Is this Normal or Could My Student Have a Learning Disability: Red flags in Early Childhood Education

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

Introduce yourself!
Tell us your name and why you are here in 30 seconds or less.

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

You’ll see this a lot today

Have a Language Delay
Under the Age of 5
1 in 12 Children

Expressive Language
Receptive Language

Red Flags for Receptive Language Issues

Doesn’t use gestures like waving “bye bye” by 12 months!

A hard time understanding what other people have said.

Problems following directions that are spoken to them

Problems organizing their thoughts.

01
How might this sound for our
students?

Describe this
picture. You may
not use the words
dog, spaghetti, or!
slurp
Try This:

Apraxia of Speech

Hanen Centre
Excellent Resource!
Professional Development Opportunities!
Information to share with families

http://www.cdc.gov
Fantastic Resource regarding developmental milestones

Red Flags for Expressive Language Issues

Short sentences

Difﬁculty ﬁnding the right words

12 to 15 months

Doesn’t babble things like "bababababa" by 12 to 15 months!

Doesn't understand and respond to words like "no" and
"up" by 15 months

15 to 18 months

Doesn't point to objects or people of interest

Isn’t using several single words like "Mommy" or "up"

Doesn’t understand simple commands like "Don't touch"

2 to 5 years

Isn’t joining two words together like "Daddy go" by two
years!

Isn’t using sentences (e.g. "I don't want that" or "My truck is
broken") by three years!

Isn’t able to tell a simple story by four or ﬁve years

01
What now?
Interactive Quiz
Talk with parents

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

ProgramsWorth Exploring
Touch Math Multisensory Math Program!
EmPOWER Writing Program!
On Cloud Nine for Pragmatic Language!
SuperFlex Social Thinking Program

01
Braden

https://www.youtube.com/watch?v=Y1qOy3035Ho
Braden’s video

Four Key Areas
Social
Interaction
Communication
Restricted
or Repetitive
Movement
Lack of
Symbolic Play

Social
Interaction

01
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

Meet Brick

Restricted or
Repetitive
Movement

Lack of
Symbolic
Play

Pragmatic Language Impairment
DSM V

10 Red Flags for ASD
http://www.cbsnews.com/media/10-early-warning-signs-of-autism/2/

Does not respond to his/her own name

Rarely smiles when approached by caregivers

Rarely imitates expressions

Delayed or infrequent babbling

Does not gesture to communicate

Poor eye contact

Infrequently seeks attention

Unusual body movements

Does not reach up when parents try to pick him/her up

LoriBoll.me | @LoriBollDelays in motor development

No Joint-Attention: back-and-forth sharing of sounds,
smiles, or other facial expressions by 9 months or
thereafter

Toe walking

Any loss of speech or babbling or social skills at any age!

Shows no fear of danger

Sensitivity to sound

Laughing hysterically for no reason!

Other Signs
Hyperlexia!
Poor Muscle Tone!
Poor Fine Motor Skills!
Insistence on Routines!
No Response to Sound

Strategies for your classroom

Go visual

First…Then

Give breaks

Allow choice

Individualized, visual reward system

So How DoWeTalk to Parents?

Just the Facts

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

Let’s take a break

Let’sTake a Break

Aspergers
DSM-V !
Social Communication Disorder

Red Flags for Aspergers

Typical cognitive and language development

Conversations are long and one-sided

Doesn’t appear to empathize with another’s feelings

Pre-occupied with one or two topics of interest

Very literal…sometimes doesn’t understand humor

Reacts negatively to any type of change in schedule

Very sensitive to sensory input…prone to meltdowns

Speaks in monotonous, rigid, or unusually fast voice
Video

Sensory Break

Behavioral Disorders

“Boys will be boys”

Group discussion
Read over the information about behavioral disorders
using the A-B-C format.!
A-B-C format.

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

01
Let’s share

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”

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

01
How do we talk with parents?

Time of Day Location Behavior
What
happened
before?
Consequence
8:05 in line
pulled
classmate’s
hair
student got
too close to
him
Time out
9:20 carpet
yelled in
classmate’s
ear
student
touched his
knee
Time out
10:15 playground
kicked a
classmate
kids were
playing chase
Sent to
principal’s
ofﬁce
11:45 in line
screamed “I
hate you,” at
teacher
teacher asked
him to line
up quietly
Teacher cried

Case Study Practice

Reading disabilities makes up 80% of all learning disabilities.

Dyslexia
DSM-V:
Specific Learning Disability

Quiz Time
Are more girls or boys diagnosed with
Dyslexia?

