March 9-11, 2017

On this page you will find all of the relevant financial and content disclosure statements for the 2017 Visionary Conference.

Financial Disclosure:

Dr. William Jenkins

Financial disclosure statement:  
Dr. William Jenkins, neuroscientist, has ownership interest in Scientific Learning.  Scientific Learning is compensating him for his presentation at the conference.

Nonfinancial disclosure statement:
No relevant nonfinancial relationships exist.

Dr. Nina Kraus

Financial disclosure statement:  
Dr. Nina Kraua is being compensated by Scientific Learning Corporation for her presentation at the conference.

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 of Scientific Learning 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. Beth Rogowsky

Financial disclosure statement:  
Beth Rogowsky is receiving an honorarium and Scientific Learning is her covering travel expenses in exchange for her presentation.

Nonfinancial disclosure statement:
No relevant nonfinancial relationships exist.

Renee Matlock

Financial disclosure statement:  
Renee Matlock is compensated for her presentation by 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.

Joanne Gouaux

Financial disclosure statement:  
Scientific Learning is paying her travel expenses in exchange for her presentation at the conference.

Nonfinancial disclosure statement:
No relevant nonfinancial relationships exist.

Nick Andreotta

Financial disclosure statement:  
Nick Andreotta is a full-time employee of Scientific Learning Corporation.

Nonfinancial disclosure statement:
No relevant nonfinancial relationships exist.

Liza Herrera

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.

Angela Benes-Swanson

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.

Kevin George

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.

Carrie Gajowski

Financial disclosure statement:  
Carrie Gajowski is a full-time employee of Scientific Learning Corporation. 

Nonfinancial disclosure statement:
No relevant nonfinancial relationships exist.

Ann Gordon

Financial disclosure statement:  
Ann Gordon is receiving a consulting fee from Scientific Learning Corporation.

Nonfinancial disclosure statement:
No relevant nonfinancial relationships exist.

Donna Geffner

Financial disclosure statement:  
Donna Geffner is receiving an honorarium from Scientific Learning Corporation for her presentation at the conference.

Nonfinancial disclosure statement:
No relevant nonfinancial relationships exist.

Tracy McShan

Financial disclosure statement:  
Tracy McShan is a full-time employee of Scientific Learning Corporation.

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. 

What the Focus Groups told Us: Fast ForWord Next Generation

Course Description:  In 2015 and early 2016, we held several focus groups on what was needed for the next version of Fast ForWord. Now, a team of engineers, research scientists, and artists are busy making these requests a reality. But what did everyone tell us? What did you all say you wanted? What will be included in the next version of Fast ForWord? Dr. Jenkins will be sharing all the secret info on where we’re headed. He’ll also review upcoming content and features available in Reading Assistant 2.0.

Auditory Processing Disorders:  Who is Right for Fast ForWord?

Course description: Understand what audiologists look for when assessing for Auditory Processing Disorder (APD), and whether there are certain characteristics that make a participant appropriate for Fast ForWord or not. 

The Power of Fast ForWord for Children with Autism Spectrum Disorders

Course Description:  For nonverbal children on the spectrum, Fast ForWord has been a true life-changer at Wings Speech and Language Center. The team there works with 100s of kids on the spectrum, many of whom need help unlocking their inner voice. In this session, you’ll learn how to determine if a child with ASD is ready (or not) for Fast ForWord, how to use ABA and the demo exercises to prepare your clients for a smooth experience, when you’ll likely start to see gains, and how to incorporate Fast ForWord into a treatment plan that is billable by insurance. Perhaps best of all, you’ll see video footage from parents, kids, and clinicians whose lives have been changed at Wings Speech.

Fast ForWord: Standing By 30 Years of Research and Outcomes

Course Description:  Millions of children worldwide have benefited from Fast ForWord since it first became commercially available in 1996.  Hundreds of outcome studies have pointed to academic gains, and rigorous, gold standard studies from some of the top universities in the world have shown improvements in the areas of the brain associated with language development.  Despite this overwhelming scientific evidence, a small but vocal collection of critics still remains.  This session is designed to arm Fast ForWord providers with clear and comprehensive evidence of the science of the program, as well as highlight the key research studies that support its efficacy.

Listening to the Learning Brain: Neurobiology of Literacy Development

Course Description:  We have developed a conceptual framework for auditory processing that recognizes that the auditory system comprises an integrated and distributed network of cognitive, sensorimotor and reward centers. The simultaneous unfolding of acoustic events at multiple time scales is a fundamental property of speech and we have capitalized on neural probes of this interactive auditory circuit by gauging the entirety of the circuit’s activation at multiple time scales. This biological approach allows us to assess the inherent intrinsic properties of the brain, as well as its response to the complex and simultaneously-occurring acoustic factors in speech. Together with its intrinsic stability, certain acoustic properties of the response to a syllable in a noisy background predict future performance on building blocks of language.  In a longitudinal study of young children, three year olds who have suboptimal neural stability and processing of speech consonants, later have poor performance on foundational literacy skills when they are old enough to be assessed by paper-and-pencil tests. With our probe of auditory processing, we have a uniform measure that can be deployed in clinics, schools, and field studies to uncover biological mechanisms of reading ability, guide strategies for intervention, and offer objective insight the acoustic and intrinsic factors underlying auditory processing that may be altered by reading intervention strategies such as Fast ForWord and by devices designed to focus auditory attention.