LD Talk: Neurobiology and Dyslexia: What We Know About the Brain and Learning

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Neurobiology and Dyslexia: What We Know About the Brain and Learning May 29, 20083 p.m.

ET Dyslexia is believed to have a biological basis, caused by an unusualorganization of certain neuronal connections or brain cells.Understanding how the brain processes information at the neurologicallevel is a key component in figuring out how to support learners withdyslexia effectively and can help answer questions like: "How does thebrain of someone with dyslexia process information?" or "How do brainscans help researchers understand dyslexia?" Join Dr. Guinevere Eden, of the Center for the Study of Learning atGeorgetown University, as she demystifies the connection betweenneurobiology and learning disabilities.________________________________Joining this LD Talk is as Easy as 1-2-3!<http://ncld.convio.net/site/R?i=DXPdueVQDOQfuu-cmeSdxw..> Since LD Talks are text-based discussions, all you'll need is Internetaccess to participate. You can submit your question in advance of theTalk, or during the scheduled event. In either case, participating is aseasy as 1-2-3! 1. Click here.<http://ncld.convio.net/site/R?i=luCrAkfPcXLWyO8qCAX5Aw..>(http://ncldtalks.org/content/interview/detail/1547/ )This will take youto a page featuring a detailed description of this Talk, as well as thebiography of the participating expert(s) and additional resources on thetopic; 2. Type your question in the field provided; 3. Click "Ask your Question." That's all there is to it. Once the Talk is live, you'll see thequestions that have been asked and our expert's answers. Did you miss something?Don't worry if you aren't available to join the live Talk - we'll savethe transcript for you, and you can visit this online resource as oftenas you like. Please note: Due to the volume of questions submitted, our expert maynot be able to answer each individual question. ________________________________About our Expert: Guinevere Eden received her BS from University College London and herPh.D. in Physiology from Oxford University. She engaged in postdoctoraltraining in the area of functional brain imaging at the NationalInstitutes of Health (NIH) in Bethesda, Maryland and in 1996 Dr. Edenjoined the Faculty at Georgetown University Medical Center. Dr. Eden is currently an associate professor in the Department ofPediatrics and directs the Center for the Study of Learning, funded bythe National Institutes of Child Health and Human Development and theNational Science Foundation<http://ncld.convio.net/site/R?i=-IQbJn5P0Vgf-nERIjSFfQ..> . Thecenter's research is a collaborative effort with Gallaudet Universityand Wake Forest School of Medicine, and the center's research focuses onthe neural representation of reading and how it may be altered inindividuals with developmental disorders, learning differences oraltered early sensory experience. Further, she and her colleagues areresearching how reading is impacted by instructions or mode ofcommunication and are utilizing functional MRI (fMRTI)to study theneurobiological correlates of reading remediation. Dr. Eden also servesas a Scientific Co-Director of the Science of Learning Center atGallaudet University<http://ncld.convio.net/site/R?i=hcxc4LVn9Qd3_FzbnvdKzw..> .Dr. Eden and her colleagues were the first to report the use of fMRI todemonstrate differences between individuals with and without dyslexia.This finding was published in the journal Nature. Her work on the neuralcorrelates of typical reading and reading intervention has beenpublished in the journals Nature Neuroscience and Neuron.At Georgetown University, Dr. Eden teaches students enrolled in theundergraduate psychology program, the graduate neuroscience programme aswell as medical students. In the Medical Center she has served as amember of the M.D./Ph.D. Oversight Committee, the Graduate AdmissionsCommittee, the Research Integrity Committee and has chaired the StudentAdvisory Committee for the Interdisciplinary Neuroscience Ph.D. Program.Dr. Eden is president-elect of the International Dyslexia Associationand serves on the editorial boards of the Annals of Dyslexia, Dyslexia,and Human Brain Mapping. She has served as a permanent member of astanding NIH Study Section and as ad-hoc member and chair for specialemphasis panels. Dr. Eden serves on the board of several local schoolsthat enroll students challenged by language-based learning differences.Dr. Eden speaks widely about reading, learning, learning differences andthe brain to both scientific and lay audiences and has published widelyon these topics.Our discussion will be moderated by Laura Kaloi, Director of PublicPolicy at the National Center for Learning Disabilities. ________________________________NCLD Talks Chat Transcripts ArchiveTranscripts of previous discussions are available for your review at NCLDtalks.org <http://ncld.convio.net/site/R?i=nJGGZb52vdRAxFKRWuEmGw..>. For an archive of NCLD Talk transcripts from 2000-2007, click here<http://ncld.convio.net/site/R?i=F66kgua7dY2JjvZ45-Mt2A..> .________________________________The National Center for Learning Disabilities brings you NCLD Talks, theInternet's only Web site featuring discussions on issues criticallyimportant to people with learning disabilities. Funding for NCLD Talks is provided in part by the Charles and HelenSchwab Foundation.

Preschool girls with disabilities may be overlooked

Wendy or Tinkerbell?
Posted on: Sunday, 18 May 2008, 03:00 CDT

The underrepresentation of girls in early special education classesmakes it hard for some to develop socially or academically, and yetlittle special education research has focused on gender, writes JeanneS. Manwaring, a preschool special-educator and University of SouthFlorida doctoral student in special education. Since they are in theminority, preschool girls with disabilities must be encouraged toexpress themselves, she concludes. RedOrbit<(5/18" target=_blank>http://r.smartbrief.com/resp/lfzglErKkIyezDCibGwKOAhU?format=standard>(5/18)

