NESCA - Neuropsychology & Education Services for Children & Adolescents

Previous NESCA Staff Training Seminars

May 25, 2010	Voice Colors: Billy's Story - A Visual History of the Teaching of Communications Skills to a Child with Autism Eve Megargel is the parent of Billy, a 17-year-old son on the autism spectrum. She has extensive experience related to the educational and communication aspects of autism. In 2005, Eve created an educational program for her son Billy to expand his repertoire of communication initiatives and exchanges. This rewarding and unique home school project was subsequently produced as the 60-minute film ìVoice Colors: Billy's Story. This film is unique in that it presents footage from ages 3 to 16, showing Billy learning and wrestling with all that is entailed in understanding the elements involved in a social interaction. In addition to the historic perspective presented, this film offers the viewer an opportunity to see firsthand how the different communication objectives were identified and then translated into meaningful, educational experiences. Eve Megargel, M.T.S., Creator and Developer, Weston, MA http://voicecolors.org/reviews.html
May 18, 2010	The WRAML-2: Wide-Range Assessment of Memory and Learning The new WRAML-2 test is a memory and learning assessment battery that allows for broader, more in-depth analysis. This carefully standardized psychometric instrument is a more versatile measure that evaluates both immediate and delayed memory ability, as well as the acquisition of new learning. Optional working memory measures have been added, and allow in-depth qualitative analysis. Dr. Singer, an expert in its administration, will introduce its many new features and train NESCA clinical staff in their use. Bonnie Singer, Ph.D., CCC, President/CEO, Architects for Learning, Wellesley, MA Co-Author (with Dr. Anthony Bashir), EmPOWER http://www.architectsforlearning.com
May 7, 2010	The Neuroscience of Neurofeedback: Current Research, Efficacy and Clinical Psychologist Laurence Hirshberg, Ph.D. is one of this countryís foremost authorities on, and practitioners of neurofeedback, an EEG-based form of biofeedback. On the Department of Psychiatry faculty at Brown University Medical School, he has been certified by the Biofeedback Certification Institute of America, is a Fellow of the International Society for Neurofeedback and Research and has served on the Executive Board of the EEG Division of the Association of Applied Psychophysiology and Biofeedback. He will speak on the current science, efficacy and exciting new therapeutic applications of neurofeedback in treating a wide variety of conditions including ADHD, anxiety and autism spectrum disorders. Laurence Hirshberg, Ph.D., Director, The NeuroDevelopment Centers, Providence, R.I. and Cambridge, MA http://neurodevelopmentcenter.com/
April 27, 2010	Case Studies: The Developmental Progression of Visual/Spatial Thinking in Young Children Andra Munger, Ph.D., Certified Waldorf Teacher and director of The Interactive Learning Center in Lexington, MA will be speaking about developmental approaches to improving cognitive foundations for learning. The ILCís approach to helping children to improve these skills is based largely on the Thinking Goes To School framework developed by Harry Wachs, O.D. and Hans Furth, Ph.D. Her presentation will describe the developmental progression of visual/spatial thinking and include video clips of activities and case studies of children for whom improved visual/spatial problem solving abilities generalized to their academic and social learning. Andra Munger, Ph.D., Director, The Interactive Learning Center, Lexington, MA http://www.theinteractivelearningcenter.com
April 6, 2010	Toxic Environmental Threats to Child Development: The BIDIP Conference Boston Institute for the Development of Infants and Parents (BIDIP) is a non-profit multidisciplinary, professional organization, of which Dr. Kohlenberg is past co-president, established in 1973 to study the dynamic interaction of the psychological, biological, social, and cognitive systems of the infant and those within the infant-parent relationship. In November, 2009, BIDIP sponsored an important conference on the threats posed by various environmental toxicants, including endocrine-disruptors and anti-androgenic compounds including plasticizers like phthalates and Bisphenol-A. Dr. Kohlenberg will report on the findings and discuss mitigation of risk. Teresa (Tesi) Kohlenberg, M.D., Pediatric Psychiatrist Practicing Privately and at NESCA, Newton, MA http://www.carrollschool.org
