Instructors:
Allison Cato Jackson, PhD, ABPP
Rod Grey, M.A.

  • Allison Cato has the following relevant financial relationships to disclose: Brooks Rehabilitation; Honorarium and does not have any non-financial relationships to disclose.
  • Rod Grey has the following relevant financial relationships to disclose: Brooks Rehabilitation; Honorarium and does not have any non-financial relationships to disclose.

 

Course Location:
3599 University Blvd South
Jacksonville, Florida, 32216

Course Description:

This 3-hour continuing education course equips Speech-Language Pathologists with the knowledge and skills to interpret and apply neuropsychological data—beyond standardized scores—in pediatric speech-language intervention. The course is divided into three focused modules: a general overview of neuropsychology and executive functions; a deeper dive into collaborative approaches for youth with Autism Spectrum Disorder (ASD); and targeted strategies for working with children with dyslexia.

Course Objectives: 

After this course, participants will be able to:

  • Explain key neuropsychological constructs and executive functions relevant to pediatric speech-language pathology.
  • Integrate neuropsychological data—beyond standardized scores—into collaborative assessment and intervention planning for children with ASD and dyslexia.
  • Apply effective collaboration strategies with neuropsychologists and interdisciplinary teams to enhance outcomes for youth with ASD and dyslexia.
  • Develop individualized, functional goals for pediatric speech-language therapy informed by neuropsychological insights.

Intended Audience:
This course is intended for Speech-Language Pathologists (pediatric-focused; applicable to pediatric and adults. 

Disclaimer: Registrations from individuals with clinical designations not listed in the intended audience for this course may be subject to removal from the course roster without a full refund. If you are unsure or have questions related to the intended audience, please email [email protected] and we will be happy to help clarify!

Contact Hours:

This course has been approved for 3 contact hours by the following boards:

  • Florida Board of Speech Language Pathology and Audiology

 

Continuing Education credit for each participant who meets the satisfactory course completion requirements (licensed in FL) will be automatically uploaded to CE Broker, which means the Florida Boards will have record of your attendance, even if you do not have your own personal CE Broker account. Course certificates will be provided at the completion of the course for those that meet the course completion requirements. Certificates will be mailed for courses that include a post-course test.

Enrollment:
If you are a Brooks Clinician and want to pay by cost center, please fill out this registration form and return the check and form to the Brooks IHL.

Satisfactory Course Completion:
Participants must complete the full course, including signing the attendance sheet each day, actively participating in performance demonstrations and question-and-answer sessions, and successfully completing the required post assessment.

Course Evaluation/Survey:
Within 48 hours of course completion, you will receive a post course survey. The IHL values your feedback and we thank you in advance for taking the survey.

Timed Agenda

9:00 – 9:10 am:                      Welcome and Introduction

9:10 – 1000 am:                     Part 1: General Neuropsychology and Executive Functions Overview

          • Introduction to pediatric neuropsychology
          • Key neuropsychological constructs relevant to SLPs
          • Executive functions: definition, assessment, and impact on communication and speech language intervention
          • Interpreting data beyond the scores: qualitative and contextual considerations
          • Case examples: Executive function challenges in pediatric populations

10:00 am – 11:00 am:            Part 2: Collaboration for Youth with Autism Spectrum Disorder (ASD)

          • Early assessment of ASD
          • Common communication and executive function challenges
          • Collaborative assessment and intervention planning
          • Strategies for interdisciplinary teamwork (SLPs, neuropsychologists, educators, families)
          • Case examples: Integrating neuropsychological findings into SLP intervention for youth with ASD

11:00 am – 11:50 am:              Part 3: Collaboration for Youth with Dyslexia

          • Neurobiological correlates of dyslexia
          • Language, executive function, and literacy connections
          • Collaborative intervention approaches: SLPs, neuropsychologists, reading specialists, educators
          • Using neuropsychological data to inform speech-language and literacy goal
          • Case example: Holistic intervention planning for a child with dyslexia

11:50 am – 12:00 pm:             Conclusion, Questions and Answers