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Past Webinars

Webinars by Topic

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  • Q-global Best Practices for Users

    Presenter: Jarett Lehner

    Join us for a live demonstration on how to maximize your Q-global experience as a user. Our Q-global expert, Jarett Lehner will cover a range of topics from setting self as default user to editing assessments (OSA/ROSA) to understanding batch versus group reporting. There will also be time for Q&A to ensure your Q-global questions are answered.

    Date: Mar 16, 2017 

     
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  • Vineland-3 Overview

    Presenter: Celine Saulnier, PhD

    This one-hour webinar will be led by author Celine Saulnier will introduce the newest version of the Vineland Adaptive Behavior Scales, Third Edition (Vineland-3). This reliable assessment offers three basic formats—Interview, Parent/Caregiver Rating, and Teacher Rating. Attend this webinar to learn more about it and preview the significant updates we’ve included in the new edition.

    Date: Mar 16, 2017 

     
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  • RBANS Update Coming Soon to Q-interactive!

    Presenter: James Henke and John A. Hanson, Ph.D., LP

    Join us to learn about the RBANS Update on Q-interactive, our iPad®- and web-based digital assessment system that engages examinees and provides you the ultimate tools for accuracy and efficiency.

    Through this first-ever live demonstration, learn how RBANS Update on Q-interactive delivers on the content and procedures you know and trust, while also streamlining your assessment workflow so you can focus on client observation. You will see how the system's library of digital tests and real-time scoring give you the ability to customize your test battery and quickly address client needs.

    Date: Mar 15, 2017 

     
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  • How Do Speech and Language Difficulties Impact Learning?

    Presenter: Gloria Maccow, PhD

    In the school setting, we expect children to learn the skills and concepts that are identified as important for a specific grade level. Speech and language are essential components of the learning process. To receive and make sense of the information the teacher is presenting, children must understand words and sentences. To demonstrate that they have acquired the information, they must produce words to show that they can retrieve information from memory. This webinar will describe how difficulties with understanding and producing language can impact children’s performance in the classroom.

    Date: Mar 08, 2017 

     
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  • Transitioning From GFTA-2 to GFTA-3: Interpreting & Communicating Test Results

    Presenter: Nancy Castilleja

    GFTA-2/GFTA-3 scores may differ significantly, especially with children exhibiting certain error patterns. GFTA-3 research data showing age of emergence vs. mastery of speech sounds, combined with test scores, provide clinicians with data needed to make appropriate interpretations of test results and convey results in a meaningful way to stakeholders.

    Date: Feb 28, 2017 

     
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  • Dyslexia: A Case Study

    Presenter: Adam Scheller, PH.D.

    The process of Dyslexia identification is complex and dynamic, starting with screening and moving through progress monitoring. With the introduction of the term “Dyslexia” into the educational legislation of many states, there is a renewed need for clarity on the subject. During this hour webinar, Dr. Scheller will discuss a model that accounts for what we know to be true about dyslexia features in combination with what we know about factors relating to dyslexia. Through a case study format this presentation will outline a hybrid model for dyslexia evaluation, highlighting several Pearson assessments.  

    Date: Feb 24, 2017 

     
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  • Differentiating Cogmed Effects: ADHD, LD and WM deficits

    Presenter: Peter C Entwistle, PhD, Charles Shinaver, PhD

    This webinar will shed some light on the effects of Cogmed in the case of comorbidity with ADHD, but moves beyond that to consider children without ADHD those who have other learning concerns. This webinar is intended to further deepen a more nuanced expectation and understanding of the possible effects of Cogmed with a broader range of problems challenging school-aged children. In this webinar the presenting concerns of children will include ADHD, those with learning “disorders” and children with learning “difficulties”. We will consider how the effects of Cogmed might be distinct among these groups. Particular focus will be placed on reviewing the 2016 study by Roording-Ragetlie, et al., titled: “Working Memory Training in children with Neurodevelopmental Disorders”. However, other relevant Cogmed-specific studies will also be considered (Dahlin, 2010 & 2013), Gropper, et al., (2014), as well other salient studies.

    Date: Feb 23, 2017 

     
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  • Use of the new SSIS Social-Emotional Learning Edition for Screening, Assessing, Intervention Planning, and Progress Monitoring

    Presenter: Stephen N. Elliott, Ph.D.

    In this session with test author Dr. Stephen Elliott, learn how the new SSIS SEL edition can be used as a comprehensive social and emotional skills learning solution. Fully aligned with the CASEL framework, the SSIS SEL edition provides evidenced-based tools to assess and teach skills in each of the 5 SEL domains.

    Date: Feb 15, 2017 

     
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  • Contextual Interpretation of the MCMI-IV: Using a Case Study

    Presenter: Seth Grossman, PsyD

    The Millon® Clinical Multiaxial Inventory-IV (MCMI-IV) was designed to facilitate the therapeutic plans of the clinician. This webinar will use a case study to describe how an understanding of Dr. Theodore Millon’s evolutionary theory enhances interpretation of MCMI-IV profiles and how the data are used to make treatment recommendations. A sample report will be used to illustrate the steps for interpreting the MCMI-IV. By the end of the webinar, participants will be able to analyze MCMI-IV reports to describe a patient’s personality patterns, clinical syndromes, and therapeutic needs.

    Date: Feb 15, 2017 

     
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  • Overview of the Millon Adolescent Clinical Inventory (MACI)

    Presenter: Gloria Maccow, PhD

    The Millon Adolescent Clinical Inventory (MACI) was specifically developed to address the unique concerns, pressures and situations facing teenagers. This brief and reliable inventory can help provide early intervention on difficulties that may prevent teens from thriving. Composed of only 160 true/false items and featuring 27 clinically relevant scales, the MACI is designed to obtain the maximum amount of information with a minimal amount of test-taker's effort.

    This webinar will describe how the MACI can be used in all teen treatment settings to help you assess personality patterns as well as self-reported concerns and clinical symptoms of adolescents, ages 13 through 19 years. The presenter will describe how the MACI is used as part of a comprehensive evaluation to confirm diagnostic hypotheses, and construct treatment plans customized to individual needs.

    Date: Feb 07, 2017 

     
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  • Q-global®: Overview

    Presenter: Jarett Lehner

    Join us for an overview of Q-global, Pearson's web-based platform for test administration, scoring, and reporting.

    Through this live demonstration, learn how Q-global delivers the content and procedures you know and trust while giving you the flexibility to administer over 65 assessments (including the BASC™-3, Shaywitz DyslexiaScreen™, the Wechsler Family of Products, and the MMPI®-2), select your assessment administration method (Manual Entry, On-screen Administration, and Remote On-screen Administration), and choose from multiple scoring and reporting options (Score Report, Interpretive Report, Multirater, Progress, Integrated).

    You will see how Q-global provides you increased administration flexibility while providing accurate scoring and improved efficiency.

    Date: Feb 07, 2017 

     
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  • Q-interactive: Overview

    Presenter: James Henke

    Q-interactive®: A flexible, client-centered assessment experience.

    Join us for an overview of Q-interactive, an iPad®- and web-based digital assessment system that engages examinees and provides you the ultimate tools for accuracy and efficiency.

    Through this live demonstration, learn how Q-interactive delivers on the content and procedures you know and trust, while also streamlining your assessment workflow so you can focus on client observation. You will see how the system's digital tests and real-time scoring give you the ability to customize any session and quickly address client needs.

