Learning Disabled Children with Processing speed Impairments:

Processing or Subject Training?

By: Brooke Jones

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Learning disabled, school aged, children who has impairments in processing speed

should receive subject-based training versus processing-speed centered training.

Thus the controversy is which of two training

approaches results in the best outcomes for the learning disabled (LD) children?

My Stance:

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Learning Disabilities is a type of an

Information processing disorder: are learning disorders related to a person’s ability to use the information that they take in through their senses …These problems are not related to an inability to see or hear. Instead, the conditions affect the way the brain recognizes, responds to, retrieves, and stores sensory information.”(NIH, 2010, March 24)

Additionally, a person with LD can have one or more of these “conditions” (impairments).

So, Processing speed is “a measure how quickly the brain can perform basic cognitive operations (Sarkar, Scanlon, & Drescher, 2012a)

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What do I mean by abilityin “improvements in abilities”

Behavioral science-desired changes in test/ performance

scores, in grades, and similar measures.

Biological science -desired changes in neural structures

and patterns of functioning

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Neuro-What?

Brain cells are neuronsNeuroplasticity:

is the (life long) ability of the nervous system (particularly of the brain) to change in response to experiences or the environment.(Breedlove, Watson, & Rosenzwieg, 2010; Sarkar, Scanlon, & Drescher, 2012a)

”Discovered” by William James in the 1890s (Breedlove, Watson, & Rosenzwieg, 2010)

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NOTE: Above diagram has been manipulated for better viewing purposes.

(Breedlove, Watson, & Rosenzwieg, 2010, p.530)

1

2

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How do we know if there are neural changes?

The Technology-Magnetic resonance imaging MRI-Functional Magnetic resonance imaging

fMRI

-Each are machines that uses magnets to develop images, including images of the brain.

-They are essentially the same machine, but a fMRI requires additional soft and hard ware.

-The key difference between the two is that MRIs are used tocapture structure (changes) and fMRIs are used to capturemetabolic changes.

-Such imaging technology has been used in psychology since the 1900shttp://www.youtube.com/watch?v=5SaQZjqj9pw&feature=related

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http://www.dnatube.com/video/7150/How-Does-an-MRI-Work

(Differences between.net, 2012) (FMRI Functional Magnetic Resonance Imaging Lab)

The two approaches:Subject-based approach

-used in special education

-for LD students, this means

receiving accommodations

-generally its thoughtabilities can change, but

thechild’s impairment can’t.

-primary supporters:most likely specialeducation teachers

Processing-speed approach

-is a type of “cognitive enhancement” training

-which aims to (re)build neurons for better cognition

-believe training can min. or eliminate impairment-primary supporters: probably non-charitable tutoring companies

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(Cipala, 2010, September; Sarkar, Scanlon, & Drescher, 2012b; Somers, 2012, September 21)

Most effective techniques used by each approach

Subject-based

(accommodations)

-extended time

-mnemonics

-spatial organizers

-peer guidance

Processing-speed

-use of metronomes with all tasks

-pair speed training with every possible other domain of learning

-Teach material hierarchically: starting either slow & easy while decreasing/ increasing speed or difficulty.

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(Swanson, 2001, January)

(Cipala, 2010, September; Sarkar, Scanlon, & Drescher, 2012b; Somers, 2012, September 21)

S10Overall results: Subject-based training Study(Name, year)

LD calculated

Improvement: Behavioral

Improvement: Neurological

To normal levels

ExperimentMeta/ analysis

(Anderson, Kutash, & Duchnowski, 2001)

LD Yes(in reading & math)

--- No A

(Chudowsky, & Chudowsky, 2009)

X(disabled school aged children)

Yes --- Yes A

(Luke & Schwartz, 2007)

X(disabled school aged children)

Yes(accommodations

& tests)

--- --- A

(National Council on Disability, 2008)

X(disabled school aged children)

Yes --- --- A

(Marshak,2008)

X(disabled school aged children)

Yes --- --- E

(Sireci, Li, & Scarpati, 2006)

LD Yes --- --- MA(lit. review)

Total yes 6/6 --- 1/2

S11Overall results: Processing-Speed trainingStudy(Name, year)

LD calculated

Improvement: Behavioral

Improvement: Neurological

To normal levels

Study typeexperimentMeta/ analysis

(Gaab, et al., 2007)

LD/XDyslexia (is

categorized under LLD or LD)

Yes Yes(missing pattern

developed similar to normal peers)

No(neither behavioral

nor neurological)

E

(Kesler, Lacyo, & Jo, 2011)

XCancer survivor w/

IQ discrepancy score = LD

Yes Yes*(significant increase in

activation in 3 areas, no correlation )

Yes(not sig. in all area, but is in

cognitive flexibility and

processing speed

E

(Tallal, 2004)

XLLD

Yes --- --- A

Total yes 3/3 2/2 1/2

Support article for Subject-based

training State Test Score Trends through 2007-08, Part 4: Has Progress Been Made in Raising Achievement for Students with Disabilities?

