SEMINAR

1. SEMINAR Motor • Dysgraphia • Apraxia/Dyspraxia Math Nonverbal LD zentall

2. Dysgraphia. • History and handedness zentall

3. Perceptual or Motor zentall

4. Perceptual or Motor zentall

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6. ADHD and Dysgraphic zentall

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10. Dyspraxia zentall

11. Dyspraxia and Mislabeling • 2 girls with Apraxia, a motor disorder, mistakenly labeled: • hearing impaired • behavior disordered • Another woman (undergrad in this course) was referred for testing at the age of 2 for not speaking—now also w/ bad handwritng and poor gross motor control, could run, however, because less motor skill involved. zentall

12. Nonverbal LD zentall

13. Case 1 “Dear Ann” zentall

14. Dear Ann continued zentall

15. Map Etiology NONVERBAL LD CHARACTERISTICS Independ. activities Academics Social Cognitive Routines Math Emotional Hazards Games Estimations zentall Instructional Implications ?

16. What is my disability 1. Dysgraphic 2. Dyspraxic 3. Math LD 4. Nonverbal LD 5. 3 & 4 zentall

17. Fred Fred was a quiet baby and babbled very little. He makes more babbling noises now (4 ½ yr.). He has never used words or jargon, but has developed a great deal of gesture for use in communication. He understands everything we say to him and enjoys stories and other verbal activities. He has begun to print words but only a few of these are used for purposeful communication. When Fred was 3 yr. and 9 mo. old he began to imitate animal noises. Most of these were produced with vowel sounds and an occasional ‘b’ or ‘k’. I remember a few weeks before his third birthday he repeated “bah, bah, bah” all one day. Thinking it might mean “bye-bye”, I took him out in an attempt to satisfy his whish and encourage him to continue, but he never repeated the sound after that day, so I may have been mistaken. zentall

18. Fred cont. • At about the same time on three separate but identical occasions he made the sounds “wah dow”. I interpreted it to mean “want down” and helped him down. Then he learned to get down for himself and the sounds to my knowledge have never been repeated. Whether these were simply coincidences or not, I don’t know.expression, hand and body movements, etc. He will frequently “act out” verbs like fall, jump, etc. and sounds like escalator, revolving door, airplane, etc. When he was three years and 10 months old, I suddenly realized that Fred was reading words: dog, cat, etc. because he’d make the sounds for the animal when he saw only the word. At three years and eleven months he started making words all by himself with his alphabet blocks. Later he started printing the words; he was unable to make lower case letters well, but could translate lower case letters on toy blocks into capital letters. zentall

19. Case 3: Michael • Michael’s birth was difficult and his mother’s labor was long. Eventually Michael was delivered by Caesarean section. Michael’s family did not notice anything unusual about his development. However, academic problems became evident during elementary school. Michael was about to flunk out of public school, so his parents put him into a highly regimented, private school. Here his academic skills improved and he developed an excellent ability to memorize. Because of this ability his board scores were extremely high. And when learning tasks were required of him he approached them from a memorized definitional stance. An example was while learning to drive, Michael memorized the whole drivers manual prior to handling the car. Furthermore, his thinking reflects memorization to the extent that he has difficulty paraphrasing a response that he has made. In general, he seems to avoid answering questions and uses repeated asking of questions as his main method of interaction. zentall

20. Case 3 Michael continued Other behaviors that were typical of Michael were his continually asking what his family interpreted as “dumb” questions and which they handled with sarcasm. He had great difficulty understanding the practical implications of his behavior or even understanding the meaning of others behavior. He would throw the anchor off a boat without realizing that it should be attached in some manner to the boat. He had obviously seen the behavior but had not understood the function of such an act. His lack of critical judgment was also reflected in the fact that he would leave empty pans on the burner of the stove after he had removed the food. Because of Michael’s board scores they expected that he would become a surgeon, like his father. zentall

21. Math Disabilities zentall

22. Math avoidance example zentall

23. Motivation zentall

24. A. Verbal problems (e.g., working memory, reasoning) B. Visual Problems C. Impulsivity or anxiety problems D. Fluency math facts multiple-step problems failing to verify answers (settles for the first answer) Comprehension of word-problems not checking work Translating symbols (e.g., +, -) math terms math concepts (time, distance) needs a calculator Assessment Questions zentall

25. Application Question • If you can’t solve math problems what do you need to assess? • 1. can you do operations • 2. can you read and understand zentall

26. Glick = add Blick = subtract Flick = divide Plick = multiply 2 glick 8 Blick 4 Plick 2 Flick 3 Blick 2 = Verbal Memory & CALCULATIONS zentall