Brain Differences & Instructional Strategies

Jen Fielder, M.A.

TERMINO O!" #SED IN R# E

$ one or %ore of t&e 'asic (s)c&ological (rocesses *&ic& includes. . . .suc& as inade+uate,
Ac+uisition of infor%ation Organi.ation /lanning and se+uencing 0ne*1 2or3ing %e%or), including 4er'al, 4isual, s(atial 0ne*1 5isual and auditor) (rocessing 0ne*1 S(eed of (rocessing 0ne*1 5er'al and non64er'al e7(ression Transfer of infor%ation Motor control for *ritten tas3s

MN. Rule 3525.1341 Subp. 2B

List in MN Rule is not exhaustive

BASIC PSYCHOLOGICAL PROCESSES LINKED WITH DISABILITIES ! Re"e#$%&

E7ecuti4e Attention S&ort6ter%

functions

%e%or) Fluid Reasoning ong6ter% retrie4al Associati4e %e%or)

/&onological

/rocessing T&ese are not in rule Mor(&ogra(&ic and ort&ogra(&ic (rocessing 'ut are su((orted in Successi4e and si%ultaneous (rocessing researc& as &a4ing a critical role in de4elo(ing

!#IDAN8E IN DO8#MENTIN! BASI8 /S"89O O!I8A /RO8ESSES

Quality Practices
Nor%ati4e deficit lin3ed *it&

referral concern identified

#nderstand &o* cogniti4e

de%ands increase *it& co%(le7it) and grade le4el standards

Build instructional su((orts for

s3ills t&at (rocessing *ea3nesses %a3e difficult to ac+uire

Ada(ted *it& %inor c&anges in ter%inolog) to 'e consistent *it& : language in Minnesota Rule fro% 9ale, J. B., Flanagan, D. /., & Naglieri, J.

/ATTERNS IN A89IE5EMENT

Full (age 4ie* in &andouts

or

Basic /s)c&ological /rocesses

Manual 8&a(ter > (g ?@

CRYSTALLIZED INTELLI ENCE ! C" 0A.A.A

STANDARDIBED A89IE5EMENT1

Addressed *it& e7clusionar) criteria

Access to

a((ro(riate instruction
8ultural and

linguistic differences
/rior Ano*ledge

and e7(osure to content

M' G()* M#$+&#, T&e'-$e l .e !/+& !0 I-1e e1e$ "ee!,

in3s of !c Ano*ledge to Reading

!c
?.

Reading

5er'al a'ilities

Reading co%(re&ension & *ritten e7(ression

;.

Fund of 3no*ledge

to understand & create %essagesFa%iliarit) *it& sentence structures

5er'al reasoning a'ilities

Broad and dee( 4oca'ular)

>

Reasons for differences in /erfor%ance

Also consider$

Addressed *it& e7clusionar) criteria

Access to a##ro#riate

anguage i%(air%ents

instruction
Cultural an$ lin%uistic

i%ited e7(eriences *it& language ac3 of educational e7(eriences and o((ortunities 0socio6 econo%ic statusC1

$i&&erences
Prior 'no(le$%e an$

ex#osure to content

IM/ I8ATIONS OF /OOR AN!#A!E DE5E O/MENT

C$e#+e" # 2l#+ p$/2 le /2 #%& e1e3e!+ T$#!"%e!)" ) "#b l +' %#+e0/$' I3p# $" )e1el/p3e!+ /2 A%#)e3 % L#!0u#0e

D/ROFI ESE OF AN!#A!E DIFFI8# TIES

M/$e Re"e#$%& +/ be D/!e

anguage 8o%(re&ension and E7(ression

Articulation Se%antics and Mor(&olog) S)nta7 /rag%atics

Working memory--auditory Phonological Processing Short-term memory Processing Speed

Long-term/ Associative memory Slide represents Semantic memory working draft of transdisciplinary knowledge

anguage 8o%(re&ension I%(acts Everythin%

T&e Dou'le 9eli7 as a %eta(&or

One 4ertical strand is increasing de(t&, 'readt&, and co%(le7it) of acade%ic and social understanding, etc. AdFacent 4ertical strand is t&e re+uisite language needed to guide and de4elo( acade%ic t&in3ing and (roduction in3s are t&e 'asic (s)c&ological (rocesses t&at %ediate connection 'et*een language *it& ac+uisition and out(ut

Au$itory Processin%

0!a1

Ability to analyze, synthesize, & discriminate auditory stimuli Ability to perceive and discriminate speech sounds that may be presented under distorted conditions

?:

A)DIT*RY PR*CESSIN ! A"

A'ilit) to anal).e and s)nt&esi.e auditor) sti%uli A'ilit) to (ercei4e and discri%inate auditor) (atterns in sound and s(eec& Does not relate directl) to t&e co%(re&ension of language+

A)DIT*RY PR*CESSIN ! A"

S(eec&6Sound Discri%ination
A'ilit) to detect and

discri%inate differences in (&one%es or s(eec& sounds under conditions of little or no distraction or distortion.

