This webinar will run from 12:00 pm - 3:15 pm ET / 9:00 am - 12:15 pm PT on Saturday, March 19, 2022 for a total of 3 credit hours.

For those who cannot attend the live webinar on March 19, a recording of the webinar will be available for a week following the live webinar. CE credit is only available for live attendance.

This webinar will explore the neuropsychological underpinnings of the written language process, and the use of evidence-based interventions to remediate writing disorders in children. For years, educators have struggled to cultivate more effective writing skills in their students, as well as to identify early signs of written language disorders. The ability to generate and produce written language requires multiple linguistic skills involving both phonological and orthographical functioning (the elementary components of language), efficient word retrieval skills, executive functioning skills to organize and plan our inner thoughts and ideas, and working memory to hold our thoughts in mind long enough for effective motor skills output. A breakdown in these fundamental cognitive, linguistic, or motoric processes can result in various subtypes of written language disorders.

LEARNING OBJECTIVES

Define the term developmental dysgraphia and discuss key warning signs of writing difficulties at all grade levels

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

Differentiate between evidenced-based and research-based interventions and strategies pertaining to written language

Introduce a new assessment technique as a more effective diagnostic tool to determine subtypes of dysgraphia in children, as well as to provide targeted intervention strategies

WHO SHOULD ATTEND

This seminar is teachers, special educators, school psychologists, occupational therapists, educational diagnosticians, administrators, and parents.

Steven G. Feifer, DEd, NCSP, ABSNP

Steven G. Feifer, DEd, NCSP, ABSNP, is a renowned speaker and author of eight books and numerous articles on learning and emotional disorders in children. He is a licensed psychologist with more than 20 years of experience working directly in the schools, and is dually trained in school neuropsychology having completed research stints at the National Institutes of Health. 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 received the Outstanding Contribution to the Education and Training of Psychologists award by the Maryland Psychological Association. Dr. Feifer currently assesses children at the Monocacy Neurodevelopmental Center in Frederick, MD, and is a consultant to a variety of school districts. He has authored three tests on diagnosing learning disabilities in children, all of which are published by PAR.

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LEARNING OBJECTIVES

WHO SHOULD ATTEND

Steven G. Feifer, DEd, NCSP, ABSNP