By Manwaring, Joanne S

In a public elementary school in the southeastern United States, aself-contained class of prekindergarten children with disabilities isplaying with PlayDoh. As the children are molding and shaping themodeling compound, the only girl is helping the boys press shapes intotheir Play-Doh. She flutters around the other children showing them howto use the various shapes and encouraging them to roll and press thePlay-Doh. The class comprised 10 boys and 1 girl. When questioned aboutthe disparity in gender because of concern for the lone girl, theteacher commented, "Oh, she does okay, she mothers all the boys." Inanother classroom in the same school district, the single girl in aclass of nine boys struggles to articulate her fantasy role model. Thechildren are talking about their desire to be superheroes, vying foradult attention and pointing to their shuts to help illustrate theirwords describing popular cultural icons such as Superman, Batman, andSpiderman. The boys' exuberant, combined voices dominate the discussionand the adult listeners' attention is drawn to reinforcing the boys' useof language and participation in a discussion. Meanwhile, the littlegirl is overwhelmed by the sheer volume of the boys but persists inattempting to be an active participant in the discussion. Many times shetries to enter the conversation repeating the same phrase of which onlythe word "bell" is understandable. Despite many attempts and promptsfrom the adults for more information, her words are not understood andshe never gets to be a part of the discussion. Later, when the childrenare acting out their favorite superheroes, one of the adults puts allthe clues together to finally comprehend that the little girl wassaying, "Me Tinkerbell." These incidents underscore theunderrepresentation of girls in preschool special educationself-contained classes, leaving them with almost no same gender friendsor peers and thereby limiting them to the single role of motherly"Wendy" as they struggle to identify themselves as "Tinkerbell."Historically, boys have outnumbered girls in special education. Acrossthe developmental age span, the prevalence rates indicate that boys aremore often identified with a disability than girls with a rate of 12%for boys and 8% for girls, respectively. This 4% difference does notaccount for the 33 % difference in enrollment in special education[American Association of University Women, AAUW, 2006). In one largeschool district in the southeastern United States, this disparity inenrollment has resulted in preschool self-contained special educationclasses of predominately male students. The scope of this article is todiscuss the underrepresentation of girls in these special educationclasses and the impact it has on their development. These classes are adistortion of social reality and place girls with disabilities at riskfor appropriate language, peer, and play models. One of the greatestcriticisms of separate, self-contained special education classrooms isthe lack of peer role models, which has prompted a push toward moreinclusive environments for preschoolers. Gallagher (2006], among others,reported increased social interactions by children with disabilitieswhen taught with typical peers in inclusive environments and confirmedthat typical children help to foster social interactions. Therefore, inthese particular self- contained preschool classes, not only areopportunities for typical peer interactions lacking but same gender peerinteraction even between girls with disabilities is not available. Thislack of same gender role models for preschool girls with disabilitiesand the long-term impact on their developing social skills andself-esteem may not be noticed in the education world (Colwell &Lindsey, 2005; Maccoby, 1990). Little research has been conducted on gender and disability and genderroles in self-contained separate special education classes. Recently thedisproportionality of students of color and older girls in specialeducation has come to the attention of the public [Oswald, Best,Coutinho, & Nagle, 2003). Research is beginning to closely examine theidentification of school-age girls with disabilities and the effect ofbeing placed in classrooms that have predominantly boys. In a study onchildren with learning disabilities, the fear and isolation the girlsfelt in separate classrooms and the subsequent effect on theirself-esteem was discussed. Using personal interviews, McGrady, Lerner,and Boscardin (2001) conveyed the girls' sense of isolation anddiscomfort surrounding their being the only girl in a class full ofactive, aggressive boys with varying exceptionalities and behaviors.Popular thought also has it that girls are quieter, more passive, andtheir temperaments suit the sedentary, paper and pencil approach of thepublic schools and therefore do not get identified as having specialneeds. Perhaps in some cases, they do not even get noticed. Or even iftheir needs are identified, they are overwhelmed in a special educationplacement where they are the single girl in a classroom of boys.Furthermore, if older girls are relating the ill effects of theseplacements, then think what may be happening to the preschool- age girlwho may not have the language skills to convey her feelings about thenegative aspects of her placement in special education. The Underrepresentation of Girls The scope of this article is to discuss the impact ofunderrepresentation of girls in separate, self-contained specialeducation classes for preschool children in a large school district inthe southeastern United States. On a regular basis, preschool girlsidentified with special needs are being placed in self- containedclasses where there they may be the only girl. They will not have samegender playmates, language, or readiness models. The girls may beoverlooked in the classroom of 9 or 10 boys or they may adopt theteacher's role because it is the only gender model available to them.This writer contends that girls need same gender peers to develop ageappropriate social, language, and preacademic skills. The articleincludes a simple analysis of the composition of self-containedprekindergarten classes in one school district and the implications ofthe effects of disproportionality of girls within these classrooms basedon research and teacher interviews. Identifying Preschool Children With Special Needs The article focuses on the federally mandated preschool program forchildren ages 3 to 5 with disabilities that is funded through a federalprekindergarten (pre-K) grant and administered by the school district.The children are found eligible through an initial Child Find screeningfollowed by an assessment process conducted by one of the schooldistrict's pre-K assessment teams. These teams consist of apsychologist, a social worker, a speech pathologist, and an occupationaltherapist or physical therapist if necessary. To be eligible to beplaced in the program, a child must have a delay of 2 standarddeviations below average in at least one developmental domain or 1.5standard deviations below average in two domains such as social skills,pre-readiness, independent living skills, motor skills, or behavior. Placement in Self-Contained Classrooms When placing children in self-contained special education classes,several assumptions are made concerning the placement. The primaryassumption is that the placement is in the best interest of the child.Other assumptions include: (a) the class will be taught by a welltrained special educator with an assistant in a small adult to childratio, (b) the curriculum will be developmentally appropriate andmodified to meet individual needs, and (c) the identified special needsof the child will be met in this type of environment. These classesintegrate the Division for Early Childhood's (DEC) and NationalAssociation for the Education of Young Children's [NAEYC) best practiceswith a commercial preschool curriculum. Little thought is given to thecomposition of the class because the focus is on the individual child.This is not necessarily a bad thing, but perhaps a closer look at theclass composition would afford the opportunity to consider the wholechild in terms of the considered placement. Most of the children whoenter these self-contained classrooms are identified at age 3 and havenot had any school experience to determine if their needs could be metin a typical environment. Sometimes a 4- or 5-year-old child is notfunctioning well in a typical preschool or day-care center and afterassessment is found eligible for placement in a special educationclassroom. The school district does not routinely provide instructionfor all preschoolers. The state funds a 3-hour-a-day program for4-year-old children who will be entering kindergarten the following yearthrough private preschools and day cares. The majority of preschoolchildren who are identified with mild to moderate special needs areplaced in self-contained special education classrooms in public schools.With the 2004 reauthorization of the Individuals With DisabilitiesEducation Improvement Act [IDEA), there is a concerted effort toincrease more natural placement opportunities, but the lack of fundingand well- trained personnel impact these placements. Composition of theSelf- Contained Class The reality is that the class by definition is entirely composed ofchildren with special needs. The children's needs range from mild tomoderate and may occasionally be severe in these settings. Many of thechildren are nonverbal or have very limited speech in addition to otherdevelopmental delays. There usually are no typical models forpreacademics, language, play, or child-to-child interaction. Typical isdefined as a child without special needs. Sometimes, a teacher will beable to include 1 or 2 children from the community to be "typicals" inthe self-contained classroom. These children generally have a parent whois on the faculty or has some connection to the school. Because ofincreasing numbers of children with disabilities being enrolled thatresults in large class sizes, this practice is disappearing. The schooldistrict is experiencing huge growth and there is not a limit on thenumber of children placed in a special education classroom. The districtdoes address the very large classes but lack of space, personnel, andfunds often leave the classes overcrowded. Some have as many as 16 or 17children with 2 adults. Most of these pre-K classrooms have as many as 8or 9 boys and only 1 or 2 girls. Disproportional Pattern Emerges The self-contained classrooms are in elementary schools across thedistrict. As this writer traveled throughout the district, more and