General and Special Education Administrators, Speech-Language Pathologists, School Psychologists, Program Specialists, Paraprofessionals, and Behavior Support Personnel

Time

2.5 to 3.5 hours

Format

Virtual or in person

Summary

Teacher burnout is real. The teaching profession has long been known as a job that can exhaust even the most enthusiastic educator. Additional factors have further exacerbated the risk of teacher burnout among those who've chosen to devote their hearts and energies to a career working in the field of special education. This training will explore ideas for stressed-out teachers to recover from burnout or prevent it entirely. So, grab your planners and let's strategize on self-care, because you're not just a teacher; you're a superhero without the cape (and with a lot more paperwork)..

Participants will be able to

  • Identify, analyze, and understand the causes and effects of teacher burnout.
  • Learn strategies and ways to advocate for themselves and handle the demands of their profession.
  • Develop individualized plans to increase outlets for stress.

Z-4 Writing Individualized Education Programs (IEPs) for Students with Autism from a Neurodivergent Mindset

Presenter

  • Tamar Bedoyan, M.A., Education Specialist

Intended Audience

Special and General Education Teachers, Parents, General and Special Education Administrators, Speech-Language Pathologists, School Psychologists, Program Specialists, Paraprofessionals, School Nurses, and Behavior Support
Personnel

Time

2.5 to 3.5 hours

Format

Virtual or in person

Summary

Neurodiversity is the concept that differences in brain functioning within the human population are normal and that brain functioning that is not neurotypical should not be stigmatized. As educators, it is important to adopt the understanding that differences should be acknowledged, celebrated, and accommodated. This training will cover neurodiversity and delve into the neurodiversity-affirming approach. The language we use in IEPs can be very impactful – together, we will discover verbiage to reframe the language we use within IEPs. We will also cover neurodiversity-affirming accommodations that can be integrated immediately for students. The intention behind the small changes is twofold – to avoid unintended stigmatizing language and to promote acceptance as we serve students and their families.

Participants will

  • Consider and understand neurodiversity-affirming approaches to IEP goals and student support.
  • Consider the impact of current practices on the emotional well-being, short-term and long-term, of students we educate and support in our classrooms.
  • Set personal goals for adopting neurodiversity-affirming practices in their own classrooms.

Z-5 Supporting Autistic LGBTQIA+ Students

Presenter

  • Tamar Bedoyan, M.A., Education Specialist

Intended Audience

This is for upper elementary through high school teachers and service providers/administrators. This is not for preschool or early education audiences.

Time

3 hours

Format

Virtual or in person

Summary

The intersection of sexuality, gender identity, and autism is a critical area of study that has revealed significant insights into the experiences of autistic individuals within the LGBTQ+ community. Research indicates a higher prevalence of non-heterosexual identities among autistic people compared to the neurotypical population - actually double the percentage of autistic people identify as non-heterosexual than their neurotypical peers. Furthermore, LGBTQ+ autistic individuals face notable disparities, including challenges in accessing services and higher risks of bullying and discrimination, which can severely impact their mental health. Providing a safe and inclusive environment helps them thrive academically and socially, fostering their overall well-being. By facilitating a collaborative effort between schools and their related systems, we can enhance support and eliminate obstacles to care for LGBTQ+ autistic individuals, and prioritize their physical, mental, and social well-being. This training will delve into the ways we, as educators, can give a voice to students on the autism spectrum who identify as LGBTQ+ and help them navigate their educational journey successfully.

Participants will

  • Understand the research and statistics centered on the intersection of gender identity, sexuality, and autism spectrum disorder.
  • Explore the need for better support, understanding, and practices regarding sexuality and gender identity among those on the autism spectrum.
  • Become acquainted with the voices of autistics who identify as LGBTQ+.
  • Discover how to best support and advocate for our students as they find their own voices and identities.

