Learning Disabilities and Practical Information: Based on the Book “How the Learning Needs Brain Learns” by David Sousa

1. Learning Disabilities and Practical Information: Based on the Book “How the Learning Needs Brain Learns” by David Sousa (2001) Presentation by: Neil Bray, Heidi Johnson, Robert La Londe, Rizza Wood, Jenny Zhang & Dan Zimmerman SCIS 2009 China

2. Introduction Emotional and Behavioral Disorders ADD and ADHD Learning Strategies References and Photo Credits Table of Contents

3. Emotional and Behavioral Disorders

4. Why? – Why do they happen? • Where? – Where in the brain does this occur? • What? – What are the disorders and what does this mean for students and educators? • How? – How can we accommodate these disabilities in the classroom? (Strategies) Contents

5. Survival and Emotions Why? Physical Safety and Emotional Security

6. The Amygdala Where?

7. Pathways of Emotional Signals Where?

8. Left and Right Sides of the Brain are Responsible for Different Emotions Where?

9. Types of Emotional and Behavioral Disorders • Anxiety Disorders: • Phobias • Generalized Anxiety Disorder • Panic Disorder • Obsessive-compulsive Disorder • Post-traumatic Stress Disorder What?

10. Types Continued: • Depressive Disorders: • Depression • Bipolar Disorder • Others: • ADHD • Oppositional-Defiant Disorder • Conduct Disorder • Eating Disorders • Autism What?

11. Things to Consider: • Children (ages 4 to 17) are 1.44 times more likely to exhibit behavioral problems if they have a chronic illness (Gortmaker et al., 1990) • Schools unequipped to deal with severe behavioral problems often create self-contained classrooms. (Kern et al., 2007) • Social and emotional learning (SEL) programs have been shown to be effective in combating student behavioral and emotional problems, as well as improving academics (Payton et al.,2008) What?

12. Things to Consider: • Approximately 50% of the public schools in the United States reported that their ability to limit or reduce violent behavior was hampered due to insufficient teacher training in classroom management (NCES, 2004) • “Functional assessments such as rating scales, ABC analyses, and functional analyses, are evidenced to be the most effective methods for identifying the maintaining variables of problem behavior and for informing efficient, function-based interventions.” (Larue et al., 2008) What?

13. Strategies • Positive Emotional Climate • Humor (not sarcasm) • Respect • Few school-wide Rules (as opposed to many) • Training • Teachable Moments • Genuine Praise How?

14. Strategies • Intervention • Identifying Causes of Misbehavior • Classroom Management • Appropriate Curriculum and Instruction • Social Problem Solving • School-wide Programs • Parental Involvement • Cautions How?

15. Strategies • Reducing the Risk of Antisocial Behavior • Can’t change genetics but schools can influence environment by: • Effective Organization • Early Intervention • Parent and Community Involvement • Professional Development How?

16. Attention Deficit Disorder (ADD) & Attention Deficit Hyperactivity Disorder (ADHD)

17. What you'll observe: • Inability to focus, regulate activity level, and/or inhibit behavior • Impulsive OR sluggish • Shows-off OR socially withdrawn • Bossy, irritating OR overly polite • Rebellious OR docile • Makes friends but can't bond OR bonds, but can't make friends • Diagnosis: • Physical exam; • psychological tests; • Observable behaviors; • DSM-IV • 6 or more symptoms present for 6 months, before the age of 7 Attention Deficit (Hyperactivity) Disorder - ADHD

18. Possible causes of ADHD & ADD are: • Imbalances in neurotransmitters; • Difficult pregnancies and/or deliveries; • Maternal smoking; • Genetics Whatever the cause, "[a] child's environment plays a major role in determining whether the genetic traits appear." (D. Sousa, 2001) Causes?

19. ADHD affects HOW a student: • Starts tasks; • Stays on task • Completes tasks; • Makes transitions; • Interacts with others; • Follows directions; • Produces work; • Organizes multi-step tasks Does your class environment inadvertently create ADHD-like behavior in your classroom?  Complete the profile. ADHD

20. Strategies for supporting ADHD and ADD students: • Permit kids to stand while working, use activity as a reward (run an errand, organize class library); • Permit daydreaming and doodling while waiting; • Decrease length of task; make lessons interactive; Strategies

21. Strategies for supporting ADHD and ADD students: • Provide CHOICE; • Increase the structure of the tasks and highlight the important parts; have students write down the tasks; • Teach students management strategies: lists, assignment organizers, asking oneself, "do I have everything I need?" Strategies

22. Learning Strategies for Special Needs Students

23. Learning strategy instruction holds a great educational promise for students who have learning disabilities for the following reasons: Instruction helps students learn how to learn and become more effective in the successful performance of academic, social or job related tasks. Instruction makes students aware of how strategies work, why they work, when they work and where they can be used.

