The seminar is divided into three days. You may choose only the first two days, the last two days, only the third day, or all three days. However, if you have no training or experience in LiPS®, you must not sign up for the second day only. It will make absolutely no sense, and we cannot back up and reteach what was covered in the first day. That would be patently unfair to the others in the group. The maximum number of participants on any day will be 12. We need a minimum of 8 for each day to hold the seminar. During the hands-on portion (which is the majority of the time) you will be working with a partner. You must change partners for each exercise, to ensure that you will be getting different kinds of responses and varying response styles. The seminars are intended for speech-language pathologists, reading teachers, and LD/resource teachers. Only working professionals will be accepted. The seminar is a appropriate for professionals who:

1. Have been trained in Orton/Gillingham type reading programs and would like a grounding in the Lindamood Phoneme Sequencing™ program in order to do the carry-over work with those children who have been LiPS® trained, OR

2. Have had some training in and are currently using the LiPS® program and would like to learn the basics of Orton/Gillingham to use as a carry-over to rule-based reading.

3. The third day of the program is for anyone who would like training in the Bell Visualizing & Verbalizing™ plus advancing to a "keyboard" approach to improving auditory comprehension and writing, including "main idea development", information and note taking at higher (post secondary) levels.

These are long days, crammed with information and practice. Dress comfortably and bring a bag lunch so we don't lose precious time with going out to lunch. We will provide coffee and carbohydrates in the morning and mid-afternoon, and a fridge is available with sodas and iced tea all during the day.

PLEASE NOTE: LiPS®, Visualizing & Verbalizing™, and V/V™ are registered trade/service marks of the Lindamood-Bell Learning Processes™. LBLP in no way guarantees the quality of the services suplied by AFC. AFC is not affiliated with, certified, licensed, monitored or sponsored by LBLP, Nanci Bell, Phyllis Lindamood or Pat Lindamood.

The Annandale Fluency Clinic clinic has been using the LiPS® programs since 1981, and has developed a curriculum for the employment of the LiPS® and V/V™ programs together with an Orton based approach. This methodology is solely our own. We are happy to share our knowledge and experience with other professionals, but we make no claims to be the final authorities on the LiPS® program. We strongly encourage speech-language pathologists and other professionals who intend to use the LiPS® program to participate in a complete training with the Lindamood/Bell organization. This seminar is not intended to supplant a full LiPS® training.

Also, we will provide all materials you need during the seminar. However, the LiPS® is a copyrighted program. You will not be permitted to make copies of any of the materials which are part of that program. The program materials can be purchased from Lindamood-Bell™ or from Communication Skill Builders. We will be happy to provide you with ordering information for these and for any of the wide variety of other materials we use during the seminar.

• Overview of the neurological bases for the program
  
  • Impact on higher level auditory sequencing and memory
    
  • Candidate selection for the LiPS® program including diagnostics

• Teaching by socratic questioning - "Responding to the response"

• LiPS® from the perspective of articulatory valve analysis
  
  • Teaching the consonant groups
    
  • Our version changes to the original LiPS® program

• Teaching the "Borrowers"

• Teaching vowels
  
  • Visual only ("lip reading")
    
  • Teaching the "vowel circle"
    
  • Ours changes to the original program

• Two teaching paths
  • Choosing the method for the individual students
    
  • Altering the method mid-stream

• Kinesthetic decoding/encoding of consonant with vowel
  
  • What's easier: CV or VC?

• The importance of "Tracking

• Structured increase in complexity

• Error response patterns

• Syllabification
  
  • Identifying syllabic nuclei
    
  • Two-syllable tracking
    
  • Multisyllable tracking

• Conversions of LiPS® spelling to English spelling

• Games and other phonemic awareness activities

• A basic overview of Orton Gillingham
  
  • The cardinal rules
    
  • "Kinesthetic" from a different perspective

• Vowels and their functions
  
  • A vowel says its sound
    
  • A vowel says its name
    
  • A vowel says Schwa

• The open and closed syllable

• Integration of LiPS® vowels organization with Orton rules
  
  • "Bridge vowels"
    
  • The double vowels as "sliders"
    
  • Double vowels that say a vowel name
    
  • Alternative vowel spellings
    
  • Vowel spellings you wish didn't exist

• More about the "Borrower" letters

• Materials available for drills and how to adapt them

• Two syllable words - "Flexing the vowel" from an Orton perspective
  
  • The problem of restricted vocabulary

• "Feeling the breakpoints" in multisyllabic words vs. "mapping"

• "Backward chaining" in Orton and LiPS® - it really works!

• Spelling rules that work and don't

• Overview of the purpose of V/V™

• Impact on:
  • Auditory Comprehension
    
  • Expressive Language Development
    
  • Reading Comprehension
    
  • Written Language Skills

• Picture-to-Picture Verbalization
  
  • Materials
    
    • Pictures
      
    • "Structure Words"
      
  • Question and Response format

• Word Imaging
  
  • Objects
    
  • High imagery nouns
    
  • Fantasy imaging
    
  • Abstract word imaging

• Sentence by Sentence Imaging
  
  • Materials
    
  • Auditory vs. written presentation
    
  • Identifying the "keywords" (auditory and written presentation)
    
  • Note taking by keywords only

• "Higher Order Thinking Skills"

• Paragraph Level

• Paragraph by Paragraph Imaging

• Whole Page Imaging
  
  • Organizing auditory input by using keywords
    
  • "Forced reduction" highlighting
    
  • Writing main idea sentences from reduced keywords
    
  • "Reverse keywording" for structuring expressive language
    

During the school year (Sept.-May) AFC holds LiPS®/Orton therapy sessions with children and adults. The adult sessions are intensive daily 3 hours for four weeks, but children are seen only on an individual basis during the school year. In the summer, AFC offers an intensive daily program for children s well. At the seminar, you will be given an opportunity to request such sessions and to work with the children or adults under the clinical supervision of a speech-language pathologist experienced in this treatment. We will then notify participants when sessions are scheduled.