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  • The Importance of Assessing Vocabulary: PPVT-5 & EVT-3 Administration & Scoring

    Presenter: Anne-Marie Kimbell, Ph.D., MSEd.

    Overview

    Success in school requires age-appropriate knowledge of words and concepts, and the ability to use the knowledge for listening, reading, speaking, and writing. Unfortunately, not all children enter school with the word and concept knowledge that is foundational to learning. This presentation will focus on how clinicians can use the new Peabody Picture Vocabulary Test, Fifth Edition (PPVT™-5) & Expressive Vocabulary Test, Third Edition (EVT-3) to assess vocabulary size and determine the need for vocabulary instruction. The presenter will describe PPVT-5 and EVT-3 administration and scoring, and will discuss how to apply receptive/expressive vocabulary test results to plan appropriate evidence-based interventions.

    Learner Outcomes

    Based on the content of the webinar, participants will be able to:

    1. List three reasons that it is important to assess receptive and expressive vocabulary.
    2. Describe three administration and scoring rules for the PPVT-5 and EVT-3.
    3. Explain the process for using PPVT-5 and EVT-3 results to generate an age-appropriate intervention plan.           

    Time-ordered Agenda

    3:00 to 3:15pm - The Importance of Assessing Receptive and Expressive Vocabulary

    3:15 to 3:35 pm - PPVT-5 and EVT-3 Administration and Scoring

    3:35 to 3:50 pm - Planning Intervention Based on Assessment Data

    3:50 to 4:00 pm - Questions & Answers

    This course is offered for 0.1 ASHA CEUs (Intermediate level, Professional area.)

    Earn 1.0 APA CE Credit

    "Pearson is approved by the American Psychological Association to sponsor continuing education for psychologists. Pearson maintains responsibility for this program and its content."

    Earn 1.0 NASP CPD Credit

    NASP Approved Provider # 1010
    "Pearson is approved by the National Association of School Psychologists to offer continuing education for school psychologists. Pearson maintains responsibility for the program."

     

    Date: Sep 19, 2018 

     
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  • The Metalinguistic Bridge: Language Competence and Classroom Success

    Presenter: Wayne Secord, Ph.D., CCC-SLP

    Overview

    The ability to use one's communication and language system as a tool is an essential aspect of school-age language competence. This session will provide an overview of metalinguistic awareness, stages of development, and its impact on every-day classroom performance. Information about improving students' metalinguistic skills and strategies will be presented using two case studies that utilize (1) the use and interpretation of the CELF-5 Test of Metalinguistics (Wiig and Secord, 2014) to assess metalinguistic competence, and (2) practical classroom-based assessment strategies to accurately describe the every-day things students struggle do, say, make and use in the school curriculum. Participants who attend this program will leave with new perspectives on clinical and educational assessment as well as with practical strategies they can put to use right away.

    Learner Outcomes

    After the completion of the webinar, participants will be able to:

    1. Illustrate how students with marginal oral language test scores might perform on the CELF-5 Test of Metalinguistics.
    2. Describe how students with poor to marginal metalinguistic skills might impact classroom-based language and learning.
    3. Describe how practical classroom assessment focuses on what students struggle to do, say, make and use in school.

    Time-ordered Agenda

    1:00 to 1:25 pm - Metalinguistic Ability (What it is; How Important is It?)

    1:25 to 1:40 pm - Case Study Example – 3rd Grade Student

    1:40 to 1:55 pm - Case Study Example – 8th Grade Student

    1:55 to 2:00 pm - Question and Answer

    This course is offered for 0.1 ASHA CEUs (Intermediate level, Professional area.)

    Date: Sep 05, 2018 

     
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  • Using GFTA-3 Spanish Scores and Mastery Data to Inform Diagnostic Decisions

    Presenter: Patricia Villarreal Ybarra

    Overview

    This webinar will provide information about how GFTA-3 Spanish test scores, combined with research data showing age of emergence vs. mastery of speech sounds, provides clinicians with data needed to make meaningful interpretations of test results and convey results in a meaningful way to stakeholders.

    Learner Outcomes

    After the completion of the webinar, participants will be able to:

    1. Describe why it is important to examine an individual's speech sound productions in multiple word contexts rather than in a single instance in each position of the word.
    2. Explain how to use age-and sex-based information provided in the Record Form to determine if an individual is learning to produce developmentally appropriate speech sounds at either an emerging or mastery level.
    3. Explain how to use information in the Record Form to identify the age at which speech sounds should be produced correctly at least 85% of the time.    

    Time-ordered Agenda - Eastern Time Zone

    1:00 to 1:10 pm - Overview of the GFTA-3 Spanish

    1:10 to 1:20 pm - GFTA-3 Spanish Administration

    1:20 to 1:55 pm - GFTA-3 Spanish Interpretation

    1:55 to 2:00 pm - Question and Answer

    This course is offered for 0.1 ASHA CEUs (Intermediate level, Professional area.)

    Date: Aug 22, 2018 

     
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  • Vital Vocabulary for Every Age: Word Building in the Preschool Years

    Presenter: Kathleen Williams, Ph.D.

    Overview

    The Vital Vocabulary for Every Age webinar series provides clinicians with key information about vocabulary knowledge at three stages of a person's life: the preschool years, primary and middle grades, and high school. Part 1 of the series will focus on vocabulary knowledge needed by preschool children, with emphasis on developing phonological awareness and words about print and instruction. The presenter will share information about the research supporting the value of comprehensive word knowledge as well as age-appropriate strategies for developing that vocabulary for the preschool children on your caseload.

