What is known about SLD: Generally agreed-upon assumptions What methods are used to identify/diagnose SLD: Focus is on the PSW method What tests may be used from the WJ V in a comprehensive diagnostic evaluation of suspected SLD Quick overview of WJ V COG, ACH, and VTL tests and CHC classifications What...

Drs. W. Joel Schneider, Dawn P. Flanagan, Christopher R. Niileksela, and Joseph R. Engler on this Patterns of Strengths and Weaknesses (PSW) journey toward improving accuracy in assessment through examination of measurement errors.

In this webinar, Dr. Peng will present a series of studies examining the effectiveness of multi-component reading interventions designed to explore whether there exists an optimal combination of reading skills to be employed in these interventions, achieving both effectiveness and efficiency. The findings...

Selecting appropriate intervention strategies for children with reading difficulties is of great importance but can be a challenging endeavor. This session will provide an overview of how to use curriculum-based assessment practices to identify areas of concern within reading and ultimately identify...

This presentation first examines the difficulties most students with a learning disability experience and the factors that contribute to these challenges. It then provides recommendations for teaching writing to these students based on research, providing evidence-based practices for Tier 1 and beyond...

This presentation will describe executive functions and discuss their involvement in academic production. Thed istinction between learning disabilities resulting from process deficits and producing disabilities resulting from executive control deficits will be highlighted. Reading, writing, and math...

The purpose of this webinar is twofold: (1) to describe in detail the abilities and skills that should be included in a comprehensive evaluation for dyslexia (reading and spelling skills, specific linguistic risk factors, cognitive abilities, and qualitative information) and (2) to describe briefly how...

This webinar 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...

Dr. Flanagan covers avarious 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: Dehn Working memory has a strong influence on all aspects of academic learning and performance, and working memory deficits are likely to result in specific learning disabilities. Dehn’s working memory model is reviewed along with recommendations for a comprehensive assessment of...

Presented by: Kilpatrick Assuming adequate instruction, the vast majority of cases of poor word-level are due to the phonological-core deficit. This phenomenon results in difficulties with spelling, with sounding out words, and with remembering words for later retrieval. This presentation will cover...

Presented by: Mather Dr. Nancy Mather presents a session that is twofold: (1) to describe in detail the abilities and skills that should be included in a comprehensive evaluation for dyslexia (reading and spelling skills, specific linguistic risk factors, cognitive abilities, and qualitative information)...

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...

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,...

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...

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...

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...

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...

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...

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...

Presented by: LaForte The digital Woodcock-Johnson V represents a revolutionary shift in the way the WJ tests are administered and scored. In this session, participants will learn about the considerations for the new digital platform from a research and validity perspective, the adaptation of the WJ...

Presented by: Flangan Dr. Dawn Flanagan discusses a few studies on the “diagnostic accuracy” of the PSW method. A review of these studies led some to conclude that the diagnostic accuracy of PSW is no better than a coin flip. Others have reviewed the same studies and concluded that they are not studies...

Presented by: Graham This presentation with Dr. Steve Graham first examines the difficulties most students with a learning disability experience and the factors that contribute to these challenges. It then provides recommendations for teaching writing to these students based on research, providing evidence-based...

Presented by: Dawson Executive skills are task-oriented skills that underlie students’ ability to learn. Although seldom taught explicitly, many educators now see that students who are strong in these skills are more successful than those who aren’t. This webinar will introduce the Smart but Scattered...

Presented by: Decker The talk will provide an overview of SLD identification challenges and discuss the relevance of current neuropsychological research for changing theoretical views of SLD. Additionally, advances in clinical assessment procedures are reviewed in light advances in psychometrics for...

Presented by: Mather This webinar will provide an overview of the soon to be released WJ V Achievement Tests (WJ V ACH) and the WJ V Virtual Test Library (WJ V VTL). Emphasis will be placed on descriptions of the use and interpretation of new tests. The presenter will also describe how the WJ V ACH and...

Presented by: McGrew The WJ authors have never been constrained by “the inertia of tradition” (J. Horn)—which continues with the iPad normed digital WJ V. The CHC-based WJ V COG is a major revision that keeps 2/3 of the WJ IV COG tests. Decisions about tests to drop or revise, and new tests to add, were...

Presented by: Oganes Equitable assessment of English learners is critical to student success. Multilingual students may not score well on standardized tests when assessment and interpretation is not reliable, valid, and fair for all. Monolingual and bilingual practitioners must engage in high quality...

Presented by: Oganes Educators face the unique challenge of meeting the needs of multilingual learners (MLs) in the classroom while accurately identifying specific learning disabilities (SLDs). This workshop is designed to equip attendees with practical strategies and a deeper understanding of the pre-identification...

Presented by: McCloskey Dr. George McCloskey presents a webinar describing executive functions and discuss their involvement in academic production. The distinction between learning disabilities resulting from process deficits and producing disabilities resulting from executive control deficits will...

Presented by: Miller The focus of this presentation will be on how neuropsychological constructs can be integrated into CHC theory with an emphasis on the Integrated CHC/SNP Model.  

