Allen Stock, Licensed Psychologist Assessment & Tutoring Manager LDA Minnesota 6100 Golden Valley Road Golden Valle

1. EFFECTIVE APPROACHES TO MAXIMIZE LEARNING OUTCOMES Allen Stock, Licensed Psychologist Assessment & Tutoring Manager LDA Minnesota 6100 Golden Valley Road Golden Valley, MN 55422 (952) 582-6020 as@ldaminnesota.org www.ldaminnesota.org

2. LDA Minnesota Mission Statement As a non profit agency since 1967, LDA has served individuals of all ages who want to improve their learning. As learning specialists, we provide: Learning and ADHD assessments Individualized tutoring Working memory training (Cogmed) Consultation (Psychologist or ADHD coach) Training & support-professionals, students & parents School support services, funded by grants & donations

3. AGENDA 1. Learning styles & preferences. 2. Common types of learning challenges associated with LD & ADHD. 3. Classroom and other interventions. 4. How each area of weakness may impact learning. 5. Choosing the right tool/s for the job to leverage learning strengths. 6. When to seek independent consultation or assessment.

4. Intervention Success Factors • Correctly prescribed and managed medication is a critical component in the multi-disciplinary treatment and management of ADHD. Without medication, in most cases, any intervention is far less likely to be effective (peer reviewed outcome research). • An accurate diagnosis of LD/ADHD is essential and can only come from a comprehensive evaluation that can screen or identify co-existing conditions. Keep this in mind when considering interventions. • There is no quick or easy fix to anything. Interventions should be ongoing, multi-modal, multi-disciplinary (“it takes a village”) with progress towards goals objectively measured wherever possible.

5. The Learning “Channels” • Auditory (hearing) • Visual (seeing) • Hands On (doing)

6. Determining Learning Style Do you know your preferred learning style? Is there a learning style that presents as a significant weakness for you? • Identify your favorite activities? Any common themes in regards to visual, auditory or hands-on preferences? Consider: • Style in a traditional classroom? • Student’s learning style consistent with classroom setting? What if it’s not? What if the student has special needs? • How many student’s in a given classroom are being taught in a manner inconsistent with how they learn best? • Do learning styles change with age, setting or subject matter?

7. Brain at a glance

8. The I-P-O explanation of learning: Input – Information doesn’t reach the brain (physical deficiency/disability). “I didn’t get that.” Processing – Too slow, poor memory/ex. functioning, learning style incongruent with teaching style. “I don’t understand” Output – Poor application/planning, verbal/non- verbal reasoning breakdown “I understand the concept but I don’t know how to apply it, what I’m supposed to do or can’t get started?”

9. TYPES OF LEARNING CHALLENGES ASSOCIATED WITH LD/ADHD Intra-Cognitive • Verbal or perceptual reasoning • Short term memory • Executive function/simultaneous problem solving • Visual processing speed Achievement • Significant academic delay (Learning Disorder) in subject area/s (reading, math or writing). • Listening, focus, attention, persistence, organization, time management, impulsivity, hyperactivity, low self-esteem/confidence, other co-existing conditions (affective disorders, sleep, ASD).

10. TYPES OF LEARNING CHALLENGES ASSOCIATED WITH LD/ADHD Auditory Learning • Language based learning more difficult (lectures). • Takes longer to reason or problem solve orally presented information, especially if vague, complicated or multi-step. • Avid note-takers who try to capture everything on paper but miss content due to poor multi-tasking skills. • Poor word attack skills, especially with phonics (hearing the correct sound) - leads to poor spelling, vocabulary and comprehension.

11. INTERVENTIONS Auditory reasoning improvement strategies • Use of pictures, images, graphs, charts • Visual cues • Imagery • Story writing • Vocabulary building • Pleasure reading • Highlighting • Audio books; follow along with written text.

12. TYPES OF LEARNING CHALLENGES ASSOCIATED WITH LD/ADHD SHORT TERM MEMORY & “EXECUTIVE FUNCTION” (AKA Executive Planning, “OLDTIMER’S” Disease, Dementias) • The “Achilles heel” for those with ADHD. • “Input Errors” – never heard it, didn’t retain it, retained it but didn’t remember it, remembered but forgot to do it. • If you are told several things at the same time, but only remember 1, 2 or 3 of them. • Inability to plan and execute a sequence or process information simultaneously. Executive Function is…

13. THIS….

14. …OR THIS

15. OR THIS…

16. IMPACT ON LEARNING SHORT TERM MEMORY & EXECUTIVE FUNCTION • Poor sequencing skills-math • More easily confused or overwhelmed (information overload) • Lack of retention of key steps or information • Auditory learning more difficult • Poor (or lack of) planning • Forgetful

17. INTERVENTIONS Memory & Executive Function • Put it/get it in writing, preferably in advance. • Break down large tasks into smaller, more attainable parts with frequent goals. • Frequent review. • Planner, calendar, smart phone. • Additional drill and practice. • Frequent study or work breaks. • Study skills.

18. TYPES OF LEARNING CHALLENGES ASSOCIATED WITH LD/ADHD Visual/Perceptual (non-verbal) reasoning • Interpreting, problem solving, analyzing non-language based information: maps, charts, graphs, geometric figures, etc. • More easily confused in visual domain - like driving, likely to have poor sense of direction, often gets lost.

19. Can you put this together? How long do you think it will take?

20. INTERVENTIONS Visual Reasoning • Multi-modal learning, including hands on and/or verbal instruction. • Use of audio media – (smart pens, digital recorder, etc.) • Frequent review • Attach verbal labels-use words • Study skills-organization, time mgmt., note and test taking strategies.

