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  • Working Memory and Math, Dybuster, Cogmed

    Presenter: Peter Entwistle, PhD

    Working memory deficits have frequently been found to correlate with some math difficulties while other deficits also contribute to problems in acquiring math skills. This webinar will consider both working memory deficits and students who have difficulties with the ‘mental number line’. Pearson presently offers two relevant programs for addressing these math difficulties: Cogmed working Memory Training and Dybuster. To provide context for understanding the salience of these programs the webinar will define working memory and the ‘mental number line’. Secondly, we will articulate which math difficulties are correlated with working memory deficits and whether there are any age differences in these trends. As expected Cogmed working memory training has been found to result in improvement in working memory, but also, intriguingly, some studies have found improvements in math. Highlights of these studies will be reviewed. Pearson also offers a program called Dybuster in which students directly train the ‘mental number line’ or number line skills. Aspects of this web-based and game-based mathematical program will also be presented along with relevant research highlights. In short, this webinar will provide you with two innovative ways to address problems with math.

    Date: Dec 06, 2017 

     
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  • Assessing Cognitive Abilities of ELLs Using WISC-V Spanish

    Presenter: Gloria Maccow, PhD & Jarett Lehner

    Clinicians who assess cognitive abilities of children from diverse cultural and linguistic backgrounds encounter unique challenges and complexities. In many cases, they need methods to tease out the impact of non-cognitive factors (e.g., acculturation, socioeconomic status, educational disadvantage, bilingualism) that may affect the child’s performance on cognitive tests.

    The Wechsler Intelligence Scale for Children–Fifth Edition Spanish (WISC–V Spanish) is a culturally and linguistically valid test of cognitive ability for use with Spanish-speaking children ages 6 through 16 years. In addition to providing information on cognitive abilities including verbal comprehension, visual-spatial, fluid reasoning, working memory, and processing speed, the WISC–V Spanish offers language-environment adjusted scores for the verbal subtests and indexes. The WISC–V Spanish is available in digital format using Pearson’s Q-interactive platform, and in the traditional paper format.

    This session will describe the structure of the WISC–V Spanish, features of subtest administration, and interpretation of the language-environment adjusted scores. The session will include a live demonstration of the digital assessment platform.

    Date: Nov 30, 2017 

     
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  • Meta-analysis of Dyscalculia Research

    Presenter: Chris Huzinec

    This presentation examines the underlying cognitive and processing skills that facilitate the development of basic mathematical skills including representation of cardinal magnitude, the learning process of associating a perceived number to a spoken words, Arabic symbolization, and the internalization of these systems in the formation of the mental number line.

    Date: Nov 28, 2017 

     
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  • Using the SSIS SEL Assessments and Intervention in Middle Schools

    Presenter: Stephen N. Elliott, PhD

    Implementing Social Emotional Learning (SEL) Programs in middle schools present some unique challenges to educators and psychologists. This webinar presents detailed information on the use of the SSIS SEL Edition assessments – screening scales and comprehensive rating scales – and its Classwide Intervention Program (CIP) as a universal intervention and a selected intervention for small groups of middle school students in need of additional support.

    Date: Nov 17, 2017 

     
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  • Dyscalculia Overview

    Presenter: Cheryl Axley and Sydney Herndon

    This session will give a brief description of dyscalculia including signs and symptoms, how it might manifest in the classroom, and tips and strategies for addressing the disability.

    Date: Nov 14, 2017 

     
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  • Dyscalculia Overview

    Presenter: Cheryl Axley and Sydney Herndon

    This session will give a brief description of dyscalculia including signs and symptoms, how it might manifest in the classroom, and tips and strategies for addressing the disability.

    Date: Nov 13, 2017 

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

    Presenter: Seth Grossman, PsyD

    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.

    Date: Nov 09, 2017 

     
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  • A Hybrid Model for the Assessment of Dyslexia in California

    Presenter: Adam Scheller, PhD

    The process of Dyslexia identification is complex and dynamic, starting with the screening of reading performance, moving to diagnostic evaluation, and 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 one-hour webinar, Dr. Scheller will discuss an assessment toolkit model that accounts for student reading performance in combination with symptoms, causes, and risk factors known to be associated with Dyslexia. The webinar will incorporate a case study format, highlighting several Pearson assessments, and allow time for questions to address regional and state related assessment questions.