    Date: Jan 25, 2017 

     
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  • Overview of the Millon Clinical Multiaxial Inventory-IV (MCMI-IV)

    Presenter: Seth Grossman, Psy.D.

    This webinar introduces the latest edition of the Millon Clinical Multiaxial Inventory, the MCMI-IV. The presenter will describe updates to constructs, scales, standardization, and interpretive features. An overview of Dr. Theodore Millon’s Evolutionary Theory will be included, along with its application in the MCMI-IV. Emphasis will be placed on how the MCMI-IV data facilitate the therapeutic plans of the clinician.

    Date: Jan 19, 2017 

     
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  • Introducing WISC-V Spanish

    Presenter: Gloria Maccow, PhD, James Henke

    The Wechsler Intelligence Scale for Children–Fifth Edition Spanish (WISC-V Spanish) will be available soon! The WISC-V Spanish is a culturally and linguistically valid test of cognitive ability for use with Spanish–speaking children ages 6 through 16 years. The instrument combines the power of the Wechsler scales and the technology of Pearson’s Q-interactive system, and will be available exclusively in a digital format.

    This session will describe the structure of the WISC-V Spanish and the use of touch-screen digital technology for administration and scoring. Participants will be able to examine features of the digital assessment platform through a live demonstration.

    Date: Dec 14, 2016 

     
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  • PLS-5 & CELF Preschool-2: Matching Assessment to a Child's Language Profile

    Presenter: Adam Scheller, Ph.D.

    While the Preschool Language Scale-5 (PLS-5) and CELF Preschool-2 are both used to assess semantics, morphosyntax, pragmatics, and emerging literacy skills in young children, the tests provide different information about a child’s pattern of language strengths and weaknesses. This session will provide clinicians with information about differences in the tests’ purpose and design, guidelines for selecting the appropriate test based on referral concerns, and interpretation of test results. At the end of this session, clinicians will be able to select the appropriate test based on a child’s language ability and correctly interpret test results, enabling clinicians to set targeted programming recommendations for the young children they assess.

    Date: Dec 14, 2016 

     
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  • How can we help students like Amy who are struggling in Math?

    Presenter: Adam Scheller, PhD

    As professionals working within the education systems, we have all witnessed the difficulties experienced by struggling learners. Through effective quality education most students are able to acquire a level of knowledge to meet classroom education goals. However, there are a subset of learners for whom this acquisition requires a more significant level of intervention. For those struggling with math, such as our student Amy, this problem persists. During this one-hour webinar, Dr. Scheller will discuss the case of Amy, an elementary school student, who continues to miss math benchmarks, despite receiving a level of instruction that is effective for her peers. This is a case of math learning disability as shown through identification, intervention, and progress monitoring.

    Date: Dec 12, 2016 

     
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  • Working Memory Training and Evidence-Based Interventions for ADHD

    Presenter: Peter C Entwistle, PhD, Charles Shinaver, PhD

    While this webinar will spend approximately half of the hour on Cogmed as an evidence-based intervention for ADHD it will consider other options as well. However, as is well known by clinicians, researchers and educators there is no way to do an exhaustive review of evidence-based interventions of ADHD in 1 hour or less, let alone 30 minutes or less. What we will be able to provide is some data for your consideration of the relative strengths and weaknesses of the existing evidence thus far. Some time will be spent considering the impact of medication, Cogmed and other innovative approaches to managing ADHD. We consider this topic worthy of several hours of webinars and as such while we expect we may open up more questions than answers we thought this is useful to provide a forum for consideration of this topic.

    Date: Dec 08, 2016 

     
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  • Using the Vineland-3

    Presenter: Anne-Marie Kimbell , PhD

    This webinar will provide information about using the new Vineland-3 both in traditional paper and pencil format and on Q-Global, Pearson’s web-based platform for test administration, scoring, and reporting.

    Date: Dec 08, 2016 

     
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  • BASC-3 Intervention

    Presenter: Kimberly Vannest, PhD

    The Intervention Webinar will overview a multi-tier system of support for prevention, early intervention, and tertiary intervention for emotional and behavior problems of children and youth. The BASC-3 Intervention Guide is a comprehensive collection of evidence based interventions from the professional literature of education, psychology, and medicine.

    Date: Dec 07, 2016 

     
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  • BASC-3 Overview

    Presenter: Randy Kamphaus, PhD

    This webinar provides an overview of all BASC-3 components including Teacher, Parent and Child and Adolescent Self-Report Rating scales, Student Observation System (SOS), Structured Developmental History (SDH), Flex Monitor, Continuous Performance Test, Behavioral and Emotional Screening System (BESS), and Parenting Relationship Questionnaire (PRQ).  

    Date: Dec 06, 2016 

     
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  • BESS - Behavioral and Emotional Screening System - User Training

    Presenter: Anne-Marie Kimbell, PhD

    This webinar will focus on using the BASC-3 Behavioral and Emotional Screening System (BESS) on Q-global and Review360.

    Date: Dec 06, 2016 

     
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  • Differentiating Cogmed Effects: ADHD, LD and WM deficits

    Presenter: Peter C Entwistle, PhD, Charles Shinaver, PhD

    This webinar will shed some light on the effects of Cogmed in the case of comorbidity with ADHD, but moves beyond that to consider children without ADHD those who have other learning concerns. This webinar is intended to further deepen a more nuanced expectation and understanding of the possible effects of Cogmed with a broader range of problems challenging school-aged children. In this webinar the presenting concerns of children will include ADHD, those with learning “disorders” and children with learning “difficulties”. We will consider how the effects of Cogmed might be distinct among these groups. Particular focus will be placed on reviewing the 2016 study by Roording-Ragetlie, et al., titled: “Working Memory Training in children with Neurodevelopmental Disorders”. However, other relevant Cogmed-specific studies will also be considered (Dahlin, 2010 & 2013), Gropper, et al., (2014), as well other salient studies.

    Date: Nov 30, 2016 

     
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  • Cogmed, TBI & Brain functioning

    Presenter: Peter C Entwistle, PhD, Charles Shinaver, PhD

    This webinar has been updated to include the 2015 study by Hellgren, et al. “Computerized Training of Working Memory for Patients with Acquired Brain Injury”. The webinar is focused upon this burgeoning area of research with several Cogmed-specific studies. A number of these studies will be covered in some detail. However, first a broader picture of TBI will be considered which includes how working memory capacity has been found to relate to survival, community integration, quality of life, reduced depression and to correlate with executive functions (EF). EF have been found to relate to obtaining competitive employment, occupational outcomes and social integration. Then the Cogmed specific studies will be reviewed which include survivors of stroke, acquired brain injury and traumatic brain injury who completed Cogmed. Finally, we will consider for adults what factors are related to return to work successfully. For children we will consider how TBI’s effects on working memory affect their return to learn in school.

    Date: Nov 22, 2016 

     
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  • Ask Dr. Behave: Every Student Succeeds Act (ESSA) and Review360

    Presenter: Dr. Adam Bauserman

    In this Ask Dr. Behave discussion, Dr. Adam Bauserman will focus on some of the key elements of ESSA, its impact on Special Education, and how Review360 aligns with the legislation to provide the best possible outcomes.

    Date: Nov 16, 2016 

     
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  • Why Some Students Struggle to Learn: Assessing Memory and Learning

    Presenter: Gloria Maccow, PhD

    Why do some students seem to remember information immediately after they hear it, but not the following day? And why do some students struggle with mental math? To learn and remember information, individuals begin by encoding the information. They hold the information in short-term memory until a permanent memory trace is created in long-term memory. To show that they have acquired skills and knowledge, they retrieve information from long-term storage.