24. A well articulated instructional approach that emerged from research conducted at the University of Kansas. (Ellis, Deshler, Lenz, Schumaker and Clark, 1991) Based on cognitive behavior modification One of the fields most comprehensive tools for providing strategy instruction. Can be used to teach virtually any strategic intervention (Sturomski, 1997) Strategies Integration Model (SIM)

25. Teacher selects a strategy that is clearly linked to the tasks students need to perform at the place they need to perform them. • Strategy must match student needs Selecting the Strategy

26. Once a strategy or approach has been selected, the six steps of SIM guide the actual instruction. • Determine prior knowledge and generate interest in learning the strategy. • Describe the strategy. • Model the strategy. • Practice the strategy. • Provide feedback. • Promote application to other tasks. (Generalization) Selection Process

27. Strategies for Involvement and Retention: • Get their attention. • Make it relevant. • Model, Model, Model. • Use teams. • Set goals. • Find out what they already know. • Use visuals Strategies

28. Strategies for Involvement and Retention (continued): • Go for the big picture • Think and talk aloud • Suggest mnemonic devices • Use a variety of practice formats • Explain the value of note taking • Use closure strategies regularly Strategies

29. Use students’ names when addressing them. • Have conversations with every student. • Have student work occasionally assessed by other audiences. • Avoid making assumptions about student behavior, and separate the behavior from the person. • Point out positive aspects of your students’ work. • Shake hands with students, especially when you greet them. Building Self Esteem

30. Allow students to explore different learning options • Display students’ work. • Give each student a responsibility in the classroom. • Avoid criticizing a student’s question. • Provide multiple opportunities for students to be successful in your classroom. • Help students turn failure into a positive experience. • Celebrate your students’ achievements, no matter how small. Building Self Esteem

31. Allow students to make decisions about some aspects of class work. • Try to get to know about the student’s life outside of school. • Provide opportunities for students to work in productive groups. • Spend extra time with struggling students. • Ask students about their other activities. • Encourage students to take appropriate risks. • Allow students to suffer the consequences of their behavior and avoid being overprotective. Building Self Esteem

32. Capitalize on the student’s strengths • Provide high structure and clear explanations • Use short sentences and simple vocabulary • Provide opportunities for success in a supportive atmosphere to help build self esteem • Allow flexibility in classroom procedures Guideline for Working with Special Needs Students

33. Make use of self-correcting materials that provide immediate feedback without embarrassment • Use computers for drill and practice and for teaching word processing • Provide positive reinforcement of appropriate social skills • Recognize that students with learning disabilities can greatly benefit from the gift of time to grow and mature. Guideline for Working with Special Needs Students

34. The End

35. Gortmaker , S. L., Walker , D. K., Weitzman , M., & Sobol , A. M. (1990). Chronic Conditions, Socioeconomic Risks, and Behavioral Problems in Children and Adolescents . [Electronic version]http://pediatrics.aappublications.org/cgi/content/abstract/85/3/267 PEDIATRICS , 85 No. 3, 267-276. • Kern, L., White, G. P., & Gresham, F. M. (2007). Educating Students with Behavioral Challenges. [Electronic version] http://www.naesp.org/resources/2/Principal/2007/M-Ap56.pdf Principal, March/April, 56-59. • Larue, R. H., Jr, Weiss, M., & Ferraioli, S. J. (2008). State of the Art Procedures for Assessment and Treatment of Learners With Behavioral Problems. International Journal of Behavioral Consultation and Therapy, 4, No. 2, 250-263. Retrieved November 16, 2009 from the World Wide Web: http://eric.ed.gov/​ericdocs/​data/​ericdocs2sql/​content_storage_01/​ 0000019b/​80/​3e/​3f/​45.pdf. • National Center for Educational Statistics. (2004). Crime and safety in America's public schools: Selected findings from the school survey on crime and safety. NCES, 2004–370. [Project Officer: Kathryn Chandler.] Washington, DC: Author. • Payton, J. et al. (2008). The Positive Impact of Social and Emotional Learning for Kindergarten to Eighth-Grade Students. [Electronic version] http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/44/58/13.pdf Collaborative for Academic, Social, and Emotional Learning, December, 1-50. • Sousa, D.A (2001). How the special needs brain learns. California: Corwin Press. References

36. Amygdala Brain Diagram - http://www.brainbasedbusiness.com/uploads/amygdala.jpg • Caveman - http://www.flickr.com/photos/canuklady59/3006959726/ • Right and Left Brain - http://www.ibiblio.org/rcip/images/left_right_brain.jpg • Abraham Lincoln- http://www.joyouslifeworks.com/wp-content/uploads/2007/12/1278318874_d94c606404.jpg • Albert Einstein - http://www.abcpedia.com/biografia/einstein-albert.jpg • Animal Cartoon- http://www.andertoons.com/img/cartoons/3519.jpg • College Cartoon- http://www.flickr.com/photos/ilikegooglebetter/2615816091/ Photo Credits