    Learner Outcomes:

    1. At the end of this webinar the learner will be able to identify the components of a hybrid model for dyslexia screening and identification.
    2. At the end of this webinar the learner will be able to list two examples of screening and assessment measure types.
    3. At the end of this webinar the learner will be able to describe a process for the interpretation of dyslexia screening and assessment findings.

    Date: Nov 07, 2017 

     
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  • Introducing Pearson's New Digital Assessment Library

    Presenter: James Henke

    Join James Henke for a live 30 minute session to introduce you to our new simplified pricing model for school districts that includes unlimited digital use and access to over 30 of our most popular assessments including WISC-V, WPPSI-IV, KTEA-3, BASC-3, CELF-5 and so much more. You will learn how this new pricing will help simplify the buying process and reduce the time you spend managing assessment materials. There will also be time for a Q&A, so please bring questions.

    Date: Nov 01, 2017 

     
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  • WRAT5 Coming Soon to Q-interactive!

    Presenter: Adam Scheller, PhD

    Get a preview of the new WRAT5 on Q-interactive before it is released! Join James Henke and Adam Scheller as they provide insights on the enhancements to the WRAT5 including digital administration, improved identification of learning disabilities, streamlining of rules, and subtest improvements. Bring your questions as there will be time for a Q&A session.

    Date: Oct 24, 2017 

     
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  • The Assessment of a Math Disorder: A Focus on Dyscalculia

    Presenter: Adam Scheller

    During this one-hour webinar, Dr. Scheller will discuss Dyscalculia and pose a best practice method for assessment that targets the key strengths and weaknesses exhibited by students with this learning disorder. Also, participants will hear case data of an elementary student, who continues to miss math benchmarks, despite receiving a level of instruction that is effective for her peers.

    Date: Oct 19, 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: Oct 18, 2017 

     
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  • Overview of the Millon Adolescent Clinical Inventory (MACI)

    Presenter: Gloria Maccow, PhD and Robert Tringone, 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: Oct 11, 2017 

     
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  • Using Assessment Results

    Presenter: Chris Huzinec

    This presentation will describe several assessments and interventions used to evaluate student math performance. It will examine how to use the results, how they can be aligned with classroom assessment efforts, and how the assessments can be used to monitor individual student progress.

    Date: Oct 11, 2017 

     
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  • Using Assessment Results

    Presenter: Chris Huzinec

    This presentation will describe several assessments and assessment-based interventions which can be used to evaluate student math performance. Additionally, it will show administrators how use data results from assessments that examine the fundamental cognitive processes and skills depicted by the math performance data.

    Date: Oct 10, 2017 

     
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  • Assessment Solutions for Dyslexia Screening

    Presenter: Adam Scheller, PhD

    The process of Dyslexia identification is complex and dynamic, starting with the screening of reading performance and moving through progress monitoring. With the introduction of the term “Dyslexia” into educational legislation, there is a critical need for clarity on the subject.

    Please join Dr. Adam Scheller for this one hour webinar to learn some of the symptoms and risk factors of dyslexia and hear about efficient assessment solutions that can help you accurately screen students to more accurately identify those who at risk for dyslexia to meet state mandates.

    Date: Oct 05, 2017 

     
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  • BASC-3 and ADHD

    Presenter: Cecil Reynolds, Ph.D.

    This training will focus on development and application of a comprehensive approach to careful diagnosis and specific interventions for ADHD under the BASC-3 models of assessment and intervention.  The BASC-3 models focus  not just on eligibility, but developing a comprehensive diagnosis and understanding of the student. Differential diagnosis that leads to a process of identification of evidence-based interventions tailored to student needs will be emphasized.  Current DSM 5 criteria are emphasized in the diagnostic process but matching to interventions is also considered important.   Actuarial approaches will be emphasized but the need to integrate these approaches to individual children will also be stressed and approaches to involving parents in the process will be discussed.  A brief discussion of the history of ADHD is given and the controversies surrounding its diagnosis addressed.  Comprehensive behaviorally based differential diagnosis is then emphasized, leading to both psychosocial and educational interventions. The need and means of monitoring treatment effectiveness are also addressed.

