Evidence Based Assessment, Treatment
Planning and Outcome Evaluation
Thursday, April 25,
2013
St. John’s University: Oakdale Campus, the
Mansion, 8:45 a.m. – 3:30 p.m.
(
Registration starts at 8:00 a.m.)
Conference Overview:
With greater need for accountability in professional
practice, this conference has two timely interventions that focus
on evidence based assessment and intervention planning. This
conference aims to provide school psychologists, clinical
psychologists, and educators with information related to behaviors
linked to executive functioning deficits and the measurement of
executive functioning as well as a focus on the importance of
interventions that target social-emotional learning and means to
evaluate outcome.
Workshop Schedule
8:00-8:45
Registration
8:45-9:00 Welcome
9:00-11:45 The Science of
Executive Functioning: New Data, New Ideas and
the
Comprehensive Executive Functioning Inventory
Jack
Naglieri, Ph.D. George Mason University
12:00-12:45 Lunch (on your own)
12:45- 3:15 Monitoring the
Effectiveness of Empirically Based Interventions
for
Social-Emotional Difficulties
Achilles
N. Bardos,
Ph.D.
About the Workshops
Morning Workshop:
The Science of Executive Functioning: New Data, New Ideas and the
Comprehensive Executive Functioning Inventory
This presentation begins with a brief overview of historical and
current theories and definitions of executive functioning (EF).
Next data from a large national study of behaviors associated with
EF in the general population will be described; the standardization
and validity studies of the Comprehensive Executive Functioning
Inventory (CEFI; Naglieri & Goldstein, 2012). These data
provide a science based foundation for appreciating the components
of executive functioning. The presentation will provide an
examination of how the CEFI can be used to evaluate behaviors
associated with EF and relate these results to other measures of
ability and neuropsychological functioning. Emphasis will be placed
on the CEFI, the first nationally standardized norm referenced
instrument designed to identify executive functioning in youth two
through eighteen years of age. The presentation will include a
discussion of intervention options and future challenges.
Learning Assessment Outcomes
Participants will develop…
1) an understanding of the history and theory of executive
function.
2) knowledge of the most current theories of executive
function.
3) an understanding of the relationship of theories to current
assessment.
4) knowledge of the largest epidemiological sample addressing
the question of executive function and related abilities in
children.
5) an understanding of how to apply this data in clinical
assessment, treatment planning and intervention.
Afternoon Workshop:
Monitoring the effectiveness of empirically based interventions for
social-emotional
difficulties
The purpose of this presentation is to provide information for
practitioners interested in measuring students’ response to a range
of behavioral, psychosocial and therapeutic interventions. The
presentation will introduce the movement of Response to
Intervention, the need for instruction in social emotional earning
across all school age groups and: (a) highlight the shortcomings of
traditional diagnostic measures of social/emotional and behavioral
functioning for progress monitoring; (b) review an empirically
based model for creating “change sensitive” measures; (c) discuss
the development and use of the Behavior Intervention Monitoring and
Assessment System (BIMAS) and (d) present data from behavioral
interventions and therapeutic services provided to school aged
children.
Learning Assessment Outcomes
Participants will develop….
1) an understanding of the need of services as it pertains to
children with emotional and behavioral difficulties across a 3 tier
RtI model in a public school settings or in a community mental
health setting.
2) an appreciation of the need for universal screening as it
is relates to the social-emotional learning movement.
3) an understanding of the practice of screening versus
diagnosis with behavior rating scales and the concept of treatment
effectiveness using change sensitive rating scales.
4) basic navigation principles and operations (i.e building an
evaluation protocol and creating reports) of the Behavior
Intervention Monitoring Assessment System, (BIMAS).
5) an awareness of the psychometric properties and the
validity research that supports the BIMAS functions as a universal
screening and progress monitoring tool.