March 3 - 5, 2016

On this page you will find all of the relevant financial and content disclosure statements for the 2016 Visionary Conference.

Financial Disclosure:

Dr. Michael Merzenich

Financial disclosure statement:  
Dr. Michael Merzenich is a founder of Scientific Learning Corporation (SLC) and Posit Science Corporation (PSC), and has ownership in both of them. Scientific Learning is covering travel expenses in exchange for his presentation.

Nonfinancial disclosure statement:
Dr. Merzenich is the CSO and Executive Chairman of PSC, but has no non-financial relationship with SLC.

Dr. William Jenkins

Financial disclosure statement:  
Dr. William Jenkins, neuroscientist, has ownership interest in Scientific Learning.  Scientific Learning is covering travel expenses in exchange for his presentation.

Nonfinancial disclosure statement:
No relevant nonfinancial relationships exist.

Dr. Martha Burns

Financial disclosure statement:  
Dr. Martha Burns is employed full-time by Scientific Learning Corporation.  Dr. Burns receives a salary from Scientific Learning.  She also holds stock in Scientific Learning Corporation.

Nonfinancial disclosure statement:
No relevant nonfinancial relationships exist.

Dr. Paula Tallal

Financial disclosure statement:  
Dr. Paula Tallal, neuroscientist, has ownership interest in Scientific Learning.  Dr. Tallal is on the Board of Directors and receives compensation for this.  Scientific Learning is covering travel expenses in exchange for her presentation.

Nonfinancial disclosure statement:
No relevant nonfinancial relationships exist.

Dr. Steven Miller

Financial disclosure statement:  
Dr. Steven Miller, neuroscientist, is a co-founder of Scientific Learning and has ownership interest in Scientific Learning.  Scientific Learning is covering travel expenses in exchange for his presentation.

Nonfinancial disclosure statement:
No relevant nonfinancial relationships exist.

Renee Matlock

Financial disclosure statement:  
Renee Matlock is compensated for her presentation and consultation to Scientific Learning.  She suggests SLC products when appropriate and is reimbursed for her time training students by their families.

Nonfinancial disclosure statement:
No relevant nonfinancial relationships exist.

Heather Myers

Financial disclosure statement:  
Heather Myers is a full-time employee of Scientific Learning Corporation.

Nonfinancial disclosure statement:
No relevant nonfinancial relationships exist.

Aditi Silverstein

Financial disclosure statement:  
Aditi Silverstein is a full-time employee of Scientific Learning Corporation.

Nonfinancial disclosure statement:
No relevant nonfinancial relationships exist.

Dr. Carole Meyer

Financial disclosure statement:  
Scientific Learning is covering travel expenses in exchange for her presentation in order to share her experiences as an educator.  She purchases and runs the Scientific Learning programs at her school in Spokane WA.

Nonfinancial disclosure statement:
No relevant nonfinancial relationships exist.

Shannon Gilfeather

Financial disclosure statement:  
Scientific Learning is covering some travel expenses in exchange for her presentation in order to share her experiences as an educator.  

Nonfinancial disclosure statement:
No relevant nonfinancial relationships exist.

Dr. Michael P. Rizzo

Financial disclosure statement:  
Scientific Learning is covering travel expenses in exchange for his presentation.  He suggests SLC products when appropriate and is reimbursed for his time training students by their families.

Nonfinancial disclosure statement:
No relevant nonfinancial relationships exist.

Clarissa Marquis-Colvard

Financial disclosure statement:  
Scientific Learning is covering travel expenses in exchange for her presentation.  She suggests SLC products when appropriate and is reimbursed for her time training students by their families.

Nonfinancial disclosure statement:
No relevant nonfinancial relationships exist.

 

Content Disclosure:  

Scientific Learning has developed and patented a licensed technology trademarked as the Fast ForWord® and Reading Assistant™ programs.  Because there are no other like-kind products available, course offerings will cover information that pertains to the effective and safe use of the above-named products. 

The following presentations at the conference will focus exclusively on Fast ForWord and Reading Assistant and will not include information on other similar or related products.

Hands-on Training Workshop:  How to be a Fast ForWord Provider

Course Description:  If you’re a new provider, or looking to become a provider, you don’t want to miss this opportunity for in-person, hands-on training! It’s perfect for those who are already trained and want a ‘brush-up’ and also for those new to the Fast ForWord programs. Attendees should come prepared with their laptops and be ready for a hands-on interactive workshop. Dr. Marty Burns will kick off the workshop by offering the nuts and bolts of neuroscience and foundational research behind Fast ForWord. Heather Myers, Private Provider Consultant, will provide an overview of how we partner with you as a Fast ForWord Provider. Renee Matlock, veteran Fast ForWord Provider & Private Practice Coach, will provide the nuts and bolts for integrating Fast ForWord into a practice and take attendees through the records review processes for identifying the right Fast ForWord candidates. Aditi Silverstein, Private Practice Owner & Scientific Learning Consultant, will close the workshop with how to administer Fast ForWord. Attendees will learn how to effectively use the Fast ForWord program, from start up, to post-assessment. 

