ASK Annual Seminar Series

Interventions for Students with ADHD: Promoting Academic Success

The presentation will focus on empirically-supported intervention strategies that are designed to improve the educational and behavioural outcomes of students with Attention Deficit Hyperactivity Disorder (ADHD). The typical academic, behavioural, and social difficulties exhibited by students with this disorder will be described briefly. Behavioural interventions employing proactive and preventative as well as reactive techniques, such as contingency management, will be presented. The use of functional behavioural assessment data to design classroom interventions will be emphasized. Academic support strategies (e.g. classwide peer tutoring) will also be described along with interventions to enhance the school functioning of adolescents with ADHD, including organisational skills support and self-regulation strategies. Examples of interventions mediated by teachers, parents and peers will be provided.

  • Participants will identify the typical academic, behavioural, and social difficulties experienced by students with ADHD
  • Participants will understand the need for a balanced approach to intervention including psychotropic medication, behavioural strategies implemented in home and school settings, and academic support strategies
  • Participants will identify evidence-based school intervention strategies for children and adolescents with ADHD including contingency management, daily report card, peer tutoring, organisational skills support, and self-regulation techniques

Presented by Dr. George J. DuPaul

Dr. George J. DuPaulDr. George DuPaul is a Professor of School Psychology in the Department of Education and Human Services at Lehigh University. He has extensive experience providing clinical services to children with Attention Deficit Hyperactivity Disorder (ADHD) and their families as well as consulting with a variety of school districts regarding the management of students with ADHD. He has been an author or co-author on over 190 journal articles and book chapters related to ADHD and pediatric school psychology, and has published nine books and two videos relating to the assessment and treatment of ADHD. Dr. DuPaul serves on the editorial boards of several journals and is a former Associate Editor of the School Psychology Review. He was School Psychologist of the Year in Pennsylvania in 1999, the recipient of the 2008 Senior Scientist Award from Division 16 (School Psychology) of the American Psychological Association, and was named to the Children and Adults with ADHD (CHADD) Hall of Fame in 2008. Currently, he is investigating the effects of early intervention and school-based interventions for students with ADHD as well as the assessment and treatment of college students with ADHD.

Practical details

Monday 23rd May, 2016
18.30h-21h30 – Registration at 18h
Webster University, LLC Hall, Commons Rm
Route de Collex 15, Bellevue,
Register for the Geneva session

Geneva Registration

Tuesday 24th May, 2016
18.30h-21h30 – Registration at 18h
ZIS – Lower School,
Steinacherstrasse 140, 8820 Wadenswil,
Register for the Zurich session

Zurich Registration

Fees: ASK members CHF195, Non-members CHF225, Door CHF275

Pistes pour venir en aide aux enfants en difficulté

Lundi 18 Janvier, 2016 – Genéve

Madame Klima développera le sujet en trois points:

I –    Bilan
II – Propositions d’aide
III – Perspectives de réussite

Qui est Evelyne Klima?

Evelyne KlimaAprès des études à La Sorbonne à Paris, Evelyne Klima a enseigné le français pendant 35 années au sein de l’éducation nationale française. Elle s’est particulièrement attachée tout au long de sa carrière à prendre en charge des élèves en difficulté. Elle a travaillé à jeter des ponts entre école et famille. Depuis six ans, elle enseigne à l’Ecole Germaine de Staël et est membre de l’équipe pédagogique du Lycée Pareto.

Engaging Children with Complex Learning Difficulties in Learning

Monday, 7th December, 2015 in Zurich and Tuesday, 8th December, 2015 in Geneva

The new generation of children and young people are struggling to engage in learning and our teaching strategies must change with them. Do we have the teaching repertoire to meet the challenges of pupils with different patterns of learning? How do we engage the square-peg/round-hole learner in any setting?

