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Allen Stock, Licensed PsychologistAssessment & Tutoring Manager
LDA Minnesota 6100 Golden Valley RoadGolden Valley, MN 55422
(952) [email protected]
www.ldaminnesota.org
EFFECTIVE APPROACHES TO MAXIMIZE LEARNING OUTCOMES
LDA Minnesota Mission Statement
As a non profit agency since 1967, LDA has served individuals of all ages who want to improve their learning.
As learning specialists, we provide:
Learning and ADHD assessments
Individualized tutoring
Working memory training (Cogmed)
Consultation (Psychologist or ADHD coach)
Training & support-professionals, students & parents
School support services, funded by grants & donations
AGENDA
1. Learning styles & preferences.
2. Common types of learning challenges associated with LD & ADHD.
3. Classroom and other interventions.
4. How each area of weakness may impact learning.
5. Choosing the right tool/s for the job to leverage
learning strengths.
6. When to seek independent consultation or assessment.
Intervention Success Factors
Correctly prescribed and managed medication is a critical component in the multi-disciplinary treatment and management of ADHD. Without medication, in most cases, any intervention is far less likely to be effective (peer reviewed outcome research).
An accurate diagnosis of LD/ADHD is essential and can only come from a comprehensive evaluation that can screen or identify co-existing conditions. Keep this in mind when considering interventions.
There is no quick or easy fix to anything. Interventions should be ongoing, multi-modal, multi-disciplinary (“it takes a village”) with progress towards goals objectively measured wherever possible.
The Learning “Channels”
Auditory (hearing)
Visual (seeing)
Hands On (doing)
Determining Learning StyleDo you know your preferred learning style?
Is there a learning style that presents as a significant weakness for you?
Identify your favorite activities? Any common themes in regards to visual, auditory or hands-on preferences?
Consider:
Style in a traditional classroom?
Student’s learning style consistent with classroom setting? What if it’s not? What if the student has special needs?
How many student’s in a given classroom are being taught in a manner inconsistent with how they learn best?
Do learning styles change with age, setting or subject matter?
Brain at a glance
The I-P-O explanation of learning:
Input – Information doesn’t reach the brain (physical deficiency/disability). “I didn’t get that.”
Processing – Too slow, poor memory/ex. functioning, learning style incongruent with teaching style. “I don’t understand”
Output – Poor application/planning, verbal/non-verbal reasoning breakdown “I understand the concept but I don’t know how to apply it, what I’m supposed to do or can’t get started?”
TYPES OF LEARNING CHALLENGES ASSOCIATED WITH LD/ADHD
Intra-Cognitive
Verbal or perceptual reasoning
Short term memory
Executive function/simultaneous problem solving
Visual processing speed
Achievement
Significant academic delay (Learning Disorder) in subject area/s (reading, math or writing).
Listening, focus, attention, persistence, organization, time management, impulsivity, hyperactivity, low self-esteem/confidence, other co-existing conditions (affective disorders, sleep, ASD).
TYPES OF LEARNING CHALLENGES ASSOCIATED WITH LD/ADHD
Auditory Learning
Language based learning more difficult (lectures).
Takes longer to reason or problem solve orally presented information, especially if vague, complicated or multi-step.
Avid note-takers who try to capture everything on paper but miss content due to poor multi-tasking skills.
Poor word attack skills, especially with phonics (hearing the correct sound) - leads to poor spelling, vocabulary and comprehension.
INTERVENTIONSAuditory reasoning improvement strategies
Use of pictures, images, graphs, charts
Visual cues
Imagery
Story writing
Vocabulary building
Pleasure reading
Highlighting
Audio books; follow along with written text.
TYPES OF LEARNING CHALLENGES ASSOCIATED WITH LD/ADHD
SHORT TERM MEMORY & “EXECUTIVE FUNCTION” (AKA Executive Planning, “OLDTIMER’S” Disease, Dementias)
The “Achilles heel” for those with ADHD.
“Input Errors” – never heard it, didn’t retain it, retained it but didn’t remember it, remembered but forgot to do it.
If you are told several things at the same time, but only remember 1, 2 or 3 of them.
Inability to plan and execute a sequence or process information simultaneously.
Executive Function is…
THIS….
…OR THIS
OR THIS…
IMPACT ON LEARNING
SHORT TERM MEMORY & EXECUTIVE FUNCTION
Poor sequencing skills-math
More easily confused or overwhelmed (information overload)
Lack of retention of key steps or information
Auditory learning more difficult
Poor (or lack of) planning
Forgetful
INTERVENTIONS
Memory & Executive FunctionPut it/get it in writing, preferably in advance.
Break down large tasks into smaller, more attainable parts with frequent goals.
Frequent review.
Planner, calendar, smart phone.
Additional drill and practice.
Frequent study or work breaks.
Study skills.
TYPES OF LEARNING CHALLENGES ASSOCIATED WITH LD/ADHD
Visual/Perceptual (non-verbal) reasoning
Interpreting, problem solving, analyzing
non-language based information:
maps, charts, graphs, geometric figures, etc.
More easily confused in visual domain - like driving, likely to have poor sense of direction, often gets lost.
Can you put this together? How long do you think it will take?
INTERVENTIONS
Visual ReasoningMulti-modal learning, including hands on and/or verbal instruction.
Use of audio media – (smart pens, digital recorder, etc.)
Frequent review
Attach verbal labels-use words
Study skills-organization, time mgmt., note and test taking strategies.
