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PRELIMINARY SCHEDULE - SUBJECT TO CHANGE

November 2-4, 2018
Chicago Marriott Northwest
Hoffman Estates, Illinois 

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Friday, November 2 • 10:30am - 12:00pm
How to Utilize Psychological Reports to Drive and Fine Tune Progress in Educational Therapy

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Teachers and Educational Therapists can sometimes feel unsatisfied after reading psychologists’ diagnostic evaluation reports. Reports’ recommendations can feel prefabricated and do not appear to further the particular instructional needs for the student. Other times, recommendations can be so general that they leave teachers and clinicians doing what they would intuitively do without the benefit of the report. These situations leave Educational Therapists and teachers wondering how to best use findings to help students improve their learning. Effective use of assessment data to plan and adjust instruction is a fundamental competency for good teaching and educational therapy.

The purpose of this workshop is to provide a practical tool for teachers and Educational Therapists to use assessment data to make instructional decisions. The workshop aims to go beyond mere listing of interventions to applying cognitive evaluation data to individualized goal setting and specific strategies. The workshop includes a discussion of abilities usually measured by common cognitive psychological tests, including phonological processing, working memory, visual spatial perception, and specific prefrontal cortical executive subskills. We will discuss how strengths and weaknesses within each area drive strategies in oral language, reading, written language, and mathematics.

Participants will be able to: demonstrate how to link assessment results to educational strategies and interventions based on a student’s unique pattern of strengths and weaknesses.

 1. Identify specific cognitive processes that interfere with the acquisition and development of academic skills; 2. Link cognitive assessment findings to evidence-based educational strategies and interventions;
3. Gather relevant information about the student, teacher, instructional materials, and educational and home environments to better inform intervention planning; 4. Select accommodations, and instructional modifications that can minimize the effects of cognitive processing deficits on a student’s ability to access the curriculum.

Speakers
avatar for Jordi Kleiner, PhD, BCET

Jordi Kleiner, PhD, BCET

Jordi is the director of the North Shore Learning Clinic in the north suburbs of Chicago. He received his undergraduate degree from Swarthmore College in Psychology and Education and his MA and PhD from Northwestern University’s Communication Sciences and Disorders Program in Language... Read More →


Friday November 2, 2018 10:30am - 12:00pm
Prairie Stone Ballroom VI

Attendees (2)