Information About Online Workshops
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Information About Online Workshops

Unlike keynote videos, workshop courses can only be viewed for purchase. Discounted rates are available for bulk purchases.
Please navigate below to view all of the workshop course descriptions.

Learning Objectives for Workshops

At the end of this presentation the participant will be able to:
  1. Identify the components belonging to a specific evidence based intervention for a particular disorder, and describe the rationale for those components.
  2. Demonstrate the skills necessary for implementing the intervention.
  3. Describe the research evidence behind the intervention.
  4. Describe how the disorder/problem impacts youth.

In this section of the website you may browse through the descriptions of the workshops available. In order to watch any of the workshops you must enter your information in our registration system. Once registered, you will be able to earn continuing education credits for watching the workshop, taking the corresponding quizzes, and completing the evaluation.

Click here to view a list of the browsers supported by our Learning Management System.

The workshops are ordered alphabetically by disorder/problem. Check below to see a list of the new workshops that will be available soon

Make a Selection, or Browse all Topics Below


Adherence to Treatment

Enhancing Adherence to Pediatric Medical Regimens: Primary and Secondary Approaches

Number of Contact Hours: 2.5
Overview of workshop: In this workshop Dr. Rapoff describes evidence-based interventions to ways to enhance adherence to pediatric medical regimes. Dr. Rapoff illustrates the advantages and disadvantages of various strategies used to increase adherence and provides case examples. Strategies discussed in this workshop include technology assisted, educational, organizational, and behavioral adherence enhancement strategies.
About the Speaker
Michael Rapoff, Ph.D. received his doctoral degree in Developmental and Child Psychology in 1980 from the University of Kansas. Dr. Rapoff is currently Ralph L. Smith (Distinguished) Professor of Pediatrics, Vice-Chair for Research/Scholarship, and Director of the Faculty Mentoring Program in the Department of Pediatrics at the University of Kansas Medical Center. He is a licensed psychologist in Kansas and Missouri. His research, funded by NIH and the Arthritis Foundation, over the past 30 years has focused on adherence to pediatric medical regimens and pain. Dr. Rapoff has 93 publications in journals or books, including the second edition of a single-authored book published in 2010 on medical adherence (Adherence to Pediatric Medical Regimens, 2nd ed. Norwell, MA: Springer). In 2003, Dr. Rapoff received the Distinguished Scholar Award from the Association of Rheumatology Health Professionals, a division of the American College of Rheumatology. Also in 2003, Dr. Rapoff was elected as a Fellow in the Society of Pediatric Psychology. Dr. Rapoff teaches and advises clinical psychology students in pediatric and health psychology and teaches residents and medical students. He also sees patients 1 day per week in his Behavioral Pediatrics Outreach Clinics in Lawrence, Kansas. Financial Disclosures: Advisory board for Adheris.

Aggression/Behavior Problems

First Step to Success: Early Intervention for Children with Challenging Behavior

Number of Contact Hours: 4.5
In this workshop, participants will learn the background and rationale for First Step to Success, an early home and school intervention for children with challenging behavior. Five universal principles for effective classroom management and the components of the First Step to Success program will be discussed. Additionally, participants will learn to implement specific First Step strategies with parents and teachers.
About the Speakers
Hill Walker, Ph.D., is the Director of the Center on Human Development and the Co-Director of the Institute on Violence and Destructive Behavior at the University of Oregon. Dr. Walker is also a Senior Research Scientist at the Oregon Research Institute in Eugene, Oregon. Dr. Walker has more than 37 years of professional experience in the fields of special and regular education, specializing in school-related behavior problems of at-risk youth. He has more than 170 profesisonal publications and is the senior author of the First Step to Success early intervention program for young children with challenging behaviors. Financial Disclosures: None.

Annemieke Golly, Ph.D., is a certified special education teacher who has taught children with behavior and conduct disorders for two decades. Dr. Golly received her Ph.D. in special education at the University of Oregon. Her areas of expertise are early and preventive intervention, behavior management, and classroom and school-wide management. She is a research scientist at the Oregon Research Institute and works at the Institute on Violence and Destructive Behavior at the University of Oregon as a teacher trainer and behavioral consultant. Dr. Golly is a co-author for the First Step to Success Program (PreK – 3rd grade) and has been a coordinator for designing, implementing and conducting nation-wide research on this program for the past decade. She has trained hundreds of teachers and coaches around the world to implement school and home interventions for young students who are dealing with challenging behaviors.Financial Disclosures: None.

Intervention with Aggressive Children: The Coping Power Program

Number of Contact Hours: 9
Overview of workshop: Dr. Lochman describes the research supporting his group-based program for children with aggression problems. He and Dr. Boxmeyer give a session by session review of how to conduct each session. They also demonstrate techniques for Coping Power using case examples, videos, and role-plays. Lastly, he describes how to implement the parent component of Coping Power.
About the Speaker
John Lochman, Ph.D., ABPP, is a Professor and Saxon Chairholder in Clinical Psychology in the Department of Psychology at the University of Alabama in Tuscaloosa, and an Adjunct Professor of Psychiatry and Behavioral Sciences at the Duke University Medical Center. He is the Director of the Center for Prevention of Youth Behavior Problems. He received his Ph.D. in Clinical Psychology from the University of Connecticut in 1977. He has authored more than 210 scientific articles, chapters and books, and this work has primarily focused on the causes and consequences of highly aggressive behavior in childhood. In addition to his prevention research on the Coping Power program, Dr. Lochman also is a co-principal investigator on a study of the preventive effects of the comprehensive, intensive Fast Track program, designed to prevent adolescent conduct problems, funded by National Institute of Health (NIMH). Financial disclosures: none.

Teaching Parents Home-Based Strategies for Managing Disruptive Behavior

Number of Contact Hours: 8
In this workshop Dr. Robb demonstrates effective parenting techniques for children with disruptive behavior problems. Techniques demonstrated include effective ways of providing positive reinforcement, methods to ensure smoother transitions, establishing a daily report card, and other behavioral strategies.
About the Speaker
Jessica Robb, Ph.D. is an instructor in the Professional Counseling Program in the Department of Psychology at Florida International University. She is involved in providing training in evidence-based practices, as well as providing educational and behavioral interventions to schools and community mental health agencies. Dr. Robb has served as a Co-Director and Clinical Supervisor in the Children's Summer Treatment Program, a state-of-the-art, award-winning, intensive behavior therapy program for children with ADHD. She is a past recipient of the Excellence-in-Teaching award from the University at Buffalo.

