psyc 3240 presentation
TRANSCRIPT
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LEARNING DISORDERS
Hifza Mahmood
Andrew Ringel
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LITERARY EXAMPLES
“I was, on the whole, considerably discouraged bymy school days. It was not pleasant to feel oneselfso completely outclassed and left behind at the
beginning of the race” - Winston Churchill “The looks, the stares, the giggles . . . I wanted to
show eerybody that I could do better and also that Icould read.” - !agic "ohnson
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FAMOUS PEOPLE WITH LEARNIG
DISORDERS
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FAMOUS PEOPLE WITH LEARNIG
DISORDERS
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FAMOUS PEOPLE WITH LEARNIG
DISORDERS
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FAMOUS PEOPLE WITH LEARNIG
DISORDERS
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FAMOUS PEOPLE WITH LEARNIG
DISORDERS
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FAMOUS PEOPLE WITH LEARNIG
DISORDERS
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FUNCTION
#earning is ac$uiringnew, or modifyingand reinforcing,
e%isting knowledge, behaiors, skills,
alues, or preferences and mayinole synthesi&ing
different types ofinformation.
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NEUROLOGY
#earning disabilities may be due to underlyingabnormalities in the left hemisphere of thecerebrum.
These abnormalities can only occur in the fifth toseenth month of fetal deelopment.
'uspected deficits, which are likely genetic,
inoling specific discrimination tasks may becaused by deficits in the structure planum temporale, a reading associated region in both sidesof the brain.
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NEUROLOGY
In a normal brain the left side is usually larger,howeer in an abnormal brain the two sides aree$ual.
In the brains of dysle%ic children there is lessactiation in a number of sites in the left hemispherethat are related to understanding phonemes,analy&ing words, and automatic detecting words.
( specific defect in perception of isual motion mayinterfere with many different brain functions and has
been noted among children with autism as well aslearning disorders.
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NEUROLOGY
)on-erbal learning disabilities are deficits related toright hemisphere brain function and are characteristicof children who perform considerably worse at maththan reading
!ay include neurophsychological problems such as poor coordination, poor *udgment and difficultiesadapting to noel and comple% situations
#earning disorders run in families, + - among families with learning disorders as apposed to - /0 base rate in the population
!ay be linked to problems during pregnancy or
accidents after birth
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THE DISORDER
(.1eading achieement2 mathematical ability2 writingskill, as measured by indiidually administeredstandardi&ed tests, is substantially below that
e%pected gien the person3s chronological age,measured intelligence and age-appropriateeducation.
4.The disturbance in criterion ( significantly
interferes with academic achieement or actiities ofdaily liing that re$uire reading skills2 mathematicalability2 composition of written te%ts.
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SUBTYPES
1eading 5isorders65ysle%ia7
!athematics 5isorders65yscalculia7
5isorders of Written
e%pression 6dysgraphia7 6)on 8erbal2!otor -
dyspra%ia7
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HARD SIGNS
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HARD SIGHNS
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SOFT SIGNS
(ll learning disorder sub types are characteri&ed by I9-achieement discrepancies. The child
shows a significant difference between general
ability and the specific ability as measured bystandardi&ed tests.
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SOFT SIGNS
1eading
Inability to distinguish or separate sounds of spokenwords
Trouble learning basic sight words
:%cess errors in reading such as reersals 6d2b, p2$7,transpositions 6was2saw7 inersion 6w2m7 and
omissions 5ifficulty decoding words
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SOFT SIGNS
!athematics
5ifficulty in e%cess of the norm in...
1ecogni&ing numbers and symbols !emori&ing facts
(ligning numbers
;nderstanding abstract concepts such as place alueand fractions
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SOFT SIGNS
Writing
Considerable difficulty with..
8isual motor abilities as shown figure copying androtation
Tasks that entail hand eye coordination despitenormal gross motor deelopment
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SOFT SIGNS
)on 8erbal
Characteri&ed by...
!otor clumsiness =oor irtual spatial skills
=roblematic social relationships
5ifficulty with math 5ifficulty organi&ing numbers
=oor organi&ational skills
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CO-MORBIDITY
(n%iety 5isorders
(ttention and
disruptie disorderssuch as as (5>5 and
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STRENGTHS
Children with learning disabilities tend to haestrengths in the areas not effected by the specificlearning disorder
Children with learning disabilities tend to e%celnonacademic sub*ects such as art, music, danceand2or athletics.
