co-morbidity learning, disabilities, adhd, behavioral emotional disorders
TRANSCRIPT
CO-MORBIDITY
Learning, Disabilities, ADHD, Behavioral Emotional Disorders
CO-MORBIDITY
Learning, Disabilities, ADHD, Behavioral Emotional Disorders
Disorders of Behavior- Arriving at a Disorders of Behavior- Arriving at a DefinitionDefinition
Disorders of Behavior- Arriving at a Disorders of Behavior- Arriving at a DefinitionDefinition
Normal versus Disordered Behavior
• A social construct
• What constitutes good mental health?
• Concerns of frequency, intensity, duration
• Difficult periods of childhood vs. behavior disorder
• Lack of social skills vs. behavior disorder
• Operationalizing such terms as pervasive, normal,
inappropriate, etc.
• Student's emotionalproblems vs. ability to learn. Males- in the past- propensity to rules breaking
• Behavior vs. Race and cultural bias
• Girls- internalize emotional disturbance.
• Other classifications
Normal versus Disordered Behavior
• A social construct
• What constitutes good mental health?
• Concerns of frequency, intensity, duration
• Difficult periods of childhood vs. behavior disorder
• Lack of social skills vs. behavior disorder
• Operationalizing such terms as pervasive, normal,
inappropriate, etc.
• Student's emotionalproblems vs. ability to learn. Males- in the past- propensity to rules breaking
• Behavior vs. Race and cultural bias
• Girls- internalize emotional disturbance.
• Other classifications
PhysiologicalBirth defectTBITourette’s SyndromeFetal Alcohol Syndrome, DepressionChemical and mood disorders.
EnvironmentalLearned behaviorsMental illness, etc.PTSS
Learning Disabled Students
• interact awkwardly.
• interact inappropriately in social situations.
• socially imperceptive.
Learning Disabled Students
• interact awkwardly.
• interact inappropriately in social situations.
• socially imperceptive.
ATTENTION DEFICIT HYPERACTIVE DISORDER
ATTENTION DEFICIT HYPERACTIVE DISORDER
• tend to react to others aggressively
• are generally rejected by peers
• lose the opportunity to learn social skills
• are isolated from most social situations (Westby, Cutler, 1994).
• victims of parents who are abusive or lacking effective parenting skills.
(Parker, Asher 1987).
• tend to react to others aggressively
• are generally rejected by peers
• lose the opportunity to learn social skills
• are isolated from most social situations (Westby, Cutler, 1994).
• victims of parents who are abusive or lacking effective parenting skills.
(Parker, Asher 1987).
Learning Disabilities:Typically a Disruptionin Maturational Delay
Learning Disabilities:Typically a Disruptionin Maturational Delay
• Language skills• Motor skills• Uneven performance on IQ assessment• Visual-Motor • Incomplete or mixed dominance• Social Immaturity• Genetics
• Language skills• Motor skills• Uneven performance on IQ assessment• Visual-Motor • Incomplete or mixed dominance• Social Immaturity• Genetics
At Risk for LDAt Risk for LD
Established risk:• identified through a medical diagnosis; • failure to develop, thrive; delay in language development.
Unknown etiology is the important term.Biological risk:
early medical and health history indicates increased probability for later atypical development. (HIV, premature, injury at birth (anoxia, chemical dependency at birth.)
Environmental risk: • biologically sound • early life experience are characterized by a profound lack
of stimulation- critical in the years birth to age five. Lack of cognitive stimulation in the formative years; lack of nutrition, age of mother, lack of prenatal and neonatal care.
• Child can be at risk for all three, one or two.
Established risk:• identified through a medical diagnosis; • failure to develop, thrive; delay in language development.
Unknown etiology is the important term.Biological risk:
early medical and health history indicates increased probability for later atypical development. (HIV, premature, injury at birth (anoxia, chemical dependency at birth.)
Environmental risk: • biologically sound • early life experience are characterized by a profound lack
of stimulation- critical in the years birth to age five. Lack of cognitive stimulation in the formative years; lack of nutrition, age of mother, lack of prenatal and neonatal care.
• Child can be at risk for all three, one or two.