Z-6 Life Skills for Independence: Empowering Middle and High School Students

Presenter

  • Tamar Bedoyan, M.A., Education Specialist

Intended Audience

Special Education Teachers, Speech-Language Pathologists (SLPs), School Psychologists, Parents, Administrators, Program Specialists, Paraprofessionals, and Behavior Support Personnel

Time

2 to 3 hours

Format

Virtual or in person

Summary

This training will assist teachers in equipping middle and high school students with essential life skills for independence and success. Participants will learn neurodiversity-affirming strategies to help students develop skills such as financial literacy, time management, effective communication, self-care, and problem-solving.

Benefits of life skills instruction:

  • Enhanced Independence: Students will gain the confidence and ability to manage their daily lives more effectively.
  • Improved Academic Performance: Life skills can positively impact students' academic achievements by fostering better organization and study habits.
  • Stronger Social Connections: Effective communication and interpersonal skills will help students build meaningful relationships.
  • Future Readiness: Preparing students for real-world situations ensures they are ready for college, careers, and beyond.

We will explore services, curriculum, organizations, websites, apps, and more to empower students to achieve their greatest potential through life skills instruction!

Participants will

  • Learn and be able to apply neurodiversity-affirming strategies to help students develop skills such as financial literacy, time management, effective communication, self-care, and problem-solving.
  • Identify the benefits of life skills instruction for the students on their caseloads.
  • Select specific life skills to integrate into their daily instruction via explicit instruction, routines, and student motivation.

Z-7 Neurodiversity-Affirming Practices in our General Education Classrooms

Presenter

  • Tamar Bedoyan, M.A., Education Specialist

Intended Audience

General and Special Education Teachers, Speech-Language Pathologists (SLPs), School Psychologists, Parents, General and Special Education Administrators, Program Specialists, Paraprofessionals, and Behavior Support Personnel

Time

3 to 3.5 hours

Format

Virtual or in person

Summary

Neurodiversity is the concept that differences in brain functioning within the human population are normal and should not be stigmatized. As teachers, it is important to develop the understanding and acknowledgement that these differences should be celebrated and accommodated.
This training will cover current practices in education and their potential impacts, effects, and risks for students and teachers. We will delve into the neurodiversity-affirming approach, exploring how to reframe the language we use to describe student behavior and related needs to avoid stigmatization.
Participants will learn about neurodiversity-affirming accommodations that can be integrated immediately into the education setting, both with and without paraprofessional support. The intention behind these small changes is twofold: to avoid shame and to promote acceptance as we serve students. Join us in creating a more inclusive and supportive educational environment for all students.

Participants will

  • Develop their understanding of neurodiversity and how neurodiversity-affirming approaches can support ALL students in our general education classrooms.
  • Consider the impact of current practices on the emotional well-being, short-term and long-term, of students we educate and support in our classrooms.
  • Set personal goals for adopting neurodiversity-affirming practices in their own classrooms.

Z-8 The Biology of Trauma - Piecing Together the Treatment Puzzle

Presenter

  • Melissa Aguirre, M.D., Pediatrician

Intended Audience

Special and General Education Teachers, Speech-Language Pathologists, School Psychologists, Parents, General and Special Education Administrators, Program Specialists, Paraprofessionals, School Nurses, and Behavior Support Personnel

Time

2 hours

Format

In person (Note: this training is paired with The Neurobiology of Trauma and can be provided in Spanish. This training is unavailable on Friday)

Summary

This training describes symptoms associated with exposure to abuse and looks deeper into treatment options for children suffering from impaired function as a result of trauma.

Participants will

  • Identify challenging behaviors associated with trauma.
  • Describe various evidence-based treatment options for children who have experienced trauma.
  • Execute and support treatment options implemented for children one serves.

Z-9 The Neurobiology of Behavior

Presenter

  • Melissa Aguirre, M.D., Pediatrician

Intended Audience

Special and General Education Teachers, Speech-Language Pathologists, School Psychologists, Parents, General and Special Education Administrators, Program Specialists, Paraprofessionals, School Nurses, and Behavior Support Personnel

Time

2 hours

Format

In person (Note: this training can be paired with Cracking the Code of Meltdowns, and can be provided in Spanish. This training is unavailable on Fridays.)

