CE/CPD Module Description
Name of CE/CPD Module:
Neuropsychology of Emotional Disturbance
CE/CPD Description:
Ann Leonard-Zabel, Ed.D. discusses: 1) the challenges of emotional disturbance in children; 2) the neural architecture of temperament and emotional functioning; 3) the neurobiology of empathy; 4) the neurobiology of internalizing disorders, 5) the neurobiology of externalizing disorders; and 6) the merits of school-wide positive behavioral supports.
CE/CPD Goals and Objectives:
This CE/CPD Module is designed to help you:
• Identify three main subcortical brain regions responsible for regulating emotions.
• Describe the functions of schwann cells, mirror neurons, and spindle cells related to empathy.
• Identify the four brain regions implicated in bipolar, anxiety, OCD, PSTD, depression disorders.
• Describe the distinction between early and late starters.
• Identify what takes place in a 3 tier intervention model for positive behavioral supports.
Number of CE/CPD Credits: 5
Cost for Individuals: $150.00
Cost for Groups of 5+: $135.00
About the Presenter:
Dr. Ann Marie Leonard-Zabel, Ed.D. |
Ann Leonard-Zabel, Ed.D., ABSNP, NCSP received her Doctoral Degree in Child and Youth Studies-Special Services and Exceptional Education from Nova Southeastern University, and a Certificate of Advance Graduate Studies in School Psychology from the University of Massachusetts in Boston. She is a professor of psychology at Curry College in Massachusetts. In addition, she owns and operates a private clinic in Plymouth, Massachusetts specializing in School Psychology/School Neuropsychology providing assessments, consultation, and trainings to schools, families, clinics, law firms, and courts both locally, nationally, and internationally. |
Click on a title of the CE/CPD Module for more details.
2013 Introduction to School Neuropsychology Webinar Lecture Series
• Click here to learn more about this continuing education opportunity
Academic Deficits
• Integrating Cognitive Assessment in School Neuropsychological Evaluations: New Developments in CHC Theory, SLD Identification, and Cross-Battery Assessment
• Neuropsychology of Reading Disorders: From Assessment to Intervention
• Neuropsychology of Writing Disorders: From Assessment to Intervention
• Neuropsychology of Mathematics Disorders: From Assessment to Intervention
• Identification of Specific Learning Disabilities Using a Cognitive Hypothesis Model
Assessment Instruments
• NEPSY-II: From Administration to Clinical Interpretation
• Measuring PASS Neuropsychological Abilities with the Cognitive Assessment System (CAS)
• Evaluating Autism Spectrum Disorders with the Autism Spectrum Rating Scale: New Data and New Ideas
• Delis Kaplan Executive Function Systems (D-KEFS): Administration and Interpretation
Clinical Populations
• Neuropsychology of Deaf and Hard of Hearing- Part 1
• Neuropsychology of Deaf and Hard of Hearing- Part 2
• Neuropsychology of Juvenile Delinquency
• Neuropsychology of Chronic Illnesses
Cognitive Processes
• Working Memory: From Assessment to Interventions
• Long-Term Memory: From Assessment to Interventions
• Neuropsychology of Executive Functions: Part 1 - Theories
• Neuropsychology of Executive Functions: Part 2 - Assessment
• Neuropsychology of Executive Functions: Part 3 - Interventions
Emotional Disturbance
• Neuropsychology of Emotional Disturbance
• When the brain injures others: Understanding, evaluating, and treating children and adolescent violence from a school neuropsychological perspective
Functional Neuroanatomy
• Review of Functional Neuroanatomy
Legal and Ethical Issues
• Ethics and Legal Issues for School Neuropsychologists
Report Writing and Case Studies
• Making School Neuropsychological Reports Relevant to Curriculum and Instruction
Special Topics
• Importance of Considering Sleep in School Neuropsychological Assessment
• Multicultural Issues in School Psychology and School Neuropsychology