moreclassrooms with ratios of at least 3 boys to 1 girl were noted. Oftenthere were much greater differences. As this pattern emerged, a simplecomparison analysis of the total number of pre-K self-containedclassrooms was done to discover if the initial impression ofdisproportionality was correct. Teachers were interviewed to determineif they were aware of the underrepresentation and to discover if theywere concerned about the effects of it on the girl or girls in theirclassrooms. The District's pre-K classes that serve children who are identified withmore intense needs are not included in this article. These children arecategorically labeled and placed in different separate self-containedclassrooms in regular public schools or center-based schools. Theirnumbers were not available. A future comparison study could prove to beinformative about the identification and representation of thesepopulations in special education. Earlier Study of Disproportionality Interestingly, Hayden-McPeak, Gaskin, and Gaughan (1993) conducted asimilar study that examined gender differences in enrollment, andassessment and educational practices in self- contained pre-K classroomsfor children with disabilities. The study was prompted by concern thatboys were being overidentified, and the researchers wanted to cautionteachers to be sure to teach to the boys* strengths and needs. Over a1-year period they tracked enrollment numbers and determined that boyswere being enrolled at a ratio of 2 boys to 1 girl. They stated thattheir findings match the national enrollment numbers at the time with aratio of 217 boys to 100 girls (Hayden-McPeak et al.). Their researchindicated that teachers pay more attention to boys than girls and theywere more likely to reinforce boys' interactions and initiations even ifthey were being disruptive (Hayden-McPeak et al.). The study concludedwith an admonition to teachers to be more aware of the boys' needs inthe classroom. Teachers were encouraged to have more male- orientedmaterials available and to play more in male-preferred centers such asblocks or cars and trucks. Although certainly there should be concern for overidentification, onecannot help but wonder how the girls fared in those classrooms when theywere outnumbered by 2 to 1, particularly if teachers were beingencouraged to teach to the boys' interests. Furthermore, if these ratioshave remained constant, this has meant girls have been underrepresentedin pre-K self-contained special education classrooms for the last 13years. One has to wonder if their needs have been addressed. That is not to say that teachers have ignored girls but the reality in abusy preschool classroom is that boisterous and more behaviorallychallenging boys will receive more attention. Certainly, this writerrecognizes that there are loud and boisterous girls who can advocate forthemselves but even this type of girl may be overwhelmed in apredominantly male class (Holmes-Lonergan, 2003; Maccoby, 1990). Composition of the Self-Contained Classes in the District Eighty-nine self-contained preschool special education classes forchildren with mild to moderate disabilities were analyzed for thisarticle. These classes were fairly evenly spread out through sevengeographic areas delineated within the district. Although this pre-Kprogram is not available in every elementary school, an effort was madeto place the children in schools closest to their homes or in aneighboring school that does have the program. Some of the schools mayhave two units of this particular special education program. A total of715 children are served in the program. Of the 715 children, 522 areboys and 193 are girls in 75 schools. The ratios throughout the areasvaried from as much as 3:1 to 2:1. For example, in 12 schools, therewere no girls enrolled. In 2 schools, the numbers were even. Girlsoutnumbered boys in three schools but only by one or two. It should be noted that these schools may include one or two typicalchildren in their programs, which may skew the numbers. It is importantto know that these enrollment numbers are not constant because childrenenroll throughout the school year as they reach their third birthday orare otherwise identified with special needs. The only pattern thatclearly emerged is that in most schools boys outnumber girls in theseclassrooms, consistent with the national numbers and with the study of13 years ago. A more detailed analysis would need to be done todetermine if cultural or socioeconomic factors play a role in theenrollment patterns of specific areas in the school district.Nevertheless, the confirmation of the underrepresentation of girls inthe preschool program makes it imperative to examine the effects of thelack of same gender role models for girls on their development ofsocial, language, and play skills. Interviews With Pre-K Teachers Interviews with pre-K special education teachers around the districtindicate their concern over the small number of girls enrolled in theirclasses. The teachers worry that the girls have a tendency to "mother"the boys because it is the only way they know how to interact. If thereare 2 girls in one class, they will play together regularly by choice.If girls from other classrooms visit, the pre-K girls are immediatelydrawn to them and form a single gender play group. They also revealedtheir worry and concern that the single girl in a classroom was lonely.This is not to say that the boys and girls do not play together. They doand their play is fun, engaging, and interactive within the confines ofthe environment. Boys and girls do choose to play together and willchoose a different gendered playmate but the paucity of girls takes awaythe choice to choose a female playmate (Alexander & Mines, 1994). Hence,one also has to wonder about how the lack of girls in the class may havean impact on the boys. It must change the quality, type, and activitylevel of play within the classroom (Alexander & Mines; HaydenMcPeak etal., 1993; Sanders & Harper, 1976). Impact on Play Although there is a growing body of research on play in typicalpreschoolers in typical environments, there is a paucity of research onthe play of children with disabilities in both typical andself-contained environments (Colwell & Lindsey, 2005; Freeman, 2007;Green, Bigler, & Catherwood, 2004; HolmesLonergan, 2003; Ostrov &Keating, 2004). Available research has shown that children preferplaymates of the same gender and usually find same gender playmates morecompatible (Alexander & Hines, 1994; Maccoby, 1990). Each gender alsodisplays preferences for play choices, type of play, and type of toys.Although there are individual differences in preference explained bypersonality type, the preferences run along gender lines. Awareness ofgender differences among children prompts their self-prescribedseparation into same-sex play groups (Hayden- McPeak et al., 1993;Maccoby). The reasons why the genders segregate themselves in play arenot completely understood or known. Some possible explanations includeseparation from boys as a protection, similar interests, similar verbalskills, or adult encouragement for accepted social behavior(HaydenMcPeak et at.J. Maccoby also postulated that girls may becautious of boys' active play styles which feature characteristics ofdominance and competition, and perhaps even more importantly, girls havedifficulty influencing the play scenario when boys are involved. Boyshave been found to be more likely to engage in solitary outdoor fantasyplay whereas girls engage in traditional roles of "house" and "school"(Sanders & Harper, 1976). Sanders and Harper also indicated that boysplay outdoors more, and are encouraged to engage in active, large motor,physically challenging play. Girls on the other hand are encouraged toplay quietly, be more dependent, and are acknowledged and reinforced fortheir communication attempts (HaydenMcPeak et al.). Turner (1991) foundthat certain forms of assertiveness and aggression in boys was not onlytolerated but encouraged. These same types of behavior were discouragedfor girls. These differences in preferences in terms of playmates and play stylesand adult expectations lead to the conclusion that a balance of genderin the classroom is necessary for the optimal development of socialskills (Colwell & Lindsey, 2005). This is particularly true for childrenwith disabilities who may have social skill delays and need every chanceavailable to practice those skills to minimize their delay. Previousresearch provided evidence that girls needed opportunities to choosesame gender playmates, encouragement to engage in rowdy, outdoor play,and to foster assertiveness and independence [Alexander & Mines, 1994J.They also need to be provided opportunities to explore and expandtraditional play roles of "house" and "school" into fantasy play rolesthat encourage greater use of their imaginations (Turner, 1991). Iftheir only knowledge of gender roles is mother or teacher, then girlsare limited as to the type of fantasy play in which they are able toengage. A girl's fantasy role model play may also go unnoticed or shemay be overwhelmed by the volume and number of boys in the classroomlike the girl in the vignette in this article's opening. In addition,her fantasy role model may be unfamiliar or even unknown in the morepopular lexicon of male superheroes in a predominantly male classroom.It is also highly likely that as the single girl, she will not have aleadership role in the classroom and will not determine play choices orplay scenarios during free play time (Colwell & Lindsey;Holmes-Lonergan, 2003; Maccoby, 1990). Although joining the boys'fantasy play is more socially acceptable for girls, the likelihood thatthe boys will follow a girl into girl fantasy play is negligible(Hayden-McPeak et al., 1993; Maccoby). For these very reasons, the lackof girls in a self- contained pre-K special education classroom may bedetrimental to the healthy development of social skills and interactiveplay for girls because of the limited opportunities for same-genderplaymates with similar interests (Colwell & Lindsey). Impact on SocialSkills Currently, there are a number of studies concerning social skilldevelopment. Research has shown that well-developed social skills aregood predictors of academic success (Gallagher & Lambert, 2006; Johnson,Ironsmith, Snow, & Poteat, 2000). Preschool teachers are beingencouraged to teach social skills through direct instruction to preparechildren for kindergarten. In an article on peer relationships inkindergarten and preschool, Johnson et al. stated that good socialskills are a predictor of adjustment in adulthood. In addition, sheclaimed