Developing Individualized Success Plans for LD, TBI, ADHD an

Wounded WarriorsAHRAD 2014

Dr. Paul and Kimberly Nolting

pnolting@aol.com(941) 951-8160Copyright 2014

Agenda

Informal Quiz

Processing Deficits and Their Effects on the Learning Process

Learning & Memory Processing Difference

ADHD, PTSD, TBI and MTBI

Teaching/Tutoring Concerns – Best Practice

Helping Students Process Math, Math Study Skills and developing – My Math Success Plan

Learning Problems Affecting Math Grades

Incorrect course placement

Mismatch of teaching styles and course design

Lack of math study skills

Math and test anxiety

Posttraumatic Stress Disorder (PTSD) - a life-threatening event like military combat, natural disasters, terrorist incidents, serious accidents,

Learning Disability (LD) – neurological cognitive processing deficits in STM, WM, LTM or FR

Traumatic Brain Injury (TBI)- STM, executive function, FR

Attention Deficit Disorder (ADD) - executive function attention/concentration problems

Not having a math success plan – Start plan now

Students with Disabilities

The Myths and Truths

MythsDisabilities can go awayStudents with LD, ADHD, PTSD and TBI have low intelligence or are slow learnersIf they would just study harder or be exposed to more educational opportunities they would not be disabledStudents with disabilities have the same learning problems.Disabilities can be cured. Disabilities do not exist.

Truths• Disabilities do not disappear but

may range in expression and severity at different life stages

• By definition a student with LD has average to high intelligence.

• Disabilities are neurological in origin. They have a central nervous system basis. It doesn’t arise from lack of exposure to life experiences.

• There are many different disabilities that require different strategies. A student can have more than one disability type.

• Disabilities are permanent conditions.

• Disabilities do exist under ADA

Definitions of Math and Other Disabilities

Acalculia – inability to read or write numbers in that individuals can not perform calculations or having impaired spatial organization

Dyscalculia – failure to develop math (arithmetic) competences that is not due to a brain injury or mental impairment

Dysalgebria – students with average to above average IQ can master calculations but can not master algebra (Nolting, 2000).

Dyslexia – is not a math learning disability but may cause math learning problems due to misreading or miscopying numbers and letters.

Dysgraphia – is not a math disability but may cause math learning problems due to poor hand writing and copying from the board.

PTSD

Posttraumatic Stress Disorder can occur following a life-threatening event like military combat, natural disasters, terrorist incidents, serious accidents, or violent personal assaults like rape

The traumatic events that lead to post-traumatic stress disorder are usually so overwhelming and frightening that they would upset anyone. Following a traumatic event, almost everyone experiences at least some of the symptoms of PTSD. Has to be more than 30 days.

PTSD

SHORT CIRCUITRYIn spite of the evolution/adaptation of the brain over the eons,

and the increasing awareness of the pre-frontal Cortex, when confronted by worries, stressful and traumatic events, the response skips back to more primitive times and jumps to the limbic system.

• Intrusive, upsetting memories of the event • Flashbacks (acting or feeling like the event is happening

again) • Nightmares (either of the event or of other frightening

things) • Problems with Executive Function• Change biochemistry

TBI and MTBI

Acquired brain injuryViolent hit to the headMay or may not lose consciousnessMovement of brain back and forth in skullSymptoms can be mild, moderate, severeSeveral MTBI is as bad as a TBICan change biochemistryMay or may not improve over timeSilent disability and growing

Stages of Memory

Hand out• Sensory input is when an

individual physically takes in the information. TBI, PTSD

• Sensory register is when the mind neurologically accepts the information. TBI, PTSD, ADHD

• Short-term Memory is when the brain receives information and stores it for a brief time. TBI, LD?

Forgetting =

Information not input or registered.

Stages of Memory

Working Memory is like RAM in a computer that can send or recall information and is part of executive function. TBI, PTSD, LD?

Long-term memory is a storehouse of material that is retained for long periods of time. LD?

Abstract Reasoning uses recalled concepts to make new meaning and understanding without using language. TBI, LD

Memory Output is recall learned facts and/or concepts. TBI, PTSD

Forgetting =

Information not Understood

Educational Information-Modality Styles

Different preferences for inputting information

When viewing learning as a sequence of events, modalities shape the first step of encoding information

Auditory, visual, kinesthetic/tactile

Definition: Students with auditory process problems have difficultysynthesizing words and understanding words in noisy classrooms. These students may misinterpret wordsor not “hear” the words. This is not a hearing problem or short term memory problem. It is a problem of misinterpretation of words spoken words.