TYPES OF LEARNING WEAKNESSES ASSOCIATED WITH LD/ADHD
Processing Speed
Is to visual learning what short term memory and executive function are to auditory learning.
How fast can you analyze, problem solve and execute a plan based on VISUAL information?
INTERVENTIONS
Processing speed:Same as memory, plus...
Simplify directions
Extended time
Shorter study sessions
Utilize writing to assist with retention
Study skills
Teachers-avoid “busy”, cluttered worksheets
OTHER LEARNING CHALLENGES ASSOCIATED WITH LD/ADHD
Other common contributing traits that may interfere with learning capacity:
Listening
Focus
Attention
Persistence
Organization
Cont…
Time management
Impulsivity/hyperactivity
Low self-esteem/confidence
Other co-existing conditions (LD, affective disorders, sleep, ASD)
OTHER LEARNING CHALLENGES - INTERVENTIONS
Listening – write it down, ask for clarification; exercise.
Focus-self talk “Am I listening/hearing what was said.”; exercise.
Attention – Minimize extraneous distractions/noise; exercise.
Persistence – Start small and build on successes
Organization – Utilize the technology
OTHER LEARNING CHALLENGES -INTERVENTIONS
cont…
Time management – Utilize the technology
Impulsivity/hyperactivity – Depends on severity, anything from frequent breaks to intensive exercise to medication.
Low self-esteem/confidence – Counseling, start small and build on successes.
Other co-existing conditions (affective disorders, sleep, ASD) – see qualified professional, sleep disorders, depression and anxiety cause behavior that interferes with focus, attention, memory, concentration, persistence, etc.
SUBJECT SPECIFIC INTERVENTIONS
Skill Gap - Mathematics:Resolve with “diagnostic/prescriptive tutoring” - An intensive tutoring model designed to significantly shrink subject specific skill gaps.
Extra drill & practice-mastery of math facts critical.
Repetition.
Direct application of math concepts/skills to real world.
Step by step with validation of skill mastery.
Start with answer and work backwards.
SUBJECT SPECIFIC INTERVENTIONS
Skill gap - reading or writingResolve with “diagnostic/prescriptive tutoring” - An intensive tutoring model designed to significantly shrink subject specific skill gaps.
Pleasure reading
Vocabulary cards
Read aloud/discuss
Crossword or similar puzzles
Highlighting
Word processor/voice recognition software for writing
Proof reader
SUBJECT SPECIFIC INTERVENTIONS
Distractibility:
Sit near teacher or media
Study carol
Frequent breaks
Mix of low & high interest tasks
Study and organization skills
Concise directions
Shorter tasks
Maintain eye contact
Minimize distractions
Written instructions
Proofing work
Picking the best tools for the job
PERSONAL PLAN TO IMPROVE YOUR LEARNING OUTCOME
Determine preferred learning style and learning strengths (good memory, strong verbal skills, etc.)
Determine teaching style.
If #1 & #2 are different, identify and implement “workarounds.”
Mastery of time management, organization and note/test taking skills are essential by 8th grade.
The Tool Box – An “idealized” way to learn
The top fifteen list:
1. Individualized, self-paced learning.
2. Recognize & utilize learning strengths (the I-P-O theory).
3. Break it down
4. 1 step at a time
5. Mastery learning
Cont…
6. Cumulative/aggregate learning
7. Repetition
8. Frequent review
9. Mnemonics to improve memorization/recall (rhymes, songs, etc.).
10. Take memory out of learning/pre-teach – outlines, key-points, answers before questions, etc.
Cont…
11. Multi-Modal learning.
12 . Teach to strengths & preferred learning style without ignoring weaknesses.
13. Leverage the technology (recorders, audio books, software, etc.).
14. Model (show don’t explain) learning strategies.
15. Utilize creative problem solving to address individual’s learning challenges.
When to seek an independent learning or ADHD assessment
School tested, but student not eligible for special education services or 504 plan.
School evaluated, but won’t test student.
The “apple didn’t fall too far from the tree”-family history.
Grades 1-4: Achievement more than 6 months behind grade level; Grades 5 +: Achievement more than 1 year behind grade level.
Most post secondary institutions & testing companies (ACT, SAT, GRE, LST, MCAT require reassessment every 3 years for accommodation requests (let me know if you experienced differently).
LAST WORD
TEACH TO STUDENT STRENGTHS -
BUT NURTURE THEIR WEAKNESSES
SUMMARY & ?’SUnderstand what the weaknesses and strengths are…
Identify which part of learning is most affected…
Strategize an intervention that includes the best “tools” for the job…
Implement, monitor, evaluate and revise.
Questions or Comments??
How to refer a student to LDA Minnesota:
Call or email Client Services:
952-582-6000 or [email protected]
Our web site: www.ldaminnesota.org
Call me: Contact information at end of presentation.
Thanks for ListeningPlease
Complete
Evaluation &
Survey
Forms
CONTACT INFO
Allen StockLicensed PsychologistAssessment Manager
LDA Minnesota6100 Golden Valley RoadGolden Valley, MN 55422
www.ldaminnesota.org
Challenges of the typical school setting1:30++
Faster, more information in less time.
Subject matter pushed down 1-2 grade levels
(more difficult than our grade level experiences)
Teaching to the benchmarks (MCA, NWEA).
More “introducing”, less “teaching”
Not “mastery based”-yet mastery is expected, typically for the next day’s lesson.
Buffet vs. main course- Integrated vs. course specific - Everyday (Chicago) Math vs. Algebra I, II, Geometry.
