The Neuropsychology of Learning Disabilities: Diagnosis & Intervention

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

Thursday, December 3, 2015 – Friday, December 4, 2015  |  Winnipeg, mb

Date & Location

Two Day Institute

Day 1: The NEuropsychology of reading disorders

During the first day, this workshop will examine reading from a brain-based educational perspective, and classify developmental reading disorders into four distinct subtypes. There will be a discussion matching each reading subtype with scores of evidence-based interventions. Lastly, the Feifer Assessment of Reading (FAR) battery, a comprehensive and innovative new reading test designed to examine the underlying cognitive and linguistic processes that supports proficient reading skills will be introduced to both educators and mental health professionals. The instrument is unique in that it helps school teams determine the specific subtype of reading disorder, features a dyslexia screener, and also yields numerous intervention strategies as well.

Day 2: The Neuropsychology of Written Language Disorders and The Neuropsychology of Mathematics

The second day will explore the neuropsychological underpinnings of the writing process to assist educators and mental health professionals in both diagnosing and remediating written language disorders in children. The ability to generate and produce written language requires multiple linguistic skills involving both phonological and orthographical functioning (the elementary components of language), word retrieval skills, executive functioning skills to organize inner thoughts and ideas, and working memory to hold our thoughts in mind long enough for effective motor skills output.

The afternoon session will explore how young children learn and acquire basic mathematical skills from a brain-based educational perspective. 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. Specific intervention techniques aimed at promoting number-sense for elementary aged students will be demonstrated throughout the workshop.

Who Should Attend

Clinical Professionals: All mental health professionals including, but not limited to Clinical Counsellors, Psychologists, Psychotherapists, Social Workers, Nurses, Occupational Therapists, Hospice and Palliative Care Workers, School Counsellors, Youth Workers, Mental Health Workers, Addiction Specialists, Marital & Family Therapists, Speech Language Pathologists, Vocational Rehabilitation Consultants and all professionals looking to enhance their therapeutic skills.

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

Day One:

9:00 am – 4:00 pm

The Neuropsychology of Reading Disorders: A Framework for Effective Interventions

Day Two:

9:00 am – 12:00 pm

The Neuropsychology of Written Language Disorders: A Framework for Effective Interventions

1:15 pm – 4:00 pm

The Neuropsychology of Mathematics Diagnosis & Intervention

Learning Objectives

• Examine the current literacy rates in the United States and Canada and the effectiveness of the No Child Left Behind legislation
• Discuss the four universal truths of reading and explain why relying solely upon IQ scores, or a curriculum based measurement approach, can be misleading when identifying reading disorders in children
• Discuss four subtypes of reading disabilities from a brain-behavioural perspective, and link scores of evidenced based interventions and relevant classroom strategies to address each subtype
• Introduce the Feifer Assessment of Reading (FAR) battery as a more viable means to both assess and remediate reading disabilities in children from a brain-based educational perspective
• Discuss national trends in written language, and explore gender differences in writing performances between boys and girls
• Discuss the neural architecture responsible for written language development in children and learn key brain regions responsible for the organization and production of writing skills
• Discuss three specific subtypes of writing disorders, with particular emphasis on how “frontal lobe” processes such as working memory and executive functioning impact each subtype
• Discuss five essential steps for effective written language instruction, and learn intervention strategies for written language disorder subtypes

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