Transcript Non-Verbal Reasoning

“Walk A Mile In My Shoes”
An interactive workshop
on learning disabilities
Melissa Rowbotham, M.Ed
[email protected]
Copyright © 2010 by Integra Foundation
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_ to _% of children/youth have a LD
___% of children who have an LD also
have a social, emotional or behavioural
problem
_ to _ % of kids with ADHD also have a
LD
___% of children with ADHD who also
have anxiety
1 in __ children and youth in Canada have
a mental health disorder (which includes
anxiety and depression)
“Walk A Mile In My Shoes”
Learning Objectives:
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To introduce the concepts of Learning
Disabilities (LDs)
To experience what it might feel like to
have LDs
To talk about resources around anxiety
and depression
What are learning disabilities?
• Neurologically based disorders
• Affect the ability to take in,
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understand, remember or express
information.
Specific, not global impairments
Found in individuals who possess average
to above average thinking and reasoning
skills
Lifelong disorders
What are learning disabilities?
• LDs reflect
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neurobiological
factors, including
genetics, congenital
or acquired conditions
LDs are not due to
differences in culture,
language, SES,
motivation
What are learning disabilities?
Impairments in one or more of the
following psychological processes:
• Language processing
• Phonological processing
• Visual-spatial processing
• Processing Speed
• Memory & attention
• Executive functioning
What are learning disabilities?
Impairments may affect
learning in the areas of:
• Reading
• Oral language
• Written language
• Math
What Do LDs Affect?
LDs come in many forms & affect everyone
differently
 Possible problems in social situations:
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Understanding sarcasm
Figuring out how someone is feeling from
their body language or facial expressions
Understanding the unwritten social rules
Participating in groups
If a large solid-hoofed mammal
becomes available to you
without compensation, refrain
from casting your faculty for
seeing into the oral cavity of
such a creature.
Demystifying Processes
Term
Verbal
Reasoning
•Verbal
Comprehension
•General Verbal
Ability
Description
•Ability to think
through problems
using words
•Ability to
understand words
and connected
language
Application
•Understanding
instructions, lessons,
stories
• Logical thinking and
problem-solving
•Understanding word
meanings
• Expressing ideas in
words
Demystifying Processes
Term
•Perceptual
Description
• Ability to
Application
Noticing &
processing
make sense of understanding
•Visual-spatial what one sees facial expressions
• Putting
• Understanding a
together visual chart or graph
information
• Reading a map
•
Demystifying Processes
Term
Non-Verbal
Reasoning
•Perceptual
reasoning
•Visual-spatial
•Perceptualorganizational
•Performance
Description
Application
•Visual problem-
•Understanding concept
solving
•Ability to organize,
put together or orient
visual information
•Ability to form and
mentally manipulate
images
words related to time,
space
•Building according to a
plan or model
•Judging space and
distance
•Math (geometry, shapes,
measurement)
•Following sewing patterns,
IKEA instructions
What symbol has to come next in the sequence of the five
symbols on the left? Can you sketch this sixth figure?
What symbol has to come next in the sequence of the five
symbols on the left? Can you sketch this sixth figure?
Kids with LDs and other
disabilities are at risk – why?
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Frustration at not being able to do what
child knows he/she should be able to do
Feelings about having a “disability”
Sense that others’ expectations are not
being met (parents, teachers)
Peers’ responses
Lack of others’ understanding/responses
Responses to others’ feelings & anxieties
Invisible Disabilities
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Neurobiological impairments are invisible.
Mental Health Issues are invisible
Behaviour may be are only clue.
Where else can we look?
OSR, past reports, grades, parents,
teachers and kids
What is Anxiety/worry?
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Diffuse uncomfortable sense of
apprehension, often accompanied by
autonomic symptoms” (Barlow, 2002)
Basic human emotion
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Part of normal development
Can be adaptive
What is an Anxiety Disorder?