Off-the-peg approaches applied to a small class group, or even a few students with complex learning difficulties, rarely meet their educational needs. This seminar will introduce the ‘Engagement Framework for Learning’ and show how the Engagement Profile and Scale can be used to facilitate and evidence pupil learning and progress. Through this tool, educators can personalise a student’s educational experience in ways that match their learning style, engage them in the learning process, and bring about attainments which demonstrate their progress.

Seminar Objectives:

  • Understand the impact of engagement on learning
  • Understand how to engineer student engagement
  • See student outcomes through video case studies
  • Explore the resources in relation to a known student
  • Be introduced to the online resources

Presented by Jo Egerton

Jo EgertonJo Egerton, who has a PGCE and a Masters in Learning Disability Studies, worked in special education and residential care settings for 12 years as a researcher, teacher and key worker. She is currently a Schools Research Consultant and a writer. She is also a part-time Research Fellow at Leeds Beckett University and works on Research and Development for Chadsgrove Teaching School, Bromsgrove. She previously worked as Lead Research Coach on the Research Charter Mark Award for schools at SSAT (The Schools Network) Ltd, and as Lead Researcher and Consultant on Department for Education and Teaching Agency funded research, including ‘Engaging Learners with Complex Learning Difficulties and Disabilities’ and ‘Educating Children with Fetal Alcochol Spectrum Disorders’. She was a contributor and editorial team member for the Teaching Agency’s online Training Materials for Teachers of Pupils with Severe, Profound and Complex Learning Difficulties (2011-2012). She has also co-authored and co-edited a number of books, most recently Engaging Learners with Complex Learning Difficulties and Disabilities (Routledge, 2015), two books on fetal alcohol spectrum disorders (Routledge, 2012, 2013) and Creating Meaningful Inquiry in Inclusive Classrooms (Routledge, 2012).

Study Skills and Dyslexia

Learners of all ages need to be helped to develop learning approaches and study skills that use their strengths to compensate for weaker areas. This is particularly vital for learners with SpLD/dyslexia. Older students need to develop independent study skills to support them through school examinations and beyond. This interactive workshop will explore the range of study demands that emerge across school contexts from primary to higher education and suggest strategies that can help learners to develop confidence and an independent approach. There will be a focus upon the ways in which an understanding of individuals’ preferences and vulnerabilities can help students apply their strengths to tackle study tasks.

Seminar Objectives:

  • Understand the impact of dyslexic profiles for study skills
  • Appreciate ways of exploring  the preferences of individual learners
  • Identify the study pressures that emerge at different stages of education
  • Explore and share support strategies

Presented by Dr. Tilly Mortimore

Dr. Tilly MortimoreDr. Tilly Mortimore is a Senior Lecturer in Inclusion and SpLD/dyslexia at Bath Spa University. Over the past 30 years, she has worked both in specialist schools and individually with dyslexic students of all ages, lectured internationally in Europe, Africa and India, set up and run a popular Master’s in SpLD/Dyslexia at Bath Spa University and provided consultancy support and in-service training on dyslexia, literacy, speech and language difficulties and learning style in a range of educational settings, including schools and Higher Education Institutions.

Her books include “Dyslexia and Learning Style: A Practitioner’s Handbook” (2008) and, with Jane Dupree, “ Dyslexia-Friendly Practice in the Secondary Classroom” (2008) alongside chapters and articles on SpLD/dyslexia, social and educational inclusion, learning style and inclusive practice in Higher Education. She co-ordinates the Bath Spa Centre for Research in Inclusion and Vulnerable Learners and her research interests have included dyslexia, inclusion, learner identity, approaches to learning and multi-lingual children with English as an Additional Language.

Comment faciliter l’inclusion des élèves à besoins éducatifs particuliers dans ma classe?

