working memory processing speed classroom
TRANSCRIPT
-
8/3/2019 Working Memory Processing Speed Classroom
1/57
Working Memory &
Processing Speed in theClassroom
Steven M. Butnik, Ph. D., LCP
ADDVANTAGE, PLLC
Richmond, Virginiawww.iaddvantage.com
-
8/3/2019 Working Memory Processing Speed Classroom
2/57
Not all gifted students are builtalike!
-
8/3/2019 Working Memory Processing Speed Classroom
3/57
Slow Processing Speed
Not always a bad thing?
-
8/3/2019 Working Memory Processing Speed Classroom
4/57
Whats important about WorkingMemory and Processing Speed?
Problems in WM and/or PS:
are often part of the reason children struggle inschool
are often seen in Twice Exceptional students
cause troubles at home
impact childrens relationships.
often define childrens feelings about themselves.
-
8/3/2019 Working Memory Processing Speed Classroom
5/57
Goals To demonstrate how Working Memory (WM) and
Processing Speed (PS) impact students.
To demonstrate that WM and PS can be related to theExecutive Functions associated with ADHD and with LD.
To develop more thorough and accurate definitions of WMand PS.
To plan interventions to address WM and PS problems inthe classroom.
-
8/3/2019 Working Memory Processing Speed Classroom
6/57
Whats important about WorkingMemory and Processing Speed?
In school, WM and PS impact alertness,
learning, expression, social adjustment,academic identity, emotional comfort, etc.
At home, WM and PS impact homework,chores, relationships, recreation (sports and
games), self concept, etc.
-
8/3/2019 Working Memory Processing Speed Classroom
7/57
WM and/or PS may accompanygiftedness (2e)
At this point these are informal labels, but refer
to two essential parts:
1.Giftedness2.Learning interference(s)
which combine to cause the student to
underperform.
-
8/3/2019 Working Memory Processing Speed Classroom
8/57
Three subgroups of 2e1. Students identified as gifted, who develop
difficulties in school. Their learning problemsremain unrecognized until they fall so far behindtheir peers that someone finally suspects adisability.
2. Students whose learning disabilities have beenidentified, but whose exceptional abilities havenever been recognized.
3. Students those whose abilities and disabilitiesmask each other (pressing the gas but the brakesare engaged).
-
8/3/2019 Working Memory Processing Speed Classroom
9/57
WM and PS in context
-
8/3/2019 Working Memory Processing Speed Classroom
10/57
WM & PS can be related to ADHDand/or Learning Differences
-
8/3/2019 Working Memory Processing Speed Classroom
11/57
WM as related to Learning
-
8/3/2019 Working Memory Processing Speed Classroom
12/57
Ways to measure WM and PS
These factors are included in many standardized
tests:
Psychological Educational
Neuropsychological
-
8/3/2019 Working Memory Processing Speed Classroom
13/57
WM & PS as related to Structuresof Intelligence
Wechsler Scales (WPPSI, WISC, WAIS)
Verbal Comprehension Index
Perceptual Organization Index Working Memory Index
Processing Speed Index Full Scale IQ
-
8/3/2019 Working Memory Processing Speed Classroom
14/57
Basic Definitions (WISC-IV)Working Memory Index
The WMI assesses the ability to hold newinformation in short-term memory,concentrate, and manipulate that information
to produce some result or reasoning processes.It is important in higher-order thinking, learning, andachievement. It can tap concentration, planning ability,
cognitive flexibility, and sequencing skill, but is sensitiveto anxiety too. It is an important component of learningand achievement, and ability to self-monitor.
-
8/3/2019 Working Memory Processing Speed Classroom
15/57
WISC-IV Working MemorySubtests
-
8/3/2019 Working Memory Processing Speed Classroom
16/57
Basic Definitions (WISC-IV)Processing Speed Index
The PSI assesses the abilities to focus attentionand quickly scan, discriminate between, andsequentially order visual information. It requirespersistence and planning ability, but is sensitive to
motivation, difficulty working under a timepressure, and motor coordination.It is related to reading performance and development. It isrelated to Working Memory, in that increased processingspeed can decrease the load placed on working memory,while decreased processing speed can impair theeffectiveness of Working Memory.
-
8/3/2019 Working Memory Processing Speed Classroom
17/57
WISC-IV Processing SpeedSubtests
-
8/3/2019 Working Memory Processing Speed Classroom
18/57
Working Memory and Processing Speed as basicelements of the WISC-IVs structures of intelligence
-
8/3/2019 Working Memory Processing Speed Classroom
19/57
Working Memory as a WISC-IV
Component
-
8/3/2019 Working Memory Processing Speed Classroom
20/57
Processing Speed as a WISC-IV
Component
-
8/3/2019 Working Memory Processing Speed Classroom
21/57
WM & PS as related to Learning
Differences
Woodcock-Johnson assesses fluency:
Reading Fluency: speed of reading sentences andanswering "yes" or "no" to each.
Writing Fluency: writing simple sentences, usingthree given words for each item and describing apicture, as quickly as possible for seven minutes.