that "children with good social skills who have more friends inpreschool make a better transition into kindergarten. Children's socialbehavior and peer relationships in preschool have a lasting effect ontheir social development as they enter grade school" (p. 209).Therefore, the isolation and limited social opportunities of girls inself-contained preschool special education may impact their socialdevelopment and may impede their academic success in elementary school. Impact on Language As a result of these limited social opportunities, the languagedevelopment of girls may be affected negatively. Male dominatedclassrooms reduce language development for girls because there is alimited number of female conversation partners and topics of interest togirls (Alexander & Hines, 1994). Maccoby (1990) found that boys were notresponsive to girls' verbal requests and that girls avoided interactionswith boys because of their nonresponsiveness. A single girl in a classof 9 or 10 boys has few opportunities to practice interactive languageskills. If similar play interests are valued by children of bothgenders, then similar verbal skills also can play a weight inestablishing and maintaining peer relationships. To promote languageusage, the girls need motivation to talk about topics that interestthem. Ideally, same-gender friends with good verbal skills would enhancethe language development of the girls in self-contained pre-K classes.Many of the children in these classes may be nonverbal. Often most ofthe talking in the room may be done by the adults. Adults prompt forlanguage usage and model language for the students. Although adults maymodel appropriate language, their use of language is not the same as achild's. Children need opportunities to talk with each other independentof adults (Johnson et al., 2000). In addition, boys and girls do notnecessarily use language in the same ways (Hayden-McPeak et al., 1993;Holmes-Lonergan, 2003). Despite limited verbal skills, the girls andboys do talk to each other to some degree in these classrooms. But iftheir skills are limited and their interests dissimilar, the chancesthat language usage will substantially increase and languages skillsimprove are minimal. Impact on Preacademics In a longitudinal study of preschoolers and academic outcomes, Dale,Jenkins, Mills, and Cole (2004) found that there was a significantcorrelation between social skills and academic skills, and that goodpeer relationships help to foster academic motivation. With minimalopportunities for peer relationships, girls will have difficultyestablishing strong enough bonds to mutually motivate each other towardacademic success. In another longitudinal study, Coutinho, Oswald, and Best (2006)followed the long-term outcomes for special education students. Coutinhoet al. found that girls were less likely to earn a high school diploma,more likely to be unemployed or to earn less if working, and more likelyto be a parent. Both Dale et al. (2004) and Coutinho et al, foundsimilar negative outcomes the longer any child was in special education.Dale et al.'s study revealed that extended time in special education canlead to poor academic achievement. These findings are certainly worthconsidering when thinking about preschool girls in self-containedspecial education classes. If long- term studies are beginning to revealnegative outcomes for children in special education, then efforts shouldbe made to limit the negative effects on girls who are underrepresentedin the classroom. Suggestions for Practice Teachers should know and value the individual differences andpreferences of each of their students. They should also be aware ofgender differences and preferences when reflecting on the composition oftheir classes. Teachers can incorporate opportunities that promoteinteraction within and between the genders in the daily schedule. Forexample, they can build on curricular themes and produce various playscenarios in center areas of the classroom. Ideas include setting up aveterinary clinic in the housekeeping area in a theme about animals or abeauty parlor in a theme about community helpers. Promoting and buildingon interactions in these play scenarios will help both boys and girlsfunction more competently in various social settings (Holmes-Lonergan,2003). A study by Green et al. (2004) suggested using stories in whichchildren are engaged in counterstereotypic play to promote cross- genderplay. Teachers could expand on their suggestions by engaging thechildren in cross gender discussions and activities. When facilitatingplay, teachers can create play scenarios that allow for girls to be inleadership roles in balance with the boys. By promoting cross-genderplay, the girls will have increased opportunities to develop theirlanguage and social skills. If girls are overwhelmingly outnumbered intheir classrooms, teachers can look for friendships within the schoolcommunity by collaborating with other teachers who may welcome the samefor their students. Communicating the value of friendship t andsame-gender peer experiences to parents may encourage them to plan playdates in their neighborhoods. Conclusion The underrepresentation of girls in preschool self-contained specialeducation classes results in social isolation and places the girls atrisk for appropriate language, social, academic, and play skills. Theplacement also limits their opportunities to establish same-gender peerrelationships that help to promote prosocial behavior and futureacademic success. Teachers need to be sure to teach to all of thelearning styles in their classrooms and to promote social interactionsbetween both genders to help alleviate the lack of same-genderopportunities for girls. Preschool girls with disabilities need to be encouraged to creativelyexplore their fantasies in an effort to reach their full potential.Given the opportunities to express themselves, not only would"Tinkerbell" take flight and soar through her preschool experience but awhole new generation of female superheroes would capture theimaginations of children everywhere. Research is beginning to closely examine the identification of schoolage girls with disabilities and the effect of being placed in classroomsthat have predominantly boys. On a regular basis, preschool girls identified with special needs arebeing paced in self-contained classes where there they may be the onlygirl. Little thought is given to the composition of the class because thefocus is on the individual child. To promote language usage, the girls need motivation to talk abouttopics that interest them. Teachers can incorporate opportunities that promote interaction withinand between the genders in the daily schedule. References Alexander, G, M., & Hines, M. (1994). Gender labels and play styles:Their relative contributions to children's selection of playmates. ChildDevelopment, 65, 869-879. American Association of University Women. (2006). Women and girls withdisabilities. Retrieved October 15, 2007, from http://www.aauw.org/advocacy/issue_advocacy/actionpages/disabilities.cfm Colwell, M. J., & Lindsey. E. W. (2005). Preschool children's pretendand physical play and sex of play partner: Connections to peercompetence. Sex Roles, 52, 497-509. Coutinho, M. J., Oswald, D. P., & Best, A. M. (2006). Differences inoutcomes for female and male students in special education. CareerDevelopment for Exceptional Individuals, 29, 48-59. Dale, P. S.,Jenkins, J. R., Mills, P. E., & Cole, K. N. (2004). When paths diverge:"Errors of prediction" from preschool test scores to later cognitive andacademic measures. Journal of Special Education, 37, 237-248. Freeman, N. K. (2007). Preschoolers' perceptions of gender appropriatetoys and their parents' beliefs about genderized behaviors:Miscommunication, mixed messages or hidden truths? Early ChildhoodEducation Journal, 34, 357-366. Gallagher, J. (2006), Driving change in special education. Baltimore:Brookes. Gallagher, P. A., & Lambert, R. G. (2006). Classroom quality,concentration of children with special needs and child outcomes in HeadStart. Exceptional Children, 73, 31-52. Green, V. A., Bigler, R., & Catherwood, D. (2004). The variability andflexibility of gender-typed toy play: A close look at children'sbehavioral responses to counterstereotypic models. Sex Roles, 51,371-386. Hayden-McPeak, C., Gaskin, S. T., & Gaughan, L. K. (1993, April). Badboys, good girls: A review of the research on gender differences inpreschoolers and a reexamination of assessment, child rearing, andeducational practices. Paper presented at the Annual Convention of theCouncil for Exceptional Children, San Antonio, TX. Holmes-Lonergan, H. A. (2003). Preschool children's collaborativeproblem-solving interactions: The role of gender, pair type and task.Sex Roles, 48, 505-517. Johnson, C., Ironsmith, M., Snow, C. W., & Poteat, G. M. (2000). Peeracceptance and social adjustment in preschool and kindergarten. EarlyChildhood Education Journal, 27, 207-212. Maccoby, E. E. (1990). Gender and relationships. American Psychologist,45, 513-520. McGrady, H., Lerner, J., & Boscardin, M. L. (2001). The educationallives of students with learning disabilities. In P. Rodis, A. Garrod, &M. Boscardin (Eds.), Learning disabilities and life stories (pp.177-193). Needham Heights, MA: Allyn & Bacon. Ostrov, J., & Keating. C. F. (2004). Gender differences in preschoolaggression during free play and structured interactions: Anobservational study. Social Development, 13, 255-277. Oswald, D. P., Best, A. M., Coutinho, M. J., & Nagle, H. A. L. (2003).Trends in the special education identification rates of boys and girls:A call for research and change. Exceptionality, 11, 223- 237. Sanders, K. M., & Harper, L. V. (1976). Freeplay fantasy behavior inpreschool children: Relations among gender, age, season and location.Child Development, 47, 1182-1185. Turner, P. J. (1991). Relations between attachment, gender and behaviorwith peers in preschool. Child Development, 62, 1475-1488. Jeanne S. Manwaring (CEC FL Federation), Pre-K Exceptional StudentEducation (ESE) District Resource Teacher, Hillsborough County PublicSchools, Tampa, Florida and Doctoral Student, Department of SpecialEducation, University of South Florida, Please address correspondence toJoanne S. Manwaring, 6507 Seabird Way, Apollo Beach, FL 33572 (e-mail:Joanne.Manwaring@sdhc.k12.fl.us). TEACHING Exceptional Children, Vol. 40, No. 5, pp. 60-65. Copyright 2008 CEC. Copyright Council for Exceptional Children May/Jun 2008 (c) 2008 Teaching Exceptional Children. Provided by ProQuest Informationand Learning. All rights Reserved.Source: Teaching Exceptional Children

