parent interview form special education

NASET.org Home Page

Exceptional teachers teaching exceptional children.

• Overview of NASET
• NASET Leadership
• Directors' Message
• Books by the Executive Directors
• Mission Statement
• NASET Apps for iPhone and iPad
• NASET Store
• NASET Sponsors
• Marketing Opportunities
• Contact NASET
• Renew Your Membership
• Membership Benefits
• Frequently Asked Questions
• Membership Categories
• School / District Membership Information
• Gift Membership
• Membership Benefit for Professors Only
• NASET's Privacy Policy
• Forgot Your User Name or Password?
• Contact Membership Department
• Resources for Special Education Teachers
• Advocacy (Board Certification for Advocacy in Special Education) BCASE
• Board Certification in Special Education
• Inclusion - Board Certification in Inclusion in Special Education (BCISE) Program
• Paraprofessional Skills Preparation Program - PSPP
• Professional Development Program (PDP) Free to NASET Members
• Courses - Professional Development Courses (Free With Membership)

Forms, Tables, Checklists, and Procedures for Special Education Teachers

• Video and Power Point Library
• IEP Development
• Exceptional Students and Disability Information
• Special Education and the Law
• Transition Services
• Literacy - Teaching Literacy in English to K-5 English Learners
• Facebook - Special Education Teacher Group
• NASET Sponsor's Products and Services
• ADHD Series
• Assessment in Special Education Series
• Autism Spectrum Disorders Series
• Back to School - Special Review
• Bullying of Children
• Classroom Management Series
• Diagnosis of Students with Disabilities and Disorders Series
• Treatment of Disabilities and Disorders for Students Receiving Special Education and Related Services
• Discipline of Students in Special Education Series
• Early Intervention Series
• Genetics in Special Education Series
• How To Series
• Inclusion Series
• IEP Components
• JAASEP - Research Based Journal in Special Education
• Lesser Known Disorders
• NASET NEWS ALERTS
• NASET Q & A Corner
• Parent Teacher Conference Handouts
• The Practical Teacher
• Resolving Disputes with Parents Series
• RTI Roundtable
• Severe Disabilities Series
• Special Educator e-Journal - Latest and Archived Issues
• Week in Review
• Working with Paraprofessionals in Your School
• Author Guidelines for Submission of Manuscripts & Articles to NASET
• SCHOOLS of EXCELLENCE
• Exceptional Charter School in Special Education
• Outstanding Special Education Teacher Award
• Board Certification Programs
• Employers - Job Posting Information
• Latest Job Listings
• Professional Development Program (PDP)
• Employers-Post a Job on NASET
• PDP - Professional Development Courses
• Board Certification in Special Education (BCSE)
• Board Certification in IEP Development (BCIEP)
• NASET Continuing Education/Professional Development Courses
• HONOR SOCIETY - Omega Gamma Chi
• Other Resources for Special Education Teaching Positions
• Highly Qualified Teachers
• Special Education Career Advice
• Special Education Career Fact Sheets
• FAQs for Special Education Teachers
• Special Education Teacher Salaries by State
• State Licensure for Special Education Teachers

Introduction

Welcome to NASET's Forms, Tables, Checklists, and Procedures .  This section of our site consists of numerous forms, tables, checklists, and procedures for special educators to use. 

NASET's Forms, Tables, Checklists, and Procedures provides NASET members with a comprehensive resource of materials that can be accessed for practical everyday issues faced by special educators.  Simply click on the main heading of any of the sections below and it will take you to various types of materials to review and potentially use both in and outside of your classroom.

Each Form, Table, Checklist, and Procedure is available as a PDF file for downloading. Some forms are available as a MS Word Document for personal customization and use.