  • Cadre législatif
  • Pourquoi faut-il prendre en compte l’évolution du marché du travail, de la société, des choix politiques
  • EBEP: parler des particularités non visibles (contrairement aux enfants handicapés moteurs ou sensoriels par exemple)
    • Troubles de la communication : dysphasies
    • Troubles spécifiques des apprentissages :
    • Troubles en lecture : dyslexies
    • Troubles en écriture : dysgraphie
    • Troubles en mathématiques : dyscalculie
    • Troubles de déficit de l’attention avec ou sans hyperactivité : TDA/H
    • Troubles moteurs : dyspraxies
    • Troubles du spectre autistique : Asperger
  • Elèves à haut potentiel
    • Les pédagogies et outils qui aident :
    • Les intelligences multiples (Howard Gardner)
    • La classe inversée
    • L’éducation positive

Qui est Hélène Ribeiro?

Hélène RibeiroAprès une maîtrise de biochimie et un court passage en tant qu’assistante d’une professeure de mathématiques non-voyante dans un collège de ZEP de Toulouse, Hélène Ribeiro s’est orientée vers une carrière d’institutrice. Dès 2001, son attention se porte sur l’intégration de tous les enfants dans l’école ordinaire. Elle a voulu comprendre pourquoi certains élèves présentent des difficultés d’apprentissage afin de trouver des solutions adaptées et spécifiques pour chacun. Ses recherches lui ont permis d’obtenir un Master de recherche en neuropsychologie et neuroscience clinique dont le mémoire portait sur le « profil des enfants à haut potentiel dyslexiques » dont les conclusions ont été présentées aux conférences ECHA de 2012. Actuellement, elle est conseillère d’orientation et psychologue stagiaire, formatrice et bénévole à l’ANPEIP (France).

Mind-Reading for Teachers – Tips and Tricks to Help You to See When Working Memory is not Working

It is estimated that around 10-15% of pupils have difficulties with working memory. This is important, because a low working memory is thought to be the best predictor of academic success. Pupils who have working memory problems are slow to learn in reading, maths and science – and this has been seen at primary and secondary level. The good news is that these pupils can improve their performance if they have targeted support. In order to provide that support, these pupils need to be identified; and spotting these pupils is not always easy. In fact, working memory difficulties are very often mistaken for attentional problems. Teachers can play a vital role in discovering which of their pupils might have a working memory problem, so that they can receive the help that they need. In this seminar we will look at how this can be done.

Seminar Objectives:

  • Understanding how working memory problems can affect behaviour and performance in class
  • Understanding how to identify hidden signs of working memory difficulties

Presented by Dr. Jennie Guise

Dr. Jennie GuiseDr. Jennie Guise, a Practitioner Psychologist with extensive experience of assessing working memory, is highly qualified in the areas of Psychology and Education. She has previously worked in research and now works in applied practice as Director of Dysguise Ltd. Dr Guise has years of experience teaching students of different ability levels and putting theory into practice. Her main interests are identifying what will help individual learners and working collaboratively with teachers and tutors to use that knowledge in the classroom.

Past Seminars

  • Arithmetical Disorders in Dyslexia
    By Brian Butterworth, Emeritus Professor of Cognitive Psychology, University College London
  • Supporting Children with Working Memory Problems in the Classroom
    by Professor Susan Gathercole, Medical Research Council Cognition and Brain Sciences Unit, Cambridge
  • Addressing the Effects Sensory and Perceptual Dysfunction on a Child’s Learning
    By Lois Addy, Specialist Lead SpLD, Children & Young People Services, Northallerton County
  • The Resilient Child: Empowering Our Children with the Gift to Bounce Back, Bound Forward and Flourish
    by Laurence van Hanswijck de Jonge, Psychologist, Resilience and Positive psychology
  • Bringing It All Together – The use of resources for pupils with Specific Learning Difficulties
    By Barbara Hunter, Director, Reachout International, SpLD consultant and trainer
  • Raising the Achievement of Low Prior Attainers
    By Neil MacKay
  • Working memory, executive functioning and meta-cognition: Strengths and weaknesses in individuals with dyslexia
    By Prof. John Everett
  • The Dyscalculia Solution: Teaching Number Sense
    By Patricia Babtie
  • How Dyslexics Learn
    By Dr. Saunders