    This webinar will describe the assessment process that will allow us to understand how a weakness in memory can affect a student’s learning. At the end of the webinar, participants will be able to describe

    1. the process of learning and remembering;
    2. theories of memory and learning; and
    3. commonly used assessments of memory and learning.

    Date: Nov 15, 2016 

     
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  • Vineland-3 Overview

    Presenter: Celine Saulnier, PhD

    This one-hour webinar will be led by author Celine Saulnier will introduce the newest version of the Vineland Adaptive Behavior Scales, Third Edition (Vineland-3). This reliable assessment offers three basic formats—Interview, Parent/Caregiver Rating, and Teacher Rating. Attend this webinar to learn more about it and preview the significant updates we’ve included in the new edition.

    Date: Nov 15, 2016 

     
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  • Crossing the Bridge: Developing Metalinguistic Awareness and Strategies

    Presenter: Elisabeth Wiig, Ph.D., CCC-SLP

    Metalinguistic awareness is often underdeveloped in children with language disorders and learning disabilities and may require classroom and other interventions to foster metalinguistic abilities and strategic language use. This program will give a short overview of metalinguistic development followed by a case study that illustrates a multi-step process.  Methods and strategies for developing critical thinking and semantic, syntactic, and conversational flexibility will be outlined and discussed with emphasis on the CELF-5 Metalinguistics test results. Methods and processes for developing critical thinking and semantic, syntactic and conversational flexibility and strategies will be outlined and discussed. Participants will acquire new perspectives of metalinguistics and strategic language use and obtain immediately applicable templates for implementing the methods and strategies discussed.

    Date: Nov 09, 2016 

     
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  • BASC-3 FLEX Monitor

    Presenter: Cecil Reynolds, PhD

    The BASC-3 Flex Monitor is a revolutionary new tool that will allow psychologists to develop and apply unique self-report and behavior rating scales with known psychometric qualities that are then normed against the BASC-3 nationally standardization sample. Psychologists may design such forms for unique cases for applications in following the progress of any given case (N=1) or may develop a specialized self-report or behavior rating scale for parents and/or teachers that is applicable to children and youth in specific programs within a school or clinic setting, designed specifically to match the treatment goals of the program. The current webinar will focus on the development and clinical applications of this unique technology as a means to improve treatment outcome as well as improve programs for intervention with individuals with emotional and behavioral disorders. Specific instruction regarding the development of individualized forms by the clinician will be provided along with evaluating reliable change and the sharing of forms across clinicians within a common account system.

    Date: Nov 08, 2016 

     
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  • Assessing for Cognitive Impairment in Correctional Settings

    Presenter: Anne-Marie Kimbell, PhD

    Cognitive assessments cover a variety of domains that, when impaired, can have a significant impact on a person’s decision-making and behavior. This webinar will discuss the importance of and some of the challenges in cognitive assessment with a corrections population, including instrument selection, rater selection, effort, and cognitive declines with age.

    Date: Oct 27, 2016 

     
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  • Shaywitz DyslexiaScreen™

    Presenter: Adam Scheller, PhD

    This product overview webinar will focus on the content, development and psychometric information for the new Shaywitz DyslexiaScreen. We will also cover how to administer, score and interpret the results of the screener.

    Date: Oct 20, 2016 

     
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  • ADHD, Cogmed & College?

    Presenter: Peter C Entwistle, PhD, Charles Shinaver, PhD

    As is well known in the research literature a good number of children who have ADHD grow up to be adults with ADHD. Additionally, there are some who may not continue to meet the criteria for a diagnosis of ADHD, but still struggle with inattention, working memory and executive functions as adults. Although there are a more limited number of Cogmed-specific studies on this population the evidence shows promise. One interesting fact is that the population of college students with ADHD tends to be slightly older than typically developing students. One meta-analysis of Working memory training considering training programs more broadly than Cogmed argues for an “age independence principle: The effects of narrow task paradigm WM training are not dependent on age (at least for the age range 4-71 years)” (Schwaighofer, et al., 2015).

    In 2014 there were two Cogmed-specific studies with college aged adults with ADHD (albeit older and with a broader age range than most “college-aged samples”) (Gropper, et a., 2014; Mawjee, et al., 2014). In 2015 two new studies were added to the literature (Liu et al., 2015; Mawjee et al., 2015). The study by Gropper, et al., 2014, focuses upon adults who are ADHD or LD. The Mawjee, et al. (2014), pilot study addressing issues of engagement, motivation and expectancy and was followed up with a larger study by Mawjee et al., in 2015. An unusual study by Liu et al. was published in 2015 that considered EEG data. We will review this data as well as the research and salient conceptual context that will help you to make sense of adult ADHD and how Cogmed might play a role with this population.

    Date: Oct 18, 2016 

     
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  • MMPI-A-RF: Basic Overview

    Presenter: Robert P. Archer, PhD

    This webinar presentation provides a brief overview of the rationale for and methods used to develop the MMPI-A-RF, and the various materials available to score and interpret the test. The MMPI-A-RF features 48 empirically validated scales and takes only 25-45 minutes to administer. The test is designed to aid clinicians in identifying a broad array of mental disorders among adolescents in clinical, educational, forensic, and medical settings. The MMPI-A-RF is also designed to measure treatment progress when administered across varying points in the treatment process.

    Date: Oct 18, 2016 

     
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  • Vineland-3 Overview

    Presenter: Celine Saulnier, PhD

    This one-hour webinar will be led by author Celine Saulnier will introduce the newest version of the Vineland Adaptive Behavior Scales, Third Edition (Vineland-3). This reliable assessment offers three basic formats—Interview, Parent/Caregiver Rating, and Teacher Rating. Attend this webinar to learn more about it and preview the significant updates we’ve included in the new edition.

    Date: Oct 18, 2016 

     
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  • Case Studies: Progress Monitoring and Intervention with Review360 for SLPs*

    Presenter: Tina Eichstadt, MS, CCC-SLP AND Ryan Fast

    It is highly recommended that you watch the Feb 15, 2016 recording (below)--Progress Monitoring and Evidence-Based Intervention with Review360 for SLPs--in advance of this presentation. This earlier webinar gave a tutorial of the Review360 for SLPs product itself. This August webinar takes a clinical focus and assumes familiarity with the product. Thank you!

    This course highlights a tool--Review360 for SLPs--that will manage multiple needs: rigorous, measurable goals, evidence-based intervention, progress monitoring, and reporting needs. An integrated tool for these tasks in clinical practice saves time and increases the ability of SLPs to focus on delivering exceptional services and to communicate the value of those services across stakeholder groups.

    A case-study approach to continuing education allows professionals to consider both clinical and process issues in service delivery. With the ever-increasing need for a focus on clinical outcomes and describing the value of SLP services, progress monitoring and robust reporting on intervention status grows central to the work of SLPs in schools. Increasing demands of a workload approach to clinical practice works together with outcome-based intervention to support relevant SLP practice patterns.

    Date: Oct 17, 2016 

     
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  • Cogmed Working Memory Training with ADHD and WM Deficits

    Presenter: Peter C Entwistle, PhD, Charles Shinaver, PhD

    This webinar denotes a more differentiated consideration of reasonable expectations for the effects of Cogmed on children with ADHD and those who are designated to have working memory deficits. While ADHD predominantly inattentive type presents similarly in patients as those with working memory deficits. Those with working memory deficits would still be considered have less severe deficits than those with ADHD.

