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  • Culturally and Linguistically Diverse Students: Best Practice for Cognitive Assessments

    Presenter: Alexander Quiros, PhD

    This 2-hour introductory workshop will cover basic information all psychologists should know about bilingual assessments: proper selection of bilingual assessment, language disorders vs. language differences, use of an interpreter, and important language and cultural issues that should be considered when working with bilingual clients. Although many of the examples will draw from work with Spanish-English bilinguals, the information shared during this presentation applies to all multi-lingual individuals.

    Learning Objectives:

    1. Learn about issues unique to cognitive and language development in bilingual individuals with a focus on children.
    2. Learn proper use of assessment tools and results of bilingual individuals.
    3. Learn about assessment tools available in languages other than English.

    Date: Mar 22, 2017 

     
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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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  • 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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  • 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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  • 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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  • 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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  • 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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  • 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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  • 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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  • 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 

     
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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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  • 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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  • 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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  • 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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  • 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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  • 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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  • 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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  • 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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  • 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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  • 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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  • Whole-Class Cogmed: Integrating The Reality That Typically Developing Students Have Been Found Consistently To Benefit From Cogmed Too

    Presenter: Peter C. Entwistle, PhD

    Some Cogmed studies have been conducted of children doing Cogmed simultaneously in small groups (Dunning, et al., 2013) or class-sized groups (Holmes & Gathercole, 2013). Dunning et al., 2013 used groups between 6 to 12 students who were identified by working memory deficits. Holmes & Gathercole (2013) published two distinct trials of Cogmed. The first trial was of a mixed ability group of 22 students who did Cogmed as a group. The second trial of children selected based upon low academic performance included one group of 12 and a second group of 13. Yet, a number of studies have been published of typically developing adults (12), children and adolescents (6) and preschoolers (3). This data suggests that typically children and adults benefit from completing Cogmed as do those with working memory deficits, attention deficits and learning difficulties. Recent changes also make using Cogmed at the class level with mixed ability students feasible. The new Cogmed Trends reporting feature provides data at varying levels: district, school, class and individual child. Also, automated short start-up session videos allow a Cogmed coach to start several students at the same time and then answer any questions as a group after they watch the videos. In total the research and the improved features of Cogmed make whole-class Cogmed achievable.

    Date: Mar 11, 2016 

     
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  • Cogmed & Adult ADHD with two new studies from 2015

    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. In fact 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 adults with ADHD (Gropper, et a., 2014; Mawjee, et al., 2014) Then 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: Mar 01, 2016 

     
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  • MMPI-2-RF: Use in Trauma and Stressor-Related Disorders

    Presenter: Paul A. Arbisi, Ph.D., ABAP, ABPP

    The MMPI-2-RF is frequently used as part of a comprehensive evaluation of trauma-exposed individuals to aid in diagnostic formulation and treatment planning. In this webinar, Dr. Arbisi will discuss the utility of the MMPI-2-RF in assessing trauma-related conditions and how dysfunctional emotional and behavioral response to stressors can be identified and characterized. Further, the utility of the MMPI-2-RF in identifying common trauma-related co-morbid conditions will be illustrated. Finally, specific MMPI-2-RF scales associated with compliance and trauma-specific interventions will be reviewed and implications for treatment planning discussed. Prior to attending this webinar, it is recommended that you have attended the MMPI-2-RF: Basic Overview webinar presented by Dr. Yossef Ben-Porath or that you have an understanding of the empirical foundations of the MMPI-2-RF.

    Date: Feb 25, 2016 

     
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  • How to Think About Cogmed Research Related to ADHD and Working Memory Deficits

    The conceptual structure of this webinar is based upon a chapter published by Shinaver & Entwistle (2015) called “Computerized Cognitive Training based upon Neuroplasticity". Part of what we will provide is a framework for how to think about the data with Cogmed studies on ADHD & WM deficits. Additionally, in this webinar we will differentiate between Attention Deficit Hyperactivity Disorder and working memory deficits. We will cover more general research on these topics as well as Cogmed-specific research on these populations.