A)DIT*RY PR*CESSIN ! A"

A'ilit) to anal).e and s)nt&esi.e auditor) sti%uli A'ilit) to (ercei4e and discri%inate auditor) (atterns in sound and s(eec& Does not relate directl) to t&e co%(re&ension of language+

ESSENCE O A!"#$O%& P%OCESS#N' ("#S$O%$#ON)

D9a, &a, &a, Biff. !uess *&atC After *e go to t&e drugstore and t&e (ost office, IG% going to t&e 4etGs to get tutored.E
. . ./1e$%/3e +&e e22e%+" /2 ) "+/$+ /! /$ ) "+$#%+ /! ?=

A)DIT*RY PR*CESSIN ! A"

Resistance to Auditor) Sti%ulus Distortion

A'ilit) to o4erco%e t&e effects of

distortion or distraction *&en listening to and understanding s(eec& and language.

T,E ESSENCE -L)ID REAS*NIN ! -"

4D$ 1e *Ge/$0e* )$ 1e, T& " /!e-" 0/+ # %/#+ &#!0e$,5

;H

-lui$ Reasonin%

0!f1

Novel reasoning and problem solving that depend minimally on learning and acculturation Ability to reason, form concepts, and solve problems that often include novel information or procedures Induction & deduction are hallmarks of Gf

Mc !re* 0;<<@1

-lui$ Reasonin% ! & "

Most o&ten a eneral Learnin% Di&&iculty not Disa.ility

9ig&er le4el t&in3ing

Difficulties *it& deducti4e reasoning 0general to s(ecific1 Difficulties *it& inducti4e reasoning 0s(ecific to general1

Transferring or generali.ing learning Deri4ing solutions for no4el (ro'le%s E7tending 3no*ledge t&roug& critical t&in3ing /ercei4ing and a((l)ing underl)ing rules or (rocess0es1 to sol4e (ro'le%s

S,*RT/TERM MEM*RY ! SM"

Me%or) s(an 2or3ing Me%or)

A'ilit) to te%(oraril) store and (erfor% a

set of cogniti4e o(erations on infor%ation

re+uires di4ided attention

%anage%ent of t&e li%ited ca(acit)

resources of s&ort6ter% %e%or).

ESSEN8E OF 2ORAIN! MEMOR"

DI as3ed )ou a +uestion 'udd). . .2&at is t&e s+uare root of H,;:=CE

@;

0or'in% Me1ory

! (1"

T&e a'ilit) to direct t&e focus of attention to (erfor% relati4el) si%(le %ani(ulations, co%'inations, and transfor%ations of infor%ation *it&in primary %e%or) *&ile a4oiding distracting sti%uli and engaging in strategicIcontrolled searc&es for infor%ation in secondary %e%or)2

ACADEMIC IMPLICATI*NS *- 0M

Strong connection e7ist 'et*een !*% and..

Reading co%(re&ension 5oca'ular) ac+uisition 2ritten e7(ression S(elling Mat& co%(utation Mat& (ro'le% sol4ing

D/rofilesE of Reading Difficulties

Earliest Detection /&onologic al Ort&ogra(&i c ater Detection Fluenc) 8o%(re&ension

L/!0(+e$3 Re+$ e1#l( A""/% #+ 1e /$ Se3#!+ % 3e3/$' P$/%e"" !0 Spee) R#p ) N#3 !0 W/$. !0 3e3/$' 8#u) +/$'9 P&/!/l/0 %#l 3e3/$' W/$. !0 3e3/$' 81 "u#l9 R#p ) N#3 !0 W/$. !0 3e3/$' 8" 3ul+#!e/u":"u%%e"" 1e9 E6e%u+ 1e 7u!%+ /!" M/$p&/0$#p& % P$/%e"" !0 7lu ) !ra(&ic is an assi%ilation of Researc& fro%, Feifer, S. and De Fina, /. 0;<<<1- Fletc&er,Re#"/! J. !0
)on, R. Fuc&s, . & Barnes, M. 0;<<J1- Flanagan, D./., and Alfonso, 5.8. 0;<??1.

