Inside...• Updated workshop guidelines

• Abstracts and learning objectives for each workshop

• Information about how to receive NASP or ASHA CE credits by attending a PAR-sponsored workshop

PAR-Sponsored Workshops

1.800.331.8378 • www.parinc.com

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Dear Valued Customer,

Each year, PAR sponsors informative product workshops to provide our Customers with training about how to use our products in their practice. Workshops are presented by one of PAR’s qualified Clinical Assessment Consultants or by the product’s author(s).

We also offer a special workshop titled Product Overview: Effective Assessment Products Designed to Meet Your Needs. Presented by one of PAR’s Clinical Assessment Consultants, this workshop introduces you to a variety of assessments published by PAR. Simply select the products you are most interested in learning about—it is completely customized to fit the needs of your group.

For complete information about scheduling a workshop, please see below. We encourage you to call us at least 4 weeks prior to the desired workshop date.

Remember to check our Web site regularly for information about new releases and for supplemental product information, including sample score reports, PowerPoint presentations, and expanded bibliographies for some of our most popular products. Simply visit www.parinc.com to access this information.

Thank you for your interest in our products.

Sincerely,

Kristin Greco, MBA Chief Financial Officer

Kristin Greco, MBA

It’s easy to arrange a PAR-sponsored workshop in your area. Simply read the guidelines on page 15, then contact a Clinical

Assessment Consultant at 1.866.253.4050.Once you have scheduled your workshop with a Clinical Assessment Consultant, an electronic version of the workshop

handout will be sent to you so that you can make copies for workshop attendees. One of our workshops, Product Overview: Effective Assessment Products Designed to Meet Your Needs, presents information about a variety of PAR-published products

and will be customized especially for your group. It is ideal for groups that contain a wide range of school specialists who work with children and adolescents in a variety of testing situations.

Arranging a PAR Workshop in Your Area

* PAR is approved by the National Association of School Psychologists(NASP) to offer continuing education for school psychologists. PAR maintains responsibility for the program. PAR is approved by the Continuing Education Board of the American Speech-Language-Hearing Association (ASHA) to provide continuing education activities in speech-language pathology and audiology. ASHA CE Provider approval does not imply endorsement of course content, specific products, or clinical procedures.

In an effort to meet the needs of our Customers’ recertification requirements, PAR is listed as an approved provider* of continuing education credits for NASP and ASHA. Your Clinical Assessment

Consultant will work with you to submit forms and documentation that satisfy NASP or ASHA criteria.

Workshops may also be given as Webinars for smaller groups or to accommodate multi-site locations. Just ask your Clinical Assessment Consultant for details!

Phone 1.800.331.8378•Fax 1.800.727.9329•www.parinc.com 3

Table of Contents

Product Overview: Effective Assessment Products Designed to Meet Your Needs .............................................................. 4Standardized, Multidimensional Assessment of Child Trauma Symptomology ................................................................... 6Effective Implementation of RTI Through Vocabulary Assessment and Instruction: the SLP’s Role ........................................... 6An Empirically Based Model for Effective Threat Assessment/Crisis Intervention in the Schools ........................................... 7Emotional and Behavioral Disorders: Bridging the Gap Between Assessment and Interventions in the Context of DSM-5 ....... 7Introduction to PARiConnect ....................................................................................................................................... 8The Academic Achievement Battery (AAB): Comprehensive and Screening Forms ............................................................ 8Introduction to the Behavior Rating Inventory of Executive Function, Second Edition (BRIEF2) ............................................. 9Introduction to the Child and Adolescent Memory Profile (ChAMP) ................................................................................. 9Introduction to DBR Connect ..................................................................................................................................... 10Comprehensive, Reliable Assessment of Emotional Disturbance Criteria and Social Maladjustment Using the Emotional Disturbance Decision Tree (EDDT) and Emotional Disturbance Decision Tree-Parent Form (EDDT-PF) .................................. 10Introduction to the Feifer Assessment of Mathematics (FAM) ......................................................................................... 11Introduction to the Feifer Assessment of Reading (FAR) ................................................................................................ 11The Neuropsychological Assessment Battery (NAB): An Efficient, Integrated, and Comprehensive Assessment of Functioning........... 12Assessment and Treatment of Parent-Adolescent Conflict (PARQ) ................................................................................... 12Introduction to the Parenting Stress Index, Fourth Edition (PSI-4) .................................................................................... 13Age-Standardized Assessment and Progress Monitoring of Children on the Autism Spectrum using the PDD Behavior Inventory (PDDBI) ................................................................................................................................ 13Early Onset Bipolar Disorder and the Pediatric Behavior Rating Scale (PBRS) ................................................................. 14The Personality Assessment Inventory (PAI): A Significant Improvement in Personality Assessment ..................................... 14Assessment of Psychopathology in Adolescents: using the Personality Assessment Inventory-Adolescent (PAI-A) .................. 15 Development and Application of the Reynolds Intellectual Assessment Scales, Second Edition (RIAS-2) .............................. 15Introduction to the Self-Directed Search (SDS) .............................................................................................................. 16Comprehensive Assessment and Monitoring of Social-Emotional Assets and Resiliencies (SEARS) ..................................... 16Development, Application, and Interpretation of the Tasks of Executive Control (TEC) ...................................................... 18