    Learner Outcomes

    As a result of this activity, the participants will be able to:

    1. Summarize for instructional team members the research that supports the value of a rich and broad knowledge of vocabulary throughout a person's lifespan.
    2. Demonstrate age-appropriate vocabulary development activities for preschool children.
    3. Implement a course of vocabulary development for children up to and including age 5 that can be shared with parents, caregivers, and teachers  

    Time-ordered Agenda - Eastern Time Zone

    1:00 to 1:05 pm - Overview

    1:05 to 1:20 pm - Review of relevant research on the value of vocabulary knowledge for preschool children

    1:20 to 1:55 pm - Age-appropriate and research-based strategies for developing preschool children's vocabulary skills

    1:55 to 2:00 pm - Wrap-up and questions

    This course is offered for 0.1 ASHA CEUs (Intermediate level, Professional area.)

    Date: Aug 21, 2018 

     
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  • Cognitive and Linguistic Assessment for SLPs and OTs

    Presenter: Anne-Marie Kimbell, Ph.D., MSEd., Shelley Hughes, Occupational Therapist and Tina Eichstadt, MS CCC-SLP

    Overview

    Increasingly, interprofessional practice (IPP) between SLPs and OTs in rehabilitation settings requires greater collaboration and discussion of tool choices and decision-making points in time. A model of work from screening and diagnostic assessment to intervention and progress monitoring will be described in this session. Specific tools will be used as examples for this overall collaborative workflow to illustrate the connections between stages of work and professionals. SLPs and OTs can work together to select the appropriate tools for patients/clients throughout this workflow and interpret data clearly and accurately for communication with the larger healthcare system as well as patients and families.

    Learner Outcomes

    Based on the content of the webinar, participants will be able to:

    1. Describe the SAIM (Screen, Assess, Intervene, and Monitor) model.
    2. Discuss the collaboration between SLPs and OTs in rehabilitation settings.
    3. Discuss the selection of specific assessment tools for use by SLPs and OTs in rehabilitation settings.

    Time-ordered Agenda

    12:00 to 2:05pm - Introduction

    12:05 to 12:15 pm - SLP/OT role in Rehabilitation

    12:15 to 12:55 pm - SAIM model

    12:55 to 1:00 pm - Questions & Answers

    This course is offered for 0.1 ASHA CEUs (Intermediate level, Professional area.)

    AOTA CEUs/Contact Hours: 0.1 AOTA CEUs/1 contact hour

    Date: Jul 19, 2018 

     
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  • Getting Started with Q-interactive: Onboarding for SLPs

    Presenter: Jarett Lehner

    Overview

    Q-interactive is Pearson's platform for administering and scoring individually-administered tests digitally. The presenter will demonstrate how an SLP can use the system in their practice. A sample assessment process will show how to set up iPads, create clients, assign a test battery, administer tests on the Assess app, generate score reports, and access support materials. If you are already a Q-interactive user, log-in to Q-interactive before the session and you can follow along while the presenter demonstrates each process.

    Learner Outcomes

    As a result of this activity, the participants will be able to:

    1. Identify the differences between Q-interactive Central and Q-interactive Demonstrate the Q-interactive Assess and the assessment steps that occur within each one.
    2. Navigate the Q-interactive Assess app and perform actions such as: score test items, display stimuli on the Client/Stimuli iPad, listen to audio recording, and edit test items.
    3. Complete an assessment session in Q-interactive Assess and successfully score a report on Qinteractive Central.
    4. Connect and use the on-demand training resources and test material on the Support tab of Qinteractive Central

    Time-ordered Agenda - Eastern Time Zone

    12:00 to 12:05 pm - Intro to Q-interactive

    12:05 to 12:20 pm - Preparing the Assessment Session: Overview of Q-interactive Central

    12:20 to 12:25 pm - Connectivity: Reviewing iPad Setting

    12:25 to 1:00 pm - Administering Assessments: Overview of Q-interactive Assess

    1:00 to 1:15 pm - Reviewing Test Results: Reviewing Items and Generating Reports on Q-interactive Central

    1:15 to 1:20 pm - Resources: Support Material

    1:20 to 1:30 pm - Questions and Answers

    This course is offered for 0.15 ASHA CEUs (Intermediate level, Professional area.)

    Date: Jun 13, 2018 

     
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  • The Metalinguistic Bridge: Language Competence and Classroom Success

    Presenter: Wayne Secord, Ph.D., CCC-SLP

    Overview

    The ability to use one's communication and language system as a tool is an essential aspect of school-age language competence. This session will provide an overview of metalinguistic awareness, stages of development, and its impact on every-day classroom performance. Information about improving students' metalinguistic skills and strategies will be presented using two case studies that utilize (1) the use and interpretation of the CELF-5 Test of Metalinguistics (Wiig and Secord, 2014) to assess metalinguistic competence, and (2) practical classroom-based assessment strategies to accurately describe the every-day things students struggle do, say, make and use in the school curriculum. Participants who attend this program will leave with new perspectives on clinical and educational assessment as well as with practical strategies they can put to use right away.

    Learner Outcomes

    After the completion of the webinar, participants will be able to:

    1. Illustrate how students with marginal oral language test scores might perform on the CELF-5 Test of Metalinguistics.
    2. Describe how students with poor to marginal metalinguistic skills might impact classroom-based language and learning.
    3. Describe how practical classroom assessment focuses on what students struggle to do, say, make and use in school.