Summary

This training looks at the neurobiological and neurochemical bases of behavior. It considers the role of epigenetics, temperament, and development or lack of development of key skills. Stages of life development and the impact of personal and environmental factors on function will be discussed.

Participants will

  • Identify the regions of the brain affected in a child during development.
  • Describe typical stages of development and deviations or differences a child may exhibit.
  • Explain how alterations in skill development may affect function.
  • Communicate a strategy to help improve a child’s function.

Z-10 The Neurobiology of Trauma

Presenter

  • Melissa Aguirre, M.D., Pediatrician

Intended Audience

Special and General Education Teachers, Speech-Language Pathologists, School Psychologists, Parents, General and Special Education Administrators, Program Specialists, Paraprofessionals, School Nurses, and Behavior Support Personnel

Time

2 hours

Format

In person (Note: this training is a precursor to The Biology of Trauma: Piecing Together the Treatment Puzzle and can be provided in Spanish. This training is unavailable on Fridays.)

Summary

The Neurobiology of Trauma training looks at the neurobiological and neurochemical bases of trauma. It considers the role of these brain changes in the development or lack of development of key skills. Stages of life development and the impact of personal and environmental factors on function will be discussed.

Participants will

  • Identify the neurobiological changes caused by trauma.
  • Describe changes in developmental skills because of trauma exposure.
  • Implement simple strategies to support children who have experienced trauma.

Z-11 Wired for Worry: Understanding and Supporting the Anxious Child

Presenter

  • Melissa Aguirre, M.D., Pediatrician

Intended Audience

Special and General Education Teachers, Speech-Language Pathologists, School Psychologists, Parents, General and Special Education Administrators, Program Specialists, Paraprofessionals, School Nurses, and Behavior Support Personnel

Time

2 hours

Format

In person (Note: this training can be provided in Spanish, and is unavailable on Fridays.)

Summary

The Anxious Child training looks at the neurological bases of anxiety. It considers the differentiation of anxiety from other conditions and the impact of anxiety on the development or implementation of key skills. Stages of life development and the impact of personal and environmental factors on function will be discussed.

Participants will

  • Identify the regions of the brain affected in a child due to anxiety.
  • List the symptoms anxious children experience.
  • Describe resultant alterations in skill performance.
  • Role model a strategy to help improve a child’s function.

Z-12 Executive Function and the Brain

Presenter

  • Melissa Aguirre, M.D., Pediatrician

Intended Audience

Special and General Education Teachers, Speech-Language Pathologists, School Psychologists, Parents, General and Special Education Administrators, Program Specialists, Paraprofessionals, School Nurses, and Behavior Support Personnel

Time

2 hours

Format

In person (Note: this training can be provided in Spanish, and is unavailable on Fridays.)

Summary

The Executive Function and the Brain takes a closer look at the neurological basis of executive function and considers the role of the specific brain regions in the development of executive skills. Stages of life development and the impact of personal and environmental factors on executive function will be discussed. Additionally, some executive function teaching strategies will be presented during this interactive presentation.

Participants will

  • Identify the regions of the brain involved in executive function.
  • Learn about differences in executive functions relative to development.
  • Consider the impact of various factors on the development of executive skills.
  • Implement some executive function teaching strategies.

Z-13 Prenatal Drug Exposure

Presenter

  • Melissa Aguirre, M.D., Pediatrician

Intended Audience

Special and General Education Teachers, Speech-Language Pathologists, School Psychologists, Parents, General and Special Education Administrators, Program Specialists, Paraprofessionals, School Nurses, and Behavior Support Personnel

Time

2 hours

Format

In person (Note: this training can be provided in Spanish, and is unavailable on Fridays.)

