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KEYNOTE SPEAKER

Dr. Nancy Mather, Ph.D. 

Dr. Mather is a Professor of Special Education at the University of Arizona in the Department of Disability and Psychoeducational Studies. She has served as a learning disabilities teacher, a diagnostician, a university professor, and an educational consultant. She is the author of numerous articles and books and conducts workshops on assessment and instruction both nationally and internationally. Dr. Mather is a coauthor of the WoodcockJohnson IV and has coauthored two books on interpretation and application of WJ IV.  Other recent books include Essentials of Dyslexia: Assessment and Intervention (Mather and Wendling, 2012) and Learning Disabilities and Challenging Behaviors (Mather, Goldstein, & Eklund, 2015).

 KEYNOTE PRESENTATION

The Elephant in the Room: What We Overlook Regarding Dyslexia

The purpose of this session is to address specific issues (that are often overlooked or ignored) that affect the identification of students with dyslexia, as well as the provision of appropriate interventions. Examples of these issues include the misguided assumptions that: (a) an RTI process is sufficient for dyslexia identification; (b) the only cause of dyslexia is poor phonological awareness; (c) twice exceptional children do not exist; (d) teachers are adequately prepared to teach reading to students with dyslexia, and (e) dyslexia only affects reading and writing performance.

 

SCHEDULE OF THE DAY

8:00 am  Registration/Exhibitor Area Open/Continental Breakfast

9:00 am  Welcome

9:10 am  Keynote Speaker, Dr. Nancy Mather, Ed.D

10:40 am  Break/Exhibitor Area Open

11:00 am  Breakout Session 1 (1A), (1B), (1C)

12:15 pm  Lunch (provided)/Exhibitor Area Open

1:30 pm  Breakout Session 2 (2A), (2B), (2C)

2:45 pm  Break/Exhibitor Area Open

3:05 pm  Breakout Session 3 (3A), (3B), (3C), (3D)

4:25pm  Exhibitor Area Open

5:00 pm  Conference Ends

MORNING BREAKOUT SESSIONS

(1A) Use of the WJ IV for the Identification of Dyslexia
Dr. Nancy Mather, Ph.D.

In this session, Dr. Mather will explain the unique features of the WJ IV that can help in the identification of dyslexia.  The relevance and importance of assessing strengths and weaknesses in performance as part of a comprehensive evaluation will be discussed, as well as how the identification of specific processing deficits can contribute to an accurate diagnosis.  A case study will be used to illustrate the main interpretive features and explore interventions.

(1B) Developing Executive Functioning Skills in Children and Adolescents
Oren Boxer, Ph.D.- Clinical Neuropsychologist 
Matthew Hayutin, M.Ed.- Founding Partner, Hayutin & Associates

This presentation will explore the development of executive functioning skills critical to academic and personal success, as well as specific tools parents and educators can employ to support children, adolescents and young adults. Dr. Boxer will examine executive functioning with a cognitive emphasis, discussing the neuroscience behind how these skills develop.  Mr. Hayutin will focus on practical implications and recommendations for supporting students with low executive functioning to further develop these essential skills.  

(1C)  Research on Highly Successful People with Dyslexia and Learning Disabilities
Chris Schnieders, Ph.D.- Research Director, Frostig School; Instructor, CSUN

This presentation will guide professionals through creating a neuropsychological and social/emotional understanding of what happens to parents when faced with “not what I expected." All professionals who work with children are trained in their specific fields, yet little is taught about working with parents of those children. This is a newly developed paradigm for understanding parents of children who are atypical. 

EARLY AFTERNOON BREAKOUT SESSIONS

(2A) ADHD Refocused: Brain, Treatment, and Strengths
Lev Gottlieb, Ph.D.- Pediatric Neuropsychologist and Clinical Instructor, UCLA

This talk will: define ADHD; highlight underlying brain science; connect science to everyday functioning; summarize treatments; explore how context dictates “disability”; and underscore strengths.

(2B) Critical Components of Structured Literacy
Anne Treadwell, M.Ed.- Senior Literacy Advisor, Wilson Language Training

Dyslexia creates a breakdown in attaining efficient reading and writing skills, requiring specific treatment. This session will discuss the critical components of Structured Literacy and how it fits into a Multi-tiered System of Supports using examples from Wilson programs. The speaker will examine the importance of this explicit and systematic approach to remediation for struggling readers and students who may have been diagnosed with dyslexia.

(2C) Dyslexia: The Eyes Don't Have It 
Sheryl Handler, M.D., FAAO, FAAP- Pediatric Opthalmology
Walter Fierson, M.D., FAAO, FAAP- Pediatric Opthalmology 

This presentation will give a comprehensive summary of the latest information on the role of vision and dyslexia. Controversial topics including the Magnocellular Deficit Theory, Scotopic Sensitivity, and Behavioral Optometric Theories will be discussed. Examples of commonly promoted therapies including colored lenses and filters, low-power lenses, and vision therapy will be scientifically reviewed. Information on resources available for parents, teachers, and professionals will be provided.

MID-AFTERNOON BREAKOUT SESSIONS

(3A) Supporting Students with Social Anxiety Disorder
 Stephanie Mihalas, Ph.D., NCSP- Licences Psyhcologist, Assistant Clinical Professor, UCLA
Nicole Hisaka, M.A.- Clinical Psychology Doctoral Student

Social anxiety disorder (SAD) is often misdiagnosed in the psychological and educational communities and is perceived as inherent traits in youth who are described as “shy;” “introverted;” or “timid.” This presentation will demystify youth who experience SAD and will include didactic and interactive components to understand, conceptualize, and provide support for youth who experience this often debilitating disorder. Additionally, case studies and videos will be used to highlight how to apply intervention across various settings.  

(3B) Teaching Fractions to Students with Learning Disabilities
Chris Schneieders, Ph.D.- Research Director, Frostig School; Instructor, CSUN
Jacqueline Knight, M.A.- Educator and Administrator, Frostig School 

Older students with learning disabilities often struggle with higher level math because of deficits in understanding concepts and/or prerequisite skills. Although whole numbers are important, this session will focus on working with fractions. Many students are unable to understand fractions despite an understanding of whole number sense. We will present integrating activities that explore underlying concepts, vocabulary, and basic manipulations of fractions. Suggestions from observations of teacher behavior will be included.

(3C) Dyslexia and the Transition from High School to College
Jennifer Zvi, Ph.D.- Professor Emeritus, CSUN

This presentation will discuss issues surrounding the transition to college for high school students with dyslexia. Topics will include: college reading and writing expectations; study skills and strategies to facilitate learning; relevant laws including IDEA, Section 504, and the ADA; accommodations; and attributes for success.  Suggestions will be offered to improve the probability of success in college.

(3D) Experience Dyslexia® 
Elizabeth Lutsky, M.A., ET/P - IDALA, Immediate Past President
Lainie Donnell, M.A., ET/P - IDALA, Past President

Experience Dyslexia® is a hands-on workshop that lets participants experience some of the challenges and frustrations that people with dyslexia face each day.  Learning stations simulate different language-related learning tasks encountered in the classroom or workplace.  This thought-provoking experience is appropriate for teachers, parents, or anyone interested in better understanding the lives of individuals with dyslexia.

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