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NOTE: graph has been manipulated for better viewing purposes

(Chudowsky, N. & Chudowsky, V., 2009)

Support article for Processing-Speed

training

Neural correlates of rapid auditory processing are disrupted in children with developmental dyslexia and ameliorated with training: An fMRI study

(Gaab, Gabrieli, Deutsch,

Tallal, & Temple, 2007) S12

NOTE: graph has been manipulated for better viewing purposes

(Gaab et. al 2007)

NOTE: images have been manipulated for better viewing purposes

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Financial S15

-AVERAGE PER PUPIL COST OF PUBLIC SCHOOL STUDENT 10,000 EACH (LIPS, WATKINS, & FLEMING, 2008, SEPTEMBER 8) LEFT

-EVIDENCE THAT U.S. SPECIAL ED. IS NOT RECEIVINGTHE PROMISE $ AMOUNTS (2012, SEPTEMBER 12) RIGHT

-SPECIAL EDUCATION PER PUPIL COST, ABOVE THAT NORMAL CHILD IS ABOUT 1-2000/YR (GUIS, 2007).

Future, solutions, & conclusionsRehabilitation act-1973; IDEA-1975/1990 ADA-1990, NCLB

2001(over ten years since the newest) NOT ENOUGH CHANGE!(Cushner, McClelland, & Safford, 2009)

Evidence DID NOT support my claim (evidence was weak and hard to come); HOWEVER, the counter argument was not supported by strong evidence either: Plenty telling you “to do it”.

What should be done: better experiment, trying processing-speed training with subset of LD students in the U.S., unity, better record keeping for better analysis, tangible access to these information.

For most, the wellness of the children, should be of central concern, what ever works to allow them to live the least stressful life should be the approach taught.

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ReferencesAnderson, J.A., Kutash, K., and Duchnowski, A.J. (2001). A comparison of the academic progress of students with EBD and students with LD. Journal of Emotional and Behavioral Disorders, 9 (2), 106-115.

doi: 10.1177/106342660100900205

Breedlove, S. M., Watson, N. V., and Rosenzwieg, M. R. (2010). Biological Psychology (6). Sunderland, Massachusetts. Sinauer Associates.

Chudowsky, N., and Chudowsky, V. (2009). State Test Score Trends through 2007-08, Part 4: Has Progress Been Made in

Raising Achievement for Students with Disabilities?. Center on Education Policy, 1-24. Received at: http://search.proquest.com.ezproxy.fgcu.edu/docview/742858774?accountid=10919

Differences between.net (2012). Differences Between MRI and fMRI. Difference Between Similar Terms and Objects. November 3, 2012. Received from: http://www.differencebetween.net/technology/difference-between-mri-. and-fmri/ FMRI Functional Magnetic Resonance Imaging Lab. http://www.csulb.edu/~cwallis/482/fmri/fmri.html

Gaab, N., Gabrieli, J.D.E., Deutsch, G.K., Tallal, P., and Temple, E. (2007). Neural correlates of rapid auditory processing are disrupted in children with developmental dyslexia and ameliorated

with training: An fMRI study. Restorative Neurology and Neuroscience, 25(3-4), 295-310. Retrieved from: http://www.deepdyve.com/lp/ios-press/neural-correlates-of-rapid-auditory-processing-are-disrupted- .

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Kesler S.R., Lacayo, N.J., and Jo B. (2011). A pilot study of an online cognitive rehabilitation program for executive function skills in children with cancer-related brain injury. Brain Injury. 25 (1), 101-112. doi:10.3109/02699052.2010.536194

Luke, S. D., and Schwartz, A. (2007). Assessment and Accommodations. Evidence for Education, 2 (1), 1-12. Retrieved from: http://nichcy.org/research/ee/assessment-accommodations#conclusion

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NOTE: image has been manipulated for better viewing purposes

National Council on Disability. (2008, January 28). The No Child Left Behind Act and the Individuals with Disabilities Education Act: A Progress Report. National Council on Disability, Washington, DC.,25-36. Retrieved from: http://search.proquest.com.ezproxy.fgcu.edu/docview/61949399?accountid=10919

NIH (2010, March 24). Learning Disabilities. National Institute of Health. September 17, 2012. Retrieved from: http://www.nichd.nih.gov/health/topics/learning_disabilities

Sarkar, K, Scanlon, M., and Drescher, D. (2012a). Key Concepts. Lumosity: reclaim your brain. October 13, 2012.Retrieved from: http://www.lumosity.com/the science/key-concepts

Sireci, S. G., Li S., and Scarpati, S. (2006). The Effects of Test Accommodation on Test Performance: A Review of the Literature. Center for Educational Assessment Research Report (485),

1-100.Retrieved from: www.cehd.umn.edu/NCEO/Onlinepubs/TestaccommLitReview.PDF

Swanson, H. L. (2001, January) Research on Interventions for Adolescents with Learning Disabilities: A Meta-Analysis of Outcomes Related to Higher-Order Processing. The Elementary School Journal, 101 (3) [Special Issue: Instructional Interventions for Students with Learning Disabilities], 331-348. Retrieved from: http://www.jstor.org/stable/1002250

Tallal, P. (2004). Improving language and literacy is a matter of time. Nature Reviews. Neuroscience, 5(9), 721-728. Retrieved from: http://www.iapsych.com/iqclock2/LinkedDocuments /tallal2004.pdf

NOTE: image has been manipulated for better viewing purposesReferences… continued

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