Full Course Description

Dyslexia: Improving Performance in Cognition, Language and Social Interaction

OBJECTIVES

Analyze how learning challenges consistent with Dyslexia can inhibit social interaction.
Communicate the relationship between dyslexia and anxiety in children and adolescents.
Assess and establish a strategy for overcoming challenges with executive function.
Communicate the relationships between difficulties with decoding and difficulties with comprehension.
Articulate summarizing and explain how it is a key skill for memory and learning.
Inform how current neuro-scientific research findings support the use of movement and games in treatment for students with dyslexia.
Present one type of technology and communicate how it can be implemented to enhance academic or social skills.

OUTLINE

Recognize and Assess Skill Deficits

DSM-5® definition and diagnostic criteria
Identify and assess skills in:
- Executive Function
- Auditory Processing
- Visual Processing
- Phonemic Awareness
- Phonological Awareness
- Blending
- Segmentation
- Decoding and Fluency
- Comprehension
- Figurative and Higher-Level Language
- Social Communication/Social Language
- Anxiety

Techniques to Strengthen Executive Function

Impact of Executive Function deficits on curriculum and social interactions
Teach students to:
- Recognize the passage of time
- Control impulse
- Get things started
- Accurately follow directions
- Identify the problem and the solution
- Maintain focus and attention
- Practice sequencing in multi-modal formats for:
  - Motor skills
  - For speech skills
  - Written expression
  - Narratives

Strategies to Teach the Sound System of Language

Sound/symbol correspondence
Auditory bombardment
Auditory discrimination
Multi-modal activities to support language

Achieving Initiation and Structure: Written Expression

Neurological impact of handwriting on written language
Brainstorm writing ideas
Make a plan for expository and informational writing
Use questions to structure written information

Framework for Literacy and Learning

Increase comprehension and recall for vocabulary and non-literal language
Clarify meaning using word order and sentence structure
Identify key topics and ideas
Summarize for understanding, retention, recall and reports

Reduce Anxiety and Increase Performance

Using consistent, predictable formats
Dealing with time constraints
Balancing ability with performance
Becoming more socially aware and competent

Make Technology Work for You and Your Student

How to choose and implement the right system for your student
Access text through software and apps
Use hand-held devices for organization and interaction

Plan and Implement

Create an implementation plan for a specific student
Take home written outlines for activities presented

Program Information

Target Audience

Counselors, Teachers/Educators, Marriage & Family Therapists, Occupational Therapists & Occupational Therapy Assistants, Psychologists, Social Workers, Speech-Language Pathologists, and other Mental Health Professionals

Copyright : 02/19/2016

Dyslexia: Building NEW Neuropathways: Origin, Myths & Assessment

Program Information

Target Audience

Counselors, Teachers/Educators, Marriage & Family Therapists, Nurses, Occupational Therapists & Occupational Therapy Assistants, Psychologists, Social Workers, Speech-Language Pathologists, and other Mental Health Professionals

Objectives

Analyze the 3 types of dyslexia and their characteristics to establish a treatment plan.
Determine the executive cognitive functions and treatment methodologies that impact processing speed and reading comprehension.
Employ treatment strategies to address visual perceptual, visual motor integration, auditory, and visual memory deficits to increase handwriting legibility, reading comprehension, and ability to follow multi-step directions.
Evaluate how to integrate electronic and low tech games into treatment activities to increase reading comprehension, ability to follow multi-step directions for increased academic success.
Apply compensatory strategies to each specific type, such as recital, chunking, and mnemonics as they apply to visual and auditory memory.
Determine 3 strategies to improve client’s ability to recall multi-step instructions and letter sequence for spelling.

Outline

Dyslexia

Where it originated
Facts verses myths
The public health impact

Assessment for Cognitive Function

Visual and auditory memory
Phonological awareness and memory
Visual perceptual skills
Visual motor skills
Handwriting skills
Reading rate, accuracy, fluency and comprehension

Treatment Strategies for Redeveloping Neuropathways

Visual perception skills to:
- Keep up with note taking in class
- Remember multi-step instructions
- Remember the order of letters when spelling a word
- Remember how to do homework once at home
Memory skills/phonological awareness to:
- Remember more than 1 or 2 instructions at a time
- Interpret words as they were intended: cat verses hat
- Spell aloud
Visual skills to:
- Discriminate different fonts
- Form letters or numbers
- Not write letters or numbers backwards
- Help with mixing up letters/numbers - /d/ from /b/ or /E/ from /3/
- Find their pencil in their desk
- Find matching socks when dressing
Visual motor skills to:
- Copy notes in time to keep up with the class
- Tie shoes
- Ride a bike
- Become more coordinated
Handwriting skills to:
- Help with slow, messy writing or letter formation or letter spacing
- Printing
- Write in cursive
Reading/comprehension skills to:
- Read at age or grade level
- Pseudoword reading to match word reading level

Lab

Experience
- Mock sessions - practice treatment interventions
- Case Studies: review a sample evaluation, discuss a treatment plan and treatment interventions

Documentation and Billing

ICD-10 treatment diagnostic codes and CPT billing codes for reimbursement of provided services