Children with LD and Behavior DisordersChildren with LD and Behavior DisordersChildren with LD and Behavior DisordersChildren with LD and Behavior Disorders
• Short Attention Span
• Low Frustration Tolerance
• Insatiability- need a significant level of intensity, often bored, need new and novel activities, chronically restless, incredibly future oriented
• Distractibility
• Low self esteem
• Short Attention Span
• Low Frustration Tolerance
• Insatiability- need a significant level of intensity, often bored, need new and novel activities, chronically restless, incredibly future oriented
• Distractibility
• Low self esteem
Continued:Continued:Continued:Continued:• Learned helplessness
• Hyperactivity
• Sequencing deficits
• Memory deficits
• Interrogoration
• Disinhibition
• Impulsivity
• Learned helplessness
• Hyperactivity
• Sequencing deficits
• Memory deficits
• Interrogoration
• Disinhibition
• Impulsivity
Common Elements in the DefinitionCommon Elements in the Definitions
Common Elements in the DefinitionCommon Elements in the Definitions
• Central Nervous System Dysfunction• Uneven Growth Pattern /Psychological Processing
Deficits• Discrepancy Between Potential and Achievement• Exclusion of Other Causes
• Central Nervous System Dysfunction• Uneven Growth Pattern /Psychological Processing
Deficits• Discrepancy Between Potential and Achievement• Exclusion of Other Causes
Symptoms of ADD/ADHDSymptoms of ADD/ADHD
• Severity– Symptoms more frequent and severe than
other children
• Early onset– Symptoms must have appeared before
age seven
• Duration– Symptoms persist for at least 6 months
• Severity– Symptoms more frequent and severe than
other children
• Early onset– Symptoms must have appeared before
age seven
• Duration– Symptoms persist for at least 6 months
Subtypes of ADHD in DSM-IVSubtypes of ADHD in DSM-IV
• ADHD-IA
• ADHD-HI
• ADHD-C
• ADHD-IA
• ADHD-HI
• ADHD-C
• Primarily inattentive• Primarily• hyperactive and impulsive
• Combined
Implications of the LawImplications of the Law
• Children with ADD/ADHD may be eligible for special education services under the category of “other health impaired”
• Children with ADD/ADHD may receive services under the legislation of Section 504 of the Rehabilitation Act of 1973
• ADD/ADHD is listed as a specific condition under “other health impaired”
• Children with ADD/ADHD may be eligible for special education services under the category of “other health impaired”
• Children with ADD/ADHD may receive services under the legislation of Section 504 of the Rehabilitation Act of 1973
• ADD/ADHD is listed as a specific condition under “other health impaired”
Psychostimulant Medications for ADD/ADHDPsychostimulant Medications for ADD/ADHD
• Ritalin• Dexedrine• Cylert
• Adderall
• Concerta
• Ritalin• Dexedrine• Cylert
• Adderall
• Concerta
• 3-5 hours• 3-5 hours• Long-lasting
• 8 hours
• 8-12
Precursors of Learning Disabilities-Difficulties in any of the following:Precursors of Learning Disabilities-Difficulties in any of the following:
• Communication/oral language• Phonological awareness• Rapid naming skills• Knowledge of the alphabet• Visual-motor skills• Fine- and gross-motor skills• Attending abilities• Social skills
• Communication/oral language• Phonological awareness• Rapid naming skills• Knowledge of the alphabet• Visual-motor skills• Fine- and gross-motor skills• Attending abilities• Social skills
Age Span of Learning Disabilities PopulationAge Span of Learning Disabilities Population
• Preschool children
• Elementary-age children
• Secondary students
• Adults
• Preschool children
• Elementary-age children
• Secondary students
• Adults
Left-Right Brain ProcessingLeft-Right Brain ProcessingLeft Brain Right Brain
Analytical Synthesizes
Verbal Strengths Visual (spatial imageryLinear SimultaneousSequential Holistic“Sees” parts, pieces “Sees” whole, gestaltPrecise & accurate Makes sense of all the
partsDetail oriented Interpretation of
non verbal cuesStep by step learner
Organization Ambiguity
Open ended questions
Left Brain Right BrainAnalytical Synthesizes
Verbal Strengths Visual (spatial imageryLinear SimultaneousSequential Holistic“Sees” parts, pieces “Sees” whole, gestaltPrecise & accurate Makes sense of all the
partsDetail oriented Interpretation of
non verbal cuesStep by step learner
Organization Ambiguity
Open ended questions
Nonverbal Learning DisabilitiesNonverbal Learning Disabilities• Characteristics
– Poor social perception– High verbal intelligence– Early reading achievement– More evident in adolescents and adults
• Different than academic, language and cognitive disabilities
• Asperger’s (?)Syndrome
• Video
• Characteristics– Poor social perception– High verbal intelligence– Early reading achievement– More evident in adolescents and adults
• Different than academic, language and cognitive disabilities
• Asperger’s (?)Syndrome
• Video
Indicators of Social DisabilitiesIndicators of Social Disabilities
• Poor social perception
• Lack of judgment
• Lack of sensitivity to others
• Difficulty making friends
• Problems with family relations
• Social problems in school
Undiagnosed Syndromes
• Poor social perception
• Lack of judgment
• Lack of sensitivity to others
• Difficulty making friends
• Problems with family relations
• Social problems in school
Undiagnosed Syndromes
Difficulties in Reading
Students may:
• Have difficulty with one or more subject areas.• Have limited mastery of concepts.• Have limited fund of information.• Have limited expressive and receptive vocabulary.• Display limited knowledge of word
meanings.• Do not understand special multiple meanings of
words.• Read significantly below level of text.
