Credits Available for 2019 Conference


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Continuing Education Credits Available

41st ANNUAL PBIDA CONFERENCE

READING AND THE ROAD TO RESILIENCY 

 

Saturday, October 19, 2019
at
The Philadelphia Marriott West in Conshohocken

 

6 hours Continuing Education Credits (CEU’s)

NO additional cost 

Act 48
CERI  –  ALTA –  IMSLEC

 

4 hours Continuing Education Credits (CEU’s)

APA

All registration for CEU’s will be onsite. Please have your PPID# available for Act 48 credit.
Please have your APA # for APA credit. All participants will receive a Certificate of Attendance

 

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Information for SLP’s about ASHA

This conference provides an opportunity for SLP’s to earn up to 4 hours of related continuing education.

This conference will provide an opportunity to earn up to 4.0 hours of continuing education, which you can document as Certification Maintenance Hours (CMHs) for ASHA Certification Maintenance.

 

Information for Psychologists ONLY

 APA Continuing Education Credits

** 4 hours only **

 

Schedule For Psychologists/ APA Credit ONLY

4 hours of APA credit are available for psychologists

APA credit is available only for the sessions identified below

APA credits NOT available for Plenary Session or Poster Session

 

7:30 – 8:30 Registration and Exhibits
8:30 – 8:45 Welcome
8:45 – 9:45 Keynote Address (1 Credit for APA)
9:45 – 10:30 Coffee Break, Poster Session and Exhibits
10:30 – 12:00 Morning Workshops

(1.5 Credit Available For APA – AM Workshop 1 only)

12:00 – 1:00 Lunch, Exhibits, and Poster Session
1:00 – 2:30 Afternoon Plenary Session
2:30 – 2:45 Coffee Break
2:45 – 4:15 Afternoon Workshops

(1.5 Credit Available For APA – PM Workshop 4 only)

** TOTAL CREDITS AVAILABLE for APA = 4 credits **

** 6 ** TOTAL CREDITS AVAILABLE for Act 48* CERI* IMSLEC* ALTA* BACB* NASP ** 6** credits

 

 

APA continuing education credits will be offered for the following sessions:

Keynote Address (1 hour), Workshop AM 1 (1.5 hours) and Workshop PM 4 (1.5 hours). The program is designed to be post-graduate in nature and build upon a completed doctorate in psychology. A total of 6 ACT 48 credits is available for the full day conference.

**A $5 per credit fee will be charged for APA credits to be paid in full on site at Conference. The maximum number of continuing education credits available will be four credits for attendees who attend the Keynote address, Workshop AM 1 and Workshop PM 4. 

 

Conference Registration includes access to the full day program including lunch, poster sessions, and exhibits.

Faculty biographies are available HERE

Registration is final. Refunds and cancellations will be handled on a case-by-case basis. Please contact Diane@pbida.org.

This program is co-sponsored by the PSCP: The Psychology Network and PBIDA. PSCP: The Psychology Network is approved by the American Psychological Association to sponsor Continuing Education for psychologists. PSCP: The Psychology Network maintains responsibility for the program and its content. This program may provide a maximum of 4 Hours of CE credits for Psychologists.

Information for SLP’s about ASHA credits

This conference provides an opportunity for SLP’s to earn up to 4 hours of related continuing education.

This conference will provide an opportunity to earn up to 4.0 hours of continuing education, which you can document as Certification Maintenance Hours (CMHs) for ASHA Certification Maintenance.

Please retain your certificate of completion or documents from each session attended. If you are audited for ASHA Certification Maintenance, you can submit those documents as proof of hours and completion at that time. For state licensure or other credential renewals, contact those agencies for information about your reporting responsibilities and requirements.

 

 

 

APA credit is available for the following sessions ONLY:

Keynote Address

Kelly B. Cartwright, Ph.D.
Why Don’t My Best (Word) Readers Comprehend Text?

Many times, our students seem to have all of the necessary skills they need to be good
readers (things like phonemic awareness, phonics, fluency, vocabulary, and
comprehension strategies, to name a few), but somehow, they still struggle with putting
all of these things together in order to comprehend texts. In this session, we will dig a bit
deeper than the familiar skills listed above to explore essential thinking skills, called
executive skills, that support successful word reading and reading comprehension.
Executive skills are self-regulatory skills that help students manage their thoughts,
emotions, and actions, and include things like working memory, inhibitory control (or
self-control), and mental flexibility. These skills are often invisible to teachers and
students.

This Keynote is designed to help you:

  1.  Recognize the difference between basic reading skills and comprehending text
  2. List executive function skills that impact skilled reading
  3. Explain how executive functions (planning, organization, working memory, inhibition, cognitive flexibility, and social understanding) relate to reading comprehension

Saturday Morning Workshop:

AM 1 Teaching Executive Skills to Support Reading Comprehension
Kelly B. Cartwright, Ph.D.

When students have weak executive skills, the results are often painfully obvious in the
classroom. In fact, students who struggle with reading comprehension, despite
appropriate word reading skills, show deficits in executive skills that can persist into
adulthood. The good news for classroom teachers is that executive skills can be taught,
resulting in improvements in these and in reading comprehension. In this session,
participants will learn (1) more about executive skills, (2) specific ways that they support
skilled reading, and (3) research-tested strategies for assessing and strengthening
students’ executive skills, yielding insights and take-home strategies for helping
students achieve a more meaning-focused approach to print.

This workshop is designed to help you:

  1. Explain how executive functions (planning, organization, working memory, inhibition, cognitive flexibility, and social understanding) relate to skilled reading and their importance to academic and life outcomes
  2. Identify research-tested strategies for assessing and strengthening students’ reading specific executive skills
  3. Select take home strategies to strengthen a meaning-focused approach to text

Saturday Afternoon Workshop:

PM 4 Evaluation and Identification of Dyslexia and other Reading and
Writing Disorders

Monica McHale-Small, Ph.D.

In October of 2015, the Office of Special Education and Rehabilitative Services
(OSERS) issued a guidance level which encouraged State Education Agencies and
school districts “to consider situations where it would be appropriate to use the terms
dyslexia, dyscalculia, or dysgraphia to describe and address the child’s unique,
identified needs . . .” Nonetheless, confusion about the use of the term dyslexia in
school settings continues to exist. Dyslexia is the most researched and best understood
reading disorder, but it is not the only literacy related disorder. This workshop will
provide an overview of the research on dyslexia and related language-based learning
disabilities. Best practices for screening, identification and intervention will be reviewed.

By the end of the session, attendees will be able to:

  1. Describe dyslexia and related language-based learning disabilities.
  2. Identify characteristics of risk as well as screening and assessment methods.
  3. Describe the difference between language-based learning disabilities and dialectical and language differences.

 

This program is co-sponsored by the PSCP: The Psychology Network and PBIDA. PSCP: The Psychology Network is approved by the American Psychological Association to sponsor Continuing Education for psychologists. PSCP: The Psychology Network maintains responsibility for the program and its content. This program may provide a maximum of 4 Hours of CE credits for Psychologists.

Registration is final. Refunds and cancellations will be handled on a case by case basis. Please contact Diane@pbida.org

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