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Symptoms interfere with the youth’s
ability to function in everyday life
Persistent
Intensity of reactions is severe
Anxiety disorders are relatively common in
childhood: Prevalence rate of >10%
Can look like skipping, lack of motivation,
withdrawal, externalizing behaviour,
“aggressive avoidance”
Types of Anxiety Disorders
in Childhood
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Generalized Anxiety Disorder (GAD)
Social Phobia
Specific Phobia
Post-traumatic Stress Disorder (PTSD)
Panic Disorder
Obsessive-Compulsive Disorder (OCD)
Separation Anxiety Disorder (SAD)
What is Distress/sadness
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Always associated with a trigger, event or
situation
Will improve with environmental accommodation
or removal of stressor
Functional impairment usually mild
Professional psychiatric treatment not usually
necessary
Counselling and therapy will often help
Social supports (friendships and family) will
often help
Medications would not be normally used
What is Depression?
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Referred to as Major Depressive Disorder -MDD
Characterized by:
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Feelings of hopelessness, sadness
Loss of interest in activities
Vegetative signs: change in eating or sleeping, low energy
or fatigue
Poor concentration, difficulty making decisions
Persistent
Interferes with daily living
Rare in children under 12 years old
Depression in Childhood
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Diagnosis of Depression is often
overlooked in childhood:
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Some symptoms are more typical of children
than of adults (e.g., irritability)
High co-occurence with other disorders (such
as ADHD & behavioual issues) may mask the
symptoms
Certain features of Depression are more
typical at different ages
When to ask for more help
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When you are concerned about safety or well being
of student
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Watch for obvious indicators of mood issues:
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Crying, shaking, avoidance
Freezing in classroom situations
Angry Outbursts & Increased Irritation
Physical Evidence of Self-Harm or Decline
Watch for changes:
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In
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behaviour
Hygiene
peer interactions
interactions with teachers and school staff
What would help worry/distress at
school?
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Involve student in problem-solving
process (they have great ideas!)
Acknowledge effort even if output is weak
Encourage & support accountability
Address barriers caused by LD, ADHD, OT,
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Note taking
Scheduling
Planning & Organizing (Support Self-Reliance)
What would help worry/distress at
school?
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Make sure learning style is understood
Are accommodations appropriate and
sufficient?
Watch for bullying or peer difficulties
Teach pro-social skills to entire class and
be clear about classroom expectations
Discuss Fair versus Equal
What would help worry/distress at
school?
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Find out what is overwhelming them in
the school setting & accommodate
Set up student for success and mastery to
build self-esteem
Watch for activities/subjects/projects that
are “too hard”
Empower them by encouraging and being
receptive to attempts at self-advocacy
Support & Listen
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Reach Out - Ask student if they’re alright
Ask about any changes in their life
Check in with other teachers, peers, their
family
Be Real about limits of confidentiality
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Always encourage parental involvement
May chose to state policy outright
Never promise you won’t tell anyone
Suggest Help
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In school support
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School Team (rule out learning issues,
bullying, or situation within class)
Social Workers
Guidance
Special Education
Administrators
Suggest a Referral
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Inform family and student of your concern
Enlist the help of your team
Encourage a thorough assessment
Be open to school involvement in treatment
Outside Referral for Assessment &
Treatment:
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Hospital Clinic or Program
Children’s Mental Health Clinic
GP
Resources
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GP’s will know local referral sources:
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Hospital Clinics
Children’s Mental Health Clinics
Specialty Clinics (Integra, Sick Kids Anxiety
Groups, CAMH First Episode Clinic)
Pediatricians and specializing psychiatrists and
psychologists
Private practitioners (play therapists, social
workers, therapists) – only after a thorough
assessment
Resources – Websites & Books
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www.aboutkidshealth.ca Sick Kids – Information
and Resources – “Trusted Answers”
www.kidsmentalhealth.ca
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Information on Referral Sources
Resources for Teachers
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TeachADHD
The ABCs of Mental Health – A Teacher Resource
Orientation to Children’s Mental Heath – Teachers Guide
www.ldao.ca Learning Disability Association of ON