Auditory Processing Disorder

Primary Affected Areas: sensory register, short term memory

Observable Behaviors: students misunderstanding math vocabulary; difficulty solving word problems; difficulty reading the text and understanding lectures

Processing Speed Disorder

Definitions: Students with a visual speed processing disorder have great difficulty quickly recognizing numbers and conceptually similar visual objects. A student with visual speed processing disorder is able to visually process but very slowly.

Primary Affected Areas: sensory input & register; significantly related to math & PTSD

Common Observable Behaviors: re-reading sentences & paragraphs; scanty notes or no notes at all; very slow in completing homework, very slow in doing on line homework, very slow in completing tests, having difficulty quickly recognizing variables and math symbols, problems with automaticity

Short-term Memory Processing Disorder

Definition: Short-term memory disorder is categorized as auditory memory. It is the difficulty in keeping information in short term memory long enough to transfer it into working or long term memory. Also it is the automaticity of rearranging numbers in your head.

Primary Affected Areas: Subsequent effects on the long-term retrieval, working memory, long term memory, and abstract reasoning. Students who cannot hold information for more than a few seconds cannot use it to rehearse or recall from working memory. TBI

Observable Behaviors: Auditory: forget oral instructions; difficult to be group learner; ask questions about recent information; can’t hold on to steps long enough in mind to understand concept; difficulty in manipulating numbers in you head; difficulty in switching number in an equation presented verbally; some problems with abstract learning

Visual-Spatial Thinking Processing Disorder

Definitions: A student with a visual- spatial processing disorder has great difficulty in recognizing and synthesizing visual information. The student also has difficulty remembering visual information and remembering it in the correct order.

Primary Affected Areas: sensory input & register; short term memory

Common Observable Behaviors: re-reading sentences & paragraphs; “chicken scratch” notes or no notes at all; problem solutions all over the page; numbers miss-aligned; copying down incorrectly; difficulty reading tutor/instructor handwriting; facial gestures while looking at something; misreading variables and numbers such as b for d or 9 as a 6 or + for x

Long-Term Retrieval Processing Disorders

Definitions: Students with LTR disorders have minimal ability to input or retrieve information in active memory in order to understand concepts. The LTR process pertains to speed of putting information into/taking it out of long-term memory and abstract memory.

Primary Affected Areas: Abstract/fluid reasoning, Long-term memory; Memory output; Any learning task that involves using several pieces of information or concepts; tired after a short period of studying. Related to TBI, PTSD

Observable Behavior: Confusion on multiple step assignments; Brain Traffic Jam; spaced out look; student understands step by step problem solving but can not put all the steps together to solve the next problem.

Working Memory Processing Disorders

Definitions: Students with working memory disorders have minimal ability to retain a large amount of information in active memory in order to understand concepts. Students also have problems manipulating that information to solve problems. Low RAM

Primary Affected Areas: Abstract/fluid reasoning, Long-term memory; Memory output; Any learning task that involves using complex pieces of information or concepts; math problems that require using multiple concepts at the same time to solve; significantly related to math TBI, PTSD

Observable Behavior: Confusion on multiple step assignments; Student may understand each concept but can not organize the steps in order to solve the problem. tired and frustrated after a short period of studying

Definition: Students with long-term memory problems have minimal abilityto store information for a long periodof time. The length of time for whichstudents can hold information may vary. For instance, a student may learn material during one monthly unit and not remember it during the next unit. On the other hand it could be thata student remembers how to work a math problem one day and then forget how to do it the next day.

Comprehension-Knowledge (LTM) Processing Disorders

Primary Affected Areas: working memory, abstract reasoning and long term retrieval; significantly related to math

Observable Behaviors: holes in the foundation of concepts needed for further learning --- have to relearn information but remembers bits and pieces

Fluid /Abstract Reasoning Processing Disorder

Definition: Abstract reasoning disorders keep students from being able to form concepts and solve abstract problems that include novel situations and extrapolating information. It is also the inability to identify relationships with unfamiliar concepts and making inferences.

Primary Affected Areas: working memory, long term memory, memory output, all dependent on the level of critical thinking required highly significantly related to math- TBI

Covalent bonding compared to ionic means...