March 30, 2010	Educational Advocacy for Young Children with Autism Spectrum Disorders Boston-based Laurel Collins is both an autism mom and FCSN-trained and certified educational advocate on behalf of young children on the autism spectrum and their families. She will describe her work in helping them obtain from their school systems the range of services they need, through participation in TEAM meetings and the I.E.P. planning process. She will also discuss the increasingly contentious regulatory, budgetary and political context within which decisions about special education programming are currently being made, thus the need for effective advocacy. Laurel Collins, Educational Advocate, Woburn, MA See Facebook Group Page
March 9, 2010	Admissions Criteria for The Carroll Schoolís New 9th Grade The Carroll School is a leading independent day school for elementary and middle school students who have been diagnosed with specific learning disabilities in reading and writing, such as dyslexia. Ms. Nesbitt will discuss the role of neuropsychological testing and evaluation in their admissions process. She will also describe the schoolís expanded 9th grade program, which in addition to providing another year of support to Carroll students who need it, will also admit new students in need of additional academic structure and scaffolding. Lesley Nesbitt, Director of Admissions, The Carroll School, Lincoln, MA http://www.carrollschool.org
February 23, 2010	Occupational and Sensory-Integration for Children with Autism Spectrum Disorders In Japanese, ëkiokoí means ëa happy child.í At the Kioko Center in Andover, MA, occupation therapy and other services are offered in a playful atmosphere. Their assessments, customized treatment programs and consultation services are individually designed to enhance the lives of each child. Center Director Tara McCormick will speak about the theory and practice of sensory-integration therapy, particularly as they relate to children on the autism spectrum, with whom Kioko works extensively. Tara McCormick, OTR/L, OTD, Occupational Therapist and Director, The Kioko Center, Andover, MA http://www.kiokocenter.com/index.html
February 2, 2010	The Neuroscience of Human Connection: Therapy at The Center for Couples and Family The Center for Couples and Family specializes in delivering clinical services, professional training and research to couples and families in the New England area. Through the lens of the most recent research on attachment and the neuroscience of human connection, the group provides couples and family therapy for families presenting with a variety of concerns including communication issues, parenting, life-cycle and developmental challenges, dual diagnosis, trauma, managing the stress of a life-threatening or chronic illness, divorce and blended families. Their staff includes senior clinicians from various disciplines with advanced training in both family and couples models of treatment, including the scientifically-validated, short-term model of Emotionally Focused Couple and Family Therapy. Danielle Green, LICSW, Director, Couples and Family Therapy Program, Cambridge Health Alliance, Cambridge, MA, Teaching Associate in Psychiatry, Harvard Medical School, Boston, MA Suzanne McCarthy, Psy.D., Psychologist, Boston Behavioral Medicine, Brookline, MA, Clinical Instructor in Psychology, Department of Psychiatry, Harvard Medical School, Boston, MA, Reiki Master/Teacher http://suzannemccarthy.com/
January 19, 2010	The DIR Model: Providing Services to Children with Developmental Disorders In her Cambridge practice, Tal Baz provides occupational and speech therapy to children with developmental challenges using the DIR (developmental, individualized, relationship-based) model, which she also teaches to professionals at The Astra Foundation. This approach is family-centered, time-intensive and interdisciplinary, and is effective in supporting children with regulation, sensory, relational and behavioral issues, as well as autism spectrum disorders. She will discuss her work and her methods. Tal Baz, M.S., OTR/L, Occupational Therapist in Private Practice, Cambridge, MA Instructor, The Astra Foundation, Acton, MA
December 15, 2009	Surviving Autism: All Happy Families Are Not Alike Prolific blogger extraordinaire, writing teacher, author of "Making Peace with Autism: One Familyís Story of Struggle, Discovery and Unexpected Gifts" and the soon-to-be-published (Spring, 2010) "The Autism Momís Survival Guide", Susan Senator has learned through personal experience that "all happy families are not alikeÖ" In a very special presentation, Ms. Senator will speak on the need to focus on oneís family and how to maintain balance in the face of the many very difficult challenges presented by autism. Susan Senator, Autism Mom and Author, Newton, MA Buy "Making Peace with Autism" from Amazon here: http://www.amazon.com/exec/obidos/tg/detail/-/1590302443 Read Susan Senatorís extraordinary blog here: http://susansenator.com/blog/index.html
