58th Annual international conference / february 18-21, 2021 / we are going virtual!

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Dr. Dawn Flanagan, Chair

Dr. Flanagan is Professor of Psychology at St. John’s University in Queens, NY. She is also an Affiliate Clinical Professor at Yale Child Study Center, Yale University School of Medicine in New Haven, CT. She teaches graduate level courses on psychoeducational assessment for intervention and diagnosis and treatment of specific learning disabilities (SLD). She serves as an expert witness, SLD consultant, and test/measurement consultant and trainer for organizations both nationally and internationally. She is a widely published author as well as a co-developer of the Cross-Battery Assessment approach and its corresponding software system (X-BASS). Her most recent books include Contemporary Intellectual Assessment: Theories, Tests, and Issues – 4th edition; Essentials of Specific Learning Disability Identification – 2nd edition; Essentials of WISC-V Assessment; Clinical Use and Interpretation of the WJ IV: Scientist-Practitioner Perspectives and Essentials of Planning, Selecting, and Tailoring Interventions for Unique Learners. Dr. Flanagan’s recent awards include APA’s Contributions to Practice Award – an inaugural award for exceptional contributions to the field of school psychology through innovations in practice; and a Lifetime Achievement Award given at the 13th annual national School Neuropsychology conference.

David Allsopp, Ph.D.

Dr. Allsopp is professor of special education, Assistant Dean of Educator Preparation and Partnerships, and Endowed Chair/Director of the David C. Anchin Center in the College of Education at the University of South Florida. He teaches at both the undergraduate and graduate levels, focusing on instructional methods for students with high incidence disabilities and research methods for developing and validating effective practices for students with disabilities. During his 23 years in academia, he has contributed extensively to the field of special education through research, writing, resource development, and presentations. In addition to numerous peer reviewed journal articles and book chapters, Dr. Allsopp is co-author of five books including Teaching Mathematics Meaningfully: Solutions for Struggling Learners(2nd Edition), Mathematics RTI: A Problem Solving Approach to Creating an Effective Model, and Academic Success Strategies for Adolescents with Learning Disabilities and ADHD, which has been published in three languages including English.​

Loring Brinckerhoff, Ph.D.

Dr. Loring C. Brinckerhoff is the Director of the Office of Disability Policy for Educational Testing Service (ETS) in Princeton, NJ. He is also a higher education and disability consultant to Harvard Medical School. He earned his Ph.D. in learning disabilities at the University of Wisconsin-Madison where he started the LD Support Services office in the McBurney Disability Resource Center. His primary responsibilities at ETS are to oversee testing accommodations for 12,000+ test takers with disabilities who are seeking accommodations on ETS brands high stakes tests, and training and supervision of over 30 experts who review disability documentation for ETS.

Margaret K. Carroll, Ed.D.

Dr. Carroll began her career as a special education teacher, serving students with learning disabilities, intellectual disabilities, and emotional disabilities. She is currently professor in the School of Education at Saint Xavier University in Chicago, the program chair for the special education program and teaching courses in special education and instructional methods. A frequent conference (over 150) and staff development (over 1,000) presenter, Meg also acts as a consultant for several Chicago area public and private elementary, middle and high schools. Meg has published dozens of articles as well as monthly newsletters for the parents of a number of local schools and a number of books, most recently What Did You Do At School Today? A Guide to Schooling and School Success, available from amazon.com. Meg is a board member and newsletter editor for the Learning Disabilities Association of Illinois. Winner in 2012 of the prestigious LDAA Samuel Kirk Award, Meg offers research-based and practical advice for educators in the trenches. Meg earned a baccalaureate in elementary education and mild intellectual disabilities education from the University of Illinois at Urbana-Champaign, a master’s degree in learning disabilities from Chicago State University, and a doctorate in curriculum and instruction from Loyola University, Chicago.

EunMi Cho, Ed.D.

