Cognition Neuro

Presenter(s): Craig Frisby, PhD

Professional organizations that train practitioners to serve children in schools have expressed a longstanding concern over “equitable” and “nondiscriminatory” cognitive assessment for examinees from diverse racial/ethnic/language groups. This session will highlight these issues in detail (as informed by relevant research) and promote future directions that align with ethical best practices.  

Presenter(s): Chris Huzinec

Young children who have challenging behavior are more likely to continue to have problems with socialization, school success, and mental health concerns into adolescence and adulthood. This presentation examines how behavioral screeners and assessments, best practices in classroom management, evidence-based behavioral supports, and social/emotional learning instruction can be coordinated within a program to support children’s social, emotional, and behavior needs.  

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Presenter(s): Chris Huzinec

Young children who have challenging behaviour are more likely to continue to have problems with socialization, school success, and mental health concerns into adolescence and adulthood. This presentation examines how behavioural screeners and assessments, best practices in classroom management, evidence-based behavioural supports, and social/emotional learning instruction can be coordinated within a program to support children’s social, emotional, and behaviour needs.

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Presenter(s): Susan Nickelson and Shelley Hughes

Understanding the sensory and motor development of young children is vital to support their participation and success. Challenges in these areas may exacerbate many social, behavioral, and learning difficulties during early childhood and into school years. This webinar will highlight sensory and motor assessments and key strategies available to professionals across settings, including special educators, speech language pathologists, occupational and physical therapists, and school psychologists.

After this session, participants will be able to:

  1. Discuss early childhood motor and sensory milestones for children ages birth to five years.
  2. Describe three diagnostic groups at higher risk of sensory and/or motor difficulties.
  3. Identify three assessment tools available for the identification of sensory and/or motor needs appropriate for children ages birth to five years.
  4. List three strategies which can be employed in an early childhood setting to support the sensory and/or motor needs of young children.
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Presenter(s): Ann E. Boehm, PhD

To learn the skills and concepts presented in the classroom, children must pay attention, register and assign meaning to information they see and hear, and store information in memory. The transition from infancy to early childhood is associated with increased proficiency in tasks requiring attention, working memory, and cognitive flexibility, all of which help to predict rate of learning. This one-hour webinar will describe cognitive development in young children. The presenter will use sample data to discuss and show the relationship between cognitive abilities and learning.

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Presenter(s): Gloria Maccow, PhD

To learn the skills and concepts presented in the classroom, children must pay attention, register and assign meaning to information they see and hear, and store information in memory. The transition from infancy to early childhood is associated with increased proficiency in tasks requiring attention, working memory, and cognitive flexibility, all of which help to predict rate of learning. This one-hour webinar will describe cognitive development in young children. The presenter will use sample data to discuss and show the relationship between cognitive abilities and learning.

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Presenter(s): Jennifer Puig, PhD

This presentation will introduce the new WRAML3 edition, including an overview of the updates made to the subtests, a discussion of the normative, reliability and validity data, and a discussion of the available scores.  

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Presenter(s): Dean Delis, Ph.D., A.B.P.P.

In Part 2 of this webinar series, Dr. Delis will provide guidelines for making clinical interpretations of the findings of the D-REF Adult. Dr. Delis will also discuss the use of an optional feature of the D-REF Adult Score Report that provides a list of specific recommendations for interventions for EF problems targeted to each examinee’s profile of EF strengths and weaknesses. A case example will be provided to illustrate the different interpretive guidelines.

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Presenter(s): Daniella Maglione, Ed.S. , Gloria Maccow, Ph.D.

This webinar will describe a best-practices approach that takes cultural and linguistic factors into account when assessing ELL students. This approach produces valid assessment results to determine eligibility for direct specialized instruction, identify cognitive and academic strengths and needs, and assist in reducing the misidentification of ELLs for Exceptional Student Education (ESE) programs.

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