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LDAA BRAIN LITERACY TRAINING READING LIST AND TRAINING SUGGESTION

Thank you for choosing the LDAA Brain Literacy Training!

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OPTIONAL READING LIST: The following optional reading list should facilitate your understanding of our 5/15/23  and 5/16/23 training. Just click on the reference for access. Please don’t distribute these readings, they are for your personal training use only as a registered workshop participant. Presentation handouts for notetaking will be uploaded in the near future.

 

A NOTE ABOUT MODULE TRAINING: Here’s a lesson in understanding the brain’s relevance for learning: TAKE NOTES ON THE HANDOUTS DURING THE LECTURES! Why? If you just listen to the presenter, and look at slides, you are largely using only the back part of the brain to understand. When you take notes, you have to think through the content presented, paraphrase content in your own words, and write notes on your handouts, all of which facilitate learning. Thus, notetaking requires you to use the back AND front of the brain together, facilitating comprehension. This will be useful for your own learning in subsequent lectures and for doing the case studies exercises presented.

May 15th and 16th Readings (For Maximum Benefit Please Review Before Training)

The first four modules will be presented on May 15th:  Brain Literacy Within Multi-Tier Systems of Support (MTSS) (Module 1), A Model of Brain Functioning (Module 2), Understanding How Cognitive Processes Affect Instruction and Intervention (Module 3), and the Neuropsychology of Reading and Reading Disability (Module 4). The last three modules and case studies will be presented on May 16th: Neuropsychology of Mathematics and Mathematics Disability (Module 5), Neuropsychology of Writing and Writing Disabilty (Module 6), and Neuropsychology of Socioemotional Functioning and Psychopathology (Module 7)

Module 1
Brain Literacy and MTSS
5/15/23

Walker, Z., Hale, J. B., Annabel Chen, S. H., & Poon, K. (2019). Brain literacy empowers educators to meet diverse learner needs. Learning: Research and Practice, 5(2), 174-188.


Schneider, A. N., Parker, D. J., Crevier-Quintin, E., Kubas, H. A., & Hale, J. B. (2013). Luria and learning: How neuropsychological theory translates into educational practice. In B. J. Irby, G. Brown, & R. Lara-Alecio (Eds.), Handbook of Educational Theories. Charlotte, NC: Information Age Publishing, Inc.

 

Hale, J., Alfonso, V., Berninger, V., Bracken, B., Christo, C., Clark, E., Davis, A., Decker, S., Denckla, M., Dumont, R., Elliott, C. Feifer, S., Fiorello, C., Flanagan, D., Fletcher-Janzen, E., Geary, D., Gerber, M., Gerner, M., Goldstein, S., Gregg, N., Hagin, R., Jaffe, L., Kaufman, A., Kaufman, N., Keith, T., Kline, F., Kochhar-Bryant, C., Lerner, J., Marshall, G., Mascolo, J., Mather, N., Mazzacco, M., McCloskey, G., McGrew, K., Miller, D., Miller, J., Mostert, M., Naglieri, J., Noggle, C., Ortiz, S., Phelps, L., Podhajski, B., Reddy. L., Reynolds, C., Riccio, C., Schrank, F., Schultz, E., Semrud-Clikeman, M., Shaywitz, S., Silver, L., Swanson, L., Urso, A., Wasserman, T., Willis, J., Wodrich, D., Wright, P., & Yalof, J. (2010). Critical Issues in response-to-intervention, comprehensive evaluation, and specific learning disabilities identification and intervention: An expert white paper consensus. Learning Disability Quarterly, 33, 223-236.

 

Hale, J. B., Fiorello, C. A., Kavanagh, J. A., Holdnack, J. A., & Aloe, A. M. (2007). Is the demise of IQ interpretation justified? A response to special issue authors. Applied Neuropsychology, 14, 37-51.

