Seminar Detail

Dyslexia, Dyscalculia and Dysgraphia
Dyslexia, Dyscalculia and Dysgraphia

Where:   PARSIPPANY, NJ

When:  Thursday, July 11, 2019 at 8:00 AM - 4:00 PM

This event is not currently available for purchase.

For more information: Call (800) 844-8260
Course Description:

Dyslexia, Dysgraphia or Dyscalculia are among the most complicated learning disorders seen in education today. Many of these students struggle to complete academic tasks, maintain social relationships with peers and adults, and are constantly under stress.

In this seminar, you will learn how underlying deficits related to executive function, visual-perceptual and visual-motor skills, and auditory processing skills affect a student’s ability to read and write at grade and age appropriate levels. Participants will explore the impact visual processing, cognitive development and organization have on acquiring mathematic ability, and understand how to support and teach struggling math learners.

This presentation shows you how to identify underlying deficits and develop IEPs or 504 plans that effectively address individual student needs. You will develop a plan that includes game-based learning, assistive technology, phonemic and phonological awareness practice, focused auditory interventions and simple techniques to help with visual processing ability.

Upon completion of this program, you will be able to provide strategies to address your student’s/client’s:
  • Visual perceptual skills
  • Visual motor integration
  • Auditory and visual memory
  • Reading rate, accuracy, fluency, comprehension
  • Phonetic awareness and memory
  • Spelling and handwriting struggles
Objectives:

  1. Formulate and implement plans for comprehensive evaluation to identify diagnostic criteria and underlying deficits present in students with reading, written expression, or math learning difficulties.
  2. Develop IEPs or 504 plans that provide students with the instruction and support they need to be successful in reading, writing, math, listening comprehension, and oral expression.
  3. Choose student-centered accommodations based on recommendations of the International Dyslexia Association and Americans with Disabilities Act.
  4. Design effective strategies to treat underlying deficits in the areas of executive function visual processing, auditory processing, phonemic/phonological awareness, memory, and anxiety to improve reading, writing and math skills.
  5. Teach students self-advocacy and anxiety management skills related to classroom performance, meeting deadlines, and project completion.
  6. Utilize low-tech and high-tech assistive technology supports to help students access information through text, improve study skills, complete written assignments and help with math calculation.
OUTLINE

Introduction
  • Dyslexia, Dysgraphia and Dyscalculia
  • Anxiety and stress: physical and emotional
  • IEPs and 504’s
  • Accommodations and supports
Evaluate and Assess For:
  • Executive function
  • Auditory Processing
  • Visual Processing
  • Phonemic Awareness
TREATMENT STRATEGIES:

Executive Function
  • Typical Development
Sensory Development – Auditory Processing
  • Typical Development
  • Impact on Reading and Writing
  • Auditory attention
  • Focused listening
  • Sound discrimination
Sensory Development - Vision
  • Typical Development
  • Impact on reading, writing and math
  • Behavioral Optometry
  • Visual attention
  • Visual sequential memory
  • Visual form constancy
  • Using colored overlays
Phonemic/Phonological Awareness
  • Typical Development
  • Impact on reading and writing
  • Effect on comprehension
  • Sound/symbol correspondence
  • Auditory bombardment
  • Chunking and blending
  • Whole-classroom activities
Anxiety
  • Ability vs. Performance
  • How to recognize anxiety in the classroom
  • Planning and organizing to reduce anxiousness
  • Creating opportunities for success in the classroom
  • Peer support
  • Self-advocacy
More Treatment Strategies for …
  • Reading
  • Written Expression
  • Math Concepts and Calculation
Dyslexia, Dysgraphia and Dyscalculia in the Classroom
  • Hands-on activities
Case Studies/Experiential Group Activity
  • Create an intervention plan for LD students
Target Audience

  • Counselors
  • Social Workers
  • Psychologists
  • Speech-Language Pathologists
  • Teachers
  • Occupational Therapists & Occupational Therapy Assistants
  • Other Helping Professionals that Work with Children

MARY ASPER, MS, CCC-SLP

Mary B. Asper, MS, CCC-SLP, has over 40 years experience working with children, adults, families and educators from all walks of life in many different capacities. For the last 10 years, Mary’s focus has been on developing and implementing effective techniques and strategies to help students with language learning disabilities succeed in school. She is involved in all areas of treatment for dyslexia, including diagnosis, program development and implementation, therapeutic intervention and professional development for SLPs and educators. Mary has developed strategies to address linguistic, cognitive and social concerns based on best-practice recommendations and current neuro-scientific findings, through her work with students from the early grades through high school. Mary is the president and speech-language pathologist for her company, Codding Hollow Associates, Inc. and coordinates a team of related professionals who serve students with severe language learning disabilities and communication disorders. She holds certification from the American Speech-Language Association, is a former board member for the Vermont Speech-Language Association and an instructor in Special Topics: Language Disorder for Lyndon State College in Vermont.



Course Content Disclosure:

Participants will be exposed to, but not formally trained in, the use of auditory integration therapies within the content of this course. ASHA Position Policy states that Auditory Integration Therapy (AIT) has not met scientific standards for efficacy that would currently justify its usage.

Speaker Disclosures:

Financial: Mary B. Asper maintains a private practice. She receives a speaking honorarium from PESI, Inc.