December 1, 2009	Transitional Support for Adolescents with Aspergerís Syndrome Author of a groundbreaking paper entitled, "Supported Transition: A Bridge to Adulthood for Students with Asperger's Syndrome", Social Worker Sandy Storer advances a new view of this often difficult transition as an ongoing process rather than a singular event, and suggests that it be guided by a person-centered, "Individualized Bridge Plan (IDB)" developed and facilitated by a transition coordinator managing all required services. She will discuss the services typically required by, and that she provides to, adolescents with Asperger's Syndrome coping with the challenges of adulthood, as they move into post-secondary education and eventually, the workplace. Sandra Storer, MSW, Transitional Coordinator and Case Manager, NESCA, p.c., Newton, MA
November 17, 2009	Challenging Assumptions: A Meaning-Making Model of Support for Parents of Learning-Disabled Children Katherine Scott, Ed.D. trained in psycho-educational evaluation at Harvard University, the Neurodevelopmental Center of North Shore Childrenís Hospital and in the School Function Clinic of Childrenís Hospital Boston. A diagnostician, teacher and parent counselor of many yearsí experience, Dr. Scott will discuss the role of psycho-educational testing in planning appropriate educational programs for children with learning disabilities. Katherine Scott, Ed.D., Educational Consultant in Private Practice, Cambridge, MA
June 12, 2009	Supporting Students with Executive Function Deficits Ms. Newhall recently published the practical teaching manual and curriculum guide, "Study Skills: Research-Based Teaching Strategies", for educators of students with learning disabilities and others who work with them. She will share with our staff more than 35 years of accumulated classroom wisdom guided by research and refined through successful daily practice at The Landmark School, an internationally-recognized leader in its field. Trish Newhall, M.A., M.S., Associate Director of Outreach The Landmark School, Prides Crossing, MA www.landmarkschool.org
May 19, 2009	Parenting Quirky Kids – Lessons from A Surrogate Frontal Lobe The mother of three children, two of whom have very significant special needs, Alison Farquhar has built a practice coaching parents in difficult circumstances who might otherwise feel isolated and inadequate. She has specialized in teaching them to support children with weak executive functioning. Ms. Farquhar has been trained in Collaborative Problem Solving, CHADD’s Parent-to-Parent program and is a certified trainer in the Active Parenting workshop series. She will discuss her work from both personal and professional perspectives. Alison Farquhar, Executive and Parent Coach in Private Practice
May 14-15, 2009	ADOS – The Autism Diagnostic Observation Schedule Two full days of professional training in the administration of the ADOS, or Autism Diagnostic Observation Schedule. The ADOS, widely used in research, academic and clinical settings, is the "gold standard" of tools for assessing autism and pervasive developmental disorder (PDD), across all age, developmental and linguistic levels. Specialized in the assessment of children with developmental difficulties and autism spectrum disorders, Dr. Hundley is a certified trainer for the Autism Diagnostic Observation Schedule, and teaches this measure both nationally and internationally. Rachel Hundley, Ph.D., Harvard Medical School, Co-Director, The Autism Care Program, Division of Developmental Medicine Children’s Hospital, Boston, MA
May 10, 2009	The Landmark School Approach to Teaching Math The Landmark School is internationally recognized for enabling students with language-based learning disabilities to realize their educational and social potential. Math Department Head Chris Woodin, author of "The Landmark Method of Teaching Arithmetic", will discuss his innovative approaches to teaching math. Chris Woodin, Math Department Head The Landmark School, Prides Crossing, MA www.landmarkschool.org Buy Chris Woodin’s book here: www.amazon.com/Landmark-Method-Teaching-Arithmetic/dp/0962411922
April 28, 2009	Psychotherapeutic Interventions for Children with Special Needs Dr. Benkov, author of "Reinventing the Family – Lesbian and Gay Parents", will discuss her practice, which involves not only neuropsychological testing, but also psychotherapy to address the emotional and behavioral issues often present in children with special needs. Laura Benkov, Ph.D., Pediatric Neuropsychologist in Private Practice Acton, MA Buy Dr. Benkov’s book here: www.booklounge.ca/catalog/display.pprl?isbn+9780517884867
April 7, 2009	Admissions Criteria and Transitional Planning at The Carroll School The Carroll School is a leading independent day school for elementary and middle school students who have been diagnosed with specific learning disabilities in reading and writing, such as dyslexia. Ms. Nesbitt will discuss the role of neuropsychological testing in their admissions process. Ms. Recht will describe how the school assists graduates in making successful transitions to high school. Lesley Nesbitt, Director of Admissions Lindy Recht, Transition Coordinator The Carroll School, Lincoln, MA http://www.carrollschool.org
