• Workshop Info
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Behavioral Adaptations for Cognitive and Developmental Assessments

CE Hours 1

About this Workshop

In this training presentation, clinicians will learn more about the application and effectiveness of behavioral adaptations that can be used during cognitive and developmental evaluations or assessments. This training includes theoretical background information to support the use of a variety of behavioral adaptations that examiners may use for examinees across a range of ages, presentations, and needs. Since the assessments are applicable to people of all ages, this video tackles how examiners can target their assessments to specific chronological and cognitive age development situations. Additionally, this training provides clinicians with information on the differences between accommodations and modifications and provides research evidence for the use of adaptations for the general population. The assessments covered include both general assessments for the general population and specialized assessments targeted at a multitude of different specialized populations (neurodivergent, motor-impaired, hearing-impaired, etc.) Attendees of this training will also receive an in-depth overview of specific adaptations to use with special needs (e.g., autism, ADHD, hearing impairment, visual impairment, language difficulties, etc.).

Learning Objectives

  • Identify the differences between minor and major accommodations, as well as accommodations and modifications.
  • State at least three behavioral adaptations to use during testing for the general population.
  • List at least three behavioral adaptations to use during testing for children with special needs.

Learning Levels

  • Introductory

Workshop Instructor(s)

  • Dr. Megan Warfle, PhD

    Dr. Megan Warfle is a licensed psychologist Sunfield Center. Dr. Warfle specializes in the assessment and treatment of individuals diagnosed with autism, ADHD, anxiety, and other emotional and behavioral disorders. She enjoys working with children and teens through individual treatment, parent management training, and group social skills interventions. Dr. Warfle emphasizes the use of evidence-based treatments through behavioral and cognitive behavioral therapy techniques. Dr. Warfle is a certified Parent-Child Interaction Therapy (PCIT) therapist and enjoys working with caregivers collaboratively to help provide whole-family support.

    Dr. Warfle received her Ph.D. in School Psychology from Michigan State University in 2023. She completed her postdoctoral fellowship at the Sunfield Center in 2025. She completed her clinical psychology internship at the MARI University Center for the Child and Family through the University of Michigan, where she conducted AAEC autism and psychoeducational evaluations and provided therapy to children, teens, and parents.

Disclosure

There is no commercial support or sponsorships for the following training.

References

  • Braconnier, M. L., & Siper, P. M. (2021). Neuropsychological assessment in autism spectrum disorder. Current psychiatry reports, 23(10), 63. https://doi.org/10.1007/s11920-021-01277-1
  • Cimini, L. (2015). The Effects of Positive Examiner Verbal Comments and Token Reinforcement on the CTONI-2 Performance of Early Elementary School Children (Doctoral dissertation, Columbia University). https://doi.org/10.7916/D85X286N
  • Ellingsen, K. M. (2016). Standardized assessment of cognitive development: Instruments and issues. In Early childhood assessment in school and clinical child psychology (pp. 25-49). New York, NY: Springer New York. https://doi.org/10.1007/978-1-4939-6349-2_2
  • Ferriola, A. M. (2019). A Comparison of the WISC-V Processing Speed Subtests: Paper-Pencil and Digital Formats (Doctoral dissertation, Rutgers The State University of New Jersey, Graduate School of Applied and Professional Psychology).
  • Gilbert, K., Benson, N. F., & Kranzler, J. H. (2023). What Does the Digital Administration Format of the Wechsler Intelligence Scale for Children-(WISC-V) Measure?. Contemporary School Psychology, 27(4), 623-633. https://doi.org/10.1007/s40688-022-00447-z
  • Klinger, L. G., Mussey, J. L., & O'Kelley, S. (2018). Assessment of intellectual functioning in autism spectrum disorder.
  • Nader, K. A. T. H. L. E. E. N. (2015). Differential diagnosis in the assessment of children and adolescents after crises and traumatic events. Play therapy with children and adolescents in crisis, 22-48.
  • Olson, R. (2018). Best Practices in the Cognitive Assessment of Students on the Autism Spectrum.
  • Powell, K. K., Heymann, P., Tsatsanis, K. D., & Chawarska, K. (2018). Assessment and diagnosis of infants and toddlers with autism spectrum disorder. Assessment of autism spectrum disorders, 96-129.
  • Raiford, S. E., Drozdick, L. W., & Zhang, O. (2015). Q-interactive® Special Group Studies: The WISC®–V and Children with Autism Spectrum Disorder and Accompanying Language Impairment or Attention-Deficit/Hyperactivity Disorder. Q¬ interactive Technical Report, 11.
  • Raiford, S. E., Holdnack, J., Drozdick, L., & Zhang, O. (2014). Q-interactive® special group studies: The WISC®–V and children with intellectual giftedness and intellectual disability. Q-interactive Technical Report, 11.
  • Reichmann, T. (2013). The use of token reinforcement on the WISC-IV Cognitive Index of Working Memory for eighth grade students (Doctoral dissertation, Walden University).
  • Sattler, J. M. (2018). Assessment of children: Cognitive foundations and applications.
  • Steiner, A. M., Goldsmith, T. R., Snow, A. V., & Chawarska, K. (2012). Practitioner’s guide to assessment of autism spectrum disorders in infants and toddlers. Journal of autism and developmental disorders, 42(6), 1183-1196. https://doi.org/10.1007/s10803-011-1376-9
  • Wright, A. J. (2020). Equivalence of remote, digital administration and traditional, in-person administration of the Wechsler Intelligence Scale for Children, (WISC-V). Psychological assessment, 32(9), 809.
  • Walter, M. J., & Ellis Weismer, S. (2024). Measuring nonverbal cognition in toddlers with autism spectrum disorder. Current Psychology, 43(12), 11102-11113. https://doi.org/10.1007/s12144-023-05230-8