Linking the Interests of Families and Teachers (LIFT): A Brief School-Based Preventive Intervention Targeting Youth Problem

Number of Contact Hours: 3.5
In this workshop, Dr. Eddy describes the rationale and development of "LIFT," which is a program designed to prevent conduct problems and aggressive behaviors. This program describes how parents and teachers can work together to prevent the development of more serious problem behavior in children. One hallmark feature of this program is the playground behavior game, which is designed to reduce negative behaviors and encourage positive behaviors from children during recess times at school. Dr. Eddy explains the parent-directed and child-directed school-based components through videos of example sessions and exercises.
About the Speaker
J. Mark Eddy, Ph.D., Director of Research for Partners for Our Children (POC), is a licensed psychologist and research scientist. As part of the University of Washington's School of Social Work, POC works with the Washington State Department of Social and Health Services in a public-private partnership to discover and deploy innovative solutions to improve outcomes for children and families at risk for or involved with the child welfare system. Dr. Eddy specializes in conducting randomized controlled trials of family-based prevention and intervention programs. Prior to joining POC, he served for over two decades as a senior scientist at the Oregon Social Learning Center (OSLC) in Eugene. He is an associate editor of the professional journal Prevention Science, and he co-edited the recently published book, Children of Incarcerated Parents: A Handbook for Researchers and Practitioners (Urban Institute Press).Financial Disclosures: none.

An Introduction to Parent Child Interaction Therapy

Number of Contact Hours: 8.0
In this workshop, the PCIT master trainers describe parent-child interaction therapy, a type of therapy that helps to improve the parent-child relationship and increase healthy patterns of interactions between parents and children. The trainers describe how to determine if a parent and child are good candidates for PCIT. In addition, through case examples, role-plays and discussion the trainers demonstrate the key components of PCIT.
About the Speakers
John Paul Abner, Ph.D., ABPP, is an Associate Professor of Psychology and Occupational Therapy at Milligan College, a PCIT Master Trainer for PCIT International, and a licensed psychologist in the state of Tennessee.
Daniel Bagner, Ph.D. is an Assistant Professor of Psychology at Florida International University and is a PCIT Master Trainer for PCIT International.
Rhea Chase, Ph.D., is a clinical associate faculty member at Duke University and is a PCIT Master Trainer for PCIT International.
Melanie Fernandez, Ph.D., ABPP, is the Director of the Parent-Child Interaction Therapy Program at the Child Mind Institute in New York and is a PCIT Master Trainer for PCIT International.
Melanie Nelson, Ph.D., is a faculty member at the University of Oklahoma's College of Medicine and is a PCIT Master Trainer for PCIT International.

Anxiety Disorders

Adolescents, Anxiety, and the Tasks of Development

Number of Contact Hours: 4.5
In this workshop Dr. Albano explains how adolescent development can impact the development and maintenance of anxiety disorders. Dr. Albano describes ways that clinicians can create developmentally sensitive approaches to the treatment of anxiety disorders for adolescents.
About the Speaker
Anne Marie Albano, Ph.D., ABPP, is an Associate Professor of Clinical Psychology in Psychiatry at Columbia University. She received her Ph.D. from the University of Mississippi. Dr. Albano is a Founding Fellow of the Academy of Cognitive Therapy and a Beck Institute Scholar. In 2008, Dr. Albano received the Rosenberry Award for service to children, adolescents, and families from the University of Colorado at Denver. Dr. Albano is the past-president of the Society for Clinical Child and Adolescent Psychology of the American Psychological Association and the past-president of the Association for Behavioral and Cognitive Therapies. She has published more than 90 articles and chapters and is the co-author of several cognitive behavioral treatment manuals and the Anxiety Disorders Interview Schedule for Children, all published by Oxford University Press. Dr. Albano served as a Principal Investigator for a 6-site, National Institute of Mental Health-sponsored study entitled "Child/Adolescent Anxiety Multimodal Treatment Study" (CAMS) and was also a PI for the Treatments for Adolescents with Depression Study (TADS). Both trials examined the relative efficacy of CBT, medication, combination treatment, and pill placebo in youth. She is also currently the Director of the Columbia University Clinic for Anxiety and Related Disorders at Columbus Circle in New York City, a cognitive behavioral therapy specialty clinic for children, adolescents and adults. Financial Disclosures: none.

Multimodal Treatment for Internalizing Disorders

Number of Contact Hours: 3
Dr. Anne Marie Albano and Dr. James Waxmonsky describe the nature of anxiety and depressive problems in youth and various psychosocial and medication treatment options. Dr. Albano describes the key components of cognitive behavioral therapy (CBT) for children and adolescents with internalizing problems. Dr. Waxmonsky discusses research on the efficacy and safety of treatment with antidepressant medication and recommendations for the sequencing of treatment modalities.
About the Speakers
Anne Marie Albano, Ph.D., is an associate professor of clinical psychology and psychiatry at Columbia University and the Director of the Columbia University Clinic for Anxiety and Related Disorders. Dr. Albano received her Ph.D. from the University of Mississippi and is a Founding Fellow of the Academy of Cognitive Therapy and a Beck Institute Scholar. In 2008, Dr. Albano received the Rosenberry Award for service to children, adolescents, and families from the University of Colorado at Denver. Dr. Albano is the past president of the Society for Clinical Child and Adolescent Psychology of the American Psychological Association and the past president of the Association for Behavioral and Cognitive Therapies. She is currently an Associate Editor of the Journal of Consulting and Clinical Psychology. She has published more than 90 articles and chapters and is the co-author of several cognitive behavioral treatment manuals and the Anxiety Disorders Interview Schedule for Children, all published by Oxford University Press. Dr. Albano served as a Principal Investigator for a 6-site, National Institutes of Mental Health-sponsored study entitled "Child/Adolescent Anxiety Multimodal Treatment Study" (CAMS) and was also a PI for the Treatments for Adolescents with Depression Study (TADS). Both trials examined the relative efficacy of CBT, medication, combination treatment, and pill placebo in youth. Her book, You and Your Anxious Child, was published in 2013 by Avery/Penguin Press. Financial disclosures: Royalties from the Oxford University Press and Lynn Sonberg Books, research funding from NIH and the Duke Clinical Research Institute/Pfizer.
James Waxmonsky, M.D. is an associate professor of psychiatry at Florida International University (FIU). He is a board certified child and adolescent psychiatrist who serves as the Medical Director for the FIU Center for Children and Families. He completed his child psychiatry training at Massachusetts General Hospital. Dr. Waxmonsky's research focuses on the long term efficacy and tolerability of stimulant medication for the treatment of ADHD and has three NIH funded grants addressing this topic. He has also done research in the field of pediatric mood disorders, with an emphasis on pediatric Bipolar Disorder. Financial Disclosures: none.