    Reference: Shinaver, C.S. III & Entwistle, P.C. (2015). “Computerized Cognitive Training based upon Neuroplasticity". In N. Dewan "Mental Health Care in a Digital World: A Clinicians Guide". New York, NY: Springer

    Date: Feb 24, 2016 

     
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  • Holmes, et al., (2015) Research Informs our Understanding of How Working Memory Relates to English Language Learning (ELL) and What Role Cogmed Can Play

    Presenter: Peter C. Entwistle, PhD

    Holmes, et al., (2015) focused upon using Cogmed with students identified with low language abilities. This data is integrated into this webinar. This webinar will provide a broader conceptual framework by differentiating between working memory, short term memory and long term memory. We will also establish why working memory is important for ELL. A limited working memory can impeded the process of skill acquisition in ADHD and we argue possibly in the case of English Language Learning. We will discuss how poor WM affects skill acquisition and the developmental trajectory in children with ADHD. We will argue for a similar risk for English Language Learners who are limited by their working memory capacity in the acquisition of English. Although this is an exploratory webinar Holmes et al., (2015) study provides additional evidence for the salience of this link.

    Date: Feb 23, 2016 

     
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  • Using Work Sampling Data to Plan Appropriate Curriculum and Instruction

    Presenter: Melissa Shamblott

    The Work Sampling System results in valuable data for planning children’s learning. In this session teachers and administrators will learn how to generate reports, review Outcome Reports, collected evidence, and Checklist ratings to plan developmentally appropriate curriculum and instruction that meets the needs of children and satisfies program goals.

    Date: Feb 18, 2016 

     
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  • Cogmed Is Now Easier To Do In Schools

    Cogmed provides a distinctive amount and quality of empirical evidence for its effectiveness with over 75 peer reviewed published studies, but this training method is now easier to implement in schools. In the last couple of years some large scale school implementations of Cogmed have allowed our staff to develop a number of features to make it work well in schools. Among those features are the variable protocol (shorter training sessions and fewer days a week of training), fidelity features, built-in generalization measures and Trends reporting which provides schools with the data needed to manage the large scale implantation of the program. Reporting for the district, school, class, and individual student level is now available. Reports include measures of compliance, motivation, and validity. Additionally the Cogmed progress indicator gives schools a measure of generalization to nontrained tasks in the areas of working memory, following instructions and math fluency. The variable protocol allows children to do cogmed for 25 or 35 minutes a day 3, 4 or 5 days a week. Now Cogmed can fit into school schedules and be managed effectively and efficiently. Attend this webinar to get a grasp of these important changes.

    Date: Feb 11, 2016 

     
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  • Children Completing Cogmed Have Improved in Reading and Math

    Presenter: Charles Shinaver Ph.D. & Peter C. Entwistle Ph.D.

    There is now evidence to support that Cogmed can facilitate improvement in math and reading. In May of 2015 our research staff updated our Claims & Evidence – Volume 3 (V3) and added the claim that children have improved in reading and math following Cogmed. In light of this update we want to provide you with a webinar to review the evidence that provides the basis for this claim. Be aware that this is the first time that claims about academic achievement have been made related to Cogmed and we will articulate what we believe are some caveats to these claims. For instance in the case of academic achievement working memory capacity is necessary but it may not be sufficient for academic gains. That is, there may be domain specific skills or knowledge and or other possible bottlenecks that may have to be addressed for a particular student to make gains in a particular area like reading or math. For example, there are some dyslexics who have poor working memory and others who do not. For those who lack a deficit in WM one would not expect following Cogmed that there would be growth in reading for this subgroup of dyslexics. The same is true in other areas of academic achievement. We will discuss both the evidence for these Cogmed claims and their limits in the webinar. Since there are fewer studies related to this claim we will have time to review most of the relevant research with some detail.

    Date: Feb 09, 2016 

     
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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: Dec 14, 2015 

     
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  • BASC-3 - User Training

    Presenter: Anne-Marie Kimbell, PhD

    This webinar will focus on the use of the BASC-3 Structured Developmental History, Parenting Relationship Questionnaire, and Student Observation System, both in traditional paper and pencil format and on Q-Global.

    Date: Dec 14, 2015 

     
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  • Cognitive Assessment in Aging

    Presenter: Anne-Marie Kimbell, PhD

    Assessment of cognition in older adults assists in the early detection and diagnosis of cognitive impairment, allowing many an opportunity to participate in care and treatment decisions, a better chance to benefit from treatment, and more time to plan for future needs. This webinar will provide information about cognitive impairment in older adults, and about the process of evaluating cognition across several domains and incorporating information from several sources.

