Childhood Disability Benefits (SSI): Ensuring Support for Children in Poverty.
Is this Normal or Could My Student Have a Learning Disability: Red flags in Early Childhood...
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Transcript of Is this Normal or Could My Student Have a Learning Disability: Red flags in Early Childhood...
LoriBoll.me | @LoriBoll
Twitter,where you find it!
what we’ll do social media stuff on every page!
@LoriBoll!#etc2015!#redflags
http://goo.gl/o0wIoa
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Introduce yourself!Tell us your name and why you are here in 30 seconds or less.
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Today’s Schedule
8:00-8:50 Setting the Stage
8:50-10:00 Language Delays & Autism
10:00-10:30 Break
10:30-12:30 Aspergers & Behavioral Disorders
12:30-1:30 Lunch
1:30-2:30 Dyslexia & Sensory Processing
2:30-3:00 Break
3:00-4:30 Case Studies and Questions
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You’ll see this a lot today
LoriBoll.me | @LoriBollHave a Language Delay
Under the Age of 51 in 12 Children
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Expressive LanguageReceptive Language
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Red Flags for Receptive Language Issues
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Doesn’t use gestures like waving “bye bye” by 12 months!
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A hard time understanding what other people have said.
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Problems following directions that are spoken to them
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Problems organizing their thoughts.
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How might this sound for our students?
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Describe this picture. You may not use the words dog, spaghetti, or!
slurp
Try This:
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Hanen Centre
Excellent Resource!
Professional Development Opportunities!
Information to share with families
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http://www.cdc.gov
Fantastic Resource regarding developmental milestones
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Red Flags for Expressive Language Issues
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Difficulty finding the right words
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Doesn’t use gestures like waving “bye bye” by 12 months!
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Doesn’t babble things like "bababababa" by 12 to 15 months!
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Doesn't understand and respond to words like "no" and "up" by 15 months
LoriBoll.me | @LoriBollDoesn't point to objects or people of interest
LoriBoll.me | @LoriBollIsn’t using several single words like "Mommy" or "up"
LoriBoll.me | @LoriBollDoesn’t understand simple commands like "Don't touch"
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Isn’t joining two words together like "Daddy go" by two years!
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Isn’t using sentences (e.g. "I don't want that" or "My truck is broken") by three years!
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Isn’t able to tell a simple story by four or five years
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What now?
Interactive Quiz
Talk with parents
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Strategies & Suggestions
Go Visual!
Write down all directions!
Use pictures!
Use Visual Schedules!
Use Graphic Organizers for Writing!
Multi-Sensory Approach to Reading, Writing, Math!
Be patient!
Get support from a professional!
Use appropriate technology
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Programs Worth Exploring
Touch Math Multisensory Math Program!
EmPOWER Writing Program!
On Cloud Nine for Pragmatic Language!
SuperFlex Social Thinking Program
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https://www.youtube.com/watch?v=Y1qOy3035Ho
Braden’s video
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Four Key Areas
Social Interaction
Communication
Restricted or Repetitive Movement
Lack of Symbolic Play
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Four Key Areas
Social Interaction
Communication
Restricted or Repetitive Movement
Lack of Symbolic Play
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Echolalia!
Non-verbal!
Poor language pragmatics!
Non-reciprocal speech!
Poor topic maintenance!
Palialia!
!
Communication Warning Signs
Lack of reciprocity!
Need to control topic!
Lack of meaningful speech!
Lack of expression
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Four Key Areas
Social Interaction
Communication
Restricted or Repetitive Movement
Lack of Symbolic Play
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Restricted or Repetitive Movement
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Four Key Areas
Social Interaction
Communication
Restricted or Repetitive Movement
Lack of Symbolic Play
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Pragmatic Language ImpairmentDSM V
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10 Red Flags for ASDhttp://www.cbsnews.com/media/10-early-warning-signs-of-autism/2/
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Does not respond to his/her own name
LoriBoll.me | @LoriBollRarely smiles when approached by caregivers
LoriBoll.me | @LoriBollRarely imitates expressions
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Delayed or infrequent babbling
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Does not gesture to communicate
LoriBoll.me | @LoriBollInfrequently seeks attention
LoriBoll.me | @LoriBollDoes not reach up when parents try to pick him/her up
LoriBoll.me | @LoriBollDelays in motor development
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No Joint-Attention: back-and-forth sharing of sounds, smiles, or other facial expressions by 9 months or thereafter
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Any loss of speech or babbling or social skills at any age!
LoriBoll.me | @LoriBollLaughing hysterically for no reason!
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Other Signs
Hyperlexia!
Poor Muscle Tone!
Poor Fine Motor Skills!
Insistence on Routines!