Presented by: Wright This session will focus on how to collect cultural and contextual information within the context of comprehensive psychoeducational assessments, as well as integrating that information into case conceptualization. Learning objectives will include: 1. Acknowledge the role of culture...

Presented by: Holden Recent demographic shifts have been observed in the U.S., including increases in racial/ethnic diversity as well as forms of cultural and neurodiversity. These patterns of demographic change are also projected to continue in the future. Likewise, debates in cognitive assessment research...

Presented by: Isquith Developmental disruptions in executive functions play a central role in attention disorders and are an associated feature of learning disabilities, the two most common reasons students are referred for evaluation. This presentation will review the substantial evidence for executive...

Presented by: Engler The identification of learning disabilities is complex and one of the most controversial topics in school psychology. It involves blending science and practice to make decisions that can impact a lifetime. In many ways, it parallels the experiences parents face when making decisions...

Presented by: Ortiz This presentation will provide instruction and training in the application of theoretical and psychometric assessment principles within a practical, systematic framework for conducting valid and defensible evaluations of Specific Learning Disability in multilingual learners. The approach...

Presented by: Stewart and Suzuki This session will address critical issues confronting clinicians around culture and assessment in the identification of students with specific learning disabilities (SLD). Coverage of critical historical and contemporary factors underlying oppression and marginalization...

Presented by: Zinkiewicz Dr. Craig Zinkiewicz dives right into the practical application of cross-battery assessment through several Specific Learning Disability (SLD) case studies; actual students, actual data, and actual decision making. Regardless of your theoretical framework, current district’s...

Presented by: Niileksela and Hajovsky Meta-analyses consolidate data across multiple studies to summarize and refine our understanding of psychological research. Previous cognitive-achievement relations studies have demonstrated how cognitive and academic skills are related to each other, providing a...

Presented by: Schneider Specific Learning Disability (SLD) identification requires a decision, but the variables underlying SLD are continuous, not categorical. Typically, we evaluate whether a student meets SLD criteria using score thresholds set by convention. How confident can one be that a decision...

Presented by: Wong A neuropsychological evaluation is instrumental in differentiating conditions rooted in brain function from those originating from psychological sources. This is particularly important for children who do not respond to intervention. Any underlying central nervous system dysfunction...

Presented by: McCallum Dr. R. Steve McCallum’s presentation clarifies the relationship between dyslexia and an SLD and more specifically compares/contrasts the diagnostic criteria required to justify identification of both based on three sources: IDEA, the DSM-5-TR, and the most commonly applied...

Presented by: Alfonso DuPaul The comorbidity rates of ADHD and SLDs range from 33-45% which means that behavior and learning challenges are many and require multiple and sustained interventions. Even if comorbidity does not exist, significant behavior and learning challenges are faced by individuals...

Presented by: Shanock School psychologists and SLPs often do evaluations in isolation of one another, despite the fact that many of the assessments are alike. Procedures on how to perform a collaborative SP/SLP assessment and how it can assist in data collection, collaborative interpretation, and intervention...

Presented by: Niilekela and Hajovsky This webinar will examine relationships between cognitive abilities and academic skills using the standardization data for the WJ-V. Presenters will discuss previous research on cognitive-achievement relations, how this research has provided insights into the understanding...

Presented by: Hajovski This webinar will discuss cognitive-achievement relations research and whether findings generalize across the general ability (IQ) distribution.  

Presented by: Conway and Kovacs In this webinar Drs. Conway and Kovacs provide an overview of two distinct theoretical perspectives on human intelligence; general ability theory and process overlap theory (Kovacs & Conway, 2016). We will then demonstrate how these different perspectives inform the...

Presented by: Chermie This presentation will present a case for a student with a Specific Learning Disability. Steps in the process of case conceptualization, selection of instruments, interpretation of results and conclusions (with a sample write-up) will be presented. The case study will follow the...

Presented by: Grigorenko Reading disorders are crucial aspects of human communication that have been extensively researched for over two centuries in the social and biological sciences. Despite extensive research, the origins of language and associated traits, including reading and disorders, remain...

Presented by: Ortiz This webinar will present current research on language, cognitive, and academic development and their application to evaluation within a comprehensive, research-based framework for generating valid data to support conclusions and decisions regarding the presence or absence of various...

Presented by: McCloskey This presentation will describe executive functions and discuss their involvement in academic production. Thed istinction between learning disabilities resulting from process deficits and producing disabilities resulting from executive control deficits will be highlighted. Reading,...

Presented by: Hajovsky and Nillekela This presentation will take a novel approach to examine cognitive-achievement relations and whether these relations differ across the IQ continuum. Presenters will discuss studies examining cognitive-achievement relations across the ability distribution and demonstrate...

Presented by: Schneider Dr. Joel Schneider presents this webinar to address the issue that because the WJ V is a large, co-normed battery of cognitive and academic tests, it offers interpretive possibilities that are not possible in most other batteries. We can evaluate how unusual a set of academic...

Presented by: W. Joel Schneider The question of general intelligence versus specific cognitive abilities is one of the oldest debates in psychology. In this session we present process overlap theory (POT), which explains correlations among different cognitive tests without proposing a general cognitive...