• Adapting the Curriculum

• Adapting the Classroom Environment • Adapting Curriculum Presentation • Adapting Page Set-Up and Devices Used in the Curriculum • Adapting Evaluation Strategies Used in Curriculum

• Assessment Plans/Parent Consent for Evaluation Checklist • Required Members of the Multidisciplinary Assessment Team for an Initial Evaluation-Checklist • Student Behavior During Evaluation-Checklist • Visual Processing Disorder - Checklist • Auditory Processing Disorder - Checklist

• Evaluation Summary Sheet

• Who Administers Specific Tests

• Procedures for Determining the assessment measures for the Diagnosis of Autism • Procedures for Determining the assessment measures for the Diagnosis of Emotional Disturbance • Procedures for Determining the assessment measures for the Diagnosis of Specific Learning Disabilities • Procedures for Determining the assessment measures for the Diagnosis of Intellectual Disability

• Child Development Information

• Dressing Skills-Milestones • Eating Skills-Milestones • Expressive Language-Milestones • Grooming Skills-Milestones • Gross Motor Developmental-Milestones • Indicators of Normal Development • Normal Language Development • Receptive Language-Milestones • Toileting Skills-Milestones

• Child Study Team

• Child Study Team Checklist for Initial Student Review • Child Study Team Pre-Referral Strategies Checklist • IEP Committee Packet Checklist • Obtaining School Records on a Student-Checklist • Student Observation Checklist • Suggested Intervention Options of the Child Study Team Used Prior To Evaluation Form • Structured Student Observation Checklist

• Initial Referral to the MDT from the School Staff • Open Ended Referral Form • Social Developmental History Form • Structured Referral Form • Unstructured Student Observation Checklist

• Classroom Management

• Alternate Learning Activities Checklist • Beginning of School Checklist-Getting to Know Your Students • Learning Styles Classroom Assessment • Mainstreaming Checklist • Multiple Intelligences Inventory • Possible Occupational Therapy Services Checklist • Teacher Checklist of Classroom Characteristics • Writing Disorders Checklist

• Best Practices and Accommodation Procedures for Working with Students with Emotional Disturbance • Developing Behavior Contracts

• Identification of High Risk Students or Special Needs Students

• ADD Checklist • Autism Checklist-General Characteristics • Autism Spectrum Disorder Checklist • Characteristic Checklist of Students with Developmental Delays • Characteristic Checklist of Students with Inellectual Disabilities • Characteristic Checklist of Students with Specific Learning Disabilities • Characteristics of Possible Emotional Disturbance Checklist • High Risk Student Checklist • Potential Suicide Risk in Adolescents Checklist • Pupil Behavior Rating Scale Checklist • That May Indicate Giftedness • Violent Behavior Patterns in Children and Adolescents-Checklist

• Diagnostic Symptoms of Dyscalculia • Symptom Patterns Exhibited by Children and Possible Causes

• Criteria Used to Recommend Modifications • Least Restrictive Environment Continuum

• Sample Complete IEP

• IEP Committee

• Eligibility Criteria Checklist for a Classification of Autism • Eligibility Criteria Checklist for a Classification of  Emotional Disturbance • Eligibility Criteria Checklist for a Classification of Mental Retardation • Eligibility Criteria Checklist for  a Classification of Specific Learning Disabilities • IEP Committee Presentation Packet Checklist-Annual Review • IEP Committee Presentation Packet Checklist-Initial Evaluation on a Child not Previously Classified • IEP Committee Presentation Packet Checklist-Triennial Evaluation • IEP Committee Presentation by the Special Education Teachers as an Educational Evaluator

• IEP Committee Presentation by the Special Education Teacher as a Member of the IEP Committee • IEP Committee Presentation by the Special Education Teacher as Classroom Teacher • IEP Committee Presentation by the Special Education Teacher as Educational Evaluator • Procedural Due Process • Procedures for Changing a Student’s Classification or Placement

• Medical Information

• Anti-anxiety Medications • Anti-depressant Medications • Antipsychotic Medications • Psychostimulants and Sedatives • Degrees of Hearing Impairment • Examples of Typical Sound Intensities • Infectious Diseases-Modes of Transmission

Related Services

• Communication with Related Service provider-Form Letter

• Suspected Abuse and Neglect

• Possible Neglect and Maltreatment Checklist • Possible Physical Abuse Checklist • Possible Sexual Abuse Checklist • Suspected Abuse or Neglect Checklist

• Employment Related Transition Goals • Record Keeping Checklist for Parents During the Transition Process

• Employment Related Transition Goals-Procedures

Working with Parents

• Annual Review Preparation for Parents-Checklist • Parent Intake and Interview Checklist • Reporting Test Results to Parents Checklist

