Psycho-Educational Assessments Examining Learning Profiles

Profile of a Learner: Learning Disability & Slow LearnerPresented by Dr. Lisa Linders, DSBN PsychologistBrock University Special Education Part 2 December 10, 2009

PurposeTo understand the differences between different learning profilesAverageLearning DisabledMild Intellectual DisabilityLow Average

Psychological Assessmentsthey help to determine

Learning potential/IQ e.g. Borderline, Average, High Average, Superior

Profile LD, MID, DD

Learning style e.g., visual vs. auditory strategies

Help in identification and /or diagnosisInstrumentsCognitive Test Achievement TestPsychological Processing TestsAdaptive FunctioningExecutive FunctioningSocial Emotional Behavioural ChecklistsInstrumentsCognitive Testaka: intelligence test, test of potentialWISC most common now using WISC-IVIndicate childs capacity for learning Norm-based childs performance relative to other same aged childrenInstruments - continuedAchievement TestAka: academic testWIAT-II or WJ-III most commonly usedDiscover academic skills performance levelNorm-referenced Provide a broad understanding of what academic skills the student brings to the learning environment NOT based on the Ontario curriculumInstruments - continuedSupplemental testsBeery (visual motor integration)WRAML , CMS(memory)CTOPP (phonological processing)BRIEF (executive functioning)Achenbach (CBCL, TRF, YSR) and Connors social, emotional and behavioural functioningPlease, complete ALL questions

Profiles on the Normal CurveAverage Learner ProfileAcademic performance = learning potential

IQ range 90 - 109

Minimal intra-individual differencesCognitive skills equally developed

Most students within this rangeCurriculum aimed at students within this range (and above)Average LearnerMost students in the class in this rangeWill benefit from UDL, but not dependent on it to be successfulShould not need an IEP to be successfulCapable of higher order levels of reasoningWill have strengths and weaknesses but weaknesses do not have significant impact on academic functioning

Learning Disabilitiesneurologically-based processing problemsThese processing problems can interfere with learning basic skills such as reading, writing, or mathThey can also interfere with higher level skills such as organization, time planning, and abstract reasoning.

Learning DisabilitiesNo universally accepted definitionVaries depending on board, province, countryNot a homogeneous group Many different subtypes (e.g., verbal vs nonverbal) and then subtypes within subtypes e.g., reading disability due to verbal problems vs. visual problemsMost common types of LD are reading and writing problems

LD Ministry DefinitionA learning disorder evident in both academic and social situations that involves one or more of the processes necessary for the proper use of spoken language or the symbols of communication, and that is characterized by a condition that: is not primarily the result of impairment of vision; impairment of hearing; physical handicap; mental retardation; primary emotional disturbance; or cultural difference; and

LD Ministry Definition condresults in a significant discrepancy between academic achievement and assessed intellectual ability, with defects in one or more of: receptive language (i.e., listening, reading); language processing (i.e., thinking, conceptualizing, integrating); expressive language (i.e., talking, spelling writing); mathematical computations; and may be associated with one or more conditions diagnosed as: a perceptual handicap; a brain injury; minimal brain dysfunction; dyslexia; or developmental aphasia.

LD Ministry Definition - SummaryAcademic & social difficultiesInvolves processes needed for use of spoken or written communicationExclusionary criteria not due to.Achievement < ability with deficits in:Receptive language (listening, reading), language processing (thinking, conceptualizing, integrating), expressive language (, math computationsAssociated with 1 or more conditionsPerceptual handicap, brain injury, MBD, dyslexiaLDAO LD Definition refers to a variety of disorders that affect the acquisition, retention, understanding, organization or use of verbal and/or non-verbal information. These disorders result from impairments in one or more psychological processes related to learning a, in combination with otherwise average abilities essential for thinking and reasoning. LDAO LD Definition condspecific not global impairments distinct from intellectual disabilities.range in severity and invariably interfere with the acquisition and use of one or more of the following important skills:oral language (e.g., listening, speaking, understanding)reading (e.g., decoding, comprehension)written language (e.g., spelling, written expression)mathematics (e.g., computation, problem solving)

