FloridaMusic(Educators (Associaon( 2016Conference...2015/01/11 · Visual Association – A...

Florida Music Educators’ Associa0on 2016 Conference

David Hoppey, Ph. D. David Allsopp, Ph.D.

Unviversity of South Florida

Understanding What Students with Learning Disabilities (LD) and Attention Deficits with Hyperactivity Disorder

(ADHD) Experience in School (Part 1)

Agenda

1. LD & ADHD – What are they really?

2.  Research related to music and students with LD/ADHD

3. Why learning In school can be difficult with LD & ADHD & how It can feel

4. Instruc0onal prac0ces that can help & why

Our Purpose

1. To help you beUer understand what students with LD & ADHD can experience learning in school.

2. To help you develop greater levels of professional knowledge of LD & ADHD and how you can help

What are LD and ADHD Really?

•  In general-‐ the term “specific learning disability” means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or wriUen, which disorder may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathema7cal calcula7ons.

LD Defini0on under IDEA

•  Includes such condi0ons as perceptual disabili0es, brain injury, minimal brain dysfunc0on, dyslexia, and developmental aphasia.

•  Excludes a learning problem that is primarily the result of visual, hearing or motor disabili0es; of mental retarda0on; of emo0onal disturbance; or of environmental cultural, or economic disadvantages.

included/excluded

•  Verbal LDs –  Difficul0es with reading and wriUen expression –  Difficul0es with expressing themselves through speaking –  Difficul0es processing spoken language

•  Non-‐verbal LDs –  O\en0mes are strong readers –  Detailed in nature but can miss big picture –  Difficul0es with math and handwri0ng (fine motor skills) –  Difficul0es with social situa0ons (concrete, generaliza0on, reading

facial expressions, over-‐talk to relieve stress, lack “street smarts”) –  Physical difficul0es (e.g., coordina0on, difficul0es with mapping visual

direc0ons in space, es0ma0ng size, shape, distance, etc.)

Types of LD

Flanagan & Caltabiano (2004)

•  Academic achievement gaps •  Cogni0ve skill deficits (processing, memory) •  One out of four -‐-‐-‐-‐ADHD •  One out of three-‐-‐-‐-‐EBD •  Mo0va0onal problems •  Social skill problems •  Approximately 5 – 10% of the school popula0on

No0ce the Signs: hUps://vimeo.com/50160414

Demographics of LD

Defini0on of ADHD

•  “a persistent paUern of ina)en*on and/or hyperac*vity-‐impulsivity that is more frequently displayed and more severe than is typically observed in individuals at a comparable level of development”

Eligibility Under IDEA vs. Sec0on 504 of Voca0onal Rehabilita0on Act

•  IDEA – Other Health Impairment Category –  IEP (individualized educa0onal services)

•  Sec0on 504 – Accommoda0on Plan (general accommoda0ons)

Characteris0cs of ADHD

•  Ina)en*on – actually “hyper-‐aUen0on,” or the inability to filter

•  Coexis0ng conduct (behavior) problems •  Coexis0ng academic problems •  Impulsivity-‐responding without thinking of the poten0al consequences

•  Hyperac*vity-‐very high rates of physical ac0vity that is not related to the task at hand.

3 Types of ADHD

1. Primarily InaUen0ve Type 2. Primarily Hyperac0ve/Impulsive Type 3. Combined Type demonstrates a significant number of characteris0cs of Primarily InaUen0ve Type & Primarily Hyperac0ve/Impulsive Type

Demographics of ADHD

•  1.25% -‐-‐-‐ under IDEA in the category of other health impairment

•  1% -‐-‐-‐under Sec0on 504 •  3 out 4 are male

Myths About ADHD •  There is no such thing as ADHD •  ADHD is caused by bad paren0ng •  Individuals with ADHD are just lazy or dumb and use their condi0on as an excuse for their behavior

•  Response to medica0on is a diagnosis for ADHD

•  Medica0ons for ADHD make students seem “drugged” and are no longer useful a\er puberty

Myths About ADHD

•  ADHD can be accurately diagnosed by a pediatrician in one office visit

•  Poor teaching is a cause of ADHD •  Food addi0ves cause ADHD •  Ocular training cures ADHD •  ADHD is caused by watching television or playing video games

•  Everybody has some degree of ADHD

Research Related to Music and Students with LD/ADHD

Music therapy has been utilized to assist individuals in improving in a variety of areas - e.g., social/peer interaction skills, motor skills, language skills, sense of well-being, etc. (Yu, 2004, Hooper 2002).