    Date: Oct 03, 2017 

     
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  • After Benchmarking; Now What - reviewing the results

    Presenter: Cheryl Axley and Sydney Herndon

    This session is designed for teachers and will discuss the process that should occur after benchmarking for students identified as having a deficit in math. It will include identification of the student’s present level of performance, progress monitoring, and selecting appropriate strategies and interventions.

    Date: Sep 28, 2017 

     
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  • Back to School with Q-interactive

    Presenter: James Henke and Jeremy Clarke

    Let’s get ready for Fall 2017 together! Join James Henke and Jeremy Clarke on Wednesday, September 27th as they catch you up after summer break with their top tips and advice for another successful school year. New users and those considering Q-interactive are encouraged to join and hear about what’s new with clinical assessments in the digital world. Please bring your questions, as there will be a Q+A.

    Date: Sep 27, 2017 

     
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  • SEL Screening & Intervention Programs for Children Preschool to First-Grade

    Presenter: Stephen N. Elliott, PhD and Jennifer R. Frey, PhD, BCBA-D

    During this webinar Dr. Elliott will cover the SSIS SEL assessments and Classwide Intervention Program as applied to young children within the framework of the 50 states’ policies requiring preschool SEL screening and interventions. Detailed examples will be provided of how SEL screening, skill instruction, and progress reporting can be done effectively with the SSIS SEL edition.

    Date: Sep 21, 2017 

     
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  • What to do After Benchmarking - Reviewing the Results

    Presenter: Cheryl Axley and Sydney Herndon

    This session is designed for school and district administrators and will discuss the process that should occur after benchmarking for students identified as having a deficit in math.

    Date: Sep 21, 2017 

     
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  • MMPI-2-RF: Forensic Practice Briefing

    Presenter: Martin Sellbom, PhD

    This webinar presentation focus is on the MMPI-2-RF use in the Forensic Practice.

    Composed of 338 items, with the RC (Restructured Clinical) Scales at its core, the MMPI-2-RF builds on the strengths of the MMPI®-2. It features 51 new and revised empirically validated scales and takes only 35-50 minutes to administer. The MMPI-2-RF was released in August 2008.

    The MMPI-2-RF aids clinicians in the assessment of mental disorders, identification of specific problem areas, and treatment planning in a variety of settings. In forensic evaluations, the test can be used to help:

    • Assess the test-taking approach.  Specifically, evaluate the test-taker's ability to respond relevantly and consistently to the test items and identify over- and under-reporting.
    • Assess major symptoms of psychopathology, personality characteristics, and behavioral proclivities.
    • Give strong empirical foundation for expert testimony.

    Continuing Education (CE) credits are not offered for this webinar. For information on upcoming MMPI-2-RF CE workshops, visit: http://www.pearsonclinical.com/mmpiworkshops

    Date: Sep 19, 2017 

     
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  • Building Your Practice with Q-interactive

    Presenter: Peter C. Entwistle, Ph.D., Jeremy Sharpe, PhD

     

    Join special guest host,  Dr. Jeremy Sharp, a Q-interactive customer and private practitioner, and Dr. Peter Entwistle, our Clinical Training and Educational Consultant, as they discuss how going digital helped Jeremy build and grow his private practice in Colorado. Hear tips from Dr. Sharp on how to get up and running when transitioning to a digital practice. Learn the key benefits and barriers he overcame over the years. Bring your questions as there will be time for a Q&A session.

     

    Date: Sep 14, 2017 

     
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  • BASC-3: Tier 2 & 3 Interventions

    Presenter: Kimberly Vannest, Ph.D.

    Tier two interventions for targeted risk and initial problem development is different from tier three interventions where individualized treatments address specific, chronic, and debilitating problems.  Come listen in to an overview of some effective tier two and tier three interventions, better understand their distinguishing features and consider maximizing the effectiveness of your school or clinic based programs with these strategies.

    Date: Sep 12, 2017 

     
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  • A Model for Dyslexia Screening: The Shaywitz DyslexiaScreen

    Presenter: Adam Scheller, PhD

    This webinar will provide an overview of 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: Sep 07, 2017 

     
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  • WRAT-5: Overview and Applications

    Presenter: Adam Scheller, PhD

    This will be a one hour webinar focused on an overview of the new edition of WRAT, including a discussion about applications in practice.