LDAO LD Definition condThe term psychological processes describes an evolving list of cognitive functions. To date, research has focused on functions such as:phonological processing;memory and attention;processing speed;language processing;perceptual-motor processing;visual-spatial processing;executive functions; (e.g., planning, monitoring and metacognitive abilities).Diagnostic Criteria SummaryAverage intelligence (IQ at or above 90)What is Average ?Academic performance < intelligenceWhat is a significant enough difference?Processing deficit (e.g., working memory, phonological processing, perceptual)What is a significant enough difference?

LD ProfileAverage or above intelligenceSignificant academic delayPsychological processing deficitPotential for success in regular class with appropriate strategies and accommodationsDifficulties due to performance, not behaviourMay have ADHD, CAP or EF problemsTypes of LDsEach person has own unique pattern of LDthe pattern might cluster around specific common difficultiesE.g., reflect a problem with language processing: auditory perception, auditory sequencing/ abstraction/ organization, auditory memory, and a language disabilityE.g., the problem might be more in the visual input to motor output areasSome people with LD will have a mixture

Common Signs of LDsIf a LD is discovered early and the right help is provided, the child has a chance to develop skills needed to lead a successful and productive lifeA recent National Institutes of Health study showed that 67% of young students who were at risk for reading difficulties became average or above average readers after receiving help in the early grades.

Signs of LD taken from LDAO website

Preschool Signs of LDSpeaks later than most children Pronunciation problems Slow vocabulary growth, often unable to find the right word Difficulty rhyming words Trouble learning numbers, alphabet, days of the week, colours, shapes Extremely restless and easily distracted Trouble interacting with peers Difficulty following directions or routines Fine motor skills slow to develop

Grades K-4 Signs of LDSlow to learn the connection between letters and sounds Confuses basic words (run, eat, want) Makes consistent reading and spelling errors including letter reversals (b/d), inversions (m/w), transpositions (felt/left), and substitutions (house/home) Transposes number sequences and confuses arithmetic signs (+, -, x, /, =) Slow to remember facts Slow to learn new skills, relies heavily on memorization Impulsive, difficulty planning Unstable pencil grip Trouble learning about time Poor coordination, unaware of physical surroundings, prone to accidents

Grades 5-8 Signs of LDReverses letter sequences (soiled/solid, left/felt) Slow to learn prefixes, suffixes, root words, and other spelling strategies Avoids reading aloud Trouble with word problems Difficulty with handwriting Awkward, fist-like, or tight pencil grip Avoids writing compositions Slow or poor recall of facts Difficulty making friends Trouble understanding body language and facial expressions Secondary Student & Adult Signs of LDsContinues to spell incorrectly, frequently spells the same word differently in a single piece of writing Avoids reading and writing tasks Trouble summarizing Trouble with open-ended questions on tests Weak memory skills Difficulty adjusting to new settings Works slowly Poor grasp of abstract concepts Either pays too little attention to details or focuses on them too much Misreads information

LD StudentsRequire specific teaching strategies and/or accommodations to learn and to demonstrate their knowledge and skillsthey have the same potential to learn as the Average learner, in their areas of strength

LD StudentsMany able to complete curriculum and go on to post-secondary educationIt is important for teachers to implement teaching strategies that allow students to successfully access the curriculume.g., differentiated instruction, UDL

Fairness is not sameness (Learning for All K-12, p. 6)

Often Seen in LD StudentsDifficulty processing language(i.e., thinking, conceptualizing, integrating, listening, reading, talking, spelling, writing)Slow processing speedMemory weaknessesWeak grapho-motor skillsPoor executive functioning skills (e.g., ability to sustain attention)Poorly developed socio-emotional maturityLanguage Processing WeaknessesDifficulty understanding and using languageMay be due to:Lack of vocabulary or syntactic knowledgeDifficulties with discourse skills such as inference making and understanding non-literal languageConsequences of Language Processing WeaknessesIf have difficulty understanding spoken language will have similar difficulties understanding what they readProblems in reading comprehension less able to gain new knowledge from what readingDifficulties with word problems, math vocabulary, labels, measurement terms

