Identification and Strategies for Disabilities in Early Childhood Settings - PowerPoint Presentation

1. Identification and Strategies for Disabilities in Early Childhood SettingsKara BrattonLutheran Special Education Ministrieskbratton@luthsped.orghttps://luthsped.org/2018/08/18/indiana-early-childhood-conference/ 

2. Reading SimulationWhen you see: Pronounce as: q d or tz mp bb pys era, as in bat e, as in pete, as in pet a, as in bat http://www.pbs.org/wgbh/misunderstoodminds/experiences/readexp1a.html

3. Reading SimulationPassage:We pegin our qrib eq a faziliar blace, a poqy like yours enq zine.Iq conqains a hunqraq qrillion calls qheq work qogaqhys py qasign.Enq wiqhin each one of qhese zany calls, each one qheq hes QNA,Qhe QNA coqe is axecqly qhe saze, a zess-broquceq rasuze.So qhe coqe in each call is iqanqical, a razarkaple puq veliq claiz.Qhis zeans qheq qhe calls are nearly alike, puq noq axecqly qhe saze.Qake, for insqence, qhe calls of qhe inqasqines; qheq qhey're viqal is cysqainly blain.Now qhink apouq qhe way you woulq qhink if qhose calls wyse qhe calls in your prain.

4. Reading SimulationHere is the translation:We begin our trip at a familiar place, a body like yours and mine.It contains a hundred trillion cells that work together by design.And within each one of these many cells, each one that has DNA,The DNA code is exactly the same, a mass-produced resume.So the code in each cell is identical, a remarkable but valid claim.This means that the cells are nearly alike, but not exactly the same.Take, for instance, the cells of the intestines; that they're vital is certainly plain.Now think about the way you would think if those cells were the cells in your brain.(Excerpt from "Journey into DNA" on the "Cracking the Code" Web site, NOVA Online.)

5. Autism: Early SignsThe characteristic behaviors of autism spectrum disorder may be apparent in infancy (18 to 24 months), but they usually become clearer during early childhood (24 months to 6 years)Most obvious signs of autism and symptoms of autism tend to emerge between 2 and 3 years of ageAny of these “red flags” does not mean a child has autism. But because the disorder’s symptoms vary so widely, a child showing these behaviors should be evaluated by a multidisciplinary teamUnder the DSM-5 criteria, individuals with ASD must show symptoms from early childhood, even if those symptoms are not recognized until later

6. Autism: Early SignsNo big smiles or other warm, joyful expressions by six months or thereafterNo back-and-forth sharing of sounds, smiles, or other facial expressions by nine months or thereafterNo babbling by 12 monthsNo gesturing (pointing, waving bye-bye) by 12 monthsNo words by 16 monthsNo two-word meaningful phrases (without imitating or repeating) by 24 monthsAny loss of speech or babbling or social skills at any age

7. Autism: Early SignsDoesn’t make eye contact (e.g. look at you when being fed).Doesn’t smile when smiled at.Doesn’t respond to his or her name or to the sound of a familiar voice.Doesn’t follow objects visually.Doesn’t point or wave goodbye or use other gestures to communicate.Doesn’t follow the gesture when you point things out.

8. Autism: Early SignsDoesn’t make noises to get your attention.Doesn’t initiate or respond to cuddling.Doesn’t imitate your movements and facial expressions.Doesn’t reach out to be picked up.Doesn’t play with other people or share interest and enjoyment.Doesn’t ask for help or make other basic requests.

9. Learning Disabilities: SignsPreschoolSpeaks later than most childrenPronunciation problemsSlow vocabulary growth, often unable to find the right wordDifficulty rhyming wordsTrouble learning numbers, alphabet, days of the week, colors, shapesExtremely restless and easily distractedTrouble interacting with peersDifficulty following directions or routinesFine motor skills slow to develop

10. Learning Disabilities: SignsGrades K-4Slow to learn the connection between letters and soundsConfuses 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 factsSlow to learn new skills, relies heavily on memorizationImpulsive, difficulty planningUnstable pencil gripTrouble learning about timePoor coordination, unaware of physical surroundings, prone to accidents