When Children Refuse School: Prescriptive Treatment for Children and Adolescents

Number of Contact Hours: 4.5
In this workshop Dr. Albano discusses a prescriptive treatment approach to treating school refusal behavior in children. Dr. Albano reviews the four primary reasons underlying school refusal behavior along with methods for assessing these conditions. She also demonstrates strategies for effectively engaging parents and school personnel in a partnership to return the child to full school functioning.
About the Speaker
Anne Marie Albano, Ph.D., is an Associate Professor of Clinical Psychology in Psychiatry at Columbia University. She received her Ph.D. from the University of Mississippi. Dr. Albano is a Founding Fellow of the Academy of Cognitive Therapy, is a Beck Institute Scholar, and is Board Certified in Clinical Child and Adolescent Psychology. In 2008, Dr. Albano received the Rosenberry Award for service to children, adolescents, and families from the University of Colorado at Denver. Dr. Albano is the Past President of the Society for Clinical Child and Adolescent Psychology of the American Psychological Association and the past-president of the Association for Behavioral and Cognitive Therapies. She is the past editor of Cognitive and Behavioral Practice and is currently an Associate Editor of the Journal of Consulting and Clinical Psychology. She has published more than 90 articles and chapters and is the co-author of several cognitive behavioral treatment manuals and the Anxiety Disorders Interview Schedule for Children, all published by Oxford University Press. Dr. Albano served as a Principal Investigator for a 6-site, National Institute of Mental Health-sponsored study entitled "Child/Adolescent Anxiety Multimodal Treatment Study" (CAMS) and was also a PI for the Treatments for Adolescents with Depression Study (TADS). Both trials examined the relative efficacy of CBT, medication, combination treatment, and pill placebo in youth. She is also currently the Director of the Columbia University Clinic for Anxiety and Related Disorders at Columbus Circle in New York City, a cognitive behavioral therapy specialty clinic for children, adolescents and adults. Financial Disclosures: grant support from NIMH, royalties from Oxford University Press, and consulting fees from Bracket Global.

Cognitive Behavioral Treatment for Childhood OCD: An Integrated Child and Family Approach

Number of Contact Hours: 3
This workshop is a 3-part course that describes assessment and cognitive behavioral treatment of obsessive-compulsive disorder in children. Dr. Piacentini demonstrates therapy techniques during a role play session. In addition, he describes the importance of family environment during treatment and provides guidance on selecting a treatment strategy.
About the Speaker
John Piacentini, Ph.D., ABPP, is a Professor of Psychiatry and Biobehavioral Sciences in the David Geffen School of Medicine and Director of the Child OCD, Anxiety, and Tic Disorders Program at the Semel Institute for Neuroscience and Human Behavior at UCLA. He received his Ph.D. in Clinical Psychology from the University of Georgia and completed post-doctoral training and was a faculty member at Columbia University/NY State Psychiatric Institute. Dr. Piacentini has authored over 140 papers, chapters, and books and has received numerous NIH and other grants addressing the etiology, assessment and treatment of childhood anxiety, OCD, tic disorders, and adolescent suicide. He is Chair of the Tourette Syndrome Association Behavioral Sciences consortium, Founding Fellow of the Academy of Cognitive Therapy, President-elect of the American Board of Clinical Child and Adolescent Psychology, and a member of the Scientific Advisory Board for the Trichotillomania Learning Center. Financial Disclosures: Royalties for Treatment Manual and Child Workbook from Oxford University Press.

Social Effectiveness Therapy for Children (SET-C): Behavioral Treatment for Children with Social Phobia

Number of Contact Hours: 5.5
Dr. Beidel begins the workshop by describing how social phobia manifests in children. She also describes the evidence for SET-C as an evidence-based treatment for social phobia in children. Next, she identifies the content and procedures used in SET-C and discusses the role of peers in the generalization of social skills. Lastly, she describes ways to construct exposure sessions for children with social phobia.
About the Speaker
Deborah Beidel, Ph.D., ABPP, is Professor and Director of the doctoral program in clinical psychology at the University of Central Florida. Her academic, research, and clinical interests focus on child and adult anxiety disorders, including their etiology, psychopathology, and behavioral treatment. Her research is characterized by a developmental focus, and includes high risk and longitudinal designs, psychophysiological assessment, treatment outcome and treatment development. She serves on the editorial board of a number of scientific journals and she is the recipient of NIMH grants addressing the development and efficacy of behavioral interventions for adults and children with anxiety disorders. Dr. Beidel was the 1990 recipient of the Association for Advancement of Behavior Therapy's New Researcher Award, the 1995 recipient of the Distinguished Educator Award from the Association of Medical School Psychologists, and the 2007 recipient of the APA Division 12 Samuel M. Turner Clinical Research Award. Dr. Beidel holds the American Board of Professional Psychology (ABPP) Diplomate in Clinical Psychology and Behavioral Psychology and is a Fellow of the American Psychological Association and a past-president of the Society for a Science of Clinical Psychology. She is also past Chair of the American Psychological Association's Committee on Accreditation. Financial disclosures: Royalties from Multi-Health Systems, Inc.

Evidence-Based Treatment for Anxiety Problems: Cognitive Behavioral Strategies

Number of Contact Hours: 6.5
Dr. Silverman discusses the research supporting cognitive behavioral strategies for anxiety problems. First, she illustrates assessment procedures for diagnosis of anxiety disorders through case examples. Features of the DSM-IV anxiety disorder diagnoses are described in detail for children. She details methods for constructing effective exposure sessions that can apply to youth with various anxiety disorders.
About the Speaker
Wendy Silverman, Ph.D., ABPP, is the Director of the Child Anxiety and Phobia Program (CAPP) and Professor of Psychology at Florida International University. She is board certified in Clinical Child and Adolescent Psychology. She is an internationally renowned expert in child anxiety and has written four books and more than 150 scientific papers on this topic. She is past president of the American Psychological Association Society of Clinical Child and Adolescent Psychology, recipient of numerous NIMH grants, and has served as editor and associate editor of leading scientific journals in the field. Dr. Silverman has 30 years of experience in training and supervising students in working with children and adolescents who have problems with extreme fear and anxiety. Financial Disclosures: none.

