Common Disorder Groups

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Common Disorder Groups

• DEVELOPMENTAL Autism, Delayed Development,
  Retardation
• SPEECH/LANG Articulation Disorder, Expressive
  Lang. Disorder, Receptive Lang. Disorder,
  Auditory/Processing Deficit

• BEHAVIORAL DISRUPTIONS ADD, Oppositional
  Disorder, Conduct Disorder, Antisocial Disorder
• ACADEMIC SKILLS Dyslexia, Writing Disorder,
  Arithmetic Disorder, Memory Disorder
• CONSCIOUSNESS Epilepsy, Delayed Sleep,
  Schizophrenia

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Common Disorder Groups

• MOTOR SKILLS Sensory Motor Deficits,
  Hypokinetic, Hyperactivity Disorder, Non-Verbal
  Learning Disabilities, Huntingtons Disease,
  Cerebral Palsy, Ataxia
• (Jensen, Different Brains, Different Learners)

• PERSONALITY DISORDERS Addiction,
  Avoidant/Paranoid, Anorexia, Bulimia, Depression,
  Anxiety, Panic, Chronic Stress, Distress Learned
  Helplessness

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Healthy Brains Make Healthy Learners

• What if learner is exposed to chronic stress,
  trauma, drugs, etc?
• What if brain has been impacted by developmental
  delays, chemical imbalances, or abnormalities?
• RESOURCES!

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Ten Things To KnowAbout Disorders

• 1. Overlap
• 2. Multiple factors/causes
• 3. Multiple models
• 4. No single location in brain
• 5. Always more to learn
• 6. Can improve

• 7. Avoid being perfect
• 8. Look for strengths
• 9. Attitude and knowledge are equally important
• 10. Be happy with large and/or small successes

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Learned Helplessness

• Not motivated
• Helpless with everyday activities
• Feels chronically powerless
• Expects to fail and transfers to other areas of
  students life

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Learned Helplessness

• No assertiveness
• Loss of appetite and weight
• Goes through the motions
• Increased sarcastic behavior
• Diminished responses (to shocking events)
• Can lead to severe depression in future

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Teachers Tips on Learned Helplessness

• Closer to student
• Not to blame
• Work on strong social relationships
• Journal feelings
• Increase up time/ hands-on activities
• Theater, dance, movement
• Optimistic

• Parental support
• Schedule for student of daily activities
  (transition purposes)
• Community service projects
• Class pet/companion
• GET Gather evidence, explore options, take action

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Dyslexia

• Chronic difficulties in age-appropriate reading
  skills
• Spatial relationships, integrating visual and
  auditory information
• Not outgrown-adapt
• Subtle distinctions between reading disability
  and dyslexia

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Dyslexia

• Deep dyslexia semantic errors (reads angry for
  mad)
• Surface Cant sound out
• Alexia right (visual information)/left (word
  recognition system) disconnected (EX letter by
  letter reading)

• Neglect dyslexia might sub one word for another
  with the same endings (cant identify initial
  portion of a letter string)
• Attentional dyslexia short term memory,
  preservation of single word meanings

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Dyslexia

• Symptoms
• 1.Can be mild to severe
• 2. Poor writing
• 3. Reading difficulties
• 4.Sometimes poor spellers
• 5. Printed words upside down, backwards, or
  distorted
• Lack of motivation is NOT the problem
• Often bright, hard working, unrelated to
  intelligence

• 6. Poor memory (quick learner/quick forgetter)
• 7. Weak rote memory
• 8. Non-meaningful facts hard for memory
• 9. Oral directions/ memory of instructions
• 10 Reversals (b, d, saw, was, 6, 61
• 11. Poor concentration, distractibility
• 12. Skips words, letters, sentences

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Dyslexia

• 13. Hard to generalize info (takes it literally)
• 14. Cant play with word sounds, rhymes
• 15. Speech delay (by age 1)
• 16. Fatiguing reading
• 17. Messy handwriting (size, spacing, etc)

• 18. Slurring, stuttering, articulation errors
• 19 Directions over /under, left/right, etc
• 20. Poor follow through
• 21. Switches hands on same task

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Teaching Tips for Dyslexia

• Individual instruction
• High interest reading
• Intensive phonic instruction
• Positive expectations
• Sequential
• Multi-sensory
• Contact lenses/placebo story! Students belief
  in treatment is essential to their success!!

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Learning Delayed

• Can include genetic, brain injuries,
  malnutrition, fetal alcohol, autism, neglect,
  inadequate care
• Impacts these parts of the brain cognitive,
  emotional, perceptual motor, stress response
  (immune system), memory
• Fearless unresponsive to verbal cautions

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Teacher Tips for LD Students

• Structure, consistency, routine (helps them to
  predict outcomes)
• Multiple learning styles/intelligences
• Modify projects
• Large projects into small steps
• Provide advanced notice of activity shift

• Show, tell, hands on experiences
• Positive
• Music, special guests, surprises
• Say things REPEATEDLY
• Arrange tutors and other interventions
• Re-evaluate goals often

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Auditory-Processing Deficits

• Problems with auditory attention
• Less able to follow directions
• Problems with auditory memory
• Organizing/sequence of information via auditory
  track is problematic for them
• EX Articulation disorder thwim/swim and
  wabbit/rabbit

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Tips for Teachers for APD

• 1. Reduce noise
• 2. By teacher
• 3. Visual prompts WITH verbal instructions
• 4. Look directly at them (reads your body
  language/lips)
• 5. Focus on meaning (emphasize feelings/drama in
  story helps recall)