Q-interactive, Pearson's 1:1 iPad Based Assessment System

Audience:
This session is designed for DAL subscribers who are interested in using the Co-Writing Assistant platform. It is ideal for School Psychologists, Clinical Psychologists, Speech and Language Pathologists, and Occupational Therapists.

Course description:
Wednesday, October 7, 2026
12:00 pm – 3:15 pm ET

In this interactive, hands-on workshop exclusively for DAL subscribers, participants will learn to leverage Pearson's Co-Writing Assistant to transform their report-writing process. The session provides step-by-step guidance on using the Co-Writing Assistant within Q-global to convert assessment data into a clear, editable first draft. A core focus is on maintaining full professional oversight while enhancing efficiency and connecting Pearson’s Responsible AI Principles to the ethical guardrails set by governing organizations. Through guided walkthroughs and live practice, participants will learn to streamline report writing, generate data tables, create custom prompts, and develop data-based recommendations. This training equips practitioners to use this innovative tool ethically, confidently, and effectively within the secure Q-global environment.

A training consultant will contact you one week before the session date with the Zoom link for registration.
Each participant in attendance must have a purchased seat. To be eligible for available CE credits, participants are required to register individually, log in on their own device, and attend the entire session.

View the course overview, learning outcomes, agenda, presenter information, and disclosure.

Learning objectives:  
By the end of this training, participants will be able to:

• Define artificial intelligence (AI), machine learning (ML), and large language models (LLMs) within the scope of the Co-Writing Assistant.
• Explore ethical and professional guardrails based on guidance from governing organizations.
• Identify features of the Co-Writing Assistant platform including custom prompts, templates, and clinical vs. school narratives.
• Practice generating a draft report from assessment data using effective prompts while maintaining the clinician’s professional voice and judgment.