The Neuropsychology of Learning Disabilities

Developing Evidenced-Based Reading, Writing, and Math Interventions

Presented by Steven G. Feifer, D.Ed., ABSNP

Thursday, November 1, 2018 – Friday, November 2, 2018  |  Calgary, ab

Date & Location

The fundamental aim of this course is to utilize cognitive neuroscience to better understand learning disorders in children.  This workshop has been designed to examine reading, writing, and math disorders from a brain-based educational perspective.  The primary learning objectives will be to classify learning disabilities into distinct subtypes based upon neural pathways in the brain.  There will be a detailed discussion linking each learning disability subtype with scores of evidenced based interventions.

READING

The Neuropsychology of Reading lectures will examine reading from a brain-based educational perspective, and classify developmental reading disorders into four distinct subtypes.  There will be a focus on multiple cognitive constructs involved with reading including phonological processing, working memory, executive functioning, and orthographical processing skills. A brief review of the  Feifer Assessment of Reading (FAR) battery will be shared, as well as other key instruments used to screen and diagnose children with reading disorders and dyslexia.

WRITING

The Neuropsychology of Written Language lectures will examine the cognitive underpinnings inherent within the writing process.  There will be a discussion on national trends in written language, as well as gender differences in achieving proficient writing skills.  In addition, three specific subtypes of writing disorders, with particular emphasis on how “frontal lobe” processes such as working memory and executive functioning impact each subtype, will be discussed as well.  Lastly, five essential steps for effective written language instruction will be shared, as well as key assessment tools to evaluate written language disorders.

MATHEMATICS

The Neuropsychology of Mathematics  lecture will explore how young children learn and acquire basic mathematical skills from a brain-based educational perspective.  Specific pedagogical styles, the role of anxiety, and cultural differences in mathematics will be shared.  There will be a discussion on three primary ways in which numbers are formatted in the brain, as well as the central role of language to expand upon conceptually ordered number sets.  In addition, the role of working memory, visual-spatial reasoning, and executive functioning will be featured as core cognitive attributes to develop number sense in young children. Lastly, a brief review of the  Feifer Assessment of Mathematics (FAM) battery will be discussed as well.

Who Should Attend

Education and Clinical Professionals: All education and mental health or healthcare professionals who work with children or youth including, but not limited to K–12 Classroom Teachers, School Counsellors, Learning Assistance/Resource Teachers, School Administrators, School Paraprofessionals including Special Education Assistants, Classroom Assistants and Childcare Workers • All other professionals who support behavioural challenges and complex learning needs including but not limited to: Nurses, Social Workers, Psychologists, Clinical Counsellors, Family Therapists, Occupational Therapists, Speech Language Pathologists, Addiction Counsellors, Youth Workers, Mental Health Workers, Probation Officers and Community Police Officers.

Agenda

The Neuropsychology of Reading Disorders

• Defining developmental dyslexia
• Four universal truths of reading
• Establishing the main neurodevelopmental pathways for reading
• Subtypes of reading disorders
• How to double your reading speed? 

 Diagnosing and Remediating Reading Disorders

• Interventions for dyslexia subtypes
• Interventions for reading comprehension difficulties
• General recommendations to increase reading fluency
• Introduction to the Feifer Assessment of Reading (Far)
• Case studies

The Neuropsychology of Written Language Disorders

• Prevalence of written language disabilities
• Why do boys struggle more than girls in written language?
• Eight core cognitive constructs underscoring written language
• Three subtypes of written language disorders

Diagnosing and Remediating Written Language Disorders

• Is handwriting a lost art?
• Five essential components to develop written language proficiency
• Research based strategies to improve written language production
• 90-minute dysgraphia evaluation
• Case studies

 The Neuropsychology of Mathematics

• Where does Canada and the U.S. rank among mathematical performance compared to 72 industrialized nations?