Attention Deficit Hyperactivity Disorder

The Community Parent Education Program: A Group-based, Family Systems-Oriented Workshop for Parents of Children with Disruptive Behavior Disorders

Number of Contact Hours: 7
Dr. Cunningham describes the research supporting parent training programs for parents of children with disruptive behavior problems. He also describes each session of the COPE program and models example sessions.
About the Speaker
Charles E. Cunningham, Ph.D. is a psychologist at McMaster Children's Hospital and a Professor in the Department of Psychiatry and Behavioural Neurosciences at McMaster University, where he holds the Jack Laidlaw Chair in Patient-Centred Health Care. Dr. Cunningham developed and has conducted research examining the utilization, cost effectiveness, and outcome of large group, community-based COPE programs for parents of children with disruptive behavior disorders. He has been involved in the development and evaluation of school-based student-mediated conflict resolution programs involving students in the reduction of playground violence and is a co-investigator on a Social Sciences and Humanities Research Foundation Community-University Research Alliance grant to develop more effective bullying and violence prevention programs. He also led the development of the Brief Child and Family Phone Interview, a computerized children's mental health screening and outcome measurement tool used by the provinces of Ontario and British Columbia.

Time out from Positive Reinforcement for Children with ADHD

Number of Contact Hours: 2.5
Overview of workshop: Dr. Fabiano discusses the history and evidence-base for time out from positive reinforcement. He also discusses various considerations for establishing a time-out procedure and how to trouble-shoot the procedure. Videos and case-examples are also presented.
About the Speaker
Gregory Fabiano, Ph.D. is an associate professor of Counseling, School, and Educational Psychology at the University at Buffalo. His interests are in the area of evidence-based assessments and treatments for children with ADHD. He is an author on over 40 peer-reviewed publications and book chapters. Dr. Fabiano has been the recipient of numerous awards including the Hodgson Russ Award for Excellence in Collaboration and the Presidential Early Career Award for Scientists and Engineers. In addition, the University of Buffalo has granted him the Exceptional Scholars Young Investigator Award and the Distinguished Alumni Award. Dr. Fabiano's work has been funded by multiple federal agencies including the U.S. Department of Education, the Centers for Disease Control and Prevention, and the National Institutes of Health. Financial disclosures: none.

School Based Behavioral and Academic Interventions for ADHD

Number of Contact Hours: 5
Overview of workshop: This workshop is a 4-part course that provides an overview of school-based interventions for ADHD. Dr. DuPaul describes how to implement various school based interventions and discusses case examples. Finally, progress monitoring, data-based decision making, and special education is covered.
About the Speaker
George J. DuPaul, Ph.D., is the Chair and Professor of School Psychology in the Department of Education and Human Services at Lehigh University. Dr. DuPaul's research interests are school-based assessment and treatment of children with ADHD and related behavior disorders.  He has coauthored over 100 peer reviewed journal articles and over 40 book chapters on these topics. Dr. DuPaul's research has been funded by the National Institute of Mental Health and the U.S. Department of Education.  He has also received numerous awards for his contributions to school psychology, including the Senior Scientist Award from Division 16 of the American Psychological Association. Financial disclosures: Royalties from Guilford Press, American Psychological Association, and Brookes Publishing.

Consultative Problem Solving with Teachers

Number of Contact Hours: 3
This workshop is a 2-part course that describes the need for consultative problem-solving with teachers to design school-based interventions. The workshop provides an overview of the types of consultative problem-solving and the steps involved to create a positive consultation relationship. Through case examples and modeling, Dr. DuPaul describes the steps of consultative problem solving in detail.
About the Speaker
George J. DuPaul, Ph.D., is the Chair and Professor of School Psychology in the Department of Education and Human Services at Lehigh University. Dr. DuPaul's research interests are school-based assessment and treatment of children with ADHD and related behavior disorders.  He has coauthored over 100 peer reviewed journal articles and over 40 book chapters on these topics. Dr. DuPaul's research has been funded by the National Institute of Mental Health and the U.S. Department of Education.  He has also received numerous awards for his contributions to school psychology, including the Senior Scientist Award from Division 16 of the American Psychological Association. Financial disclosures: Royalties from Guilford Press, American Psychological Association, and Brookes Publishing.

ADHD and Mania, What Should you Know, Why Should you Care?

Number of Contact Hours: 2
This workshop is a 2-part course that provides a summary of the phenomenology, course, and treatment of ADHD and bipolar disorder. Dr. Carlson presents case examples and describes assessment considerations and materials to adequately assess mania/bipolar disorder.
About the Speaker
Gabrielle A. Carlson, M.D., is a Professor of Psychiatry and the Director of the Child and Adolescent Psychiatry at Stony Brook University School of Medicine. Dr. Carlson has received several awards in recognition of her work in child psychiatry.  In 2007, The APA recognized Dr. Carlson for her outstanding research contributions in advancing the mental health of children and adolescents with her description of the symptoms and outcome of bipolar disorder (previously known as manic-depressive illness) in young people.  Dr. Carlson's research interests include mood/bipolar disorder and ADHD. Financial disclosures: BMS, GSK, FIU.

Multimodal Treatment for Externalizing Disorders

Number of Contact Hours: 3
Drs. Pelham and Waxmonsky describe the various psychosocial and medication treatment options available for children with ADHD. They discuss the disadvantages and advantages to each treatment modality and discuss important considerations for the sequencing of treatments. Lastly, they describe research that supports their recommendations for sequencing medication and behavioral treatments.
About the Speakers
William E. Pelham, Jr., Ph. D., ABPP, is the Director of the Center for Children and Families (CCF) at FIU, an interdisciplinary center with faculty and student involvement from the Departments of Psychology, Psychiatry, and Pediatrics. He has conducted much of this research through his Summer Treatment Program (STP) for children with ADHD, which has been recognized by the American Psychological Association (APA), CHADD (Children and Adults with ADHD), and SAMHSA as a model program, and is widely recognized as the state-of-the-art in treatment for ADHD. His STP has also been employed in multiple clinical trials at the NIMH, NIDA, and SAMHSA. Dr. Pelham has authored or co-authored more than 290 professional papers dealing with ADHD and its treatment, both psychosocial and pharmacological. Financial disclosues: Past Consultant, scientific advisor, speaker, grant recipient: McNeil/Alza/Janssen (Concerta), Abbott (Cylert), Shire (Adderall, Adderall XR, guanfacine), Noven (Daytrana), Lilly (Strattera), Cephalon (Sparlon), Current consultant: Noven.

James Waxmonsky, M.D. is an Associate Professor of Psychiatry at Florida International University Herbert Wertheim College of Medicine. He also serves as the medical director for the Center for Children and Families, a multi-disciplinary research group focused on the development, evaluation and dissemination of evidence based treatments for ADHD and other behavioral disorders. He is funded by the National Institutes of Mental Health to examine the emotional and physical effects of stimulant medication in children. In his clinical practice, he specializes in the diagnosis and treatment of ADHD in children, adolescents, and adults. Financial disclosures: Speaker's Bureau for Novartis and Noven. Research contracts from NIH and Shire.