Some research has examined the relationship between timing difficulties (temporal processing) of students with LD, music rhythm, and developing literacy skills (Long, 2014; Overy, 2000; Overy 2006)

Effects of Music on LD/ADHD

Very little research has been done on instruction in music education for students with LD/ADHD.

The vast majority of the research literature relates to music teacher perceptions and attitudes towards students with disabilities and their preservice music teacher education.

Effective Instructional Practices

1)  Teaching self-regulatory strategies - e.g., learning strategies, self-instruction strategies, self-monitoring strategies (Nielsen, 2001; Claussen & Thaut, 1997)

2)  Utilizing music as a positive reinforcer has been shown to effectively increase desirable academic and social behaviors and reduce undesirable ones (Standley, 1996).

3)  Pairing music with other sensory experiences to internalize concepts/ideas (Yu, 2004).

Potentially Promising Practices:

Why Learning In School Can

Be Difficult With LD &

ADHD & How It Can

Instructional Practices That Can

Help & Why

Music Teacher Effec0veness Test

•  Follow the direc0ons and complete the test. •  You have 1 minute.

Directions: You have 1 minute to solve the following problems. For this set of problems the “+” means “×”, the “-” means “÷”, the “×” means “-” and the “÷” means “+.”

6 – 3 = 4 ÷ 1 = 7 + 7 = 7 × 8 =

2 + 5 = 6 – 3 = 10 – 2 = 7 + 7 =

3 – 1 = 24 ÷ 8 = 2 + 5 = 5 ÷ 5 =

10 ÷ 2 = 9 + 3 = 6 ÷ 6 = 9 – 9 =

8 – 4 = 4 × 4 = 8 × 7 = 12 – 4 =

15 ÷ 5 = 10 ÷ 5 = 1 + 2 = 12 ÷ 3 =

3 + 6 = 5 × 6 = 3 × 3 = 0 + 5 =

3 × 3 = 4 + 4 = 8 ÷ 4 = 7 × 8 =

8 × 8 = 4 × 5 = 2 × 1 = 9 – 3 =

8 – 1 = 1 – 1 = 8 + 7 = 12 × 3 =

FASTER! FASTER!! FASTER!!!

Did you read the directions at the top of the exam?

Directions: You have 1 minute to solve the following problems. For this set of problems the “+” means “×”, the “-” means “÷”, the “×”

means “-” and the “÷” means “+.”

Directions: You have 1 minute to solve the following problems. For this set of problems the “+” means “×”, the “-” means “÷”, the “×” means “-” and the “÷” means “+.”

6 – 3 = 4 ÷ 1 = 7 + 7 = 7 × 8 =

2 + 5 = 6 – 3 = 10 – 2 = 7 + 7 =

3 – 1 = 24 ÷ 8 = 2 + 5 = 5 ÷ 5 =

10 ÷ 2 = 9 + 3 = 6 ÷ 6 = 9 – 9 =

8 – 4 = 4 × 4 = 8 × 7 = 12 – 4 =

15 ÷ 5 = 10 ÷ 5 = 1 + 2 = 12 ÷ 3 =

3 + 6 = 5 × 6 = 3 × 3 = 0 + 5 =

3 × 3 = 4 + 4 = 8 ÷ 4 = 7 × 8 =

8 × 8 = 4 × 5 = 2 × 1 = 9 – 3 =

8 – 1 = 1 – 1 = 8 + 7 = 12 × 3 =

Just Try Harder!!!

How many problems did you get correct?

6 – 3 = 2 4 ÷ 1 = 5 7 + 7 = 49 7 × 8 = -1

2 + 5 = 10 6 – 3 = 2 10 – 2 = 5 7 + 7 = 49

3 – 1 = 3 24 ÷ 8 = 32 2 + 5 = 10 5 ÷ 5 = 10

10 ÷ 2 = 12 9 + 3 = 27 6 ÷ 6 = 12 9 – 9 = 1

8 – 4 = 2 4 × 4 = 0 8 × 7 = 1 12 – 4 = 3

15 ÷ 5 = 20 10 ÷ 5 = 15 1 + 2 = 2 12 ÷ 3 = 15

3 + 6 = 18 5 × 6 = -1 3 × 3 = 0 0 + 5 = 0

3 × 3 = 0 4 + 4 = 16 8 ÷ 4 = 12 7 × 8 = -1

8 × 8 = 0 4 × 5 = -1 2 × 1 = 1 9 – 3 = 3

8 – 1 = 8 1 – 1 = 1 8 + 7 = 56 12 × 3 = 9

How many problems did you get correct?

