Agenda

June 23, 2011 (Thursday)

8-8:30 a.m.

Registration and Continental Breakfast

8:30 a.m.-12 p.m.

Milton Dehn, Ed.D., NCSP is a nationally recognized expert on processing assessment, working memory, and children’s long-term memory problems. Dr. Dehn is the author of Working Memory and Academic Learning, Long-Term Memory Problems in Children and Adolescents and Helping Children Remember. After working as a school psychologist and training school psychology graduate students for many years, Dr. Dehn is now a private practice school psychologist and the program director for Schoolhouse Tutoring®, an agency in La Crosse, WI that provides assessment, consultation, and tutoring for children with learning and memory problems.

Making Learning Memorable for Students with Memory Problems

Day 1: The Neuropsychology, Development, and Assessment of Children’s Memory

It is estimated that approximately 10% of school-age children have impairments in working memory and that a similar percentage have problems with long-term memory. Also, an impairment in some aspect of memory occurs in the majority of students with learning disabilities. This workshop will begin with an overview of the neuropsychological foundations and development of memory. The workshop will then proceed with formal and informal methods for assessment of all aspects of memory.

Workshops topics include:

• How to distinguish between the short-term, working, and long-term memory systems
• The different components of working memory
• Specific long-term memory functions, systems, and processes
• The neuropsychology of working and long-term memory
• The critical role of the hippocampus
• The relationships memory has with other cognitive processes
• The development of memory and memory strategies
• Risk factors for memory impairments
• Memory impairments and learning disabilities
• Memory assessment strategies, including selective cross-battery testing
• Informal assessment of memory through observations and interviews
• Recommended memory tests
• Interpretation of assessment results
• Case studies

Learning Objectives for Day 1, participants will:

1. Describe different memory systems and processes and the relationships among them.
2. Identify the primary brain structures responsible for encoding, consolidating, storing, and retrieving memories.
3. Identify youth populations who are at risk for memory dysfunctions.
4. Select appropriate tests and procedures for assessing memory in children and adolescents.

12-12:45 p.m.

Lunch

12:45-4:15 p.m.

Keynote continued

Making Learning Memorable for Students with Memory Problems

Day 1: The Neuropsychology, Development, and Assessment of Children’s Memory

June 24, 2011 (Friday)

8-8:30 a.m.

Continental Breakfast

8:30 a.m.-12 p.m.

Keynote continued

Making Learning Memorable for Students with Memory Problems

Day 2: RTI Evidence-Based Interventions and Instruction for Students with Memory Problems

Evidence-based instructional methods and interventions designed to enhance memory functions can improve academic learning and performance in children with memory problems. This workshop will begin with a discussion of the relationships between brain-based memory functions and specific areas of academic learning. Classroom instructional practices that effectively improve memory at Tier I will be discussed, followed by group and individual mnemonic interventions appropriate for Tier II interventions. The workshop will conclude with intensive individualized memory interventions intended for students who require Tier III services and special education. The interventions and procedures will address both working and long-term memory problems.

Workshop topics include:

• The relationships specific memory components have with specific areas of academic learning
• How to select evidence-based interventions, accommodations, and instructional methods
• Memory-based classroom instruction that supports all learners
• Details and procedures on several instructional approaches that benefit memory
• How to adapt instruction for students with memory problem
• General strategy training procedures
• Helping students improve their metamemory and strategy use
• Convincing students of the personal efficacy of memory straegies
• Details and procedures on several interventions that benefit memory
• An explanation for why each method and strategy works
• Accommodations that support students with memory impairments
• Interventions for students with severe memory impairments
• Case studies

Learning Objectives for Day 2, participants will:

1. Recognize the relationships specific memory components have with specific areas of academic learning.
2. Identify several Tier I effective instructional practices that enhance memory.
3. Identify several Tiers II and III evidence-based interventions for memory problems.

12-12:45 p.m.

Lunch

12:45-4:15 p.m.

Keynote continued

Making Learning Memorable for Students with Memory Problems

Day 2: RTI Evidence-Based Interventions and Instruction for Students with Memory Problems