Math Fluency: speed of performing simplecalculations for 3 minutes.
-
8/3/2019 Working Memory Processing Speed Classroom
22/57
Reading and Processing Speed
A subset of children with reading disorders displaymarked difficulties with verbal and visual processingspeed and that may indicate a subtype of readingdisorder.
Individuals with impairments in both RAN (rapidautomatic naming) and phonemic awareness had themost severe reading problems when matched on
phonological skills. Individuals with worse RAN scoreshad poorer performance on timed word recognition andcomprehension tests.
-
8/3/2019 Working Memory Processing Speed Classroom
23/57
Learning Differences can occur in
-
8/3/2019 Working Memory Processing Speed Classroom
24/57
Processing Speed may be
hampered due to trouble activating
-
8/3/2019 Working Memory Processing Speed Classroom
25/57
Processing Speed impacted by
trouble understanding symbols(inputs)
Steven M. Butnik, ph. . 1980.
. Butnik 1982. . ,non-medical ADHD, Butnik neurofeedback. 1998 Joel Lubar, neurofeedback ADHD
-
8/3/2019 Working Memory Processing Speed Classroom
26/57
Processing Speed impacted by trouble
interpreting words (central processing)
Quickly read the following:
It has come to the attention of this office that
many unsolicitated onterators have beentramming on permis of the derialtor. Further
emications will result in the immediate
contority of every sarmensant involved.
-
8/3/2019 Working Memory Processing Speed Classroom
27/57
Processing Speed impacted by
trouble remembering material
Quickly name all of your elementary teachersfrom kindergarten through grade six.
-
8/3/2019 Working Memory Processing Speed Classroom
28/57
Processing Speed impacted by
trouble with output
Oral expression, motor expression
-
8/3/2019 Working Memory Processing Speed Classroom
29/57
ADHD - Inattentive TypeSCT May Be A New Disorder
Common Presenting Symptoms:
Daydreaming, Spacey, Stares
Hypoactive, Slow moving, Lethargic, Sluggish
Easily Confused, Mentally Foggy
Slow, Error Prone Information Processing Poor Focused or Selective Attention
Erratic Retrieval - Long-Term Memory (?)
Socially Reticent or Withdrawn Not Impulsive (By Definition)
-
8/3/2019 Working Memory Processing Speed Classroom
30/57
WM & PS as related to Executive
Functions
-
8/3/2019 Working Memory Processing Speed Classroom
31/57
PS as related to EF
-
8/3/2019 Working Memory Processing Speed Classroom
32/57
WM as related to EF
-
8/3/2019 Working Memory Processing Speed Classroom
33/57
Alan Baddeley's model of
working memory
-
8/3/2019 Working Memory Processing Speed Classroom
34/57
Other variables to consider Ambient noise
Classroom distracters
Emotional interference (general anxiety,
perfectionism, performance anxiety, OCD)
-
8/3/2019 Working Memory Processing Speed Classroom
35/57
Putting it together some classroom tasksare especially daunting
Copy the following:
HOMEWORK DUE WEDNESDAY
Math complete todays worksheet.English Wordly Wise: pages 14-19, even problems only.
Science continue taking notes on bean plant project
Social Studies color map with colored pencils: green foryour birth state, blue for states you have visited.
-
8/3/2019 Working Memory Processing Speed Classroom
36/57
WM & PS contribute to academic
success
Interventions
Services provided by teachers
Services provided under Section 504
Services provided under IDEA IEP
-
8/3/2019 Working Memory Processing Speed Classroom
37/57
Addressing Processing Speed
Problems
-
8/3/2019 Working Memory Processing Speed Classroom
38/57
Addressing Processing Speed
Problems
-
8/3/2019 Working Memory Processing Speed Classroom
39/57
Addressing Processing Speed
ProblemsDetermine source of problems to tailor interventions to
the individual students needs.
If its an Activationproblem, is it due to?
