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26 Cards in this Set
- Front
- Back
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Learning Disabilities Youtube Video: Define "strephosymbolia"
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refers to the characteristic letter reversal or wordreversal in reading disability
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Learning Disabilities Youtube Video: How can educators respond to learning disabilities?
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-Recognize that all children with LD can learn with appropriate instruction -the brain can grow an adapt overtime -identify students who are not learning as early as possible -identify the most effective reading interventions available -provide intensive and systematic instruction for adequate period of time -record progress data consistently -shift strategies and interventions if it is clear that the child is not profiting from the instruction |
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Learning Disabilities PPT: What model does the DSM 5 use?
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-Discrepancy model -still used in BC schools -there must be a significant discrepancy between IQ scores and academic scores (1.5- 2 SD) |
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Learning Disabilities PPT: DSM 5 Definition for Specific Learning Disorder
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A. Difficulties learning and using academic skills for at least 6 months despite targeted interventions: -difficulties with: slow reading, understanding what is read, spelling, written expression, mastering facts or calculations, math reasoning B. Affected academic skills are below those expected for individual's age and cause significant academic problems C. Learning difficulties may start in school year, but not become a problem until demands exceed child's capability D. LD isn't better diagnosed as an ID, visual or auditory problem, mental or psychological disorder, ESL, etc. |
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Learning Disabilities PPT: What are problems with the Discrepancy model/statistical model?
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-over identifies kids with high IQs -have to get low IQ scores in order to get a diagnosis -harder for young children to get a diagnosis as they have not been they haven't been in school long enough -too rigid -doesn't review underlying reasons ie. different learning style |
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Learning Disabilities PPT: What are the 3 specifiers (in the DSM diagnosis) and examples of each?
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- Withimpairment in reading: accuracy, fluency, comprehension (Dyslexia) - Withimpairment in written expression: spelling, grammar, and punctuation, clarityor organization of written expression (Dysgraphia) - Withimpairment in mathematics: number sense, accurate or fluent calculation,accurate math reasoning (Dyscalculia) |
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Learning Disabilities PPT: What is the Cognitive Processing Model, and its 3 parts?
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Belief that there are impairments in underlying cognitiveprocesses resulting in academic learning delays 1. Below average academic achievement in comparison to others 2. Impairments in cognitive processes responsible for normal development of academic abilities 3. Ruling out other reasonable causes of academic delay |
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Learning Disabilities PPT: What are the 4 parts of the Discrepancy Model?
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-have average or above average ability (thinking and reasoning) -demonstrates below average academic achievement -demonstrates a significant difference between achievement and ability -have processing difficulties **model that teachers are trained with** |
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Learning Disabilities PPT: What is the Learning Disabilities Association of Canada definition of LD's?
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-Refers to a number ofdisorders which may affect acquisition, organization, retention, understandingor use of verbal or nonverbal information. -Affect learning inindividuals who otherwise demonstrate at least average abilities essential forthinking and/or reasoning -Result from impairment in one or more processes related to perceiving, thinking, remembering and/or learning: language processing; phonological processing; visual spatial processing, processing speed, memory and attention and executive functions (e.g. planning anddecision -making) |
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Learning Disabilities PPT: What is the Learning Disabilities Association of Canada definition of LD's? cont'd
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-range in severity and may interfere with: oral & written language, reading, math -are lifelong -due to genetic and/or neurobiological factors or injury that impact brain functioning -require early identification and timely intervention |
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Learning Disabilities PPT: What are the 3 tiers in the Response to Intervention for LD's in students?
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Tier 3: Intensive (1-5%) intensive, individualizedinterventions for students who have insufficient response to evidence-basedinterventions in the first two tiers Tier 2: Targeted (10-15%) targeted specific intervention or remediation for students who's academic performance or behaviour lag behind norm i.e. reading groups Tier 1: Universal (80-90%) high qualityinstructional and behavioural supports for all students to reach proficiency ingeneral education |
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Learning Disabilities PPT: What is the difference between "slow readers" and a "reading disorder"? What is developmental lag theory? |
Slow readers: global difficulties (reading and other abilities are on par) Reading disorder: more specific difficulties Lag theory: perform similar to younger children then peers, lag not LD |
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Learning Disability PPT: What are some deficits for individuals with a reading disability?