• What is developmental dyscalculia?
• Four steps toward developing a math brain.
• The role of anxiety and mathematical problem solving

Diagnosing and Remediating Math Disorders

• Subtypes of mathematical learning disabilities
• Interventions for math disorders
• Websites and Apps to develop mathematical problem solving skills
• Introduction to the Feifer Assessment of Mathematics (Fam)
• Case studies

Learning Objectives

1. Differentiate “developmental dyslexia, dysgraphia, and dyscalculia” from other learning disorders, and discuss how schools can best screen for early learning pitfalls in children.
2. Introduce a brain-based educational model of reading, math, and written language disorders by classifying each disability into basic subtypes, with specific remediation strategies linked to each subtype.
3. Discuss the weaknesses in using an “aptitude-achievement” discrepancy model to identify learning disorders in children.  Instead, a processing strengths and weaknesses model featuring eight core constructs associated with learning disorders in children will be featured.
4. Present case studies to help differentiate weaker learners from students with actual learning disabilities, and discuss targeted interventions for all students with academic learning issues.

Your Presenter

Steven G. Feifer, D.Ed., ABSNP

Steven G. Feifer, D.Ed., ABPdN is dually trained as both a nationally certified school psychologist and board certified pediatric neuropsychologist.  He has more than 20 years of experience working directly in public education, and is currently in private practice assessing children in Frederick, Maryland.  Dr. Feifer has earned numerous distinctions throughout his career including being awarded the Maryland School Psychologist of the Year, the National School Psychologist of the Year, and recently the Legends of School Psychology award.  He remains a popular speaker at many state, national, and international conferences, and has authored eight books on learning and emotional disorders in children.  Lastly, Dr. Feifer has also authored three tests on diagnosing learning disabilities in children, all of which are published by PAR.

Testimonials

 “I love the speaker. He knows how to engage the audience and keep us focused. Interesting and applicable info and stories, very organized and will timed presentation.”
– Richmond, BC | December 2, 2019

“This professional learning workshop was very targeted and well organized. The presenter was well prepared and very knowledgeable. He explicitly connected the neuropsychology and the intervention piece. A very worthwhile and informative session.”
– Calgary, AB | November 1 – 2, 2018

“Very good presentation. Thorough scientific content. Very clear about information. Afternoon presentation, very clear, excellent content. This is a deeply competent, expert + well informed.”
– Langley, BC | November 20 – 22, 2017

“Congratulations Dr. Feifer on being one of the first American presenters I have heard who took the time to do research + make slides with Canadian info + statistics, when presenting in Canada!”
– Langley, BC | November 20 – 22, 2017

“Very engaging speaker – obviously passionate about what he does. Fantastic balance of theory/practical applications. Visual format of slides were easy to see/follow plus he used to guide his discussions but didn’t read off them. Feifer made the audience feel at ease and welcome to ask questions.”
– Saskatoon, SK | May 10 – 12, 2017

“Thank you so much for an interesting workshop. I enjoyed the information because the neuropsychology aspect is so important to why and where we need to go with literacy interventions.”
– Tracie McDonald | Winnipeg, MB | December 3, 2015

“Very much enjoyed Steven Feifer’s ability to translate neuropsychology concepts into practical insights.”
– Dan Ross | Calgary, AB | October 29, 2015

“Very well informed, important information, great sense of humour, and love of his area of study and the audience. Great!”
– Robert Paulet | Winnipeg, MB | December 3, 2015

“Presenter was excellent!”
– Winnipeg, MB | December 3, 2015

“Best workshop I’ve been to! Very practical and relevant to my needs with respect to my current caseload. Thank you!”
– Winnipeg, MB | December 3, 2015

“Dr. Feifer has helped me to solidify my understanding of how to assess and intervene on learning disabilities. I found this workshop to be extremely practical and I intend to use the information to improve my practice in school psychology.”
– Winnipeg, MB | December 3, 2015

Registration & Fees