Prevalence of Reading Disability in Boys & Girls

70-80% of children learn how to transform printed symbols into a phonetic code
without much difﬁculty.

Dyslexia Clues

What is the earliest clue?
A Speech Delay

Red Flags for Dyslexia in Early Childhood

Ages 3-4

Cannot identify 10 alphabet letters, or letters in own name

Does not show an interest in playing with sounds (like
nursery rhymes)!

Does not recognize that sentences come apart (like a roll of
perforated postage stamps)!

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

Age 5 to 5 1/2

Cannot name a word that rhymes with a simple word!

Unable to recognize and name upper and lowercase letters

Unable to tell if two words rhyme!
Boat
Train

Ages 5 1/2- 6

Cannot identify the beginning sound in a word

Unable to count the phonemes in a word!

Has difﬁculty blending phonemes into a word
Z + oooooo zoo

Does not begin to decode simple words!

Unable to write own name

Cannot identify all the sounds of the letters in the alphabet!

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

-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...

Take a moment:
!
What traits do these famous dyslexic
people possess?

CommonTraits
Persistent!
Innovative!
Imaginative!
Creative!
Inquisitive
Resilient!
Inventive!
Good at seeing the
big picture!
Problem solvers!
“Out of the box”
thinkers

Now what?

Dyslexia is Persistent Through Life

Must Haves

01
DIBELS (Dynamic
Indicators of Basic Early
Literacy Skills)!
PAST (Phonemic
Awareness Skills Test)!
QRI (Qualitative Reading
Inventory)!
DRA (Developmental
Reading Assessment)
!
Identiﬁcation !
tools!

Note
For an ofﬁcial diagnosis of Dyslexia, one must
be assessed by an educational psychologist.

Reading Instruction
Direct and Explicit!
Systematic and Structured!
Multi-sensory

Multi-sensory
Write letters in sand!
Use a screen and a crayon!
Finger tap!
Use coins or buttons for individual sounds!
Arm tapping

Video of Orton Gillingham
–Johnny Appleseed

Time For a Spelling Test
embarrassed!
Fahrenheit!
lieutenant!
February!
prejudice

Let’s Spell
lieutenant!
Break it into parts!
lie!
u!
ten!
ant

Institute for Multisensory Education (ISME)!
Wilson Reading System!
Lindamood-Bell programs!
Read Naturally!
Reading Mastery

01
“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...”

Sensory Processing Disorder
No longer in DSM-V

–Johnny Appleseed

Ways Children with SPD Respond
to Sensory Input
Sensory Avoider!
Sensory Seeker!
Sensory Under-Responder

Red Flags for Sensory Processing Disorder

Picture of sight sensory
Sight

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 lights
Has difﬁculty catching
a ball because of slow
response
Closes eyes when
object is thrown at her
Avoider! Seeker
Under-!
responder

Picture of sound (headphones)
–Johnny Appleseed
Sound

Puts hands over ears at
loud sounds
Speaks loudly
Responds slowly or not
at all to verbal requests
Expresses expressive
emotion at sudden
sounds
Turns up TV or iPod
Avoider! Seeker
Under-!
responder

Picture of nose
–Johnny Appleseed
Smell

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

Taste picture
–Johnny Appleseed
Taste

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

Picture of touch
–Johnny Appleseed
Touch

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

Vestibular picture (Movement and Balance)
–Johnny Appleseed
Vestibular

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

Picture of Proprioceptive (Body awareness)
–Johnny Appleseed
Proprioceptive

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

Get alerting and calming strategies from other presentation
and post them here
–Johnny Appleseed
Strategies for the classroom

Add video of a good sensory diet!
also the calming swing
–Johnny Appleseed

01
Jensen, E. (2000, November). Movement with the Brain in Mind. Educational Leadership, na, 34-36.
From the blog
“New Adventures in
First Grade”

Noise Cancellation

Headphones
A Hat Indoors
Over Sensitivity to Sound & Light

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

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

Is this Normal or Could My Student Have a Learning Disability: Red flags in Early Childhood Education

Recommandé

Recommandé

Contenu connexe

Tendances

Tendances (18)

Similaire à Is this Normal or Could My Student Have a Learning Disability: Red flags in Early Childhood Education

Similaire à Is this Normal or Could My Student Have a Learning Disability: Red flags in Early Childhood Education (20)

Dernier

Dernier (20)

Is this Normal or Could My Student Have a Learning Disability: Red flags in Early Childhood Education