Speaker: Molly Ware, M.Ed, Ed.S
2 CEs Available
Level of Activity: Intermediate
Abstract:
A substantial proportion of young children presenting with language concerns have underlying social communication difficulties which are predictive of later autism spectrum disorder (ASD) diagnoses, yet often miss the window for early, targeted intervention. The Early Sociocognitive Battery (ESB) is an innovative, non-verbal assessment tool that provides a systematic and objective measure of key sociocognitive skills—Social Responsiveness, Joint Attention, and Symbolic Comprehension. This session will bridge the gap between testing and the real world by demonstrating a functional, systematic and play-based model for using ESB results to inform decision-making with respect to interventions.
First, we will review the predictive validity of the ESB, particularly its strong sensitivity for identifying children who receive a social communication or ASD diagnosis years later, regardless of language background or socioeconomic status. Second, we will introduce a framework for identifying deficits in specific sociocognitive subtests (e.g., Joint Attention) and their relationship with Early Intervention (EI) and Special Education Programs eligibility frameworks.
Participants will gain proficiency in using this psychometrically robust battery to guide immediate intervention decisions, foster essential multidisciplinary collaboration, and promote greater equity and access to early services by addressing the gap in evidence-based quantitative measures specific to social communication.
Objectives:
1. Assess performance patterns from videos on the three ESB subtests (Social Responsiveness, Joint Attention, and Symbolic Comprehension) to raw scores and normative scores using the provided scoring system.
2. Compare the ESB’s test design with eligibility frameworks to inform evidence-based decision making.
3. Analyze the ESB’s culturally neutral design and predictive validity to demonstrate how this tool can improve equity and access to early identification and sustainable support for children from diverse language backgrounds.
About Molly Ware:
Molly Ware, M.Ed., Ed.S., is an Assessment Consultant for Hogrefe Publishing, drawing on over ten years of experience as a practicing School Psychologist. During her public-school career, Molly engaged in systemic improvements, developing and advocating for local policies in MTSS, Threat Assessment, and Inclusive Disability Classifications. Molly currently consults with psychologists, presents at national and state conferences, and ensures newly developed assessment tools at Hogrefe align with the real-world needs of practitioners.
The American Academy of Pediatric Neuropsychology (AAPdN) is approved by the American Psychological Association to sponsor continuing education for psychologists. AAPdN maintains responsibility for this program and its content.
AAPdN is recognized by the New York State Education Department's State Board of Psychology as an approved provider of continuing education for licensed psychologists #PSY-0059. AAPdN maintains responsibility for this program and its content.
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Thank you for your understanding and cooperation. We look forward to seeing you at the event!