No Response to Sound
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Strategies for your classroom
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Individualized, visual reward system
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So How Do We Talk to Parents?
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Collect data!
Show them the data!
Give them a developmental check-list!
Show concern
Give a diagnosis!
Compare to your own child!
Give opinions!
Show frustration
Do Do Not
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AspergersDSM-V !Social Communication Disorder
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Typical cognitive and language development
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Conversations are long and one-sided
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Doesn’t appear to empathize with another’s feelings
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Pre-occupied with one or two topics of interest
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Very literal…sometimes doesn’t understand humor
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Reacts negatively to any type of change in schedule
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Very sensitive to sensory input…prone to meltdowns
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Speaks in monotonous, rigid, or unusually fast voice
Video
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Group discussion
Read over the information about behavioral disorders using the A-B-C format.!
A-B-C format.
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Group discussion continued
Go to http://goo.gl/GGHZCZ!
List down some successful strategies you have used when working with children with behavioral issues in your classroom!
Discuss these with a partner
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Recommended Strategies
Try to build a positive relationship with the child!
Maintain and reinforce consistent routines, transitions, and rules!
Increase positive and descriptive feedback!
Reframe “misbehavior” as “mistaken behavior”
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Introduce replacement behaviors!
Conduct a Functional Behavior Assessment to determine the “why” of the behavior!
Try not to react to the behavior!
Teach social skills in an explicit manner!
Teach child to name feelings!
Explicitly teach problems solving skills!
Collaborate with parents to develop a common plan
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How do we talk with parents?
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Time of Day Location BehaviorWhat
happened before?
Consequence
8:05 in linepulled
classmate’s hair
student got too close to
himTime out
9:20 carpetyelled in
classmate’s ear
student touched his
kneeTime out
10:15 playground kicked a classmate
kids were playing chase
Sent to principal’s
office
11:45 in linescreamed “I hate you,” at
teacher
teacher asked him to line up quietly
Teacher cried
LoriBoll.me | @LoriBoll
Reading disabilities makes up 80% of all learning disabilities.
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DyslexiaDSM-V: Specific Learning Disability
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Quiz Time Are more girls or boys diagnosed with
Dyslexia?
LoriBoll.me | @LoriBollPrevalence of Reading Disability in Boys & Girls
LoriBoll.me | @LoriBoll70-80% of children learn how to transform printed symbols into a phonetic code without much difficulty.
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What is the earliest clue?
A Speech Delay
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Red Flags for Dyslexia in Early Childhood
LoriBoll.me | @LoriBollCannot identify 10 alphabet letters, or letters in own name
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Does not show an interest in playing with sounds (like nursery rhymes)!
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Does not recognize that sentences come apart (like a roll of perforated postage stamps)!
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Cannot recognize and name a growing number of letters!
Cannot break spoken words into syllables!
Does not begin to break words into phonemes!
!
Ages 4-5
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Cannot name a word that rhymes with a simple word!
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Unable to recognize and name upper and lowercase letters
LoriBoll.me | @LoriBollUnable to tell if two words rhyme!
Boat
Train
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Cannot identify the beginning sound in a word
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Unable to count the phonemes in a word!
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Has difficulty blending phonemes into a word
Z + oooooo zoo
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Does not begin to decode simple words!
LoriBoll.me | @LoriBollCannot identify all the sounds of the letters in the alphabet!
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Red flags @ any time
!
A family history of Dyslexia!
A fear of reading aloud!
Trouble reading math word problems!
Omitting parts of words when reading
!
No enjoyment in reading!
Messy handwriting!
Poor spelling!
Homework that never seems to end!
Inability to finish tests on time
LoriBoll.me | @LoriBoll
-Omitting parts of words -stumbling on multisyllabic words -fear of reading out loud -choppy oral reading -no inflection -poor spelling -inability to finish tests on time -trouble reading math word problems -reading is slow and tiring -homework that never seems to end -messy handwriting -no enjoyment in reading -low self esteem...
LoriBoll.me | @LoriBoll
Take a moment:
!
What traits do these famous dyslexic people possess?
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Common Traits
Persistent!
Innovative!
Imaginative!
Creative!
Inquisitive
Resilient!
Inventive!
Good at seeing the big picture!
Problem solvers!
“Out of the box” thinkers
LoriBoll.me | @LoriBollDyslexia is Persistent Through Life
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DIBELS (Dynamic Indicators of Basic Early Literacy Skills)!
PAST (Phonemic Awareness Skills Test)!
QRI (Qualitative Reading Inventory)!
DRA (Developmental Reading Assessment)
!
Identification !tools!
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Note
For an official diagnosis of Dyslexia, one must be assessed by an educational psychologist.
