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LEARNING DISABILITIES AND ATTENTION
DEFICIT HYPERACTIVITY DISORDER (ADHD)




                    ©2011 Cengage Learning.
                        All Rights Reserved.
Focus 1
Cite four reasons why definitions of learning disabilities
have varied.
Focus 2
Give two current estimated ranges for the prevalence of
learning disabilities.
Focus 3
Identify seven characteristics attributed to those with
learning disabilities, and explain why it is difficult to
characterize this group.
Focus 4
List four causes thought to be involved in learning
disabilities.


                                ©2011 Cengage Learning.
                                    All Rights Reserved.
Focus 5
Identify three types of interventions or treatments
used with people who have learning disabilities.
Focus 6
Identify three behavioral symptoms commonly
associated with ADHD.
Focus 7
Identify two ways in which the behavior of children
with DHD detrimentally affects instructional
settings.


                            ©2011 Cengage Learning.
                                All Rights Reserved.
Focus 8
Identify the three major types of ADHD according
to DSM-IV.
Focus 9
Identify two prevalence estimates for ADHD that
characterize the difference in occurrence by
gender.
Focus 10
Identify three categories of characteristics that
present challenges for individuals with ADHD.
Focus 11
Identify three possible causes of ADHD.

                    ©2011 Cengage Learning.
                      All Rights Reserved.
   Undergraduate psychology student with
    learning disabilities
   Inability to memorize information and
    difficulty reading
   Math of special concern due to lack of basic
    fact rote memory ability and fear of
    performing poorly when called on by teacher




                             ©2011 Cengage Learning.
                                 All Rights Reserved.
   Testing in higher education uncovered
    information processing differences
   Processing speed
   Deficit in short-term memory
   Fluid reasoning issues
   Specific strategies could support
    compensation for neurological wiring pattern
    differences.



                            ©2011 Cengage Learning.
                                All Rights Reserved.
   As an infant was fussy and cried a lot
   Could get out of crib by 1st birthday
   Child safety latches and gates proved
    inadequate
   At 3 years old tried to flush cat down toilet at
    4:30 a.m.
   Pediatrician felt she needed to mature and
    saw her simply as active and inquisitive.



                              ©2011 Cengage Learning.
                                  All Rights Reserved.
   In kindergarten had short attention span and
    high levels of impulsivity
   Pushed down a level to pre-kindergarten due
    to poor performance
   Described as developmentally immature;
    performance did not improve
   Psychological and medical evaluation in 2nd
    grade confirmed attention-
    deficit/hyperactivity disorder


                            ©2011 Cengage Learning.
                                All Rights Reserved.
   A relatively new area of exceptionality that
    has only recently been identified and defined
   Learning disabilities can occur at all
    intelligence levels.
   Learning disabled = heterogeneous group of
    individuals with highly variable, complex
    characteristics, and needs




                             ©2011 Cengage Learning.
                                 All Rights Reserved.
   IDEA ’04 and Joint Committee Definitions

    ◦ IDEA - a disorder of one or more of the basic
      psychological processes involved in understanding
      or using language, spoken or written, which may
      manifest itself in an imperfect ability to listen,
      think, speak, read, write, spell, or do mathematical
      calculations.
    ◦ Includes perceptual disabilities, brain injury,
      minimal brain dysfunction, dyslexia, and
      developmental aphasia




                                  ©2011 Cengage Learning.
                                      All Rights Reserved.
   IDEA ’04 and Joint Committee Definitions
    ◦ Does not include learning problems which are
      primarily the results of visual, hearing, or motor
      disabilities, of mental retardation, of emotional
      disturbance, or of environmental, cultural, or
      economic disadvantage

    ◦ The IDEA definition describes primarily what are not
      learning disabilities.

    ◦ The IDEA definition is also ambiguous in its
      description of how to measure the disability.




                                  ©2011 Cengage Learning.
                                      All Rights Reserved.
   Estimates vary from 2.7% to 30%
   A reasonable estimate of prevalence is 5% to
    10% of the school age population.
   2.6 million children served under IDEA (nearly
    50%)
   Variations due to public and educational
    policy and assessment accuracy



                             ©2011 Cengage Learning.
                                 All Rights Reserved.
   Recent focus to identify subgroups, subtypes,
    or severity levels
   Subtype and comorbidity research are
    appearing in literature at increasing rates.
   Subtype research investigates the
    characteristics of youngsters to identify
    distinctive groups.
   Comorbidity research investigates the degree
    of multiple disabilities or conditions.


                             ©2011 Cengage Learning.
                                 All Rights Reserved.
   Students with learning disabilities tend to be
    below their age mates in achievement, but
    they also perform below what would be
    expected based on their measured potential.