Interview with the Four Founders

Course Description:  Join us for an interview with the all four founding scientists of Fast ForWord, and get answers to the questions you've always wanted to ask.

Dyslexia Research, Funding and Remediation:  A Testimony to the Unitedd States House of Representatives

Course description: Failing to learn to read is not life threatening, but it can be life-destroying."  This is what Dr. Tallal shared with the US House of Representative’s Committee on Science, Space, and Technology in support of  the ‘‘Research Excellence  and Advancements for Dyslexia Act’’.  She will review the 20+ years of research  on why many children fail to learn to read effectively (risk factors for weak phonological awareness), how these can be addressed in schools and clinics  using the principles of neuroplasticity, and impress upon you the urgency to remediate these issues using tools already  proven to be effective.

She will review the 20+ years of research on why many children fail to learn to read effectively (risk factors for weak phonological awareness), how these can be addressed in schools and clinics using the principles of neuroplasticity, and impress upon you the urgency to remediate these issues using tools already  proven to be effective.

The Psychology and Practicality of Interventions

Course description: Interventions are the fundamental component to helping students progress in Fast ForWord, but what is the best method of introduction?  General intervention concepts including the approach, attitude and intention of presenting the lesson will be examined. Moreover, specific intervention techniques for helping struggling learners will be defined for many exercises in the Language, Literacy and Reading products.

"Book Club" on the Latest Fast ForWord Research

Course Description:  For anyone who would like to take a deeper dive into the latest independent research (2013-2015) on Fast ForWord, we are coming together for an article “book club” discussion. Participants will be asked to read articles in advance and come prepared to engage in a round-table discussion about what they perceive as most interesting and relevant about the latest research. Hallie Smith, MA, CCC-SLP will help facilitate the discussion. Come prepared to engage, participate, and share! Articles and questions for discussion will be shared with registrants in advance of the conference.

How to Set Up an Effective Summer Reading Program:  Learn From a School-based Expert

Course Description:  What components should be included in an effective summer reading program? Dr. Carole Myer and her colleague have perfected their summer reading “camp” and have tips and tricks to share with providers! In addition to Fast ForWord, what other literacy activities work well in a summer camp type of reading program? How do schools set up programs, anyway?  How is it best to run groups of kids? What kinds of results can you expect? See a successful, rigorous implementation of a school summer program that will help you think differently about how many students you can reach in your community.

The Secret Sauce in Fast ForWord:  Content Selection and Motivational Designs

Course Description:  The Fast ForWord Language series and the Fast ForWord Reading series have been used by millions of learners to improve language and reading skills. These products were designed with experts in neuroscience, psychology, language development, reading development as well as engineering and animation. Both series of Fast ForWord products build and strengthen essential foundational skills within the context of these activities. The presentation will covers some of the design philosophy and specifics behind the content, implementation approach and motivational techniques used to engage students in effective language and reading skill acquisition.

Selecting Cognitive and Educational Remediation Protocols Based on Specific Patterns of Neurodiversity

Course Description:  Before one can truly develop an appropriate remediation plan to meet a child’s shortcomings in behavior, attention, and learning, interventionists must have a clear understanding of the individual’s underlying cognitive abilities and skills. Adopting a conceptual model of how to interpret brain functioning and being able to recognize cognitive weaknesses that are manifesting themselves in shortcomings at higher levels (i.e., reading, writing, mathematics, social functioning, and attention) is critical to developing prescriptive treatment plans. The observable learning and behavioral challenges must be viewed as the tip of the iceberg. In this presentation, participants will be exposed to a conceptual model that has relative consensus in neuroscience as a logical starting point in determining what cognitive networks are weak. You will also be exposed to strategies that address breakdowns at all levels; starting at the bottom and working up (“bottom-up strategies”). Simply providing more academic remediation is not always the magic trick to empowering children to be self-sufficient learners. Fast ForWord products play a critical role in intervening; however, should not be viewed as the only tool in the toolkit.

What Does the Future Hold?

Course Description:  Neuroscience in education is a repidly growing field of study; we're just scratching the surface.  Given the changes we've seen over the last 20 years, what might we expect in the 20 years for brain-based learning and for Fast ForWord?  Let's use what we know now about the past to make some predictions about the future!