:<

D/rofilesE of Mat& Difficulties

Earliest Detection Basic co%(utatio n Recall of facts ater Detection Multi6ste( /rocedures and /ro'le% Sol4ing

M/$e Re"e#$%& +/ be D/!e

5isual S(atial

Nu%'er Sense and anguage 8o%(re&ension

W/$. !0 3e3/$' E6e%u+ 1e 7u!%+ /!" 7lu ) Re#"/! !0 !ra(&ic re(resents an assi%ilation of researc& fro%, Feifer, S. and De Fina, /. 0;<<H1- Fletc&er, J.
R. Fuc&s, . & Barnes, M. 0;<<J1- Flanagan, D./., and Alfonso, 5.8. 0;<??1.

P$/%e"" !0 Spee) R#p ) N#3 !0: L/!0(+e$3 Re+$ e1#l P&/!/l/0 %#l P$/%e"" !0

:?

)on,

D/rofilesE of 2riting Difficulties

anguage Based /receded ') difficulties in oral e7(ression P&/!/l/0 %#l and reading
P$/%e"" !0 % O$+&/0$#p& P$/%e"" !0

Non6 anguage Based

< "u#l Sp#+ #l P$/%e"" !0 !#+ /! M/+/$(C//$)

8o%(osition

E6e%u+ 1e 7u!%+ /!" W/$. !0 Me3/$' A""/% #+ 1e Me3/$' C/(e6 "+" ; +& :; ADHD N<LD* e+%.

!ra(&ic re(resents an assi%ilation of researc& fro%, Feifer, S. and De Fina, /. 0;<<;1- Fletc&er, J. )on, R. Fuc&s, . & Barnes, M. 0;<<J1- Flanagan, D./., and Alfonso, 5.8. 0;<??1.

Su11ary Points
o /s)c&ological (rocesses are necessar) to acco%(lis& acade%ic tas3s
6T&e %ore s(ecific )ou can 'e, t&e greater )our (redicti4e (o*er and t&e %ore li3el) )ou are to effecti4el) inter4ene

o Developmental trajectories are i%(ortant in understanding relations&i(s and deter%ining ne7t rig&t instructional ste(s o #nderstanding (resent and future de%ands are i%(ortant for %a3ing t&e general curriculu% accessi'le

Su11ary Points
o T&e %ore deficits t&at &a4e 'een identified t&e greater t&e i%(act 6 6 t&e deficit is potentially more functionally limiting o Functional li%itations may be mediated by t&e a((lication of learning strategies, a sound instructional en4iron%ent, t&e acco%%odations and a good %atc& of instruction to curricular de%ands

Be&a4ior Manage%ent
D"ou canGt %a3e %eKKE

Be&a4ior is a For% of 8o%%unication

Students act out 'ecause t&e) are tr)ing to co%%unicate a need Man) students do not &a4e t&e co%%unication s3ills or self6 a*areness to co%%unicate t&eir needs Our Fo' is to figure out *&at t&e student is tr)ing to co%%unicate

/unis&%ent 4s. Disci(line

/unis&%ent

Disci(line

To lessen, eli%inate, or e7tinguis& 'e&a4ior /unis&%ent tec&ni+ues focus solel) on 'e&a4ior eli%ination If (unis&%ent tec&ni+ues are used and t&e 'e&a4ior does not decrease$ T&e (unis&%ent tec&ni+ue is NOT *or3ing$ 8&oose anot&er %et&od

To i%(ro4e or i%(art 3no*ledge and s3ills

Disci(line tec&ni+ues focus on teac&ing re(lace%ent s3ills and accounta'ilit)

Managing Resistance

A4oid /o*er Struggles

ose6 ose Situation

&tt(,II***.)outu'e.co%I*atc&C4L'Te"nc7?7%I

Offer 8&oices to gi4e t&e student so%e (o*er Offer DDou'le6BindE O(tions
D"ou can eit&er sta) *&ere )ou are or go 'ac3 to )our

seatE

Tal3 *it& t&e student a'out *&at is 'ot&ering t&e%