Full Course Description


Dyslexia: Improving Performance in Cognition, Language and Social Interaction

 

OBJECTIVES

  1. Analyze how learning challenges consistent with Dyslexia can inhibit social interaction.
  2. Communicate the relationship between dyslexia and anxiety in children and adolescents.
  3. Assess and establish a strategy for overcoming challenges with executive function.
  4. Communicate the relationships between difficulties with decoding and difficulties with comprehension.
  5. Articulate summarizing and explain how it is a key skill for memory and learning.
  6. Inform how current neuro-scientific research findings support the use of movement and games in treatment for students with dyslexia.
  7. 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

Copyright : 02/19/2016

Dyslexia: Building NEW Neuropathways: Origin, Myths & Assessment

Program Information

Objectives

  1. Analyze the 3 types of dyslexia and treatment strategies for each specific type such as chunking for recital, chunking, and association for visual and auditory memory.
  2. Breakdown the executive cognitive functions that impact processing speed and reading comprehension.
  3. Choose treatment strategies to address visual perceptual, visual motor integration, auditory and visual memory deficits.
  4. Communicate how to turn everyday games and routines into the perfect treatment activities.
  5. Design two ICD-10 treatment diagnostic codes and CPT billing codes to properly bill for reimbursement of provided services.
  6. Establish 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

Copyright : 03/24/2017