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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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  • 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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  • 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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  • 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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  • 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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  • 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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  • Vineland-3 for Occupational Therapy

    Presenter: Celine Saulnier, PhD

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

    Date: Aug 30, 2016 

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

    Presenter: Shelley Hughes, Occupational Therapist

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

    Date: Jul 19, 2016 

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

    Presenter: Anne-Marie Kimbell, PhD

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

    Date: Nov 19, 2015 

     
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  • Developmental Assessment: Gateway to Early Intervention

    Presenter: Gloria Maccow, PhD

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

    Date: Oct 07, 2015 

     
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  • Trends in Translation Transadaptations of English Assessments

    Date: Dec 05, 2013 

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  • Alternatives to Traditional School Discipline: Leading the Change Process

    Presenter: John Poynter

    This webinar will present how a large urban school district implemented an integrated RTI/PBIS model to change their approach to student discipline. The webinar will present the district's implementation data and results and discuss how using technology to create and monitor a consistent positive behavioral framework created more supportive discipline policies and practices. The webinar will present step by step activities that guided a successful district-wide implementation from the practitioner’s perspective.

    Date: Oct 16, 2013 

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  • Q-interactive: Integrating Q-interactive into a Training environment - Tips and Tricks

    Presenter: Amy Dilworth Gabel, PhD

    University/college instructors and Internship Training Coordinators using Q-interactive in a training environment are the primary audience for this event. The primary goal of this session is for participants to share tips and strategies for training using Q-interactive. While the Pearson facilitator(s) will share some information, it is our hope that attendees will be the primary providers of content and discussion during this session. We trust that the session will provide a good opportunity to learn from colleagues in a collaborative, safe environment as we embark on new pathways to training future clinicians. Please note: this session is not a general introduction to Q-interactive, nor is it a training on use of the system. Our focus will be on how to integrate Q-interactive into your overall training process.

    Date: Jun 18, 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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  • The Neuropsychology of Reading Disorders: A Framework for Effective Interventions

    Presenter: Steven G. Feifer DEd NCSP ABSNP

    This webinar will provide educators and psychologists with an overarching framework for effectively diagnosing and treating reading comprehension disorders in children. There will be an overview of reading from a brain-based educational perspective, as well as a review of the neural underpinnings of literacy in children. Specific emphasis will be placed on frontal lobe functions such as executive functioning and working memory as the primary cognitive constructs that allow children to hold, manipulate, and self organize verbal information in an archived manner for more effective recall.

    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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  • The Neuropsychology of Mathematics: Diagnosis and Intervention

    Presenter: Steven G Feifer

    Before you can determine which interventions will be the most effective in helping a struggling learner, first you must find out the specific cause of the child’s learning problems. We are pleased to offer a new web-based seminar series that will help you answer the question, “Why is my student struggling to learn?” Based on the latest research, these sessions will provide insight on a multitude of factors that influence how a child learns.

    Date: Apr 16, 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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  • Response to Intervention: Meeting the Needs of Struggling English Language Learners

    Presenter: Lance Gentile

    Response to Intervention (RTI, 2004) requires that students considered to be low performing, are offered “supplementary, small group tutorial intervention” for 30 to 40 minutes three times each week before they can be classified as learning disabled or placed in special education. Since language development is the basis of all levels of literacy it is important to determine these students' strengths and needs early. Intervention is only effective when it is targeted at specific criteria in three key areas of development, i.e., Oral Language, Literacy and Learning Behavior. Using the results of a broad research-based assessment tutors can plan and implement appropriate Oracy Instructional Activities. One of these is Critical Dialogue (CD). CD helps stimulate conversation as well as reading and writing activities based on students' everyday lives. The approach incorporates the development of themes focused on the human condition and diverse cultural backgrounds. Many studies show that when low performing ELL students are interested in something and can identify with it they are more apt to be motivated and may learn at an accelerated rate.