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AbstractThis presentation will introduce a variety of assessments published by PAR in one workshop. Any or all of the products listed in this workshop brochure can be selected and used to create a workshop that fits the specific needs of your staff. Theoretical basis, structure, constructs measured, appropriate populations, and usefulness in practice will be reviewed for each product. Presented by one of PAR’s qualified Clinical Assessment Consultants, the Product Overview workshop offers a unique opportunity to introduce practitioners to a variety of tools in a short period of time.

Product Overview: Effective Assessment Products Designed to Meet Your Needs

A norm-referenced test of memory evaluation and memory screening for children and adolescents.

Provides a standardized approach to the assessment of emotional disturbance.

Learning Objectives• Provide an overview of the PAR products chosen by

your group.• Discuss how the selected products can enrich

assessment in your specific testing setting.• Expand practitioners’ knowledge of the theory,

structure, constructs measured, basic administration, appropriate populations, and clinical utility for each of the selected products.

(Continued on next page.)

Examines the underlying cognitive and linguistic processes that support proficient reading skills.

Assess seven areas of achievement throughout the life span.

Assesses executive function behaviors in children and adolescents.

Measures verbal and nonverbal intelligence and memory.

Rate student behavior quickly and easily with a convenient online rating system.

Isolates, measures, and quantifies three subtypes of developmental dyscalculia to explain why children may struggle in math.

Evaluates acute and chronic posttraumatic symptomatology.

Evaluates acute and chronic posttraumatic symptomatology in children and adolescents.

Evaluates acute and chronic posttraumatic symptomatology in young children.

Measures vocabulary and oral language development.

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More Products That Can Be Selected for Your Custom Workshop...

See page 4 for abstract and learning objectives.

Measures social-emotional compentencies.

Provides a comprehensive assessmentof adolescentpsychopathology.

Measures two fundamental aspects of executive control processes: working memory and inhibitory control.

Quickly evaluates the severity of children’s depressive symptoms.

Examines the relationships between adolescents and parents and enables you to plan effective treatments.

Assesses psychosocial symptomatology and risk of violence threat in adolescents.

Assists in the identication of symptoms associated with early onset bipolar disorder.

Provides a rapid assessment of the severity of an adolescent’s depressive symptomatology.

Enables you to get a parent’s perspective regarding his or her child’s emotional disturbance.

Phone 1.800.331.8378•Fax 1.800.727.9329•www.parinc.com 6

Learning Objectives• Research basis for development of

the TSCC and TSCYC.• Administration and scoring of the

TSCC and TSCYC.• Interpretation of multi-dimensional

scales and information obtained.

AbstractThis workshop will review the theory, structure, admin-istration, and interpretation of the Trauma Symptom Checklist for Children (TSCC) and the Trauma Symptom Checklist for Young Children (TSCYC). These self-report measures of posttraumatic distress and related psychological symptomatology provide mental health professionals with a standardized, age-normed, and multidimensional assessment. They not only provide information about mental health symptomology associ-ated with trauma, but also assist in gathering information regarding a PTSD diagnosis.

