Understanding Processing Deficits - PowerPoint Presentation

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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 cycleSlide7
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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

nurseSlide11
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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 ProcessingSlide19
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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