March 31, 2009	Occupational Therapy in a Bag A licensed occupational therapist with extensive experience in both public and private schools who also consults to the Child Development Lab at Framingham State College, Ms. Krell works primarily with children who have handwriting and developmental motor difficulties. Combining fun with therapeutic exercises, her interventions develop penmanship, fine motor skills, balance, coordination, sensory processing and task focus, all of which improve the ability to produce written text. Shana Krell, OTR/L, Occupational Therapist Architects for Learning, Wellesley, MA www.architectsforlearning.com/index.html
March 24, 2009	International and Cross-Cultural Adoption: An Overview for Families Herself the adoptive parent of a child from Guatemala, Dr. Kohlenberg is an authority on the medical and emotional challenges faced by both children and their new families in adjusting to their changed life circumstances, which may be very significant. But, as she stresses, "most adoptions turn out fine…" Teresa Kohlenberg, M.D., Pediatric Psychiatrist in Private Practice Watertown, MA
March 10, 2009	The Wolf School Approach Rosy Granoff will discuss the educational philosophy and approach of the Wolf School, founded on the belief that "every child is a learner," and where therapeutic support is integrated within the entire curriculum throughout the day in every classroom. As the parent of a Wolf student noted, “Rather than my child always struggling to fit into a school, this school struggles to fit my child." Rosaline Granoff, Director of Admissions The Wolf School, Rumford, R.I. http://www.thewolfschool.org
March 3, 2009	Treatment Strategies for Childhood Mental Illness Dr. Wyatt will discuss psychodynamic play therapy as a successful form of treatment for childhood mental illness, drawing upon cases he has supervised clinically. He is currently in private practice providing mental health services to children and adults, and regularly consults to the Wayland Public Schools. Allan Wyatt, Psy.D., Co-Director, Behavior Clinic The Human Relations Service, Wellesley Hills, MA http://www.hrshelps.org/3special/behavior.html
February 24, 2009	Assistive Technology and Alternative Communications Systems Among others, the Cotting School serves students with "moderate to severe communications needs requiring experienced teachers, adaptive equipment and alternative communications systems." Karen Wadill will discuss how the school deploys cutting-edge technologies to meet their students’ learning needs and challenges. Karen Wadill, M.A, CCC-SLP., Director, PACE Assistive Technology Assessment Center The Cotting School, Lexington, MA www.cotting.org
February 10, 2009	A Round-Table Discussion of I.E.P. Development and Independent Evaluations What do special education administrators and teachers look for in the report of an independent neuropsychological evaluation? What types of recommendation are most easily and effectively incorporated into an Individual Education Plan (I.E.P.)? Which are not? A candid look at these questions from the schools’ point of view. Kate Gordon, Director of Special Education Dover-Sherborn Public Schools, Dover, MA
February 3, 2009	Boston Behavioral Medicine A new, multilingual practice offering specialized behavioral medicine clinical services including relaxation, hypnosis, biofeedback, mindfulness, DBT and integrative psychotherapy, along with psychopharmacological services, Boston Behavioral Medicine also trains other clinicians in these cutting-edge treatment modalities. Kim Larsson, Ph.D., R.N., C.S. Co-Director, Boston Behavioral Medicine, Brookline, MA www.BostonBMed.com
January 27, 2009	Replays: An Interactive Symbolic Play Technique to Enhance Emotional and Behavioral Regulation Replays is a fun, new technique for addressing the challenging intense responding and resulting behaviors of children with autism. Typically developing children spontaneously use interaction and pretend play to practice and master upsets. Children with autism, with adult support, similarly enjoy ‘replaying’ challenging everyday events, become desensitized to ‘trigger’ situations, form new emotional memories, and develop increasing regulatory capacity. Karen Levine, Ph.D., Psychologist, Developmental Specialist Helping Children with Challenges, Lexington, MA, and Naomi Chedd, MA, LMHC, Educational Consultant and Autism Resource Specialist, Psychologist, Developmental Specialist Co-Authors of "Replays: Using Play to Enhance Emotional and Behavioral Development for Children with Autism Spectrum Disorders" Buy the book here.