11. Signs of Math DifficultiesWarning Signs in Preschool or KindergartenHas trouble learning to count, especially when it comes to assigning each object in a group a numberHas trouble recognizing number symbols, such as making the connection between “7” and the word sevenStruggles to connect a number to a real-life situation, such as knowing that “3” can apply to any group that has three things in it—3 cookies, 3 cars, 3 kids, etc.Has trouble remembering numbers, and skips numbers long after kids the same age can count numbers and remember them in the right orderFinds it hard to recognize patterns and sort items by size, shape or colorAvoids playing popular games like Candy Land that involve numbers, counting and other math concepts

12. Signs of Math DifficultiesWarning Signs in Grade School Has trouble recognizing numbers and symbolsHas difficulty learning and recalling basic math facts, such as 2 + 4 = 6Struggles to identify +, ‒ and other signs and use them correctlyMay still use fingers to count instead of using more sophisticated strategiesHas trouble writing numerals clearly or putting them in the correct column

13. Indicators of ADD/ADHDSome signs of hyperactivity-impulsivity are:Feeling restless, often fidgeting with hands or feet, or squirming while seatedRunning, climbing, or leaving a seat in situations where sitting or quiet behavior is expectedBlurting out answers before hearing the whole questionHaving difficulty waiting in line or taking turnsDifficulty engaging in activities quietlyActs as if driven by a motorInterrupts; talks excessively

14. Indicators of ADD/ADHDSome signs of inattention:Difficulty sustaining attentionDoes not appear to listenStruggles to follow through; forgetfulOften becoming easily distracted by irrelevant sights and soundsOften failing to pay attention to details and making careless mistakesRarely following instructions carefully and completely losing or forgetting things like toys, or pencils, books, and tools needed for a taskOften skipping from one uncompleted activity to another

15. Indicators of ADD/ADHD Questions to consider:Is the behavior of the child similar to the behavior of other children the same age?Is the behavior developmentally appropriate for the child’s age?Is there a pattern of behavior as the child engages in activities?Is there a pattern of behavior across settings?

16. Indicators of ADD/ADHD“Because everyone shows some of these behaviors at times, the diagnosis requires that such behavior be demonstrated to a degree that is inappropriate for the person's age. The diagnostic guidelines also contain specific requirements for determining when the symptoms indicate ADHD. The behaviors must appear early in life, before age 7, and continue for at least 6 months. Above all, the behaviors must create a real handicap in at least two areas of a person's life such as in the schoolroom, on the playground, at home, in the community, or in social settings. So someone who shows some symptoms but whose schoolwork or friendships are not impaired by these behaviors would not be diagnosed with ADHD. Nor would a child who seems overly active on the playground but functions well elsewhere receive an ADHD diagnosis.To assess whether a child has ADHD, specialists consider several critical questions: Are these behaviors excessive, long-term, and pervasive? That is, do they occur more often than in other children the same age? Are they a continuous problem, not just a response to a temporary situation? Do the behaviors occur in several settings or only in one specific place like the playground or in the schoolroom? The person's pattern of behavior is compared against a set of criteria and characteristics of the disorder as listed in the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR.)” ldonline.org

17. Risk Indicators for PreschoolersA history of significant language delay or disorder, even if the child currently appears to have age- appropriate language abilities Limited exposure to oral and written language before beginning school A native language other than English A disability that affects oral language acquisition, such as a hearing impairment A significant history of reading difficulties in close family members Oral language difficulties (poor vocabulary, listening comprehension, or grammatical abilities for the child’s age)

18. Risk Indicators for Children in Kindergarten and First GradePoor phonological/phonemic awareness (inability to rhyme, identify initial and final sounds of spoken words, or to blend and segment one-syllable spoken words) Lack of familiarity with basic print concepts such as (1) print conveys meaning, (2) print is read left to right, and (3) words are separated by spaces Poor knowledge of common letter-sound relationships Difficulty decoding unfamiliar words at the middle or end of first grade, especially as measured by reading of nonsense words such as “zat”

19. Risk Indicators for Children in Second and Third GradeOngoing difficulties with decoding of unfamiliar words Slow, labored, dysfluent reading in grade- appropriate text Poor reading comprehension Poor spelling

20. Working MemoryWorking memory difficulties common in students with learning disabilities and ADHDWorking memory is the ability to hold AND manipulate information over short periods of time

