Transcript Definition

Developing Individualized Success
Plans for LD, TBI, ADHD an
Wounded Warriors
AHRAD 2014
Dr. Paul and Kimberly Nolting
[email protected]
(941) 951-8160
Copyright 2014
Agenda
Informal Quiz
Processing Deficits and Their Effects on the
Learning Process
Learning & Memory Processing Difference
ADHD, PTSD, TBI and MTBI
Teaching/Tutoring Concerns – Best Practice
Helping Students Process Math, Math Study
Skills and developing – My Math Success Plan
Learning Problems Affecting Math Grades
Incorrect course placement
Mismatch of teaching styles and course design
Lack of math study skills
Math and test anxiety
Posttraumatic Stress Disorder (PTSD) - a life-threatening
event like military combat, natural disasters, terrorist
incidents, serious accidents,
Learning Disability (LD) – neurological cognitive processing
deficits in STM, WM, LTM or FR
Traumatic Brain Injury (TBI)- STM, executive function, FR
Attention Deficit Disorder (ADD) - executive function
attention/concentration problems
Not having a math success plan – Start plan now
Students with Disabilities
The Myths and Truths
Myths
Disabilities can go away
Students with LD, ADHD, PTSD
and TBI have low intelligence or
are slow learners
If they would just study harder or
be exposed to more educational
opportunities they would not be
disabled
Students with disabilities have the
same learning problems.
Disabilities can be cured.
Disabilities do not exist.
Truths
•
•
•
•
•
•
Disabilities do not disappear but
may range in expression and
severity at different life stages
By definition a student with LD has
average to high intelligence.
Disabilities are neurological in
origin. They have a central nervous
system basis. It doesn’t arise from
lack of exposure to life experiences.
There are many different disabilities
that require different strategies. A
student can have more than one
disability type.
Disabilities are permanent
conditions.
Disabilities do exist under ADA
Definitions of Math and Other
Disabilities
Acalculia – inability to read or write numbers in that individuals
can not perform calculations or having impaired spatial
organization
Dyscalculia – failure to develop math (arithmetic) competences
that is not due to a brain injury or mental impairment
Dysalgebria – students with average to above average IQ can
master calculations but can not master algebra (Nolting, 2000).
Dyslexia – is not a math learning disability but may cause math
learning problems due to misreading or miscopying numbers
and letters.
Dysgraphia – is not a math disability but may cause math learning
problems due to poor hand writing and copying from the board.
PTSD
Posttraumatic Stress Disorder can occur following
a life-threatening event like military combat,
natural disasters, terrorist incidents, serious
accidents, or violent personal assaults like rape
The traumatic events that lead to post-traumatic
stress disorder are usually so overwhelming and
frightening that they would upset anyone.
Following a traumatic event, almost everyone
experiences at least some of the symptoms of
PTSD. Has to be more than 30 days.
PTSD
SHORT CIRCUITRY
In spite of the evolution/adaptation of the brain over the
eons, and the increasing awareness of the pre-frontal
Cortex, when confronted by worries, stressful and
traumatic events, the response skips back to more
primitive times and jumps to the limbic system.
• Intrusive, upsetting memories of the event
• Flashbacks (acting or feeling like the event is happening
again)
• Nightmares (either of the event or of other frightening
things)
• Problems with Executive Function
• Change biochemistry
TBI and MTBI
Acquired brain injury
Violent hit to the head
May or may not lose consciousness
Movement of brain back and forth in skull
Symptoms can be mild, moderate, severe
Several MTBI is as bad as a TBI
Can change biochemistry
May or may not improve over time
Silent disability and growing
Stages of Memory
Hand out
• Sensory input is when an
individual physically takes in the
information. TBI, PTSD
• Sensory register is when the
mind neurologically accepts the
information. TBI, PTSD, ADHD
• Short-term Memory is when
the brain receives information
and stores it for a brief time. TBI,
LD?
Forgetting =
Information not input or
registered.
Stages of Memory
Working Memory is like RAM in a
computer that can send or recall
information and is part of executive
function. TBI, PTSD, LD?
Long-term memory is a
storehouse of material that is
retained for long periods of time.
LD?
Abstract Reasoning uses recalled
concepts to make new meaning
and understanding without using
language. TBI, LD
Memory Output is recall learned
facts and/or concepts. TBI, PTSD
Forgetting =
Information not
Understood
Educational Information-Modality Styles
Different preferences for
inputting information
When viewing learning as
a sequence of events,
modalities shape the first
step of encoding
information
Auditory, visual,
kinesthetic/tactile
Auditory Processing Disorder
Definition: Students with auditory
process problems have difficulty
synthesizing words and understanding
words in noisy classrooms. These
students may misinterpret words
or not “hear” the words. This is not a
hearing problem or short term memory
problem. It is a problem of misinterpretation
of words spoken words.