    Date: Aug 29, 2017 

     
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  • Designing, Leading, & Implementing a School-wide Multi-Tiered SEL Program: A Leadership Guide

    Presenter: Stephen N. Elliott, PhD

    This webinar presented by Dr. Elliott will be tailored to school personnel responsible for leading the implementation and evaluation of a school-wide SEL program. It will cover issues concerning the identification and prioritization of skills to be taught, the implementation and data management involved in a school-wide SEL screening, the training of staff to teach the selected SEL skills, and the evaluation of intervention outcomes. The use of the SSIS SEL edition assessments and intervention tools will be used to illustrate many of the critical events needed to conduct a highly effective SEL program.

    Date: Aug 23, 2017 

     
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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 22, 2017 

     
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  • Prime Time to Screen--PLS-5 & CELF-5 Screening Tests and Shaywitz DyslexiaScreen

    Presenter: Adam Scheller, PhD

    Back-to-school is an ideal time for screening! Obtain important information about how screening helps identify children and adolescents at-risk for a disorder, as well as screening benefits and limitations. Specifics about screening tools available for children from birth through age 21 such as age ranges, content, understanding screening results, and next steps will be presented.  

    Date: Aug 17, 2017 

     
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  • Overview of the Millon Adolescent Clinical Inventory (MACI)

    Presenter: Gloria Maccow, PhD and Robert Tringone, 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: Jun 21, 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: Jun 08, 2017 

     
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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. In the session we will also discuss how to use Work Sampling data to support each child's transition to the next grade level.

    Date: May 31, 2017 

     
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  • Working Memory and Interventions

    Presenter: Peter Entwistle, PhD, Dierdre Metcalf

    In this webinar we will describe what working memory (WM) is, how it differs from other types of memory, why it is important and how to assess working memory. We will consider who is at risk for WM problems, which patient populations may present with WM challenges and then we will review different approaches to improving working memory. We will review strategies to improve WM. We will also focus on interventions that use a computer application to cognitive training or rehabilitation and the listener will understand how to implement a program with fidelity to ensure it is successful. Specifically we will look closely at Cogmed & a new program to improve math skills in children with dyscalculia, or learning disability in mathematics. That program is called Dybuster Calcularis.

    Date: May 23, 2017 

     
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  • Q-global® Best Practices for Administrators

    Presenter: Jarett Lehner

    Join us for a live demonstration on how to maximize your Q-global experience as an administrator. Our Q-global expert, Jarett Lehner will cover a range of topics including how to manage inventory at the account and user level, generate administration subscription and usage reports, and how to set notifications for low usages and soon to expire subscriptions. There will also be time for a Q&A to ensure your Q-global administrator questions are answered.

    Date: May 18, 2017 

     
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  • MMPI-2-RF: Basic Overview

    Presenter: Dustin B. Wygant, PhD

    This webinar presentation provides a brief overview of the rationale for, and methods used to develop the MMPI-2-RF, and the various materials available to score and interpret the test.

    Composed of 338 items, with the RC (Restructured Clinical) Scales at its core, the MMPI-2-RF builds on the strengths of the MMPI®-2. It features 51 new and revised empirically validated scales and takes only 35-50 minutes to administer. The MMPI-2-RF was released in August 2008. The MMPI-2-RF aids clinicians in the assessment of mental disorders, identification of specific problem areas, and treatment planning in a variety of settings. The test can be used to help:

    • Assess major symptoms of psychopathology, personality characteristics, and behavioral proclivities.
    • Evaluate participants in substance abuse programs and select appropriate treatment approaches.
    • Assess medical patients and design effective treatment strategies, including chronic pain management.
    • Provide valuable insight for marriage and family counseling.
    • Support classification, treatment, and management decisions in criminal justice and correctional settings.
    • Identify high-risk candidates in public safety screening and selection settings.
    • Give strong empirical foundation for expert testimony in forensic evaluations.

    Continuing Education (CE) credits are not offered for this webinar. For information on upcoming MMPI-2-RF CE workshops, visit http://www.pearsonclinical.com/mmpiworkshops"

    Date: May 17, 2017 

     
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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: May 11, 2017 

     
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  • Creating Brief SEL Competency-Focused Interventions with the SSIS SEL CIP

    Presenter: Stephen N. Elliott, Ph.D.