Autism Spectrum Disorders

JASPER: Targeted Treatment on Joint Attention, Symbolic Play, and Engagement Regulation for Children with Autism

Number of Contact Hours: 4.5
Overview of Workshop: In this workshop Dr. Kasari describes how to assess joint attention and play in young children with autism. Next, she identifies ways in which clinicians can create individualized targets for intervening with a child. Lastly, she illustrates techniques for intervening on children's social communication and play skills.
About the Speaker
Connie Kasari, Ph.D., is Professor of Education and Psychiatry at UCLA, where she conducts research on early interventions and interventions for children in their schools. Since 1990 she has been on the faculty at UCLA where she teaches both graduate and undergraduate courses. She is a founding member of the Center for Autism Research and Treatment at UCLA and has been actively involved in autism research for the past 25 years. Her current research focuses on developing targeted interventions for early social communication development in at risk infants, toddlers and preschoolers with autism, and peer relationships for school aged children with autism. She is involved in several randomized controlled trials, with her most recent work involving multi-site studies for interventions aimed at underserved and under-represented populations of children with autism. She has published widely on topics related to social, emotional, and communication development and intervention in autism. She is on the treatment advisory board of the Autism Speaks Foundation, and regularly presents to both academic and practitioner audiences locally, nationally and internationally. Financial disclosures: none.

Leap Preschool: An Evidence-Based Model of Intervention for Children with Autism Spectrum Disorders

Number of Contact Hours: 4.5
Overview of Workshop: Dr. Strain provides an overview of the research evidence for the efficacy of the LEAP Preschool program for children with autism. He describes the important skills that the LEAP preschool program targets for children with autism. In addition, he shows video examples of the LEAP preschool program and the parent training module.
About the Speaker
Phil Strain, Ph.D., is Professor of Educational Psychology and Psychiatry at the University of Colorado Denver and Director of the Positive Early Learning Experiences Center. He is the author of over 300 professional papers in the early intervention field, has served on the editorial boards of over 20 professional journals, has been the Principal Investigator of grants totally more than 50 million dollars, and been recognized with distinguished career awards on three separate occasions. He authored the original grant that funded the development of the LEAP model in 1980 and recently received funding to conduct a long-term follow-up on participants in the randomized trial. Financial disclosures: None.

Bipolar Spectrum Disorders

Psychotherapy for Children with Bipolar Disorder

Number of Contact Hours: 5
Overview of Workshop: Dr. Fristad reviews the research supporting psychoeducational psychotherapy (PEP) for children with bipolar disorder. She also describes important considerations for differential diagnosis and risk factors for bipolar disorder. Lastly, she illustrates techniques used in PEP.
About the Speaker
Mary Fristad, Ph.D., ABPP, is a board certified clinical child psychologist specialized in the assessment and treatment of childhood mood disorders (depression and bipolar disorder), with a focus on psychotherapy and nutritional interventions. She is Professor of Psychiatry, Psychology and Nutrition at the Ohio State University, where she has worked for over 25 years. Dr. Fristad has over 150 publications, including books for families, therapists, and accompanying workbooks for parents, children and therapists. Financial Disclosures: royalties from CFPSI, Guilford, and APPI.

Depression

ACTION: Cognitive Behavioral Treatment for Depressed Youth and their Parents

Number of Contact Hours: 10
Dr. Stark discusses how to use affective education, coping skills training, problem solving training, cognitive restructuring, and building of more positive core beliefs to treat depression in children and adolescents. He also suggests ways to flexibly use the primary and secondary treatment ingredients of ACTION to successfully treat depressed youth. Dr. Stark also demonstrates how to conceptualize a depressive disorder in a child and subsequently develop an effective treatment plan. Lastly, Dr. Stark reviews the components of the ACTION Parent Training Program.
About the Speaker
Kevin Stark, Ph.D. earned a doctorate in School Psychology from the University of Wisconsin in 1985. He is a professor at the University of Texas and a licensed psychologist in the state of Texas. Dr. Stark received the Lightner-Witmer Young Scholar award in 1990 from Div.16 of the APA and he is a Beck Institute Scholar. He has trained mental health professionals across the nation and Western Europe in evidence-based treatments for depressed and anxious youth.Financial Disclosures: none.

Principles and Techniques of Interpersonal Psychotherapy for Adolescent Depression

Number of Contact Hours: 7.5
Drs. Mufson and Young describe the integral techniques of interpersonal psychotherapy for depressed adolescents. In addition, they provide the research and theoretical background supporting the use of IPT-A. Lastly, they demonstrate the core components of IPT-A through role-plays and demonstrations.
About the Speakers
Laura Mufson, Ph.D. is an Associate Professor of Clinical Psychology in Psychiatry at the College of Physicians and Surgeons at Columbia University, a Research Scientist, and Director of the Department of Clinical Psychology at the New York State Psychiatric Institute. As Director of Child Psychology Training at New York Presbyterian Hospital, she directs the child track of the APA approved pre-doctoral internship. She is an expert on Interpersonal Psychotherapy for Adolescent Depression (IPT-A). Dr. Mufson's primary interest is in the evaluation of psychotherapy outcomes both in the efficacy and effectiveness arenas, focusing on inner city, minority, and underserved youth. Financial disclosures: Royalties from Guilford publications.
Jami Young, Ph.D. is an Assistant Professor of Clinical Psychology at Rutgers University. She developed Interpersonal Psychotherapy-Adolescent Skills Training (IPT-AST), an indicated prevention program based on interpersonal psychotherapy for depressed adolescents (IPT-A). Dr. Young is a certified IPT-A therapist who has trained and supervised over 30 clinicians in IPT-A and IPT-AST. Her research examines the efficacy of depression prevention programs, and cognitive, interpersonal, and genetic vulnerabilities for youth depression. Financial disclosures: none.

Evidence-Based Treatment for Depression in Adolescence: Cognitive Behavioral Strategies

Number of Contact Hours: 8.5
Dr. Curry reviews cognitive behavioral strategies that were used in the Treatment for Adolescents with Depression Study session by session. He describes key points about each session and demonstrates techniques using role-play and videos. Techniques demonstrated include providing psychoeducation about depression, cognitive restructuring, behavioral activation, modifications for families, and more.
About the Speakers
John Curry, Ph.D., ABPP is a Professor and the Director of the Department of Clinical Psychology, Psychiatry and Behavioral Sciences at Duke University Medical Center. Dr. Curry earned his Ph.D. in clinical psychology from Catholic University of America in 1978. His research interests include the investigation of cognitive-behavioral interventions, alone, and in combination with medication for adolescent depression, anxiety, and substance use. He is also an investigator in one of the largest clinical trials of adolescent depression, the Treatment for Adolescents with Depression Study (TADS). Financial Disclosures: none.

