Mary Asper – PESI – Dyslexia, Dyscalculia and Dysgraphia

Description

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Mary Asper – PESI – Dyslexia, Dyscalculia and Dysgraphia

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 recording, 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

Speaker

Mary Asper, MS, CCC-SLP
Codding Hollow Associates Inc

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 Disorders 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 Asper maintains a private practice and has an employment relationship with Charis Learning Center, Inc. She receives a speaking honorarium and recording royalties from PESI, Inc. Ms. Ashley receives a speaking honorarium from the Bureau of Education and Research. She has no relevant financial relationships with ineligible organizations.

Non-financial: Mary Asper has a brother and niece with dyslexia.

Target Audience

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

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

• When, why, and how to introduce Assistive Technology
• Hands-on activities

Case Studies/Experiential Group Activity

• Create an intervention plan for LD students

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.

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