    Drs. Shinaver and Entwistle originally argued for evaluating Cogmed effects in light of consideration of the severity of disorder (considering the different ‘presentations of ADHD’ and arguing that combined ADHD is a more severe disorder than ADHD inattentive type) and comorbidity as well as controlling for medication in the journal article: “Cogmed Working Memory Training: Reviewing the reviews”, published in Applied Neuropsychological Child in 2014. In that article they concluded that there was evidence that Cogmed has significant impact upon visual-spatial and verbal working memory and that these effects generalized to improved sustained attention up to 6 months. In this webinar they will further distinguish between ADHD and working memory deficits.

    Additionally, they argued that there were some promising studies for improvements in academic abilities but that more controlled studies were needed before we could make strong and specific claims on this topic. The recently published study: “Predictor and Moderators of Treatment Outcome in Cognitive Training for Children with ADHD” by van der Donk, et al., (2016) tested those arguments empirically. Drs. Shinaver and Entwistle will review this study with some detail along with other salient Cogmed-specific data to update the empirical status of the position they argued in 2014.

    Date: Oct 13, 2016 

     
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  • SCL-90-R and BSI Tests: The Derogatis Checklist Series

    Presenter: Dr. Leonard R. Derogatis

    Learn how you can better serve your client's needs and expand your practice with the use of the Derogatis Checklist Series. Dr. Derogatis, a global authority on symptom checklists and outcomes measurement and author of the SCL-90-R, BSI, and BSI 18 tests, will present a free webinar on the history, design, and application of these respected instruments. Quick and easy to administer, the Derogatis Checklist Series is widely used in a variety of settings, including clinical practice, medical settings, and clinical trials.

    Date: Oct 12, 2016 

     
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  • Dynamic Assessment with ELLs: A Step-By-Step Tutorial

    Presenter: Lynette Austin, PhD

    Dynamic assessment is an evidence-based practice that should be part of every SLP’s assessment toolbox, especially when testing English Learners. This webinar describes step-by-step how to design dynamic assessment tasks within a comprehensive diagnostic evaluation process, conduct the procedure, interpret results, and convey these results meaningfully to families and other professionals.

    Date: Oct 07, 2016 

     
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  • The Core Efficacy of Cogmed: Improving Working Memory

    Presenter: Peter C Entwistle, PhD, Charles Shinaver, PhD

    Cogmed working memory training, as its name implies, is a program for training working memory. We consider improving working memory to be the “core efficacy” of Cogmed. Presently 35 peer reviewed published studies bolster this claim. It is not just the volume of data, but as is often the case in new research endeavors in psychology and education, pilot studies and smaller scale studies usually precede larger, better designed, later confirmation studies. This has been the case with Cogmed and data supporting the conclusion that it improves both visual spatial and working memory.

    Articulating the implications of this finding is the focus of this webinar. This will include defining working memory in context of other memory functions. We will briefly distinguish this from improved attention, the second most supported effect of Cogmed. We will also consider data related to the length of time these effects have been found to last. And finally we will consider possible implications of this striking finding that working memory can be improved as it relates to: the decline of working memory over the lifespan, how working memory deficits relate to a number of mental health disorders and the educational implications of working memory.

    Data will guide our discussion of these topics and as one might guess this webinar opens up the consideration of several other areas of inquiry, but cannot be exhaustive in a data review of them all. We will simply re-emphasize the critical finding that working memory can be improved and the far-reaching implications of this finding which we expect will pre-occupy researchers, clinicians and educators for decades.

    Date: Oct 05, 2016 

     
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  • CELF-5 Metalinguistics: Language Competence and Classroom Success

    Presenter: Wayne A. Secord, PhD, CCC-SLP

    The ability to use one’s communication and language system as a tool is an essential aspect of school-age language competence. This session will provide an overview of metalinguistic awareness, stages of development, and its impact on every-day classroom performance. Information about improving students’ metalinguistic skills and strategies will be presented using two case studies that utilize the use and interpretation of the CELF-5 Test of Metalinguistics (Wiig and Secord, 2014) to assess metalinguistic competence, and practical classroom-based assessment strategies to accurately describe the every-day things students struggle do, say, make and use in the school curriculum. Participants who attend this program will leave with new perspectives on clinical and educational assessment as well as with practical strategies they can put to use right away.

    Date: Sep 22, 2016 

     
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  • Cogmed: Will Children with ADHD, learning problems and learning disabilities respond differently to Working Memory Training?

    Presenter: Peter C. Entwistle, PhD, Charles Shinaver, PhD

    This webinar will shed some light on the effects of Cogmed in the case of comorbidity with ADHD, but moves beyond that to consider children without ADHD those who have other learning concerns. This webinar is intended to further deepen a more nuanced expectation and understanding of the possible effects of Cogmed with a broader range of problems challenging school-aged children. In this webinar the presenting concerns of children will include ADHD, those with learning “disorders” and children with learning “difficulties”. We will consider how the effects of Cogmed might be distinct among these groups. Particular focus will be placed on reviewing the 2016 study by Roording-Ragetlie, et al., titled: “Working Memory Training in children with Neurodevelopmental Disorders”. However, other relevant Cogmed-specific studies will also be considered (Dahlin, 2010 & 2013), Gropper, et al., (2014), as well other salient studies.

    Date: Sep 21, 2016 

     
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  • Using the New Vineland-3

    Presenter: Anne-Marie Kimbell , PhD

    This webinar will provide information about using the new Vineland-3 both in traditional paper and pencil format and on Q-Global, Pearson’s web-based platform for test administration, scoring, and reporting.

    Date: Sep 20, 2016 

     
    Print
     
  • Case Studies: Progress Monitoring and Intervention with Review360 for SLPs*

    Presenter: Tina Eichstadt, MS, CCC-SLP AND Ryan Fast

    It is highly recommended that you watch the Feb 15, 2016 recording (below)--Progress Monitoring and Evidence-Based Intervention with Review360 for SLPs--in advance of this presentation. This earlier webinar gave a tutorial of the Review360 for SLPs product itself. This August webinar takes a clinical focus and assumes familiarity with the product. Thank you!

    This course highlights a tool--Review360 for SLPs--that will manage multiple needs: rigorous, measurable goals, evidence-based intervention, progress monitoring, and reporting needs. An integrated tool for these tasks in clinical practice saves time and increases the ability of SLPs to focus on delivering exceptional services and to communicate the value of those services across stakeholder groups.

    A case-study approach to continuing education allows professionals to consider both clinical and process issues in service delivery. With the ever-increasing need for a focus on clinical outcomes and describing the value of SLP services, progress monitoring and robust reporting on intervention status grows central to the work of SLPs in schools. Increasing demands of a workload approach to clinical practice works together with outcome-based intervention to support relevant SLP practice patterns.

    Date: Sep 19, 2016 

     
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  • Identifying Typical and Atypical Speech Patterns Using the GFTA-3

    Presenter: Chien (Shannon) Wang, M.A.

    This course will provide a review of GFTA-3 administration, scoring, and interpretation. The discussion will address typical productions for each age, and development vs. atypical articulation productions. Implications for selecting intervention targets will be discussed.