Common Q&A's ABOUT EXTENDED SCHOOL YEAR PROGRAMS AND SERVICES

QUESTIONS AND ANSWERS

1. Who is eligible for extended school year programs and services? The Committee on Special Education (CSE) must determine whether astudent requires extended school year special education services inorder to prevent substantial regression. Substantial regression would beindicated by a student's inability to maintain developmental levels dueto a loss of skill, set of skill competencies or knowledge during themonths of July and August. In accordance with Section 200.6 (j) of theCommissioner's Regulations, students must be considered for twelve-monthspecial services and/or programs to prevent substantial regression ifthey are:* Students whose management needs are determined to be highlyintensive and require a high degree of individualized attention andintervention and who are placed in special classes;* Students with severe multiple disabilities, whose programsconsist primarily of habilitation and treatment and are placed inspecial classes;* Students who are recommended for home and/or hospitalinstruction whose special education needs are determined to be highlyintensive and require a high degree of individualized attention andintervention or who have severe multiple disabilities and requireprimarily habilitation and treatment; students whose needs are so severethat they can be met only in a seven-day residential program; or* Students receiving other special education services who, becauseof their disabilities, exhibit the need for twelve-month special serviceand/or program provided in a structured learning environment of up to 12months duration in order to prevent substantial regression. Both quantitative and qualitative information should be reviewed by theCSE to substantiate the need for providing such services and programs. Astudent is eligible for a twelve-month service or program when theperiod of review or reteaching required to recoup the skill or knowledgelevel attained by the end of the prior school year is beyond the timeordinarily reserved for that purpose at the beginning of the schoolyear. The typical period of review or reteaching ranges between 20 and40 school days. As a guideline for determining eligibility for anextended school year program, a review period of eight weeks or morewould indicate that substantial regression has occurred.

2. What is the CSE's obligation to provide integrated extendedschool year programs and services for students whose IndividualizedEducation Programs (IEPs) must be implemented in integrated settings inorder for the student to benefit from the special education servicesneeded to prevent substantial regression?If a student's IEP specifies that special education services must beprovided in a setting with nondisabled peers in order for the student tobenefit from the special education services to prevent substantialregression, and the school district operates summer programs fornondisabled students, then the school district must provide methods formeeting the Least Restrictive Environment (LRE) requirements thatinclude, but are not limited to:* locating special classes in settings where nondisabled childrenattend during the summer; and* having students with disabilities interact with theirnondisabled peers to the greatest extent possible duringnon-instructional parts of the school day (e.g., during lunchtime forstudents attending full-day 9000 special classes).However, if a student's IEP specifies that special education servicesmust be provided in a setting with nondisabled peers in order for thestudent to benefit from the special education services to preventsubstantial regression, and the school district does not operate summerprograms for nondisabled students, then the school district must providealternative methods for meeting the Least Restrictive Environment (LRE)requirements. These include:* providing opportunities for participation (even part-time) inother summer programs operated by the school district or those availablein a neighboring district and in programs operated by BOCES;* providing special education services to students in approvedsummer school programs for nondisabled children that integrate childrenwith disabilities;* locating special classes in settings where nondisabled childrenattend during the summer; and* providing special education services to students in settingsthat the parent has arranged and pays for the child to attend. The CSEmust determine whether the student's IEP goals can be appropriately metat the setting identified by the parent and the district must ensurethat such programs are approved by a governmental agency to operate asummer program, and approved by local authorities for fire, health andsafely requirements.

3. Must the IEP for the extended school year program be identicalto the IEP developed for the school year program?An IEP developed for an extended school year program may differ from theIEP developed for the school year program. The Committee determines thetype and amount of services that a student needs for an appropriateextended school year program. The IEP developed for the extended schoolyear program should focus on the areas in which the student is expectedto experience regression. Extended school year programs or services may, at the recommendation ofthe CSE, be provided in a location that differs from one in which thestudent attends during the school year, provided that the CSE determinesthat the setting is appropriate for the student to benefit from thespecial education services and meet their IEP goals.

4. What programs and services can be recommended for July-August? A Committee should first determine if a student with a disability iseligible for an extended school year program. The IEP for theJuly-August program should indicate those areas where the student needsservices to prevent substantial regression. While some students withdisabilities require a continuation of their full-day 10-month programs,others may only require services in specified areas of development toprevent substantial regression. In order to provide the specific programs and services to meet thestudent's needs, a variety of program options can be considered. A CSEmay recommend any one of the following special education programs andservices as determined appropriate to the needs of the individualstudent:* related services at a site determined by the CSE including, butnot limited to, an approved summer school program*<http://www.vesid.nysed.gov/specialed/applications/esy/qa2008.htm#_ftn1>recreational program, or the student's home; or * specialized instruction in combination with related services asappropriate, provided by a certified special education teacher at a sitedetermined by the CSE including, but not limited to, an approved summerschool program, a community recreational or educational program, or thestudent's home; or * full or half-day**<http://www.vesid.nysed.gov/specialed/applications/esy/qa2008.htm#_ftn2>daily instruction in special class programs which may include relatedservices. (Home or hospital instruction may be required by some students inaccordance with Section 200.6 of the Regulations of the Commissioner.)

5. What is the required length of time that extended school yearprograms and services must be provided? The approved program providing half-day or full-day special classinstruction must operate for at least 30 days. However, the frequencyand duration of the special education programs and services provided toan individual student would be determined by the CSE and could be lessthan 30 days in duration.

6. If the CSE recommends the provision of specialized instructionand/or related services to be provided at summer recreational oreducational program in which the parent has enrolled the students, whois responsible for the fees to enroll the student in the program? Camping and recreational programs are not to be construed as extendedschool year special education programs and related services. Whilespecial education services identified on a student's IEP must be madeavailable as part of a free appropriate public education (FAPE), schooldistricts are not required to pay for the enrollment and other fees atsummer recreational or nonapproved educational programs in which theparents have enrolled their school-aged child. FAPE is defined asspecial educational related services that are provided at public expensein conformity with a student's IEP.

7. If a local school district recommends an appropriate integratedextended school year program for a student with a disability and theparent unilaterally places the student in another setting such as asummer camp program, must the school district make services available atthe other setting?No. The school district would have the option of providing therecommended extended school year program or making the servicesavailable at another setting.

8. Who can provide specialized instruction to students receivingextended school year services in settings other than approved specialclass programs? Specialized instruction can be provided by an appropriately certifiedspecial education teacher as a special education itinerant teacherservice and, in certain circumstances, as a consultant teacher service.For example, if specialized instruction is to be provided at the site ofa summer camp or recreational program or nonapproved educational programat which a student's parents/guardians have enrolled their child, theCSE could recommend specialized instruction provided by a specialeducation itinerant teacher.Some students who are eligible for extended school year services may bereceiving consultant teacher services during the school year to aid themin benefiting from regular education classes. Consultant teacherservices means direct and/or indirect services provided to a studentwith a disability who attends general education classes on a full-timebasis and/or to such student's general education teachers. In individualcases, it may be appropriate to continue consultant teacher services forthose students who attend approved summer school programs (8NYCRR 110).

9. Must transition services be provided as an extended school yearservice? For some students with disabilities, ages 15-21, transition services maybe required to prevent substantial regression. These activities mayinclude instruction, community experiences, related services,preparation for employment or other post-school living objectives and,when appropriate, the acquisition of adult daily living skills orfunctional vocational evaluation. A school district may establish formalagreements with other programs to obtain transition services such asvocational training programs approved by the Education Department oranother State agency.