• Initial Contact with Parent at the Beginning of the Year-Form Letter for New Teacher • Initial Contact with Parent at the Beginning of the Year-Form Letter for Returning Teacher

• Working with Staff

• Assistant Teacher/Paraprofessional Job Description Checklist • Teachers Checklist for Substitutes • Substitute Teachers Checklist

• Communication to Classroom Teachers at the Beginning of the School Year- from Resource Room Teacher

• IEP (Individual Education Program)
• Related Services Forms
• Working With Parents

©2024 National Association of Special Education Teachers. All rights reserved

• Baldwin County Public Schools

Dedicated To Excellence In Education

• Documents and Forms

Special Services

Page navigation.

• Special Services Department
• Department Staff Directory

Assistive Technology Consideration

Independent educational evaluation, iee guidelines baldwin county, child find flyer, alabama administrative code - special education, alabama adminstrative code-special education, help for administrators, help guide for school administrators 2019, initial referral, pink 60-day timeline chart (not leap year).

RtI to Referral Checklist 2022

Checklist for Initial Referral

Documentation of Accommodations Provided in the General Education Curriculum & Deemed Unsuccessful

Teacher input form.

Teacher Input Form - PSW

Teacher Interview - Autism

Teacher interview (for ed), parent input form.

Parent Interview - Autism

Parent Interview (for ED)

Family Focus Interview

Natural Environment Observation

Documentation of Appropriate Instruction-Elementary (Prong I)

Documentation of Appropriate Instruction-Secondary (Prong I)

Documentation of Appropriate Instruction-Preschool (Prong I - PreK)

Data-Based Documentation (Prong II)

Medical Consent Form

Special education tips & reminders, process 1 - mastering the maze, process chart 1 - referral through iep implementation (flow chart), process chart 1 - things to remember, documentation of appropriate instruction.

Preschool Checklist (Prong I)

Elementary Checklist (Prong I)

Secondary Checklist (Prong I)

Data-Based Documentation - Prong II

Examples of Interventions/Progress Monitoring used in Baldwin County

Input forms, vision and hearing.

V/H Screening Letter for Parent Referrals/OOSTs/Speech only Initials

Functional hearing screening form, functional vision screening form, hearing screening form, vision screening form, speech and language, artic-communication rating scale-male.

Articulation Checklist 2014

Communication rating scale-female.

Oral-Peripheral Examination

Physician voice referral form, preschool checklist a1, preschool checklists a2, preschool checklists a3.

SLI Checklist 2013

Stimulability and Intelligibility Statements

Stuttering checklist, voice disorder checklists, developmental delay.

Checklist for Initial PRESCHOOL Developmental Evaluation

Checklist for Initial SCHOOL-AGE Developmental Evaluation

Special education rights.

English Special Education Rights

Spanish special education rights, out-of-state transfer.

Demographic Information Form for Reevals & Transfers

Documenation of Appropriate Instruction-Preschool (Prong I - PreK)

Formal reevaluation, formal reeval checklist 2022, informal reevaluation, informal reeval checklist 2022.

Reevaluation for IEP Changes Checklist 2022

Compliance verification forms.

Autism CVF 2020

Deaf-Blindness CVF 2020

Developmental Delay CVF 2020

Emotional Disability CVF 2020

Hearing Impairment CVF 2020

Intellectual Disability CVF 2020

Multiple Disabilities CVF 2020

Orthopedic Impairment CVF 2020

Other Health Impairment CVF 2020

Specific Learning Disability CVF 2020

Speech or Language Impairment CVF 2020

Traumatic Brain Injury CVF 2020

Visual Impairment CVF 2020

Referral Initial Eval & Eligibility CVF 2020

IEP CVF 2020

Reevaluation CVF 2020

Assistive technology.

OT, PT, APE Pre-Assessment Information

Assistive Technology Pre-screener

Assistive technology summary, augmentative evaluation, fine motor evaluation, hearing evaluation, math evaluation, positioning evaluation, reading evaluation, writing evaluation, c.f. taylor alternative school program, c.f. taylor alternative school procedures.

CFT Checklist for New Students

Preschool and private school referrals, preschool referral - early intervention, preschool referral - headstart, preschool referral - parent, preschool referral - speech only, private school - parent, private school - speech only, local education agency special education plan.