                              ©2011 Cengage Learning.
                                  All Rights Reserved.
   Above average or near average intelligence
   Secondary behavioral or emotional concerns
   Variability between measured intelligence and
    performance
   Intraindividual differences between skill areas




                              ©2011 Cengage Learning.
                                  All Rights Reserved.
   The way a person acquires, retains, and
    manipulates information
   Some score lower than peers on memory
    tests
   Differing rather than uniformly deficient
    cognitive abilities
   Attention problems
    – Short attention spans
    – Selective attention
                              ©2011 Cengage Learning.
                                  All Rights Reserved.
   ADHD - a set of symptoms that can
    accompany other conditions
    ◦ became the focus of attention during 1990s

   Learning Disabilities comorbid with ADHD
    from 25% to 70%




                                ©2011 Cengage Learning.
                                    All Rights Reserved.
   People with ADHD may exhibit a variety of
    characteristics
    ◦ Impulse control
    ◦ Executive functioning

   Symptoms may interfere with life activities

   ADHD is a life long condition




                         ©2011 Cengage Learning.
                           All Rights Reserved.
 DSM    IV Definitions
 ◦ ADHD, combined type: Inattention, hyperactivity,
   and impulsivity are present for at least six months.

 ◦ ADHD, Predominately Inattentive Type: Inattention
   present for at least six months
 ◦ ADHD, Predominately Hyperactive-Impulsive Type:
   Hyperactivity and impulsivity are present for at least
   six months.




                               ©2011 Cengage Learning.
                                   All Rights Reserved.
   3-7% school-aged children may have ADHD.
   Males outnumber females.
   Different symptoms and need different
    interventions
   Variation between subgroups by age, gender,
    and comorbidity
   Substantial growth in services under IDEA (OHI)




                              ©2011 Cengage Learning.
                                  All Rights Reserved.
   Self-Regulation, Impulsivity and Hyperactivity
    ◦ Self-regulation - the ability to think through one’s
      actions to see what the consequences will be.
    ◦ Hyperactivity must be present for at least six
      months and must be of such severity to cause
      maladaptive problems.




                                  ©2011 Cengage Learning.
                                      All Rights Reserved.
   Neurological brain injuries or chemical
    imbalances
    ◦ Abnormalities in frontal lobes, basal ganglia and the
      cerebellum
    ◦ Chemical functioning of the brain may be a causal
      agent.
   Environmental factors:
    ◦   Lead exposure
    ◦   Poor maternal or fetal health
    ◦   Poor prenatal care
    ◦   Fetal exposure to tobacco or alcohol
   Heredity and ADHD             ©2011 Cengage Learning.
                                      All Rights Reserved.
   Targeted behavior modification seems more
    successful than cognitive-behavioral
    interventions.
   Structuring pedagogy and the classroom
    setting can lead to academic improvement.
   Academic interventions must target the area
    where the child is experiencing difficulty.



                            ©2011 Cengage Learning.
                                All Rights Reserved.
   Strategies involving structure along with
    explicit instruction may be beneficial.

   A multimodal approach is more effective
    ◦ Both drug and behavior therapies
    ◦ Communication




                        ©2011 Cengage Learning.
                          All Rights Reserved.

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Human Exceptionality Chapter 7