    During this webinar, Dr. Elliott will show how the CIP can be conceptualized as a set of brief (3 to 6 week) interventions that focus on an SEL competency area, such as Social Awareness Skills (3 Skill Units), Self-Management Skills (6 skill units), Relationship Skills (6 skill units) or Responsible Decision Making Skills (5 skill units). Dr. Elliott will also show how the Screening/Progress Monitoring System could be abbreviated as well to only assess the area of interest or to assess a personalized subset of SEL competencies and academic skill. These brief SSIS SEL competency-focused interventions can facilitate Tier 2, Tier 3, and Special Education services for students with identified skill performance or acquisition deficits and need more intensive support to improve their social emotion skills.

    Participants are encouraged to familiarize themselves with previous comprehensive SSIS SEL edition webinars on the new SEL assessments and Classwide Intervention Program (CIP) prior to this webinar on Brief Interventions. The previous webinar recordings can be viewed at your leisure via the link below.

    http://www.pearsonclinical.com/education/products/100001940/ssis-social-emotional-learning-edition.html#tab-training

    Date: May 09, 2017 

     
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  • Transitioning from Q Local to Q-global

    Presenter: Jarett Lehner

    Are you a Q Local user considering Q-global? Join us for a live demonstration to learn the differences between Q Local and Q-global, understand how Q-global works and explore the benefits of moving to Q-global. Q-global is Pearson's web-based platform for test administration, scoring, and reporting that provides increased administration flexibility while providing accurate scoring and improved efficiency.

    Date: May 09, 2017 

     
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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: May 02, 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: Apr 27, 2017 

     
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  • Q-Interactive: Overcoming Digital Anxiety Webinar

    Presenter: James Henke

    Join us for our newest webinar "Overcoming Digital Anxiety" featuring James Henke and a special guest who will discuss digital anxiety and how to overcome technology concerns in your practice. Learn more about the ins and outs of Q-interactive including our training and support options as well as tips for digital success. There will also be time for Q-A, so please bring any questions.

    Date: Apr 25, 2017 

     
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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: Apr 25, 2017 

     
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  • Top 10 Tips to Maximize Your Q-interactive Experience Webinar

    Presenter: James Henke

    Save your seat for Q-interactive expert, James Henke's newest webinar: "Top 10 Tips to Maximize Your Q-interactive Experience." During this 1-hour live session, attendees will learn the tricks to getting the most out of their digital assessment experience. James will provide insight on how to disable wifi to reviewing audio files to generating usage reports and so much more. There will also be time for Q-A, so please bring any questions.

    Date: Apr 20, 2017 

     
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  • MMPI-A-RF: Basic Overview

    Presenter: Richard W. Handel, 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: Apr 20, 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: Apr 18, 2017 

     
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  • Cogmed Is Now Easier To Do In Schools

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

    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 resulted in our staff developing a number of features that help Cogmed work better 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 implantations.  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: Apr 13, 2017 

     
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  • Use of the New SSIS Social-Emotional Learning Edition Classwide Intervention Program

    Presenter: Stephen N. Elliott, Ph.D.

    In this session with test author Dr. Stephen Elliott, learn the description of the theory and guiding intervention model illustrated via a case illustration of an intervention unit with an entire class using the new SSIS SEL edition. Dr. Elliott will also provide a review of related research on the effectiveness of the SSIS SEL CIP, along with tips for evaluating the effectiveness of classroom interventions by teachers.

    Date: Apr 11, 2017 

     
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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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  • Identify a Student's Strengths and Weaknesses with the new SSIS Social-Emotional Learning Edition Rating Scales

    Presenter: Stephen N. Elliott, Ph.D.

    In this session with test author Dr. Stephen Elliott, learn how to use the new SSIS SEL edition Rating Scales to identify a student's strengths and weaknesses in core social-emotional skills and those student's in needs of intervention. An overview of the SSIS SEL Rating Scales, how to use it and coverage of technical qualities will be covered.

    Date: Mar 21, 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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  • 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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  • 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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  • 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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  • 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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  • 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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  • 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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  • 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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  • 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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  • 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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  • 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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  • 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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  • 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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  • 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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  • Using the Vinelan