    Date: Sep 15, 2016 

     
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  • Planning for Improvement: The IEP as a Guide

    Presenter: Adam Bauserman, Senior Client Program Manager

    Dr. Behave will discuss the importance of an IEP and Student Support Team Plans/Documents/Documentation, the critical parts of the process, and how to turn that document into an actionable plan to help your student succeed.

    Date: Sep 14, 2016 

     
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  • Adding Positive Psychology to Your Practice

    Presenter: Michael B. Frisch, PhD

    This webinar presentation addresses:

    • Case examples of easy ways to quickly add Positive Psychology to your clinical and coaching practice
    • How the brief measure of positive mental health, the Quality of Life Inventory (QOLI), can help make your overall assessments more complete, track patient outcomes, and serve as an effective intervention in and of itself
    • How to quickly use evidence-based assessments and interventions, including Quality of Life Therapy and Coaching which Ed Diener (2013) and  Marty Seligman (see page 292 of his book, Flourish)  call comprehensive, step-by-step, and empirically validated.
    • How adding a small piece of Positive Psychology can boost treatment effectiveness and prevent relapse.
    • How Positive Psychology can help you Develop a Coaching Practice in which you serve higher functioning individuals without DSM disorders.

    The QOLI is a comprehensive five minute assessment that yields an overall score and a profile of problems and strengths in 16 areas of life such as love, work, and play. The QOLI can help laypeople, clients, and professionals in a wide range of settings including positive psychology, clinical psychology, coaching, behavioral medicine, organizational psychology, substance abuse, gerontology, career counseling, and quality assurance.

    Date: Sep 13, 2016 

     
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  • Dyslexia Screening with Dr. Sally Shaywitz

    Presenter: Sally E. Shaywitz, MD

    Dr. Shaywitz will make comments about her work and research at the Yale Center for Dyslexia and Creativity and the new evidence-based dyslexia screener that will publish this fall. Participants will be able to ask questions via chat which will inform future training sessions and FAQ responses. The new Shaywitz DyslexiaScreen is an efficient, reliable, and user-friendly Dyslexia screening tool for K-1 students who may be at risk for having Dyslexia. It emphasizes phonological, linguistic, and academic performance based on teacher observations, all in just a couple of minutes per student.  

    Date: Sep 09, 2016 

     
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  • Why doesn’t Sam complete assignments in a timely manner? More importantly, what can we do about it? Case Study with WISC-V

    Presenter: Amy Dilworth Gabel, Ph.D., NCSP

    Join us for this case-study based webinar to see how the WISC-V is used as part of a comprehensive assessment to understand why “Sam” (aka “Sample”) experiences difficulty completing class assignments and homework in a timely manner. During the session, we’ll look at Sam’s earned scores on the WISC-V and other measures and discuss how to interpret these findings in context. A report of the scores Sam earned will be distributed prior to the session so that participants can come prepared to focus on making sense of the data, rather than simply a review of the results.

    Date: Aug 31, 2016 

     
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  • Vineland-3 for Occupational Therapy

    Presenter: Celine Saulnier, PhD

    This one-hour webinar will be led by author Celine Saulnier and will introduce the newest version of the Vineland Adaptive Behavior Scales, Third Edition (Vineland-3). This reliable instrument offers three basic formats - Interview, Parent/Caregiver, and Teacher with choice of either Comprehensive or Domain-Level for each form. Attend this webinar to learn more about the use of the Vineland-3 in Occupational Therapy and related practice, and preview the significant updates we've included in the new edition.

    Date: Aug 30, 2016 

     
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  • BASC-3 BESS

    Presenter: Randy Kamphaus, PhD

    This webinar will introduce the user to the uses and structure of the BESS Teacher, Student Self-Report, and Parent forms for early detection of behavioral and emotional risk in schools and other settings. Practical issues of administration time, choice of informant, and limited impact on educational personnel and instructional time. Use of BESS results for prevention and intervention practices in schools, progress monitoring, and administrative decision making will be discussed.

    Date: Aug 30, 2016 

     
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  • Working Memory Training and Cancer

    In this webinar we will discuss the subject of cancer in children and the potential benefit of the Cogmed working memory program. One of the first researchers to discuss pediatric cancer and Cogmed was Hardy in 2012 who looked at survivors of cancer and the benefit of the Cogmed program in boosting WM. Since then Sacks et al in 2015 did a feasibility study and Cox et al in 2015 have pursued the topic of remediation of 80 brain tumor or acute lymphoblastic leukemia survivors and the cognitive late effects of cancer.

    This is a demonstration of the idea that Cogmed can benefit a variety of different clinical populations with WM deficits. Children who have undergone radiation and chemotherapy are at risk for attention and WM deficits and Cogmed may play a role in helping these survivors to return to function.

    Date: Aug 26, 2016 

     
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  • A Model for Dyslexia Screening

    Presenter: Adam Scheller, PhD

    Dyslexia screening can benefit from an assessment model that combines what we know to be true about the features of dyslexia with what we know about the various factors relating to dyslexia. This presentation will outline a hybrid model for assessment to be used for dyslexia screening.

    Date: Aug 25, 2016 

     
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  • Vineland-3 Overview

    Presenter: Celine Saulnier, PhD

    This one-hour webinar will be led by author Celine Saulnier will introduce the newest version of the Vineland Adaptive Behavior Scales, Third Edition (Vineland-3). This reliable assessment offers three basic formats—Interview, Parent/Caregiver Rating, and Teacher Rating. Attend this webinar to learn more about it and preview the significant updates we’ve included in the new edition.

    Date: Aug 24, 2016 

     
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  • Cognitive Development and Learning in Young Children

    Presenter: Gloria Maccow, PhD

    In early childhood programs, some children learn the pre-academic skills we teach; some children do not. Some children are able to wait their turn; others respond impulsively. What child factors account for such differences in performance?

    To learn the skills and concepts presented in the classroom, children must pay attention, register and assign meaning to information they see and hear, and store information in memory. The transition from infancy to early childhood is associated with increased proficiency in tasks requiring attention, working memory, and cognitive flexibility, all of which help to predict rate of learning.

    This one-hour webinar will describe cognitive development in young children. The presenter will use sample data to demonstrate the relationship between cognitive abilities and learning.

    Date: Aug 23, 2016 

     
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  • Are there ways to optimize the effects of Working Memory Training?

    Presenter: Peter C. Entwistle, PhD, Charles Shinaver, PhD

    There are a variety of ways researchers have attempted to optimize Cogmed. In a 2016 publication by Appelgren, Bengtsson & Soderqvist investigators used questionnaires to measure the mind-set and intrinsic motivation and how it influenced compliance to complete Cogmed. The results of this study can help other professionals to optimize how they implement Cogmed. Another study investigated how meta-cognitive training affected Cogmed training (Partanen, et al., 2015). The meta-cognitive training was conducted 3 days a week after Cogmed training session.

    Other investigators have used a shortened version of Cogmed and compared that to the standard version (Mawjee, et al., 1025). One study used parent training combined with Cogmed and compared that to using Cogmed alone (Steeger, et al., 2015).

    Finally another investigation looked at combining English language training while conducting Cogmed with one group and comparing that to Cogmed alone or English language training alone (Hyashi, et al., 2015).

    For quite some time we have called programs that follow and complement Cogmed: “Cogmed-Plus”. In other words, when we conceptualize Cogmed we put it into a larger context of treatment or training individualized for the specific presenting patient or client. Given that such a range of presenting problems have WM deficits that accompany them the variety of other elements of treatment and/or training is quite large. When attempting to optimize treatment this should be taken into consideration. This is one reason of the importance of using a coach-mediated delivery mechanism as those coaches bring their expertise to bear on what might enhance Cogmed before beginning training and what could extend its impact post Cogmed.