Baldwin County Special Education LEA Plan 2012-13

Reading addendum to course of study.

Reading Addendum

Functional behavioral assessment (fba) and behavior intervention plan (bip).

Data Form ABC Chart (2.15.16)

Data Form Frequency 1 Behavior - Secondary (2.15.16)

Data Form Frequency 1 Behavior Elementary or Self-Contained (2.15.16)

Data Form Frequency 2 Behaviors - Elementary or Self-Contained (2.15.16)

Data Form Frequency 2 Behaviors - Secondary (2.15.16)

Data Form Frequency 3 Behaviors - Elementary or Self-Contained (2.15.16)

Data Form Frequency 3 Behaviors - Secondary (2.15.16)

Data Form Intensity (2.15.16)

Data Form Latency (2.15.16)

DATA FORM: MINUTE BY MINUTE (2.15.16)

FBA Required Forms Checklist (2.15.16)

FBA: WHEN DO YOU NEED ONE? (2.15.16)

Interview for Parents (2.15.16)

Interview for Staff (2.15.16)

Interview for Students (2.15.16)

Teacher Tools: Behavior Sheet with Faces (2.15.16)

Teacher tools: behavior think sheet (2.15.16), teacher tools: break card (2.15.16).

Teacher Tools: Calm and Quiet (2.15.16)

Teacher tools: calm down (2.15.16).

Teacher Tools: Discipline and Effective Discipline 101

Teacher Tools: Discovery Education Behavior Videos (2.15.16)

Teacher tools: ebook social skills (2.15.16), teacher tools: first then (2.15.16), teacher tools: goal setting (2.15.16), special education forms, special services request for screening/evaluation, special education services, supplementary aids and services, program modifications, accommodations, esy handbook, alternative program referral, authorization for the release of information.

Data and Graph Template

Developmental history, due process resolution chart, due process-resolution fill in form, evidence of documentation for alabama high school diploma using alternate requirements, homebound packet, iep accommodation checklist, iep eligibility team procedures.

IEP Minutes Form

Intake Form-Transfers

Medical Consent

Order of confidential folder-left side. right side updated 2017, permission for photo, physician`s statement, progress report.

Purchase Order Requisition

Record of access to student records, referral to pst/504.

• Questions or Feedback? |
• Web Community Manager Privacy Policy (Updated) |

Critical Questions for the Parent Interview Part 1 (DDPE Playlist: Module 2)

by Leaders Project | Apr 7, 2015

Download Video

In this second module, Cate reviews the critical questions that should be asked of the parent during an evaluation and begins the first part of the interview with Alex’s mother. As evaluators, we should look to the parent in these interviews as the expert in their child’s development, over time and in various contexts, to give us critical information leading to a differential diagnosis.

Research has demonstrated that parent’s provide crucial information regarding their children in distinguishing a disability versus a difference. In this video, Cate reviews the critical questions that should be asked of the parent during an evaluation and begins the interview with Alex’s mother. She reviews family educational level (indicator of socioeconomic status) as well as gets a detailed language history,  including what languages Alex and his family members have been exposed to. Cate also reviews milestones in Alex’s receptive and expressive language development such as first words, utterances, responses, and manner of following directions. Then she gathers information regarding any family history of speech/language and learning disorders, as there are frequently genetic components. However, it’s important to note that especially with bilingual and diverse individuals, there is a high rate of false positives (i.e. individuals misdiagnosed with a disability). She also asks about any recent changes (within the last 6 months) in the family structure that may significantly affect the child’s performance in the evaluation or overall development. Information regarding the child’s current educational environment and any supports he receives is also an important factor to discuss. One of the most important critical questions is the parent’s impression of the child’s language development compared to typical peers (or siblings at that age). Research has demonstrated this to be one of the most effective pieces of information in determining disability (Restrepo, 1998). Research has also demonstrated another important critical question, asking if the child is perceived as clumsy (Goffman, 2010). Children with SLI also tend to have low average motor skills. Towards the end of the video, Cate indicates where all of this information should go in an evaluation.  The parent interview continues in the next module.