    Time-ordered Agenda

    2:00 to 2:25 pm - Metalinguistic Ability (What it is; How Important is It?)

    2:25 to 2:40 pm - Case Study Example – 3rd Grade Student

    2:40 to 2:55 pm - Case Study Example – 8th Grade Student

    2:55 to 3:00 pm - Question and Answer

    This course is offered for 0.1 ASHA CEUs (Intermediate level, Professional area.)

    Date: May 29, 2018 

     
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  • Review360

    Presenter: Sydney Herndon

    Need help improving behavior and school climate at your school or district? Do you need consistency in your data collection methods from school to school? Do you want to identify students in need of behavioral support? If so, Review360 is the tool for you.

    Our solutions for general education applications support educators with professional development, intervention strategies, progress monitoring, and real-time reports and analyses to better promote positive behavioral outcomes. With these tools in place, students spend more time in the classroom learning therein increasing academic success, and administrators are better able to make decisions based on real-time data to support students and teachers.

    This webinar will discuss the features of the Review360 solutions and share some of the data we’ve collected over the years working with our long-time customers to improve outcomes for all students.

    Date: May 24, 2018 

     
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  • Assessing the Costs and Savings of Q-interactive: A Private Practitioner's Perspective

    Presenter: James Henke and Jeremy Sharp, PhD

    As a new or veteran psychologist, the question of taking your practice digital may cross your mind. You may want to weigh the benefits and drawbacks of what this could mean for you and your clients. Jeremy Sharp, PhD and licensed psychologist, did just that when he made the move to Q-interactive five years ago for his thriving assessment practice. Listen to Sharp talk about the decision to transition and savings he experienced. Bring your questions as there will be a time for Q&A.

    Date: May 09, 2018 

     
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  • Vital Vocabulary for Every Age: Transitioning to Work or College

    Presenter: Kathleen Williams, Ph.D.

    Overview

    The Vital Vocabulary for Every Age webinar series provides clinicians with key information about vocabulary knowledge at three stages of a person's life: the preschool years, primary and middle grades, and high school. Part 3 of the series will focus on vocabulary knowledge needed by high school students, with emphasis on transition to college or work. The presenter will share information about the research supporting the value of comprehensive word knowledge as well as age-appropriate strategies for developing that vocabulary for the high school students on your caseload.

    Learner Outcomes

    As a result of this activity, the participants will be able to:

    1. Summarize for instructional team members the research that supports the value of a rich and broad knowledge of vocabulary throughout a person's lifespan
    2. Demonstrate age-appropriate vocabulary development activities for high school students
    3. Implement a course of vocabulary development for students in high school and those transitioning to work and/or college that can be shared directly with students, as well as parents and teachers   

    Time-ordered Agenda - Eastern Time Zone

    1:00 to 1:05 pm - Overview

    1:05 to 1:20 pm - Review of relevant research on the value of vocabulary knowledge for high school students

    1:20 to 1:55 pm - Age-appropriate and research-based strategies for developing high school students' vocabulary skills

    1:55 to 2:00 pm - Wrap-up and questions

    This course is offered for 0.1 ASHA CEUs (Intermediate level, Professional area.)

    Date: May 09, 2018 

     
    Print
     
  • Using GFTA-3 Spanish Scores and Mastery Data to Inform Diagnostic Decisions

    Presenter: Marie Sepulveda, MA, CCC-SLP

    Overview

    This webinar will provide information about how GFTA-3 Spanish test scores, combined with research data showing age of emergence vs. mastery of speech sounds, provides clinicians with data needed to make meaningful interpretations of test results and convey results in a meaningful way to stakeholders.

    Learner Outcomes

    After the completion of the webinar, participants will be able to:

    1. Describe why it is important to examine an individual's speech sound productions in multiple word contexts rather than in a single instance in each position of the word.
    2. Explain how to use age-and sex-based information provided in the Record Form to determine if an individual is learning to produce developmentally appropriate speech sounds at either an emerging or mastery level.
    3. Explain how to use information in the Record Form to identify the age at which speech sounds should be produced correctly at least 85% of the time.    

    Time-ordered Agenda - Eastern Time Zone

    1:00 to 1:10 pm - Overview of the GFTA-3 Spanish

    1:10 to 1:20 pm - GFTA-3 Spanish Administration

    1:20 to 1:55 pm - GFTA-3 Spanish Interpretation

    1:55 to 2:00 pm - Question and Answer

    This course is offered for 0.1 ASHA CEUs (Intermediate level, Professional area.)

    Date: May 02, 2018 

     
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  • After Dyslexia Screening: There’s Work to Be Done—Let’s go!

    Presenter: Jan Wasowicz, Ph,D., CCC-SLP

    Overview

    Universal screening for dyslexia is an important first step in identifying and helping students with dyslexia and other language-based reading and writing problems. It's what happens after the screening that determines if identified students receive the intervention they need to achieve the outcomes all stakeholders want to see. In this webinar, you'll learn how to precisely match diagnostic assessment data with specific multi-linguistic lessons and activities that target the individual student's underlying linguistic deficits and remediate reading and writing deficits using structured literacy intervention. You'll become familiar with how to use this multi-linguistic intervention program to monitor student progress and how to use the collected data for informed decision-making.

