CE/CPD Module Description
Name of CE/CPD Module:
Identification of Specific Learning Disabilities Using a Cognitive Hypothesis Model
CE/CPD Description:
Dr. Hale is the co-author of the concordance-discordance model for the identification of specific learning disabilities. He will review the federal US law, regulations, and court rulings that relate to SLD identification. He will review his Cognitive Hypothesis Testing (CHT) Model and how to use the concordance-discordant model.
CE/CPD Goals and Objectives:
This CE/CPD Module is designed to help you:
• Identify the US Federal laws, rules, and court decisions that guide the practice of SLD identification.
• Identify the major parts of the CHT Model
• Provide a few examples of what is meant by conducting a demand analysis on a common assessment measure.
• Explain how the concordance-discordant model for the identification of SLD works.
Number of CE/CPD Credits: 4
Cost for Individuals: $120.00
Cost for Groups of 5+: $108.00
About the Presenter:
Dr. James Bradford Hale, Ph.D. |
James B. Hale is an Associate Professor in the Clinical Psychology (Clinical Neuropsychology) Program. He has extensive teaching and clinical experience in universities, inpatient/outpatient settings, and public schools. He has pursued multiple lines of research, including studies that differentiate reading and math disability subtypes, challenge assumptions about the validity of global IQ interpretation, examine language and psychosocial functions associated with right hemisphere learning disabilities, and explore neuropsychological aspects of ADHD and medication response. Dr. Hale is an active researcher, practitioner, presenter, and author, including his co-authorship of the critically-acclaimed, bestselling book, School Neuropsychology: A Practitioner's Handbook. |
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