Academic Deficits |
| Neuropsychology of Reading Disorders: From Assessment to Intervention (Updated) |
| Neuropsychology of Written Language Disorders (Updated) |
| Neuropsychology of Mathematics Disorders: From Assessment to Intervention (Updated) |
| A Neuropsychological Approach for Identifying and Remediating Reading Disabilities |
Assessment Instruments |
| NEPSY-II: From Administration to Clinical Interpretation |
| Assessing Executive Skills in Children and Adolescents |
| 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 |
| Administration and Interpretation of the WISC-V Integrated |
| Advanced Clinical Interpretation of the WISC-V |
| Test of Everyday Attention - Second Edition J Version (children ages 5-0 to 7-11) (CE) |
| Test of Everyday Attention - Second Edition A Version (children ages 8-0 to 15-11) (CE) |
Clinical Populations |
| Neuropsychology of Traumatic Brain Injury: From Assessment to Intervention (Updated) |
| SLD Identification Following the Dual Discrepancy/Consistency (DD/C) Method Using X-BASS: Emphasis on the Assessment-Intervention Connection |
| Solving the Riddle of Autism Spectrum Disorders: Understanding to Assessment |
| Neuropsychology of Pediatric Brain Tumors (Updated) |
| Twice-Exceptional (2e) Students: Assessment, Diagnosis, and Treatment |
| Neuro-profiling of the Hijacked Brain: Adolescent Addiction |
| Requisite Assessment Skills and Considerations for Evaluating Children Who Are Deaf and Hard of Hearing |
| Neuropsychology of Juvenile Delinquency |
Cognitive Processes |
| Neuropsychology of Executive Functions: Part 3 - Interventions (Updated) |
| The Neuropsychology and Assessment of Long-Term Memory (Updated) |
| Neuropsychology of Executive Functions: Part 1 - Theories (Updated) |
| A Five Dimensional Model of Executive Function: Cognition, Behavior, Social-Emotional, Academics, & Impairment |
| Neuropsychology of Executive Functions: Part 2 - Assessment (Updated) |
| Ten Steps for Embedding Executive Skills into Daily Classroom Routines and Instruction |
| Neuropsychology of Processing Speed: Theory, Assessment, & Intervention |
| Using the Psychological Processing Analyzer to Identify PSW and SLD (PSW Models Conference Lecture) |
| Neuropsychology of Working Memory: From Assessment to Interventions (Updated) |
Emotional Disturbance |
| When the brain injures others: Understanding, evaluating, and treating children and adolescent violence from a school neuropsychological perspective |
| Neuropsychology of Trauma: The Neuropsychology of Stress and Trauma: How to Develop a Trauma Informed School (Updated) |
| Neuropsychology of Emotional Disturbance (Updated) |
Functional Neuroanatomy |
| Neuroanatomy Part 1 - Structure and Function |
| Neuroanatomy Part 2 - Zero to Eleven |
| Neuroanatomy Part 3 - Age Twelve and Up |
Legal and Ethical Issues |
| All's Well that Ends Well--Addressing Psychological Ethical and Legal Issues |
| Ethics and Professional Issues for Texas LSSPs |
Report Writing and Case Studies |
| Motivational Interviewing in schools: Engaging students in conversations about change |
| Multicultural Issues in School Psychology and School Neuropsychology |
Special Topics |
| Effort Testing in the Schools |
| Evidence-based Evaluation of SLD with English Learners: Integration and application of PSW and C-LIM |
| Bilingual evaluations for Non-Bilingual School Psychologists and School Neuropsychologists |
| Planning, Selecting, Tailoring and Implementing Recommendations for Students with Specific Learning Disabilities |
| How to Keep Executive Function Functioning to Maximize Learning During a Pandemic: Strategies for Supporting Teachers, Parents and Students |
LDA S2P 2021 Conference |
| LDA S2P Conference (30): An Integrated Model for Comprehensive SLD Evaluation in Schools |
| LDA S2P Conference (29): Embedding Supports for Cognitive Skills Into Evidence-based Literacy Instruction |
| LDA S2P Conference (28): Learning Disabilities Are Plural (Symposium) |
| LDA S2P Conference (27): Phenomenology, Prevalence, Neurobiology, and Treatment of Nonverbal Learning Disability (NVLD) |
| LDA S2P Conference (26): How the Simple View of Reading contributes to identifying and treating language and literacy disorders |
| LDA S2P Conference (25): Students with SLD Need Tailored Interventions That Address Their Academic AND Cognitive Areas of Weakness |
| LDA S2P Conference (24): Comorbidity of ADHD and Specific Learning Disabilities |
| LDA S2P Conference (23): Learning Disability Identification with English Learners |
| LDA S2P Conference (22): What Does Neuropsychology Offer to SLD Assessment? |
| LDA S2P Conference (21): Using WIAT-4 Data to Understand Reading Challenges and Foster Literacy Development |
| LDA S2P Conference (20): New Ways to Identify Twice Exceptional Learners on the WISC-V |
| LDA S2P Conference (19): Critical Assumptions of SLD Identification Models in IDEIA 2004 |
| LDA S2P Conference (18): Screen-Intervene for Prevention, Problem-Solving Consultation Linked to Assessment-Intervention, and Differential Diagnosis-Differentiated Instruction |
| LDA S2P Conference (16): Understanding How Psychological Processes Influence Classroom Instruction and Student Outcomes |
| LDA S2P Conference (17): A Neuropsychological Approach for Identifying and Remediating Reading Disabilities |
| LDA S2P Conference (15): The Neuropsychology of Written Language Disorders:
Developing Evidenced Based Interventions |
| LDA S2P Conference (14): Leveraging Current Trends in PSW Development to Advocate for Meaningful Change in SLD Identification |
| LDA S2P Conference (13): Executive Functions: Shared and Unique Contributions to Learning Disabilities and Attention Disorders |
| LDA S2P Conference (12): Tele-Assessment of Learning Difficulties with Performance-Based Cognitive, Achievement, and Neuropsychological Tests |
| LDA S2P Conference (11): Assessment of Dyslexia: Constructs and Challenges |
| LDA S2P Conference (10): Improving Learning Disability Identification with Fewer Myths and More Science |
| LDA S2P Conference (9): Analyzing the KTEA-3 Through the Simple Views of Reading and Writing |
| LDA S2P Conference (8): Enhancing Mathematics Vocabulary Instruction for Students with Learning Disabilities or Difficulties |
| LDA S2P Conference (7): The PSW Method for Identification and Diagnosis of Learning Disabilities |
| LDA S2P Conference (6): Do cognitive-achievement relations vary by general ability level? |
| LDA S2P Conference (5): Early Identification of Dyslexia |
| LDA S2P Conference (4): The Neurodevelopmental Approach to Learning Disability Assessment and Intervention |
| LDA S2P Conference (3): Children’s Cognitive Abilities and their Reading, Writing, and Math |
| LDA S2P Conference (2): Intellectual Development and Specific Learning Disability: The Role of Norm-Referenced Tests |
| LDA S2P Conference (1): Learning vs. Producing Disabilities: Implications for Instruction and Intervention |
