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USING BRAIN RESEARCH TO ENHANCE
STUDENT ATTENTION & ENGAGEMENT IN LEARNING
Neuroscience has found a strong link between the brain’s attention networks, motivation, memory, motor skills and executive functions in learning and disorders. Discover ways to boost student attention, motivation, and achievement, connect neuroscience to education, and use novel treatments for learning and attention disorders.
>> Brochure for educators and clinicians -pdf
>>Brochure for speech-language pathologists (ASHA) -pdf
LEARNING OBJECTIVES
You Will Gain Knowledge About:
- How attention networks work in the brain and can be trained
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Strategies to enhance student concentration, motivation and memory
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Brain research into the links between attention, motivation and rewards
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Interventions for language disorders and ways to motivate reading and math
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Ways to use music, movement, exercise, and meditation to improve attention
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Connections between executive function, self-regulation and achievement
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New insights and treatments for children and teens with ADHD and autism
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Using neuroscience to improve student engagement and education |
| Featured Speakers |
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Michael I. Posner, PhD, Professor
Emeritus, Dept. of Psychology, Institute of Cognitive and Decision
Sciences, Department of Psychology, University
of Oregon; author of Cognitive Neuroscience of Attention (2004);
co-author, Educating the Human Brain (2006); and "Attentional
Networks and the Semantics of Consciousness" (2008) |
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Martha B.
Denckla, MD, Batza Family Endowed Chair; Director,
Developmental Cognitive Neurology Program; Kennedy Krieger Institute;
Professor of Neurology, Pediatrics and Psychiatry, Johns Hopkins University School of Medicine; co-author of Rapid Automatized Naming and Rapid
Alternating Stimulus Tests RAN/RAS (2005) |
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Patricia
O. Quinn, MD, Developmental Pediatrician; Clinical Assistant
Professor of Pediatrics, Georgetown
University Medical Center; author of Attention
Girls: A Guide to Learn All About Your ADHD (2009); co-author of Putting
on the Breaks: Understanding and Taking Control of Your ADD or ADHD
(2008) |
Conference Topics |
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FOCUSING THE MIND: ATTENTION, MEMORY & THE BRAIN |
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| Attention Networks: Normal Development and Pathology |
| Michael I. Posner, PhD, Professor Emeritus, Dept. of Psychology, Institute of Cognitive and Decision Sciences, University of Oregon; Adjunct Professor of Psychology in Psychiatry, Sackler Institute for Developmental Psychobiology, Weill Medical College, Cornell University; eminent researcher in the field of attention; co-author of Educating the Human Brain (2006); author of Cognitive Science of Attention (2004) |
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| Think Smart: Strengthening Your Powers of Attention, Memory and Concentration |
| Richard M. Restak, MD, Neuropsychiatrist; Clinical Professor of Neurology, George Washington University Hospital School of Medicine and Health Sciences; author of Think Smart: A Neuroscientist's Prescription for Improving Your Brain's Performance (2009), The Naked Brain (2006) and The New Brain (2004) |
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| Connecting Attention, Emotions & Memory for Effective Teaching |
| Mariale M. Hardiman, EdD, Co-Director, Neuro-Education Initiative; Chair, Dept. of Interdisciplinary Studies; Assistant Dean, Urban School Partnerships, School of Education, Johns Hopkins University; former principal; author of Connecting Brain Research with Effective Teaching: The Brain-Targeted Teaching Model (2003) |
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| The Technological and Pharmacological Armamentarium for Attention and Memory |
| Kenneth S. Kosik, MD, Co-Director, Neuroscience Research Institute; Harriman Chair and Professor of Neuroscience Research, Dept. of Molecular, Cellular and Developmental Biology, University of California, Santa Barbara; co-author of The Alzheimer Epidemic: How Today's Care Is Failing Millions- and How We Can Do Better (2009) |
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| Using the Brain’s Attention Networks and Neuroplasticity to Increase Attention and Motivation in All Learners |
| Judy Willis, MD, EdM, Board-Certified Neurologist, middle school teacher; author, Inspiring Middle School Minds (2009), How Your Child Learns Best (2008), Teaching the Brain to Read (2008), Brain-Friendly Strategies for the Inclusion Classroom (2007) and Research-Based Strategies to Ignite Student Learning (2006) |