emotional factors (Its too much): provideencouragement, support, help getting started, etc
cognitive factors (I dont even know where to begin.):
develop a plan, break it down, use graphic organizers, etc
-
8/3/2019 Working Memory Processing Speed Classroom
40/57
Addressing Processing Speed
Problems
If there are focus/attention problems:
Reduce distractions, provide white noise, recognizeon task behavior, prompt student when she drifts,
provide incentives for completion of work, etc
If there are working memory problems:
Provide templates, word banks, encourage questions,provide gentle reminders
-
8/3/2019 Working Memory Processing Speed Classroom
41/57
Addressing Processing Speed
Problems
If there are activity interferences:
Provide opportunities for movement, fidget objects,gum chewing/candy sucking, etc
-
8/3/2019 Working Memory Processing Speed Classroom
42/57
Addressing Processing Speed
Problems
Increase time to complete tests
Eliminate unnecessary, clerical task elements(e.g., make use of brief responses)
Mad Math Minute makes some students madReduce number of tasks necessary to evidence
competence
Monitor time spent on homework adjust asnecessary
-
8/3/2019 Working Memory Processing Speed Classroom
43/57
Overcoming Obstacles Related
to Memory
Assistive Technology for students
Instructional Materials Teaching /Assessment Methods
Instruction
-
8/3/2019 Working Memory Processing Speed Classroom
44/57
Assistive Technology for students
Teachers use software programs as an
alternative or additional way of presentinginformation
Students tape record directions or information
Students use software programs fororganization of key points
Teachers add notes about directions or key
points as part of assignment that is given onthe computer
-
8/3/2019 Working Memory Processing Speed Classroom
45/57
Instructional Materials Multiple modalities, including art and
simulations when presenting directions,explanations, and instructional content
Multiple intelligences approach
Materials that are meaningful to students
Copies of the information that highlight key
facts
-
8/3/2019 Working Memory Processing Speed Classroom
46/57
Teaching /Assessment Methods Students repeat directions or information back to
teacher Students repeat information to selves
Teacher repeats information or directions
Teacher reinforces students for rememberingdetails
Students recall important details at the end of alesson or period of time
T hi /A t M th d
-
8/3/2019 Working Memory Processing Speed Classroom
47/57
Teaching /Assessment Methods
(continued) Students sequence activities after a lesson or
event
Students teach information to other students
Students deliver the schedule of events to otherstudents
Teacher delivers directions, explanations, andinstructional content in a clear manner and at anappropriate pace
Teacher provides students with environmentalcues and prompts such as posted rules and stepsfor performing tasks
T hi /A t M th d
-
8/3/2019 Working Memory Processing Speed Classroom
48/57
Teaching /Assessment Methods
(continued) Teacher provides students with written list of
materials and directions
Students use resources in the environment torecall information (notes, textbooks, pictures,etc.)
Teacher gives auditory and visual cues to helpstudents recall information
Teacher relates information presented to students
previous experiences Teacher emphasizes key concepts
Teaching /Assessment Methods
-
8/3/2019 Working Memory Processing Speed Classroom
49/57
Teaching /Assessment Methods
(continued) Teacher reviews prior lessons key concepts and vocabulary
before moving on
Students outline, highlight, underline, or summarizeinformation that should be remembered
Teacher provides adequate opportunities for repetition ofinformation through different experiences and modalities
Teacher provides students with information from a varietyof sources
Teacher tells students what to listen for when being givendirections or receiving information
Students use advanced organizers Teacher uses visual imagery
-
8/3/2019 Working Memory Processing Speed Classroom
50/57
Instruction Teach students to use associative cues or mnemonic
devices (ROY G BIV)
Teach students to transform information from onemodality to another (e.g., From verbal to a diagram orfrom visual to verbal)
Teach students to question any directions, explanations,and instructions they do not understand
Teach students to deliver increasingly long verbalmessages
Teach students how to organize information intosmaller units Teach note taking and outlining
-
8/3/2019 Working Memory Processing Speed Classroom
51/57
Instruction (continued) Teach students how to highlight and summarize
information
Teach students a routine for beginning a task
Teach students how to recognize key words
Teach students to use resources in the environment torecall information (notes, textbooks, pictures, etc.)
Teach students study and test-taking skills
Teach students to practice memory skills by engaging
in activities that are purposeful such as deliveringmessages or being in charge of a classroom task
-
8/3/2019 Working Memory Processing Speed Classroom
52/57
Instruction (continued) Teach students to practice repetition of information
Teach students to engage in memory games andactivities
Teach students categories
Teach listening skills
Teach students how to use organizers such as lists,tables, and graphics
Teach visual imagery
Teach students systematic ways to store and retrieveinformation
New developments in research
-
8/3/2019 Working Memory Processing Speed Classroom
53/57
New developments in research
and practice
New developments in research and
-
8/3/2019 Working Memory Processing Speed Classroom
54/57
New developments in research and
practice
-
8/3/2019 Working Memory Processing Speed Classroom
55/57
CogmedWorking Memory Training program is:
- Specifically designed for sustainably improvedattention
- Evidence-based
- Clinically proven- Five weeks long
- Coach-supported
- Conducted at home with phone-based assistance- Proven to be 80% effective
-
8/3/2019 Working Memory Processing Speed Classroom
56/57
Cogmeds research Results from [this} study provide strong evidence that
approximately 20 hours of computerized WM training over
a 5-week period produced gains in this important executivefunction and in other executive functions that were not thespecific focus of training. These benefits were evidentimmediately following training and remained evident 3months later, even though no further training had occurred.In addition, there were significant reductions in children'sADHD symptoms according to parents, although nocomparable benefits were evident in teachers' ratings. Thegains in WM and the reductions in attention difficulties
reported by parents were large, and comparable inmagnitude to effects obtained by medication.
-
8/3/2019 Working Memory Processing Speed Classroom
57/57
Conclusion Students with WM and/or PS problems who
are missed, mis-diagnosed or mis-taughtmaybecome discouraged, depressed,
underemployed or worse.
Students with WM and/or PS problems who
are well-addressed educationally, can be thetreasures who shine in unique ways.