    Date: Jul 28, 2016 

     
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  • Contextual Interpretation of the MCMI-IV: Using a Case Study

    Presenter: Seth Grossman, PsyD

    The Millon® Clinical Multiaxial Inventory-IV (MCMI-IV) was designed to facilitate the therapeutic plans of the clinician. This webinar will use a case study to describe how an understanding of Dr. Theodore Millon’s evolutionary theory enhances interpretation of MCMI-IV profiles and how the data are used to make treatment recommendations. A sample report will be used to illustrate the steps for interpreting the MCMI-IV. By the end of the webinar, participants will be able to analyze MCMI-IV reports to describe a patient’s personality patterns, clinical syndromes, and therapeutic needs.

    Date: Jul 21, 2016 

     
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  • Professional Development: Best Practices for Addressing Behaviors of Concern

    Presenter: Adam Bauserman, Senior Client Program Manager

    Ok, we know, it's summer.  But, we've got a great webinar to help you prepare for the new school year.  Join Dr. Behave as he discusses the most common behaviors of concern and best practices for addressing them in the classroom.

    Date: Jul 20, 2016 

     
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  • Overview of the Sensory Profile 2: A Strengths Based Approach to Assessment and Planning

    Presenter: Shelley Hughes, Occupational Therapist

    This session provides an overview of the Sensory Profile 2, addressing updates from previous versions, information for new users, administration and scoring guidelines, and detailed information on interpretation with case study examples.

    Date: Jul 19, 2016 

     
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  • Using the Vineland-3

    Presenter: Anne-Marie Kimbell , PhD

    This webinar will provide information about using the new Vineland-3 both in traditional paper and pencil format and on Q-Global, Pearson’s web-based platform for test administration, scoring, and reporting.

    Date: Jul 12, 2016 

     
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  • How does Working Memory Training affect Anxiety?

    Presenter: Peter C. Entwistle, PhD, Charles Shinaver, PhD

    An intriguing aspect of working memory (WM) is the fact that so many patients with a range of disorders include deficits in WM (traumatic brain injury (TBI), stroke, schizophrenia, ADHD, anxiety, depression, etc.). While early work with Cogmed has focused upon patients identified with either cognitive deficits (ADHD, TBI, stroke, etc.) or healthy clients, more recent work has moved into disorders in which anxiety is the primary deficit.

    There are a few Cogmed specific studies that are relevant to this topic. One by Hadwin & Richards (2016) explored the impact of working memory training in comparison to what many consider to be the top treatment for anxiety, cognitive behavioral therapy. The study was conducted with adolescents ages 11 to 14. Another pilot study investigated the impact of Cogmed with patients with post-traumatic stress disorder (PTSD) among 4 war veterans ages 55 to 65. The study looked at Cogmed combined with transcranial direct current stimulation (tDCS). These results are interesting and include electroencephalographic (EEG) data also. Yet other Cogmed studies have found an impact upon anxiety like the study by Roughan & Hadwin, 2011 which found a reduction in self-reported test and trait anxiety among children with social emotional and behavioral disorders. A study by Hellgren, et al., 2015 found a reduction in anxiety and depression among adults between ages 20-65 who had acquired brain injury and Akerlund, et al., (2013) also found a reduction in anxiety with a similar sample of adults with acquired brain injury. This accumulation of data suggests the salience of working memory training for disorders in which anxiety is the primary feature or those in which it is associated with another condition.

    Date: Jul 12, 2016 

     
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  • What Does Working Memory Training Tell Us About Brain Functioning?

    Presenter: Peter C. Entwistle, PhD, Charles Shinaver, PhD

    Cogmed has been accumulating several well designed and interesting studies on brain functioning and the impact of Cogmed. This type of research is particularly distinctive to Cogmed. In fact the number of such studies reached a critical mass sufficient to include a claim on the May 2015 Cogmed Claims and evidence document stating: “Improvements in working memory following CWMT are associated with changes in functional brain activity a) seen as changes in the neurochemistry (McNab, et al., 2009), functional activity related to working memory (Olsen, et al., 2004; Westerberg, et al., 2007; Brehmer et al., 2011), and functional connectivity at rest (Astle, et al., 2015). We will review these studies supporting the intriguing notion that Cogmed evidence suggests resulting changes at the level of brain functioning.

    Date: Jul 07, 2016 

     
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  • Introducing the Beta-4

    Presenter: Anne-Marie Kimbell, PhD

    This webinar will provide an introduction to the Beta–4, a non-verbal measure of cognitive ability in adults. Beta–4 comes from a long line of nonverbal assessments that have been used and trusted by psychologists and counselors since 1934. It is very simple to administer and score with minimal training in a one-on-one or proctored group setting with either English or Spanish instructions, and does not require the test-taker to read. The Beta–4 is tailored toward those suspected to be low-functioning and low-skilled.

    Date: Jun 29, 2016 

     
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  • First Steps Towards Success: Social-Emotional Development in Infants and Toddlers

    Presenter: Julie Culhane, Ph.D.

    In this one-hour webinar, we'll take a close look at why the early development of social understanding and emotional regulation is essential to success in school. We’ll explain the typical developmental pathway that children follow as these skills emerge between birth and age three. We’ll also illustrate the many ways that children express their own emotional health and social awareness. Finally, we’ll suggest strategies to support this critical aspect of infant and toddler development and set the stage for long-term social-emotional success. Specific examples of social understanding and emotional regulation from the child's perspective will be presented throughout this live session, and you’ll be able ask questions and interact with both the presenter and other participants.

    Date: Jun 22, 2016 

     
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  • Why are executive functions important? How does Work Memory Training affect them?

    Presenter: Peter C. Entwistle, PhD

    One of the challenges of understanding the effects of Working Memory Training is grasping what might be considered the mechanism of change in those who complete the program. Working memory is the target of the program and certainly is considered one mechanism of change. However with some consistency other ‘near transfer’ effects, particularly in what are categorized as executive functions (EF) have been found to have improved in peer reviewed published studies of Cogmed.

    The conceptualization of EF will be considered in this webinar as well as a number of Cogmed-specific studies.

    An early study by Beck, et al. 2010 of school-aged children with ADHD found improved EF. Yet, improvements in EF have been found with increasing regularity in more recent studies across a range of ages and presenting problems. Improved EF among groups of school-aged ADHD children and some with learning concerns has been found in recently published studies (Roording-Ragetlie, et al., 2016; Bigorra, et al., 2016; van der Donk., et al., 2016). Au, et al., 2014 found an improvement in organizing thoughts among school-aged children who had Fragile X syndrome. Foy and Mann, 2014 found that preschoolers from economically disadvantaged communities who completed Cogmed improved in executive control. Hyer, et al., 2016 found a lack of declining executive functioning among older adults with mild cognitive impairment as measured by self report on the Functional Activities Questionnaire (FAQ) whereas the control group continued to decline in this area.