Along with serving on LDA’s Professional Advisory Board, Dr. Cho has been serving LDA on the Conference Program Committee and Proposal Reviewer, and LDA of California as Multicultural Committee Chair, Northern California/East Bay LDA President. Previously, Cho has served as Vice-President and Teacher Credential and Development Committee Chair, LDA of California Sacramento Affiliate Director, and Treasurer. Cho is a Special Education Professor at California State University Sacramento, Parent Advocate, Consultant for the California Department of Education, Special Education Division, and Bilingual/Multicultural Program Reviewer of the California Commission on Teacher Credentialing, Curriculum Consultant, Teacher’s Curriculum Institute based on needs. She also serves the Joy Research and Training Center for The Disabled as an Executive Board Member and Conference Program Planning Committee Chair in the USA and Overseas (China, Korea, Philippines, and Uganda). She is also a Founder and Coordinator, “One Mind Group: Parents Support Group” in California and Editor and Board Member of Journals of Special Children Education and Korean Learning Disabilities in S. Korea While serving the Medical Investigation for Neurodevelopmental Disorders Summer Institute as a Program Planning Committee. Cho holds an Ed.D. in Multicultural and Special Education, an MA. in Special Education, Resource Specialist Certificate, Special Education Teaching Credentials, Multiple Subject Credentials in California and in South Korea. Over thirty years publishing/presenting research papers in local, state, nationwide, international levels. The main topics have been effective instruction/assessment for students with LDs or English learners with disabilities, intercultural communication styles and transforming parents as their children’s advocacy.

Scott Decker, Ph.D.

Scott Decker, Ph.D., is an Associate Professor in the Department of Psychology at the University of South Carolina. He graduated from the Ball State University School Psychology program in 2001 with a specialty in neuropsychology and research methodology. While in graduate school, Dr. Decker was a supervisor for a school psychology clinic, research director for the neuropsychology laboratory, and provided consultation for local schools. After graduation, Dr. Decker worked at Riverside Publishing as a neuropsychological test developer. While at Riverside Publishing he worked on numerous test projects including the Woodcock-Johnson Third Edition Tests of Cognitive Abilities and Tests of Achievement, the WJ-III Diagnostic Supplement, Dean-Woodcock Neuropsychological Assessment System, and Stanford-Binet Fifth Edition. Additionally, he was a co-author of the Bender-Gestalt Second Edition. In 2003, Dr. Decker taught neuropsychology and research methodology at Roosevelt University in Chicago. Dr. Decker served in a joint appointment at the University of Illinois at Chicago Neuropsychiatric Institute as a pediatric neuropsychologist where he worked with children with a variety of developmental disorders and neuropsychological problems. Dr. Decker has taught neuropsychology at Georgia State University where he was also involved in the Language Research Center investigating primate cognition and comparative methodologies in applications to child cognitive development.

Dr. Decker is currently at the University of South Carolina where he teaches and does research in the areas of neuropsychological assessment, QEEG measures of brain activity, diagnostic decision making, academic assessment, development, and evolutionary psychology. He regularly conducts workshops involving neuropsychological assessment for school districts in various locations across the U.S.

Timothy King, Ed.D.

Timothy King, Ed.D., is an education professional with nearly two decades of experience. Dr. King holds a B.S. in Special Education, a M. Ed in Educational Leadership, and in 2017 he completed his Doctorate in Educational Leadership with a concentration in Special Education through Nova Southeastern University. Dr. King has presented at the LDA Conferences with sessions on parent/teacher collaboration and a model of interventions and supports (including increased MH support) to produce positive results in the area of school discipline. At the 2019 LDA Conference he was on the panel for the Justice Committee Workshop, Disrupting the School-to-Prison Pipeline, and discussed programs that successfully work to disrupt the pipeline. He is a founder of Crowning Moments Consultants that provides educational supports and services for schools, institutions, students and families such as staff training, data analysis, and policy and procedure development. Dr. King has translated his academic work into real life programs that positively affect students.

Heidi Konkler-Goldsmith, JD

Ms. Goldsmith has been serving the needs of children and families in the area of special education for 20 years. Prior to founding Bradley and Goldsmith Law, Ms. Goldsmith practiced law at McAndrews Law Offices. During her 19 years at McAndrews Law, Ms. Goldsmith became a Shareholder of the firm and was Supervising Shareholder of the Special Education for almost 10 years. Ms. Goldsmith is the Parent Attorney Representative to the Stakeholders Council of the Office for Dispute Resolution.  Ms. Goldsmith has spoken frequently at National and State-Wide Special Education Conferences including the LDA, Arthritis Foundation, COPPA and PBI.  Ms. Konkler-Goldsmith offers substantial expertise in the area of Special Education Law and handles a wide variety of special education matters, civil litigation cases and criminal justice issues.

George McCloskey, Ph.D.

