SEMINAR

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SEMINAR

• Motor
• Dysgraphia
• Apraxia/Dyspraxia
• Math
• Nonverbal LD

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Dysgraphia.

• History and handedness

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Perceptual or Motor
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Perceptual or Motor
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ADHD and Dysgraphic
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Dyspraxia
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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
  speakingnow also w/ bad handwritng and poor
  gross motor control, could run, however, because
  less motor skill involved.

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Nonverbal LD
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Dear Ann

• Case 1

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Dear Ann continued
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Map
Etiology
NONVERBAL LD
CHARACTERISTICS
Independ. activities
Academics
Social
Routines
Cognitive
Math
Emotional
Hazards Games
Estimations
Instructional Implications ?
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What is my disability
1. Dysgraphic 2. Dyspraxic 3. Math LD 4.
Nonverbal LD 5. 3 4
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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.
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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 dont 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 hed 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.

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Case 3 Michael

• Michaels birth was difficult and his mothers
  labor was long. Eventually Michael was delivered
  by Caesarean section. Michaels 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.

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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
Michaels board scores they expected that he
would become a surgeon, like his father.
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Math Disabilities
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Math avoidance example
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Motivation
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Assessment Questions

• 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

• A. Verbal problems (e.g., working memory,
  reasoning)
• B. Visual Problems
• C. Impulsivity or anxiety problems
• D. Fluency math facts

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Application Question

• If you cant solve math problems what do you need
  to assess?
• 1. can you do operations
• 2. can you read and understand

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Verbal Memory CALCULATIONS

• Glick add
• Blick subtract
• Flick divide
• Plick multiply

• 2 glick 8
• Blick 4
• Plick 2
• Flick 3
• Blick 2