Difficulties in Reading
Students may:
• Have difficulty with one or more subject areas.• Have limited mastery of concepts.• Have limited fund of information.• Have limited expressive and receptive vocabulary.• Display limited knowledge of word
meanings.• Do not understand special multiple meanings of
words.• Read significantly below level of text.
Verbal Linguistic Learning Disabilities
Content Area Reading
Technical Vocabulary- in the content areas carries the conceptual load.
Students may:
Have difficulty with one or more subject areas.
Have limited mastery of area concepts.
Do not understand technical words.
Do not understand special uses of non technical words.
Display limited knowledge of word meanings.
Read significantly below level of text.
Content Area Reading
Technical Vocabulary- in the content areas carries the conceptual load.
Students may:
Have difficulty with one or more subject areas.
Have limited mastery of area concepts.
Do not understand technical words.
Do not understand special uses of non technical words.
Display limited knowledge of word meanings.
Read significantly below level of text.
Causes:
• Weak listening speaking and sight vocabulary.• Weak contextual analysis skills.• Inability to apply same word in different contexts.
Causes:
• Weak listening speaking and sight vocabulary.• Weak contextual analysis skills.• Inability to apply same word in different contexts.
Dyslexia and the BrainDyslexia and the Brain
Broca's areaExpressive language
Wernicke's areaReceptive language.
Posterior reading system.
There are three neural pathways for reading:
•the parietal-temporal and frontal-(slower, analytical, used by beginning readers)•the occipital-temporal (word form, experienced readers).
Recent Brain ResearchSally Shaywitz, MDSally Shaywitz, MD
Recent Brain ResearchSally Shaywitz, MDSally Shaywitz, MD
• At left, non-impaired readers activate neural systems that are
mostly in the back of the left side of the brain (shaded areas); at right, dyslexic readers under activate these reading systems
in the back of the brain and tend to over activate frontal areas.
• In addition to their greater reliance on Broca's area,
dyslexics are also using other auxiliary systems for reading,
ones located on the right side as well as in the front of the brain.
• This is evidenced by the activation of right hemisphere parts of the brain. (Dyslexics and slow readers often sub-
vocalize. The physical aspect to their reading is an attempt to
compensate for the disruption in the back of the brain.)
• At left, non-impaired readers activate neural systems that are
mostly in the back of the left side of the brain (shaded areas); at right, dyslexic readers under activate these reading systems
in the back of the brain and tend to over activate frontal areas.
• In addition to their greater reliance on Broca's area,
dyslexics are also using other auxiliary systems for reading,
ones located on the right side as well as in the front of the brain.
• This is evidenced by the activation of right hemisphere parts of the brain. (Dyslexics and slow readers often sub-
vocalize. The physical aspect to their reading is an attempt to
compensate for the disruption in the back of the brain.)
Difficulties in Mathematics Difficulties in Mathematics
• Sense of Body Image
• Visual-motor & Visual Perceptual Abilities
• Spatial Relations
• Memory Abilities
• Sense of Body Image
• Visual-motor & Visual Perceptual Abilities
• Spatial Relations
• Memory Abilities
Progressing from Concrete to AbstractProgressing from
Concrete to Abstract
•Concrete Level- Use Real Objects
•Representational Level- Use Graphic Symbols
•Abstract Level- Use Numbers
•Concrete Level- Use Real Objects
•Representational Level- Use Graphic Symbols
•Abstract Level- Use Numbers
Information Processing Problems in MathematicsInformation Processing Problems in Mathematics
•Attention•Visual-spatial Processing•Auditory Processing•Memory & Retrieval•Motor Problems•Non Verbal LD
•Attention•Visual-spatial Processing•Auditory Processing•Memory & Retrieval•Motor Problems•Non Verbal LD