Standardized, Multidimensional Assessment of Child Trauma Symptomology

AbstractThis workshop will explore the implementation of response to inter-vention (RTI) and how it has expanded the SLP’s role in the school setting. Topics covered include the direct relationship among vocabulary, reading comprehension, and the core standards; the role of the SLP in RTI; and explicit, evidence-based intervention strategies designed to increase academic literacy. Participants will also be introduced to the Vocabulary Assessment Scales™ (VAS™), a new vocabulary assessment that has both Expressive and Receptive forms, features maximum ecological validity and iconicity, and provides the option of digital stimulus materials.

Effective Implementation of RTI Through Vocabulary Assessment and Instruction: The SLP’s Role

The VAS-E and VAS-R present full-color

photographs to measure the breadth of an individual’s

vocabulary and oral language development.

Learning Objectives• Explain the findings of recent

research on vocabulary acquisition and factors that negatively and positively influence vocabulary acquisition.

• Identify the influence of vocabulary on reading processes, reading comprehension, and the core standards.

• Understand the SLP’s role in the RTI process, including evidence-based and tiered vocabulary instruction techniques.

• Understand the integration of ecological validity and iconicity into vocabulary assessment.

The TSCC and the TSCYC evaluate acute and chronic postraumatic symptomology in children.

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An Empirically Based Model for Effective Threat Assessment/Crisis Intervention in the Schools

The PETRA is a 60-item self-report psychosocial assessment instrument for use with adolescents ages 11-18 years who exhibit threatening behavior.

The SAVRY is composed of 24 items in three risk domains—Historical Risk Factors, Social/Contextual Risk Factors, and Individual/Clinical Factors.

AbstractThis presentation provides a brief summary of the school violence literature as it relates to student suicide and homicide with regard to mitigating these events before they occur. Threat assessment procedures using the Psychosocial Evaluation & Threat Risk Assessment™ (PETRA™) and the Structured Assessment of Violence Risk in Youth™ (SAVRY™) will be used to structure a study of the dynamic nature of school violence with an emphasis on developing specific and targeted interventions. Topics addressed include the identification of predisposing and precipitating characteristics of school violence, threat assessment, and the evaluation of psychosocial functioning to guide the development of interventions to keep threats of violence from becoming acts of violence.

Learning Objectives• Provide a summary of school violence

literature as it relates to student suicide and homicide, with the perspective of mitigating these events before they occur.

• Provide a review of threat assessment procedures and the evaluation of psychosocial functions to guide in the development of interventions aimed at preventing acts of violence.

• Identify predisposing and precipitating characteristics of school violence.

Introduction to PARiConnect

AbstractOver the past decade, research in the area of neuropsychological and neurological sequelae of emotional and behavioral disorders has taken center stage. The intrinsic (i.e., genetic and temperamental) and environmental factors influencing brain development have become a major component of a comprehensive evaluation. This workshop will increase participants’ understanding of brain development and how its role in the manifestation of emotional and behavioral disorders is crucial to the evaluation and intervention planning of challenging students. In light of the paradigm shift in recent years toward a response to intervention (RTI) approach to practice, school psychologists must be even more aware of the factors that may be influencing a child’s or an adolescent’s difficulties in school, whether those problems manifest in the academic or the social arena. One set of factors to consider is internalizing disorders (i.e., depression, bipolar disorder, disruptive mood dysregulation disorder, and anxiety). In addition, the impact of the disruptive behavior disorders (i.e., ADHD, oppositional defiant disorder, and conduct disorder) on a student’s success in the classroom is well estab-lished. Current symptomology, intervention, DSM criteria, and effective screening and assess-ment of both internalizing and externalizing disorders will be covered.

Emotional and Behavioral Disorders: Bridging the Gap Between Assessment and Intervention in the Context of DSM-5™

Learning Objectives• Participants will learn about

emotional disabilities as well as disruptive behavior disorders in the context of DSM-5 changes.

• Participants will gain an understanding of the biological bases and theoretical underpinnings of internalizing and disruptive behavior disorders.

• Participants will learn about a variety of assessment tools that can be used when they are making diagnostic decisions.

Phone 1.800.331.8378•Fax 1.800.727.9329•www.parinc.com 8

Learning Objectives• View various screens of the

PARiConnect platform to understand its functionality.

• Learn account management and ordering processes and administration and scoring options.

• Understand data storage and security standards.

