Videos

The Literacy Toolkit is a training series consisting of a progressive sequence of interactive webinars focused on expanding the instructional interventions used to promote the literacy achievement of students who are deaf or hard of hearing. Presentations in the training series will focus on how to plan and implement instructional interventions based on student learning needs and evidenced-based assessments (norm-referenced, criterion-referenced, and progress monitoring). Instructional delivery "techniques" and implementation "tips and tricks" will be discussed. Additionally, a set of intervention resources, materials, weblinks, and e-learning applications will be assembled for each topic to assist with implementation.

The assessment of school-age students following a Traumatic Brain Injury (TBI) requires not only knowledge of TBI, but understanding of assessment and management strategies that are multidimensional in nature. The complexity of this multidimensionality is underscored in our understanding of executive functions. In general, our executive functions provide most of the regulatory capabilities that permit us to organize and manage our day-to-day functioning. This professional development session will provide an overview of the numerous definitions of executive functions, with a particular eye toward its multidimensionality and ultimate manifestations in school-age students following a TBI. The neurological underpinnings of executive functions will be presented and the importance of the neurodevelopmental process in understanding TBI at specific developmental time points. Attention will be devoted to both specific assessment strategies for measuring executive capabilities and the available intervention practices for executive dysfunctions. For the advanced BrainSTEPS professional, the day will conclude with ample time for discussion and questions.

The assessment of school-age students following a Traumatic Brain Injury (TBI) requires not only knowledge of TBI, but understanding of assessment and management strategies that are multidimensional in nature. The complexity of this multidimensionality is underscored in our understanding of executive functions. In general, our executive functions provide most of the regulatory capabilities that permit us to organize and manage our day-to-day functioning. This professional development session will provide an overview of the numerous definitions of executive functions, with a particular eye toward its multidimensionality and ultimate manifestations in school-age students following a TBI. The neurological underpinnings of executive functions will be presented and the importance of the neurodevelopmental process in understanding TBI at specific developmental time points. Attention will be devoted to both specific assessment strategies for measuring executive capabilities and the available intervention practices for executive dysfunctions. For the advanced BrainSTEPS professional, the day will conclude with ample time for discussion and questions.

The 3rd webinar in the concussion series will provide an overview of a) the IDEA, Section 504, and state laws in relation to K-12 students with concussions, b) legal developments to date, including hearing officer and court decisions, specific to the eligibility and entitlement issues for these students; and (c) recommendations for legal defensibility of local policies and practices.

In this presentation we will first briefly review the symptomatic presentation of youth with prolonged recovery and identify the demographic, injury-related, and symptomatic risk factors for prolonged recovery. The correlates and sequelae of prolonged recovery will also be reviewed, such as depression, anxiety, attentional and concentration difficulties, sleep problems, headache, and suicidal ideation and behavior. Next, we will describe a current best practice for management of prolonged recovery, deciding which set of symptoms and impairments to target first, and psychosocial and pharmacological approaches to management of prolonged recovery. Finally, we will suggest approaches to parent education, school and athletic management, and screening for behavioral health issues that may prevent development of prolonged recovery and will lead to earlier identification of youth at risk for prolonged recovery.

This lecture will provide educators, therapists and counselors with the tools to better understand the role of the vestibular system when working with students who have sustained concussion. Following concussion, students may experience dizziness, have difficulty focusing their eyes, or have difficulty maintaining balance; all which can have negative impacts in the school setting. This webinar will explain the importance of what the vestibular system is, how it can be impacted following a concussion, and accommodations to employ for students in the school setting.