In this session we will focus on a comprehensive way to assess the concept of Executive Function (EF). We will begin with a short review of the concept and conclude with a view of EF supported by research data from two large nationally representative samples used to norm the Comprehensive Executive Function Inventory (CEFI) and CEFI-Adult. The session will then cover how EF is expressed by measures of intelligence (especially the Cognitive Assessment System Second Edition), rating scales of behaviors, social-emotional competency (e.g. DESSA), and academic achievement (e.g., FAR and FAM) for typical and clinical groups. Emphasis will be placed on interventions that have been shown to increase use of EF and the resulting impact on academic scores.
This course meets the qualifications for 3 hours of continuing education credit for LEPs, LMFTs, LPCCs and LCSWs as required by the California Board of Behavioral Sciences. This course also qualifies for 3 hours of continuing professional development for Nationally Certified School Psychologists, under provider number 1025. CASP maintains responsibility for the program and its content.
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Jack A. Naglieri, PhD. has held faculty appointments at Northern Arizona University, The Ohio State University and George Mason University. He is currently a Research Professor at the University of Virginia, Senior Research Scientist at the Devereux Center for Resilient Children, and Emeritus Professor of Psychology at George Mason University.
Dr. Naglieri has developed many tests used by psychologists and educators such as the Naglieri Nonverbal Ability Test, the Cognitive Assessment System, Autism Spectrum Rating Scale, Devereux Student Strength Assessment, Comprehensive Executive Function Inventory, and forthcoming Naglieri General Ability Tests: Verbal, Nonverbal and Quantitative. He is widely known for his efforts to increase participation of traditionally under-represented students in gifted education. He is also well known for the PASS Theory of Intelligence and its application using the CAS for identification of specific learning disabilities using the Discrepancy Consistency Method, fair and equitable assessment of diverse populations, and academic interventions related to PASS neurocognitive processes.
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