January 13, 2009	Behavioral Optometry Another look at the role of uncorrected visual issues in learning disability, by an associate professor at The New England College of Optometry, leading specialist in eye (and ergonomic) health for intensive computer users and co-author of “Total Health at the Computer.” Ernest Loewenstein, Ph.D., O.D., Behavioral Optometrist Private Practice, Newton, MA http://www.eyesdoc.com/practice.html
January 6, 2009	Cognitive-Behavioral Therapy Dr. Ott is a clinical psychologist with over 25 years of clinical experience and specialization in Cognitive-Behavioral Therapies. His clinical training included work with Joseph Wolpe and Albert Ellis. His primary area of clinical practice is the application of exposure and response prevention and cognitive restructuring to anxiety disorders. The majority of his practice is devoted to patients suffering from panic disorder, phobias and obsessive-compulsive disorder. Karen Levine, Ph.D., Brian D. Ott, Ph.D., Psychologist Director, Clinical Psychology (Psy.D.) Program Massachusetts School of Professional Psychology (MSPP), Newton, MA http://www.mspp.edu/about/faculty/ott.asp
December 16, 2008	Learning Disabilities and Written Expression Dr. Singer continues her discussion, begun on December 2nd, of physical, learning and developmental disabilities as they impact written expression, and strategies including the use of EmPOWER in addressing these problems and populations. Bonnie Singer, Ph.D., CCC, President/CEO, Architects for Learning, Wellesley, MA Co-Author (with Dr. Anthony Bashir), EmPOWER
December 9, 2008	A Round-Table Discussion of I.E.P. Development and Independent Evaluations What do special education administrators and teachers look for in the report of an independent neuropsychological evaluation? What types of recommendation are most easily and effectively incorporated into an Individual Education Plan (I.E.P.)? Which are not? A candid look at these questions from the schools’ point of view. Pam Travers, Director of Special Education (Along with 5 Special Education Administrators and Staff) Dover-Sherborn Public Schools, Dover, MA
December 2, 2008	EmPOWER: A Powerful Tool for Teaching Expository Writing EmPOWER is an instructional method for teaching students to write expository text that was developed by Dr. Bonnie Singer and Dr. Anthony Bashir. Its evolved from many years of working with together with students, teachers, and schools on developing an effective method for teaching students to manage their school writing assignments. It is a step-by-step method that a student follows when writing an essay; the method makes clear the kinds of thinking, subroutines, and strategies needed to develop a well written text. Bonnie Singer, Ph.D., CCC, President/CEO, Architects for Learning, Wellesley, MA Co-Author (with Dr. Anthony Bashir), EmPOWER
November 18, 2008	Sports Psychology & Life Coaching Jeffrey Brown is a leading authority on sports psychology and peak-performance coaching who has worked with many elite professional and Olympic athletes. As a “life coach” he will discuss the broader applicability of his techniques in working with people in other competitive fields. Buy Dr. Brown’s book here Jeffrey L. Brown, Psy.D., ABPP, Psychologist Instructor, Dept. of Psychiatry, Harvard Medical School, Boston, MA Clinical Associate, McLean Hospital, Belmont, MA Sports Psychologist, Boston Marathon Medical Team Author, “The Competitive Edge: How to Win Every Time You Compete”
November 4, 2008	The American Psychological Association Code of Ethics A discussion of how the abstract precepts of the APA Code of Ethics for psychologists apply to the reality and complexity of everyday practice, including reporting requirements and procedures and issues relating to client confidentiality. Nina Olsen, Ph.D., Pediatric Neuropsychologist, NESCA, p.c., Newton, MA
October 28, 2008	Parent Coaching as Treatment for Children with Executive Dysfunction Recent research is prompting a shift in the treatment of ADHD and other diagnoses of executive dysfunction to behavioral, parent training/coaching models, as more traditional approaches, including office-based psychotherapy, cognitive-behavioral or insight-oriented or play therapy and weekly social skills groups have proven less effective. Susan Giurleo, Ph.D., Psychologist, Founder & Director, Child Development Partners, North Andover, MA Author, "Parenting Your Unique Child: 21 Ways to Survive and Thrive"
October 21, 2008	Developmental and Behavioral Optometry Reading disabilities such as dyslexia are often exacerbated by uncorrected visual problems, and in some cases, remediation of those problems will resolve the learning issues entirely. When is a developmental optometric consult indicated? Cathy Stern, OD, FCSO, FCOVD, Developmental & Behavioral Optometrist Private Practice, Canton, MA