21. Working MemoryAverage adults can only hold 6-7 units of information in working memory (units may be comprised of individual elements grouped together)Typical 4 year olds may hold 2 units of information in working memoryTypical 15 years old may hold 4-5 units of information in working memory

22. Working Memory StrategiesMinimize background noise involving languageRehearse contents of working memory for retentionUse visuals and memory aids but also teach students where to locate information and how to useReduce working memory loads and repeat important informationOnce information is lost from working memory, it’s GONE and can not be recoveredResource: Working Memory & Learning: A Practical Guide for Teachers by Susan E. Gathercole & Tracy Packiam Alloway

23. IDEA Categories of Disability (each state may have its own criteria for qualification)Specific Learning DisabilityOther Health ImpairmentAutism Spectrum Disorder (ASD)Emotional DisturbanceSpeech or Language ImpairmentVisual Impairment, including BlindnessDeafnessHearing ImpairmentDeaf-BlindnessOrthopedic ImpairmentIntellectual DisabilityTraumatic Brain InjuryMultiple DisabilitiesDevelopmental Delay

24. Qualifying under IDEATo qualify as a “child with a disability,” and be eligible for special education, a child’s educational performance must be adversely affected due to the disabilityHaving a disability does not necessarily make a child eligible for special education. IDEA regulations state:Child with a disability means a child evaluated in accordance with §§300.304 through 300.311 as having [one of the disabilities listed above] and who, by reason thereof, needs special education and related services.“This means that, because of the disability, the child needs special education and related services. Many children have disabilities that do not bring with them the need for extra educational assistance or individualized educational programming.”http://www.parentcenterhub.org/categories/

25. Process for EvaluationThink about the purpose of possible evaluationYoung children, while eligible for Child Find, are often difficult to assess or for assessment to show information needed for diagnosisAssessment results are a major determinant of eligibility so age does need to be considered depending on the potential diagnosisWhat information does the teacher/school need in order to help the child? Are interventions and supports currently helping the child succeed? What information could be added from an evaluation that would change instruction?

26. Process for EvaluationMeet with parents when you have concernsDiscuss if the difficulties are new or recurring. Parents can share information from previous years and home observationsIs the difficulty constant or isolated? Teacher can document difficulties that are not isolated with datesIs the difficulty appropriate for children of this age or is it an atypical difficultyDevelop a plan based on meetingKeep parents informed about any changes and progressIf determined interventions are not producing improvement, moving on to a referral or pre-referral (depending on district procedures) may be helpful

27. What To Look ForRisk IndicatorsResponse to Accommodations and InterventionsBehaviorsParental InputObserve and document all of these!

28. DocumentationSample forms for intervention progress and meeting documentation (see forms on website link)DIBELS PELI for Early Childhoodhttps://dibels.org/peli.htmlCDC Milestone Tracker-https://www.cdc.gov/ncbddd/actearly/milestones-app.html

29. DocumentationAges and Stages QuestionnaireFREE online screening tool from Easter Seals for children birth through age 5Parents complete questions about child’s communication, gross and fine motor, problem solving and social skillsMay be updated to see progresshttps://www.asqonline.com/family/993-screening-family-access-open-asq-3-english/startEssential Skills Inventory from Bob Sornsonhttp://earlylearningfoundation.com/publications/Preschool essential skills also available from website link at beginning of presentation

30. Parent ResourcesCDC Milestone Momentshttps://www.cdc.gov/ncbddd/actearly/pdf/parents_pdfs/MilestoneMomentsEng508.pdfhttps://www.cdc.gov/ncbddd/actearly/pdf/checklists/all_checklists.pdfCDC How to Help Your Child and How to Talk with the Doctorhttps://www.cdc.gov/ncbddd/actearly/pdf/parents_pdfs/CDC_LTSAE-Concerned-about-Development_Eng.pdfTips for Talking with Parents about Developmental Concernshttps://www.cdc.gov/ncbddd/actearly/pdf/parents_pdfs/TipsTalkingParents.pdf

31. Parent ResourcesAutism Speaks Resourceshttps://www.youtube.com/watch?time_continue=7&v=xaWUsXk4nD8Talking to Parents about Autism Kithttps://www.autismspeaks.org/what-autism/learn-signs/talking-parents-about-autism-action-kitUnderstood.org