Covalence Atomic structure

Electrons

Observable Behaviors: need for repeated instruction as if information was never learned; repeated blank looks; ability to mimic processes but not apply them, not making inferential leaps; can’t generate alternate problem solving strategies

Math Study Skills Content

How Learning Math is Different How to Motivate Yourself to LearnThe More Math You Take the More Money You MakeTime Management and Creating a Positive Study EnvironmentImproving Listening and Math Note-TakingImproving Math Reading and Homework SkillsImproving Math Test-Taking SkillsUnderstanding How Disabilities Affect Math LearningUnderstanding How Wounded Warriors Have Difficulty Learning MathDeveloping Individualized Math Success Plan or Math Mission Plan

Math Study Skills Evaluation

Joe College, the overall result of your evaluation is a score of 51.A score of 79 and below means you need to improve your math study skills and this could be the main reason you may have had having difficulty.Question #1My habit is that I:     A. seldom study math every school day. Your response indicates that you may not understand that math has a sequential learning pattern. A sequential learning pattern means material learned one day is used the next day and the next day and so forth. That means putting off studying math will lead to poor math grades. You need to study and do your homework before each class. You need to read pp. 11-21 in Math Study Skills Workbook

Question #4My habit is that I:     C. almost always become anxious and forget important concepts during a math test. Your response indicates that you have symptoms of math anxiety and/or test anxiety. Math and test anxiety are learned responses, which can be unlearned. You need to learn how to control your anxiety by using relaxation techniques and positive self-statements during homework and tests. You need to read pp. 65-69 & pp. 72-79 in Math Study Skills Workbook.

Class Note-taking SystemThree Column Method

Math Problem

Key Words/Rules/

Properties

Examples/Problem Steps Explanations and questions I need to ask myself

Test Anxiety: Myths

Students are born with it.Test anxiety is a mental illness.Test anxiety cannot be reduced.Any level of test anxiety is bad.All students who are not prepared have test anxietyStudents with test anxiety can’t learn math

Students who are well prepared don’t have it.Intelligent students don’t have it.Attending class and doing homework should reduce it.Being told to relax will make you relaxed.Doing nothing about it will make it go away.Reducing test anxiety guarantees better grades.

Tensing and Relaxing Technique

Relax all your

muscles.

Tense your muscles.Pull up with your arms

tight.Press down with you feet

and legs.Hold for a few seconds.

Relax.Repeat one more time if necessary.

Ten Steps to Doing Online Homework

1. Review related textbook material.2. Review appropriate lecture notes.3. Do homework neatly.4. Must write down problem and every

problem step.5. Understand reasons for problem steps

instead of using the click and go method.6. For difficult problems use the resources

provided by the software (videos /tutor line).7. Finish by working a problem successfully.8. Recall or write down important concepts.9. Develop virtual note cards by using

www.studystack.com.10. Don’t get behind – you could get block out.

Learning from online homework is more difficult than text book homework

Ten Steps for Taking Classroom

or Online Tests

“The first student done with the test may not be the smartest in the class. Often the smart students are the ones that take the entire time to make sure they do everything accurately. Be brave. Stay in the room and make sure you complete everything accurately.”

1. Memory Data Dump

2. Preview Test

3. 2nd Memory Data Dump

4. Test Progress Schedule

5. Answer Easy Questions

6. Skip Difficult Questions

7. Review Skipped Questions

8. Guess at Remaining Questions

9. Review All of the Test

10.Use all the Test Time

Six Types of Test-taking Errors

1. Misread Directions

2. Careless Errors

3. Concept Errors

4. Application Errors

5. Test Procedure Errors

6. Study ErrorsTeach Final Exam Perpetration

This is why they invented the eraser!

Use the eraser wisely. Sometimes it is better to scratch something out at first and then make sure the correction is right. Go back and erase, leaving the correct information. Sometimes when we are nervous, we may change a correct a right answer. We erase the right answer, go on to other problems, check the test and discover we changed an answer incorrectly and have forgotten the right answer.

Educational AccommodationsMathematics

1. Graph paper

2. Color assignment to different numerical functions and symbols

3. Problem on left side of paper and extra math calculations on the right with line dividing down the middle

4. Use of capital letters instead of small letters

5. Lots of white space

6. Students use whiteboard

7. Test format with larger fonts and more white space

8. Pictures/graphs for word problems

9. Hands on Equations

Writing and Reading1. Computer programs with visual

alterations

2. Color coding parts of sentences, paragraphs

3. Physically cut and paste

4. Lots of white space

5. Typing with large simple font

6. Note cards for organization of paper and sentence structures

7. Tests and readings with larger fonts and more white space.

8. Pictures for organization of ideas

Education Accommodations & Math Study Skills

Teaching /Handout Accommodations

1. Vocabulary lists2, Formula sheets/cards3. Mental cheat sheets4. Three column note taking5. Lectures with immediate practice to break

up the inputting time with rehearsal time.6. Structured, step by step process for

reading the textbook7. Power point on during class for individual

reference use during lecture (post on website)

8. Class recitation9. Math Study Skills Evaluation, My Math

Success Plan student workbook & Mathematics and Disability Handbook: Guide for Students with LD, ADHD, TBI, and Wounded Warriors-ebook.

