LEARNING By Larry B. Silver, M.D. EARLIER THOUGHTS ON CAUSES 1940 s Mentally Retarded Emotionally Disturbed Socially/Culturally Disadvantaged 1950 s: Shift to Brain-Related MINIMAL BRAIN DAMAGE MINIMAL CEREBRAL DYSFUNCTION MINIMAL BRAIN DYSFUNCTION
BY 1960 s CONSENSUS WASMINIMAL BRAIN DYSFUNCTION(MBD) MINIMAL BRAIN DYSFUNCTION Children of near average or average, or above average general intelligence with certain learning or behavioral disabilities ranging from mild to severe, which are associated with deviations of function of the central nervous system. These deviations may manifest themselves by various combinations of impairment in perception, conceptualization, language, memory, and control of attention, impulse, or motor function. THUS, MBD CONSISTED OF: LEARNING DIFFICULTIES HYPERACTIVITY, DISTRACTIBILITY, IMPULSIVITY EMOTIONAL/BEHAVIORAL PROBLEMS
SINCE 1960s RESEARCH HAS FOCUSED ON THREE THEMES: Learning Disabilities Attention-Deficit/Hyperactivity Disorder Secondary Emotional, Social, and Family Problems DEFINITION OF LEARNING Based on Federal Law: Children with learning disabilities have a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. DSM IV-TR DEFINITIONS LEARNING DISORDERS Reading Disorder Mathematics Disorder Disorder of Written Expression MOTOR SKILLS DISORDERS Developmental Coordination Disorder COMMUNICATIONS DISORDERS Expressive Language Disorder Mixed Receptive-Expressive Language Disorder
CRITICAL TO UNDERSTAND LEARNING ARE LIFE LEARNING ARE LIFE TIME SCHEMATIC FOR UNDERSTANDINGLEARNING INPUT Auditory, Visual, Other INTEGRATION Sequencing, Abstraction, Integration MEMORY Working, Short-term, Long-term OUTPUT Language, Motor MODELS TO UNDERSTAND IMPACT OF LEARNING UNDERSTANDING THE STAGES FOR LEARNING READING, WRITING, MATH UNDERSTANDING STAGES OF LEARNING HIGH LEVEL FUNCTIONING (Organization, Executive Function) UNDERSTANDING THE DEMANDS FOR EACH GRADE FROM PRESCHOOL THROUGH HIGH SCHOOL
LANGUAGE RECEPTIVE LANGUAGE DISABILITY PHONOLOGICAL AWARENESS PROCESS SPEED (AUDITORY LAG) CENTRAL AUDITORY PROCESSING EXPRESSIVE LANGUAGE DISABILITY (SPONTANEOUS VS DEMAND LANGUAGE) RECEPTIVE AND EXPRESSIVE LANGUAGE DISABILITY SENSORY PROCESSING DISORDER VISUAL PERCEPTION PROPRIOCEPTION Fine Motor Gross Motor VESTIBULAR TACTILE TREATMENT FOR LEARNING REMEDIAL INTERVENTIONS COMPENSATORY STRATEGIES ACCOMMODATIONS
TREATMENT FOR LANGUAGE REMEDIAL INTERVENTIONS PHONOLOGICAL TRAINING AUDITORY LAG TRAINING PROCESSING SPEED TRAINING COMPENSATORY STRATEGIES AWARENESS OF PROBLEMS/STRAGEGIES LANGUAGE-BASED GROUP THERAPY ACCOMMODATIONS Footer (FAMILY/SCHOOL) Area TREATMENT FOR SENSORY PROCESSING DISORDER OCCUPATIONAL THERAPY SEEKING ACTIVITIES BASED ON STRENGTHS ADAPTIVE PHYSICAL EDUCATION AND PERSONAL TRAINING (SKILL BUILDING) ACCOMMODATIONS TREATMENT FOR SOCIAL SKILLS DISORDERS PRAGMATIC SOCIAL SKILLS GROUP SCHOOL-BASED STRATEGIES FAMILY-BASED STRATEGIES
EDUCATION LAWS INDIVIDUALS WITH EDUCATION AND IMPROVEMENT ACT (IDEA- 2004) 504 PLAN AMERICAN S WITH ACT CHANGES WITH IDEA-2004 RESPONSE TO INTERVENTION SCIENTIFICALLY-BASED PRACTICES HIGHLY QUALIFIED TEACHERS ASSESSMENT PROCESS PSYCHO-EDUCATIONAL TESTING RESPONSE TO INTERVENTION (RTI) CRITICAL CONCEPTS IN TREATING LEARNING EARLY RECOGNITION AND INTERVENTION INTERVENTIONS THROUGH EACH YEAR NEEDED FAMILY EDUCATION LEARNING ARE LIFE LEARNING ARE LIFE TIME ASSESS FOR POSSIBLE COMORBID CONDITIONS
THE PRICE FOR NOT TREATING LEARNING LACK OF ACADEMIC SUCCESS OR ACADEMIC FAILURE DAMAGE TO SELF-ESTEEM/SELF-IMAGE FAMILY DYSFUNCTION POSSIBLE LIFE TIME OF UNDERACHIEVING BEHAVIORAL PROBLEMS/DELINQUENCY ALCOHOL/SUBSTANCE ABUSE IMPORTANT TO REMEMBER ABOUT 50% WITH LD WILL ALSO HAVE: Attention-Deficit/Hyperactivity Disorder An Anxiety Disorder Depression Obsessive Compulsive Disorder Anger Control Problems A Tic Disorder Possibly Bipolar Disorder