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Seminar Detail

Dyslexia, Dyscalculia and Dysgraphia: An Integrated Approach

Where:
WORCESTER, MA
When:
Wednesday, August 16, 2017 at 8:00 AM - 4:00 PM

This event is not currently available for purchase.

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

In this ground-breaking seminar, professionals from many different perspectives come together to learn how their interventions integrate to remediate some of the more complicated dysfunctions seen in education today. Remediation is addressed through the building blocks of mind and body health including nutrition and psychology disciplines, neurodevelopment, sensory-motor development from occupational therapy, physical therapy and language development. Finally, specific educational approaches based on Structured Literacy and the Knowledge and Practice Standards of the International Dyslexia Association will be used to demonstrate how the student with dyslexia, dyscalculia, and dysgraphia can learn reading, writing, and math.

Leave with knowledge you can implement the next day to help students in and out of the classroom:
  • Improve phonemic awareness, decoding skills, and comprehension
  • Strengthen expressive language skills and written expression
  • Increase writing production and penmanship
  • Learn when and how to use assistive technology
  • Improve math sense
  • Reduce test anxiety
  • Increase processing speed
  • Improve memory
This program combines lectures, with discussion and hands-on exercises to facilitate every learning style!
Objectives:

  1. Identify the common causes of Dyslexia, Dysgraphia, and Dyscalculia and when brain development occurs for necessary cognitive skills.
  2. Explain how many professions, such as education, occupational therapy, physical therapy, nutrition, psychology and others can use an integrated approach to improve Dyslexia, Dyscalculia and Dysgraphia.
  3. List the 4 underlying areas of brain development needed in order to have academic success.
  4. List at least 10 different ways to improve test scores of learning disabled students.
  5. List at least 3 ways to improve or accommodate for visual or auditory processing problems that may lead to Dyslexia, Dyscalculia or Dysgraphia.
  6. Create a systematic plan of interventions aimed at improving the functioning of a student with Dyslexia, Dyscalculia or Dysgraphia.
OUTLINE

Introduction
  • Dyslexia, Dysgraphia and Dyscalculia definitions
  • Common causes, effective approaches
  • Brain development
  • DSM-5® - Specific Learning Disorder
Mind and Body Health
  • Nutritional needs for healthy brain function
  • Role of exercise and sleep
  • Stress: physical and emotional
Brain Development
  • Primitive reflexes
  • Midline – horizontal and vertical
  • Brain Development and Movement
  • VAKT (Visual, Auditory, Kinesthetic, Tactile)
Sensory Development – Auditory Processing Disorder
  • Diagnosis
  • Listening therapy
  • Listening devices
Sensory Development - Vision
  • Screening for tracking and convergence
  • Simple eye exercises
  • Irlen Syndrome – colored overlays
  • Vision therapy
Cognitive Development
  • Structured Literacy and The Knowledge and Practice Standards
  • Skills: Phonemic awareness, memory, processing speed, attention, logic and more
    • Dyslexia, Dyscalculia, and Dysgraphia in the classroom
    • Writing an effective IEP or 504 plan
    • National and State Dyslexia laws
    • When, why, and how to introduce Assistive Technology
  • Hands-on activities
  • Create an individualized program
  • Create a sample plan of intervention for LD students
Brainstorm
  • 10+ strategies for improving learning, test scores, and academic success

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.

The planning committee and staff who controlled the content of this activity have no relevant financial relationships to disclose. For speaker disclosures, please see speaker bios.

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.

Massachusetts Counselors: CE credit is available. This program has been approved for 6.25 Category I MaMHCA/MMCEP hours for re-licensure, in accordance with 262 CMR. Expires: Exp. 06/14/18. 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.

Massachusetts School Personnel: This course may be applicable for 6.25 Professional Development Points toward your Professional Development Plan per the Massachusetts Department of Education recertification guidelines; check with your licensing authority for more information.


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.


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.


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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