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Presenter(s): Gloria Maccow

Autism is a developmental disability that significantly affects verbal and nonverbal communication and social interaction. Some of the symptoms of autism may be characteristics of other developmental disabilities, so a comprehensive developmental evaluation is needed to differentiate ASD from other developmental disabilities.
 

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Presenter(s): Patricia Ybarra and Nancy Castilleja

At this session, presenters will provide information that will enable participants to describe the differences between CELF Preschool-3 and PLS-5 and explain how clinicians can select the test that provides useful information about a child’s language skills. Using case studies, the presenter will describe differences in the type of data provided on each test and explain how differences in the format and content of the tests can contribute to score differences.
 

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Presenter(s): Lawrence G. Weiss, PhD

In this webinar, twelve years of research into differences in Wechsler FSIQ scores between Whites, African Americans, and Hispanics are summarized for WISC-V, WAIS-IV, and WISC-IV both before and after controlling for socioeconomic status. The data presented will show that SES accounts for more of the difference with children than adults, and Hispanics than African Americans
 

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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): Patricia Ybarra and Nancy Castilleja

The presenters will discuss interpreting Clinical Evaluation of Language Fundamentals, Preschool-3 results in the context of a comprehensive language assessment. Topics will include evaluating test scores as one part of the body of evidence for diagnostic decisions, interpreting score differences, and using assessment results to make recommendations for next steps for the child, family, and teacher.

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

Dr. Delis will explain the primary objectives and features of the D-REF Adult, including the development of an EF rating scale that takes about half the time of existing EF rating scales while still providing both validity scales and clinical scales that assess the major areas of executive function and dysfunction in adults.

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Presenter(s): Anise Flowers & Shannon Wang

One of the diagnostic areas that characterize Autism Spectrum Disorder is impaired communication. The Bayley Scales of Infant and Toddler Development, Fourth Edition can be used to evaluate the early communication skills of children age 16 days to 42 months. The presenters will describe the Bayley-4's flexible administration process which includes series items, related items, caregiver questions, and digital administration.

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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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Presenter(s): Martin Sellbom, PhD

This advanced forensic webinar is intended for practitioners who wish to know more about the benefits of using the MMPI-3 in forensic settings. Join Dr. Martin Sellbom of the University of Otago (New Zealand) as he discusses some general considerations for using the test in forensic psychology practice and offers illustrative case comparisons that demonstrate how using the MMPI-3 can enhance clinical effectiveness and efficiency.
 

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Presenter(s): Chris Huzinec

Traditional exclusionary disciplinary actions negatively impact all students. Unfortunately, these practices are most often used with students who can least afford to miss out on the instructional process, such as minorities, economically disadvantaged students, and students served in special education. This presentation uses the evaluation of a MTSS program to illustrate a systemic approach to reducing disciplinary actions, including identifying implicit bias, applying restorative justice, and integrating dispositional discipline data in a school’s data-driven decision-making process.  

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