CE Process Info

Content

  • Behavioral Adaptations for Cognitive and Developmental Assessments
    2 parts
    • Presentation Slides
    • Behavioral Adaptations
  • Joint Accreditation

    Joint Accreditation (JA)

    In support of improving patient care, CE Learning Systems is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.

  • American Psychological Association (APA)

    Continuing Education (CE) credits for psychologists are provided through the co-sponsorship of the American Psychological Association (APA) Office of Continuing Education in Psychology (CEP). The APA CEP office maintains responsibility for the content of the programs.

  • New York Education Department's State Board for Social Work (NYEDSW)

    CE Learning Systems, LLC  (d/b/a impactce.com) is recognized by the New York State Education Department's State Board for Social Work as an approved provider of continuing education for licensed social workers. #0060.

  • New York Education Department Board of Creative Arts Therapy (NYSEDCAT)

    CE Learning Systems, LLC  (d/b/a impactce.com) is recognized by the New York State Education Department's State Board of Creative Arts Therapy as an approved provider of continuing education for licensed creative arts therapists. #CAT-0008

  • New York Education Department for Licensed Mental Health Counselors (NYSEDLMHC)

    CE Learning Systems, LLC  (d/b/a impactce.com) is recognized by the New York State Education Department's State Board for Mental Health Practitioners as an approved provider of continuing education for licensed mental health counselors. #MHC-0072.

  • New York Education Department Board for Licensed Psychoanalysts (NYSEDLP)

    CE Learning Systems, LLC  (d/b/a impactce.com) is recognized by the New York State Education Department's State Board for Psychoanalysts as an approved provider of continuing education for licensed psychoanalysts. #P-0031.

  • New York State Education Department's State Board for Psychology (NYEDPSY)

    CE Learning Systems, LLC  (d/b/a impactce.com) is recognized by the New York State Education Department's State Board for Psychology as an approved provider of continuing education for licensed psychologists. #PSY-0016.

  • New York Education Department's State Board for Marriage and Family Therapy (NYEDMFT)

    CE Learning Systems, LLC  (d/b/a impactce.com) is recognized by the New York State Education Department's State Board for Marriage and Family Therapy as an approved provider of continuing education for licensed marriage and family therapists. #MFT-0045.

You Have Completed This Workshop
$100
You are enrolled
  • CE Hours
    1
  • Type
    Self-Paced
  • Publication Date
    Jul 1st, 2026

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