10. What is the role of the paraprofessional in providing extendedschool year services? A teacher aide or a teaching assistant recommended on a student's IEPcan be provided only if a certified teacher provides the specialeducation instruction and the required supervision of theparaprofessional. Teacher aides may assist a certified teacher byperforming non-teaching duties otherwise performed by teachers (e.g.,assist students with behavioral/management needs, assist in physicalcare tasks). Persons hired as teacher aides may not perform the teachingduties of a general or special education teacher, even if they hold ateaching license or certificate.A teaching assistant may provide direct instructional services tostudents under the general supervision of a certified teacher. However,the duties and responsibilities of a teaching assistant do not includeacting as a primary instructor. As appropriate, a consultant teacher orspecial education itinerant teacher providing direct instructionalservices to a student could provide the required on-site supervision***<http://www.vesid.nysed.gov/specialed/applications/esy/qa2008.htm#_ftn3>of a teaching assistant for a student enrolled in a summer schoolprogram, a summer camp or a community recreation or education program.General supervision requires that certified teachers provide directionand guidance to teaching assistants concerning the direct instructionalservices they are providing to students.

11. Can the school district apply for reimbursement of the cost of ageneral education teacher employed by a public school or BOCES as aspecial education cost for services provided in an integrated setting?No. The school district will receive reimbursement only for the cost ofspecial education services provided by appropriately licensed orcertified staff to a student during the months of July and August. Forstudents attending approved summer school programs following Part 110 ofthe Regulations of the Commissioner, the district may include thestudent's attendance for purposes of State Aid.

12. How can the school district apply for State Aid reimbursementfor the provision of related services only or specially designedinstruction provided during extended school year programs?The Department is authorized to approve programs and to establish ratesfor all special services and programs provided during July/August, bothpublic and private. Therefore, any school district or agency that plansto operate a July/August program must first apply to the Department forapproval. Applications for programs serving school-age students can beobtained by going to:http://www.vesid.nysed.gov/specialed/applications/home.html. Foradditional technical assistance regarding the July/August extendedschool year application process, please call the Office of VESID/CentralOffice Administrative Support Services Team (COASST) at (518) 473-6108.Funding approval must be granted through the System to Account forChildren (STAC) for each eligible student who is to receive specialeducation and/or related services during July and August in order fordistricts to receive the correct amount of State Aid under Section 4408of the NYS Education Law. Questions regarding the filing of STAC formsmay be directed to the STAC and Special Aids Unit at (518) 474-7116.*<http://www.vesid.nysed.gov/specialed/applications/esy/qa2008.htm#_ftnref1> Approved summer school programs are those elementary, secondary andBOCES general education programs approved in accordance with Part 110 ofthe regulations of the Commissioner of Education.**<http://www.vesid.nysed.gov/specialed/applications/esy/qa2008.htm#_ftnref2> STAC forms for school-age students enrolled in a special class on ahalf-day basis should indicate half-time in item 11b.***<http://www.vesid.nysed.gov/specialed/applications/esy/qa2008.htm#_ftnref3> A certified teacher must provide periodic on-site generalsupervision of the paraprofessional. A paraprofessional may provideservices related to a student's IEP at times when the teacher is not atthe program site. However, the supervision must be accessible to theparaprofessional by telephone or other means during the time whenon-site supervision is not occurring at the program.

May 22 - Director of Suffolk County Office of Handicapped Services Speaks About LI Emergency Preparedness for People with Disabilities

Director of Suffolk County Office of Handicapped Services Speaks About LI Emergency Preparedness for People with Disabilities

Krista Giannak, Services Outreach SpecialistSuffolk Independent Living Organization (SILO)3680 Rt. 112, Suite ACoram, NY 11727Voice: 631-880-7929 ~ Fax: 631-946-6377 ~ TDD: 631-654-8076kgiannak@suffolkilc.org
Mark your calendars for a full day to celebrate the Americans with Disabilities Act on July 26 at SILO!

Director of Suffolk County Office of Handicapped Services Speaks About LI Emergency Preparedness for People with Disabilities

In light of recent natural disasters, such as the tornados in the U.S., the cyclone in Myanmar, and the earthquake in China, preparing for emergencies in our own backyard is on everyone’s minds and an immediate concern. On May 22 from 5:30 PM to 8:00 PM, Bruce Blower, Director of the Suffolk County Office of Handicapped Services, will be providing valuable emergency preparation strategies for some of the least-considered, yet most vulnerable people during an emergency—people with disabilities. This public workshop will be held at SILO’s accessible offices, at 3680 Route 112 in Coram.

Every household and business would benefit from a survival kit and a backup plan if people cannot leave a building, or access electricity and other resources their usual way. People with physical, sensory, and mental health disabilities face additional life-threatening challenges during emergencies such as floods, electrical blackouts, hurricanes and fires. Some people may not be able to leave a building if an elevator stops functioning. Others may freeze up, paralyzed with fear or panic. Still others may need to plan access to life-saving medical equipment in advance. Bruce Blower will address these concerns and answer questions from the audience at this critically important workshop.

Thursday, May 22, 2008 5:30 PM- 8:00 PM

SILO
3680 Route 112
Coram, NY 11727

About SILO

The Suffolk Independent Living Organization (SILO) is a consumer-controlled, 501(c)(3) not-for-profit, non-residential, human and civil rights, mentorship and educational organization. Funded primarily by the NYS Education Department, we are philosophically tied to the nationwide Independent Living Movement which asserts that people with disabilities have the same rights and responsibilities, needs and desires as their non-disabled peers. We empower people with disabilities to take an active role in the community in which they live, work, and play. As the premier cross disability, grass roots, advocacy-based agency on Long Island, with nearly 25 years of service to the community, SILO has long had the reputation of providing the most comprehensive disability related services within the community. Our areas of expertise include education, advocacy, employment, youth, housing, and benefits. The programs and services of this agency emphasize engaging in systems change by removing architectural, communication and attitudinal barriers, which prevent the full integration of persons with disabilities into the community. Our other focus is to provide direct services to individuals with disabilities to assist them in developing skills and abilities that will enable them to attain autonomy and independence. SILO works with individuals with disabilities to increase their self esteem and sense of value, thus enabling them to better participate in determining and attaining their goals. As part of our systems advocacy program, we provide the most current and factual data regarding laws and regulations that pertain to people with disabilities. We also provide technical information to assist in achieving full compliance with all disability related laws including the Americans with Disabilities Act (ADA), the Individuals with Disabilities Education Act (IDEA) and the Rehabilitation Act of 1973. SILO has been providing services since 1985.

A Speech, Language, and Communication Workshop Series: May 2008 – June 2008

INTEGRATING APPLIED BEHAVIOR ANALYSIS (ABA) INTO
SPEECH, LANGUAGE, AND COMMUNICATION INTERVENTION FOR INDIVIDUALS WITH AUTISM SPECTRUM DISORDERS (ASD)

A Speech, Language, and Communication Workshop Series

May 2008 – June 2008

Four Points by Sheraton
333 South Service Road
Plainview, NY 11803

A series of workshops addressing a variety of topics related to speech, language, and communication for individuals with autism spectrum disorder (ASD). These workshops will provide research-proven strategies to address the complex deficits present across the spectrum of ASD.

For more information about these workshops or to receive a workshop brochure, please contact Marissa Bennett at 516.937.1397 X217 or mbennett@eden2.org. The brochure can also be viewed at www.eden2.org. Each workshop is offered for .3 ASHA CEUs (Various level; Professional area)

WORKSHOP SCHEDULE

1. Integrating ABA in Speech Programs
Joanne Gerenser, PhD, CCC-SLP

This workshop will provide an overview of some of the issues that often stand between behavior analysts and speech-language pathologists. This divide can be a great source of stress for families seeking effective services as well as a barrier to the development of optimal programs for children with autism who demonstrate severe speech, language, and communication deficits. The workshop will provide a basic overview of some of the core components of a behavioral program (e.g., discrete trial instruction, reinforcement, prompting and data collection). In addition, strategies for integrating the two disciplines (ABA and SLP) into the treatment and education of children with autism will be presented.