AbstractPARiConnect is an evolutionary, online testing platform that gives you access to your favorite PAR instruments through the convenience of a secure, easy-to-use Web site. Assign and administer assessments, run score and interpretive reports, keep track of client data—PARiConnect has everything you need to simplify your assessment process and save time. This workshop will train practitioners on how to access and use the PARiConnect platform to enhance their practice.

Introduction to PARiConnect

PARiConnect is online assessment made easy.

PARiConnect is assessment made easy.

The Academic Achievement Battery™ (AAB™): Comprehensive and Screening Forms

The AAB is a comprehensive

achievement test.

AbstractThe AAB Comprehensive Form is a broad battery of tests that covers a wide range of achievement domains, including the main areas of achievement defined by the Individuals with Disabilities Education Act (IDEA): oral expression, listening comprehension, written expression, basic reading skill, reading fluency skill, reading comprehension, mathematical calcula-tion, and mathematical problem solving. The AAB Screening Form offers an overall measure of basic academic skills in approximately 15 minutes. A review of the 15 subtests that make up the AAB, including an overview of administration and scoring, will provide participants with the basic training necessary to administer and score the AAB. A comprehensive approach to interpreting results obtained from the AAB will also be discussed.

Learning Objectives• Introduce participants to the

development and structure of the AAB.

• Teach participants how to administer and score the AAB.

• Provide participants with a framework for interpreting results that includes an analysis of the examinee’s strengths and weaknesses, score discrepancies, specific skills, and reliable change scores.

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Introduction to the Behavior Rating Inventory of Executive Function®, Second Edition (BRIEF®2)

AbstractThis workshop focuses on developing a working understanding of the concepts, assessment methods, and intervention approaches for the inclusion of an executive function model in everyday practice. Topics addressed include functional definitions and underlying concepts, components of the developing multidomain executive system, methods of assessment, executive contributions or characteristics of disorders, and guidelines for developing appropriate interventions. This workshop will also describe the newest edition of the BRIEF, the BRIEF2, providing key informa-tion about practitioner and research-driven changes to the new addition as well as its overall development, psychometric charac-teristics, applications, and interpretation.

Learning Objectives• Define executive functions in general;

understand the relationships among subdomains or components of the executive system.

• Describe methods of executive function assessment, executive contributions or characteristics of disorders, and guidelines for developing appropriate interventions.

• Understand the structure of the BRIEF2, overall development, psychometric characteristics, applications, and interpretation.

The (BRIEF 2®) assesses executive functioning of

children in the home and school environments.

Introduction to the Child and Adolescent Memory Profile™ (ChAMP)™

AbstractThis session will address the current scientific literature about memory development, assessment, and remediation. A newly developed, highly valid and reliable measure of memory that was developed based on scientific literature, experimental neuroscience, cognitive neuroscience, and neuropsychology will be introduced. This tool is designed to help clinicians identify interventions that will improve learning in children who have memory problems, and interpretive information with intervention design and recommenda-tions will be presented.

Learning Objectives• Understand the most recent memory

research and science to the development of interventions for students with memory deficits.

• Learn the details of the structure and subtests included in ChAMP.

• Know the fundamental standardization sample, reliability, and validity characteristics of ChAMP.A norm-reference test of

memory evaluation.

Comprehensive, Reliable Assessment of Emotional Disturbance Criteria and Social Maladjustment Using the

Emotional Disturbance Decision Tree™ (EDDT™) and the Emotional Disturbance Decision Tree™–Parent Form (EDDT™-PF)

Phone 1.800.331.8378•Fax 1.800.727.9329•www.parinc.com 10

Introduction to DBR Connect™

AbstractThis workshop will introduce DBR Connect, a direct behavior rating system that allows teachers, administrators, and school-based inter-vention teams to rate student behavior over time. Users can enter data online and easily screen at-risk students or chart their progress. Reports can also be generated, which can better inform decisions about what sort of interventions are needed. Both research-based behaviors and customizable behaviors can be rated.

Learning Objectives• Learn the theoretical basis for the

development of the DBR.• Understand how the system is

implemented in a school setting.• Learn how to utilizing reporting to

make decisions about progress and intervention.