    This is an area in which the accumulation of empirical data is approaching our criteria to result in including it on our “Claims and Evidence” document. You can download that document here: http://www.cogmed.com/research

    Date: Jun 14, 2016 

     
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  • Different Presentations of ADHD Result in different Working Memory Training Outcomes

    Presenter: Peter C Entwistle, PhD and Charles Shinaver, PhD

    This webinar denotes a more differentiated consideration of reasonable expectations for the effects of Cogmed on children with ADHD. Drs. Shinaver and Entwistle originally argued for evaluating Cogmed effects in light of consideration of the severity of disorder (considering the different ‘presentations of ADHD’ and arguing that combined ADHD is a more severe disorder than ADHD inattentive type) and comorbidity as well as controlling for medication in the journal article: “Cogmed Working Memory Training: Reviewing the reviews”, published in Applied Neuropsychological Child in 2014. In that article they concluded that there was evidence that Cogmed has significant impact upon visual-spatial and verbal working memory and that these effects generalized to improved sustained attention up to 6 months. Additionally, they argued that there were some promising studies for improvements in academic abilities but that more controlled studies were needed before we could make strong and specific claims on this topic. The recently published study: “Predictor and Moderators of Treatment Outcome in Cognitive Training for Children with ADHD” by van der Don, et al., (2016) tested those arguments empirically. Drs. Shinaver and Entwistle will review this study with some detail along with other salient Cogmed-specific data to update the empirical status of the position they argued in 2014.

    Date: Jun 02, 2016 

     
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  • Introducing the New Digital Version of WPPSI-IV

    Presenter: James Henke, Kristen Getz

    Join us for an overview of the WPPSI-IV on Q-interactive, an iPad®- and web-based digital assessment system that engages examinees, increases portability, and provides you the ultimate tools for accuracy and efficiency.

    Through this live demonstration, we will demonstrate the administration of select WPPSI-IV subtests on Q-interactive and provide an overview of the research that supports their use.

    Date: May 26, 2016 

     
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  • Application of Cognitive Hypothesis Testing Using PSW Analysis

    Presenter: Adam Scheller, Ph.D., Senior Educational Consultant with Pearson Clinical Assessment

    School districts across the country have adopted new and modified old(er) special education evaluation processes in line with the requirements outlined in IDEIA 2004. Since this revised legislation opened the door for schools to use several different means to qualify students with special education needs, we have witnessed an explosion of RTI programs and a subsequent decline in discrepancy-model usage. However, one area included in the law has received less fanfare, the process of analysing the concordance (and thus discordance) between related cognitive and academic processes. During this one-hour webinar Dr. Scheller will review this process of cognitive hypothesis testing by taking an in-depth look at how to apply widely used assessments such as the WISC-V, KTEA-3, and WIAT-III. Dr. Scheller’s goal in this one-hour webinar will be to help take clinicians to a level of detail and accuracy when forming and testing hypotheses about a child’s patterns of thinking and learning.

    Date: May 20, 2016 

     
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  • Year in Review: Making the Most of Your Data

    Presenter: Adam Bauserman, Senior Client Program Manager

    Dr. Behave will focus on issues, questions, and concerns submitted by Special Education teachers and administrators. He will answer your questions, address your issues and concerns, and provide best practices to help you make the most of your time and resources.

    Date: May 18, 2016 

     
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  • AD/HD, (C)APD, or Listening Comprehension Featuring the ASA

    Presenter: Donna Geffner, Ph.D.

    Overlapping symptoms make it difficult to differentiate AD/HD from (C)APD or deficits in comprehending spoken language. This presentation reviews characteristics of each disorder, examines recent research, and discusses using ASA to distinguish between auditory processing and language comprehension.

    Date: May 17, 2016 

     
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  • Therapeutic Applications of the Millon Clinical Multiaxial Inventory-IV (MCMI-IV)

    Presenter: Seth Grossman, Psy.D.

    This webinar introduces the latest edition of the Millon Clinical Multiaxial Inventory, the MCMI-IV. The presenter will describe uses of the underlying theory for therapeutic relationship building and effective interventions. The webinar is designed to instruct participants in effective use of the assessment instrument from administration to interpretation, integrating relevant research, psychometric properties, and theoretical grounding. Case samples will be used to enable participants to develop skills in interpretation and in generating therapeutic feedback.

    Date: May 09, 2016 

     
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  • Reveiw360 Universal Screening

    Presenter: Adam Bauserman - Senior Client Program Manager

    In this session, we will discuss the importance and use of a Universal Screener. The overall conceptualization of utilizing a screener to help identify students that are having behavior difficulties and promoting early intervention will be topics of choice. We will focus on how Review360 automates and integrates the process making delivery, storage, and data analysis easier and more efficient for everyone involved.

    Date: May 05, 2016 

     
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  • Work Sampling Online End-of-Year Activities

    Presenter: Melissa Shamblott, PhD

    This webinar is designed to help programs using Work Sampling Online prepare for end-of-year activities. Topics will include reviewing and monitoring end-of-year data sets, creating outcome reports, analyzing outcome reports, and exporting student data. During the one-hour session, we will also discuss how to use Work Sampling data to support each child's transition to the next grade level.

    Date: May 04, 2016 

     
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  • Review360 for SLPs: A Deeper Look at the Embedded Objectives and Strategies

    Presenter: Judy Rudebusch, EdD, CCC-SLP

    Overview: Based on feedback from a series of overview webinars earlier in 2016, this presentation will delve into the content of the Review360 for SLPs goal bank (Objectives) and embedded, evidence-based interventions (Strategies). Dr. Rudebusch, the author of this content, will provide more examples in both areas and discuss clinical applications.

    No Certificate of Attendance is available for listening to this pre-recorded webinar. Certificates of Attendance were available for attendees of the live broadcast on April 26, 2016.

    Date: Apr 26, 2016 

     
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  • Implementing Positive Behavioral Intervention and Support (PBIS)

    Presenter: Doug Maraffa, M.S.

    We know that PBIS works, but implementing it with fidelity and accountability in a scalable and sustainable manner is easier said than done. Review360 is an integrated behavior improvement system that supports the implementation of PBIS in exactly this way. We'll talk about what's important and why when implementing PBIS and we'll show how Review360 is THE solution to make your behavior program successful and provide the positive outcomes that will put a smile on everyone's face.

    Date: Apr 25, 2016 

     
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  • BASC-3 - User Training – How to use the Flex Monitor on Q-Global

    Presenter: Anne-Marie Kimbell, PhD

    This webinar will describe how to use the BASC--3 Flex Monitor on Q-global™, a secure online system for administering, scoring, and reporting test results.

    Date: Apr 18, 2016 

     
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  • The Metalinguistic Bridge: Paying the Toll for Classroom Success

    Presenter: Elisabeth Wiig, PhD, CCC-SLP, Wayne Secord, Ph.D., CCC-SLP

    The ability to use one’s communication and language system as a tool is an essential aspect of school-age language competence. Students must be able to pay the toll at the “Metalinguistic Bridge” or risk being left behind. This program will provide a strong background on metalinguistic ability including (1) metalinguistic awareness, (2) stages of development, (3) performance difficulties and needs, and (4) strategies for improving metalinguistic skills and strategies. The seminar will conclude with an interesting case study example that utilizes effective classroom-based assessment and the CELF-5 Test of Metalinguistics (Wiig and Secord, 2014) to guide the intervention planning process. Participants who attend this program will leave with new perspectives on clinical and educational assessment as well as with practical strategies they can put to use right away. Join us for a truly engaging experience.

    Date: Apr 13, 2016 

     
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  • Class-wide Social Emotional Interventions for Elementary Students

    Presenter: Stephen N. Elliott, PhD

    The SSIS Class-wide Intervention Program for Social Emotional Skills Development focuses on 10 key skills and uses a 6-step teacher-lead intervention process to teach and have students practice each of these skills. Efficacy research on this intervention program is also reviewed to highlight the power teachers have to influence an entire classroom of students.