George McCloskey, Ph.D., is a professor and Director of School Psychology Research in the School of Professional and Applied Psychology of the Philadelphia College of Osteopathic Medicine and holds Diplomate status with the American Academy of Pediatric Neuropsychology. Dr. McCloskey has amassed 40 years of experience in test development, teaching, research and assessment and intervention work with a wide range of clients and has developed a comprehensive model of executive functions that can be used to guide assessment and intervention.  He frequently presents at international, national, and state conferences and consults with a number of school districts and private schools nationwide on issues related to improving students’ executive functions.

Dr. McCloskey is the lead author of the books Assessment and Intervention for Executive Function Difficulties and Essentials of Executive Functions Assessment and his most recent writing on interventions for executive function and executive skills difficulties appears in Chapter 10 of the book Essentials of Planning, Selecting, and Tailoring Interventions for Unique Learners. He also is the author of the McCloskey Executive Functions Scales (MEFS) that have been standardized and published with Schoolhouse Educational Services.  Dr. McCloskey is co-author with his wife, Laurie McCloskey of the children’s book titled The Day Frankie Left His Frontal Lobes at Home.

Patricia J. Peterson, Ph.D.

Patricia Peterson holds a Ph.D. in Special Education with a minor in Bilingual Education from the University of Florida and is bilingual in Spanish and English. She has K-12 public schools teaching experience in both bilingual education and bilingual special education with Illinois and Florida teacher certifications in K-12 cross-categorical special education, learning disabilities, elementary education, Spanish K-16, and educational leadership/school administration. She is a Professor of Special Education at Northern Arizona University (NAU) with a focus in Culturally and Linguistically Diverse Exceptional-education (CLDE). Additionally, during the past 25 years at NAU, she has served as the Principal Investigator of several federally funded Personnel Preparation programs from the US Department of Education (Office of English Language Acquisition and Office of Special Education Programs). Her research centers on inclusion programs, UDL/UDI, and inclusive diversity best practices at the elementary, secondary, and university levels along with the development of CLDE programs and courses at the bachelors, masters, and doctoral levels. Dr. Peterson has extensive and broad experience in special education and teacher education related to empowerment of Culturally Linguistically Diverse Exceptional students. Specific skills include teaching a variety of special education courses at the Bachelors, Masters, and Doctoral Levels; research, design, implementation and evaluation of preparation programs for teachers and faculty serving multicultural populations; needs assessment; interdisciplinary collaborative team building; and sponsored projects’ program administration. She is bilingual (Spanish/English) with educational experience in Latin America and Spain. Her current research focus is on effective inclusion models in the United States and internationally; CLDE pedagogy, and Evidence Based Practices.

Edward Schultz, Ph.D.

Dr. Schultz began his career working with children with significant mental health needs prior to becoming a special educator teacher and educational diagnostician. He earned his undergraduate and master’s degree at Midwestern State University in Wichita Falls, TX. and earned his PhD at the University of North Texas in Denton, TX. He currently is an Associate Professor and a distinguished West scholar at the West College of Education at Midwestern State University. In addition to teaching both undergraduate and graduate courses at MSU, he is also program coordinator for the educational diagnostician and special education teacher program .He is the co-author of the Core-Selective Evaluation Process (C-SEP) and has written numerous peer-reviewed articles, presented at the national and international level, and has provided trainings across the country to schools and state departments of education. His areas of expertise include SLD identification, multi-tiered systems of support, and emotional and behavioral disorders (EBD).

Eric Tridas, M.D.

Dr. Tridas practiced developmental and behavioral pediatrics in the Tampa Bay Area for 37 years and is a Clinical Associate Professor in Pediatrics at the University of South Florida, Morsani College of Medicine. He is Medical Director of The Tridas Group, a software company that developed an application that generates a customized evaluation report. Dr. Tridas is a member of the National Joint Committee on Learning Disabilities,and Past President of the International Dyslexia Association. He is also the State Medical Director for Pediatric Health Choice-Prescribed Pediatric Extended Care Facilities (PPEC). Dr. Tridas is the recipient of the 2017 International Dyslexia Association Margaret Rawson Lifetime Achievement Award and was inducted into the International Dyslexia Association Sylvia Richardson Hall of Fame. He also received the 2012 IMSLEC Innovator Award. Dr. Tridas edited and co-authored From ABC to ADHD: What Every Parent Should Know About Dyslexia and Attention Problems. In addition, he lectures and consults nationally and internationally on behavioral and developmental pediatrics topics.