The 5th Annual Assessment Conference: "Assessment of & Interventions for Writing Difficulties: Integrating CHC & Neuropsychological Perspectives"   May 10, 2013 7:15am - 4:00pm Save the Date (PDF)	Contact: Cait Hynes sceccevents@fordham.edu 212-636-7761
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Conference Agenda 7:15 - 8:15 Registration & Continental Breakfast 8:15 - 9:30 Morning Session #1: Virginia W. Berninger, Ph.D. 9:30 - 10:00 Exhibit Time 10:00 - 12:00 Morning Session #2: Scott L. Decker, Ph.D. 12:00 - 1:00 Lunch (on your own) & Exhibit Time 1:00 - 3:00 Afternoon Session: Dawn P. Flanagan, Ph.D.   Conference Resources 5th Annual Assessment Conference Resources Conference Agenda (PDF) Speaker Bios (PDF) 4th Annual Assessment Conference Resources Save the Date (PDF) Conference Agenda (PDF) Speaker Bios (PDF)   Conference Information WHY: To attend a full day professional development conference. WHERE: Graduate School of Education at Fordham University Pope Auditorium 113 W. 60th Street, New York, NY Lincoln Center Campus WHO: Keynote: Virginia W. Berninger, Ph.D. Speakers: Scott L. Decker, Ph.D. Dawn P. Flanagan, Ph.D. WHAT: Session Titles: Assessment-Instruction Links within Interdisciplinary Frameworks (Berninger) Writing Assessment & Intervention: A Neuro-Cognitive Perspective (Decker) Cross-Battery Assessment of and Interventions for Written Language Disorder Subtypes (Flanagan)

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Learning Objectives

Assessment-Instruction Links within Interdisciplinary Frameworks (Berninger)
Participants attending this talk will be expected to:

1. To situate links between writing assessment and instruction within the practice of school psychology: screening for early identification and intervention, problem solving consultation, instructionally relevant differential diagnosis, and response to instruction during instruction
2. To differentiate writing problems that co-occur with developmental disabilities and writing problems that are specific learning disabilities
3. To differentiate different kinds of evidence-based specific writing disabilities
4. To link assessment to instruction within developmentally appropriate conceptual frameworks that are individually tailored as needed for ALL students (Free and Appropriate Education for all)
5. To make the case for Every Child a Reader, Writer, and Math User and Highlight the Interrelatedness rather than Separateness of These Skills

Writing Assessment & Intervention: A Neuro-Cognitive Perspective (Decker)
Participants attending this talk will be expected to:

1. Understand neuropsychological models of general cognitive processes
2. Develop a specific understanding of cognitive processes related to writing
3. Understand behaviors characteristic of dysgraphia
4. Identify assessment measures for critical skills involved in writing
5. Link assessment results to intervention strategies for improving writing outcomes in children

Cross-Battery Assessment of and Interventions for Written Language Disorder Subtypes (Flanagan)
Participants will:

1. Gain an understanding of recent revisions to CHC theory and CHC classification of written language tests
2. Learn about what's new in the XBA approach, including the 3 revised XBA software programs
3. Review alternative research-based methods of SLD identification
4. Understand how to integrate data that will allow for differential diagnosis of written language subtypes.
5. Gain knowledge of specific interventions for written language difficulties.

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