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Hale, J. B., Kaufman, A., Naglieri, J. A., & Kavale, K. A. (2006). Implementation of IDEA: Integrating response to intervention and cognitive assessment methods. Psychology in the Schools, 43, 753-770.

Module 3
Cognitive Processes and Instruction 5/15/23

Hale, J. B. Chen, S. H. A., Tan, S. C., Poon, K., Fitzer, K. R., & Boyd, L. (2016). Reconciling Individual Differences with Collective Needs: The Juxtaposition of Sociopolitical and Neuroscience Perspectives on Remediation and Compensation of Student Skill Deficits. Trends in Neuroscience and Education, 5(2), 41-51.

 

Decker, S. L., Hale, J. B., & Flanagan, D. P. (2013). Professional practice in the assessment of cognitive functioning for educational applications. Psychology in the Schools, 50(3), 300-313.

 

Wright, P. W., Hale, J. B., Backenson, E. M., Eusebio, E. C., & Dixon, S. G. (2013). Forest Grove v. TA Rejoinder to Zirkel An Attempt to Profit From Malfeasance? Journal of Psychoeducational Assessment, 31, 318-325.

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Fiorello, C. A., Hale, J. B., & Wycoff, K. L. (2012). Cognitive hypothesis testing: Linking test results in the real world. In D. P. Flanagan & P. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (3rd ed.) (pp. 484-496). New York, NY: Guilford Press.

Module 5
Mathematics and Mathematics Disability
5/16/23

Hale, J. B., Fiorello, C. A., Dumont, R., Willis, J. O., Rackley, C., & Elliott, C. (2008). Differential Ability Scales–Second Edition (neuro)psychological Predictors of Math Performance for Typical Children and Children with Math Disabilities. Psychology in the Schools, 45, 838- 858.


Hale, J. B., Fiorello, C. A., Bertin, M., & Sherman, R. (2003). Predicting math competency through neuropsychological interpretation of WISC-III variance components. Journal of Psychoeducational Assessment, 21, 358-380. 

Fenwick, M., Kubas, H. A., Witzke, J. W., Fitzer, K. R., Miller, D. C., Maricle, D. E., Harrison, G. L., Macoun, S. J., & Hale, J. B. (2016). Neuropsychological profiles of written expression learning disabilities determined by concordance-discordance model criteria. Applied Neuropsychology: Child, 5(2), 83-96.

Module 7
Socioemotional Functioning and Psychopathology
5/16/23

Hale, J. B., Reddy, L. A., & Weissman, A. (2018). Recognizing frontal-subcortical circuit dimensions in child and adolescent psychopathology. In J. N. Butcher (Ed. In Chief), APA Handbook of Psychopathology. Washington, DC: APA Press.

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Lee, S. H., Walker, Z. M., Hale, J. B., & Chen, S. H. A. (2017). Frontal-Subcortical Circuitry in Social Attachment and Relationships: A Cross-Sectional fMRI ALE Meta-Analysis. Behavioural Brain Research, 325(Pt B), 117-130.

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Carmichael, J. A., Kubas, H. A., Carlson, H. L., Fitzer, K. R., Wilcox, G., Lemay, J-F., Bray, S., MacMaster, F. P., & Hale, J. B. (2015). Reconsidering “inattention” in attention- deficit/hyperactivity disorder: Implications for neuropsychological assessment and intervention. Applied Neuropsychology: Child, 4(2), 97-105.

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Koziol, L. F., Budding, D. A., & Hale, J. B. (2013). Understanding neuropsychopathology in the twenty-first century: Current status, clinical application, and future directions. In L. A. Reddy, A. S. Weissman, & J. B. Hale, (Eds.), Neuropsychological assessment and intervention for emotional and behavior disordered youth: A step-by-step evidence-based approach. Washington, DC: American Psychological Association.

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SUPPLEMENTAL SLIDES FOR ASSESSMENT TO INTERVENTION MODULE HERE

Module 6
Writing and Writing
Disability
5/16/23

May 15th Training
March 19 Training
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