A conference promoting greater understanding of
Literacy and Learning issues for parents, teachers, and other educators
Location:
On your computer/device screen!
This year is Virtual Online
We wish to thank our generous sponsors for this conference:
The Jeannette C. McIntyre & Frederick Lask McIntyre Trust Fund
The So CA Tri-Counties Branch of the International Dyslexia Association endeavors to bring researchers and relevant literacy topics to the public and to share information regarding literacy, including dyslexia, via media, personal contact, and events focused on literacy
Registration and exhibits
The Learning Difficulties of
Autism Spectrum Disorder and Dyslexia will focus on reading comprehension issues
for students with Autism and Dyslexia.
10:30-10:40 am
Break to get coffee or water etc.
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For Educators, speaker: Ruth Bass
For Speech/Language Pathologists, speaker: Judy Montgomery, PhD, CCC-SLP
For Parents, speaker: David Makarish, PhD, Clinical Developmental Psychologist
1:45-2:00 pm
Whole group discussion
Keynote speaker
Dr. Peter Mundy
Autism Spectrum Disorder (ASD) is often defined in terms of atypical social communication development. But some of the primary social-communication symptoms of ASD, such as differences in early joint attention development, play a major role in the ASD’s learning difficulties. Understanding the nature of the syndrome-specific learning difficulties of children with ASD provides a foundation for understanding the challenges many school-aged children experience in academic development. In this talk, Dr. Mundy will review the theory and research on joint attention and early learning difficulties and will then discuss how these difficulties continue to create challenges for many children with ASD and dyslexia, especially in the development of reading comprehension. Dr. Mundy will discuss the reading development profiles of students with ASD and the degree to which students with ASD are affected by Dyslexia.
Click below for download of:
The copy of the article by Dr. Mundy.
Reading Compehension in Shcool Aged Children with ASD
Reading Development Subgroups and ASD Symptom Severity
McIntyre et al 2018 Social Cognition and Reading Comprehension in ASD
Solari et al (2017) The Relation Between Test Reading Fluency And Reading Comprehension in ASD
How To Reach First Grade Struggling Readers
Dr. Peter Mundy’s learning outcomes for keynote session:
Participants will be able to:
Identify the primary social-communication symptoms of ASD, such as differences in early joint attention development, and how they play a major role in the learning difficulties that are also a hallmark of ASD.
Describe how the specific social cognitive phenotype and learning difficulties of autism lead specifically to problems in social-communication development.
Summarize how the hypothesis and evidence of the social-communication phenotype of ASD is expressed, in part, with heightened risk among school aged children for dyslexia and/or later onset specific reaching comprehension disability.
Analyze the hypothesis and evidence of reciprocal teaching methods and how they may be able to effectively reduce the risk for reading comprehension disability in students with ASD while also serving to improve their social and social cognitive skills.
Peter Mundy receives an honorarium for speaking; receives royalties from Guilford Publications. Nonfinancial – no relevant relationships to disclose.
Ruth Bass, speech/language pathologist and owner of Island Therapies. She is a member of ASHA, CASHA, and HSHA. She has adopted an Eleanor Roosevelt saying, “Do one thing every day that scares you”. She has served on the Board of Directors at New Vista School in Laguna Hills, California, and currently provides speech and language services there to children on the autism spectrum. In addition, her practice is a training site for speech-language pathology students from Chapman University.
Ruth W. Bass’ learning outcomes for educators:
Participants will be able to:
Generate solutions when there are disagreements between educational therapists and other professionals or parents;
Decide when professional consultation is needed in order to understand and maintain boundaries that promote healthy relationships with difficult parents; and
Identify areas of business practice that often present us with practical and/or ethical dilemmas.
Ruth Bass has no relevant financial or nonfinancial relationships to disclose.
Judy K. Montgomery, PhD, CCC-SLP; Board Certified Specialist-Child Language. Professor Emeritus, Communication Sciences & Disorders Dept, Chapman University, Crean College of Health Sciences, Irvine, CA. Editor, Communication Disorders Quarterly, ProED-SAGE Publications; Former President of American Speech Language Hearing Association (ASHA) and California Speech Language Hearing Association (CSHA); Honors of CSHA and ASHA. Author of seven books on child language disorders, reading skills, reading/writing disabilities, and managing dyslexia in children and adolescents.
Dr. Judy Montgomery’s learning outcomes for Speech/Language Pathologists’ group:
Participants will be able to:
Differentiate student language vs reading skills K-4
Select one evidence based practice reading instruction strategy to use with students
Choose one reading instruction strategy to support in the classroom
Judy Montgomery receives royalties from Pearson, Super Duper Publications, and Thinking Publications. Nonfinancial – no relevant relationships to disclose.
David J. Monkarsh, Ph.D., is a Licensed Clinical Psychologist in Private Practice who began working with children along the autism spectrum in 1980. As he developed his diagnostic and therapeutic skills in treating children with autism, he also began attending his clients' IEP Meetings in an effort to support the growth of academic and social skills that serve as a foundation for successful inclusion into the school environment. He has served as a Consultant for many school districts in Orange County over the last thirty years, and Dr. Monkarsh's clinical practice has focused upon promoting the growth and utilization of social adaptive behaviors across naturalistic settings. By guiding both the acquisition of cognitive skills and social emotional understanding of self and others, Dr. Monkarsh works to help individuals along the autism spectrum establish and use practical strategies that enhance their personal competence and integration into the community. Dr. Monkarsh was an Assistant Clinical Professor of Pediatrics at the UCI Medical Center from 1982 thru 2018, and he is currently a Member of the UC Irvine University Physicians and Surgeons Medical Group.
David Monkarsh’s learning outcomes for parents’ group:
Participants will be able to:
Support parents to identify primary social-communication skill deficits of ASD that impact the acquisition of reading comprehension.
Help parents understand how learning challenges associated with ASD impact the family system in both positive and negative ways.
Identify how teaching systems that focus upon reciprocal teaching methods support parental expectations at home.
Generate strategies that parents can utilize to advocate for their children at school and other learning environments.
Identify strategies that parents can apply to advocating for their children at school.
David Monkarsh has no relevant financial or nonfinancial relationships to disclose.
Mail In your registration, you must make sure that it is received by the dated listed for either Early Bird or Regular Registration.
Early Bird Registration closes
Saturday March 13 at 11:45 pm
Regular Registration
Regular Registration - Closes April 7 at 11:45 pm
Fees are listed
IDA member / non-IDA member & Student
Early Bird $50 / $70
Student $40 / $70
Regular Registration $60 / $80
Student $55 / $75
Begins at 8 am on Saturday April 10, 2021
IDA Members $85
Non- Members $105
Student IDA Member $65
Other students $65
Scholarships are available to IDA/ TCB members.
Value of scholarship is 50% of the applicable rate
Please visit scholarships
https://socal.dyslexiaida.org/tools-information-resources/scholarships/
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