  • 1. LEARNING DISABILITIES AND ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) ©2011 Cengage Learning. All Rights Reserved.
  • 2. Focus 1 Cite four reasons why definitions of learning disabilities have varied. Focus 2 Give two current estimated ranges for the prevalence of learning disabilities. Focus 3 Identify seven characteristics attributed to those with learning disabilities, and explain why it is difficult to characterize this group. Focus 4 List four causes thought to be involved in learning disabilities. ©2011 Cengage Learning. All Rights Reserved.
  • 3. Focus 5 Identify three types of interventions or treatments used with people who have learning disabilities. Focus 6 Identify three behavioral symptoms commonly associated with ADHD. Focus 7 Identify two ways in which the behavior of children with DHD detrimentally affects instructional settings. ©2011 Cengage Learning. All Rights Reserved.
  • 4. Focus 8 Identify the three major types of ADHD according to DSM-IV. Focus 9 Identify two prevalence estimates for ADHD that characterize the difference in occurrence by gender. Focus 10 Identify three categories of characteristics that present challenges for individuals with ADHD. Focus 11 Identify three possible causes of ADHD. ©2011 Cengage Learning. All Rights Reserved.
  • 5. Undergraduate psychology student with learning disabilities  Inability to memorize information and difficulty reading  Math of special concern due to lack of basic fact rote memory ability and fear of performing poorly when called on by teacher ©2011 Cengage Learning. All Rights Reserved.
  • 6. Testing in higher education uncovered information processing differences  Processing speed  Deficit in short-term memory  Fluid reasoning issues  Specific strategies could support compensation for neurological wiring pattern differences. ©2011 Cengage Learning. All Rights Reserved.
  • 7. As an infant was fussy and cried a lot  Could get out of crib by 1st birthday  Child safety latches and gates proved inadequate  At 3 years old tried to flush cat down toilet at 4:30 a.m.  Pediatrician felt she needed to mature and saw her simply as active and inquisitive. ©2011 Cengage Learning. All Rights Reserved.
  • 8. In kindergarten had short attention span and high levels of impulsivity  Pushed down a level to pre-kindergarten due to poor performance  Described as developmentally immature; performance did not improve  Psychological and medical evaluation in 2nd grade confirmed attention- deficit/hyperactivity disorder ©2011 Cengage Learning. All Rights Reserved.
  • 9. A relatively new area of exceptionality that has only recently been identified and defined  Learning disabilities can occur at all intelligence levels.  Learning disabled = heterogeneous group of individuals with highly variable, complex characteristics, and needs ©2011 Cengage Learning. All Rights Reserved.
  • 10. IDEA ’04 and Joint Committee Definitions ◦ IDEA - a disorder of one or more of the basic psychological processes involved in understanding or using language, spoken or written, which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. ◦ Includes perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia ©2011 Cengage Learning. All Rights Reserved.
  • 11. IDEA ’04 and Joint Committee Definitions ◦ Does not include learning problems which are primarily the results of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage ◦ The IDEA definition describes primarily what are not learning disabilities. ◦ The IDEA definition is also ambiguous in its description of how to measure the disability. ©2011 Cengage Learning. All Rights Reserved.
  • 12. Estimates vary from 2.7% to 30%  A reasonable estimate of prevalence is 5% to 10% of the school age population.  2.6 million children served under IDEA (nearly 50%)  Variations due to public and educational policy and assessment accuracy ©2011 Cengage Learning. All Rights Reserved.
  • 13. Recent focus to identify subgroups, subtypes, or severity levels  Subtype and comorbidity research are appearing in literature at increasing rates.  Subtype research investigates the characteristics of youngsters to identify distinctive groups.  Comorbidity research investigates the degree of multiple disabilities or conditions. ©2011 Cengage Learning. All Rights Reserved.
  • 14. Students with learning disabilities tend to be below their age mates in achievement, but they also perform below what would be expected based on their measured potential. ©2011 Cengage Learning. All Rights Reserved.
  • 15. Above average or near average intelligence  Secondary behavioral or emotional concerns  Variability between measured intelligence and performance  Intraindividual differences between skill areas ©2011 Cengage Learning. All Rights Reserved.
  • 16. The way a person acquires, retains, and manipulates information  Some score lower than peers on memory tests  Differing rather than uniformly deficient cognitive abilities  Attention problems – Short attention spans – Selective attention ©2011 Cengage Learning. All Rights Reserved.
  • 17. ADHD - a set of symptoms that can accompany other conditions ◦ became the focus of attention during 1990s  Learning Disabilities comorbid with ADHD from 25% to 70% ©2011 Cengage Learning. All Rights Reserved.
  • 18. People with ADHD may exhibit a variety of characteristics ◦ Impulse control ◦ Executive functioning  Symptoms may interfere with life activities  ADHD is a life long condition ©2011 Cengage Learning. All Rights Reserved.
  • 19.  DSM IV Definitions ◦ ADHD, combined type: Inattention, hyperactivity, and impulsivity are present for at least six months. ◦ ADHD, Predominately Inattentive Type: Inattention present for at least six months ◦ ADHD, Predominately Hyperactive-Impulsive Type: Hyperactivity and impulsivity are present for at least six months. ©2011 Cengage Learning. All Rights Reserved.
  • 20. 3-7% school-aged children may have ADHD.  Males outnumber females.  Different symptoms and need different interventions  Variation between subgroups by age, gender, and comorbidity  Substantial growth in services under IDEA (OHI) ©2011 Cengage Learning. All Rights Reserved.
  • 21. Self-Regulation, Impulsivity and Hyperactivity ◦ Self-regulation - the ability to think through one’s actions to see what the consequences will be. ◦ Hyperactivity must be present for at least six months and must be of such severity to cause maladaptive problems. ©2011 Cengage Learning. All Rights Reserved.
  • 22. Neurological brain injuries or chemical imbalances ◦ Abnormalities in frontal lobes, basal ganglia and the cerebellum ◦ Chemical functioning of the brain may be a causal agent.  Environmental factors: ◦ Lead exposure ◦ Poor maternal or fetal health ◦ Poor prenatal care ◦ Fetal exposure to tobacco or alcohol  Heredity and ADHD ©2011 Cengage Learning. All Rights Reserved.
  • 23. Targeted behavior modification seems more successful than cognitive-behavioral interventions.  Structuring pedagogy and the classroom setting can lead to academic improvement.  Academic interventions must target the area where the child is experiencing difficulty. ©2011 Cengage Learning. All Rights Reserved.
  • 24. Strategies involving structure along with explicit instruction may be beneficial.  A multimodal approach is more effective ◦ Both drug and behavior therapies ◦ Communication ©2011 Cengage Learning. All Rights Reserved.