AbstractVague terminology and incomplete definitions pertaining to emotional disturbance (ED) and social maladjustment (SM) have led to considerable discussion among school psychologists regarding the distinctions between ED and SM. The EDDT and EDDT-PF provide a standardized approach to the assessment of ED and address all aspects of the federal criteria for the ED exceptionality, including ED factors and SM as a codiagnosis or alternative prob-lem. The EDDT and EDDT-PF also address the educational impact of ED, the severity of ED, potential exclusionary factors such as short duration, and resiliency factors. This presentation discusses literature pertaining to the ED/SM dichotomy, case studies using the EDDT, incremental valid-ity that the EDDT contributes to the evaluation process, and the test’s usefulness in overcoming the ED/SM dichotomy.

Comprehensive, Reliable Assessment of Emotional Disturbance Criteria and Social Maladjustment Using the

Emotional Disturbance Decision Tree™ (EDDT™) and the Emotional Disturbance Decision Tree™–Parent Form (EDDT™-PF)

The EDDT is a standardized, norm-referenced scale designed to assist

in the identification of children ages 5-18 years who qualify for the federal special education

category of emotional disturbance.

Learning Objectives• Review the concept of ED,

qualification criteria for ED, and ED’s relationship to other psychological constructs such as SM.

• Review literature-based test construction, reliability, and validity of the EDDT and EDDT-PF.

• Review administration, scoring, and interpretation of the EDDT and EDDT-PF.

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Introduction to the Feifer Assessment of Math™ (FAM™)

AbstractThis workshop will introduce the Feifer Assessment of Math (FAM) battery, a comprehensive and innovative new math test designed to examine the underlying cognitive and linguistic processes that sup-port proficient math skills. Attendees will be introduced to the three subtypes of math disabilities from a brain-behavioral perspective, learn the details of the structure and subtests of the FAM that align with this perspective, and understand how assessment of the three subtypes leads to effective math intervention.

Learning Objectives• Understand the underlying cognitive

and linguistic processes that supports proficient math skills, including the three subtypes of math disabilities.

• Learn the details of the structure and subtests of the FAM.

• Understand how assessment of the three subtypes leads to effective math intervention.

Isolates, measures and quantifies three subtypes of dyscalculia to explain

why children may struggle with math.

Learning Objectives• Understand the underlying cognitive

and linguistic processes that support proficient reading skills, including the four subtypes of reading disabilities.

• Learn the details of the structure and subtests of the FAR.

• Understand how assessment of the four subtypes leads to effective reading intervention.

AbstractThis workshop will introduce the Feifer Assessment of Reading (FAR) battery, a comprehensive and innovative new reading test designed to examine the underlying cognitive and linguistic processes that support proficient reading skills. Attendees will be introduced to the four subtypes of reading disabilities from a brain-behavioral perspective, learn the details of the structure and subtests of the FAR that align with this perspective, and understand how assessment of the four subtypes leads to effective reading intervention.

Introduction to the Feifer Assessment of Reading™ (FAR™)

Examines the underlying cognitive and linguistic processes that support proficient reading skills.

Phone 1.800.331.8378•Fax 1.800.727.9329•www.parinc.com 12

Introduction to the Feifer Assessment of Reading™ (FAR™)

Learning Objectives• Introduce participants to the NAB.

Participants will be able to name and describe the six NAB modules.

• Provide general information about applications of the NAB and implications for its use. Participants will be able to explain how and when to utilize the NAB as a comprehensive assessment or as an abbreviated modular or cross-battery approach to neuropsychological assessment.

• Explore specific applications for clinical disorders and how to approach them using the NAB. Participants will be able to describe and explain which modules and measures they would use for two different clinical applications.

AbstractThe NAB is a comprehensive, integrated, modular battery of 33 neuropsychological measures developed to assess a wide array of cognitive abilities and functions in adults who have known or suspected disorders of the central nervous system. The individual tests are grouped into six modules: Attention, Language, Memory, Spatial, Executive Functions, and Screening (which allows the clinician to determine which of the other five domain-specific modules are appropriate to administer to an individual patient). The NAB has excellent psychometric properties and offers two equivalent forms that reduce practice effects and facilitate reevalu-ation. The NAB includes clinical validity samples as part of its normative data. The examiner can administer the entire NAB for a comprehensive evaluation of neuropsychological functioning in less than 4 hours. The purpose of this workshop is to introduce the participants to the NAB and the unique contribution it makes to neuropsychological assessment. Clinical applications and func-tional implications will be emphasized.

