Early Indicators of Learning, Attention, and Behavior Differences

1. Early Indicators of Learning, Attention, and Behavior Differences • EDCI 336 • October 11, 2007

2. Early Indicators • Learning • Attention • Behavior

3. Learning Differences • Language Problems • Pronunciation • Vocabulary • Lack of interest in language activities such as storytelling

4. Learning Differences • Memory Problems • Trouble learning numbers, letters, days of week, etc • Difficulty remembering routines

5. Learning Differences • Fine Motor • Difficulty with self-help skills such as buttoning, snapping, tying, etc. • Reluctance to draw, trace or engage in writing and pre-writing activities

6. Attention • Impulsivity • Hyperactivity • Disorganization • Inconsistent performance

7. Attention • Trouble sitting still • Extreme restlessness • Impersistence at tasks

8. Behavioral Risks • Acting Out Behaviors • Recurrent patterns of misconduct

9. Behavioral Risks • Poor social skills • Difficulty interacting with children • Difficulty interacting with adults

10. Behavioral Risks • Inappropriate ways of coping with stress or frustration

11. Behavioral Risks • Withdrawn Behaviors • Fearfulness • Extreme shyness • Pervasive sadness • Difficulty forming relationships • Unwillingness to leave his/her “own little world”

12. StrategiesWhat Do We Do??? • First we observe and document specific examples of the suspected problem area. • Keep work samples when appropriate • Talk with the family • Let them know what you have observed. • Avoid making any kind of diagnosis or using terms such as: “disturbed”, ADHD, Learning Disabled, etc. • Ask for their observations. • When appropriate, ask how they handle a similar situation at home?

13. Strategies to Use in the Classroom • Learning Differences • Language • Pronunciation problems, slow vocabulary growth • Work with Speech/Language Pathologist if child is already being seen • Model correct speech • Expansion activities:Adult expands on child’s limited speech

14. Strategies to Use in the Classroom • Pronunciation problems, slow vocabulary growth • Parallel talk: Adult provides language for child by describing what is going on or what he/she thinks the child is thinking • Self-talk: Adult describes what he/she is doing verbally

15. Strategies continued • Lack of interest in story telling or language activities • Be sure hearing has been checked • Keep language activities short • Build language activities around child’s interests • Use humor!! • Pair language activity with another activity the child enjoys

16. Strategies continued • Difficulty learning numbers, alphabet, days of week, etc. • Go slowly and offer multiple opportunities for child to interact with this information such as during circle time, center time and independent learning time • Pair the new information with colors, music, and movement

17. Most Important • Children have their own timetables. We must allow young children to move at their own pace and offer a rich, stimulating environment that accommodates variety in learning rates.