    Learner Outcomes

    As a result of this activity, the participants will be able to:

    1. State the goal of each of four steps in the process of identifying and remediating students with dyslexia and name at least one tool that may be used to accomplish each stated goal.
    2. Explain a general limitation of standardized diagnostic tests for planning targeted intervention and provide one specific example.
    3. Describe one prescriptive assessment tool that precisely matches intervention with a student's underlying linguistic deficits; explain how to use that tool to deliver targeted multi-linguistic intervention.
    4. Describe the recommended progression through a targeted, multi-linguistic intervention program, including collection of progress monitoring data, and describe the expected outcomes when implementing this approach.  

    Time-ordered Agenda - Eastern Time Zone

    12:00 to 12:10 pm - Introduction; Overview of the multistep process of identifying and remediating students with dyslexia and other language-based reading and writing problems

    12:10 to 12:20 pm - Review a sample summary of dyslexia assessment data and discuss limitations for planning targeted intervention

    12:20 to 12:55 pm - Examine a multi-linguistic intervention program; discuss how each linguistic component is targeted, as needed, to meet the individual student's instructional needs, how progress is monitored while using the program, and what outcomes can be expected.

    12:55 to 1:00 pm - Questions and Answers

    This course is offered for 0.1 ASHA CEUs (Intermediate level, Professional area.)

    Date: Apr 18, 2018 

     
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  • Vital Vocabulary for Every Age: Building Academic Vocabulary Grades 1-8

    Presenter: Kathleen Williams, Ph.D.

    Overview

    The Vital Vocabulary for Every Age webinar series provides clinicians with key information about vocabulary knowledge at three stages of a person's life: the preschool years, primary and middle grades, and high school. Part 2 of the series will focus on vocabulary knowledge needed by primary and middle grade students, with emphasis on using morphology to expand appropriate word usage and developing a strong academic lexical store. The presenter will share information about the research supporting the value of comprehensive word knowledge as well as age-appropriate strategies for developing that vocabulary for primary and middle grade students on your caseload

    Learner Outcomes

    As a result of this activity, the participants will be able to:

    1. Summarize for instructional team members the research that supports the value of a rich and broad knowledge of vocabulary throughout a person's lifespan
    2. Demonstrate age-appropriate vocabulary development activities for primary and middle school students
    3. Implement a course of academic vocabulary development for students in the primary and middle grades that can be shared with parents and teachers    

    Time-ordered Agenda - Eastern Time Zone

    1:00 to 1:05 pm - Overview

    1:05 to 1:20 pm - Review of relevant research on the value of vocabulary knowledge for primary and middle school students

    1:20 to 1:55 pm - Age-appropriate and research-based strategies for developing primary and middle school students' vocabulary skills

    1:55 to 2:00 pm - Wrap-up and questions

    This course is offered for 0.1 ASHA CEUs (Intermediate level, Professional area.)

    Date: Apr 11, 2018 

     
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  • Vital Vocabulary for Every Age: Word Building in the Preschool Years

    Presenter: Kathleen Williams, Ph.D.

    Overview

    The Vital Vocabulary for Every Age webinar series provides clinicians with key information about vocabulary knowledge at three stages of a person's life: the preschool years, primary and middle grades, and high school. Part 1 of the series will focus on vocabulary knowledge needed by preschool children, with emphasis on developing phonological awareness and words about print and instruction. The presenter will share information about the research supporting the value of comprehensive word knowledge as well as age-appropriate strategies for developing that vocabulary for the preschool children on your caseload.

    Learner Outcomes

    As a result of this activity, the participants will be able to:

    1. Summarize for instructional team members the research that supports the value of a rich and broad knowledge of vocabulary throughout a person's lifespan.
    2. Demonstrate age-appropriate vocabulary development activities for preschool children.
    3. Implement a course of vocabulary development for children up to and including age 5 that can be shared with parents, caregivers, and teachers  

    Time-ordered Agenda - Eastern Time Zone

    1:00 to 1:05 pm - Overview

    1:05 to 1:20 pm - Review of relevant research on the value of vocabulary knowledge for preschool children

    1:20 to 1:55 pm - Age-appropriate and research-based strategies for developing preschool children's vocabulary skills

    1:55 to 2:00 pm - Wrap-up and questions

    This course is offered for 0.1 ASHA CEUs (Intermediate level, Professional area.)

    Date: Mar 29, 2018 

     
    Print
     
  • Cognitive and Linguistic Assessment for SLPs and OTs

    Presenter: Anne-Marie Kimbell, Ph.D., MSEd., Shelley Hughes, Occupational Therapist and Tina Eichstadt, MS CCC-SLP

    Overview

    Increasingly, interprofessional practice (IPP) between SLPs and OTs in rehabilitation settings requires greater collaboration and discussion of tool choices and decision-making points in time. A model of work from screening and diagnostic assessment to intervention and progress monitoring will be described in this session. Specific tools will be used as examples for this overall collaborative workflow to illustrate the connections between stages of work and professionals. SLPs and OTs can work together to select the appropriate tools for patients/clients throughout this workflow and interpret data clearly and accurately for communication with the larger healthcare system as well as patients and families.

    Learner Outcomes

    Based on the content of the webinar, participants will be able to:

    1. Describe the SAIM (Screen, Assess, Intervene, and Monitor) model.
    2. Discuss the collaboration between SLPs and OTs in rehabilitation settings.
    3. Discuss the selection of specific assessment tools for use by SLPs and OTs in rehabilitation settings.

    Time-ordered Agenda

    2:00 to 2:05pm - Introduction

    2:05 to 2:15 pm - SLP/OT role in Rehabilitation

    2:15 to 2:55 pm - SAIM model

    2:55 to 3:00 pm - Questions & Answers

    This course is offered for 0.1 ASHA CEUs (Intermediate level, Professional area.)

