Psyc 3240 Presentation

8/9/2019 Psyc 3240 Presentation

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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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DISORDERS


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DISORDERS


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DISORDERS


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DISORDERS


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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

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Psyc 3240 Presentation