Transcript Handout 2

Disability Characteristics on Math/
Accommodations for Students with
LD, ADHD,PTSD,TBI and Wounded
Warriors
Helping Students Navigate
Academic Success
Dr. Paul Nolting
Academic Success Press, Inc.
http://www.academicsuccess.com
[email protected]
(941) 951-8160
Copyright 2014
Agenda
Informal Quiz
LD, ADHD, PTSD, TBI and MTBI
Stages of Memory Processing Information
Processing Deficits and Their Effects on the
Learning Process
Teaching/Tutoring Concerns – Best Practice
Educational and Testing Accommodations
Course Substitutions
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
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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.
Math Learning Disabilities Characteristics
• Difficulty remembering the multiplication tables or facts
• Reversal of numbers or letters such as 45 and 54 or 123
to 321 or 231and b for d and + for x
• Miss coping problems from the board, online texts or
homework
• Homework problems look like “chicken scratch”
• Difficultly recalling sequence of problem steps/operations
• Difficulty recalling math concepts
• Difficulty or inability to understand abstract concepts
• Demonstrates knowledge in classroom but not on tests
• Not completing the math test but what is done is mostly
correct
• Poor math study skills and organization
Math ADHD Characteristics
• Difficulty concentrating in the classroom
• Easily distracted in class leading to missed problem
steps
• Problems with short-term memory
• Difficultly connecting problems steps to understand
concept or rule
• Being impulsive in class and while completing homework
• Difficulty taking notes and concentrating on lecture
• Poor time management and organizations
• Procrastination
• Problems with executive function – make poor decisions
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.
PTSD
Acute Stress Disorder
Within 30 days of traumatic event or exposure to
trauma or abuse.
Symptoms must be present for longer than a
month; those with symptoms in the first month
after a traumatic event may meet criteria for
Acute Stress Disorder. Apart from symptoms
specified in the diagnostic criteria, PTSD
patients often have important associated
symptoms such as shame, guilt and isolation.
. But if you have post-traumatic stress disorder
(PTSD), the symptoms don’t decrease. You
don’t feel a little better each day. In fact, you
may start to feel worse.
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)
PTSD
• Avoiding activities, places, thoughts, or feelings that
remind you of the trauma
• Inability to remember important aspects of the trauma
• Loss of interest in activities and life in general
• Feeling detached from others and emotionally numb
• Sense of a limited future (you don’t expect to live a
normal life span, get married, have a difficulty falling or
staying asleep
• Irritability or outbursts of anger
• Difficulty concentrating
• Hyper vigilance (on constant “red alert”)
• Feeling jumpy and easily startled
PTSD
Approaches to help
Be patient and understanding.
Try to anticipate and prepare for
PTSD triggers.
Don’t take the symptoms of
PTSD personally.
Don’t pressure someone into
talking.
(Don’t pursue a distance)
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
• 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,
LD?
Forgetting =
Information not
Understood
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
Additional COG Useful Clusters
• Verbal Ability: The student’s ability for language development that
includes the comprehension of individual words and the
comprehension word relationships.
• Thinking Ability: The student’s ability to process non language
based information that is placed into short-term memory but needs
additional processing to be understood. TBI
• Cognitive Efficiency: The student’s ability to cognitively process
information accurately and automatically. For example, student’s
visual/auditory speed in processing numbers (frees up working
memory). TBI, PTSD
• Cognitive Fluency: The student’s ease and speed in performing
cognitive tasks of recalling information. Faster fluency means more
working memory can be use to solve math problems. TBI, PTSD
• Broad Attention: The student’s ability to input and process auditory
information for a short period of time. Students with low scores may
have a memory input deficit.
Memory Bypasses/Education Accommodations
Teaching /Handout
Accommodations
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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
Overhead on during class for
individual reference use during
lecture (post on website)
Class recitation
Math Study Skills Evaluation and
Winning at Math text
Tutoring
1.
2.
3.
4.
5.
6.
7.
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
Visual Clarity/Accommodations
Writing and Reading
Mathematics
1.
2.
3.
4.
5.
6.
7.
8.
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
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2.
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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
Teaching and Tutoring Concerns
Students will remember
information correctly
when they go to study on
their own.
Students must learn
math study skills
Students will reduce
anxiety
Students will learn how to
self-regulate.
Students will persist
Educational &Testing
Accommodations – My
Math Success Plan
How can we help
them mature into
independent
learners? Can we?
We must focus
as much on how
to learn the
discipline content
as learning the
content.
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
Developing a Course Accommodation and
Substitution Policy
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What are you now using to process course substitutions?
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What are you now using to process course accommodations?
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Guidelines for developing these policies
How do students find out about making a request?
Who determines student eligibility to make the request?
Who informs the student about documentation for the request?
Who helps the student prepare the request?
Who receives the students request?
Who is on the committee? Faculty, counselor, DRC, chairs, expert?
Who receives the recommendation for approval or non approval?
Who receives the appeal for due process?
How does the institution record the decision?
How is the student notified about the decision?
How can you be consistent in the decisions?
Mathematics Learning, Instruction,
Tutoring, Accommodations Concerns
What are your
concerns?
What can you do
about it?
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
Who is on your Math Success Team?
Conclusion
Each student with disabilities 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!