Seminar Detail

Dyslexia, ADHD and Executive Functions: Interventions and Time-Saving Strategies for Children & Adolescents
Dyslexia, ADHD and Executive Functions: Interventions and Time-Saving Strategies for Children & Adolescents

Where:  DEDHAM, MA

When:  Wednesday, May 14, 2014 at 8:00 AM - 4:00 PM

This event is no longer available for purchase.

Other ways to Register: Call (800) 844-8260  
Course Description:

This seminar will present a lively and innovative approach to help students who read below grade level, have difficulty writing, and are terrible spellers. They struggle to regulate their attention, and have difficulty with organization, planning and time management. Attending this seminar will not only give you insight into these challenges, but will equip you with new ideas and skills that include ways to:
  • Invigorate reading instruction
  • Improve reading comprehension
  • Enhance daily memory skills
  • Increase focus and flexibility for ADHD
  • Implement time-efficient homework and study skills
  • Take control of everyday executive functions

Acquire the ability to add insight and innovation to the already great reading programs for Dyslexia. Through individual examples, learn how to understand a variety of approaches to ADHD. You will be offered a framework for immediate implementations of strategies to help your student better manage organization, flexibility, decision-making and initiative.
Objectives:
  1. Describe the identifying characteristics of Dyslexia, ADHD, and executive function specifically in connection to attention, organization, learning, memory, time management, and engagement with receptive and expressive language skills.
  2. Explain relevant, current research, and best practices in Dyslexia and executive function to direct experiences in the learning and therapeutic environments.
  3. Identify practical understanding for approaches and strategies to Dyslexia/literacy, attention and executive functions that are meaningful and manageable.
  4. Apply the three-fold approach to teaching and learning literacy, leading to the ability to adapt, organize, and apply successful strategies.
  5. Explain effective practice and practical application for education and therapy.
  6. Describe commonalities between these learning challenges.

PAULA MORAINE, M.ED.

Paula Moraine, M.Ed., is an international author, teacher, and speaker. She has been a classroom teacher and tutor for elementary grades, high school, and college students, as well as a university adjunct, mentor, coach, and adult educator in teacher training programs in the U.S., Germany, and Scotland. She has lectured widely in the U.S and abroad, and led workshops on education, child development, and parenting. She is the author of Helping Students Take Control of Everyday Executive Functions - The Attention Fix and Autism and Everyday Executive Functions. Paula is the Eastern Region Representative to the Branch Council for the International Dyslexia Association. As an educator, she works directly with students and their families, supports and advises through the IEP/504 process, mentors teachers in the classroom, and guides the implementation of learning plans for students with Dyslexia, Dyscalculia, and Dysgraphia. She is currently in private practice at The Attention Fix Educational Consulting, LLC in Bel Air, MD. She was recently the director of a Community Outreach Center for Literacy and Tutoring Program that explicitly served the needs of students with Dyslexia, ADHD, and executive function challenges. Paula is currently in private practice in Maryland.



Speaker Disclosures:

Financial: Paula Moraine maintains a private practice. She is an author for Jessica Kinsley Publishers and receives royalties. She receives a speaking honorarium from PESI, Inc.

Non-financial: Paula Moraine is the president of the International Dyslexia Association Maryland Branch.
Credits listed below are for full attendance at the live event only. Certificates of Completion are distributed at the conclusion of the live seminar for those who register prior to the event date and attend the full day. A letter of attendance will be issued to participants who register at the event, arrive late, or leave early. For those who registered day of (walk-ins), and are in full attendance, a certificate of completion for full CE credit will be sent within 30 days following the event. For those in partial attendance (arrived late or left early), 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.



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