Divorce

A.C.T for the Children: Assisting Children through Transition

Number of Contact Hours: 2.5
Dr. Pedro Carroll discusses the risk and protective factors for children of families going through divorce. She also describes the different ways children of various ages may respond to separation/divorce. Dr. Pedro Carroll demonstrates techniques from her parenting program "A.C.T" that can help parents reduce the stress of divorce or separation for their children.
About the Speaker
Dr. JoAnne Pedro-Carroll is a clinical psychologist, author, speaker and is internationally recognized as an authority in the field of children and divorce. She serves on the Sesame Street Board of Advisors and has addressed members of Congress and the White House staff at briefings as an invited expert on parenting and divorce. From 1984 to 2008, she held faculty positions in psychology and psychiatry at the University of Rochester and was a Senior Researcher at the Children's Institute in Rochester, New York. There, she co-founded A.C.T.—For the Children (Assisting Children through Transition), a court-endorsed parent-education program. She also founded and directed the Children of Divorce Intervention Program (CODIP). Her programs have earned widespread acclaim, including: a Program Excellence Award from the U.S. Department of Health and Human Services, the Lela Rowland Award from the National Mental Health Association, and citation as an exemplary program for children from several national organizations. CODIP has been selected as the model for programs adopted in Canada, Australia, Germany, South Africa, the Netherlands, and elsewhere around the world.

Child Custody Mediation: An Introduction to the Emotional Dynamics of Divorce, the Process of Mediation, and Developmentally Sensitive Parenting Plans

Number of Contact Hours: 4.5
In this workshop Dr. Emery reviews the research on the impact of divorce on children. He then describes the research comparing two approaches to adversary settlement: mediation and litigation. Dr. Emery also provides guidelines on conducting custody mediation and gives examples of developmentally sensitive parenting plans.
About the Speaker
Robert Emery, Ph.D. is Professor of Psychology and Director of the Center for Children, Families, and the Law at the University of Virginia. His research focuses on family relationships and children's mental health, including parental conflict, divorce, mediation, child custody, genetically-informed studies of family life, family violence, and associated legal and policy issues. He has authored over 150 scientific publications, and several books including Marriage, Divorce, and Children's Adjustment (1999, 2nd Ed); Renegotiating Family Relationships: Divorce, Child Custody, and Mediation (2011, 2nd Ed); and his guide for parents, The Truth about Children and Divorce: Dealing with the Emotions So You and Your Children Can Thrive (2006, paperback). He is co-author of Abnormal Psychology (2012, 7th Ed) with Thomas Oltmanns. Dr. Emery has discussed his work on the Today Show, Good Morning America, The Jane Pauley Show, National Public Radio, in Newsweek and Time magazines, and in many other print and electronic media. In addition to his research, teaching, and administrative responsibilities, Dr. Emery maintains a limited practice as a clinical psychologist and divorce mediator. He is the father of five children. Financial Disclosures: Royalties from Guilford.

Problems with Eating

Rationale and Principle Interventions in Family-Based Treatment (FBT) for Adolescent Anorexia Nervosa

Number of Contact Hours: 3.5
Drs. Lock and Le Grange describe the underlying rationale for using FBT for anorexia nervosa in adolescents. Next, they illustrate ways to implement the main interventions employed in FBT through role-plays and examples. Lastly, they describe how to use FBT in the context of a treatment team.
About the Speakers
James Lock, M.D., Ph.D. is a Professor in Psychiatry and Behavioral Science at the Stanford School of Medicine and the Director of the Stanford Child and Adolescent Eating Disorders Program. Dr. Lock has over 200 publications including original peer reviewed articles, professional articles, book chapters, and books in the field of eating disorders. He has completed several NIH funded treatment studies and is currently involved as PI or Co-PI on three additional awards all focused on treatment interventions for eating disorders. Financial disclosures: royalties from Guilford.

Daniel Le Grange, Ph.D., is a Professor in the Department of Psychiatry and Behavioral Neuroscience, and Director of the Eating Disorders Program at The University of Chicago Medical Center. He received his doctoral education at the Institute of Psychiatry, University of London, and trained in family-based treatment at the Maudsley Hospital in London. He completed postdoctoral training at the Institute of Psychiatry and Stanford University School of Medicine. Financial disclosures: royalties from Guilford.

Miscellaneous

Measuring Progress in Clinical Practice: Contextualized Feedback Systems.

Number of Contact Hours: 3.5
Dr. Leonard Bickman and Dr. Susan Douglas discuss how to utilize feedback in clinical care with youth and families. Drs. Bickman and Douglas summarize theoretical, research, and practice perspectives on the strengths and limitations of using feedback to inform practice. The speakers demonstrate how the Contextualized Feedback System (CFS) can be used in clinical encounters, session documentation, treatment planning, and supervision with youth and family case examples. Lastly, they describe five strategies for integrating feedback into clinical care to improve client outcomes.
About the Speakers

Leonard Bickman, Ph.D., is a Research Professor of Psychology, Psychiatry, and Public Policy at Vanderbilt University, where he directs the Center for Evaluation and Program Improvement. He is coeditor of two handbooks on social research methods and a social research methods series for Sage Publications. He is editor in chief of the journal Administration and Policy in Mental Health and Mental Health Services Research. He has published more than 15 books and monographs, and 200 articles and chapters. He is currently principal investigator on a grant from National Institute of Mental Health. He has received several awards recognizing the contributions including: The American Psychological Association's Public Interest Award for Distinguished Contribution to Research in Public Policy, the Education and Training in Psychology Award for Distinguished Contributions, Vanderbilt University's Earl Sutherland Prize for Achievement in Research, the American Evaluation Association Outstanding Evaluation Award, and the Alva and Gunnar Myrdal Evaluation Practice Award. He is a past president of the American Evaluation Association and the Society for the Psychological Study of Social Issues and a senior Fulbright Fellow. His research interests include child and adolescent mental health services, web-based outcomes measurement systems, and the organizational and psychological factors that influence professionals' practice behavior. Financial disclosures: none.

