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CE/CPD Module Description

Name of CE/CPD Module:
Integrating Cognitive Assessment in School Neuropsychological Evaluations: New Developments in CHC Theory, SLD Identification, and Cross-Battery Assessment

CE/CPD Description:
Dawn P. Flanagan, Ph.D. provides a comprehensive and thoughtful presentation that details the value of integrating process assessment data into the identification of specific learning disabilities.

CE/CPD Goals and Objectives:
This CE/CPD Module is designed to help you:
• Describe what cognitive variables have been shown to be good predictors of reading.
• Describe how a Cognitive-Hypothesis-Testing Model can be used in practice.
• Explain how one of the third methods can be used in SLD identification.
• Provide a list of evidence-based interventions for reading based on processing information.

Number of CE/CPD Credits: 4

Cost for Individuals: $120.00

Cost for Groups of 5+: $108.00

About the Presenter:


Dr. Dawn Flanagan, Ph.D
Dr. Dawn P. Flanagan is professor of Psychology at St. John's University in Queens, NY. She is also an Assistant Clinical Professor at Yale Child Study Center, Yale University School of Medicine. In addition to her teaching responsibilities in the areas of cognitive assessment, specific learning disabilities, and professional issues in school psychology, she serves as an expert witness, SLD consultant, and test/measurement consultant and trainer for organizations both nationally and internationally. She is a widely published author of books, book chapters, and articles. Her most recent books include Essentials of Planning, Selecting and Tailoring Interventions for Unique Learners, Essentials of Cross-Battery Assessment (3rd edition), Essentials of Specific Learning Disability Identification; and Contemporary Intellectual Assessment: Theories, Tests, and Issues (3rd edition). Dr. Flanagan is a Fellow of the American Psychological Association and a Diplomate of the American Board of Psychological Specialties. She recently received the national Outstanding Contributions to Training award from Trainers in School Psychology in recognition of her widespread and influential training that she continues to do for school psychologists throughout the country. Dr. Flanagan is best known for the development of the Cross-Battery Assessment (XBA) approach and the development of an operational definition of specific learning disability, which is now known as the Dual Discrepancy/Consistency “PSW” approach to SLD identification (or DD/C model).


Click on a title of the CE/CPD Module for more details.

Individual Webinars for Purchase

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


Assessment Instruments
NEPSY-II: From Administration to Clinical Interpretation
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
Cognitive Assessment System: Second Edition - From Assessment to Intervention
Test of Everyday Attention for Children - Second Edition (TEA-Ch2) J Version for children ages 5-0 to 7-11
Test of Everyday Attention for Children - Second Edition (TEA-Ch2) A Version for children ages 8-0 to 15-11
Clinical Populations
Neuro-profiling of the Hijacked Brain: Adolescent Addiction
Neuropsychology of Juvenile Delinquency
Neuropsychology of Chronic Illnesses
Neuropsychology of Pediatric Brain Tumors
Neuropsychology of Traumatic Brain Injury: From Assessment to Intervention
Requisite Assessment Skills and Considerations for Evaluating Children Who are Deaf and Hard of Hearing
Cognitive Processes
A Five Dimensional Model of Executive Function: Cognition, Behavior, Social-Emotional, Academics, & Impairment
Neuropsychology of Working Memory: From Assessment to Interventions (Updated)
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
"All's Well That End's We" Addressing Psychological Ethical and Legal Issues
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