    AOTA CEUs/Contact Hours: 0.1 AOTA CEUs/1 contact hour

    Date: Mar 15, 2018 

     
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  • How Do Speech and Language Difficulties Impact Learning?

    Presenter: Gloria Maccow, Ph.D.

    Overview

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

    Learner Outcomes

    As a result of this activity, the participants will be able to:

    1. Describe the role of language in the learning process;
    2. Identify how a weakness in language can impact classroom performance;
    3. Select resources and strategies to facilitate language development.

    Time-ordered Agenda

    1:00 to 1:20 pm - Language and Learning

    1:20 to 1:35 pm - Language Weakness and Classroom Performance

    1:35 to 1:50 pm - Resources and Strategies to Facilities Language Development

    1:50 to 2:00 pm - Questions & Answers

    This course is offered for 0.1 ASHA CEUs (Intermediate level, Professional area.)

    Date: Mar 07, 2018 

     
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  • Educational Practice in Dyslexia: Professional Roles and Knowledge Gaps

    Presenter: Tina Eichstadt and Adam Scheller

    Overview

    Five webinars about dyslexia held in 2016-2017 were attended by 6,591 SLPs, psychologists, and special educators. Webinar data offered insights into practitioners' perspectives on dyslexia training needs and role clarification in practice settings. Presenters will discuss results, which suggests gaps between best practices in dyslexia and reports from individuals engaging in clinical practice.

    Learner Outcomes

    After the completion of the webinar, participants will be able to:

    1. List the two areas of dyslexia training practitioners request most often.

    2. Describe the knowledge gap identified by practitioners using scores for assessment and progress monitoring.

    3. Identify the role(s) practitioners currently play in inter-professional practice regarding dyslexia.

    Time-ordered Agenda

    1:00 to 1:05 pm - Introduction and overview

    1:05 to 1:30 pm - Practitioner roles in dyslexia

    1:30 to 1:55 pm - Practitioner knowledge and skills

    1:55 to 2:00 pm - Conclusions and Wrap Up

    This course is offered for 0.1 ASHA CEUs (Intermediate level, Professional area.)

    Date: Feb 07, 2018 

     
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  • PLS-5 and CELF Preschool 2: Case Studies

    Presenter: Adam Scheller, PhD

    Using PLS-5 and CELF Preschool-2 case studies, this session provided information for selecting the test most appropriate for assessing language skills of a preschool child. This session reviewed the tests’ purpose and design and differences between the test formats, research samples, and test results. Guidelines were provided for selecting the appropriate test and interpreting score results.

    Date: Dec 07, 2017 

     
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  • CELF-5: Test Features and Interpretation

    Presenter: Elisabeth Wiig, PhD

    Beyond the basics--this presentation provides detailed information about CELF-5 revision goals, test structure, and item analyses. Advanced test interpretation information will enable you to avoid under- and over-identification of a language disorder for the students you test.

    Date: Nov 14, 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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  • CELF-5 Metalinguistics: Language Competence and Classroom Success

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

    School-age students need to use their communication and language system as a tool to master grade level curriculum. Students unable to do this, clearly risk being left behind. This program provided information on the assessment of metalinguistic competence and its overall impact on every-day classroom and curriculum-based performance difficulties and needs. Two case studies were presented.

    Date: Sep 20, 2017 

     
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  • Overview of GFTA-3 Spanish Administration, Scoring and Interpretation

    Presenter: Marie Sepulveda, MA CCC-SLP

    This webinar will provide a review of administration and scoring of the Goldman-Fristoe Test of Articulation, 3rd Edition Spanish (GFTA-3 Spanish) as well as an overview of the research base and psychometric characteristics of the GFTA-3 Spanish. Discussion will include developmental considerations when interpreting GFTA-3 Spanish results.

    Date: Sep 19, 2017 

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

    Presenter: Chien (Shannon) Wang, M.A. Senior Research Director

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

    Date: Sep 13, 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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  • 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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  • Clinical Application of the Cognitive Linguistic Quick Test+ for SLPs

    Presenter: Adam Scheller, PhD

    The CLQT was designed to quickly assess strengths and weaknesses in five cognitive domains (Attention, Memory, Executive Functions, Language, and Visuospatial Skills). The CLQT+ adds an important element--an optional new administration path for people with diminished language capacity/aphasia. Including one new semantic comprehension task and scoring for several elements within the current tasks, the CLQT+ offers: more flexibility in administration; clearer interpretation for people with aphasia/language impairment; the same foundation for a quick, reliable cognitive assessment; and an effective tool for English- or Spanish-speaking adults with known or suspected neurological impairment as a result of stroke, traumatic brain injury, or dementia. With new changes to an assessment come possible new uses and effective methods for clinicians to maximize the potential data gathered during an evaluation. Attendees will learn about changes to this trusted assessment and focus will be made on how to use this assessment effectively in clinical practice.

    Date: Jul 26, 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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  • Central Auditory Processing: What Age Should We Test?

    Presenter: Donna Geffner, PhD, CCC-SLP/A

    There is controversy over the age at which a CAPD can be diagnosed in children. The notion that one has to wait until age 7 or 8 is unfounded. Evidence is strong that CAPD can be identified earlier than age 7 for the purposes of treatment and management. This webinar will provide a rationale for early testing and the instruments available to identify youngsters at risk. Case studies will be presented that show that early identification leads to effective intervention and better academic outcomes.

