You will learn how to select instructional strategies according to an understanding of a student’s neuro-cognitive profile. Dr. Naglieri will explore different types of processing disorders which are best defined as neurocognitive disabilities associated with different regions of the brain. These disorders affect complex decision making, focus and resistance to distractions, visual/verbal spatial ability and visual/verbal sequencing. Dr. Naglieri will then show you how to accurately identify students with specific learning disabilities, including ADHD and autism. He will discuss how proper assessment of students can lead to more effective classroom teaching. Dr. Naglieri will present case studies that illustrate how students with a specific learning disability can be identified and most importantly how to select instruction that is most beneficial given each student’s learning needs. You will learn practical instructional methods that work; and just as importantly, you will learn why these methods work.


The workshop runs from 8:15am - 2:30pm.

Download Seminar Brochure (pdf)


At this seminar, you will learn information about:

  • Identifying student learning needs based on a neuropsychological understanding of ability
  • Selecting proven instructional strategies that match specific learning needs of students
  • Motivating students with learning needs by teaching them about their learning strengths
  • The PASS theory of intelligence which relates Planning to the frontal lobes, Attention to the brain stem, Simultaneous (visual/verbal spatial ability) to the occipital/parietal lobes and Successive (visual/verbal sequencing) to the temporal lobes
  • Using RTI to help in the identification of and intervention for students with learning difficulties


This seminar will be applicable for regular and special education teachers, school and private psychologists, regular education and special education administrators and parents.


naglieriJack A. Naglieri, PhD, is a Research Professor at the Curry School of Education at the University of Virginia and Senior Research Scientist at the Devereux Center for Resilient Children and Emeritus Professor of Psychology at George Mason University. He has more than 30 years of published research on theoretical and psychometric issues concerning intelligence, cognitive interventions, executive function and resilience. Some of Dr. Naglieri’s more recent publications include the Cognitive Assessment System (2014), Devereux Elementary Student Strength Assessment (2012) and his book for teachers entitled Helping Children Learn (2010).