In adulthood, many with learning disorders use thesestrengths to compensate and oercome their learningdisabilities.
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ASSESMENT
!any normed assessments can be used to ealuateskills in primary academic domains
1eading? word recognition, fluency and
comprehension !athematics? computation and problem soling
Written e%pression? handwriting, spelling and
composition
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ASSESMENT
The most commonly used assessments include
comprehensie achieement tests such as
Woodcock-"ohnson III 6W" III7
Wechsler Indiidual (chieement Test II 6WI(T II7
Wide 1ange (chieement Test III 6W1(T III7
'tanford (chieement Test@/0th edition
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ASSESMENT
'ome of the speciali&ed test for ealuating reading
deficits in multiple areas include
5iagnostic 1eading Tests@And edition 6B51T II7
'tanford 5iagnostic 1eading (ssessment
Those that measure sub skills include
Bray
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ASSESMENT
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CASE STUDY
http?22www.youtube.com2watchDEua5FG9e>
http://www.youtube.com/watch?v=huag!HRpM"
http://www.youtube.com/watch?v=uaD79Q45eH4http://www.youtube.com/watch?v=hujag_HRpM0http://www.youtube.com/watch?v=hujag_HRpM0http://www.youtube.com/watch?v=hujag_HRpM0http://www.youtube.com/watch?v=uaD79Q45eH4
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STAGES OF DEVELOPMENT
'low language deelopment in infancy
1eading and writing problems in school
Isolation in adolescence
'ettling for less demanding and challenging *obsand carers in adulthood
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THERAPY
Treatment relies heaily on educational and psychosocial methods.
'timulant medication
=honological awareness training 6rhyming games7
Inclusion 6mainstreaming #5 children7
5irect instruction 6teaching actiities must besimilar to skill being taught7
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THERAPY
aultless instruction 6each concept is presented sothat there is only one interpretation possible7
Cognitie behaioral strategies 6monitoring thought processes7
Computer-assisted learning
:arly detection and treatment of #5 has a profoundinfluence on the outcome
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ANTITHESIS With early detection being so critical the testing is
faulty in that it re$uires a significant difference ingeneral ability and the specific ability so thatdetection may be to late
5eficits in phonological awareness occur morefre$uently among population that use non standard:nglish.
There may be social causes to learning disabilities
'ome make the argument that learning disabilitiesare social in nature and hae no origins in biology
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ANTITHESIS
!ore agrarian cultures, for e%ample, donHt een uselearning ability as a measure of adult ade$uacy
education in the ;nited 'tates has been gearedtoward producing citi&ens who can effectiely
contribute to a capitalistic society, with a cultural premium on efficiency and science
#earning disorders are prealent in westerncapitalist societies because of the high alue placedon speed, literacy, and numeracy in both the laborforce and school system
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ANTITHESIS
4y /G0 in the ;.'., white children were labeledmore often with arious learning disabilities,whereas minorities were labeled more oftenemotionally disturbed or retarded
!ales are more likely to be diagnosed with alearning disorder than females
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SYNTHESIS While there may be faults in the diagnostic testing
and assessment the deficits that some students haecan not be denied
While there may sociocultural and economic factors
inoled, therapies and treatment hae been shownto improe the abilities of students with learningdisabilities
In light of these facts, the diagnosis and treatment of
learning disorders should not be completelydisregarded
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SYNTHESIS :arly detection must be improed in order for the
treatment and therapies to be more effectie Therapies should include nonacademic actiities
that play to the child3s strength.
Children with #5 should be taught how to use theirstrengths so that it can be used to oercome their#5
(s an e%ample, the arts can be integrated by using poems in a reading or writing lesson. These poemscan be written, preformed or painted as well
These therapies should be adapted to the childHs way
of learning as to facilitate better ac$uisition
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SYNTHESIS In order to account for some of the sociocultural
and economic factors proactie steps must be taken =erhaps it would be wise to train psychologists and
other assessors to be less influenced by race and
economic factors