    Date: May 10, 2017 

     
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  • Overview of GFTA-3 Spanish Administration, Scoring and Interpretation

    Presenter: Marie Sepulveda, MA CCC-SLP

    This webinar will provide a review of administration and scoring of the Goldman-Fristoe Test of Articulation, 3rd Edition Spanish (GFTA-3 Spanish) as well as an overview of the research base and psychometric characteristics of the GFTA-3 Spanish. Discussion will include developmental considerations when interpreting GFTA-3 Spanish results.

    Date: Apr 12, 2017 

     
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  • Language Assessment in Early Childhood: CELF Preschool-2 and PLS-5 Case Studies

    Presenter: Adam Scheller, PhD

    The assessment of a child's language during the preschool years can be complex, not only due to variability in skill development, but also because of the differences between school and early childhood service criteria. By choosing an appropriate assessment battery based on strengths of the instrument, an SLP is often able to overcome the issue of qualifying children with different functional communication levels. During this webinar, participants will review best practice principles for early language assessment and learn how to choose between two widely-used comprehensive language batteries, the PLS-5 and CELF Preschool 2. Examples and analysis of common pre-schooler profiles will be provided through case studies.

    Date: Mar 23, 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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  • How Do Speech and Language Difficulties Impact Learning?

    Presenter: Gloria Maccow, PhD

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

    Date: Mar 08, 2017 

     
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  • Dyslexia: A Case Study

    Presenter: Adam Scheller, PH.D.

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

    Date: Feb 24, 2017 

     
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  • 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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  • Crossing the Bridge: Developing Metalinguistic Awareness and Strategies

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

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

    Date: Nov 09, 2016 

     
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  • 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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  • 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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  • 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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  • CELF-5 Metalinguistics: Language Competence and Classroom Success

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

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

    Date: Sep 22, 2016 

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

    Presenter: Donna Geffner, Ph.D.

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

    Date: May 17, 2016 

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

    Presenter: Judy Rudebusch, EdD, CCC-SLP

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

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

    Date: Apr 26, 2016 

     
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  • The Metalinguistic Bridge: Paying the Toll for Classroom Success

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

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

    Date: Apr 13, 2016 

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

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

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

    Date: Mar 16, 2016 

     
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  • Progress Monitoring and Evidence-Based Intervention with Review360 for SLPs

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

    This course provides the context for and examples of objective and robust progress monitoring using well-developed goals. It also highlights the use of the current evidence for many areas of the speech-language pathologist's scope of practice. Examples of interventions tied to the evidence base will be provided using Pearson's Review360 for SLPs system. Detailed reporting options will be highlighted.

    Date: Feb 15, 2016 

     
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  • Using the Childrens Communication Checklist-2 for Children with SLI and Autism

    Presenter: Dorothy Bishop, PhD

    This webinar provided an overview of the Children’s Communication Checklist-2 (CCC-2), addressing test purpose and development, technical characteristics, administration, scoring, and interpretation of the test. Clinical profiles and case studies of children with specific language impairment and social-interaction deficits were discussed.

    Date: Sep 02, 2015 

     
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  • Overview of the Goldman-Fristoe Test of Articulation 3 (GFTA-3)

    Presenter: Shannon Wang, MA, CCC-SLP

    The Goldman-Fristoe Test of Articulation, 3rd Edition (GFTA-3) is the most widely used articulation assessment in the U.S. This course provided a review of new administration and scoring procedures, as well as an overview of the new normative data and psychometric characteristics of the GFTA-3. Discussion included developmental considerations when interpreting GFTA-3 results.

    Date: Aug 25, 2015 

     
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  • Overview of the Khan-Lewis Phonological Analysis (KLPA-3)

    Presenter: Nancy Lewis, MS

    This webinar will provide a review of features of the new KLPA-3 analysis, scoring changes (including new digital scoring), and psychometric characteristics of the KLPA-3. Discussion will include clinical and developmental considerations when interpreting KLPA-3 results.

    Date: Aug 19, 2015 

     
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  • Answering Tough Questions about CELF-5 Interpretation

    Presenter: Elisabeth Wiig, PhD

    CELF-5 comprises part of a comprehensive assessment process for evaluating language disorders in school-age children. Using CELF-5, a clinician collects evidence about students' communication abilities in multiple contexts. This seminar provides clinicians the opportunity to ask the tough questions that arise when interpreting test results. Clinicians are encouraged to submit questions about specific cases or about specific tests or scores before the session.

    Date: Jun 16, 2015 

     
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  • The Importance of Being Meta!

    Presenter: Wayne A Secord, PhD, CCC-SLP

    The ability to use one’s communication and language system as a tool is an essential aspect of school-age language competence. Students pay the toll at the “Metalinguistic Bridge” or risk being left behind. This program will provide an overview of the CELF-5 Test of Metalinguistics (Wiig & Secord, 2014). This new assessment instrument is designed to identify students 9-21 years old who have not acquired the expected levels of metalinguistic ability for their age. Case studies of school-age students whose scores on oral language assessments fall in the low average, marginal, or at-risk range will be used to illustrate the importance of being “meta” in school-based learning. Participants will leave with program with practical strategies they can put to use right away.

    Date: Mar 24, 2015 

     
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  • Assessment in the Digital Age: What is Appropriate Clinical Practice?

    Presenter: Adam Scheller, PhD

    This webinar described research conducted to evaluate the utility of digital test administration using test formats found in widely-used psychological and speech-language tests. Equivalency studies show that test scores may be comparable whether administered via printed manual or computer screen. Options for administering the CELF-5, PPVT-4, EVT-2, GFTA-2, and PLS-5 digitally will be described.