Susan R. Douglas, Ph.D., is a clinical psychologist, organizational consultant, and senior researcher at Vanderbilt University. Over the past decade, Dr. Douglas has focused on the development, implementation, and evaluation of practice improvement initiatives that are effective in changing provider behavior and creating learning organizations. She is a co-inventor with Dr. Leonard Bickman of an internet application that provides measurement feedback to mental health agencies. As part of that effort, she led comprehensive training and support teams for national, state, and private agencies to promote sustained use of feedback to improve the uptake of this type of data-informed decision-making tool. In addition to the work with mental health organizations, Dr. Douglas has been the PI on multiple awards to evaluate the military's health risk screening appraisal system for returning Service members, with a follow-on project to develop and evaluate a patient-centered communication training workshop for military health care providers. Dr. Douglas is widely published (formerly as Susan Douglas Kelley) and currently serves as a section editor for the journal Administration and Policy in Mental Health and Mental Health Services Research. Financial disclosures: none.

Multimodal Treatment

Multimodal Treatment for Externalizing Disorders

Number of Contact Hours: 3
Drs. Pelham and Waxmonsky describe the various psychosocial and medication treatment options available for children with ADHD. They discuss the disadvantages and advantages to each treatment modality and discuss important considerations for the sequencing of treatments. Lastly, they describe research that supports their recommendations for sequencing medication and behavioral treatments.
About the Speakers
William E. Pelham, Jr., Ph. D., ABPP, is the Director of the Center for Children and Families (CCF) at FIU, an interdisciplinary center with faculty and student involvement from the Departments of Psychology, Psychiatry, and Pediatrics. He has conducted much of this research through his Summer Treatment Program (STP) for children with ADHD, which has been recognized by the American Psychological Association (APA), CHADD (Children and Adults with ADHD), and SAMHSA as a model program, and is widely recognized as the state-of-the-art in treatment for ADHD. His STP has also been employed in multiple clinical trials at the NIMH, NIDA, and SAMHSA. Dr. Pelham has authored or co-authored more than 290 professional papers dealing with ADHD and its treatment, both psychosocial and pharmacological. Financial disclosues: Past Consultant, scientific advisor, speaker, grant recipient: McNeil/Alza/Janssen (Concerta), Abbott (Cylert), Shire (Adderall, Adderall XR, guanfacine), Noven (Daytrana), Lilly (Strattera), Cephalon (Sparlon), Current consultant: Noven.

James Waxmonsky, M.D. is an Associate Professor of Psychiatry at Florida International University Herbert Wertheim College of Medicine. He also serves as the medical director for the Center for Children and Families, a multi-disciplinary research group focused on the development, evaluation and dissemination of evidence based treatments for ADHD and other behavioral disorders. He is funded by the National Institutes of Mental Health to examine the emotional and physical effects of stimulant medication in children. In his clinical practice, he specializes in the diagnosis and treatment of ADHD in children, adolescents, and adults. Financial disclosures: Speaker's Bureau for Novartis and Noven. Research contracts from NIH and Shire.

Multimodal Treatment for Internalizing Disorders

Number of Contact Hours: 3
Dr. Anne Marie Albano and Dr. James Waxmonsky describe the nature of anxiety and depressive problems in youth and various psychosocial and medication treatment options. Dr. Albano describes the key components of cognitive behavioral therapy (CBT) for children and adolescents with internalizing problems. Dr. Waxmonsky discusses research on the efficacy and safety of treatment with antidepressant medication and recommendations for the sequencing of treatment modalities.
About the Speakers
Anne Marie Albano, Ph.D., is an associate professor of clinical psychology and psychiatry at Columbia University and the Director of the Columbia University Clinic for Anxiety and Related Disorders. Dr. Albano received her Ph.D. from the University of Mississippi and is a Founding Fellow of the Academy of Cognitive Therapy and a Beck Institute Scholar. In 2008, Dr. Albano received the Rosenberry Award for service to children, adolescents, and families from the University of Colorado at Denver. Dr. Albano is the past president of the Society for Clinical Child and Adolescent Psychology of the American Psychological Association and the past president of the Association for Behavioral and Cognitive Therapies. She is currently an Associate Editor of the Journal of Consulting and Clinical Psychology. She has published more than 90 articles and chapters and is the co-author of several cognitive behavioral treatment manuals and the Anxiety Disorders Interview Schedule for Children, all published by Oxford University Press. Dr. Albano served as a Principal Investigator for a 6-site, National Institutes of Mental Health-sponsored study entitled "Child/Adolescent Anxiety Multimodal Treatment Study" (CAMS) and was also a PI for the Treatments for Adolescents with Depression Study (TADS). Both trials examined the relative efficacy of CBT, medication, combination treatment, and pill placebo in youth. Her book, You and Your Anxious Child, was published in 2013 by Avery/Penguin Press. Financial disclosures: Royalties from the Oxford University Press and Lynn Sonberg Books, research funding from NIH and the Duke Clinical Research Institute/Pfizer.
James Waxmonsky, M.D. is an associate professor of psychiatry at Florida International University (FIU). He is a board certified child and adolescent psychiatrist who serves as the Medical Director for the FIU Center for Children and Families. He completed his child psychiatry training at Massachusetts General Hospital. Dr. Waxmonsky's research focuses on the long term efficacy and tolerability of stimulant medication for the treatment of ADHD and has three NIH funded grants addressing this topic. He has also done research in the field of pediatric mood disorders, with an emphasis on pediatric Bipolar Disorder. Financial Disclosures: none.

Risky Behavior

The Fourth-R: Classroom and Small Group Methods to Promote Adolescent Well-being and Healthier Relationships

Number of Contact Hours: 3.5
In this workshop, participants will learn the background and rationale for the Fourth R, a classroom and small group-based program to promote adolescent well-being and healthier relationships. Lessons and role plays from the Fourth R program will be discussed. Additionally, Dr. Wolfe describes modifications of the program for the purposes of implementation and cultural differences. Financial disclosures: none.
About the Speaker
David A. Wolfe, Ph.D. ABPP, established and heads the Centre for Prevention Science and is a Professor of Psychiatry and Psychology at the University of Toronto. His research and clinical interests focus on prevention of child abuse, dating violence, and related risk behaviors through universal education programs. He developed and evaluated the Fourth R, a school-based program to promote healthy relationships and well-being among children and youth. The Fourth R is currently taught in over 3500 schools in Canada and the US.