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ENGAGING STUDENTS: MOTIVATION & LEARNING |
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| Why Students Don’t Like School: Using Neuroscience to Improve Learning, Motivation and Memory |
| Daniel T. Willingham, PhD, Cognitive Scientist; Professor, Dept. of Psychology; Faculty, Center for the Advance Study of Teaching and Learning, University of Virginia; author of Why Don't Students Like School: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom (2009) and Cognition: The Thinking Animal (2006) |
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| Facilitating Optimal Motivation in Schools: The Self-Determination Theory |
| Edward L. Deci, PhD, Professor of Psychology and Gowen Professor in the Social Sciences, Dept. of Clinical and Social Psychology, University of Rochester; renowned for developing the Self-Determination Theory (SDT); co-author of “Motivating learning, performance, and persistence” (2004, Journal of Personality and Social Psychology), and Why We Do What We Do: Understanding Self-Motivation (1996) |
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| The Motivation Breakthrough: Six Secrets to Turning On the Tuned-Out Child |
| Richard D. Lavoie, MA, EdM, Consultant; Member of the Professional Advisor Board, Learning Disabilities Association; Guest Lecturer, Harvard University and Gallaudet University in Washington, DC; author of The Motivation Breakthrough: 6 Secrets to Turning On the Tuned-Out Child (2007) and It’s So Much Work to Be Your Friend: Helping the Child with Learning Disabilities Find Social Success (2005) |
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| Developmental Pathways: Students-Teachers’ Concepts of Motivation, Self-Regulation and Achievement |
Fay E. Brown, PhD, Associate Research Scientist; Director, Child and Adolescent Development, Comer School Development Program, Yale University School of Medicine; co-author of “Child development: The foundation of education” (2004, Six Pathways to Healthy Development and Academic Success)
Christine Emmons, PhD, Director, Program Evaluation, Comer School Development Program, Yale University School of Medicine; co-author of “School climate as a factor in student adjustment and achievement” (1997, Journal of Educational and Psychological Consultation) |
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| Fostering Intrinsic Motivation in the Classroom |
| Willy Wood, MA, President, Open Mind Technologies; former high school and university teacher; national speaker on brain-based teaching |
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| Motivating Students by Maximizing Thinking |
Sarah Armstrong, EdD, Adjunct Faculty Member, University of Virginia; Consultant and President, Leading and Learning Solutions; former teacher and administrator in both public and independent schools; author of Teaching Smarter with the Brain in Focus (2008) |
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| Raising a Self-Disciplined Child: Helping Children Become More Focused, Resilient and Motivated |
| Sam Goldstein, PhD, Faculty Member, University of Utah Medical School; Neuropsychologist, Neurology, Learning and Behavior Center in Salt Lake City; co-author of Raising a Self-Disciplined Child (2007) |
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TREATING ADHD: ATTENTION, MOTIVATION & DOPAMINE |
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| ADHD: It’s About Some (Not All) Kinds of Attention and Much More Than Attention |
| Martha B. Denckla, MD, Batza Family Endowed Chair; Director, Developmental Cognitive Neurology, Kennedy Krieger Institute; Professor of Neurology, Pediatrics and Psychiatry, Johns Hopkins University School of Medicine; co-author of “Attention: Relationships between attention deficit hyperactivity disorder and learning disabilities” (2003, Handbook of Learning Disabilities) |
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| Attention Girls: Helping Girls Face Their ADHD Challenges |
| Patricia O. Quinn, MD, Developmental Pediatrician; Clinical Assistant Professor of Pediatrics, Georgetown University Medical Center; Member of the CHADD Hall of Fame; author of Attention Girls: A Guide to Learn All About Your ADHD (2009); co-author of Putting on the Brakes: Understanding and Taking Control of Your ADD or ADHD (2008) |
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| Biological Basis of ADHD: Motivation, Dopamine and Treatment |
| James M. Swanson, PhD, Developmental Psychologist; Director, Child Development Center; Professor of Epidemiology and Pediatrics, Dept. of Pediatrics, University of California, Irvine School of Medicine; Senior Fellow, Sackler Institute for Developmental Psychobiology, Weill College of Medicine, Cornell University; co-author of “Evaluating dopamine reward pathways in ADHD: Clinical implications (2009, Journal of the American Medical Association) |
