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Presented by:
The Brain, Education, and Mind (BEAM) Lab in the Center for Health and Rehabilitation Research at the MGH Institute.

A 2-hour virtual workshop focused on the impact of COVID-19 on testing and diagnostic practices related to literacy skills. Learn how practitioners whose roles involve testing of students using standardized tests can adapt their practices in the context of COVID-19. Also learn about digital options for administration of commonly used standardized tests, describe benefits and limitations of remote, hybrid, and in-person contexts for testing, and learn from practitioners who are implementing a range of testing practices during COVID-19.

Panelists representing Pearson, Pro-Ed, and Brookes publishing companies presented during this webinar. The practitioner panel spanned neuropsychologists, SLPs, and school psychologists from public schools and private practice settings.


  • Understand test modifications and options for commonly used standardized tests of literacy-based skills during COVID-19.
  • Understand the experiences of clinical practitioners in assessing students in the context of COVID-19.
  • List relative benefits and limitations of testing in remote, hybrid, and in-person contexts during COVID-19.


  • Clinicians
  • Speech-Language Pathologists
  • School Psychologists
  • Reading and Literacy Specialists
  • Special Education Teachers
  • Principals
  • K-12 Teachers


12:00 – 12:05 Overview
12:05 - 12:55 Facilitated panel discussion with Pearson, Brookes Publishing, & Pro-Ed
12:55 – 1:00 Group discussion
1:00 – 2:00 Facilitated panel discussion with practitioners/clinicians & Q&A


Conducting Assessments During COVID-19: Remote, Hybrid, and In-Person Testing Updates


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Fee includes full recording and comprehensive online folder of resources from publishers and practitioners.

Access to recording expires June 1, 2021.

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Joanna A. Christodoulou, EdD

Associate Professor, Communication Sciences and Disorders, Director of the Brain, Education, and Mind (BEAM) Team, MGH Institute of Health Professions

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Dr. Christodoulou integrates roles as clinician, developmental cognitive neuroscientist, and educator, focusing her work on: 1) identifying risk factors from school and home contexts associated with learning challenges; 2) investigating effective identification of learning difficulties across clinical and research settings; and 3) optimizing intervention practices for struggling students.

She teaches courses in the Language and Literacy Certificate and Master of Science in Speech-Language Pathology programs at the MGH Institute.

Read more about Dr. Christodoulou.





Financial Disclosure

Non-Financial Disclosures

Elizabeth A. Allen, PhD

Dr. Allen is an employee, author, and royalty recipient (TOC, TOSWRF-2, DAR-2, NDRT) for PRO-ED Inc., a leading publisher of standardized tests, books, curricular resources, and therapy materials.


Joanna A. Christodoulou, EdD

Dr. Christodoulou receives a salary for her role as Assistant Professor from the MGH Institute of Health Professions and as head of the Brain, Education and Mind (BEAM) Lab. Dr. Christodoulou receives a salary for her role as adjunct faculty from Harvard University. She receives a consulting fee from Boston Children’s Hospital. Dr. Christodoulou is principal investigator for a National Science Foundation grant for her research on brain bases of reading and math disabilities, and a Boston Public Schools Summer School Grant for her research on literacy.

Dr. Christodoulou is a board member for the Massachusetts Branch of the International Dyslexia Association Board, MA Department of Elementary and Secondary Education Literacy Advisory Group, and the Harvard-Kent Leadership and Scholarship Partnership Advisory Board. She also holds a designation as Research Affiliate with the Massachusetts Institute of Technology and Massachusetts General Hospital.

Molly Colvin, PhD

Dr. Colvin receives a salary for her roles as Director of the MGH Learning and Emotional Assessment Center (LEAP) and Assistant Professor of Psychiatry at Harvard Medical School. She receives travel support from Parent Project Muscular Dystrophy (PPMD) for workgroups on Duchenne MD.


Elizabeth Gildea

Ms. Gildea receives a salary as Acquisitions Editor at Brookes Publishing.


Julie A. Jeffery

Ms. Jeffery receives a salary as School Psychologist at Lexington Public Schools.


King Yan Kwok, MS, CCC-SLP

Ms. Kwok receives a salary at Boston Public Schools.


Melissa Milanak, PhD

Dr. Milanak receives a salary as Clinical Assessment Advisor at Psychology Assessment Resources, Inc. (PAR).


Brenda Mosetich, MS, CCC-SLP

Ms. Mosetich receives a salary at Boston Public Schools.


Nickola Nelson, PhD, CCC-SLP, BCS-CL

Dr. Nelson is an author for Brookes Publishing, and receives royalties for the TILLS and SLS assessments. Dr. Nelson receives royalties from a textbook published by Pearson Education.


Elizabeth Pena, PhD, MS, CCC-SLP

Dr. Pena receives royalties for sales of the Bilingual English-Spanish Assessment (BESA) from Brookes Publishing. Dr. Pena receives a salary for her role as Associate Dean of Faculty Development & Diversity, Education and Professor at University of California Irvine.


Gail C. Rodin, PhD

Dr. Rodin is employee of Pearson Education, which publishes the tests and technologies that will be discussed. She receives a salary as Assessment Consultant at Pearson Education.


There is no commercial or sponsorship support for this activity.

Representatives from three publishing companies, Pearson Education, PRO-ED, Inc., and Brookes Publishing will be discussing assessments and products owned and sold by their employer.

The views, thoughts, and opinions expressed in the webinar belong solely to the panelists, and not necessarily to the panelists' employer, organization, committee or other group or individual.


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