WS65: Conducting School Neuropsychological Evaluations That Enhance Academic and Behavioral Outcomes
Friday, February 24
- 8:30 a.m.–3:30 p.m.
- CPD Credit Hour(s): 6
- Skill Level: II
- Members: $109
Advances in developmental neuroscience and neuropsychology have revolutionized thinking about how children learn and behave in the classroom. Through lecture and case study exercises, this workshop will demonstrate how brain–behavior relationships are relevant for classroom instruction and school psychology service delivery. The objectives of the workshop are to
- Describe how neuropsychological research led to modern conceptualizations of brain–behavior relationships;
- Use the three-axis neuropsychological interpretation approach to interpret cognitive, neuropsychological, academic, and behavioral measures;
- Examine case study data to test hypotheses about child strengths and weaknesses relevant for classroom learning and behavior; and
- Recommend and evaluate ecologically valid interventions driven by comprehensive evaluation results.
Speaker(s): James B. Hale, PhD, ABPdN, University of Victoria, BC, Canada, Shauna Dixon, MS, EdM, St. John's University, Queens, NY
James B. Hale, PhD, ABPdN, University of Victoria, BC, Canada, James B. Hale, PhD, ABPdN, has more than 20 years' experience as a special education teacher, school psychologist, and neuropsychologist. As principal investigator for BrainGain, Dr. Hale conducts research that makes neuropsychological assessment relevant for intervention in schools. A frequent conference presenter, Dr. Hale has authored numerous scholarly publications, including the critically acclaimed School Neuropsychology: A Practitioner's Handbook (2004).
Shauna Dixon, MS, EdM, St. John's University, Queens, NY, Shauna Dixon, MS, EdM, has graduate degrees in educational neuroscience from Harvard University Graduate School of Education and school psychology from St. John's University, where she is pursuing her doctoral degree. An acclaimed author and presenter, Ms. Dixon's efforts are designed to show how advances in neuroscience can affect educational and school psychology policy and practice.