The standard for solving math facts for adults is approximately 40-80 per minute…

Teacher Effec0veness Test

Your Experiences How They Affected Your Performance

Music Teacher Effec0veness Test

Did you experience…

Learned Helplessness?

A Passive Approach to Learning?

Anxiety?

Academic Skill Gaps?

Avoidance Behaviors?

Simula0on

FAT City Example: Frustra0on, Anxiety, and Tension

• hUps://www.schooltube.com/video/29f2376815b0407dac1a/F.A.T.%20City%20chapter%202%20Anxiety,%20frustra0on

Examples of Some Disability-‐Related Learning

Characteris0cs That Create Barriers for Learning

Attention problems ︎

Metacognitive thinking deficits

Memory problems ︎

Cognitive Processing deficits (auditory, visual/spatial, fine motor)

Receptive & Expressive Language Difficulties

Disability Related Characteris0cs that Create Learning Barriers for

Student with LD and ADHD

AUen0on Deficits Metacogni0ve Deficits Memory Problems Cogni0ve Processing

Deficits Recep0ve & Expressive

Language Difficul0es

Learned Helplessness Passive Approach To

Learning Anxiety About Learning

Content Academic/Knowledge

Skill Gaps Avoidance Behaviors

“Invisible” “Visible”

LD/ADHD-‐Cogni0ve Disability Related Learning Characteris0cs

That Create Barriers for Learning – A Closer Examina0on

Attention problems ✓︎

Memory problems ︎

Simula0on

l hUp://www.pbs.org/wgbh/misunderstoodminds/experiences/aUexp2a.html

We need a volunteer? Any takers

Attention problems

l hUp://www.pbs.org/wgbh/misunderstoodminds/experiences/aUqt.html

Attention problems

Characteristics General Teaching Ideas

Implications for Learning

• Coming to attention (attending to the most important thing)

• Sustaining attention

• Resisting distractions

• Controlling impulsivity

• Structured, Engaging Environment

• Cues, Highlighters, Windows, Graphic Organizers, Wait Time

• Active Responding

• Relevance, Interests, Novelty

• Missing key steps or features of a concept or process

• Responding to a question, prompt, or problem prior to considering all of the relevant information

• Avoiding tasks because it is too tiring to filter

Attention Deficits

Attention Deficits •  Examples of effec0ve instruc0onal prac0ces – Window cuing

Attention Deficits

Metacognitive thinking deficits ✓

Memory problems ︎

l Metacogni0on is “thinking about your thinking”

l  Remedia0on includes strategy instruc0on and self-‐regulatory behavior.

l  Research suggests that many people with LD do possess metacogni0ve skills, but that those skills are qualita0vely different, rather than developmentally delayed, than those of their normally achieving peers ;

l  In essence, these people tend to apply metacogni0ve strategies ineffec0vely.

Simula0on

Misunderstood Minds l hUp://www.pbs.org/wgbh/misunderstoodminds/experiences/readqt.html

• Thinking about thinking

• Self awareness

• Applying strategies

• Self monitoring

• “See” Structure & Relationships

• Relevant Problem Solving Context

• Strategy Instruction

• Checklists/Cue Sheets

• Think Alouds

• Graphic Organizers

• Inability to apply strategies to problem solving situations

• Difficulty making connections between previously learned content and new content

• Failure to monitor reasonableness of their approach to problem solving and solutions

Metacognitive Deficits

•  Examples of effec0ve instruc0onal prac0ces – Teach self-‐regula0on strategies (e.g., self-‐instruc0on)

RAP Strategy - (practicing playing a musical piece in a band or orchestra)

Read the music

Ask yourself, what parts do I play? How do my parts fit with the other parts?

Practice playing each part

Metacognitive Deficits !!!!!!!!!!!!!!!!!!!!

RAP Strategy Cue Sheet

Purpose: to help me practice playing a musical piece in a band or orchestra)

Read the music

Ask yourself, what parts do I play? How do my parts fit with the other parts?

Practice playing each part

Questions for my teacher

How did I do?

Read the music Ask yourself… Practice playing each part Questions for my teacher

Ques0ons

Florida Music Educators’ Associa0on 2016 Conference

David Hoppey, Ph. D. David Allsopp, Ph.D.