    Date: Dec 09, 2015 

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    PDF: Cognitive Assessment in Aging
     
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  • BASC-3 Overview

    Presenter: Cecil Reynolds, 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). Use of various BASC-3 components in schools, clinics, hospitals, and other settings will be discussed.

    Date: Dec 08, 2015 

     
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  • Working with Aging Populations: Key Considerations for Successful Assessment and Intervention

    Presenter: Anne-Marie Kimbell, PhD

    During this session the presenter will discuss key points to consider when working with aging populations. Content covered includes: Evaluation of ability to participate in ADLs, IADLs, safety, recreation, and residential placement for an aging population. The session will also discuss areas of assessment and integrating results with the multi-disciplinary team.

    Date: Nov 19, 2015 

     
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  • Unleashing the Power of WISC-V and WISC-V Integrated

    Presenter: Gloria Maccow, PhD

    In conducting psychological evaluations, clinicians focus on the accuracy of the examinee’s responses as well as on the behaviors the examinee exhibits while solving problems. This emphasis on the quantitative results as well as on qualitative information is known as the process approach to interpretation. The purpose of this presentation is to describe how clinicians can use a process-oriented assessment, the WISC-V Integrated, to understand the cognitive abilities that contribute to a child’s performance on the WISC-V subtests. Using a case study approach, the presenter will illustrate how clinicians can use data from the WISC-V and the WISC-V Integrated to describe cognitive strengths and weaknesses, make diagnostic decisions, and generate strategies as part of a treatment plan or educational program.

    Date: Nov 17, 2015 

     
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  • Learner Outcomes and Assessment: Making Sense of the Data in Early Childhood Programs

    Presenter: Gloria Maccow, PhD

    Early childhood programs produce a wealth of assessment data. Teachers collect data on an ongoing basis in order to provide immediate feedback to children and their families. In addition, at different time periods during the year, teachers and administrators collect data to identify children’s progress toward specified benchmarks and end-of-year expectations. This one-hour webinar will describe how the available assessment data can be used to help early childhood professionals adjust teaching strategies, identify strengths and gaps in curriculum and instruction, and monitor state, district, and school progress.

    Date: Oct 27, 2015 

     
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  • Using the WISC-V Integrated to Guide Intervention

    Presenter: Gloria Maccow, PhD

    In conducting psychological evaluations, clinicians focus on the accuracy of the examinee’s responses as well as on the behaviors the examinee exhibits while solving problems. This emphasis on the quantitative results as well as on qualitative information is known as the process approach to interpretation. The purpose of this presentation is to describe how clinicians can use a process-oriented assessment, the WISC-V Integrated, to understand the cognitive abilities that contribute to a child’s performance on the WISC-V subtests. The presenter will describe how data from the WISC-V Integrated can enhance our ability to make diagnostic decisions and generate recommendations for interventions.

    Date: Oct 21, 2015 

     
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  • BASC-3 - User Training

    Presenter: Anne-Marie Kimbell, PhD

    This webinar will introduc users to BASC-3 on Q-Global.

    Date: Oct 16, 2015 

     
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  • QOLI: User Training

    Presenter: Michael B. Frisch, PhD

    The author of the QOLI will provide this live training webinar that covers everything you need to know about using the QOLI in your practice. In as little as 1 hour, you will know how to properly guide your clients towards a happier life.

    • Product details
    • Who should take it
    • How to administer it
    • Who could administer it
    • How to introduce it to clients
    • Understanding results and treatments
    • How to interpret the results
    • Getting started materials

    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 that measure satisfaction and well-being.

    Date: Oct 13, 2015 

     
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  • Developmental Assessment: Gateway to Early Intervention

    Presenter: Gloria Maccow, PhD

    Typical preschool-age children dress themselves, brush their teeth, use the toilet, and wash their hands. They run, climb, hop, kick, bounce a ball, and ride a tricycle. They manipulate blocks and books and they use crayons and pencils to write and draw. They interact appropriately with adults and peers, and they understand and use language. Many of these behaviors require gross and/or fine motor skills. So, how does a delay in motor development impact performance of these everyday behaviors? And what can we do to facilitate the child’s development? This one-hour webinar will describe the assessment of young children across domains to determine if their development is consistent with age expectations. The presenter will use assessment data (1) to show how impairment in one domain impacts functioning in other developmental areas, and (2) to identify objectives for early intervention.