21. TYPES OF LEARNING WEAKNESSES ASSOCIATED WITH LD/ADHD Processing Speed • Is to visual learning what short term memory and executive function are to auditory learning. • How fast can you analyze, problem solve and execute a plan based on VISUAL information?

22. INTERVENTIONS Processing speed: • Same as memory, plus... • Simplify directions • Extended time • Shorter study sessions • Utilize writing to assist with retention • Study skills • Teachers-avoid “busy”, cluttered worksheets

23. OTHER LEARNING CHALLENGES ASSOCIATED WITH LD/ADHD Other common contributing traits that may interfere with learning capacity: • Listening • Focus • Attention • Persistence • Organization

24. Cont… • Time management • Impulsivity/hyperactivity • Low self-esteem/confidence • Other co-existing conditions (LD, affective disorders, sleep, ASD)

25. OTHER LEARNING CHALLENGES - INTERVENTIONS • Listening – write it down, ask for clarification; exercise. • Focus-self talk “Am I listening/hearing what was said.”; exercise. • Attention – Minimize extraneous distractions/noise; exercise. • Persistence – Start small and build on successes • Organization – Utilize the technology

26. OTHER LEARNING CHALLENGES -INTERVENTIONS cont… • Time management – Utilize the technology • Impulsivity/hyperactivity – Depends on severity, anything from frequent breaks to intensive exercise to medication. • Low self-esteem/confidence – Counseling, start small and build on successes. • Other co-existing conditions (affective disorders, sleep, ASD) – see qualified professional, sleep disorders, depression and anxiety cause behavior that interferes with focus, attention, memory, concentration, persistence, etc.

27. SUBJECT SPECIFIC INTERVENTIONS Skill Gap - Mathematics: • Resolve with “diagnostic/prescriptive tutoring” - An intensive tutoring model designed to significantly shrink subject specific skill gaps. • Extra drill & practice-mastery of math facts critical. • Repetition. • Direct application of math concepts/skills to real world. • Step by step with validation of skill mastery. • Start with answer and work backwards.

28. SUBJECT SPECIFIC INTERVENTIONS Skill gap - reading or writing • Resolve with “diagnostic/prescriptive tutoring” - An intensive tutoring model designed to significantly shrink subject specific skill gaps. • Pleasure reading • Vocabulary cards • Read aloud/discuss • Crossword or similar puzzles • Highlighting • Word processor/voice recognition software for writing • Proof reader

29. SUBJECT SPECIFIC INTERVENTIONS Distractibility: • Sit near teacher or media • Study carol • Frequent breaks • Mix of low & high interest tasks • Study and organization skills • Concise directions • Shorter tasks • Maintain eye contact • Minimize distractions • Written instructions • Proofing work

30. Picking the best tools for the job

31. PERSONAL PLAN TO IMPROVE YOUR LEARNING OUTCOME • Determine preferred learning style and learning strengths (good memory, strong verbal skills, etc.) • Determine teaching style. • If #1 & #2 are different, identify and implement “workarounds.” • Mastery of time management, organization and note/test taking skills are essential by 8th grade.

32. The Tool Box – An “idealized” way to learn The top fifteen list: 1. Individualized, self-paced learning. 2. Recognize & utilize learning strengths (the I-P-O theory). 3. Break it down 4. 1 step at a time 5. Mastery learning

33. Cont… 6. Cumulative/aggregate learning 7. Repetition 8. Frequent review 9. Mnemonics to improve memorization/recall (rhymes, songs, etc.). 10. Take memory out of learning/pre-teach – outlines, key- points, answers before questions, etc.

34. Cont… 11. Multi-Modal learning. 12 . Teach to strengths & preferred learning style without ignoring weaknesses. 13. Leverage the technology (recorders, audio books, software, etc.). 14. Model (show don’t explain) learning strategies. 15. Utilize creative problem solving to address individual’s learning challenges.

35. When to seek an independent learning or ADHD assessment • School tested, but student not eligible for special education services or 504 plan. • School evaluated, but won’t test student. • The “apple didn’t fall too far from the tree”-family history. • Grades 1-4: Achievement more than 6 months behind grade level; Grades 5 +: Achievement more than 1 year behind grade level. • Most post secondary institutions & testing companies (ACT, SAT, GRE, LST, MCAT require reassessment every 3 years for accommodation requests (let me know if you experienced differently).

36. LAST WORD TEACH TO STUDENT STRENGTHS - BUT NURTURE THEIR WEAKNESSES

37. SUMMARY & ?’S • Understand what the weaknesses and strengths are… • Identify which part of learning is most affected… • Strategize an intervention that includes the best “tools” for the job… • Implement, monitor, evaluate and revise. • Questions or Comments??

38. How to refer a student to LDA Minnesota: • Call or email Client Services: 952-582-6000 or info@ldaminnesota.org • Our web site: www.ldaminnesota.org • Call me: Contact information at end of presentation.

39. Thanks for Listening Please Complete Evaluation & Survey Forms

40. CONTACT INFO Allen Stock Licensed Psychologist Assessment Manager as@ldaminnesota.org 952.582.6020 LDA Minnesota 6100 Golden Valley Road Golden Valley, MN 55422 www.ldaminnesota.org

41. Challenges of the typical school setting • 1:30++ • Faster, more information in less time. • Subject matter pushed down 1-2 grade levels (more difficult than our grade level experiences) • Teaching to the benchmarks (MCA, NWEA). • More “introducing”, less “teaching” • Not “mastery based”-yet mastery is expected, typically for the next day’s lesson. • Buffet vs. main course- Integrated vs. course specific - Everyday (Chicago) Math vs. Algebra I, II, Geometry.