Unviversity of South Florida

Understanding What Students with Learning Disabilities (LD) and Attention Deficits with Hyperactivity Disorder

(ADHD) Experience in School (Part 2)

Famous People, Places, Things Lesson

Memory problems ✓︎

Memory Problems

Storage

Retrieval

Importance of Meaning

Working Memory

Name That Tune: Your Turn

l hUp://www.ebaumsworld.com/games/play/32384/

Memory Problems –

Share Your Experience

Storage

Retrieval

Importance of Meaning

Working Memory

Simula0on

Misunderstood Minds

l hUp://www.pbs.org/wgbh/misunderstoodminds/experiences/mathqt.html

Simula0on

FAT City Example: Oral Expression

l hUp://www.youtube.com/watch?v=psqAGrvzdhk

• Storage

• Retrieval

• Importance of meaning

• CREATE MEANING

• Authentic Contexts

• Many Opportunities to Apply New Understandings

• Language Experiences

• Strategy Instruction-Mnemonics

• Multi-step problems

• Multiple meanings for symbols or terms

• Recalling information

• Employing appropriate learning strategies

Memory Deficits

•  Examples of effec0ve instruc0onal prac0ces – Teach Learning Strategies (e.g., vocabulary & reading comprehension)

Memory Deficits Vocabulary: Word Association/Visualization Strategy

Vocabulary Word - Timbre

Key Word - “TIMBER” (what a woodsman yells when he cuts down a tree).

Visual Association – A lumberjack yelling “Timber” for a tree falling in different kinds of places (e.g., dense forest with snow and ice, a dense forest after a hard rain, your backyard, in a meadow, etc.). The tree represents a musical note with the same pitch and loudness; as the tree falls in different contexts, it makes a slightly different sound (e.g, the different between a guitar and a piano playing the same note at same pitch and loudness).

Memory Deficits

Vocabulary: Word Association/Visualization Strategy

Vocabulary Word - Melody

Key Word - “PENELOPE”

Visual Association – Penelope wearing a well suiting necklace of pearls laid in a satisfying pattern which match her outfit (pitch) and moves attractively as she walks (rhythm).

Memory Deficits

Reading: The BCDE Strategy

The Learning Toolbox website: http://coe.jmu.edu/Learningtoolbox/bcde.html

Memory Deficits

The Learning Toolbox website: http://coe.jmu.edu/Learningtoolbox/bcde.html

READING

BCDETo help me get the overall idea when I read.

Before reading, survey the material to be read.• Always look over the pages you have read before you actually start reading.• If you are reading a textbook, read the title, side headings, paragraph headings,

pictures, bold face words, and study questions. Think of how this chapter isrelated to previous chapters.

• If you are reading a story, look back at the previous section you read and predictwhat you think will happen in this section. Skim the paragraphs to get some ideaof what might be in the section you will be reading. Make predictions about thecharacters and the actions that you think will take place.

Create questions to ask yourself while you read the material.• For textbooks, create questions about the material based on the title, side

headings, paragraph headings, pictures, bold face words, and study questions.Write these on the front of notecards.

• For stories, write questions based on the predictions that you made. Makepredictions about the characters and actions.

During reading of the material, answer the questions that you wrote on the notecards.• As you read the material, keep the questions that you wrote in mind.• When you find the answers to the questions, write them on the backs of the cards.

End of reading.• After you have finished reading, look over all the questions you wrote. If you did

not find an answer to a question, go back and try to find it.• Ask yourself the questions and try to answer them.• Say aloud to yourself a summary of the main ideas of what you just read.• Ask yourself how the material you just read is related to material that you read

before this.• Predict how the material you read will be related to the material that you will read

Learning Toolbox. Steppingstone Technology Grant, James Madison University,MSC 1903, Harrisonburg, VA 22807.

Memory Deficits

Do you remember the Sound of Music?

Do, a deer, a female deerRe, a drop of golden sunMi, a name I call myself…

(tonal steps of the C major scale)

Memory problems

Cognitive Processing deficits (auditory, visual/spatial, fine motor) ✓

Cognitive Processing Deficits

Sometimes the hardest thing to see is the most obvious. Who Moved My Cheese by Spencer Johnson

Write a title for a short story you might write for the following picture...

Simula0on

FAT City Example: Effect of Percep0on on Behavior • hUps://www.schooltube.com/video/4f82604858184512ab46/FAT%20City%20chapter%207

Draw this figure on a piece of paper:

l Alone or with a friend list the different ways you take in informa0on (input) and the ways you share informa0on (output).

l You have 2 minutes.