Primary Affected Areas:
sensory register, short
term memory
Observable Behaviors: students
misunderstanding math vocabulary;
difficulty solving word problems; difficulty
reading the text and understanding
lectures
Processing Speed Disorder
Definitions: Students with a visual speed
processing disorder have great difficulty
quickly recognizing numbers and
conceptually similar visual objects. A
student with visual speed processing
disorder is able to visually process but very
slowly.
Primary Affected Areas: sensory input &
register; significantly related to math &
PTSD
Common Observable Behaviors: re-reading sentences &
paragraphs; scanty notes or no notes at all; very slow in
completing homework, very slow in doing on line homework, very
slow in completing tests, having difficulty quickly recognizing
variables and math symbols, problems with automaticity
Short-term Memory Processing
Disorder
Definition: Short-term memory disorder is
categorized as auditory memory. It is the
difficulty in keeping information in short term
memory long enough to transfer it into working
or long term memory. Also it is the automaticity
of rearranging numbers in your head.
Primary Affected Areas: Subsequent effects on the long-term
retrieval, working memory, long term memory, and abstract
reasoning. Students who cannot hold information for more than a few
seconds cannot use it to rehearse or recall from working memory.
TBI
Observable Behaviors: Auditory: forget oral instructions; difficult to
be group learner; ask questions about recent information; can’t hold on
to steps long enough in mind to understand concept; difficulty in
manipulating numbers in you head; difficulty in switching number in an
equation presented verbally; some problems with abstract learning
Visual-Spatial Thinking Processing Disorder
Definitions: A student with a visual- spatial
processing disorder has great difficulty in
recognizing and synthesizing visual
information. The student also has difficulty
remembering visual information and
remembering it in the correct order.
Primary Affected Areas: sensory input &
register; short term memory
Common Observable Behaviors: re-reading sentences &
paragraphs; “chicken scratch” notes or no notes at all; problem
solutions all over the page; numbers miss-aligned; copying down
incorrectly; difficulty reading tutor/instructor handwriting; facial
gestures while looking at something; misreading variables and
numbers such as b for d or 9 as a 6 or + for x
Long-Term Retrieval Processing
Disorders
Definitions: Students with LTR
disorders have minimal ability
to input or retrieve information
in active memory in order to
understand concepts. The
LTR process pertains to
speed of putting information
into/taking it out of long-term
memory and abstract memory.
Primary Affected Areas:
Abstract/fluid reasoning, Longterm memory; Memory output;
Any learning task that involves
using several pieces of
information or concepts; tired after
a short period of studying.
Related to TBI, PTSD
Observable Behavior: Confusion on multiple
step assignments; Brain Traffic Jam; spaced out
look; student understands step by step
problem solving but can not put all the steps
together to solve the next problem.
Working Memory Processing Disorders
Definitions: Students with
working memory disorders
have minimal ability to retain a
large amount of information in
active memory in order to
understand concepts.
Students also have problems
manipulating that information
to solve problems. Low RAM
Primary Affected Areas:
Abstract/fluid reasoning, Long-term
memory; Memory output; Any
learning task that involves using
complex pieces of information or
concepts; math problems that
require using multiple concepts at
the same time to solve;
significantly related to math
TBI, PTSD
Observable Behavior: Confusion on multiple
step assignments; Student may understand
each concept but can not organize the steps
in order to solve the problem. tired and
frustrated after a short period of studying
Comprehension-Knowledge (LTM)
Processing Disorders
Definition: Students with long-term
memory problems have minimal ability
to store information for a long period
of time. The length of time for which
students can hold information may
vary. For instance, a student may
learn material during one monthly unit and not remember it
during the next unit. On the other hand it could be that
a student remembers how to work a math problem one
day and then forget how to do it the next day.
Primary Affected Areas:
working memory, abstract
reasoning and long term
retrieval; significantly
related to math
Observable Behaviors: holes in the
foundation of concepts needed for further
learning --- have to relearn information
but remembers bits and pieces
Fluid /Abstract Reasoning Processing
Disorder
Definition: Abstract reasoning disorders keep students from being able
to form concepts and solve abstract problems that include novel
situations and extrapolating information. It is also the inability to
identify relationships with unfamiliar concepts and making
inferences.
Primary Affected Areas:
working memory, long term
memory, memory output, all
dependent on the level of
critical thinking required
highly significantly related
to math- TBI
Covalence
Atomic
structure
Covalent
bonding
compared
to ionic
means...