Consequences of Language Processing Weaknesses cont'dDifficulty following classroom instructions whether delivered orally or in writingMay miss nuances of language such as metaphors and idiomatic language often used to enrich language of the classroom (e.g., youll have to be on your toes now)May miss interpret language of the playground which is not always literalAddressing Language Processing WeaknessesBefore listening or reading activities, highlight key aspects of language and new vocabularyProvide visual supportsUse contexts students are familiar withHelp students make links between prior and new knowledgeProvide prompts or sentence starters to help students share their math solutions/strategiesSlow Information ProcessingMay have difficulty keeping up with pace of language spoken/instructions deliveredSlow at reading words and textBasic arithmetic skills may lack fluencyMay take more time to copy information from board or a bookWritten work may be laboriousConsequences of Slow Information ProcessingWhen reading is slow it can affect comprehensionSlow basic arithmetic can affect higher level math computations and problem-solvingSlow writing affects the quality as well as quantity of written workAddressing Slow Processing WeaknessesUse assistive technology word processors, computers with screen readers or read-back software, calculatorsProvide opportunities to build word fluencyGuided reading groups, peer-assisted learningProvide students with a scribeProvide students with templates to complete rather than have them copy from the board or a bookMemory WeaknessesCan have difficulty with various aspects of memory retention, encoding, retrieval Different types of memory short term, long term, working memoryWorking memory difficulties most commonWM plays role in range of academic activities Mental calculation, math problem-solving, language and reading comprehension, writingMemory Weaknesses cont'dA lack of prior knowledge may look like a memory problem (e.g., consolidation, retention)New learning cannot be integrated into pre-existing knowledge base easily forgottenLTM retention problems may reflect incomplete learning of new concepts which makes them more prone to being forgottenRetention difficulties may also be due to insufficient practice with new concepts/skillsMemory Weakness ConsequencesProblems with retention of new learning will show inconsistent performanceRemember sometimes but not othersThis pattern good indicator may require longer duration and greater intensity of instruction in skill they are forgettingWM difficulties may interfere with students ability to put ideas together as he is reading

Addressing Memory WeaknessesProvide students with concrete planning templates and self-monitoring checklists to guide actionsUse visual prompts and model efficient problem-solving strategiesProvide students with concrete materials to assist with problem-solvingProvide instructions one step at a time, check for understandingExecutive Functioning (EF)What is it?Complex group of skills used to adapt to novel situations using effective problem-solvingInvolves the frontal lobes coordinating input from different sections of the brain so as to organize and regulate behavior needed to complete tasksexecutive because believed to play a supervisory role by allocating old skills to solve new problemsEF disorders characterized byDifficulty with planning & organizationTrouble identifying what needs to be doneProblems determining the sequence of steps needed for accomplishment of tasksDifficulty carrying out steps in orderly wayDifficulty beginning tasksProblems maintaining attentionTrouble evaluating how doing on a taskDifficulty utilizing feedback or suggestion

from The Source for Executive Function Disorders by Keely, 2003 LinguiSystemsWhat do LDs look like in class? Difficulties with sequence and orderSatisfaction with periphery understandingPoor concept of time & its managementPerformance inconsistent and episodicLimited strategies for reception, storage & production of information Long and short term memory issuesWhat do LDs look like in class? Problems generalizing learning/skillsDifficulty understanding/following directionsProblems with social use of languageSocial skills deficitsSelf-esteem, anxiety issues

LD Facts Students with LDs can be successful learnersat all levels and in any situationmust compensate for their weaknesses by using their strengthsuse alternative, individualized teaching and learning materials and methodsthey need to choose tasks that suit their unique learning profileLD FactsStudents with LDs are NOT lazy they generally have to spend more time to adequately complete school assignmentsThis can often lead to difficulties in completing assignments on time, maintaining course requirements such as tutorial reading and studying. LD Facts LDs are a lifelong condition. If the diagnosis in childhood is accurate, the disability will endure into adulthoodSpecific learning strategies and adjustments can be developed to address problems, and can make it so that LDs are not a pressing issue, but the learning disability itself remainsLD FactsLDs are not just a school issueThey interfere with one or more modes of learning, anywhere that mode is usedLDs tend to be noticed most often when they impact on school-learning, but exist in all areas of life: work, family, relationships, etc.

