Andrea Stevenson Crisp School Psychologist Marcia Williams Parent Andrea Cronin Special education resource teacher Activity Processing refers to how the brain takes in uses learns reasons stores retrieves and expresses information ID: 712843
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Slide1
Understanding Processing Deficits
Andrea Stevenson Crisp,
School Psychologist
Marcia Williams
Parent
Andrea Cronin
Special education resource teacherSlide2
Activity Slide3
Processing refers to how the brain takes in, uses, learns, reasons, stores, retrieves, and expresses information.
EVERYONE PROCESSES! Some individuals may have more difficulty in one or more areas of processing,
What do we mean when we say PROCESSING?Slide4
Since Public Law 94-142, federal legislation has defined a learning disability as
“a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations.”
Definition of a Learning DisabilitySlide5
Learning, gaining knowledge and procedures, depends on the integration of many processes in the human brain. Slide6
General learning cycleSlide7Slide8
Short term memoryWorking memoryLong term retrieval and storage
MemorySlide9
Memory activitySlide10
milk
banana
Oak
hurricane
apple
refraction
ocean
blue
Buick
Maple
petulance
Dodge
mustard
wind
Chevrolet
hamburger
orange
kiwi
ubiquitous
onion
Pine
nurseSlide11Slide12
SHORT TERM MEMORY requires storage of information for a brief period of time.
WORKING MEMORY
is conscious processing.
It involves manipulation of information.
Short term memorySlide13
1) uses information that is available in short term memory or retrieves information from long-term memory (or both)
2) performs some action on these two stores of information
3) then stores the new product in long-term memory or uses it to make a response.
Working Memory…where learning takes placeSlide14
Working memory capacity is limited.
Automaticity
is the idea that information can be processed with little effort or attention.
So, a reader who has developed decoding automaticity has more working memory resources to devote to reading comprehension.Slide15
The ability to store information in long-term memory and fluently retrieve it later.
It’s the process of storing (encoding) and retrieving information. It’s not necessarily the knowledge that is stored in long-term memory, but
HOW
the brain stores and retrieves that information.
Some students have information in long-term memory but have difficulty retrieving it. They can recognize information and understand it, but cannot express what they know.
Long-Tem Storage and RetrievalSlide16
Encoding Strategies:Frequent practice and repetition
Visual cues
Mnemonics
Connecting information to prior knowledge
Retrieval Strategies:
Multiple choiceColor coding
Word bank
Visual cues
Memory strategiesSlide17
Working memory processes information that is both
VISUAL
and
AUDITORY. Slide18
Visual Processing involves how well your brain can use, interpret, and process visual information.
Seeing differences between things
Remembering visual details
Filling in missing parts in pictures
Visualization and imagination
Spatial relations
Visual ProcessingSlide19Slide20
Have difficulty seeing similarities and differences in pictures, letters, numbers, words, and groups of objects.
Confuse left from right when presented with visual materials
Have difficulty recognizing the same word when repeated in a sentence or passage
Have difficulty remembering and sequencing visual information (letters and numbers)
Have difficulty seeing spatial relationships and patterns.
A person with a weakness in Visual Processing maySlide21
Accommodations for Visual Processing Deficits Slide22
Visual-Motor difficulties are typically associated with difficulties with writing and hand/eye coordination tasks
Visual-Motor Processing DifficultiesSlide23
Have difficulty with hand-eye coordination tasks (cutting with scissors, catching a ball)
Have difficulty forming letters when printing or writing
Have difficulty copying from the board or book
Have difficulty planning and placing a written product on a page
Students with Visual-Motor delays maySlide24
Accommodations and Strategies for Visual-Motor DelaysSlide25
Video
How difficult can this be?Slide26
Auditory Processing involves how well a student can understand and process auditory information that is presented orally.
Auditory Processing Slide27
Hearing differences between sounds/voices
Remembering specific words or numbers
Remember general sound patterns
Understanding even when they miss some sounds
Blending parts of words together
Auditory processing involves:Slide28
Take longer to answer questions orallyHave difficulty remembering information presented orally
Have difficulty listening to and comprehending information given orally
Asks for oral questions and directions to be repeated
Have difficulty following multi-step directions presented orally
Students with Auditory Processing difficulties maySlide29
Students with difficulties in auditory processing usually have the most difficulty in reading, writing, and language (understanding and expressing).Slide30
Auditory discrimination
The ability to recognize differences in phonemes (sounds)
Auditory memory:
The ability to store and recall information which was given verbally..
Auditory sequencing:
the ability to remember or reconstruct the order of items in a list or the order of sounds in a word.
Auditory blending:
the process of putting together phonemes to form words. (the individual phonemes “c”, “a”, and “t” are blended to form the word “cat”).Slide31
Accommodations for Auditory Processing DifficultiesSlide32
Executive Processing oversees and manages all other types of cognitive processing.
Executing Processing includes:
Setting goals
Planning
Self-monitoring
Self-regulatingSolving problemsAdjusting
Executive ProcessingSlide33
Many students with ADHD and learning disabilities have deficiencies in Executive Processing.
Executive ProcessingSlide34
Accommodations for Executive Processing DifficultiesSlide35
AttentionSlide36
When an individual consciously uses executive control processes, it is METACOGNITION.
Making the decision to write down a grocery list because you know you can’t remember everything, is
metacognition
.
Knowing one’s processing strengths and weaknesses is very important to metacognition.
A reader with good
metacognition
will be aware of when they come to a word they don’t know or doesn’t make sense. Poor readers often don’t detect errors in the text and are unaware that they are lacking comprehension as they read.
Metacognition
Knowing what you knowSlide37
Self-Advocacy
It’s critical that students understand how they learn and what they need to do to be successful.
If they have a disability, teach them about their disability and what it means about how they learn. Slide38
Questions