Mary Asper – Dyslexia, Dyscalculia and Dysgraphia
Mary Asper – Dyslexia, Dyscalculia and Dysgraphia
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Description
- Faculty:
- Mary Asper
- Duration:
- 6 Hours 7 Minutes
- Format:
- Audio and Video
- Copyright:
- Apr 25, 2019
Description
Outline
The introduction is about something.
- Dyslexia, Dysgraphia and Dyscalculia
- Anxiety and stress: physical and emotional
- IEPs and 504’s
- Accommodations and supports
Assess and evaluate for:
- Executive function
- Auditory Processing
- Visual Processing
- Phonemic Awareness
There are treatment strategies.
The function is executive.
- Typical Development
Auditory processing is related to sensory development.
- Typical Development
- Impact on Reading and Writing
- Auditory attention
- Focused listening
- Sound discrimination
Sensory development is related to vision.
- Typical Development
- Impact on reading, writing and math
- Behavioral Optometry
- Visual attention
- Visual sequential memory
- Visual form constancy
- Using colored overlays
Phonemic awareness is related to 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
There are more treatment strategies.
- Reading
- Written Expression
- Math Concepts and Calculation
There are disorders in the classroom.
- When, why, and how to introduce Assistive Technology
- Hands-on activities
Group activity related to case studies.
- Create an intervention plan for LD students
Faculty
Mary Asper, MS, CCC-SLP Related seminars and products: 3
MARY B. Asser. , Ms. , SLP. Over the past 40 years, he has worked with children, adults, families and educators from all walks of life. Mary has focused on developing and implementing effective techniques and strategies to help students with language learning disabilities succeed in school for the last 10 years.
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. Through her work with students from the early grades through high school, Mary has developed strategies to address linguistic, cognitive and social concerns.
Mary is the president and speech-language pathologist for her company, and she coordinates a team of related professionals who serve students with severe language learning disabilities and communication disorders.
She holds certifications from the American Speech-Language Association and the Vermont Speech-Language Association.
There is a course content disclosure.
The use of auditory integration therapies will be exposed to participants in this course. Auditory Integration Therapy (AIT) has not met scientific standards for efficacy that would justify its usage according to the ASHA position policy.
Speaker disclosures.
Mary B. Asper has a private practice. She is paid by PESI, Inc.
Mary B. Asper is a member of the Vermont Speech-Language Hearing Association.
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