Summary

The Prenatal Drug Exposure training looks at the neurological bases of prenatal exposure to a variety of drugs. It considers the role of this exposure in altering the development of key skills. Stages of life development and the impact of personal and environmental factors on function will be discussed, as well as ways to help children function.

Participants will

  • Identify the regions of the brain affected in a child due to prenatal drug exposure.
  • List the symptoms children exposed to drugs in the womb may experience.
  • Describe resultant alterations in skill development.
  • Role model a strategy to help improve a child’s function.

Z-14 The ABC's of Child Development: Shaping Children's Early Experiences to Support Healthy Growth (New!)

Presenter

  • Melissa Aguirre, M.D., Pediatrician

Intended Audience

Special and General Education Teachers, Speech-Language Pathologists, School Psychologists, Parents, General and Special Education Administrators, Program Specialists, Paraprofessionals, School Nurses, and Behavior Support Personnel

Time

3 hours

Format

In person (Note: this training can be provided in Spanish, and is unavailable on Fridays.)

Summary

Children's behavior is dependent on a variety of factors, including their own genetic and epigenetic make up creating neurodiversity, prenatal and postnatal environments and the guidance and discipline they receive from parents, teachers and their communities. Adults can help children learn to be productive members of society, ready to learn and reach their potential regardless of their developmental level. The training will provide participants with an overview of child development from 12 months to 5 years of age and explore varied styles of parenting and supports. Participants will have a chance to practice skills to increase the tools in their toolbox when dealing with challenges children in their realm may provide.

Participants will

  • Identify typical development and behavior associated with each level of development.
  • Differentiate between typical development and maladaptive habits of children.
  • Analyze methods of shaping children's character and behavior and addressing maladaptive patterns.
  • Apply evidence-based strategies to promote healthy development and build skills that address counterproductive approaches.

Z-15 Cracking the Code of Meltdowns: What's Really Happening and What to Do (New!)

Presenter

  • Melissa Aguirre, M.D., Pediatrician

Intended Audience

Special and General Education Teachers, Speech-Language Pathologists, School Psychologists, Parents, General and Special Education Administrators, Program Specialists, Paraprofessionals, School Nurses, and Behavior Support Personnel

Time

3-4 hours

Format

In person (Note: this training can be provided in Spanish, and is unavailable on Fridays.)

Summary

What if meltdowns aren't misbehavior - but a message we've been misreading? Meltdowns can feel unpredictable, overwhelming, and difficult to manage - but what if you could understand what's driving them and respond with confidence? This training provides a comprehensive brain-based approach to understanding and managing emotional dysregulation in children. Participants will examine contributing factors to meltdowns, dispel common misconceptions, and learn to recognize early indicators of escalation.

The session emphasizes both in the moment response strategies and proactive planning, equipping attendees with tools to support regulation and reduce challenging behaviors. Through case-based application and skill practice, participants will translate knowledge into practical strategies that can be implemented across educational, clinical, and home environments.

Participants will

  • Identify at least 3 common contributing factors to emotional dysregulation.
  • Dispel common myths about meltdowns and their treatment.
  • Recognize early warning signs and escalation patterns before meltdowns.
  • Demonstrate supportive strategies to use during a meltdown.
  • Develop proactive plans to reduce meltdowns and build emotional regulation skills.
  • Apply learned strategies to case scenarios or real-life situations through guided practice

Z-16 Helping Children with Demand Avoidance (New!)

Presenter

  • Melissa Aguirre, M.D., Pediatrician

Intended Audience

Special and General Education Teachers, Speech-Language Pathologists, School Psychologists, Parents, General and Special Education Administrators, Program Specialists, Paraprofessionals, School Nurses, and Behavior Support Personnel

Time

3 hours

Format

In person (Note: this training can be provided in Spanish, and is unavailable on Fridays.)