Monday, May 19, 2008
4:00 p.m. – 7:00 p.m.
Four Points by Sheraton, Plainview
Fee: $75.00


2. Apraxia and Autism: an Overview
Dana Battaglia, M. Phil., CCC-SLP, Piera Interdonati, MA, CCC-SLP

It has been estimated that almost 30 % of individuals with ASD may not develop functional speech. Although there have been great advances made in understanding the speech and language deficits present in autism, many questions continue to remain as to why some children are able to speak and others are not. A review of the most recently published literature relating to the development of speech will be discussed in this workshop. Several possible factors that may affect the ability to develop functional speech will be reviewed. One of the most common reasons provided for speech deficits in learners with ASD is that the child is “apraxic”. This workshop will provide an in-depth review of the apraxia literature. Strategies to promote speech as well as enhance speech intelligibility in these learners will be discussed.

Tuesday, June 3, 2008
4:00 p.m. – 7:00 p.m.
Four Points by Sheraton, Plainview
Fee: $75.00

3. Moving Beyond Concrete Language: Strategies For Promoting Abstract
Language
Joanne Gerenser, PhD, CCC-SLP

Despite significant advances in the programming of speech and language in learners with autism, many individuals continue to demonstrate significant limitations in the comprehension and use of abstract language. This workshop will provide an overview of the obstacles to the development of abstract and non-literal language in individuals with ASD. Strategies to address these obstacles will be discussed. In addition, specific programs to promote the comprehension and use of abstract language will be reviewed.

Monday, June 9, 2008
4:00 p.m. – 7:00 p.m.
Four Points by Sheraton, Plainview
Fee: $75.00

4. Assessment and Evaluation Procedures for Individuals with ASD: An
Overview of Standardized and Informal Measure of Speech, Language, and
Communication
Dana Battaglia, M.Phil., CCC-SLP, Piera Interdonati, MA, CCC-SLP

Speech and language evaluations are essential for a number of reasons, including access to services, identifying strengths and deficit areas as well as establishing current levels of performance. Evaluations typically consist of a combination of formal standardized tests as well as less formal observations and checklists. The complex learning characteristics as well as scattered skill profiles of learners with autism often makes assessment challenging. This presentation will provide an overview of the learning profiles of individuals with ASD and their impact on the assessment process. In addition, different standardized and non-standardized tests and evaluation tools will be discussed along with implications for their use. A primary focus of this workshop will be to provide effective evaluation tools and procedures to address comprehensive program development for the learner with ASD.

Tuesday, June 17, 2008
4:00 p.m. – 7:00 p.m.
Four Points by Sheraton, Plainview
Fee: $75.00


5. Augmentative/Alternative Communication Systems: Transitioning From
PECS to Voice Output Communication Aids: Practical Issues &
Considerations
Jan Downey, MA, CCC-SLP, Mary Bainor, MA, CCC-SLP, Helen Guggino, MA

It is estimated that 30-50% of individuals with Autistic Spectrum Disorder (ASD) may never develop functional speech; therefore, augmentative/alternative communication systems are necessary to increase language and communication skills in learners with autism throughout their life span. It is our role as Speech Pathologists to determine which system is most effective, and to modify or change a student’s current system to continue to meet their communicative needs. This workshop will discuss when to consider transitioning to a Voice Output Communication Aid (VOCA) for students who are using a Picture Exchange Communication System (PECS) book or board. The unique language and learning characteristics of individuals with autism will also be reviewed as knowledge of these unique aspects is critical when considering transitioning from non-electronic aided systems to electronic voice output communication aids. General criteria for transitioning from PECS to VOCA including the assessment of a student’s individual needs will be discussed.

Monday, June 23, 2008
4:00 p.m. – 7:00 p.m.
Four Points by Sheraton, Plainview
Fee: $75.00

WORKSHOP FACULTY

Mary Bainor, MA, CCC-SLP
Ms. Bainor is the Coordinator of Speech Services for the Eden II Programs’ Genesis School and Little Miracles Preschool. She received her Master’s Degree in Speech Language Pathology from St. John’s University. She is a licensed Speech-Language Pathologist in New York State, and a certified teacher of students with speech and language disabilities (TSSLD). Ms. Bainor holds the Certificate of Clinical Competence (CCC) from the American Speech-Language and Hearing Association (ASHA). She began working at Eden II/ The Genesis School as a Speech Pathologist in July of 2007, and has three years prior clinical experience working with children on the autism spectrum.

Dana Battaglia, M. Phil. CCC-SLP
Ms. Battaglia received her Bachelors degree in Speech-Language Pathology from C.W. Post/Long Island University, and her Master’s degree in Speech-Language Pathology from St. John’s University in Queens, New York. She is a licensed Speech Language Pathologist and Teacher of the Speech and Hearing Handicapped in New York State. She holds the Certificate of Clinical Competence from the American Speech-Language and Hearing Association (ASHA). Ms. Battaglia has conducted presentations on autism and speech-language related topics at the local, state, and national levels. She has worked in a variety of settings, including private and public schools, private practice, and early intervention. Currently, Ms. Battaglia is working as a Clinical Coordinator of Outreach Services at the Eden II/Genesis Programs, while pursuing her Doctoral studies at the City University of New York in the Speech and Hearing Sciences.

Jan M. Downey, MA, CCC-SLP
Ms. Downey is a licensed Speech-Language Pathologist in New York State. She holds the Certificate of Clinical Competence from the American Speech-Language and Hearing Association (ASHA). Ms. Downey received her Bachelor’s and Master’s degrees from C.W. Post/Long Island University in Speech-Language Pathology. Currently, she is the Director of Speech Services for the Eden II/Genesis Programs. She is an active participant in the Eden II/Genesis Outreach Department conducting presentations on speech and language topics related to autism as well as providing consultation to school districts. Ms. Downey also serves on the Winthrop Parent Partners Project Advisory Board at Winthrop University Hospital’s Department of Behavioral Pediatrics in Mineola, New York. On a personal note, she is the mother of two sons with Autistic Spectrum Disorder.

Joanne Gerenser, PhD, CCC-SLP
Dr. Gerenser is the Executive Director of the Eden II Programs. She received her Master’s Degree at the Ohio State University and her PhD in Speech and Hearing Science at the City University of New York Graduate Center. Dr. Gerenser is a past-president of the New York State Association for Behavior Analysis and a member of the Scientific Advisory Council for the Organization for Autism Research. She is the Vice President of the Board of the Interagency Council for Mental Retardation and Developmental Disabilities. Dr. Gerenser is an adjunct Associate Professor at Brooklyn College as well as Penn State University. She has authored several book chapters and articles on speech language disorders in autism and developmental disabilities. Dr. Gerenser serves as an associate editor for the Journal of Applied Behavior Analysis-Speech Language Pathology.

Helen Guggino, MA
Ms. Guggino received her Master’s Degree in Speech-Language Pathology and Audiology from St. John’s University, and is currently completing her CFY at the Eden II Programs’ Genesis School and Little Miracles Pre-school. She is a certified teacher of students with speech and language disabilities (TSSLD). Ms. Guggino also has a Master’s of Professional Studies, with distinction, in Human Relations from New York Institute of Technology, and has been accepted to the Bilingual Extension Program at the Teacher’s College of Columbia University.

