TEA3206

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TEA3206

• Presentation by
• Michael McRae
• Sarah Norquay
• Dani Scott
• Tony Vanderwey

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COMMUNICATION IMPAIRMENT

• Affects the ability to make sense of input,
  integrate input and/or associate appropriate
  responses
• Communication impairment is a key feature of ADD
  and ADHD diagnosis

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3 MAJOR CATEGORIES

• Input disabilities visual and auditory
  perception
• Integration disabilities sequencing,
  abstraction and organisation
• Output disabilities language and motor skills

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ASD Autistic Spectrum Disorder

• Life-long developmental disability dominated by 3
  deficits Social impairment, communicative
  impairment and rigidity and inflexibility
• Causes biology and environmental causes,
  genetic influence

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ADHD Attention Deficit Hyperactivity Disorder

• Common label for children who experience
  hyperactivity, distractibility and impulsivity

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THINGS TO LOOK FOR

• Difficulty with
• Understanding instruction
• Expressing thoughts, feelings, emotions
• Focusing attention
• Interacting socially
• Understanding consequences of actions
• Focusing on info outside their narrow range of
  interest
• Interacting diplomatically
• Managing stress and anxiety
• Transferring information from setting to another
• Comprehending information

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ACTIVITY
Demonstration
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ACTIVITY
Solution
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STRATEGIES - Mental

• Provide preferential seating
• Provide frequent, short breaks
• Encourage physical activity
• Prepare children before calling on them
• Keep a diary or log
• Opportunities for high interest activities
• Monitor performance inconsistencies

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STRATEGIES - Processing

• Draw focus to important info
• Use technology
• Provide outlines, maps, graphs
• Practice paraphrasing and summarising
• Promote bottom-up and top-down thinking
• Promote collaboration
• Connect new info to prior knowledge
• Review notes after instruction
• Cue students to upcoming transitions

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STRATEGIES - Production

• Provide models for assessment and criteria for
  success
• Build in planning time
• Use stepwise approaches
• Provide guidelines for self-monitoring
• Stress importance of organisation
• Set goals and record progress
• Eliminate incentives for finishing first
• Provide consistent feedback
• Try a mentor

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RESOURCES

• http//www.pbs.org/qgbh/misunderstoodminds/attenti
  onbasics/html
• http//ldonline.org
• http//schwablearning.org/banners/newsletter.asp
• Education Queensland ASD and ADHD Teacher Aids
  Working with Students with Disabilities, 1998
• Silver, L. B (M.D.), (1989) ADHD and learning
  disabilities, Booklet for Parents