The Neuropsychological Assessment Battery® (NAB®): An Efficient, Integrated, and Comprehensive

Assessment of Functioning

The NAB comprehensively assesses a multitude

of neuropsychological functions.

Learning Objectives• Summarize how parent-adolescent

conflict results from neurobiological factors, communication/problem-solving skill deficits, cognitive distortions, and family structure problems.

• Describe the PARQ, when and how to use it, and how to build an intervention using the resulting information.

• Outline behavior management training, problem-solving training, communication training, and family structure interventions.

The PARQ measures communication/problem-

solving skill deficits, cognitive distortions, and family structure problems.

AbstractThis workshop will provide the audience with a practical, nuts-and-bolts, evidence-based approach to conceptualizing, assessing, and treating conflicts between parents and adolescents. Discussed first will be the behavioral family systems model of parent-teen conflict as a result of four intersecting dimensions: (a) neurobiol-ogy of the parents and adolescents; (b) skill deficits in behavior management, problem solving, and communication; (c) cognitive distortions; and (d) family structure problems. The methods for assessing each of these dimensions will then be reviewed. The new Parent Adolescent Relationship Questionnaire™ (PARQ™), which measures skill deficits, cognitive distortions, and family structure problems, will be highlighted. Research data and case studies will be used to show that the PARQ can provide valuable information to mental health professionals and school personnel who work with parents and adolescents, even if they don’t plan to conduct family therapy. Last, the process of taking information provided by the PARQ and incorporating it into a behavioral family systems therapeutic intervention will be described. This intervention includes behavior management training, problem-solving training, communication training, cognitive restructuring, and family structure interventions.

Assessment and Treatment of Parent-Adolescent Conflict (PARQ™)

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AbstractThis workshop provides extensive information on pervasive developmental disorders (PDDs) and the PDDBI. The PDDBI was developed to provide an assessment of PDDs that results in age-standardized scores for both problem behaviors and social communication skills relevant to children with PDD. This tool also was developed to be useful for multiple applications (e.g., clinical, medical, education, research). The concept of PDD is examined historically, and a brief introduction to its biological and behavioral characteristics, etiologies, and assessment methods is included. In addition, the history, theoretical orientation, and psychometric characteristics of the PDDBI are reviewed, and its clinical utility for assessing children, for making clinical decisions regarding intervention, and for quantifying and interpreting changes in children’s behavior profiles is examined. PDDBI profiles of subtypes of children with PDD also are examined, including those with known genetic syndromes and those showing associated medical problems such as seizures.

Age-Standardized Assessment and Progress Monitoring of Children on the Autism Spectrum

Using the PDD Behavior Inventory™ (PDDBI™)

The PDDBI is an informant-based rating scale

designed to assist in the assessment of children

ages 1.6-12.5 years who have been diagnosed with a PDD as defined by the

DSM-IV™.

Learning Objectives• Review the concept of PDD

historically, along with its biological and behavioral characteristics, etiologies, and assessment methods.

• Review the history, theoretical orientation, and psychometric characteristics of the PDDBI.

• Examine PDDBI profiles of subtypes of children with PDD.

Introduction to the Parenting Stress Index™, Fourth Edition (PSI™-4)

AbstractThrough early identification of parent-child systems under stress and the application of interventions aimed at reducing stress, the frequency and intensity of behavioral and emotional disturbances among children can be significantly reduced. The PSI-4 is a screen-ing and diagnostic assessment designed to measure the relative magnitude of stress in the parent-child system based on the parent’s perception of child characteristics, the personal characteristics of the parent, and the interaction between the child and the parent. This workshop will explore the theoretical causes and effects of parenting stress as well as coping strategies and interventions. The structure, psychometric properties, and clinical utility and interpretation of the PSI-4 and PSI-4 Short Form will also be presented.

Learning Objectives• Define parenting stress and review

the theoretical causes and effects as they relate to perception, cognition, emotion, and physiology.

• Review the development, structure, administration, and scoring of the PSI-4 and PSI-4 SF.

• Discuss the applications of the PSI-4 and PSI-4 SF in a variety of clinical settings and how to utilize the information to inform the development of interventions.