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| ADHD: New Views from Brain Imaging |
| Jay N. Giedd, MD, Child and Adolescent Psychiatrist; Chief, Brain Imaging in the Child Psychiatry Branch, National Institute of Mental Health, National Institutes of Health; co-author of “Anatomical brain magnetic resonance imaging of typically developing children and adolescents” (2009, Journal of American Academy of Child Adolescent Psychiatry) |
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| Brain Processing in Behavior Disorders: Matching the Treatment with the Deficit |
| Lisa M. Gatzke-Kopp, PhD, Assistant Professor, Dept. of Human Development and Family Studies, The College of Health and Human Development, Pennsylvania State University; author of “Central nervous system substrates of impulsivity: Implications for the development of attention-deficit/hyperactivity disorder and conduct disorder (2007, Human Behavior and the Developing Brain: Atypical Development) |
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INTERVENING IN READING, LANGUAGE & MATH DISABILITIES |
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| The Reading Brain: Disability, Intervention, Sensory and Language Experience |
| Guinevere F. Eden, PhD, Director and Associate Professor, Dept. of Psychology; Director, Center for the Study of Learning; Associate Professor, Dept. of Pediatrics and Dept. of Neuroscience, Georgetown University Medical Center; Director, International Dyslexia Association; co-editor, Skill Acquisition, Reading, and Dyslexia (2008); co-author of “The role of neuroscience in the remediation of students with dyslexia” (2002, Nature Neuroscience) |
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| Reading in the Brain: The Science and Evolution of a Human Invention |
| Stanislas Dehaene, PhD, Professor; Chair, Experimental Cognitive Psychology, College de France; Director, NSERM-CEA Cognitive Neuroimaging Unit; A Leading European Neuroscientist; author of Reading in the Brain The Science and Evolution of a Cultural Invention (2009), From Monkey Brain to Human Brain (2005) and The Number Sense: How Mathematical Knowledge Is Embedded In Our Brains; (1999) |
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| Intervening to Foster Children’s Motivation in Reading, Math and School |
| Allan Wigfield, PhD, Professor; Chair, Dept. of Human Development, College of Education, University of Maryland; co-editor of Handbook of Motivation at School (2009); co-author of “The role of reading engagement in mediating the effects of instruction on reading outcomes” (2008, Psychology in the Schools) |
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| Noise-Exclusion Deficits and Dyslexia: Can Music Help Auditory Attention? |
| Nina Kraus, PhD, Hugh Knowles Professor, Depts. of Neurobiology and Physiology, and Communications Sciences and Disorders; Principal Investigator, Auditory Neuroscience Laboratory, Northwestern University; co-author of “Musical experience shapes top-down auditory mechanisms: Evidence from masking and auditory attention performance” (2009, Hearing Research) |
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| Number Sense: Intuition of Numbers and Their Cerebral Basis |
| Stanislas Dehaene, PhD, Professor; Chair, Experimental Cognitive Psychology, College de France; Director, NSERM-CEA Cognitive Neuroimaging Unit; A Leading European Neuroscientist; author of Reading in the Brain The Science and Evolution of a Cultural Invention (2009), From Monkey Brain to Human Brain (2005) and The Number Sense: How Mathematical Knowledge Is Embedded In Our Brains; (1999) |
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| Why Do Some Children Struggle with Math?: Pathways to Mathematical Learning Difficulties |
| Michele M. M. Mazzocco, PhD, Research Scientist; Director, Math Skills Development Project, Kennedy Krieger Institute; Professor of Psychiatry and Behavioral Sciences, Johns Hopkins University School of Medicine; author of “Pathways to mathematical difficulties and disabilities” (2009, Developmental Disabilities Research Reviews); co-editor of Why is Math So Hard for Some Children: The Nature and Origins of Mathematics Learning Difficulties and Disabilities (2007) |
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| The Effects of ADHD (Beyond Decoding Accuracy) on Reading Fluency and Comprehension |
| Mark E. Mahone, PhD, ABPP, Child Neuropsychologist; Research Scientist; Director of Neuropsychology, Kennedy Krieger Institute; Associate Professor of Psychiatry and Behavioral Sciences, Johns Hopkins University School of Medicine; co-author of "Effects of language, fluency, and executive function on reading comprehension performance" (2009, Annals of Dyslexia) and “Interstimulus jitter facilitates response control in children with ADHD" (2010, Journal of the International Neuropsychological Society) |
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DIRECTING BEHAVIOR: EXECUTIVE FUNCTION & ATTENTION |