Please find related materials here:

Critical Questions Document

Critical Questions in Spanish Document

Identifiers of Predominantly Spanish-Speaking Children with Language Impairment

Speech and Language Milestones 

Find the playlist for the full set of videos in this module series here: 

Differential Diagnosis in Preschool Evaluations: A Case Study (DDPE Playlist)

Find each of the modules from this playlist here:

Module 1: Why an Accurate Differential Diagnosis Matters

Module 2: Critical Questions for the Parent Interview Part 1

Module 3: Critical Questions for the Parent Interview Part 2

Module 4: Academic Language Expressive and Receptive Language

Module 5: Receptive Language Comprehension and Following Directions

Module 6: Eliciting Quality Narratives in Expressive Language

Module 7: Motor Speech, Articulation, and Speech Sound Inventory

Module 8: Dynamic Assessment: Nonword Repetition, Syllable and Sentence Repetition

Module 9: Putting it All Together in the Written Evaluation Report

Module 10: Developing Appropriate Goals for the IEP

Please find research mentioned in this module here:

Dale, P. (1996). Parent report assessment of language and communication. In K. Cole, P. Dale, & D. Thal (Eds.), Assessment of Communication and Language: Vol. 6, Communication and Language Intervention Series (pp. 161-182). Baltimore, MD: Brookes Publishing. http://psycnet.apa.org/psycinfo/1996-98864-008

DiDonato Brumbach, A. C., & Goffman, L. (2014). Interaction of language processing and motor skill in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 57(1), 158-171. http://jslhr.pubs.asha.org/article.aspx?articleid=1802583

Gopnik, M. (1997). Language deficits and genetic factors. Trends in Cognitive Science, 1(1), 5-9. http://www.sciencedirect.com/science/article/pii/S136466139701005X

Hart, B., & Risley, T. R. (2003). The early catastrophe: The 30 million word gap. American Educator, 27(1), 4-9. https://www.aft.org/sites/default/files/periodicals/TheEarlyCatastrophe.pdf

Restrepo, M. A. (1998). Identifiers of predominantly Spanish-speaking children with language impairment. Journal of Speech, Language, and Hearing Research, 41, 1398-1411.

Zelaznik, H. N., & Goffman, L. (2010). Motor abilities and timing behavior in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 53(2), 383-93. http://jslhr.pubs.asha.org/article.aspx?articleid=1781547

Featured Posts

• Test Review: CELF-5
• Initial Template for Speech-Language Evaluators
• Parent‐Friendly Information about Nonspeech Oral Motor Exercises
• Cómo alimentar a los bebés con paladar hendido
• Difference Disorder or Gap: A School-Age Disability Evaluation (DDoG Playlist)

This website uses cookies to identify users, improve the user experience and requires cookies to work. By continuing to use this website, you consent to Columbia University's use of cookies and similar technologies, in accordance with the Columbia University Website Cookie Notice .

parent interview form

All Formats

Resource types, all resource types.

• Rating Count
• Price (Ascending)
• Price (Descending)
• Most Recent

Parent interview form

Student Led Conferences | Parent Teacher Interview Forms for Student Portfolios

Parent Teacher Interview Forms

Behavior Interview Forms for Parents , Guardians, & Teachers - Autism or ABA

Parent - Teacher Interview Form

PARENT INTERVIEW FORM FOR INITIAL TRIENNIAL IEP ASSESSMENT EVALUATION - EDITABLE

• Word Document File

Occupational Therapy OT Parent Interview Custom Template (Google Forms )

• Google Forms™

Functional Behavior Assessment (FBA) Parent Interview Form

Parent Interview Forms - Six Language Bundle!

