A theoretical course illustrated with clinical examples. This course is composed of videos of 5 to 15 minutes each. The PowerPoint of the course to download.
Learning Disabilities: Comprehensive Diagnosis & Treatment Planning
Dr Robin Peterson, Neuropsychologist
From Science to Clinical practice: Navigating the Landscape of Learning Disabilities
Excerpt:
- 4h of continuing education
- 22 lessons that last from 5 to 15 minutes each
- 1 certificate of achievement
- 1 PowerPoint
- 1 bibliography
- 1 course evaluation
- 4 months unlimited access
- 7-day money back guarantee
- 100% of participants who completed the satisfaction survey declare they would recommend this course to a colleague
Overview
Dive deep into the world of learning disabilities (LDs) with Dr. Peterson. This workshop provides an overview of the current scientific understanding of LDs, from their impact on reading, writing, and mathematics, including their etiology, brain bases, neuropsychology and cross-cultural manifestations. Dr. Peterson will review the evidence bearing on various diagnostic models, including age discrepancy, IQ discrepancy, patterns of strengths and weaknesses, and response to intervention.
She will discuss common comorbidities of LDs and describe how a multiple cognitive deficit model helps explain the frequent co-occurrence of neurodevelopmental disorders. She will present some of her own recent research within the Colorado Learning Disabilities Research Center that tested the validity of the DSM-5 framework for LD diagnosis.
The session will then bridge this rich scientific background to real-world applications, covering the spectrum from diagnosis to treatment. Dr. Peterson will present an assessment model that integrates history, behavioral observations, and test results and discuss how to share results orally and in writing. She will review evidence-based interventions for LDs. She will explore common diagnostic quandaries in LD assessment related to severity and specificity. Case examples will be used to provide concrete guidance on diagnostic decision making for children with academic learning challenges across the severity spectrum, as well as those with both specific and broad-based learning challenges.
Accreditation
About the expert
Robin L. Peterson, Ph.D., ABPP is a pediatric neuropsychologist at Children’s Hospital Colorado and Associate Professor in the Department of Physical Medicine and Rehabilitation at the University of Colorado School of Medicine. She received a PhD in child clinical psychology from the University of Denver and completed a postdoctoral fellowship in pediatric neuropsychology from the University of Denver and Children’s Hospital Colorado. She has clinical and research interests in neurodevelopmental disorders and acquired brain injuries. She is an author on over 30 peer-reviewed publications, multiple book chapters, and the book Diagnosing Learning Disorders: From Science to Practice (3rd Edition) from Guilford Press. Before studying be a psychologist, she taught kindergarten and first grade, which sparked her interest in understanding how all children learn to read. She remains active in teaching and training graduate students and fellows.
Learning objectives
- Identify pros and cons of diagnostic models of learning disabilities (LDs), including age discrepancy, IQ discrepancy, patterns of strengths and weaknesses, and response to intervention.
- Describe the challenges of applying categorical diagnosis to a continuum of academic skill and the implications for cases falling around the cut-off.
- Discuss the ethical and scientific problems with the historical emphasis on “specific” learning disabilities and provide guidance on diagnosis and treatment planning for children with broad-based learning difficulties.
Learning material
Content
- PowerPoint
- 1. Presentation
- 2. What is a learning disability
- 3. View of academic skills
- 4. Terminology
- 5. Etiology
- 6. Brain bases
- 7. Neuropsychology
- 8. Epidemiology
- 9. Age versus IQ discrepancy
- 10. Response to intervention
- 11. Critical evaluation of influential medical definitions
- 12. Influential legal definition in the U.S.A
- 13. To diagnose or not to diagnose
- 14. The HOT Approach to assessment - History
- 15. The HOT Approach to assessment - Observations
- 16. The HOT Approach to assessment - Test results
- 17. Treatment planning
- 18. Reliable assessment of complex academic skills
- 19. Concerns about severity
- 20. Specificity
- 21. Sharing your results
- 22. Conclusion
- Bibliography
CE Credits
Download a certificate of successful completion.
Audience
This training is intended for mental health professionals.
Registration
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