The PSI-4 is designed to evaluate the magnitude of stress in the parent-child

system.

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Learning Objectives• Identify common characteristics and

the neurobiology of EOBD.• Learn techniques to more effectively

identify symptoms of EOBD using the PBRS.

• Increase knowledge of common intervention techniques for children diagnosed with EOBD.

The PBRS is a standardized, norm-referenced parent and

teacher rating scale that assists in the identification of symptoms associated with severe emotional

disturbances—specifically, early onset bipolar disorder.

AbstractThis workshop will cover the history of early onset bipolar disorder (EOBD), the neurobiology of emotional regulation, the difficulties and controversy surrounding identification of EOBD in children, and common medical and behavioral interventions. In addition, the structure, administration, and interpretation of the PBRS—a parent and teacher rating scale that assists in the identification of symptoms associated with severe emotional disturbance, specifi-cally EOBD—will be reviewed.

Early Onset Bipolar Disorder and the Pediatric Behavior Rating Scale™ (PBRS™)

AbstractThe PAI is a self-administered, objective test of personality designed to provide information on critical client variables in pro-fessional settings. This multiscale inventory, designed for the clini-cal assessment of adults, assesses psychopathological syndromes and provides information relevant for clinical diagnosis, treatment planning, and screening for psychopathology. The purpose of this workshop is to introduce participants to the PAI and describe its unique contribution to the assessment of personality. Clinical applications and functional implications will be emphasized. A brief introduction to an effective interpretive strategy will also be provided.

The Personality Assessment Inventory™ (PAI®): A Significant Improvement in Personality Assessment

The PAI raises the standard for the assessment of adult

psychopathology.

Learning Objectives• Introduce the developmental

background and structure of the PAI. • Introduce the PAI scales, subscales,

and indexes.• Provide initial information on the

interpretive significance of different scores.

• Describe select research findings.• Demonstrate basic clinical

interpretation of the PAI.

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AbstractThe Reynolds Intellectual Assessment Scales (RIAS), published in 2003, has become a staple in the intellectual assessment arsenal of many psychologists, being used in the intellectual assessment of more than 250,000 individuals per year in North America alone. This workshop describes the newest edition of the RIAS, the RIAS-2, providing key information on practitioner and research driven changes to the new addition as well as its overall development, psychometric characteristics, applications, and interpretation. RIAS-2 subtests will be discussed including a new motor-reduced speed of processing measure.

Development and Application of the Reynolds Intellectual Assessment Scales, Second Edition™ (RIAS-2™)

The RIAS 2 is an individually administered test of

intelligence appropriate for individuals ages 3-94 years that includes a co-normed- supplemental measure of

memory.

Learning Objectives• Understand the rationale for and

changes made to the RIAS in the development of its revision, the RIAS-2.

• Learn the details of the structure and subtests included in the RIAS-2.

• Know the fundamental standardization sample, reliability, and validity characteristics of RIAS-2.

AbstractThe PAI-A was designed to closely complement its parent instru-ment, the Personality Assessment Inventory™ (PAI®), and closely parallels the adult version of the instrument. The PAI-A provides psychologists working with children and/or adolescents in clinical practice, schools, or forensic settings with vital information to assist in decision making. The clinical constructs assessed by the PAI-A were selected on the basis of their importance within the nosology of mental disorder and their significance in contempo-rary diagnostic practice.

Assessment of Psychopathology in Adolescents Using the Personality Assessment Inventory™–Adolescent (PAI®-A)

The PAI-A demonstrates clinical utility with adolescents ages 12-18 years in a variety

of settings.

Learning Objectives• Introduce participants to the

developmental background and structure of the PAI-A.

• Expose participants to the scales, subscales, and indexes and provide vital information on interpretive significance of different scores.

• Demonstrate basic clinical interpretation of the PAI-A.

Phone 1.800.331.8378•Fax 1.800.727.9329•www.parinc.com 16

Introduction to the Self-Directed Search® SDS®

AbstractThe SDS sets the standard for career assessment. Used by more than 35 million people worldwide, the SDS was originally written by John Holland, the creator of the popular RIASEC theory of voca-tional personality. The fifth edition of the SDS is designed to help clients learn about themselves and their career options. Whether they are college students choosing a major, veterans entering the civilian job market, or adults pursuing a career change, career-seeking clients can use the SDS to learn more about occupations that match their interests, abilities, and personalities. This workshop will provide clinicians and practitioners working with career-seeking clients with information about the SDS 5th Edition that will allow them to fully advise and inform their clients.