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Reading Instruction
Direct and Explicit!
Systematic and Structured!
Multi-sensory
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Multi-sensory
Write letters in sand!
Use a screen and a crayon!
Finger tap!
Use coins or buttons for individual sounds!
Arm tapping
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Video of Orton Gillingham
–Johnny Appleseed
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Time For a Spelling Test
embarrassed!
Fahrenheit!
lieutenant!
February!
prejudice
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Let’s Spell
lieutenant!
Break it into parts!
lie!
u!
ten!
ant
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Institute for Multisensory Education (ISME)!
Wilson Reading System!
Lindamood-Bell programs!
Read Naturally!
Reading Mastery
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“A few kind words, a show of interest, a vote of confidence to the right kid at the right time -- that makes all the difference. The only trick is to treat every kid as the 'right' kid...”
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Sensory Processing Disorder
No longer in DSM-V
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Ways Children with SPD Respond to Sensory Input
Sensory Avoider!
Sensory Seeker!
Sensory Under-Responder
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Red Flags for Sensory Processing Disorder
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Picture of sight sensory
Sight
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Sensitive to light Holds objects close to face to look at them
Unaware of changes made in room arrangements
Avoids eye contact Stares at bright lightsHas difficulty catching a ball because of slow
response
Closes eyes when object is thrown at her
Avoider! Seeker Under-!responder
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Picture of sound (headphones)
–Johnny Appleseed
Sound
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Puts hands over ears at loud sounds Speaks loudly Responds slowly or not
at all to verbal requests
Expresses expressive emotion at sudden
soundsTurns up TV or iPod
Avoider! Seeker Under-!responder
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Picture of nose
–Johnny Appleseed
Smell
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Objects to odors such as ripe banana, smoke,
eggs. Sniffs people or objects Ignores strong smells
Cries in restaurants and complains of multiple smells
Seeks out strong smells (including offensive
smells)
Doesn’t notice overwhelming smells
Covers nose frequently with hands or arm
Avoider! Seeker Under-!responder
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Taste picture
–Johnny Appleseed
Taste
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Strongly objects to certain textures of food
Licks and tastes inedible objects
May gag when eating certain foods
Prefers very spicy foods
Avoider! Seeker Under-!responder
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Picture of touch
–Johnny Appleseed
Touch
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Overreacts to minor bumps or scrapes
Gets very close to others when playing
Unaware of messy/dirty face or body
Avoids messy activities Puts objects in mouth Doesn’t seem to notice hot or cold
Complains about clothing
Touches others frequently Slow to potty train
Responds inappropriately to a
light touch
Slow to learn how to dress self
Avoider! Seeker Under-!responder
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Vestibular picture (Movement and Balance)
–Johnny Appleseed
Vestibular
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Fears swings, slides, heights, elevators Constantly moving Likes to sit, stand, or
move around
Gets car sick easily even on short rides
Spins without getting dizzy
Does not appear as coordinated as others
Difficulty in learning to ride a bike Runs instead of walks Gets tired easily
Avoider! Seeker Under-!responder
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Picture of Proprioceptive (Body awareness)
–Johnny Appleseed
Proprioceptive
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Prefers not to move Likes rough and tumble play
Unaware when others bump into him/her
Dislikes others moving his/her body
Enjoys crashing into others
Poor fine/gross motor skills
Avoids physical activities
Chews on shirt, pencils, toys
Doesn’t cry when injured
Stomps feet Breaks toys easily
Avoider! Seeker Under-!responder
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Get alerting and calming strategies from other presentation and post them here
–Johnny Appleseed
Strategies for the classroom
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Add video of a good sensory diet!
also the calming swing
–Johnny Appleseed
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Jensen, E. (2000, November). Movement with the Brain in Mind. Educational Leadership, na, 34-36.
From the blog “New Adventures in
First Grade”
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Noise Cancellation Headphones A Hat Indoors
Over Sensitivity to Sound & Light
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Heavy Work
Lap-buddy
Comfortable Enclosure
Nelson, Kimberly. "Mrs. Nelson's Class - MrsNelsonsClass.com." Mrs. Nelson's Class - MrsNelsonsClass.com. N.p., n.d. Web. 25 Mar. 2012. <http://www.mrsnelsonsclass.com/teacherre
Calming Strategies
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Lehrer, Jonah. "The Cognitive Benefits of Chewing Gum." Wired Science. N.p., 29 Nov. 2011. Web. 18 Mar. 2012. <www.wired.com/wiredscience/2011/11/the-cognitive-benefits-of-chewing-gum/ >
Chewy or Crunchy Snacks
Push-ups
Crab Walk
Alerting Strategies
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Lunch
–Johnny Appleseed
Lunch
