Lecture 3 Flashcards
(41 cards)
1
Q
Specific Learning Disorder - Dyslexia
A
- 5-11%
- neurodevelopmental disorder
- from discrepancy (between level of general abilities and specific learning abilities) to response to intervention
- compromised abilities: word reading accuracy, reading rate or accuracy, reading comprehension
2
Q
Dyslexia in DSM
A
- persistence in symptoms for at least 6 months despite specific interventions
- impairment of single or more abilities -> negative impacts on school achievement
- onset in school age even if disorder could manifest later
- exclusion criteria: intellectual disability, inadequate instruction (didactic deprivation), insufficient linguistic proficiency in language used for instruction, sensory problems
3
Q
Main diagnostic criteria for dyslexia
A
- response to intervention: 3 tiers of intervention, personalised and individualized support for children struggling to learn, if they get intervention and they still need more help
- reading and spelling must be substantially and quantifiably below expected level based on chronological age and influencing academic achievement negatively -> impairment cut off is 1.5SD below expected level, generally discovered in first years of school, age of onset: clinical manifestations can change during life and it is lifelong
4
Q
Cross modal integration
A
- letter speech sound integration, reading and spelling and phonological processing is quick and natural in those without dyslexia
- children with dyslexia have to split up the word into sounds and all these processes are interrupted and takes longer to recognise speech sounds and connect them to words
- this is very effortful
5
Q
Core deficits
A
- phonological awareness -> connection between visual and auditory representation
- reading fluency -> successful connection between graphemes and speech sounds
- core deficit in dyslexia -> disturbance in cross modal integration of letters and speech sounds, obstruction of fluent reading
- letter sound connection will become accurate but cross modal integration wont
6
Q
Cross modal integration
A
look at the diagram lol, there are basically more steps for dyslexic people
7
Q
Intervention elements
A
- Phonological awareness: connection between graphemes and speech sound representations
- Reading fluency: word and text reading ->
practicing reading out loud and together
(attractive texts) - Core deficit in dyslexia: cross-modal integration of letters and speech sounds -> adding symbols for speech sound categories
8
Q
Response to intervention and 3 tier model
A
- tiered system : when a child fails to respond which can be a criterium for SLD, more specific and intensive intervention needed
9
Q
3 diagnostic elements for at risk children
A
- screening tests: basic prereading skills
- family history of reading/language difficulties
- intervention based on tiered system
10
Q
3 Tiers
A
Tier 1: trained classroom teachers
Tier 2: additional 1-1 instruction or small groups
Tier 3: special education classroom
- aims at early identification of at risk children
- most common of a variety of multi tiered models currently in use
11
Q
3 tiered model in RTI
A
the diagrams are acc v clear, its about diagnosis and responsiveness to treatment and is sttaightforward
12
Q
Tier 1
A
- assessment and possible modification of language arts program
- targeted classroom
- ensure that literacy instruction provided by the teacher is:
1. addressing individual needs of all children in the classroom
2. including children experiencing early literacy difficulties
13
Q
Tier 3
A
- more intensive intervention (e.g. fewer children in a group, daily one-to-one tutoring, etc.)
- for children who con3nue to perform below their
peers on measures of literacy development,
despite secondary intervention.
14
Q
All strategies rely on
A
- continuous monitoring of student progress as the basis for determining eligibility for a given tier
- diagnostic classification is deferred pending the outcomes from different levels of intervention
15
Q
Aim
A
early identification of children at risk for long term reading difficulties
- RTI is better at diagnosis that IQ discrepancy
- criterion test: word level skills
- one semester of tutoring -> majority who qualified based on discrepancy criteria reached average score
- some require 2 semesters
- when people are still below average after two semesters -> dyslexia
16
Q
Early screening measures
A
- is knowledge at the time not developed enough or is it reading difficulties?
- they provide a study -> is it actually being exposed to less than optimal language arts program or a lack of emergent literary skills?
- differential diagnosis is needed
17
Q
Tier 2
A
- Intervention in a small group
- for children whose literacy difficulties are not
resolved by appropriate adjustments to the
classroom instructional program
18
Q
Causes of Early Reading Difficulties
A
- primarily experiential and instructional deficits
- not caused by basic deficits in reading-related cognitive abilities
- Response to (RTI): more effective and more valid approach than IQ-achievement
discrepancy approach
19
Q
Minimizing false positives
A
- unduly tax classroom and school resources that may be needed for tier 2 and 3 intervention
20
Q
Minimizing false negatives
A
- deprive truly at risk children of the early intervention they will require in order to become reasonably competent readers
21
Q
Problems with false positives
A
- learning disorders are difficult to undiagnose
- possible effects on self-esteem (self fulfilling prophecy)
- effect on child-teacher interaction?