October 14, 2008	The Benefits of Massachusetts Psychological Association Membership The MPA serves as the political voice of licensed psychologists in Massachusetts and their liaison to the American Psychological Association, on issues ranging from state and federal regulation to the enforcement of ethical standards and the direction and funding of research. Elena Eisman, Ed.D., ABPP, Executive Director Massachusetts Psychological Association, Wellesley, MA
October 7, 2008	Evaluation and Treatment Recommendations for Children on the Autism Spectrum Clinically-based insights on the observation, testing and diagnosis of young children thought to be on the autism spectrum, and the differentiation of ASD from non-verbal learning disabilities, anxiety disorders and other conditions that may present similar symptoms. Rachel Wiseman, Psy.D., Pediatric Neuropsychologist Private Practice, Arlington, MA
September 23, 2008	Visual Immersion (“VIP”) Program – Visual Language in Autism Treatment V.I.P. was developed by Harvey Shane, Ph.D., director of the Center for Communications Disorders at Children’s Hospital Boston. It employs all possible visual representations including drawings, text, photographs, television images, computer displays and more, to help non-verbal children on the autism spectrum, as visual learners, to acquire and comprehend spoken language. Chatterboxes employs V.I.P. along with other techniques in it expensive work with ASD children. Megan Rozantes, CCC-SLP, Founder & Director, Chatterboxes, Boston, MA
September 16, 2008	Introducing Chatterboxes: Speech/Language Pathology NESCA and Chatterboxes have formally affiliated to offer, under one roof, a more comprehensive array of leading-edge services to the special-needs children both practices serve. Founder Megan Rozantes will describe Chatterboxes and the many advanced treatment modalities she and her staff employ. Megan Rozantes, CCC-SLP, Founder & Director, Chatterboxes, Boston, MA
May 27, 2008	Thinking Maps – Improving Language & Reading Comprehension Using Visual Tools Reading comprehension in learning disabled students can be increased with the classroom implementation of visual tools. “Thinking Maps” is one of the most powerful tools that Learning Prep School uses to facilitate learning for students who have been unable to succeed in other educational environments. We now see the significant results of our students’ performance through the use of these visual tools as integrated into our overall program. Cynthia Manning, M. Ed., Thinking Map Supervisor Learning Prep School, Newton, MA
May 12, 2008	Meeting the Needs of Children with Autism --A Special Evening Presentation & Dinner— What professionals need to know about special education law: highlighting recent changes to the State and Federal laws impacting children with autism spectrum disorders. What are the obligations of the public schools in meeting the needs of children with ASD, so as to create opportunities that reflect potential and competency? How can you help to assure that the recommendations in your evaluation report will be incorporated into a child’s education plan? Julia Landau, Esq., Attorney, Autism Special Education Legal Support Center Massachusetts Advocates for Children, Boston, MA.
May 6, 2008	Academic Accommodations for College Students with Neurodevelopmental Disorders Already, more than 10% of all inbound college freshmen request or require some types of academic accommodation, and more than 35% of those students have been, or subsequently will be, diagnosed with learning disabilities. How can colleges cope, what is required of them by federal law (Title III, Section 504 and the A.D.A.) and how best can they measure the outcomes of the programs they put in place? What constructive roles can neuropsychologists play? Aparna Rao, M.A., Intern NESCA, p.c., Newton, MA
April 8, 2008	Educational Planning and Advocacy for Autistic Children Mass. Advocates for Children’'s mission is to be an independent and effective voice for children who face significant barriers to equal educational and life opportunities. MAC’s objectives are to provide information to parents of children with disabilities, advocates and educators regarding rights to receive services and accommodations necessary to participate in the mainstream of public education and receive equal educational opportunities, and to retain, improve and enforce provisions of the state special education law, regulations and policy to provide equal opportunities for children with disabilities. Leslie Hughes, Autism Public Education Specialist Massachusetts Advocates for Children, Boston, MA
March 25, 2008	Educational Interventions for Children with Developmental Disabilities Within the public schools, what approaches are available and effective for children on the autism spectrum, those with atypical disorders and the mentally retarded; successfully integrating them into an I.E.P., ensuring compliance and measuring progress. Ellen S. Goldberg, Ph.D.,, Pediatric Neuropsychologist Coordinator, Integrated Public School District Preschool, Braintree, MA.