Electron
s
Observable Behaviors: need for repeated instruction as if information
was never learned; repeated blank looks; ability to mimic processes but
not apply them, not making inferential leaps; can’t generate alternate
problem solving strategies
Math Study Skills Content
How Learning Math is Different
How to Motivate Yourself to Learn
The More Math You Take the More Money You Make
Time Management and Creating a Positive Study
Environment
Improving Listening and Math Note-Taking
Improving Math Reading and Homework Skills
Improving Math Test-Taking Skills
Understanding How Disabilities Affect Math Learning
Understanding How Wounded Warriors Have Difficulty
Learning Math
Developing Individualized Math Success Plan or Math
Mission Plan
Math Study Skills Evaluation
Joe College, the overall result of your evaluation is a score of 51.
A score of 79 and below means you need to improve your math study skills
and this could be the main reason you may have had having difficulty.
Question #1
My habit is that I:
A. seldom study math every school day. Your response indicates that you
may not understand that math has a sequential learning pattern. A sequential
learning pattern means material learned one day is used the next day and the
next day and so forth. That means putting off studying math will lead to poor
math grades. You need to study and do your homework before each class. You
need to read pp. 11-21 in Math Study Skills Workbook
Question #4
My habit is that I:
C. almost always become anxious and forget important concepts during a
math test. Your response indicates that you have symptoms of math anxiety
and/or test anxiety. Math and test anxiety are learned responses, which can be
unlearned. You need to learn how to control your anxiety by using relaxation
techniques and positive self-statements during homework and tests. You need
to read pp. 65-69 & pp. 72-79 in Math Study Skills Workbook.
Class Note-taking System
Three Column Method
Math Problem
Key Words/Rules/
Properties
Examples/Problem Steps
Explanations and questions I
need to ask myself
Test Anxiety: Myths
Students are born with it.
Test anxiety is a mental
illness.
Test anxiety cannot be
reduced.
Any level of test anxiety is
bad.
All students who are not
prepared have test
anxiety
Students with test anxiety
can’t learn math
Students who are well
prepared don’t have it.
Intelligent students don’t
have it.
Attending class and doing
homework should reduce it.
Being told to relax will make
you relaxed.
Doing nothing about it will
make it go away.
Reducing test anxiety
guarantees better grades.
Tensing and Relaxing Technique
Relax all
your
muscles.
Tense your muscles.
Pull up with your arms
tight.
Press down with you feet
and legs.
Hold for a few seconds.
Relax.
Repeat one
more time if
necessary.
Ten Steps to Doing Online Homework
1.
2.
3.
4.
Review related textbook material.
Review appropriate lecture notes.
Do homework neatly.
Must write down problem and every
problem step.
5. Understand reasons for problem steps
instead of using the click and go method.
6. For difficult problems use the resources
provided by the software (videos /tutor line).
7. Finish by working a problem successfully.
8. Recall or write down important concepts.
9. Develop virtual note cards by using
www.studystack.com.
10. Don’t get behind – you could get block out.
Learning from online
homework is more
difficult than text book
homework
Ten Steps for Taking Classroom
or Online Tests
1. Memory Data Dump
2. Preview Test
3. 2nd Memory Data Dump
4. Test Progress Schedule
5. Answer Easy Questions
6. Skip Difficult Questions
7. Review Skipped Questions
8. Guess at Remaining Questions
9. Review All of the Test
10. Use all the Test Time
“The first student done with the test
may not be the smartest in the class.
Often the smart students are the ones
that take the entire time to make sure
they do everything accurately. Be
brave. Stay in the room and make sure
you complete everything accurately.”
Six Types of Test-taking Errors
1.
2.
3.
4.
5.
6.
Misread Directions
Careless Errors
Concept Errors
Application Errors
Test Procedure Errors
Study Errors
This is why
they invented
the eraser!
Teach Final Exam Perpetration
Use the eraser wisely. Sometimes it is better to scratch something out
at first and then make sure the correction is right. Go back and erase,
leaving the correct information. Sometimes when we are nervous, we
may change a correct a right answer. We erase the right answer, go
on to other problems, check the test and discover we changed an
answer incorrectly and have forgotten the right answer.
Educational Accommodations
Writing and Reading
Mathematics
1.
2.
3.
4.
5.
6.
7.
8.
9.
Graph paper
Color assignment to different
numerical functions and symbols
Problem on left side of paper and
extra math calculations on the right
with line dividing down the middle
Use of capital letters instead of small
letters
Lots of white space
Students use whiteboard
Test format with larger fonts and
more white space
Pictures/graphs for word problems
Hands on Equations
1.
2.
3.
4.
5.
6.
7.
8.
Computer programs with visual
alterations
Color coding parts of sentences,
paragraphs
Physically cut and paste
Lots of white space
Typing with large simple font
Note cards for organization of
paper and sentence structures
Tests and readings with larger
fonts and more white space.