Input vs. Output

Cogni0ve Processing: Implica0ons

INPUT OUTPUT

Auditory Motor

Visual Verbal

Tac0le

Kinesthe0c

• Perceive information differently

• Disruptions in how information is processed

• Multisensory Methods

• Ground Abstract Concepts within Concrete Experiences

• Cue Important Features

• Provide Multiple Opportunities to Express New Understandings

• Input vs. output

Examples of effec0ve instruc0onal prac0ces: Cue Key Features of Musical Concept

Cueing Key Features – Non-example

Too Much Cueing At One Time For Too Many Concepts

# of notes per measure

Type of note

Cueing Key Features – Example (Time Signature)

Type of note

1 2 3 4

♩ - quarter note ✓

♪ - eighth note

Type of note

1 2 3 4

♪ - eighth note

Type of note

1 2 3 4

♪ - eighth note

Memory problems

Receptive & Expressive Language Difficulties ✓

Simula0on

FAT City Example: Auditory and Visual Capabili0es

• hUps://www.schooltube.com/video/3670f8b3b7224d98a78b/FAT%20City%20chapter%2011

Expressive and Receptive Language Deficits

• Difficulty with expressing ideas in oral and or written form.

• Difficulty making meaning of language when it is presented in oral or written form.

• Multisensory Methods (input and output); Alternative Methods for Expression

• Augmentative Communication Devices

• Visual cues (e.g., pictures that represent words; sign language)

• Students may understand but not be able to demonstrate that they do• Students may not be able to express wants and needs leading to frustration• Students may not be able to make meaning of language based instruction that relies solely on written or oral communication

•  Examples of effec0ve instruc0onal prac0ces – Providing students with alterna0ve methods of expressing understandings and communica0ng ideas

Recogni0on vs. Doing Ques0ons/Prompts

Doing Prompt:

Question/prompt: What note is this?

Recognition Prompt:

Question/point: Point to the name of this note.

quarter eighth sixteenth

“Wait 0me” – Auditory Processing Speed Increase the amount of 0me between asking a student a ques0on and when a response is expected. An increase in “wait 0me” from 1 second to 5 seconds can make a big difference in the quality of student responses! Tip: Also consider “asking” your ques0on using mul0ple sensory modali0es (e.g., auditory and visually).

Strength Characteris0cs

Content Area Strengths

Academic Learning Strengths

Personality Strengths

Definition Examples General Teaching Ideas

Strengths that are specific to learning a content area

-students may demonstrate strengths in one or more content areas

• Music• Mathematics• Science• Reading• Language Arts• Social Studies• ARt

• Use specific content as strengths to create meaningful contexts within which to situate new learning experiences

Specific to skills that assist learning - how a student learns best

- students may demonstrate one or more academic learning strengths; - may be different for different content areas/topics

• Organized• Time management• Visual-spatial• Hands-on• Auditory• Detail-oriented• Whole picture-oriented• Logical-sequential• Abstract thinking

Present information in ways that are specific to students’ academic learning strengths

Create activities that allow student use their specific academic learning strengths

Strengths specific to personality traits

- students may demonstrate one or more personality strengths

• Effective communicator• Persistent• Team player/collaborative• Leader• Independent• Appreciative• Love of learning• Open-minded• Future Oriented/Goal-directed• Patient• Creative• Humorous• Inter/Intra personal skills

Create activities that allow students to use their specific personality strengths

Personality Strengths

Input Output

Reception

Teacher Presentation

Expression

Student Performance

Prompt Response

Learned Helplessness

PersonalityStrengths

Memory Problems

Attention Deficits

Anxiety About Learning Content

Passive Approach to Learning

Watch the videos. Think in terms of the characteris0cs and strengths we have discussed. Also think about the strategies shared that have helped this young man. hUp://www.youtube.com/watch?v=kiqDq0fimXk&feature=related hUp://www.youtube.com/watch?v=9Qcu3vLo9Co&feature=related

AUen0on Deficits Metacogni0ve Deficits Memory Problems Cogni0ve Processing

Deficits Recep0ve & Expressive

Language Difficul0es

Learned Helplessness Passive Approach To

Learning Anxiety About Learning

Content Academic/Knowledge

Skill Gaps Avoidance Behaviors

Ques0ons

FloridaMusic(Educators (Associaon( 2016Conference...2015/01/11 · Visual Association – A...

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