Lecture Set 11 - Learning Disabilities & DCD PDF

3/14/21 Learning Disabilities & DCD Learning Disabilities Sherrill, C. (2004). Adapted physical activity, recreation, and sport: Crossdisciplinary and lifespan. Boston: McGraw-Hill. š Refers to a number of disorders which may affect the acquisition, organization, retention, understanding or use...

3/14/21 Learning Disabilities & DCD Learning Disabilities Sherrill, C. (2004). Adapted physical activity, recreation, and sport: Crossdisciplinary and lifespan. Boston: McGraw-Hill. š Refers to a number of disorders which may affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information. š As such, learning disabilities are distinct from ID. š Heterogeneous group of disorders Learning Disabilities š These disorders affect learning in individuals who otherwise demonstrate at least average abilities essential for thinking and/or reasoning. š Not due to other disabilities Learning Disabilities š Identifiable or inferred CNS dysfunction š Brain development is affected š Not an intellectual disability š Show average abilities essential for thinking and/or reasoning š Learning disabilities range in severity and may interfere with the acquisition and use of one or more of the following: š Results from impairments in one or more processes related to: Perceiving, thinking, remembering or learning. Learning Disabilities š Includes but not limited to: • Language processing • Phonological processing • Visual spatial processing • Processing speed Memory and attention • Executive functions (e.g. planning and decisionmaking). Learning Disabilities • Oral Language (e.g. listening, speaking, understanding); • Reading (e.g. decoding, phonetic knowledge, word recognition, comprehension); • Written Language (e.g. spelling and written expression); • Mathematics (e.g. computation, problem solving). 1 3/14/21 š Learning disabilities are lifelong Learning Disabilities Developmental Coordination Disorder Diagnosis of DCD š Demands of the environment and individual strength š Academic Achievement (unexpected academic under-achievement or achievement which is maintained only by unusually high levels of effort and support) š Some individuals with LD also experience motor disabilities Learning Disabilities • Perceptual motor • Motor coordination • Movement related problems š ‘DCD’ can occur with or without LD š Relatively new (late 1980’s) š Developmental delays in motor skills š “Performance in daily activities that require motor coordination is substantially below that expected given the person’s chronological age and measured intelligence. š Poor movement skills, interference in ADL š This may be marked delays in achieving motor milestones, dropping things, poor performance in sports, or poor handwriting.” 1. Condition significantly interferes with academic achievement or ADL 2. The condition is not caused by a general medical disorder or PDD 3. If ID is present, the motor difficulties are in excess of those usually associated with it Developmental Coordination Disorder š Withdraw from physical activity • Low fitness levels • Reduced skill acquisition • No practice š Psychosocial difficulties (poor self esteem and social isolation) PA Considerations (Applicable to LD and DCD) š Immature Body Image and Agnosias š Partial or total inability to recognize objects by use of the senses. Inability to identify body parts and surfaces, inability to translate knowledge of right and left into following movement instructions and difficulty in making judgments about body shape, size and proportions. š Improve through action songs, dances and games that refer to body parts. š Provide opportunities for children to see themselves in the mirror, on video tape or film 2 3/14/21 PA Considerations (Applicable to LD and DCD) š Poor Spatial Orientation • Unsure of direction, difficult to estimate height, distance, width…bump into things, hard to duck or step over. • Recommended games must involve obstacle courses, mazes and maps. Orienteering, and treasure hunts are good. • Instruction should include cue detection as well as self-talk and rehearsal (both visual and verbal). PA Considerations (Applicable to LD and DCD) š Dissociation PA Considerations (Applicable to LD and DCD) • Problems perceiving and organizing parts into wholes, easier to engage in whole body activities so focus only on one thing (look at target, don’t worry about stance) PA Considerations (Applicable to LD and DCD) š Figure Background: • Inability to pick out and/or figure out of complex background š Overflow Movements • Inability to keep opposite limbs motionless when performing tasks with other arm š Motor Planning and Sequencing • Difficult to initiate movement, stop movement, put movement into correct order. š Intervention involves: • Games • Dance • Water play • Gymnastic routines (in which an increasing number of movements must be remembered and chained into sequences) š Temporal Organization, Rhythm and Force • Difficult to organize parts into wholes, lack of rhythm to dance PA Considerations (Applicable to LD and DCD) • Include early instruction to music, rhythm, and dance. • Use background music or a strong percussive beet. • Music should be carefully selected to reinforce the natural rhythm of the skill and the desired performance speed š Modality Instructional Strategies/PA Considerations • Which approach to instruction works best? • Visual or auditory (present information in the preferred modality) 3 3/14/21 š Self-Talk and Verbal Rehearsal š Match cognitive style (Refers to persons approach to analyzing and responding to stimuli) Instructional Strategies/PA Considerations š Field Dependent – Strongly influenced by the visual field. See wholes and have trouble finding embedded figures and details. Tend to have a fast conceptual tempo, spend little time planning, and need external structure. š Field Independent – Focus on details, analytical, reflective š People with LD are more likely to be FD than FI š Awareness of cognitive styles helps instructors to match instruction demands to strengths then gradually remediate weaknesses Instructional Strategies/PA Considerations š Self-Talk: Successful in helping children learn motor sequences, improve performance and control impulsivity. • Self talk usually refers to talking oneself through an activity or sequence. • Ex. Jumping Jack š Verbal Rehearsal: Talking about the required movements before doing them š Motivation and Self Concept Enhancement Instructional Strategies/PA Considerations • May have lower self concept and esteem due to repeated failures or bad experiences • Provide opportunity for success and activities that are meaningful (things that can carry over to other environments) 4