Cognition Neuro webinars

Get an overview of the new WAIS-5, with a focus on features that make it the most comprehensive, reliable, and easy-to-use cognitive ability measure available. Participants will also be familiarized with the benefits related to the normative sample, test structure, administration time, reliability and validity, special group studies, new subtests, and new Primary and Ancillary Index Scores.

Learn about how the DAS-II is unique to other assessments and can help meet the needs of diverse populations that you serve.    

This webinar will focus on the BBCS–4:R and BSRA–4, which are early childhood assessments used to assess children’s understanding of a wide range of language concepts used in daily classroom conversations, teacher directions, and school curricula. Both assessments will be released in November 2022.

This webinar will focus on the BBCS–4:R and BSRA–4, which are early childhood assessments used to assess children’s understanding of a wide range of language concepts used in daily classroom conversations, teacher directions, and school curricula. Both assessments will be released in November 2022.

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.

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.
   

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.

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.

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.  

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.