Piera Interdonati, MA, CCC-SLP
Ms. Interdonati received her Master’s degrees from St. John’s University in Speech Pathology, and is a licensed Speech-Language Pathologist in New York State. She holds the Certificate of Clinical Competence from the American Speech-Language and Hearing Association (ASHA). Ms. Interdonati began working at Eden II/Genesis Programs in July 2002 as a Behavior Specialist. Currently, she is the Senior Coordinator of Speech Services for Eden II Programs’ Genesis School and Little Miracles Pre-school, and is an active participant in the Eden II/Genesis Outreach Department conducting presentations on speech and language topics related to autism.

PROFESSIONAL DEVELOPMENT
A certificate of attendance will be given to all registrants.
Each workshop will be 3 hours in duration with no breaks.
Each workshop is offered for .3 ASHA CEUs (Various level; Professional area)

FEES
$75 per workshop, $350 if attending complete workshop series

REGISTRATION INFORMATION
Fees are nonrefundable, unless cancellation notification is provided at least 48 hours prior to workshop.

Make checks payable to Eden II Programs, and mail registration form and fee to:

Eden II Programs/The Genesis School
270 Washington Avenue, Plainview, NY 11803
Attention: Marissa Bennett

For more Information: phone: 516.937.1397 X217/phone mbennett@eden2.org/email

Registration Form:

Name:___________________________________________________

Title:____________________________________________________

Affiliation:________________________________________________

Address:_________________________________________________

City: __________________State: ___________ Zip: ______________

Phone: ______________ Email:______________________________

Please check workshops attending:

1. ___ Integrating ABA in Speech Programs – 5/19/08

2. ___ Apraxia and Autism: an Overview – 6/3/08

3. ___ Moving Beyond Concrete Language: Strategies For Promoting Abstract
Language – 6/9/08

4. ___ Assessment and Evaluation Procedures for Individuals with
ASD: An Overview of Standardized and Informal Measure of
Speech, Language, and Communication – 6/17/08

5. ___ Augmentative/Alternative Communication Systems:
Transitioning From PECS to Voice Output Communication
Aids: Practical Issues & Considerations – 6/23/08

Directions to Four Points by Sheraton Plainview, 333 South Service Road, Plainview, NY 11803

Traveling from the East: Take the Long Island Expressway (I-495) to Round Swamp Road (Exit 48). Proceed down the exit ramp to traffic light. Turn left onto Round Swamp Road and proceed through traffic light. Once you pass the Mobil Gas Station, make a right into the Race Palace parking lot. Proceed 50 yards to the Hotel Entrance.
Traveling from the West: Take the Long Island Expressway (I-495) to Round Swamp Road (Exit 48). Proceed down the exit ramp (merge into the right lane). The hotel entrance will be on the right.

Are Anxiety Disorders All in the Mind?

Are Anxiety Disorders All in the Mind?

Researchers Find Link Between Altered Dopamine Activity and Social Anxiety Disorder According to an Article in The Journal of Nuclear Medicine
Reston, Va.—Using single-photon emission computed tomography (SPECT), researchers in The Netherlands were able to detect biochemical differences in the brains of individuals with generalized social anxiety disorder (also known as social phobia), providing evidence of a long-suspected biological cause for the dysfunction.
The study, which was reported in the May issue of the Journal of Nuclear Medicine, compared densities of elements of the serotonin and dopamine neurotransmitter systems in the brains of 12 people diagnosed with social anxiety disorder, but who had not taken medication to treat it, and a control group of 12 healthy people who were matched by sex and age.
Both groups were injected with a radioactive compound that binds with elements of the brain's serotonin and dopamine systems. Once administered, the radiotracer revealed functional alterations in these systems by measuring the radioactive binding in the thalamus, midbrain and pons (known to be acted upon by serotonin) and in the striatum (known to be acted upon by dopamine). The altered uptake activity in these regions indicated a greater level of disordered function.
"Our study provides direct evidence for the involvement of the brain's dopaminergic system in social anxiety disorder in patients who had no prior exposure to medication," said Dr. van der Wee, M.D., Ph.D., at the department of psychiatry and the Leiden Institute for Brain and Cognition at the Leiden University Medical Center, Leiden (and previously at the Rudolf Magnus Institute of Neuroscience, University Medical Center in Utrecht, The Netherlands). "It demonstrates that social anxiety has a physical, brain dependent component."
Serotonin and dopamine (neurotransmitters, or substances responsible for transferring signals from one neuron to another) act upon receptors in the brain. If the neurotransmitters are out of balance, messages cannot get through the brain properly. This can alter the way the brain reacts to normal social situations, leading to anxiety.
Other neuroimaging studies have shown abnormalities in glucose and oxygen consumption in the brain, according to van der Wee, who also points to causality as an additional issue. "Most of the people involved in these earlier studies were known to be already suffering from the disorder, so we do not know if the abnormalities were present before the onset of the disorder," he said.
Based on earlier studies, some researchers have suggested that social anxiety disorder is a result of the interplay between a genetic or acquired biological vulnerability and environment. More recent research has indicated that social anxiety disorder might be related to an imbalance of the neurotransmitter serotonin. This is the first time the brain's dopaminergic system was examined directly.
"Although there are no direct implications for treatment as a result of this study yet, it is another piece of evidence showing biological abnormalities, which may lead to new therapeutic approaches and insight into the origins of the disorder," said Dr. van der Wee.
According to the National Institute of Mental Health, social anxiety disorder affects approximately 15 million American adults and is the third most common mental disorder in the United States, after depression and alcohol dependence. The essential feature of the disorder is the fear of being evaluated by others, with the expectation that such an assessment will be negative and embarrassing. It tends to run a chronic and unremitting course and often leads to the development of alcoholism and depression. The disorder most often surfaces in adolescence or early adulthood, but it can occur at any time, including childhood.
Co-authors of "Increased Serotonin and Dopamine Transporter Binding in Psychotropic Medication-Naïve Patients With Generalized Social Anxiety Disorder Shown by 123-I-β-(4-Iodophenyl)-Tropane SPECT" include J. Frederieke van Veen, Irene M. van Vliet, Herman G. Westenberg, Department of Psychiatry; and Henk Stevens, Peter P. van Rijk, Department of Nuclear Medicine, all from the Rudolf Magnus Institute of Neuroscience, University Medical Center Utrecht, Utrecht, The Netherlands.
To obtain a copy of this article—and online access to the Journal of Nuclear Medicine—please contact Kathryn Wiley at (703) 326-1184 or send an e-mail to kwiley@snm.org. Current and past issues of the Journal of Nuclear Medicine can be found online at jnm.snmjournals.org. Print copies can be obtained by contacting the SNM Service Center, 1850 Samuel Morse Drive, Reston, VA 20190-5316; phone (800) 513-6853; e-mail servicecenter@snm.org; fax (703) 708-9015. A subscription to the journal is an SNM member benefit.

About SNM—Advancing Molecular Imaging and TherapySNM is an international scientific and professional organization of more than 16,000 members dedicated to promoting the science, technology and practical applications of molecular and nuclear imaging to diagnose, manage and treat diseases in women, men and children. Founded more than 50 years ago, SNM continues to provide essential resources for health care practitioners and patients; publish the most prominent peer-reviewed journal in the field (The Journal of Nuclear Medicine); host the premier annual meeting for medical imaging and sponsor research grants, fellowships and awards. SNM members have introduced and continue to explore biological and technological innovations in medicine that noninvasively investigate the molecular basis of diseases, benefiting countless generations of patients. For more information visit www.snm.org.

Related Items
JNM article: "Increased Serotonin and Dopamine Transporter Binding in Psychotropic Medication-Naïve Patients With Generalized Social Anxiety Disorder Shown by 123-I-β-(4-Iodophenyl)-Tropane SPECT"
Figure 1: Binding ratios for 5-HTT in left and right thalamus
Figure 2: Binding ratios for DAT in striatum

ADHD: MEETING THE CHALLENGE This Full Day Community Conference for professionals, family members and advocates will take place Wednesday, May 21st

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