    Date: Mar 12, 2013 

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  • The Role of Executive Functions in Learning to Write and Written Expression

    Presenter: George McCloskey

    Before you can determine which interventions will be the most effective in helping a struggling learner, first you must find out the specific cause of the child’s learning problems. We are pleased to offer a new web-based seminar series that will help you answer the question, “Why is my student struggling to learn?” Based on the latest research, these sessions will provide insight on a multitude of factors that influence how a child learns.

    Date: Feb 28, 2013 

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  • Understanding Why Students Are Struggling to Learn: Analyzing DAS-II Test Results Within a CHC Framework (Session 2)

    Presenter: Gloria Maccow

    During the second session, the presenter will use case study data to illustrate the interpretive process that will allow the clinician to answer questions such as 1) is the child able to perform complex mental processing; 2) are there intra-individual cognitive strengths and weaknesses; 3) do identified cognitive strengths and weaknesses explain identified weaknesses in achievement?

    Date: Feb 27, 2013 

     
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  • CVS Tool: How it Differs from Other Online Tests and Getting Started

    Presenter: Peter Entwistle and Charles Shinaver

    Presented by experts in the field, future topics will address best practices, assessment, and other tools needed to develop and maintain a concussion management program designed for student athletes' developing brains. Some of these assessments will be offered for continuing education credit. For your convenience, we also include pdfs and recordings of past webinars. Note that CEU's are only available for live presentations.

    Date: Feb 27, 2013 

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  • The Neuropsychology of Written Language Disorders: Diagnosis and Intervention

    Presenter: Steven G. Feifer

    This presentation should be helpful in assisting educators and psychologists to identify specific breakdowns in the writing process. The ability to generate and produce written language requires multiple linguistic skills involving both phonological and orthographical functioning (the elementary components of language), word retrieval skills, executive functioning skills to organize inner thoughts and ideas, and working memory to hold our thoughts in mind long enough for effective motor skills output.

    Date: Feb 26, 2013 

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  • Understanding Why Students Are Struggling to Learn: Analyzing DAS-II Test Results Within a CHC Framework (Session 1)

    Presenter: Gloria Maccow

    Before you can determine which interventions will be the most effective in helping a struggling learner, first you must find out the specific cause of the child’s learning problems. We are pleased to offer a new web-based seminar series that will help you answer the question, “Why is my student struggling to learn?” Based on the latest research, these sessions will provide insight on a multitude of factors that influence how a child learns.

    Date: Feb 20, 2013 

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  • Testing the Test: An Evaluation of Computerized Neurocognitive Assessments

    Presenter: Jacob Resch

    The webinar series “Safeguarding Student Athletes” focuses on emerging issues in concussion management. Presented by experts in the field, future topics will address best practices, assessments, and other tools needed to develop and maintain a concussion management program designed for student athletes’ developing brains.

    Date: Feb 06, 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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  • Adult Motor Ability Assessment: Overview of the BMAT

    Presenter: Adam Scheller, PhD

    Topic(s): Occupational and Physical Therapy - Motor, Clinical Assessments - Motor

    Overview

    The Bruininks Motor Ability Test (BMAT) is a test of gross and fine motor skills for adults ages 40 and older. The BMAT is an adult adaptation of the Bruininks-Oseretsky Test of Motor Proficiency, Second Edition  (BOT–2; Bruininks & Bruininks, 2005), which is widely used with individuals ages 4–21. Professionals in occupational and physical therapies, nursing, human performance, physical rehabilitation, and related disciplines are able to use the BMAT to assess an adult’s motor abilities related to improvement in physical functioning and/or requirements for activities of daily living (ADLs). The BMAT is also a practical tool for guiding treatment, setting treatment goals, and monitoring progress toward those goals. During this webinar session we will review the designed purpose, test content, and administration and scoring procedures for the BMAT.

