Presented by: Reynolds This presentation will describe validity evidence for Cattell-Horn-Carroll (CHC) theory as a taxonomy of cognitive abilities. Evidence of the relations between children’s CHC. cognitive abilities and their reading, writing, and math skills will be described.
Presented by: Flanagan Dr. Flanagan covers various aspects of the Dual Discrepancy Consistency Method and Cross-Battery Assessment from conceptualization and foundational information leading to some advanced features and linking assessment to intervention.
Presented by: Sisco-Taylor Dr. Dennis Sisco-Taylor presents a webinar on selecting appropriate intervention strategies for children with reading difficulties is of great importance but can be a challenging endeavor. This webinar will provide an overview of how to use curriculum-based assessment practices to identify areas of concern within reading and...
Presented by: Lovett Decisions about educational accommodations have become increasingly common, and increasingly contentious! How can data from diagnostic assessments be used to make better decisions? When faced with a battery of cognitive and achievement test scores, rating scales, historical records, and more, which data should be relied on for...
Presented by: Mather This session will illustrate the main features of the newly released Tests of Dyslexia (TOD; Mather, McCallum, Bell, & Wendling, 2024). Case studies of individuals of varying ages will be used to illustrate the main interpretive features of the TOD, including insights that can be gained from...
Presented by: Peng Cognitive and academic skills are crucial for child development. Traditionally, therelationship between these skills has been viewed as static, with cognitive skills being the investing variable for academic success. That is, students rely on cognition to process information, understand and remember concepts, and apply knowledge in various...
Presented by: McGrew Some in school psychology are calling for the de-implementation (DI) of the interpretation of broad CHC composite scores in favor of an almost singular focus on psychometric g (the full scale IQ score). New research, methods, and non-g emergent property intelligence theories (process overlap; dynamic mutualism) suggest...
Presented by: Feifer This workshop will examine reading disorders from a brain-based educational perspective, and discuss current literacy trends in the United States. The primary focus of the presentation will be to differentiate “dyslexia” from other reading disorders, as well as to classify developmental reading disorders into four distinct subtypes....
Presented by: Feifer This webinar by Dr. Steven Feifer will explore how young children learn and acquire basic mathematical skills from a brain-based educational perspective. The role of language, working memory, visual-spatial reasoning, and executive functioning will be featured as primary cognitive constructs involved in the acquisition of basic number...
Presented by: Peng Matthew effects in reading development suggest that reading skills mutually reinforce each other as they develop. Consequently, the prevailing wisdom in early reading instruction today embraces the principle of “the more, the better”. However, intervention time is often limited and children with learning difficulties often have a...
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CAI offers an array of professional development, consultation services, and in-service trainings (virtual and in-person) to help you build upwards.
Comprehensive Assessment for Intervention (CAI) is an approved sponsor through the American Psychological Association (APA) to offer continuing education for psychologists. CAI maintains responsibility for all programming and content. Continuing education units earned from this program are accepted by the California Board of Behavioral Sciences for LEPs and by the National Association of School Psychologists for NCSPs.