    Date: Feb 20, 2015 

     
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  • Understanding CELF-5 Reliability & Validity to Improve Diagnostic Decisions

    Presenter: Adam Scheller, PhD

    Information in the Technical Manual —who reads that? In this webinar, participants will learn how knowing reliability and validity information can help clinicians reduce interpretation errors. The presenter will review standard error of measure (SEMs), statistically significant score differences, and the optimal cut score to obtain the best balance of sensitivity and specificity

    Date: Oct 21, 2014 

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  • Assessment in the Digital Age: What is Appropriate Clinical Practice?

    Presenter: Adam Scheller, PhD

    This webinar described research conducted to evaluate the utility of digital test administration using test formats found in widely-used psychological and speech-language tests. Equivalency studies show that test scores may be comparable whether administered via printed manual or computer screen. Options for administering the CELF-5, PPVT-4, EVT-2, GFTA-2, and PLS-5 digitally will be described.

    Date: Sep 18, 2014 

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  • Language Assessment within the SLD Identification Framework

    Presenter: Elizabeth Wiig, PhD

    This webinar will focus on interactions between measures of academic achievement (KTEA-3), cognitive ability (WISC-V), and language and communication skills (CELF-5). The presenter will first identify overlapping areas of assessment across the three assessments. Overviews of the areas evaluated by KTEA-3 and WISC-V will then be presented. The areas evaluated by CELF-5 are then presented and commonalities with KTEA-3 and WISC-V measures discussed. The potential contribution of CELF-5 results for developing a comprehensive profile of a student’s strengths and weaknesses will be discussed with reference to an existing SLD case.

    Date: Sep 04, 2014 

     
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  • Using the CELF-5 Metalinguistics Battery to Assess Higher Level Language Skills

    Presenter: Adam Scheller, PhD

    This webinar will provide an overview of CELF-5 Metalinguistics, a revision of the Test of Language Competence-Expanded (TLC-E). Students who have learned basic semantic and grammar skills may still have subtle language deficits which interfere with their ability to keep up with classroom peers. Descriptions of individual tests and current research will be provided.

    Learning Outcomes

    At the completion of the webinar, participants will be able to:

    • Describe the purpose of the CELF-5 Metalinguistics test.
    • List at least three tests that comprise the CELF-5 Metalinguistics battery.
    • Name at least on way that CELF-5 Metalinguistics differs from the Test of Language Competence-Expanded (TLC-E)
    • Describe a clinical situation in which administering one of the CELF-5 Metalinguistics tests to a student may not provide accurate information about a student’s language skill.

    Date: May 29, 2014 

     
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  • Accurately Interpreting Test Results When Assessing Young Preschoolers

    Presenter: Adam Scheller, PhD

    This session will provide an overview of PLS-5 and CELF Preschool-2 development to assist clinicians to better understand the test items, research samples, and test results. Guidelines for interpreting test results will be provided so that clinicians can make appropriate programming recommendations for the children they are assessing.

    Learning Outcomes

    At the completion of the webinar, participants will be able to:

    • List at least two procedures conducted to update test items and normative data in a revised edition of a test.
    • Describe at least one reason why test scores can change when norms are updated.
    • Describe at least one reason why PLS-5 test items may appear at the same or at a different developmental age listed for PLS-4.
    • Name at least one reason a PLS-5 standard scores results can be either lower or higher than on other developmental scales or tests.

    Date: Apr 22, 2014 

     
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  • Introduction to the Boehm Test of Basic Concepts-3

    Presenter: Ann E. Boehm, PhD

    This webinar will focus on evidence-based factors for teachers, school psychologists, and special educators to consider when using the test outcomes to guide instruction. Intervention planning will be explored using a developmental framework to monitor progress. A number of activities and games to play at school and at home will be presented.

    Date: Apr 17, 2014 

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  • Trends in Translation Transadaptations of English Assessments

    Date: Dec 05, 2013 

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  • The Role of Executive Functions in Learning to Read and Reading

    Presenter: George McCloskey PhD

    This presentation will discuss how executive functions are involved in directing and coordinating the use of multiple cognitive capacities to read words and connected text passages, discuss assessment approaches (with an emphasis on the PAL-II) for identifying executive function-related reading problems, and discuss teaching strategies for helping students compensate for the effects of executive function difficulties.

    Date: May 16, 2013 

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  • How Young Can You Test (C)APD? The Auditory Skills Assessment (ASA)

    Presenter: Donna Geffner

    Our webinars can help you better use assessments and interventions to meet the needs of your clients and students.

    Date: May 14, 2013 

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  • A Case Study: Why Does Logan Struggle with Learning and Behavior?

    Presenter: Adam Scheller, PhD

    Results of this comprehensive evaluation revealed a distinctive pattern of strengths and weaknesses in both cognitive functioning and academic achievement, so that his strengths were often undermined by specific deficits. During this webinar we will review these findings regarding Logan’s learning in detail.

    Date: Apr 23, 2013 

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  • Improving School Climate and Student Behavior Through Positive Behavior Supports

    Presenter: Doug Maraffa

    When you help students develop positive behaviors, you're taking a critical step in creating successful learners. We are pleased to offer a new web-based seminar series that addresses the latest topics in the field of behavior management, such as bullying, resiliency, and social skills. These sessions will assist you in selecting the best tools to identify and intervene with individual students who face behavioral challenges, implement class wide measures, and design preventative school-wide programs. Take advantage of this free series to learn more about how you can foster behaviors that will lead to academic success.

