>>Download Brochure for Speech-LanguagePathologists

Teachers, educators, school psychologists, clinicians and other professionally licensed personnel may receive a Certificate of Attendance for hours completed for attending this conference. Certificates of attendance are suitable for use to meet professional development requirements. Attendees can earn 15-23 contact hours of credit for attending any of the three-day conferences, and pre- and post--conference workshops. Earn 15-21 hours. 10 contact hours = 1 CEU or 10 PDPs and CEs.

Speech/Language Pathologists:
Boston University is approved by the Continuing Education Board of the American Speech-Language-Hearing Association (ASHA) to provide continuing education activities in speech-language pathology and audiology. This program is offered for 1.5 CEUs (Intermediate level; Professional area). ASHA CE Provider approval does not imply endorsement of course, content, specific products, or clinical procedures.

Learning Objectives for Speech-Language Professionals: Upon completion of this conference, speech-language pathologists should be able to:

• Explain how brain plasticity can be used in the treatment of dyslexia, ADHD and autism.
• Describe how stress, adversity and experiences shape the brain, learning & language.
• Analyze techniques to rewire the brain to improve attention, mood and memory.
• Apply brain-based strategies to improve reading, math, language, teaching and treatment.
• Discover ways to enhance brain development and learning in children, teens and adults.

Pediatricians, Physicians, Neurologists & Psychiatrists:
(CME-Medical Education is not offered): CME (Medical Credits) are not being provided at this time for this Learning & the Brain conference. Check back in the future for CME availability at future conferences.

Psychologists & School Psychologists:
(CE credits) Public Information Resources, Inc. (PIRI) is approved by the American Psychological Association to offer continuing education for psychologists and school psychologists. PIRI maintains responsibility for the program.

National Certified Counselors & California Therapists, Ed. Psychologists & Social Workers:
(CEs, CEUs & Category 1 Credits): Public Information Resources, Inc. (PIRI) is approved by the National Board of Certified Counselors to offer CEU credits for certified counselors nationwide. PIRI is approved by the California Board of Behavioral Sciences to offer CE credits to California 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.

Social Workers:
(Cat. 1 credits): Public Information Resources, Inc., has been approved to provide up to 21 Category I credits to social workers through the National Association of Social Workers (NASW) collaborative Educators: (PDPs, CEUs, CEs): PIRI is also a recognized provider in many state Departments of Education, including MA, MN, CA, CT, PA, IL, TX, GA and NJ. The conference also meets the 3-credit course requirement for vocational education certification and meets teacher recertification requirements in Massachusetts. Check with your school district or state education department to make sure you can receive credits for the conference or if any provider pre-approval requirement is needed for them to accept credits from the conference. In Wisconsin, check with your school district for CEU approval for the conference. Earn 15-21 contact hours toward your recertification.

School Nurses:
(RN) in MA, PA, & NJ In Massachusetts, PIRI is registered as a provider with the Massachusetts Department of Education for educators and school nurses. Mass. school nurses and educators are required to complete 10 hours on a given topic and must have an end-of-course assessment by which the participant demonstrates learning. Contact hours earned in separate workshops may be combined to attain the 10 hours as long as there is a similar theme. PIRI is approved by the New Jersey Department of Education: ID#3136. Pennsylvania Certified School Nurses should be sure that educational offerings by PIRI are included in your school district's approved Professional Education Plan, in order to have PIRI's Nursing Contact Hours recognized toward Act 48 requirements. PIRI is an approved ACT 48 professional development provider with the PA Department of Education. Earn 15-21 contact hours toward your nursing recertification.

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 appy for credits with a specific organization, please contact Kelly Williams at 781-449-4010 ext. 105.

To obtain a certificate of attendance with your total contact (clock) hours, you must complete the evaluation form and questionnaire of the Program Book that you receive at the conference. You must leave the form at the registration desk when you are finished with the conference. You will not receive any Professional Development Credit unless you complete the evaluation form. Documentation of attendance will be mailed to you 3-4 weeks after the conference has been completed.

For PDP and CEU information, call 781-449-4010 ext. 105.

Continue Your Education & Earn Additional Credit
Write a 3-5-page paper on how you applied what you've learned and have your paper published on our website.

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 & the Brain Conference to your classroom or work with children. Your paper will be considered for display at a future Learning & the Brain Conference poster session, publication on the Learning & the Brain Conference web site, and, if you wish, 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 the Conference web site and to have it displayed at a poster session, if chosen for either or both.

The paper must be submitted in electronic form either as an attached Word 6.0/98 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 Mr. Kelly Williams, Learning & the Brain Conference, at: learningbrain@edupr.com.

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 Kelly Williams at learningbrain@edupr.com.

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.

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