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-Primary deficit for most is in phonological awareness (units of sound i.e. cowboy without boy) -Deficit in phonological working memory (holding in mind) -Deficit in rapid automatic naming (showing bunch of pictures and having child name them) |
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Learning Disability PPT: What are some pathways to a reading disorder?
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-attention: can't attend to reading -memory -working memory: can't hold in mind, then can't spell long words -speed: can't read fast enough -visual perceptual and discrimination problems: different fonts, h an n's -visual spatial problems |
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Learning Disability PPT: What occurs in neural pathway that inhibits reading skills?
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-children are not developing neural traces, so every time the word is accessed it's like a new word (lacking word formation and analysis) |
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Learning Disability PPT: What are comorbidities for LD's?
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-learning disorder co-occur -ADHD -ASD -developmental coordination disorder -mental heath/ suicide |
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Learning Disability PPT: What are risk factors for LD's?
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-genetic -neurological insult e.g. low birth rate, nicotine exposure -male gender -inattentive behaviour in preschool, language delay, can be a predictor |
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ADD Dr. Barkley Video 1: ????
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ADHD is a Neuro-Genetic Disorder ADHD symptomspresent in a single dimension that varies in severity in human populations Disorder arisesfrom multiple causes All currentlyrecognized causes fall in the realm of biology (neurology, genetics) Causes maycompound each other Final commonpathway for disorder appears to be the fronto-striatal-cerebellar circuits inthe brain |
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ADD Dr. Barkley Video 1: What are cases for ADHD?
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-injuries sustained before birth/pregnancy e.g. premature birth, maternal smoking or drinking during pregnancy -caused after birth e.g. head trauma, lead poisoning in preschool, survival from acute lymphoblastic leukemia (ALL) -(most cases) inherited from genetic disorders e.g. highest in twins, and less common in siblings and parents |
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ADD Dr. Barkley Video 1: How does ADHD arise in the brain?
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-many brain regions are smaller and less active: orbital-prefrontal cortex, basal ganglia, cerebellum, anterior cingulate cortex, corpus callosum -size of network is correlated with degree of ADHD symptoms -no major gender differences -difference in brain region size continue into late adolescence, functional difference into adulthood * |
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ADD Dr. Barkley Video 1: What are the 3 brain networks involved in ADHD?
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-"What" network (frontal-striatal circuit): Associated with deficits in response supressions , freedom from distraction,working memory, organization, and planning -"When" network (frontal-cerebellum circuit): Associated with motor coordinationdefecits, and problems with the timing and timeliness of behaviour -"Why" network (frontal-limbic circuit): Associated with symptoms of emotionaldyscontrol, motivation deficits, hyperactivity-impulsivity, and proneness toaggression, aKA the “hot” EF network |
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ADD Dr. Barkley Video 1: List 3 things that don't cause ADHD
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-excessive use of TV and video games -excessive caffeine -family stress |
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ADD Dr. Barkley Video 1: How does social environment impact ADHD?
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-not a primary cause -can contribute to comorbidity of other disorders with ADHD e.g. ODD, depression and anxiety -significantly impacts degree to which impairment in functioning can occur in school, home, relationships -social environment impacts availability and accessibility to treatments * |
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ADHD Dr. Barkley Video 2: What is ADHD?
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A disorder ofdevelopmentally inappropriate degrees of: -Inattentionand/or -Hyperactive-impulsivebehaviour -Onset inchildhood -Relativelypersistent & pervasive -Createssignificant impairment in major life activities -In DSM-V cannow diagnose ADHD and ASD |
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ADHD Dr. Barkley Video 2: DSM 5 Diagnosis
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A disorder ofage-inappropriate behaviour in two domains of neuropsychological development A. Hyperactivity-Impulsivity (poor inhibition) i.e. impaired verbal and motor inhibition, impulsive decision making , task irrelevant movement (fidgeting), disregard of future consequences B. Inattention: (six types) arousal,alertness, selective, divided, span of apprehension, & persistence |
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ADHD Dr. Barkley Video 2: What are changes in diagnosis?
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