Learning Difficulties Julie Ferguson Pace, Ph.D. Licensed Psychologist Diagnostic and Counseling Center Center for Talented Youth Johns Hopkins University Possible signs of Learning Problems in Bright Students Widely different test scores Unexplained differences between test scores and classroom performance Frequently gets into trouble at school (uncooperative, lazy) Difficulty organizing work, belongings, or self Slow, laborious handwriting
Written language difficulties Has great difficulty with puzzles, gets lost easily, gets disoriented in new places Works extremely slowly; class work seems to take much more effort than it should Trouble interacting with peers
Common Learning Difficulties Seen in Bright Children Writing, Writing, Writing Graphomotor struggles Organization Automatic Retrieval Revising, Editing, Attending to detail Integrating multiple skills at once (working memory) Mental effort Common Learning Difficulties in Bright Children, continued Executive dysfunction and attention control Mental effort, initiation weaknesses Focus issues Shifting Working memory difficulties Attention to detail Organization Planning and time management Keeping track of materials Breaking down assignments into manageable chunks
Common Learning Difficulties in Bright Children, continued Reading Fluency: accuracy and speed Comprehension Mental effort, focus issues Saliency determination Barriers to identification: Barrier 1: The Gifts hide the disability The hard workers: disability may not catch up with them until a later time The underachievers: gifts and behavior/attitude can obscure the fact that there is a disability
Barrier 2: The Disability masks the Gifts May be a larger group than people realize The issue of depressed IQ scores Meeting the needs of these students can be challenging Barrier 3: Gifts and Disabilities mask each other Most likely to fall through the cracks Hard to identify; may be performing at grade level Other barriers: Different identification pathways for gifted and LD Lack of knowledge that these issues can co-exist Easy to misunderstand; to see as lazy Purpose of Assessment Understand the nature and scope of the problem Determine underlying causes Identify strengths as well as weaknesses Develop an action plan Provide understanding Many potential underlying causes Auditory Processing Deficits Phonological processing, receptive language, auditory discrimination, auditory memory Visual Processing Deficits Visual discrimination, attention to visual detail, visual-spatial processing, visual-motor integration, visual memory Memory Short-term memory, long-term memory, working memory, automatic retrieval Sequencing Visual, auditory Attention Motor Social behaviors, skills, awareness
The Attention Controls (Levine, 2001) Mental Energy Control System Arousal/Alertness Mental Effort Processing Control System Saliency Determination Depth/Detail of Processing Mental Activation Focal Maintenance Satisfaction Level Production Control System Previewing Facilitation/Inhibition Tempo Self-monitoring Reinforcement
Diagnosis: The good and the bad Diagnoses are useful because they: Can link students to appropriate services Can provide a way for families to link to resources Can provide a useful way for others to understand what some of the issues might be for a student
BUT Children with the same label can be exceptionally different from one another Each child has different strengths, weaknesses and needs Need to look deeper than just the diagnosis to really understand a child: this is what assessment is for Diagnosis: Reading Disorder What can lead to reading problems? Adam: Phonological Weaknesses Lisa: Orthographic Weaknesses Kate: Working Memory Problems Mark: The issue of attention A good evaluation Includes a measure of overall ability, as well as specific targeted measures to examine specific cognitive abilities Includes broad overview of achievement as well as targeted measures to examine problem areas Screens for social/emotional problems Gathers information from outside sources: parents, teachers, observations, etc. Ask questions in multiple ways! What makes a good GT/LD Evaluation? Having an awareness that these kids do exist Going in with an open mind; being flexible Paying attention to observations and gut feelings Using alternative assessments as needed
A good assessment is more than testing! Assessment vs. Testing Summary scores can be misleading Do more than simple achievement testing The special problem of assessing writing The importance of observations Observations > Numbers Jack, Sally, Kate all have WISC-IV FSIQ scores between 130-140.
Jack: WJ Reading Fluency Score = 91 Sally: WJ Reading Fluency Score = 89 Kate: WJ Reading Fluency Score = 93 Observations > Numbers Data is valuable, but observations are crucial Children can get the same score for different reasons Does a child struggle to achieve a certain score? What strategies does a child use, or not use? What is his/her learning style? What is the childs perspective on his/her strengths/weaknesses? Flexibility is key Things are not always what they seem Keep an open mind Be willing to switch gears Key Points in Identifying Bright Students with Learning Difficulties Avoid composite scores alone; use scatter analysis Recognize average performance can be problematic Remember observations are crucial! Consider including less conventional ways of evaluating ability Remember that a learning disability can depress IQ scores More Key Points Education and communication Openness to implementing strategies even when a child doesnt strictly meet the criteria for LD services