32. Talking to ParentsTalk with parents regularly about the child, not only when you notice a difficultyStart with the child’s strengthsHave documentation ready, and copies available for parentsDiscuss behaviors/academic concerns you see in the classroomListen to their concerns and observationsDo not make or suggest a diagnosis yourselfEncourage the parent to talk to appropriate doctor for evaluationFollow up after a few weekshttps://www.cdc.gov/ncbddd/actearly/pdf/parents_pdfs/TipsTalkingParents.pdf

33. Talking to ParentsWhen parents disagree Avoid becoming defensive, but state that you are describing and documenting what you see; ask parent how this seems different from what they see at homeWhen parents become upset or angryReinforce the idea that you are trying to help their child as best as you possibly canAsk if they would like to think about what you said on their own and meet again at a different timeIf you believe meeting or followup may be contentious, ask a director or other teacher to attend the meeting as well

34. ToolsADDES 4 (Attention Deficit Disorder Evaluation Scale-4th Edition)- https://www.hawthorne-ed.com/pages/adhd/ad1.htmlADD/ADHD Online Screen: https://www.additudemag.com/adhd-symptoms-test-children/?src=embed_linkModified Checklist for Autism in Toddlers (M-CHAT-R)- https://www.autismspeaks.org/what-autism/diagnosis/screen-your-childGet Ready to Read Screening Tool-http://www.getreadytoread.org/screening-tools/grtr-screening-tool/the-tool

35. ToolsEarly Learning Observation and Rating Scale (puts focus on signs of learning disabilities)-http://www.getreadytoread.org/screening-tools/early-learning-observation-rating-scale/elors-the-observation-formsGetting Ready for Kindergarten Parent Checklistshttp://www.getreadytoread.org/images/content/downloads/Kindergarten_Readiness_Toolkit/Handouts/getting_ready_for_kindergarten_handouts.pdfTeacher Checklistshttp://www.getreadytoread.org/images/content/downloads/Kindergarten_Readiness_Toolkit/03_kindergarten_readiness_checklist.pdfhttp://www.getreadytoread.org/images/content/downloads/Kindergarten_Readiness_Toolkit/04_readiness_indicators_observation_guide.pdf

36. Reading StrategiesFinger Tapping for SpellingSound Cards & Blending

37. Reading StrategiesRed” words/Non-phonetic wordsAuditory Practice

38. Math StrategiesSubitizingSubitizing is the ability to recognize the number of briefly presented items without actually counting.https://www.youtube.com/watch?v=nLsIrNXxZWo

39. Math Strategies (from Bob Sornson)SubitizingUse a game spinner and place different numbers of stickers in each section (start small and build up accordingly)Have children spin spinner and quickly say how many stickers there are without countingSwatting FliesAttach velcro to a fly swatter and have a pile of 10-12 little black pompoms(flies) on the tableChild “swats” the table and quickly identifies how many he or she struck, without counting

40. Math Strategies (from Bob Sornson)One-to-one correspondence (start with single digit numbers before moving on to double digits)Have number line on floor, stepping stones, with dots, not number symbols (tape, chalk if outside, on paper plates, etc)Ask child to take steps forward, counting as he/she goes, connecting word to number of dotsGo back to start and ask child to take x number of steps forward, back to start, repeat with different numberGoal is for child to feel the difference between numbers, not associate with written number symbol, building number senseMove stepping stones to varying distances apart or make it so child has to cross midline

41. Math Strategies (from Bob Sornson)One-to-one correspondenceAsk child to catch x number of beanbagsChild counts while catching and stops at appropriate numberVariation: Have child hold all beanbags until appropriate number is caught so the difference in weight is sensed between catching 2 beanbags and 6 beanbagsVariation: Have child stand on a balance board while catching, helps improve attention and skill retention through vestibular stimulation

42. Math Strategies (from Bob Sornson)Understanding CombinationsEstablish a target for throwing (hula hoop, box, etc)Ask the child to pick up x number of beanbags (or other object) and throw them into the targetOnce all objects are thrown, ask child to identify how many are in the target and how many are notAllow child to make connection that the two numbers combine to make original number on their own

