Dyslexia: Building NEW Neuropathways to Master Visual and Auditory Memory, Visual Perceptual Skills, Visual Motor Skill Development & More!

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Penny Stack Dr., OTD, OTR/L, CLT Related seminars and products

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Penny Stack, OTD, OTR/L, CLT, is the founding owner of Dyslexia Center of Tulsa, Oklahoma. Penny has over 26 years of experience as an occupational therapist that include working with children who have special learning needs. Penny is also a mother of a child with dyslexia who has shown great success in overcoming reading difficulties. Penny is certified in Handwriting Without Tears, received her Master’s in Occupational Therapy at Samuel Merritt College, Oakland California and her Doctorate degree in Occupational Therapy at Loma Linda University. Her research on closed head injuries and cognitive retraining has been published in Brain Injury Journal. Penny has dedicated her current research to Dyslexia and its impact on Occupation: The lived experience.

Speaker Disclosures:
Financial: Penny Stack maintains a private practice and has an employment relationship with Loma Linda University. She is a presenter with Theramoves. Penny Stack She receives a speaking honorarium and recording royalties from PESI, Inc. She has no relevant financial relationships with ineligible organizations.
Non-financial: Penny Stack is a member of the Occupational Therapy Association of California, the American Occupational Therapy Association, and the Oklahoma Occupational Therapy Association.

Target Audience

• Occupational Therapists
• Occupational Therapy Assistants
• Counselors
• Social Workers
• Speech-Language Pathologists
• Teachers
• School Psychologists
• Other Helping Professionals that Work with Children

Outline

• Where it originated
• Facts verses myths
• The public health impact

• Visual and auditory memory
• Phonological awareness and memory
• Visual perceptual skills
• Visual motor skills
• Handwriting skills
• Reading rate, accuracy, fluency and comprehension

• Visual perception skills to:
  • Keep up with note taking in class
  • Remember multi-step instructions
  • Remember the order of letters when spelling a word
  • Remember how to do homework once at home
• Memory skills/phonological awareness to:
  • Remember more than 1 or 2 instructions at a time
  • Interpret words as they were intended: cat verses hat
  • Spell aloud
• Visual skills to:
  • Discriminate different fonts
  • Form letters or numbers
  • Not write letters or numbers backwards
  • Help with mixing up letters/numbers - /d/ from /b/ or /E/ from /3/
  • Find their pencil in their desk
  • Find matching socks when dressing
• Visual motor skills to:
  • Copy notes in time to keep up with the class
  • Tie shoes
  • Ride a bike
  • Become more coordinated
• Handwriting skills to:
  • Help with slow, messing writing or letter formation or letter spacing
  • Printing
  • Write in cursive
• Reading/comprehension skills to:
  • Read at age or grade level
  • Pseudoword reading to match word reading level

Practice Treatment Interventions and Case Studies Throughout the Day​

Documentation and Billing

• ICD-10 treatment diagnostic codes and CPT billing codes for reimbursement of provided services

Objectives

1. Analyze the 3 types of dyslexia and their characteristics to establish a treatment plan.
2. Determine the executive cognitive functions and treatment methodologies that impact processing speed and reading comprehension.
3. Choose treatment strategies to address visual perceptual, visual motor integration, auditory and visual memory deficits to increase handwriting legibility, reading comprehension, and ability to follow multi-step directions.
4. Communicate how to integrate electronic and low tech games into treatment activities to increase reading comprehension, ability to follow multi-step directions for increased academic success.
5. Apply compensatory strategies to each specific type, such as recital, chunking, and mnemonics as they apply to visual and auditory memory.
6. Establish 3 strategies to improve client’s ability to recall multi-step instructions and letter sequence for spelling.

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