    Date: Jan 15, 2013 

     
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  • Goal Setting in a Multi-Tiered Model

    Presenter: Mark Shinn

    Frequent progress monitoring of basic skills is one of the most powerful intervention tools in a school's toolbox. Frequent progress monitoring is also a cornerstone of Response to Intervention (RtI) and Multi-Tiered Systems of Supports (MTSS). Efficient and effective progress monitoring uses a single, simple and seamless data system where:

    • the tests used for screening are the same as those used for frequent progress monitoring
    • the same testing practices for progress monitoring at Tier 1 are the same as Tiers 2 and Tiers 3 and can form the basis, if necessary, for progress monitoring for special education IEPs and eligibility determination

    Date: Jan 10, 2013 

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  • The Art and Science of Progress Monitoring: Setting Behavior Goals and Measuring Progress

    Presenter: Kimberly Vannest

    How do we know who is responding to our efforts and who needs more assistance? Progress monitoring is common in academic areas, but what about in behavior?

    Date: May 23, 2012 

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  • Progress Monitoring for Positive Academic Outcomes

    Presenter: Scott Hooper

    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.

    Date: May 17, 2012 

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  • SLD Identification in an RTI Framework with a Mathematics Focus Part 3

    Presenter: Misty Sprague and Adam Scheller

    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.

    Date: May 09, 2012 

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  • SLD Identification in an RTI Framework with a Mathematics Focus: Part 2

    Presenter: Misty Sprague and Adam Scheller

    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.

    Date: Apr 06, 2012 

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  • Tier Two Behavior Interventions: Which Solution Where?

    Presenter: Kimberly Vannest

    Many students are at elevated levels of risk for behavior and emotional problems—how can we intervene and prevent these problems from developing into life-long disabilities? "Tier-two" or targeted interventions brings prevention and intervention programming to students based on problem type but short of individualized or comprehensive assessment. This session will review targeted problem identification and treatment.

    Date: Mar 27, 2012 

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  • SLD Identification in an RTI Framework with a Mathematics Focus Part 1

    Presenter: Misty Sprague

    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.

    Date: Mar 07, 2012 

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  • Universal Screening for Behavior

    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.

    Date: Mar 05, 2012 

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  • Linking Language, Literacy and Learning Behavior During Responseto Intervention (RTI) Tutorials

    Presenter: Lance Gentile

    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.

    Date: Feb 07, 2012 

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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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  • RTI and Meeting Accountability Standards

    Presenter: Dawn McDougall & Dorris Scoggin

    This informative hour explores the challenges facing school administrators today and how RtI serves as a critical component in any plan for achieving student success.

    Date: Oct 05, 2011 

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  • How Seasoned Districts Succeed Through Buy-In, Relationships, and Data (Session 1)

    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: Sep 21, 2011 

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  • Frontal Dysfunction Following Traumatic Brain Injury (TBI)

    Presenter: Dean Delis

    This webinar will provide an introduction to the assessment of frontal-lobe deficits following traumatic brain injury. During the 1.5 hour webinar, Dr. Delis will provide a brief history of theories of frontal-lobe functions and the methods that psychologists have used to assess these functions. Using a case approach that is reminiscent of Phineas Gage, Dr. Delis will demonstrate how data from several assessment instruments can be used to characterize cognitive deficits that commonly occur following traumatic brain injury.

    Date: Jun 07, 2011 

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  • RTI Processes and SLD Identification Series Chat Session

    Presenter: Amy Dilworth Gabel and Misty Sprague

    Presenters respond to commonly asked questions regarding Response to Instruction (RTI) and how to implement these types of processes

    Date: May 06, 2011 

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  • RTI Processes and SLD Identification (Part 3)

    Presenter: Amy Dilworth Gabel and Misty Sprague

    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.

    Date: Apr 19, 2011 

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  • RTI Processes and SLD Identification (Part 2)

    Presenter: Amy Dilworth Gabel and Misty Sprague

    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.

