Neuroscience and Education Symposium 2017: The Connection, June 1-2

Text: Neuroscience and Education: The Connection

Connections between reading and math instruction and neuroscience will be among the featured topics at the fourth annual symposium, “Neuroscience and Education: The Connection,” Thursday and Friday, June 1-2.

Hosted by the Annette Eskind Institute of Learning at Currey Ingram Academy and the Vanderbilt Kennedy Center for Excellence in Developmental Disabilities (VKC UCEDD), the symposium will be held at Currey Ingram Academy, 6544 Murray Lane, Brentwood.

This is a one-stop symposium for educators and other professionals to hear about the latest brain research as it relates to education and to learn the most current evidence-based strategies for implementing this research in the classroom. Topics covered will include ADHD, dyslexia, autism, language impairment, emotions and brain plasticity, reading and math instruction, giftedness, and the use of the arts in educational and developmental interventions.

This year’s plenary speakers are Bill Pelham, Ph.D., and Fumiko Hoeft, M.D., Ph.D. They also will present breakout sessions.

Early Behavior Therapy Found to Aid Children with ADHD is the title of Pelham’s keynote presentation. His breakout session is Enhancing Motivation for Better Learning.

Pelham is Distinguished Professor of Psychology, Psychiatry & Behavioral Health, and Public Health at Florida International University, chair of its Department of Psychology, and director of the Center for Children and Families. His summer program for children with ADHD is widely recognized as state-of-the-art for children and adolescents with ADHD. He has authored or co-authored more than 400 professional publications dealing with ADHD and its assessment and treatment—psychosocial, pharmacological, and combined.

Cognitive and Socio-Emotional Resilience in Children with Learning Differences is the title of Hoeft’s plenary address. Her breakout session is Are We Overmedicating America’s Children? Psychosocial, Pharmacological, Combined, and Sequenced Interventions for ADHD.

Hoeft is associate professor of Psychiatry, School of Medicine, University of California San Francisco. She is a psychiatrist, neurophysiologist, and a developmental cognitive neuroscientist. The Hoeft Laboratory for Educational Neuroscience examines brain development and skill acquisition in children at various time-scales and levels using various neuroimaging techniques. The aim is identifying how biology (gene) and environment influence the development of language, social, and executive brain networks in typically developing children and in children with children with neurodevelopmental disorders such as autism and dyslexia.

Each day of the symposium includes a plenary address followed by morning and afternoon sessions, each time block offering participants their choice of topic and presenter. Breakout sessions, in alpha order by presenter, are:

  • Melody Aguayo, Ph.D., Melody Aguayo, Ph.D. Consulting LLC: The Impact of Stress on the Developing Brain; Connection before Correction
  • Danielle Barton, Ed.D., Currey Ingram Academy – Lower School Division Head; and Nicki Cullom, M.Ed., Currey Ingram Academy – Lower School Assistant Division Head:  Lower School Simulation: Research and Strategies for Language Arts Instruction
  • Blythe Corbett, Ph.D.: Vanderbilt University – Associate Professor of Psychiatry and Psychology: Peers, Play, and Performance to Understand and Treat Social Competence in Autism Spectrum Disorder
  • Currey Ingram Academy Upper School Faculty: Upper School (Grades 9-12) Advisory Simulation: Transforming Advisory into Mentorship
  • Lisa K. Fazio, Ph.D., Vanderbilt University – Assistant Professor of Psychology and Human Development: Improving Students’ Conceptual Knowledge of Fractions
  • Donna Ford, Ph.D., Vanderbilt University – Professor, Dept. of Special Education: Recruiting and Retaining Under-Represented Students in Gifted Education: Equity-Based Recommendations
  • Miriam Lense, Ph.D., Vanderbilt University – Research Fellow at Vanderbilt University Medical Center in the Program for Music, Mind, and Society: Applied Music Cognition: Using Music as an Educational Tool
  • Amy Mariaskin, Ph.D., Rogers Memorial Hospital – Clinical Co-Director, OCD Services–Nashville: Introduction to DBT Skills
  • Anna Claire McKay, M.Ed., University School of Nashville – Middle School Learning Coordinator; and Karen Parnell, M.S., CCC-SLP, Speech Language Pathologist, Private Practice: Beyond Memorization: Active Teaching and Study Strategies to Engage Language-impaired Students and Enhance Learning
  • Theresa Nicholls, Tennessee Department of Education – Director of School Psychology Services: Say Dyslexia: Guidance and Updates from the Tennessee Department of Education
  • David Thomas, LMSW, Daystar Ministries – Director of Family Counseling: Kids, Emotions, and the Brain

In addition to Currey-Ingram Academy and the Vanderbilt Kennedy Center, Symposium co-sponsors are Peabody College, Vanderbilt University; and the Vanderbilt Brain Institute.

Registration is $200 for professionals, $175 each for groups of 3 or more, $150 each for groups of 10 or more, and $100 for college and graduate students. Space is limited. Breakfast and lunch are included for both days. Participants will receive a professional development certificate; see registration site for details related to Continuing Education Credits. Note: there are no discounts for partial or one-day registration.  Link here to register.

Jan Rosemergy is VKC deputy director and director of Communications and Dissemination.

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