The presentation lineup will be shared once it's finalized; currently we're accepting speaker applications.
Practical Ideas for Assisting with Weak Processing Speed... and Exploring Core Connections to Executive Functioning
Most students with executive function (EF) impairments show clinically significant discrepant weaknesses in processing speed. Learn specific methodologies to improve processing speed for following routines, making decisions, processing directions, interpreting figurative language, thinking flexibly and increasing the automaticity with which students can plan, start, self-monitor, and complete simple and complex tasks within allotted time frames.
Processing speed (PS) is how quickly we can perceive information, understand it, formulate and execute a response. PS is not the same as intelligence. It is possible to be bright, yet process information slowly. Research shows PS was significantly impaired in 80% of students diagnosed with high to above average IQ and ADHD. In a study evaluating the correlates of learning profiles and PS, all students with language-based learning disability, dyslexia, nonverbal learning disability, and autism spectrum exhibit PS deficits and 77% of were receiving IEP services. PS deficits affect a child’s EF skills. Consider the analogy “if EF is the car PS is the engine, the more powerful the engine the faster the car can go. Good EF depends on the quality of the engine. More efficient engines allow the car to function at a higher level of efficiency."
PS can limit productivity and EF skills to: complete routines; follow instructions; finish homework; listen/read and take notes/summarize; integrate and encode information; write assignments that require complex thoughts; inhibit tangential thoughts and ignore distractions; transition between tasks; keep pace with the flow and process nuance in social conversations; acquire new material; reason under time demands and decide what to wear, eat, write about, etc. Slow PS can bog students down in the details and they can’t distinguish relevant from minor details and see the big picture. A student with PS challenges may be slow to retrieve ideas, or may even give a large number of disconnected ideas. This reduces the likelihood they can use their background knowledge to process incoming information to make connections to and predictions about a novel concept or to plan a novel task.
Participants will be able to:
- Summarize the relationship between speed of information processing and executive function skills.
- Describe 5 therapy interventions that use block and box schema training to improve a student’s schematic knowledge for following routines, making decisions, processing time, processing and responding to oral and written information and planning tasks.
- Describe how to use visual processing and conditional reasoning schemas to quickly process figurative language and respond quickly in social conversation.
At this conference, earn continuing education units/credits/clock hours at no additional cost! Each course offers 6 hours of instruction and each attendee will be given a certificate of attendance and a course agenda for their records.
We are proud to be a continuing education provider for Speech-Language Pathologists, Social Workers, Marriage and Family Therapists, Clinical and School Psychologists, and Certified Counselors, such as Licensed Professional Counselors, Licensed Mental Health Counselors, Licensed Professional Clinical Counselors, and others.
We offer continuing education units/credits/clock hours through:
- ASHA: American Speech-Language-Hearing Association
- CES: Commonwealth Educational Seminars
- NBCC: National Board for Certified Counselors
- And more!
Click here to see more Continuing Education Information