March 18, 2008	Executive Function Skills Highlights from a recent conference on executive functioning at the Harvard University Graduate School of Education. Nancy Roosa, Psy.D., Neuropsychologist NESCA, p.c., Newton, MA www.nesca-newton.com
March 11, 2008	Assistive Technologies for Special-Needs Students Cutting-edge software and hardware. How to use powerful new technologies constructively, inclusively and cost-effectively, within the larger context of a child’s I.E.P. Jan Hollenbeck, M.S., OTR/L, Founding Partner, PASS (Partnership for Advancement of School Service Providers), Medford, MA.
February 26, 2008 (Rescheduled)	Collaborative Problem Solving and the Explosive Child The impetus for the CPS approach came from an awareness that children and adolescents with social, emotional, and behavioral challenges are frequently poorly understood; that standard approaches to treatment often do not satisfactorily address their needs (and can actually worsen their difficulties); and that, as a result, many such children have very adversarial interactions with parents, teachers, siblings, and peers and are at risk for poor long-term outcomes. Stuart Ablon, Ph.D., Associate Director, Collaborative Problem Solving Institute, Department of Psychiatry, Mass. General Hospital, Associate Professor of Psychiatry, Harvard Medical School, Boston, MA. Co-author of Treating Explosive Kids: the Collaborative Problem Solving Approach www.explosivechild.com
February 12, 2008	The Landmark School Approach to Reading Remediation Landmark School is the largest, most comprehensive school in the U.S. for students with language-based learning disabilities, such as dyslexia. Their customized teaching programs have established Landmark as the international leader in the field of learning disabilities. Sharon Musto, M.S.Ed., Reading Supervisor and Testing Coordinator Landmark School, Prides Crossing, MA www.landmarkschool.org
January 29, 2008	Sensory Integration Dysfunction and Therapy The theory of Sensory Integration Dysfunction (SID) was formulated to describe a variety of neurological disorders. It attempts to account for the relationship between sensory processing and behavioral deficits. Jane Koomar, Ph.D., OTR/L, FAOTA, Executive Director Occupational Therapy Associates – Watertown, p.c. www.otawatertown.com
January 15, 2008	An Online Resource for Finding Therapists HelpNet, Inc. was founded in March 1995 "to advance human services through technology". The HelpPRO website was developed to connect people to the most appropriate mental health resources: professionals, community and human service organizations. William Blout, LICSW, Founder & President HelpNet, Inc., Lexington, MA www.helppro.com
December 11, 2007	Neurofeedback Therapy Applications Neurofeedback (NFB), also called neurotherapy, neurobiofeedback or EEG biofeedback (EEGBF), is a therapy technique that presents the user with real-time feedback on brainwave activity, as measured by sensors on the scalp, typically in the form of a video display, sound or vibration. How can this help clients to recognize and regulate behaviors? Charles Valentine, Psy.D. International Society for Neurofeedback & Research, San Rafael, CA www.isnr.org
November 13, 2007	Administration of the NEPSY-2 Test Battery Our new NEPSY-2 (Neuropsychological Test of Development for Children) has more integrated subtests that allow us to measure social perspective and inhibition problems in children as young as three. Nina Olsen, Ph.D., Neuropsychologist NESCA, p.c., Newton, MA www.nesca-newton.com
November 27, 2007	The Role of the Educational Consultant Specialized consultants provide a comprehensive range of integrated services designed to address the unique educational planning needs of each student individually, otherwise an overwhelming challenge. Adam Goldberg, M.Ed., Chief Executive Officer The Goldberg Center for Educational Planning, Braintree, MA www.edconsult.org