Learning Objectives• Participants will learn about John

Holland’s RIASEC theory and the history of the SDS.

• Participants will learn about the components, administration options, and interpretation structure of the SDS.

• Participants will learn about the development process and reliability and validity of the SDS.One of the most respected

and widely used career interest inventories in the world is now revised and

updated to meet the needs of today’s clients.

Comprehensive Assessment and Monitoring of Social-Emotional Assets and Resiliencies

AbstractEducators need practical ways to assess the social-emotional attributes of large groups of children and adolescents. The Social Emotional Assets and Resilience Scales™ (SEARS) may be the solu-tion. Designed to assess the social-emotional attributes of children and adolescents, this strength-based assessment is closely tied to the positive psychology movement: Rather than measuring deficits, it focuses on a child’s assets and strengths. This cross-informant system (self, parent, and teacher) includes scales that assess resilience and problem solving and was specifically designed to work within the response to intervention (RTI) model.

Learning Objectives• Describe the theoretical concept

of positive psychology. • Understand the development and

psychometric properties of the SEARS.

• Demonstrate administration and application of the SEARS in a school setting.

The SEARS measures social-emotional

compentencies from multiple perspectives.

Phone 1.800.331.8378•Fax 1.800.727.9329•www.parinc.com 17

The TEC presents four sequential tasks for 5- to

7-year-old children and six tasks for 8- to 18-year-old children and adolescents.

AbstractThe TEC is a standardized computer-administered measure of two essential executive functions: inhibitory control and working memory. The TEC represents the first standardized clinical applica-tion of two integrated neuroscience methods commonly used to tap working memory and inhibitory control: an n-back paradigm that parametrically increases working memory load and a go/no-go task to manipulate inhibitory control demand. The TEC is ideal for evaluating children and adolescents with a wide variety of developmental and acquired neurological disorders.

Learning Objectives• Understand the neurological

importance of working memory and inhibitory control and the role of n-back technology when measuring these concepts.

• Describe the development, administration, scoring, and interpretation procedures for the TEC.

• Enhance knowledge base through examination of TEC profiles.

Development, Application, and Interpretation of the Tasks of Executive Control™ (TEC™)

Phone 1.800.331.8378•Fax 1.800.727.9329•www.parinc.com 18

Schedule Your Informative Workshop Today!Call a PAR Clinical Assessment Consultant at 1.866.253.4050 or visit www.parinc.com.

Darla A. DeCarlo, LMHC, PsySClinical Assessment ConsultantMidwest Regional ConsultantDDecarlo@parinc.com

Christine Fontenot, MSClinical Assessment SpecialistCFontenot@parinc.com

Workshop/Webinar GuidelinesPAR is pleased to provide proprietary product training workshops to help our Customers become knowledgeable about the PAR products they use and to introduce new Customers to the features and benefits of our products. The following guidelines pertain to stand-alone workshops (not those provided at national/state/specialty conventions).

1. A guaranteed minimum of 25 attendees is required to schedule a workshop.

2. The workshop will be subject to a fee or required purchase of related materials. Please contact our Clinical Assessment Consultants at 1.813.449.4021 for more information.

3. If multiple school districts or organizations co-sponsor a workshop, the lead district/organization is responsible for managing and handling the purchase requirement. PAR cannot allocate credit among districts/organizations.

4. Districts/organizations that request that the instrument author conduct the workshop should be prepared to pay any honorarium the author requires for his or her participation. However, PAR will pay the author’s travel costs, including airfare, ground transpor-tation, parking, hotel stay, meals, and incidental expenses. Any payment made to an author is in addition to the workshop fee.

5. Please allow PAR at least 4 weeks to schedule and plan the workshop.

6. If the workshop sponsor wishes to award NASP or ASHA continuing education credits for the workshop, he or she must work with PAR to ensure that reporting requirements are fulfilled for all workshop attendees.

7. Webinars are free of charge, but we generally cannot award continuing education credits for their completion.

Development, Application, and Interpretation of the Tasks of Executive Control™ (TEC™)