Using Concepts as Building Blocks of Thinking and Problem Solving
April 2, 2013
Ann Boehm, PhD will present a complimentary webinar entitled “Using Concepts as Building Blocks of Thinking and Problem Solving” on April 2, 2013 from 12:00-1:00 CST.
During this webinar, basic concept assessment and interventions will be explored using a multiple-step model. Evidence based intervention concerns will be presented along with checklists to monitor progress. A final section will focus on ways to improve students’ use of basic concepts at increasing levels of difficulty as well as increase their depth of understanding across contexts.
At the completion of the webinar, participants will be able to:
- Name the four steps in the process of assessing and developing intervention goals to address a child’s concept knowledge.
- Explain how to use the Boehm-3 test results to plan intervention activities at all three levels of RTI.
- Describe how teaching a basic concept would change when targeting higher levels of difficulty.
About the Presenter
Ann Boehm, PhD is a professor emerita of psychology and education at Teacher’s College, Columbia University. She is a member of the school psychology program and continues to teach and offer workshops in the area of early childhood assessment and intervention. She is well known for her work in identifying the importance of young children’s knowledge of basic relational concepts to their understanding of directions used by teachers and essential for understanding the content of early reading and mathematics curricula. These concepts are essential for children to communicate effectively.
She currently is working with the American Lighthouse for the Blind on editions for the BTBC-3 for the blind and visually impaired beginning at the preschool level. She is also working on an integrated version of the test materials with downloadable intervention activities for professionals and parents. Other activities include research in the areas of listening comprehension beginning at the prekindergarten level. She has written extensively on assessment issues at the early childhood level. Her most recent works include a co-authored book with Marla R. Brassard “Preschool Assessment: Principles and Practices (New York Guilford Press 2007) and a chapter “Children’s Knowledge of Basic Concepts: An Essential Component of direction following and problem solving in T.B. Gutkin & C.R. Reynolds, Eds. The handbook of school psychology, 4th Ed. New York John Wiley & Sons, 2009.
This course is offered for 0.1 ASHA CEUs (Intermediate level, Professional area.
Program completion requirements: Participants in this program must meet the time requirements for module completion and webinar participation. Individuals who do not meet time requirements will not be recommended for ASA CEUs. No partial credit will be provided.
Financial disclosures – The presenter is the author of the Boehm-3 Test of Basic Concepts and receives a royalty from the sales of this assessment.
Non-financial disclosure – There are no non-financial relationships to disclose
The Pearson Assessments Division has developed the Boehm-3 Test of Basic Concepts and Boehm-3 Preschool. This course will provide information related to these assessments.
About the ASHA CE Registry Fee
An annual ASHA CE Registry fee is required to earn ASHA CEUs. Individuals must meet one of the following criteria to earn ASHA CEUs:
– ASHA Member (includes Life member and International affiliates)
– ASHA Certificate of Clinical Competence (CCC) Holder
– Licensed by a state or provincial regulatory agency to practice speech‐language pathology (SLP) or audiology
– Credentialed by a state regulatory agency to practice SLP or audiology
– Credentialed by a national regulatory agency to practice SLP or audiology
– A Clinical Fellow supervised by someone who holds the ASHA CCC
– Currently enrolled in a masters or doctoral program in SLP or audiology