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All courses are now available at SchoolNeuropsych.com.


The Neuropsychology of Emotional Disorders: A Framework for Effective Interventions

Steven G. Feifer, D.Ed., NCSP, ABSNP

This workshop will explore the neural architecture of emotional behavior by examining various brain structures laying the foundation for higher level social skill functioning. Specific biological factors related to the development of social competence and emotional self-regulation will be explored. There will be a detailed discussion on behavioral self-regulation, anxiety disorders, and depression from a brain-based educational perspective. Particular focus will be on factors leading to emotional dysregulation and the neurobiological underpinnings of stress. Schools can enhance emotional wellness in children through early prevention efforts, appropriate assessment strategies, and an improved school climate to foster emotional growth for all children. The specific learning objectives include:

  1. Discuss the relationship between emotional disorders and poor self regulation skills, bullying behavior, and limited academic success in school.
  2. Discuss the neural architecture of emotional functioning by examining six key brain regions responsible for behavioral self-regulation.
  3. Explore the neurobiological correlates and treatment options for psychopathy and emotional dysregulation, depression, and anxiety disorders in children.
  4. Present a treatment algorithm utilizing counseling, cognitive-behavioral therapy, parent training, and neurofeedback to promote emotional wellness in children.
  5. Explore effective classroom interventions, treatment options, and assessment strategies for children with emotional self-regulation and conduct disorders.

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Neuropsychology of Mathematics Disorders: From Assessment to Intervention

Steven G. Feifer, D.Ed., NCSP, ABSNP

This workshop will explore how young children learn and acquire basic mathematical skills from a brain-based educational perspective. There will be a discussion on three primary ways in which numbers are formatted in the brain, as well as the central role of language to expand upon conceptually ordered number sets. In addition, cultural stereotypes regarding gender differences in mathematics will be explored, as well as the relationship between anxiety and mathematical performance during classroom learning situations. Two critical constructs often overlooked; namely working memory and executive functioning, will also be featured. The expected learner outcomes will be to introduce more efficient ways to diagnose and remediate math disorders in children.

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Neuropsychology of Reading Disorders: From Assessment to Intervention

Steven G. Feifer, D.Ed., NCSP, ABSNP

This workshop will examine reading from a brain-based educational perspective, and classify reading disorders into four distinct subtypes. There will be a discussion matching each reading subtype with specific evidence based interventions. The use of neuropsychological assessment within a 4-tiered response to intervention (RTI) system will be discussed as the primary means to pinpoint specific reading disorders in children. Lastly, the 90 minute dyslexia evaluation will provide practitioners with a multi-method approach to assessment.

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Neuropsychology of Writing Disorders: From Assessment to Intervention

Steven G. Feifer, D.Ed., NCSP, ABSNP

This presentation should be helpful in assisting educators and psychologists to identify specific breakdowns in the writing process. After all, the ability to generate and produce written language requires multiple linguistic skills involving both phonological and orthographical functioning (the elementary components of language), executive functioning skills to organize inner ideas and thoughts, and working memory skills to hold these thoughts in mind long enough for effective motor skills output. Most practitioners in neuropsychology favor selecting individual subtests from a variety of test batteries to measure individual constructs, and explore patterns of neurodevelopmental strengths and weaknesses. Whereas reading begins with visual stimuli in the outside environment and ends with the brain determining meaning from the stimuli, writing begins with an idea and intent to communicate within the brain, and concludes with a psychomotor act that leaves a tangible record.

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What is included?

Each online course includes:

  • Streaming video presentation
  • Downloadable outline notes
  • Assessment quiz
  • Certificate of Completion

Upon receipt of payment, you will be emailed your password and link to the online courses that you have purchased.

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