Substance Use Problems

Teen Intervene: A Brief Intervention for Adolescent Substance Abuse

Number of Contact Hours: 3
Dr. Winters discusses the background and rationale for a brief intervention for adolescents with substance use problems, "Teen Intervene." Dr. Winters covers assessment tools useful for motivational enhancement and assessing teen drug/alcohol use. In addition, he demonstrates how to administer the three-session intervention.
About the Speaker
Ken Winters, Ph.D. is a Professor in the Department of Psychiatry at the University of Minnesota, director of the Center for Adolescent Substance Abuse Research, and a Senior Scientist with the Treatment Research Institute, Philadelphia, PA. He received his B.A. from the University of Minnesota and a Ph.D. in Psychology (Clinical) from the State University of New York at Stony Brook. His primary research interests are the assessment and treatment of addictions, including adolescent drug abuse and problem gambling. He is on the editorial board of the Journal of Substance Abuse Treatment and the Journal of Child and Adolescent Substance Abuse, and has received numerous research grants from the National Institute of Health and various foundations. He was the 2008 recipient of the Research to Evidence-Based Practice Award from a national organization on effective treatment for adolescents (JMATE). Dr. Winters is a frequent speaker and trainer, and he is a consultant to many organizations, including the Hazelden Foundation, The Partnership at Drug Free.Org, National Center for Responsible Gaming, and the Mentor Foundation (an international drug abuse prevention organization).

Suicide

Suicide Risk Assessment and Formulation in Children and Adolescents: A Workshop for Clinicians

Number of Contact Hours: 2
Dr. King provides information on tools that can be used for suicide assessment for youth and describes how to use the tools in clinical practice. Dr. King also describes how to integrate and prioritize information from the assessment procedure. Case examples are used to demonstrate the skills needed to devise a solid formulation.
About the Speaker
Cheryl King, Ph.D. is Director of the Youth Depression and Suicide Prevention Program in the Department of Psychiatry at the University of Michigan. An active clinical educator, researcher, and public policy advocate, Dr. King is the recipient of multiple federal and private foundation grant awards for her clinical research pertaining to adolescent and young adult suicide prevention, and has published widely in this area. In addition to developing a social network intervention for acutely suicidal adolescents and a screening intervention for adolescents treated in emergency medical settings, Dr. King is working with her colleagues to develop an online screening and treatment linkage intervention for college students at elevated risk for suicide. She is also implementing a large-scale trial to evaluate the effectiveness of a community-based intervention for adolescents who are at elevated risk due to bullying or bullying victimization. Dr. King is on the Scientific Advisory Council of the American Foundation for Suicide Prevention. She is also a Past President of the American Association of Suicidology, the Association of Psychologists in Academic Health Centers and the Society for Clinical Child and Adolescent Psychology.

Tourette's Syndrome and Tic Disorders

Behavior Therapy for Tourette Syndrome in Children and Comprehensive Behavioral Intervention for Tics (CBIT)

Number of Contact Hours: 4.5
Dr. Woods discusses the research background and rationale for behavior therapy for Tourette Syndrome in children and CBIT. He demonstrates function based assessment and intervention along with habit reversal training. Lastly, a live recording of a sample session is provided.
About the Speaker
Douglas Woods, Ph.D. is a Professor of Psychology at the University of Wisconsin-Milwaukee. Dr. Woods received his Ph.D. from Western Michigan University in Kalamazoo, Michigan. He has been the PI or Co-PI for several NIH and TSA funded treatment studies for Trichotillomania and Tourette's syndrome. His research interests include tic disorders, impulse-control disorders, obsessive-compulsive disorder, and behavioral therapy. Dr. Woods is also a member of the Medical Advisory Board for the Tourette's Syndrome Association. He has published more than 120 scientific articles, presented more than 127 papers at National and International Meetings, and is the author/editor of 8 books. Financial disclosures: Research support from NIMH and Tourette's Syndrome Association; Speaking Honoraria from Tourette's Syndrome Association and various academic institutions; Royalties from Guilford, Oxford, Context Press and Springer Press.




Coming Soon


ADHD

Social Skills Training for Children and Adolescents with Disruptive Behavior: After-school, Saturday and Summer Programming

Name of Presenter: Dr. William Pelham
Dr. Pelham describes effective methods for teaching social skills to children with disruptive behavior problems. He illustrates ways to flexible implement this program in after-school, Saturday and summer programming.

Autism

Discrete Trial Training for Children with Autism Spectrum Disorders: Curriculum Development, Trouble-shooting, and Generalization

Name of Presenter: Dr. Tristram Smith
Dr. Smith discusses the teaching implications of characteristics and learning styles displayed by children with autism spectrum disorders . He also identifies the main components of discrete trial training (DTT) and provides guidelines for implementing DTT effectively.

Supported Browsers


Listed below are the supported operating systems and browsers for use with Blackboard Learn.

Certified: Fully tested and supported. 
Compatible: Partially tested but should function properly. 
Provisional: Future technologies considered supported by Blackboard Support.
Unsupported: Either impossible or not tested.


Microsoft® Windows® Operating System

Internet Explorer 10 Internet Explorer 9 Internet Explorer 8 Firefox ESR1 Firefox (Final Release Channel)2 Chrome (Stable Channel)3
Windows® XP (32-bit) Unsupported by Microsoft Unsupported by Microsoft Compatible Certified Compatible Compatible
Windows Vista® (32-bit) Unsupported by Microsoft Certified Compatible Certified Certified Compatible
Windows Vista (64-bit) Unsupported by Microsoft Compatible Compatible Certified Compatible Compatible
Windows 7 (32-bit) Provisional Certified Compatible Certified Certified Certified
Windows 7 (64-bit) Provisional Certified Compatible Certified Certified Certified
Windows 8 (32-bit) Compatible Unsupported by Microsoft Unsupported by Microsoft Certified Certified Certified
Windows 8 (64-bit) Certified Unsupported by Microsoft Unsupported by Microsoft Certified Certified Certified


Apple® Mac OS® Operating System

Safari 6.0.1 Safari5.1 Safari 5.0 Safari 4.0 Firefox ESR1 Firefox4(Final Release Channel)2 Chrome (Stable Channel)3
Mac OSX 10.6 Unsupported
by Apple
Certified Certified Compatible Certified Certified Certified
Mac OSX 10.7 Certified (10.7.5) Certified Unsupported
by Apple
Unsupported
Certified Certified Certified
Mac OSX 10.8 Certified (10.8.2) Certified Unsupported
by Apple
Unsupported
Certified Certified Certified

1Firefox ESR is a release of Firefox intended for groups who install and maintain the desktop environment in large institutions. More information is available at http://www.mozilla.org/en-US/firefox/organizations/.

2The Firefox Release Channel is the fully tested version by Mozilla and intended to be the most stable. This channel is updated roughly every six weeks. More information is available at http://blog.mozilla.com/blog/2011/04/13/new-channels-for-firefox-rapid-releases/.

3The Chrome Stable Channel is the fully tested version by Google and intended to be the most stable as the name implies. This channel is updated roughly every 2-3 weeks for minor releases and 6 weeks for major releases.More information is available at www.chromium.org.

4Firefox 8 and Mac OS are not compatible with the drag and drop functions on Blackboard Learn.