    Date: Mar 15, 2011 

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  • RTI Processes and SLD Identification (Part 1)

    Presenter: Amy Dilworth Gabel and Misty Sprague

    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.

    Date: Feb 03, 2011 

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  • SLD Identification in an RTI Framework – Part 3

    Presenter: Amy Dilworth Gabel and Misty Sprague

    This is a continuation of Parts 1 and 2. The session will include strategies on; how to define what is educationally relevant/not relevant, what tools to utilize in order to answer diagnostic questions, and how to ensure that evaluations are comprehensive enough to make educationally relevant decisions at the Tier 3 level of RtI. Participant will learn diverse, in-depth assessment strategies to assist in better decision making as part of the RtI continuum.

    Date: Dec 13, 2010 

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  • RTI 101: The Basics of RTI

    Presenter: Amy Dilworth Gabel and Misty Sprague

    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.

    Date: Nov 15, 2010 

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  • SLD Identification in an RTI Framework - Part 2

    Presenter: Amy Dilworth Gabel & Misty Sprague

    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.

    Date: Nov 10, 2010 

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  • Using Data to Inform Decisions

    Presenter: Amy Dilworth Gabel & Scott Hooper

    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.

    Date: Oct 22, 2010 

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  • Behavior Interventions at Tiers 2 and 3

    Presenter: Kimberly J. Vannest

    Many students are at elevated levels of risk for behavior and emotional problems—how can we intervene and prevent these problems from developing into life-long disabilities? This session will review targeted problem identification and treatment.

    Date: Oct 06, 2010 

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  • SLD Identification in an RTI Framework - Part 1

    Presenter: Amy Dilworth Gabel and Misty Sprague

    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.

    Date: Sep 13, 2010 

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  • Part 2: What can RTI do for you?

    Presenter: Facilitated by: Lisa Langell Guest Presenters: Randy Haack and Amber DelGaiso

    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.

    Date: May 13, 2010 

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  • Part I: What can RTI do for you?

    Presenter: Facilitated by: Lisa Langell Guest Presenters: Amy Piper and Regina Pierce

    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.

    Date: Apr 27, 2010 

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  • Implementation of RtI (Multi-Tier, Coordinated, Early Intervening Services) at the Secondary Level

    Presenter: Mark Shinn

    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.

    Date: Jan 20, 2010 

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  • Disproportionality: A Detective’s Solution Through Frequent Progress Monitoring using CBM Part II

    Presenter: Lisa A. Langell and V. Scott Hooper

    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.

    Date: Oct 28, 2009 

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  • Disproportionality: A Detective’s Solution Through Frequent Progress Monitoring using CBM Part I

    Presenter: Lisa A. Langell and V. Scott Hooper

    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.

    Date: Oct 20, 2009 

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  • RTI: Webinar for Differential Diagnosis and Treatment Planning

    Presenter: Virginia W. Berninger

    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.

    Date: Sep 30, 2009 

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  • RTI: Preventing Reading, Writing and Math Problems

    Presenter: Virginia W. Berninger

    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.

    Date: Sep 23, 2009 

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  • RTI: The Basics - Part 1

    Presenter: Lisa A. Langell

    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.

    Date: Aug 20, 2009 

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  • RTI and Comprehensive Assessment for the Identification of SLD: A Best Practices Approach

    Presenter: Dawn P. Flanagan

    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.

    Date: Dec 11, 2008 

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  • RTI: Data Driven Decision Making

    Presenter: Randall Haack

    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.

    Date: Oct 08, 2008 

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  • The Basics of CBM: Tools for Measuring Skill and RTI

    Presenter: Mark Shinn

    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.

    Date: Aug 20, 2008 

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  • RTI: The Early Planning Stages

    Presenter: Lisa Langell

    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.

    Date: Jul 29, 2008 

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  • RTI Setting Up and Getting Started

    Presenter: Kimberly Honnick

    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.

    Date: May 29, 2008 

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