Summary

How do you get children to do what you need them to? Demand avoidance that interferes with function exists in a variety of neurodivergent children, so what do we do? The presenter will describe the signs of pathologic demand avoidance in evidenced based research. She will identify strategies that have been unsuccessful and help participants build skills in techniques that help children cooperate in their learning. Participants will apply these skills by interactively working through challenging cases. Participants are asked to bring challenging cases to work through together if they have them.

Participants will

  • Describe the signs of Pathological Demand Avoidance
  • Identify commonly used strategies that do not work
  • Build your skills using strategies that help children decrease maladaptive patterns
  • Apply your skills to challenging situations you are experiencing and new challenges

Z-17 Compassionate Rapport When Working with Families: Collaborative Knowledge Building for Educators (New!)

Presenter

  • Tamar Bedoyan, M.A., Education Specialist

Intended Audience

General and Special Education Teachers, Speech-Language Pathologists (SLPs), School Psychologists, Parents, General and Special Education Administrators and Program Specialists

Time

1.5 to 2 hours

Format

Virtual or In person

Summary

This training focuses on developing compassionate rapport with the families we serve via collaborative knowledge building anchored in empathy. By facilitating meaningful collaboration and shared learning among participants, special education teachers, related service providers, and administrators will gain tools to bridge perspectives, build trust, and engage families as knowledgeable allies creating stronger, more supportive environments for students with diverse needs. When our approach is more inclusive and responsive to the individualized needs of students, we can empower families to supercharge their child's educational experience.

Participants will

  • Collaboratively partner with families as knowledgeable allies by integrating family perspectives into decision-making, problem-solving, and shared knowledge building to support student growth.
  • Build trust-based relationships that strengthen inclusive and responsive educational practices resulting in more supportive learning environments and enhanced educational experiences for students and their families.
  • Demonstrate compassionate rapport-building practices by using empathetic, culturally responsive, respectful, and family-centered communication strategies that strengthen relationships with families of students with diverse learning needs.

Z-18 Pathway to positive outcomes: Overview of Diagnostic Center Services, Learning Opportunities and Process (New!)

Presenter

  • Tamar Bedoyan, M.A., Education Specialist

Intended Audience

Special and General Education Teachers, Speech-Language Pathologists, School Psychologists, Parents, General and Special Education Administrators, Program Specialists, Paraprofessionals, School Nurses, and Behavior Support Personnel

Time

30 Minutes

Format

Virtual or In person

Summary

This training clearly introduces the essential services of the Diagnostic Center, Central highlighting how precision testing, streamlined processes, and expert teams support the elucidation of pathways to positive outcomes for students. Participants will become acquainted with the DCC assessment journey, from the selection of the assessment team, format and location of the assessment, as well as the report and resources provided to districts and families at the culmination of the assessment.

Participants will

  • Understand the services offered by the Diagnostic Center, Central.
  • Understand the minimum requirements for referring a student to the Diagnostic Center, Central.
  • Understand the process of a Diagnostic Center assessment.

Z-19 Onboarding Special Day Class Teachers (New!)

Presenter

  • Jodie Wiens, M.A., Education Specialist
  • Kelly Samarian, M.A., Education Specialist

Intended Audience

Special Education Teachers and Administrators

Time

6 hours

Format

In person

Summary

Building Special Education Teacher capacity to target:

  • Get Set for Success
    • Lesson Plan
    • Visuals & Assistive Technology
    • Organized Space
  • Every Minute Matters
    • Individual Needs
    • Maximized Direct Instruction
    • Daily Schedule
  • Communicate with Purpose
    • Self-advocacy and Trouble shooting
    • Positive Talk and feedback
    • Holding team meetings
  • Evidence Based Practices (EBPs)
    • EBPs will be discussed throughout each section

Participants will

  • Effectively set up their Special Day Class.
  • Effectively plan for instruction across a wide range of abilities.
  • Effectively know how to use visual supports, such as visual schedules, token economy, first/then, etc.
  • Feel confident in communicating and collaborating with their IEP team and parents.