22
Q
Problems with false negatives
A
- low self-esteem when difficulty with reading and writing remain
- lower school level (academic achievement)
- effect on child-teacher & child-parent interactions
23
Q
Prevention of social emotional problems
A
children with dyslexia: 1 in 4 have sleep issues and many have fear of failure
- children with learning difficulties have elevated risk of feelings of anger, distraction, sadness, loneliness, and social isolation
24
Q
How to prevent these social emotional problems
A
- early intervention combined with deferred diagnosis
25
Dyscalculia
- limitations in mathematical understanding
- deficit in number sense
- impedes activities that involve problem solving or retrieving math info (number facts)
- problems in acquisition of number sense because of poor approximate number system
- number sense issues (not being able to place numbers on a number line or which numbers are of a greater/less quantity compared to others)
26
Developmental dyscalculia
- prevalence 3-6%
- chronically understudied
- causes poorly understood
- highly comorbid with other learning dificulties
27
Types of developmental dyscalculia
1. Primary DD: impaired ability to acquire mathematical skills
2. Secondary DD: math deficits caused by external factors (poor teaching, SES, other developmental disorders like ADHD)
28
DD defining factors 1
- impairments of neurobiological system for processing numerical magnitudes (total number of items in a set)
- gives rise to issues in retrieval of arithmetic facts
- unclear whether domain general cognitive factors also play a role (WM, spatial attention)
29
DD Defining features 2
- impaired arithmetic fact retrieval is most observed
- failure to develop fluent fact retrieval mechanisms, instead they continue using procedural strategies
- using immature or inefficient problem solving strategies (suboptimal and overly laborious)
- primary DD independent of WM impairments
30
DD defining features 3
- skills required for successful math performance change over course of development
- some children have a specific deficit at an early learning stage which then disrupts acquisition of later skills
- changing profiles over time: important to look for persistent deficits in the diagnosis of DD
- root cause: access deficit hypothesis -> impairment in mapping between arabic digits and their numerical magnitude, implying intact underlying representations of numerical magnitude
31
Neural markers of DD
- intraparietal sulcus (IPS) = key brain region involved in processing numerical magnitude representation
- evidence of atypical brain activation (no distance effect) during nonsymbolic numerical comparison task
- reduced activation of IPS during mental arithmetic
- developmental dysfunction of IPS in DD associated with number processing and phenotypic expression of impaired arithmetic skills
32
Some views on dyscalculia treatment
- neuroscientific: information about core neurocognitive mechanisms in need of remediation
- for example games require comparison of sets of numbers
Both target cognitive processes thought
to be crucial for the development of
math skills
* Both are effective in improving number-
comparison performance
However, no generalization to counting
and arithmetic (Räsänen et al., 2009) so
only learning what is trained..
* Necessary: better understanding of
scaffolding relationship between
foundational competencies and higher-
level skills such as arithmetic, and how
best to enhance that structured learning!
* Intervention research still in progress
33
General advice for teachers
- stepwise introduction of new arithmetic domain: material operation, perceptual operation, verbal operation, mental operation
- hands on material activities
- teacher without math anxiety
- take into account memory capacity/load
34
More advice
- teach child only one strategy to solve a math problem
- use strategy cards with intermediate steps
- demonstrate first, then do it together, then child solves task
- ask child to verbalize math strategy and give positive feedback
- use calculation tools (make sure they are always the same at home and at school)
- use memory tools like scrap paper, times tables cards, etc.
- math software
35
Children with dyscalculia need
- stepwise instruction for every math domain
- memory support to minimize memory load
- specific hands on material for arithmetic operations
- learn one strategy per math problem
- strengthening sense of autonomy and competence by adaptive arithmetic (give them problems they can solve by themself and many times, giving them questions from a lower level to prove they can do it on their own, many math problems correctly solved)
- use of math software to enhance cognitive and social-emotional wellbeing
36
Treatment of learning disorders
- it is harder to treat dyscalculia
- most effective treatment is early identification for both
- this can help them learn necessary tools to help them adapt to new learning process, and avoid learning delays, self esteem issues and other disorders
37
Social Emotional Consequences
- children are very sensitive to signals of performance of peers
- not being able to meet expectations of parents, teachers and self impacts self esteem
- avoidance is often interpreted as lack of motivation
- with RTI there is also a long time of struggling before diagnosis
38
Learning disorders and self concept
- link between global self perceptions and dyslexia was weak
- but literacy deficit/dyslexia has impact on academic self concept -> dependent on environmental response to their emotions (concealing shame and guilt), internalizing or externalizing behavior as coping style
- attribution style: internal locus of control is affected
- surface approach vs deep approach to
learning
- low expectations and negative attitudes from teachers -> self fulfilling prophecy
39
Factors that help
- close relationships
- social support
- knowledge about their difficulties
- recognition in other areas
40
other study on learning disorders and self concept
- swedish study showed that inclusive schooling improved attitudes and understanding of dyslexia
- may lead students to: make fewer peer comparisons, focus more on own progress, with positive self attitude as result
41
Learning disorders and social emotional intervention
- psychoeducation on also the social-emotional effects (positive attitude towards literacy and highlighting strategies)
- CBT next to LD therapy
- structural consultation with parents and school: working together
- helping the teacher and parents to understand child's struggle and to help them with their struggle
- enhancing locus of control of child, parents and teacher
- inclusive schooling (also country wide policy)