    Date: Apr 10, 2013 

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  • Using Concepts as Building Blocks of Thinking and Problem Solving

    Presenter: Ann Boehm

    Our webinars can help you better use assessments and interventions to meet the needs of your clients and students.

    Date: Apr 02, 2013 

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  • The Oral Language Acquisition Inventory, Second Edition (OLAI-2)

    Presenter: Lance M Gentile, PhD

    This is a research based assesment containing three specific areas of emphasis: Language Structures, Story Retelling and Learning Behavior. The instrument was developed, in English and Spanish, from the author's actionable studies and field work to meet the needs of many students in today's classrooms who are least experienced in these areas of development. Results provide teachers a model of measurement that translates directly to intervention. The OLAI and Inventario are very helpful for testing and teaching Tier II and III students according to the Response to Intervention (RTI) Legislation. They are sensitive enough to identify growth over short periods of time for those students who do not demonstrate anticipated progress during regular classroom instruction. The OALI and Inventario establish five stages of language development and provide a clear index of value added progress in each area of measurement across grade levels. They contain the information needed to apply results to effective teaching and intervention.

    The Oracy Instructional Guide/Guia para la instruccion de oracy is the companion to the OLAI/Inventario linking research and theory to assessment and instruction. The Guide/Guia contains a variety of appropriate activities for each stage of language development. Explicit examples of procedures and content show teachers how to modify interactions with students during intervention in oral language development, story retelling and to help students develop positive responses when learning is stressful.

    Date: Mar 18, 2013 

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  • What Is the ‘R’ and the ‘I’ in RTI: Interventions with Evidence and Determining Response

    Presenter: Kimberly Vannest

    Response to intervention programming for students at risk of emotional and behavioral problems is seen around the U.S. Identifying evidence based interventions and determining what constitutes “response” are questions that are sometimes overlooked in implementation plans. Whether you want to start a new program or refine an existing system, this session will provide valuable information about intervention and measuring response. This session will briefly overview for context a three tier model using universal screening and assessment to identify risk, then spend the majority of the session discussing critical issues for intervention selection and measurement of response. For example – “Should all students at risk receive the same standardized programming?” or “How many measures of behavior are needed before confidently determining whether or not response occurred?”. Session leader Kimberly Vannest will approach this topic based on both the empirical research and her experiences across states and districts, and the tens of thousands of students in these programs.

    Date: Feb 05, 2013 

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  • Assessing Oral Language Development and Early Literacy

    Presenter: Adam Scheller

    During this webinar, Adam will review relevant research regarding the correlation of oral language acquisition with reading, as well as the key pre‐reading skills necessary for children to become effective readers. We will discuss a process for assessment wand case study using the Oral Language Acquisition Inventory, 2nd edition and Woodcock Reading Master Test, 3rd edition.

    Date: Jan 23, 2013 

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  • PLS-5: Administration, Scoring, and Interpretation

    Presenter: Nancy Castilleja, MA CCC-SLP & Chien (Shannon) Wang, MA CCC-SLP

    This webinar will provide current PLS-5 information as well as answers to clinicians’ frequently asked questions about administration, scoring, and interpretation.

    Date: Aug 30, 2012 

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  • Overview of PLS-5 Spanish and Our New Dual Language Scoring

    Presenter: Nancy Castilleja, MA, CCC-SLP

    Bilingual children’s language skills are often assessed first in their first language (L1), then in their second language (L2.) However, testing one language at a time often results in an underestimation of ability. Research examining the impact of dual language scoring to assess children’s combined language ability with a PLS-5 Spanish will be presented.

    Date: Jul 17, 2012 

     
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  • Language, Literacy, & Learning Behavior: A Design for Change

    Presenter: Lance M. Gentile

    The numbers of children who have not acquired the foundations of language for learning in school have multiplied. The author will discuss the role of parents and professionals in teaching children the language, literacy, and learning behavior skills needed to be successful in school.

    Date: Oct 20, 2011 

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  • The Challenges of Basic Concept Assessment/Intervention

    Presenter: Ann E. Boehm

    Information and tools to help children develop--without compromising the childhood experience.

    Date: Oct 18, 2011 

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  • How Seasoned Districts Succeed Through Buy-In, Relationships, and Data (Session 2)

    Presenter: Lisa Langell, Amber Del Gaiso, Regina Pierce, Amy Piper, Melissa Chin, and Randy Haack

    Join us for a unique opportunity to learn from four diverse districts that have implemented Response to Intervention (RTI) successfully for up to 16 years. The presenters will discuss achieving implementation success via relationship-building, obtaining buy-in, professional development, and using data via team-based approaches. They will welcome discussion while also sharing advice, results-driven practices, and thoughtful planning to overcome challenges with RTI implementation.

    Date: Oct 12, 2011 

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  • Build a Foundation for Treatment in the First Weeks of School

    Presenter: Sarah James

    Our webinars can help you better use assessments and interventions to meet the needs of your students.

    Date: Aug 08, 2011 

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  • Answering Tough Questions in CELF-4 Diagnosis and Interpretation.

    Presenter: Elisabeth H. Wiig, PhD

    CELF-4 uses a comprehensive multi-level process model for evaluating language disorders in school-age children. This seminar provides clinicians the opportunity to ask the tough questions that arise when interpreting test results. Clinicians are encouraged to submit questions about specific cases or about subtests or scores before the session.

    Date: Mar 05, 2010 

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