    Date: Oct 07, 2015 

     
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  • SLD Identification: Evaluating Cognitive Processes

    Presenter: Jennifer T. Mascolo, PsyD, NCSP

    This webinar will provide an overview of an operational definition of specific learning disability with particular emphasis on the evaluation of cognitive processes. Participants will learn about the relationship between specific cognitive abilities and reading, writing, and math achievement and how to use knowledge of these relationships to inform their SLD assessment practices.

    Date: Oct 05, 2015 

     
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  • Best Practices in Early Childhood Assessment

    Presenter: Gloria Maccow, PhD

    In order to function effectively in early childhood programs, children should be able to integrate cognitive abilities, language and motor skills, social-emotional and adaptive behavior. If there is a weakness in one of these areas, it is important to understand the child’s strengths and needs in the affected developmental domain. In addition, given the inter-related nature of early development, it is important to understand how an impairment in one domain impacts functioning in other developmental areas. This one-hour webinar will describe the relationship between developmental domains and the importance of assessing the “whole child.” The presenter will describe best practices in early childhood assessment including selecting assessments that are developmentally appropriate, culturally and linguistically responsive, tied to children’s daily activities, inclusive of families, and supported by professional development.

    Date: Sep 22, 2015 

     
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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: Sep 22, 2015 

     
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  • Using The BOT-2 to identify and support students with fine and gross motor difficulties

    Presenter: Brett D. Bruininks

    For over 35 years, professionals have relied on the Bruininks-Oseretsky Test of Motor Proficiency and its subsequent Second Edition (BOT-2) as a premier instrument for measuring gross and fine motor skills. During this one hour Webinar, Dr Bruininks will present current day uses and applications for the BOT-2, using case study applications and frequently asked questions to support professional practice.

    Date: Sep 21, 2015 

     
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  • Introducing the Wechsler Intelligence Scale for Children Fifth Edition Integrated (WISC-V Integrated)

    Presenter: Gloria Maccow, PhD

    The Wechsler Intelligence Scale for Children–Fifth Edition Integrated (WISC–V Integrated) is an individually administered clinical instrument designed to assess the cognitive ability and problem-solving processes of children aged 6 years 0 months through 16 years 11 months. The WISC-V Integrated will be published in 2015. The instrument was designed to merge the clinical utility and features of the WISC-V with standardized measures, included on the WISC-V Integrated, to capture an examinee’s problem-solving approach and cognitive processes. The WISC-V Integrated reflects the importance of a process-oriented approach to assessment which requires quantitatively derived scores and emphasizes qualitative interpretation of test performance.

    This one-hour webinar will describe the components and clinical utility of the WISC-V Integrated. As a result of the session, participants will be able to (1) describe the subtests from the WISC-V Integrated; and (2) describe how performance on the WISC-V Integrated subtests can be used to understand an examinee’s cognitive processes, problem-solving strategies, and other test behaviors.

    Date: Sep 16, 2015 

     
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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 15, 2015 

     
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  • BASC-3 - User Training

    Presenter: Anne-Marie Kimbell, PhD

    This webinar will focus on training users on the BASC-3 Family of instruments.

    Date: Sep 10, 2015 

     
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  • Screening & Monitoring Part 1 - 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: Sep 01, 2015 

     
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  • Introducing the Wechsler Intelligence Scale for Children Fifth Edition Integrated (WISC-V Integrated)

    Presenter: Gloria Maccow, PhD

    The Wechsler Intelligence Scale for Children–Fifth Edition Integrated (WISC–V Integrated) is an individually administered clinical instrument designed to assess the cognitive ability and problem-solving processes of children aged 6 years 0 months through 16 years 11 months. The WISC-V Integrated will be published in 2015. The instrument was designed to merge the clinical utility and features of the WISC-V with standardized measures, included on the WISC-V Integrated, to capture an examinee’s problem-solving approach and cognitive processes. The WISC-V Integrated reflects the importance of a process-oriented approach to assessment which requires quantitatively derived scores and emphasizes qualitative interpretation of test performance.

    This one-hour webinar will describe the components and clinical utility of the WISC-V Integrated. As a result of the session, participants will be able to (1) describe the subtests from the WISC-V Integrated; and (2) describe how performance on the WISC-V Integrated subtests can be used to understand an examinee’s cognitive processes, problem-solving strategies, and other test behaviors.

    Date: Aug 26, 2015 

     
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