LD FactsAccommodating students with LD in schools is NOT too difficult/time consuming/expensiveAccommodations for LDs are also good examples of universal learning strategies. They can improve teaching and learning for ALL students Helps equip teachers in developing a range of flexible teaching and learning strategies that can be used in a number of different environmentsLD FactsAccommodations & individualized teaching DOES NOT give students with LDs an unfair advantage over other studentsAcademic adjustments are determined on identified deficits Adjustments ensure equal and fair participation in a learning environment and ensure actual learning is recognized Students with LDs are required to meet the same academic standards as their peers

Mild Intellectual Disability Ministry DefinitionA learning disorder characterized byAbility to profit educationally within regular class with aid of considerable curriculum modification and supportive serviceAbility to profit from a special education program designed to accommodate slow intellectual developmentA limited potential for academic learning, independent social adjustment and economic self-support

Definition not specific interpreted differently by boards across the provinceMID Profile continuedDSBN Interpretation/Criteria:Intelligence between 7079 (2nd to 8th percentile)Academic performance often = intelligenceMinimal intra-individual differences low flat profileIn secondary school SSTWIn primary grades often access ISP

Low Average ProfileNo Ministry definition not usually identifiedIQ between 8089 (9th to 23rd %ile)Academic performance = intelligenceMinimal intra-individual differences flat profile lower than Average student but higher than MID studentSlow LearnersBoth MID and Low Average students have similar learning difficulties BUT they do differ in the number & severity of these difficulties and on the impact on the students functioning

Think of it as a continuum of weaknessesMID . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Low Ave Lots of weaknesses Fewer weaknessesMore severe Less severe

As the curriculum becomes increasing conceptual and the pace of introduction of new concepts increases, may experience greater failure and higher levels of frustrationCharacteristics of Slow LearnersThese students exhibit a range of strengths & needs not all students will show all characteristics

Limited higher-order thinking concreteDifficulty generalizing conceptsFail to develop strategies for attacking new problemsCharacteristics of Slow LearnersLimited problem-solvingWork best with structured tasks & known goalsTend to use random or trial & error approachesInactive learnersDifficulty learning incidentally, via observationPoor EF skillsEasily distracted, short attention span/interest spanWhat do they look like in class due to their cognitive profile?Difficulty with all academic subjects Delays in speech &/or language acquisitionDifficulty acquiring & remembering new info as well as isolating relevant information (saliency)Easily confused by abstract & figurative languageEnjoy routine and repetitive tasksWhat do they look like in class? - Difficulty with social relationshipse.g., immature behaviour, black & white moral reasoning, poor conflict resolution, difficulty with affective regulationWeak adaptive skillsLack independent work habits, impulsive, easily frustrated, require consistent routinesPoor self-esteemNot risk takers, use avoidance/misbehaviour, vulnerable to peer pressure & teasing, apathySlow Learner Profile SummaryDifficulty with all aspects of intellectual functioning BUT can succeed at school with appropriate levels of supportNot that learn at slower rate must be taught every fact individually due to poor generalization Due to limited incidental learning, tend not to know as much as peersRequire over-learning and repetitionbenefit most from rote learning drill and practice approachKeys for Teaching Slow LearnersMake information explicit and concreteDo not assume generalizationProvide ample opportunities for practice, drill and rehearsalEnsure an academic program that is consistent with intellectual functioningProvide activities that preserve a students self-esteem and confidence as a learner