Learning DisabilitiesAutism

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Learning Disabilities/Autism

• BCE 548
• Meeting 5
• February 17, 2003

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Learning Disability Definition

• A specific learning disability is a disorder in
  one or more of the central nervous system
  processes involved in perceiving, understanding,
  and/or using concepts through verbal (spoken or
  written) language or nonverbal means. This
  disorder manifests itself with a deficit in one
  or more of the following areas attention,
  reasoning, writing, spelling, calculation,
  coordination, social competence, and emotional
  maturity.
• --Rehabilitation Services Administration

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Types of Learning Disabilities

• Reading Disorder
• Mathematics Disorder
• Disorder of Written Expression
• Learning Disorder NOS
• Attention Deficit Disorder and other Childhood
  Behavior Disorders are not classified as learning
  disabilities, but may have some similar
  functional implications.

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Learning Disabilities Prevalence

• No absolute figure difficult to assess.
• 15-23 of JTPA participants have LDs
• 50-80 of adults reading below the 7th grade
  level have learning disabilities.
• Males outnumber females 41

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What happens in a Learning Disability?

• Persons with learning disabilities cannot form
  organized cognitive files for information
• Cannot associate new learning with old learning.
• Cannot recognize critical details.
• Memory and retrieval of information is difficult.
• Results in
• Unorganized, slow appearance.
• Labeling as lazy, unmotivated, forgetful,
  mentally retarded.
• Various specific functional problems.

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Functional Deficits

• Language and Reading
• Cannot recognize sounds, syllables within words.
• Cannot find the right word in the situation.
• Poor penmanship, spelling, organization of ideas
  on paper.
• Inaccurate decoding of words when reading,
  reading comprehension difficulties.

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Functional Deficits, continued

• Mathematics
• Difficulty mastering basic operations (adding,
  subtracting, multiplying, dividing)
• Difficulties with solving multi-step mathematical
  operations.
• Study Skills/Attention
• Time management problems.
• Difficulties with concentrating on critical
  details.
• Difficulties with note taking.
• Difficulties with completing tasks

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Other Key points

• Persons with learning disabilities are not
  mentally retarded some are of above average and
  even gifted intelligence.
• Learning disabilities may range in severity from
  mild to severe.

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Accommodating Learning Disabilities

• Remedial Education possibilities, esp. for adults
  changing occupations.
• Use of technology (spell checkers, calculators,
  word processors, etc.)
• Self advocacypersons need to learn to ask for
  accommodations and what accommodations to ask
  for.

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LD-Accommodations (cont.)

• Understand learning style of the individual
  (visual, auditory, tactile, etc.) and present
  information in this manner.
• Use redundancygive spoken as well as verbal
  instructions.
• Highlight critical information.
• Symbols may work better than words.
• Allow extra time when possible.
• Use buddy systemhave a coworker or fellow
  student to explain new information.

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Autism

• Difficulties in developing interpersonal
  relationships and language skills, together with
  development of few activities and interests.
• Almost always diagnosed in the first two years of
  life.
• Was first recognized in 1943 by psychiatrist Leo
  Kanner (called the disorder infantile autism).
  Was not a formal psychiatric diagnosis until 1980
  (DSM-III).
• Rather poorly understood subtypes and related
  disorders continue to appear (such as Aspergers
  Disorder, Retts Disorder, etc.)
• Prevalence About 40/100,000.

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Causes of Autism

• May be caused by disorders in specific area of
  the brain stem (reticular formation) which
  modulates alertness/arousal levelsperson has
  such a low level of arousal that they are unable
  to adjust to a change therefore, change may be
  frightening.
• Genetic factors appear to be relevant 36 of the
  time if one identical twin has autism the other
  will also have it, but there is no notable spike
  in siblings of fraternal twins with autism.

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Effects of Autism

• Infancy Good babies, no demands for attention.
  Arch bodies away from caregiver when held.
  Content to stay alone in crib for long periods.
• Preference for inanimate objects over people may
  form attachments to appliances, furniture, etc.
• Speech
• Gesturing does not develop.
• About half of autistic children remain mute.
• Echolalia may developrepeating words or phrases
  heard, but not initiating communication.
• Pronoun Reversal Do not use first-person
  pronouns refer to self as he or you rather
  than I or me.

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Effects of Autism, continued

• Preservation of sameness Need to have strict
  patterns in routine, environment, even words
  spoken to them. Variation can bring extreme
  reactions.
• Fascination with mechanical movement.
• Ritualistic movements (rocking, hand wringing)
• High proportion of autistic children are also
  mentally retarded
• Self-mutilating, self injurious behavior may be
  seen (biting, hitting self)
• Autistic Savant a small but significant number
  of children with autism have isolated hidden
  talentsmultiplying numbers, exceptional long
  term memory.

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Disorders Closely Related to Autism

• Retts Disorder Begins at about age five months
  with decelerated head growth, loss of functional
  hand skills and development of ritualistic hand
  movement. Language development is delayed, and
  interest in social interaction diminishes.
  Usually seen with severe/profound mental
  retardation. Seen only in females. Prevalence
  is unknown, but is much rarer than autism.
• Aspergers Disorder Similar to autism, but
  language development is not significantly
  affected. Impairment in social interaction (esp.
  nonverbal communication such as eye contact) is
  present. Peer relationships do not develop,
  either out of lack of interest or difficulties in
  interaction. May be preoccupied with narrow
  topics, learning much information, be regarded as
  precocious. Not associated with Mental
  Retardation.

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Disorders related to autism, continued

• Childhood Disintegrative Disorder Child begins
  to develop normally but acquired skills
  disintegrate between ages 2-10. Autistic
  features are also present (lack of interaction,
  desire for sameness, language difficulties).
  Severe mental retardation is usually present.

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Rehabilitation

• May be difficult if not impossible for many
  however, some persons with autism may be able to
  work, usually with supports.
• Lotter (1978) found that less than one autistic
  person in five was able to live independently as
  an adult. About half are institutionalized.