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| Understanding, Assessing and Teaching Children with ADHD and Specific Language Disorders |
| Jack A. Naglieri, PhD, Professor of Psychology, Dept. of Psychology, George Mason University; Senior Editor, Journal of Attention Disorders; co-editor of Assessment of Autism Spectrum Disorders (2009) and Assessing Impairment: From Theory to Practice (2009); co-author of Practitioner's Guide to Assessing Intelligence and Achievement (2009) and Helping Children Learn (2003) |
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| The Neural Basis of Executive Control in Childhood ADHD |
| Chandan J. Vaidya, PhD, Associate Professor, Dept. of Psychology; Director, Developmental Cognitive Neuroscience Laboratory; Faculty, Center for the Study of Learning, Georgetown University; co-author of “Two forms of implicit learning in childhood ADHD” (2009, Developmental Neuropsychology) |
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| The Role of Executive Functions and Attention in Behavior: Assessment and Intervention |
| George McCloskey PhD, Professor and Director, School Psychology Research, Dept. of Psychology, Philadelphia College of Osteopathic Medicine; author of Essentials of Executive Function Assessment (2010); co-author of Assessment and Intervention for Executive Function Difficulties (2009) |
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| Understanding the Impact of ADHD and Executive Function Deficits on Learning and Behavior in Teens |
| Chris A. Zeigler-Dendy, MS, School Psychologist; former teacher; Member, National CHADD President’s Council and member of the CHADD Hall of Fame; author of Teenagers with ADD and ADHD: A Guide for Parents and Professionals (2006); co-author of A Bird’s-Eye View of Life with ADD and ADHD (2007) |
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CONNECTING MOOD, PLAY, MOVEMENT & MEDITATION TO ADHD & AUTISM |
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| Examining Motor Skills in ADHD and Autism: What This Tells Us About How Children Learn |
| Stewart H. Mostofsky, MD, Pediatric Neurologist; Director, Laboratory of Neurocognitive Imaging Research; Medical Director, Center for Autism and Related Disorders, Kennedy Krieger Institute, Associate Professor of Neurology, Johns Hopkins University School of Medicine; co-author of "Decreased connectivity and cerebellar activity in autism during motor task performance" (2009, Brain), and “Basal ganglia volume and shape in children with attention deficit hyperactivity disorder” (2009, American Journal of Psychiatry) |
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| The Focused Child: Why Movement and Meditation are Important for Health, Attention and Learning |
| William R. Stixrud, PhD, Clinical Neuropsychologist; Assistant Clinical Professor of Psychiatry, George Washington University Medical Center; Director, William Stixrud and Associates; Advisor, David Lynch Foundation and School for Tomorrow; co-author of “Use of the transcendental meditation technique to reduce symptoms of Attention Deficit Hyperactivity Disorder (ADHD) by reducing stress and anxiety” (2008, Current Issues in Education) |
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| Using Movement and Music to Improve Mood, Attention, and Autism |
Roberta Scherf, MA, Founder and President, Thinking Moves; who is working with FableVision to create tools to help classrooms and children and adolescents struggling with learning problems and
Chris Bye, PhD, Chief Operating Officer, Thinking Moves; Developer, SmartMoves; Instructor, University of St. Thomas, Minneapolis/St. Paul |
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| Neuroscientific Perspectives on Motivating Emotions: Implications for Education |
Mary Helen Immordino-Yang, EdD, Assistant Professor, Rossier School of Education; Research Assistant Professor, Brain and Creativity Institute, University of Southern California; co-author of “Revisiting the role of non-conscious processes in motivation: Neuroscientific perspectives” (2009, American Educational Research Association) |
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| Action-Based Learning: Using Movement, Exercise and Play to Increase Attention, Memory and Achievement |
Jean Blaydes Madigan, MEd, Co-Creator, Action Based Learning Lab; internationally-known pioneer in kinesthetic teaching strategies; consultant; winner of the Texas AHPERD Teacher of the Year, and one of six National Elementary Physical Education Teacher of the Year Awards; author of Thinking on Your Feet (2004)
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| The Role of Attention and Play in Early Development |
Jill Stamm, PhD, President, New Directions Institute for Infant Brain Development; Clinical Associate Professor, Psychology in Education, Mary Lou Fulton College of Education, Arizona State University; co-author, Bright From The Start: The Simple Science-Backed Way to Nurture Your Child’s Developing Mind from Birth to Age Three (2007)
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