learning disabled, school aged, children who has impairments in processing speed should receive...
Post on 22-Dec-2015
214 Views
Preview:
TRANSCRIPT
Learning Disabled Children with Processing speed Impairments:
Processing or Subject Training?
By: Brooke Jones
Image is copyright free from publicdomainpictures.net
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:
S2
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)
S3
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
S4
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)
Image is copyright free from publicdomainpictures.net
S5
NOTE: Above diagram has been manipulated for better viewing purposes.
(Breedlove, Watson, & Rosenzwieg, 2010, p.530)
1
2
34
S6
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
S7
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
S8
(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.
S9
(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?
S12
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
13
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.
S16
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- .
innQJyTZhvUq
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
Image is copyright free from publicdomainpictures.net
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
Image is copyright free from publicdomainpictures.net
top related