Past webinars

Presenter(s): Ann E. Boehm, PhD

This webinar will provide an evidence-based framework for assessing and teaching relational concepts essential for learning and emotional regulation. Dr. Boehm will discuss how this is done with students with diverse needs, such as those with disrupted learning, autism spectrum disorder, visual or hearing loss, and cognitive challenges. Checklists and key references will be provided.  

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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 that 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.  

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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): Larry Weiss, PhD, Antolin M. Llorente, PhD, ABPdN , Cecil R. Reynolds, PhD, ABN, ABPdN, Katherine L. Possin, PhD, Desiree Byrd, PhD, Anne-Marie Kimbell, Lisa Drozdick

Join us for an expert-panel discussion on the use of demographically adjusted norms in standardized assessment. This panel will discuss the use of demographically adjusted norms and types of instruments that provide them. They will address the appropriate use of demographically adjusted norms in practice and relation to equity in psychological assessment.

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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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