    Date: Apr 13, 2016 

     
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  • GFTA-3 Administration, Scoring, and Interpretation What Cllinicians Want to Know

    Presenter: Sarah James, M.S., CCC-SLP

    This course will provide an overview of administration and scoring of the GFTA-3. Discussion will include considerations when interpreting GFTA-3 results, which requires review of both standardized scores and current research data of developmental expectations collected during GFTA-3 standardization.

    Date: Apr 07, 2016 

     
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  • Differentiating an Intellectual Disability from a Learning Difference

    Presenter: Gloria Maccow, PhD

    When a student is struggling to master grade-level objectives, in spite of effective teaching, teachers often wonder if the student is capable of learning at the expected rate. A comprehensive psychoeducational evaluation may be conducted to determine if observed academic difficulties are due to lower cognitive abilities or to a pattern of cognitive strengths and weaknesses. This webinar will use a case study to show how data from the WISC-V and WISC-V Integrated, in conjunction with data from other sources, can help clinicians to make diagnostic decisions and generate recommendations for intervention. Participants will learn how to select appropriate assessments, identify the need for additional assessment, and analyze all of the data to determine educational need.

    Date: Apr 06, 2016 

     
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  • BASC-3 FLEX Monitor

    Presenter: Cecil Reynolds, PhD

    The BASC-3 Flex Monitor is a revolutionary new tool that will allow psychologists to develop and apply unique self-report and behavior rating scales with known psychometric qualities that are then normed against the BASC-3 nationally standardization sample.  Psychologists may design such forms for unique cases for applications in following the progress of any given case (N=1) or may develop a specialized self-report or behavior rating scale for parents and/or teachers that is applicable to children and youth in specific programs within a school or clinic setting, designed specifically to match the treatment goals of the program.  The current webinar will focus on the development and clinical applications of this unique technology as a means to improve treatment outcome as well as improve programs for intervention with individuals with emotional and behavioral disorders.  Specific instruction regarding the development of individualized forms by the clinician will be provided along with evaluating reliable change and the sharing of forms across clinicians within a common account system.

    Date: Apr 06, 2016 

     
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  • Assessment: It’s What You Do Every Day

    Presenter: Gloria Maccow, PhD and Julie Culhane, PhD

    Ms. Flynn watches as Maddie enters the classroom on Monday morning. Maddie hangs her backpack on the hook and a big smile spreads across her face as she watches her friend Lilly run over to greet her. The two girls exchange a quick conversation about the puzzle that Maddie brought for share time, then quickly find seats at the art center and settle into their morning routine.

    Children in early childhood programs do amazing things all day, every day. As educators, sometimes we forget that what we see a child do every day – those unscripted, often entertaining, organic happenings in the classroom, as with Maddie and Lilly – all work together to give us answers to help drive instruction, plan intervention, and meet the unique needs of the children in our programs. Because it happens so effortlessly, so naturally, we forget that what we are really doing is assessment. We are assessing children while they are learning in their natural environment.

    Research shows that assessment is invaluable for improving outcomes for young learners. This webinar will explore how we can use the knowledge gained from assessment to develop activities that fit seamlessly into instructional plans, resulting in improved efficiency of teaching and learning in the early childhood classroom.

    Date: Mar 30, 2016 

     
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  • Vineland-3 Overview

    Presenter: Celine Saulnier, PhD

    This one-hour webinar will be led by author Celine Saulnier will introduce the newest version of the Vineland Adaptive Behavior Scales, Third Edition (Vineland-3). This reliable assessment offers three basic formats—Interview, Parent/Caregiver Rating, and Teacher Rating. Attend this webinar to learn more about it and preview the significant updates we’ve included in the new edition.

    Date: Mar 23, 2016 

     
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  • What Does Cognitive Training Tell Us About Brain Functioning?

    Presenter: Peter C. Entwistle, PhD

    Cogmed has been accumulating several well designed and interesting studies on brain functioning and the impact of Cogmed. This type of research is particularly distinctive to Cogmed. In fact the number of such studies reached a critical mass sufficient to include a claim on the May 2015 Cogmed Claims and evidence document stating: “Improvements in working memory following CWMT are associated with changes in functional brain activity a) seen as changes in the neurochemistry (McNab, et al., 2009), functional activity related to working memory (Olsen, et al., 2004; Westerberg, et al., 2007; Brehmer et al., 2011), and functional connectivity at rest (Astle, et al., 2015). We will review these studies supporting the intriguing notion that Cogmed evidence suggests resulting changes at the level of brain functioning.

    Date: Mar 22, 2016 

     
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  • BASC-3 Intervention

    Presenter: Kimberly Vannest, PhD

    The Intervention Webinar will overview a multi-tier system of support for prevention, early intervention, and tertiary intervention for emotional and behavior problems of children and youth. The BASC-3 Intervention Guide is a comprehensive collection of evidence based interventions from the professional literature of education, psychology, and medicine.

    Date: Mar 21, 2016 

     
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  • Why Cogmed Matters for Traumatic Brain Injury

    Presenter: Peter C. Entwistle, PhD

    This webinar has been updated to include the 2015 study by Hellgren, et al. “Computerized Training of Working Memory for Patients with Acquired Brain Injury”. The webinar is focused upon this burgeoning area of research with several Cogmed-specific studies. A number of these studies will be covered in some detail. However, first a broader picture of TBI will be considered which includes how working memory capacity has been found to relate to survival, community integration, quality of life, reduced depression and to correlate with executive functions (EF). EF have been found to relate to obtaining competitive employment, occupational outcomes and social integration. Then the Cogmed specific studies will be reviewed which include survivors of stroke, acquired brain injury and traumatic brain injury who completed Cogmed. Finally, we will consider for adults what factors are related to return to work successfully. For children we will consider how TBI’s effects on working memory affect their return to learn in school.

    Date: Mar 18, 2016 

     
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  • Introducing the new digital versions of WISC-V Coding and Symbol Search

    Presenter: Susan (Susie) Engi Raiford, Ph.D and James Henke

    Join us for an overview of the digital administration of WISC-V Coding and Symbol Search on Q-interactive, an iPad®- and web-based digital assessment system that engages examinees, increases portability, and provides you the ultimate tools for accuracy and efficiency.

    Through this live demonstration, learn how to administer these subtests on Q-interactive and receive an overview of the research that supports their use.

    Date: Mar 17, 2016 

     
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  • Phonological Processes and Beyond — Khan-Lewis Phonological Analysis-3

    Presenter: Linda M. L. Khan, MS, CCC-SLP

    The Khan-Lewis Phonological Analysis – 3 is a companion analysis for the Goldman-Fristoe Test of Articulation – 3. These continue to be the most widely used assessments for evaluating articulation and phonological processes. The KLPA-3 provides an in-depth phonological process analysis for individuals of any age with speech sound disorders and should be used as well for children between the ages of 2 and 5 who are still developing their speech sound systems. This course will provide information on phonological analysis for two case studies: one preschooler and one school-age child. The KLPA-3 will be scored step-by-step and then analyzed/summarized for both children. The results will be used to develop appropriate target processes with examples of target phonemes/words for each phonological process. The discussion will include information on the newest time-saving option:digital scoring.

    Date: Mar 16, 2016 

     
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