Pictures for organization of
ideas
Education Accommodations & Math Study Skills
Teaching /Handout
Accommodations
1.
2,
3.
4.
5.
6.
7.
8.
9.
Vocabulary lists
Formula sheets/cards
Mental cheat sheets
Three column note taking
Lectures with immediate practice to
break up the inputting time with
rehearsal time.
Structured, step by step process for
reading the textbook
Power point on during class for
individual reference use during
lecture (post on website)
Class recitation
Math Study Skills Evaluation, My
Math Success Plan student
workbook & Mathematics and
Disability Handbook: Guide for
Students with LD, ADHD, TBI, and
Wounded Warriors-ebook.
Tutoring
1.
2.
3.
4.
5.
6.
7.
8.
Digital -record sequential steps or
questions that the student and tutor
have created
Place same information on note
cards
Put information cues to music or
rhythmic recitation
Mental cheat sheets
Construct tutoring session to include
constant student verbal and/or visual
feedback. Over and over
Draw pictures for cueing
Review and review
Learning Assistance and Tutor
Training Manual
Math Testing Accommodations
•
•
•
•
•
•
•
•
•
Extended time
Private quiet test area
Formula sheet
Fact sheet
Key word list
Lecture notes
Clarification of test questions
Manipulatives
Scribe and white board
Individual Math Success Plan
Semester: Fall 2014
A. Student Information:
Name: Paul College, Sophomore
Disability: LD
B. Services:
Tutoring thee times a week 1 hr-,
Word processing training with a reading program, meet with
DSS counselor
C. Courses:
Beginning Algebra, History, English II, Biology
Individual Math Success Plan
D. Math Study Strategies: Use note-taking system , color code notes,
develop a math glossary, use online note-taking system, learn
relaxation techniques, use online test- taking system, analyze test
results
E. Educational/Testing Accommodations: Use smart phone to record
parts of lectures and difficult tutored problems, extended test time,
F:Disability Information: Strengths- language skills, short-term
memory, long-term memory and motivation. Weaknesses – visual
processing skills, visual memory, reading and math study skills
G. Semester Goals: 3.0 GPA, B in math, improve math study skills,
attend thee tutor sessions a week, use educational and testing
accommodations, see my math instructor every two weeks.
Math Mission Plan
Semester: Fall 2014
A. Student Information:
Name: John Doe, Sophomore
Year in College: Freshman
B. Services:
I will do my homework in the Mat Lab M-F for 1 hour
I will attend tutoring sessions thee times a week 1 hrI will meet my certifying office once a month
C. Courses:
Intermediate Algebra, History, English II, Biology
Math Mission Plan
D. Learning Information: Visual and hands on learner
Attends all classes, Problems with auditory short-term memory,
Problems with note taking, test taking and test anxiety
E. Math Study Strategies:
Learn the seven steps to math note taking Use a smart phone to
take picture of the board, Compare notes with fellow student,
Develop a “to do” list and review it every day, Practice relaxation
techniques, Follow the Ten Steps to Test –Taking, use
http://www.wolframalpha.com/ to check my homework
F. Semester Goals: 3.0 GPA, B in math, Improve note-taking and
math study skills, Study math 12 hours a week, Meet with my math
instructor once a week, Review my math tests with the tutor or
instructor, Keep up with my “to do” list, Reward myself for success
Alternative Math Course Sequence
• Elementary Algebra
Statistics
• Elementary Algebra
Liberal Arts Math
• Elementary Algebra
Topics in Math
Significant CHC Factors & Clinical
Clusters for Course Substitution
Working Memory
Long-Term Memory
Not Enough RAM
Not Enough Facts
Abstract Reasoning
Not Enough Logic
TBI, MTBI and PTSD – CHC and Clinical Clusters
Can use research in Math and Disabilities Handbook
(Nolting, 2012) to support accommodations and course
substitutions
Course Substitutions
• Introduction to
Computers
• Accounting I
• Environmental
Science
• Business math
• Astronomy
• Macro-economics
• Philosophy
• Earth and Space
Science
• Oceanography
• Logic/Critical Thinking
• Physical Science
Collaboration of Departments and
Centers to Improve Math Success
Office of Students with Disabilities
Math Department
Learning Assistance Center
Counseling/Advisement Center
Veteran Center
Administration
Joint Student Workshops with ODS and Veteran Center
Conclusion
Each student with disabilities or wounded warrior is unique; therefore,
it is important to continue learning about the processing deficits and
how they affect learning in specific disciplines. As a result, an
instructor or tutor can take the suggested strategies and adapt them
to meet an individual’s special learning challenges.
Let’s continue the conversation. Email us at
[email protected] whenever you have questions or when
you have success stories!