43. Math Strategies (from Bob Sornson)Understanding CombinationsUse the previously mentioned numberline with dots, no number symbolsAsk the child to move to a certain number on the number lineOnce there, ask the child how many more steps it will take to get to number xLet him or her look at the numbers, think, and answer before prompting to take the steps (while counting) and see if he or she was correctVariation: As child develops number sense, do this activity with number symbols rather than dots or zippers for number lines

44. Math Strategies (from Bob Sornson)Understanding CombinationsUse same numberline againAsk child to take x steps forward then x steps backward and have child say where he or she is nowVariation: Use number symbols rather than dots as child progresses

45. Reading and Math ResourcesFlorida Center for Reading Research Student Center Activities: Readinghttp://www.fcrr.org/for-educators/sca.aspNational Council of Teachers of Mathematics: Focal Points Activitieshttp://illuminations.nctm.org/Default.aspxReading Rocketshttp://www.readingrockets.org/guides/otherhttp://www.readingrockets.org/guides/readingrocketshttp://www.intensiveintervention.org/sample-lessons-activitiesGet Ready to ReadGames: http://www.getreadytoread.org/skill-building-activities/online-gamesSkill Building Activities: http://www.getreadytoread.org/skill-building-activitiesStarfall: http://more.starfall.com/m/welcome/index/load.htm

46. Reading and Math Resourceshttp://illuminations.nctm.org/Default.aspxhttp://illuminations.nctm.org/unit.aspx?id=6136http://illuminations.nctm.org/Activity.aspx?id=3564 (online game)http://www.nctm.org/Classroom-Resources/ARCs/Counting-Strategies/http://www.nctm.org/Classroom-Resources/ARCs/Building-Fluency-Using-Combinations-of-10/http://earlylearningfoundation.com/publications/Math Moms and Dads programhttp://www.doe.virginia.gov/instruction/mathematics/elementary/number_sense_module/nns_modules_2012.pdf

47. Other StrategiesLess is more with verbal instruction; even highly verbal students may experience anxiety from too much verbal instructionProvide highly structured and predictable routines and proceduresPrepare for new routines and placesTransitionsTransition ObjectsCarry object to next activity or photographSpecific cue and routine for certain studentsSpot marked on rug for circle time, child allowed to go first and sit before others

48. Other StrategiesPrepare for transitions Not just verbally, but visuallyWell in advance of transition and more than onceVisual TimersTime Timers https://www.timetimer.com/collections/allVisual Countdown

49. Strategies- Visual SchedulesGreat for all younger students, including those with autism and cognitive impairmentsThese children may have trouble with sequential processing, but do better with visual processingVisual schedules allow children to be more flexible and adaptable (something children with autism struggle with)Schedule gives children stability and routine, even if activities change from day to dayTeach children how to read and use visual schedulesCould have one for whole class and/or for individual children as neededAutismschedules.com

50. Strategies- Visual SchedulesFirst, Next Then3 activities pictured; second activity least desirableVerbally review activities with childAfter each task is complete, child removes picture and places in stop pocketSchedule can be reset after all pictures are in stop pocket

51. Strategies- Visual SchedulesSchedule Board with stop pocketCan have the whole day of activitiesor just a few on stripAfter each activity is completed, remove task and put in stop pocket“Ghostbusters” symbol

52. Other StrategiesChoice BoardsDisplays a limited number of choices for activitiesChildren with autism often have difficulty figuring out what to do next or choosing from unlimited options

53. Other StrategiesStudents who need additional time to process sensory input get very fatigued. Remember that they are processing much information at a much higher threshold than their peers (a pencil dropping is processed with the same level of intensity as the teacher's voice, with the students often having difficulty discerning what sensory information is the most important). Plan the intensity of their days accordingly.Make sure the student knows how to ask for a break. Use a visual support if necessary. Define acceptable break options for the student and allow them to choose. Remember that if the student has to come back and finish the non-preferred task, then he is not successfully avoiding the task.Use sensory items (velcro, fabric books, box with pillows, weighted vests and blankets)https://www.nationalautismresources.com/sensory-ot/https://www.therapyshoppe.com

54. Other StrategiesUse cards to reduce behaviorsExample: student talks during class; monitor how many times/day this happens and give student less cards to begin; every time behavior happens, student has to give teacher a card; student will learn he/she can not do that once out of cards; over time cards are reduced; provide reinforcement as appropriate

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