FBA Parent Interview (Google Form )

Parent Interview Bundle: Google Form & Publisher Template for SW & School Psychs

FBA Form Parent Interview Questionnaire SPED School Psychologist Behavior

Parent Interview Form - English

Parent Interview Form - Portuguese

Parent Interview Form - Spanish

Parent Teacher Interview Notes - Parent Communication Form - Conference Sheet

Evaluation Parent Interview : Google Form for Social Workers & School Psychs

Parent Teacher Interviews & Student Self-Assessment Templates/ Forms Bundle

Parent Teacher Interview Forms /Templates

Parent Interview Form - Chinese

Parent Interview Form - Korean

Parent Interview Form - Hindi

Parent Teacher Interview Form || Fully Editable

Parent Interview Form - Behavior Analysis, ACT, Parent Training, ABA, social

Parent Interview for Initial Evaluation - Google Form

• We're hiring
• Help & FAQ
• Privacy policy
• Student privacy
• Terms of service
• Tell us what you think

• Assistive Technology
• Due Process Calendars
• Evaluation Score Descriptions
• FBA, BIP, & PBSP
• IEP Resources
• Interventions & Accommodations
• Observation Forms
• School Nurse Role
• Transition Planning

• Transition Planning Forms

Special Education

• Special Education Services and Supports
• Secondary Transition for Educators

Transition Parent Interviews

High School Student & Family Vision Interview 

Parent Questionnaire for Transition Planning

Parent Transition Interview

Transition Check Sheet Living

Transition Student Interviews

Comprehensive High School Transition Survey

Middle School Survey Living Learning Working

Questions for Transition Planning (High School)

Student Dream Sheet

Student Questionnaire Transition Planning

Secondary Student Interview

Student Transition Interview

In-Depth Student Interview

Transition Planning – Skills for Life

Living Resources

Community Mobility Checklist

Independent Living Skills Assessment

Learning Resources

High School Student Interview

Middle School (8th Grade) Transition Interview

Middle School/Junior High Student Interview

Postsecondary Plan A & Plan B

Transition Check Sheet - Living &Working

Working Resources

Career Cluster Interest Survey

Career Transition Planning Interview

Classroom to Workplace Readiness Rating Scale

Community Based Assessment Questionnaire

Community Based Assessment Questionnaire (Print-ready PDF) .

Competitive Employment Skill Sheet

Job Interests

Picture Career Interest Inventory

What do you prefer?

Truity's Photo Career Quiz website

School & Community Social Skills Rating Checklist (Fillable PDF)

General Education Classroom Summary

Here is a tool to gather data from the general education classroom teachers regarding student performance and participation. The form now has a front & a backside, so hopefully, it will capture more transferrable (soft) skills that will be important for students to have as they transition to life after high school. It is a great way to gather input about the student’s work habits (those important transferrable skills) from a variety of sources to use on the IEP.

Version 1 - GOOGLE Form: This is similar to the printable one-page version on this site, but with the ease of a Google form. If you choose to use it, be sure to first SAVE A COPY  for your own personal use.

Version 2 - GOOGLE Form:     This form is similar to the one above, and was shared with us by Manson Northwest Webster teacher Alexandrea Hanson. f you choose to use it, be sure to first SAVE A COPY  for your own personal use.

Living, Learning, Working Planning Tool

Thanks to Central Rivers AEA for sharing the Living, Learning, Working Planning Tool .

Junior/Senior Checklists

Junior/Senior Checklist: Preparing for Postsecondary Education may be helpful as students begin focusing on what's next. It an be helpful to make sure students consider the key points as they prepare to transition to college.

The Senior Checklist – World of Work is a simplified form to give students who are planning to enter the world of work.

Strengths, Interests, & Preferences Checklists

• Strengths, Interests & Preferences Checklist - a document to help students determine their own strengths, interests, and preferences. It is a conversational tool that can be used in many ways. Best practice would be to have students choose their top 3 to 5 items in each section. Or, it can be a useful talking point sheet for the teacher to use when helping the student consider what their strengths, interests & preferences are for their IEP and transition planning.
• Secondary Student Interview: Strengths, Interests, Preferences - a form with fewer options to choose from, but it can also be a good discussion starter to use with your students. The main thing is to help your students see how their strengths, interests, and preferences impact their post-secondary expectation goal areas.
• Middle School Strengths, Interests, and Preference Survey - an easy-to-use checklist that can be used to get ideas generating for your students.

Transition Planning Rubric

This rubric can be used to note where a student's skills are in the areas of living, learning, and working. It can be done in conjunction with parent, student, and teacher to compare perspectives. It can also be done by the student and teacher, or  just the teacher. It's a great visual and several teachers use this with their students each year to update the progress made in each area.

Important contacts

Tammy McKimmey

Special education consultant.

Laura Reinders

School social worker.