Tutoring1. Digital -record sequential steps or

questions that the student and tutor have created

2. Place same information on note cards3. Put information cues to music or

rhythmic recitation4. Mental cheat sheets5. Construct tutoring session to include

constant student verbal and/or visual feedback. Over and over

6. Draw pictures for cueing7. Review and review8. Learning Assistance and Tutor

Training Manual

Math Testing Accommodations

• Extended time • Private quiet test area • Formula sheet • Fact sheet• Key word list• Lecture notes• Clarification of test questions• Manipulatives• Scribe and white board

Individual Math Success Plan

Semester: Fall 2014

 

A. Student Information:

Name: Paul College, Sophomore

Disability: LD

B. Services:

Tutoring thee times a week 1 hr-,

Word processing training with a reading program, meet with DSS counselor

C. Courses:

Beginning Algebra, History, English II, Biology

 

:

 

Individual Math Success Plan

D. Math Study Strategies: Use note-taking system , color code notes, develop a math glossary, use online note-taking system, learn relaxation techniques, use online test- taking system, analyze test results

 

E. Educational/Testing Accommodations: Use smart phone to record parts of lectures and difficult tutored problems, extended test time,

F:Disability Information: Strengths- language skills, short-term memory, long-term memory and motivation. Weaknesses – visual processing skills, visual memory, reading and math study skills

G. Semester Goals: 3.0 GPA, B in math, improve math study skills, attend thee tutor sessions a week, use educational and testing accommodations, see my math instructor every two weeks.

 

Math Mission Plan

Semester: Fall 2014

 

A. Student Information:

Name: John Doe, Sophomore

Year in College: Freshman

B. Services:

I will do my homework in the Mat Lab M-F for 1 hour

I will attend tutoring sessions thee times a week 1 hr-

I will meet my certifying office once a month

C. Courses:

Intermediate Algebra, History, English II, Biology

 

:

 

Math Mission Plan

D. Learning Information: Visual and hands on learner Attends all classes, Problems with auditory short-term memory, Problems with note taking, test taking and test anxiety

E. Math Study Strategies: Learn the seven steps to math note taking Use a smart phone to take picture of the board, Compare notes with fellow student, Develop a “to do” list and review it every day, Practice relaxation techniques, Follow the Ten Steps to Test –Taking, use http://www.wolframalpha.com/ to check my homework

F. Semester Goals: 3.0 GPA, B in math, Improve note-taking and math study skills, Study math 12 hours a week, Meet with my math instructor once a week, Review my math tests with the tutor or instructor, Keep up with my “to do” list, Reward myself for success

Alternative Math Course Sequence

• Elementary Algebra Statistics

• Elementary Algebra Liberal Arts Math

• Elementary Algebra Topics in Math

Significant CHC Factors & Clinical Clusters for Course Substitution

Working Memory Not Enough RAM

Long-Term Memory Not Enough Facts

Abstract Reasoning Not Enough Logic

TBI, MTBI and PTSD – CHC and Clinical Clusters

Can use research in Math and Disabilities Handbook (Nolting, 2012) to support accommodations and course substitutions

Course Substitutions

• Introduction to Computers

• Accounting I

• Macro-economics• Philosophy• Earth and Space

Science

• Environmental Science

• Business math

• Astronomy

• Oceanography• Logic/Critical Thinking• Physical Science

Collaboration of Departments and Centers to Improve Math Success

Office of Students with Disabilities

Math Department

Learning Assistance Center

Counseling/Advisement Center

Veteran Center

Administration

Joint Student Workshops with ODS and Veteran Center

Conclusion

Each student with disabilities or wounded warrior is unique; therefore, it is important to continue learning about the processing deficits and how they affect learning in specific disciplines. As a result, an instructor or tutor can take the suggested strategies and adapt them to meet an individual’s special learning challenges.

Let’s continue the conversation. Email us at Pnolting@aol.com whenever you have questions or when you have success stories!