CE Credits

Please read the following information regarding CE requirements:

Certificates of attendance are suitable for use to meet professional development requirements for educators and clinicians. Attendees can earn 17.5 contact hours of credit by attending the three-day conference. An additional 3 hours of credit are available for educators and some clinicians for attending pre-conference workshops for a total of 20.5 hours. The conference is 17.5 contact hours = 1.75 CEU or 17.5 PDPs and CEs. Speech-language credits (1.75 CEUs) are available only for the conference and not for pre-conference workshops. Speech-language professionals must sign in and out each day, and must pick up an ASHA participation form at the conference Help/Information Desk.

In order to receive any professional development credits, you must do three things at the conference:

  • Sign in on your first day of the conference when you do check-in registration,
  • Sign out on the last day of the conference,
  • Fill out the evaluation/learning outcomes questionnaire in your program book and leave the form at the conference registration desk on your last day at the conference. Certificates will be emailed to you four weeks after the conference.

Psychologists and School Psychologists must complete the evaluation form in their program book.

You can also receive additional credits by writing a paper on how you applied what you learned. For more details and questions, contact the CE Director, Kristin Dunay at (781) 449-4010 ext. 102.

CE Available Credits:

Credits for Speech/Language Pathologists:

This program is offered for 1.75 CEUs (Intermediate level; Professional area).
Credits are available for conference only.

SLP participants will be able to:

  • Describe ways to improve thinking skills in reading/math
  • Explain the connection of the arts to brains and learning
  • Apply teaching strategies to foster innovation and creativity
  • Explore ideas for promoting 21st Century skills in the classroom
  • Discuss the importance of insight and problem-solving skills
  • Identify ways music and thinking enhance language learning
  • Provide strategies to improve reasoning and thinking skills
  • Examine the link of learning disorders to divergent thinking Use design, games and collaboration for creative thinking
  • Apply imagination and play for autism intervention

Click here for disclosure information.

Credits for Psychologists and School Psychologists:

Public Information Resources, Inc. (PIRI) is approved by the American Psychological Association to sponsor continuing education for psychologists. PIRI maintains responsibility for the program and its content. Psychologists and school psychologists must complete the evaluation form in their program book in order to receive credits. For information on the credits and learning objectives for each pre-conference workshop and session within the conference, please click here. All pre-conference workshops and conference sessions are considered Intermediate Level.

Credits for Certified Counselors:

PIRI has been approved by the National Board of Certified Counselors (NBCC) to award CEU credits for certified counselors. (Provider #5947)

Credits for Educators: State Department of Education:

PIRI is able to provide credits that qualify for the education departments in most states and are accepted by most districts. You may wish to check whether your state's Department of Education requires special approved provider status. PIRI is a specifically approved provider in the Departments of Education in the states of PA, CT, GA, TX, IL and MN.

Credits for CA Social Workers/Marriage and Family Therapists/Educational Psychologists:

PIRI is approved by the California Board of Behavioral Sciences to offer CE credits to Marriage and Family Therapists (MFT); Licensed Clinical Social Workers (LCSW); Licensed Educational Psychologists (LEP); MFT Interns; and Associate Clinical Social Workers (ASW) in the State of California. (PCE#2072)

Credits for School Social Workers:

Public Information Resources, Inc., has applied for 17 or 21 Category I credits to social workers through the National Association of Social Workers (NASW) collaborative through Boston College and Simmons College Schools of Social Work.

Educational Incentive Program:

Rockefeller College, University of Albany, State University of New York Scholarship funding to participate in this training may be available through the Educational Incentive Program (EIP). For more information or to apply for a scholarship, visit www.ecetp.pdp.albany.edu. You may also contact EIP at [email protected] or 800-295-9616.

Apply to Your Own Professional Organization/District for Credits (CE credits): Public Information Resources, Inc. (PIRI) may not be approved by your professional organization to offer continuing education credits. However, you can submit your own request to your organization for approval to receive credits at the conference. Simply submit the following documents to your organization to request CE approval. Print the Conference Program and Schedule, Conference Brochure, and the Evaluation Form sample documents and submit them to you organization or district for approval.

If you would like us to apply for credits with a specific organization, please contact CE Director, Kristin Dunay at (781) 449-4010 ext. 101.

Continue Your Education: Earn Additional Credit by Writing a Paper

Write a 3-5-page paper on how you applied what you've learned and have your paper published on our website and earn 5 additional credit hours.

As an Attendee, you are invited to submit an original 3-5 page paper describing how you have applied information or skills learned at the Learning ghj_amp the Brain Conference to your classroom or work with children. Your paper will be considered for publication on the Learning ghj_amp the Brain Conference society website, and, you will earn five (5) extra hours of professional development credit-time.

By submitting a paper, you are agreeing to have your paper posted in whole or in part on our web site for others to learn from your experiences.

The paper must be submitted in electronic form either as an attached Word 6.0/2000 document or within the body of an email. It must be sent no later than six months after completion of the Conference to be considered for credit. Email your paper to CE Director, Kristin Dunay.

Public Information Resources, Inc. reserves the right to not use your paper or to edit it if accepted for publication on the web site. Your name as author, your school or organization, and your email address will be published on the web site and/or poster session along with your paper. This is an opportunity to profile ideas and earn professional development credit. Acceptance does not include complimentary registration to the Conference. If you are interested in this, please contact Kristin Dunay at [email protected].

Your paper must be 500-750 words and answer some of the following questions.

  • What insights or knowledge did you gain as a result of attending the conference?
  • What changes to teaching methods, curriculum, instruction, treatment, etc., did you make based on the ideas, strategies, skills, or research you learned at the conference?
  • Describe how you went about making those changes to your curriculum, teaching methodology, student assignments, class management, instructional methods, intervention, or class structure based on what you learned at the conference. What process did you use?
  • Describe the reaction of students, teachers, administrators, parents, peers, or others to any changes you made, and if there was any resistance that prevented you from implementing those changes.
  • Describe the results of your changes, such as improved student achievement or scores, improvements in teaching, learning, or behavior, and any negative results.
  • Did the conference cause you to change the way you deal with students who have learning differences, disabilities, or are gifted? If so, how? Did it change the way you teach or deal with students?
  • Did it change the way students learn?
  • Did you share what you learned with teachers, administrators, colleagues, or parents? What was their reaction?
  • Are you better able to identify, help, treat, or assess students with learning disabilities or emotional or social problems as a result of the conference?
  • Share any ideas for applying brain science to learning, behavior, emotions or motivation.