Nonfinancial: Mary B. Asper serves on the board of the Vermont Speech-Language Hearing Association.
Credits listed below are for full attendance at the live event only. After attendance has been verified, pre-registered attendees will receive an email from PESI Customer Service with the subject line, “Evaluation and Certificate” within one week. This email will contain a link to complete the seminar evaluation and allow attendees to print, email or download a certificate of completion if in full attendance. For those in partial attendance (arrived late or left early), a letter of attendance is available through that link and an adjusted certificate of completion reflecting partial credit will be issued within 30 days (if your board allows). Please see “live seminar schedule” for full attendance start and end times. NOTE: Boards do not allow credit for breaks or lunch.

If your profession is not listed, please contact your licensing board to determine your continuing education requirements and check for reciprocal approval. For other credit inquiries not specified below, or questions on home study credit availability, please contact cepesi@pesi.com or 800-844-8260 before the event.

Materials that are included in this course may include interventions and modalities that are beyond the authorized practice of mental health professionals. As a licensed professional, you are responsible for reviewing the scope of practice, including activities that are defined in law as beyond the boundaries of practice in accordance with and in compliance with your professions standards.

PESI, Inc. offers continuing education programs and products under the brand names PESI, PESI Healthcare, PESI Rehab and Psychotherapy Networker.




Counselors
This intermediate activity consists of 6.25 clock hours of continuing education instruction. Credit requirements and approvals vary per state board regulations. Please save the course outline, the certificate of completion you receive from the activity and contact your state board or organization to determine specific filing requirements.

New Jersey Counselors: This intermediate activity consists of 6.25 clock hours of continuing education instruction. Credit requirements and approvals vary per state board regulations. Please contact your licensing board to determine if they accept programs or providers approved by other national or state licensing boards. A certificate of attendance will be awarded at the end of the program to participants who are in full attendance and who complete the program evaluation.

New York Counselors: PESI, Inc. is recognized by the New York State Education Department's (NYSED) State Board for Mental Health Practitioners as an approved provider of continuing education for Licensed Mental Health Counselors. #MHC-0033. This activity will qualify for 7.5 contact hours. Full attendance is required; no partial credits will be offered for partial attendance.


Educators/Teachers
This course is designed to qualify toward your professional development requirement. The program is 6.25 clock hours in length.

New Jersey Educators, Administrators & Education Services Personnel: This activity will offer 6.0 Actual Professional Development Hours. PESI, Inc., powered by MEDS-PDN, is a registered New Jersey Professional Development Provider with the NJ Dept. of Education.

New York Educators: PESI, Inc. is an approved sponsor of CTLE with the New York State Education Department's (NYSED) Office of Teaching Initiatives. Provider #23567. This activity will qualify for 6.25 Approved Continuing Teacher and Leader Education (CTLE) Hour(s), in the area of Pedagogy. Hours are based on full attendance. Board required certificates will be sent after the program.


Occupational Therapists & Occupational Therapy Assistants
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PESI, Inc. is an AOTA Approved Provider of continuing education. Provider #: 3322. Full attendance at this course qualifies for 6.0 contact hours or .6 CEUs in the Category of Domain of OT and Occupational Therapy Process. Partial credit will be issued for partial attendance. The assignment of AOTA CEUs does not imply endorsement of specific course content, products, or clinical procedures by AOTA. Course Level: Intermediate.

New York Psychologists: This live activity consists of 380 minutes of continuing education instruction and is related to the practice of psychology.

Psychologists/School Psychologists: PESI, Inc. is approved by the National Association of School Psychologists to offer professional development for school psychologists. PESI maintains responsibility for the program. Provider #1140. PESI is offering this activity for 6.25 hours of continuing education credit. Full attendance is required; no partial credits will be offered for partial attendance.


Speech-Language Pathologists
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This course is offered for .6 ASHA CEUs (Intermediate level, Professional area).


Social Workers
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PESI, Inc., #1062, is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved as ACE providers. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. PESI, Inc. maintains responsibility for this course. ACE provider approval period: January 27, 2017 - January 27, 2020. Social Workers completing this course receive 6.25 Clinical Practice continuing education credits. Course Level: Intermediate. Full attendance is required; no partial credits will be offered for partial attendance. A certificate of attendance will be awarded at the end of the program to social workers who complete the program evaluation.

New Jersey Social Workers: Dyslexia, Dyscalculia and Dysgraphia, Course #2513, is approved by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program to be offered by PESI, Inc. as an individual course. Individual courses, not providers, are approved at the course level. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. ACE course approval period: 05/30/2019 - 05/30/2021. Social workers completing this course receive 6.25 Clinical Practice continuing education credits. Full attendance is required; no partial credits will be offered for partial attendance.

New York Social Workers: PESI, Inc. is recognized by the New York State Education Department's (NYSED) State Board for Social Work as an approved provider of continuing education for licensed social workers #SW-0008. This activity will qualify for 7.5 contact hours. Full attendance is required; no partial credits will be offered for partial attendance.


Other Professions
This activity qualifies for 380 minutes of instructional content as required by many national, state and local licensing boards and professional organizations. Save your course outline and certificate of completion, and contact your own board or organization for specific requirements.

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