FloridaMusic(Educators (Associaon( 2016Conference...2015/01/11 · Visual Association – A...
Transcript of 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
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
Research Related to Music and Students with 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
Research Related to Music and Students with LD/ADHD
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
Feel
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 ✓︎
Metacognitive thinking deficits
Memory problems ︎
Cognitive Processing deficits (auditory, visual/spatial, fine motor)
Receptive & Expressive Language Difficulties
Simula0on
l hUp://www.pbs.org/wgbh/misunderstoodminds/experiences/aUexp2a.html
We need a volunteer? Any takers
Attention problems
Video
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
!
Attention Deficits
!
Attention Deficits
!
Attention Deficits
!
Attention Deficits
!
LD/ADHD-‐Cogni0ve Disability Related Learning Characteris0cs
That Create Barriers for Learning – A Closer Examina0on
Attention problems ︎
Metacognitive thinking deficits ✓
Memory problems ︎
Cognitive Processing deficits (auditory, visual/spatial, fine motor)
Receptive & Expressive Language Difficulties
Metacognitive thinking deficits
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
Characteristics General Teaching Ideas
Implications for Learning
• 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
Metacognitive Deficits
• Examples of effec0ve instruc0onal prac0ces – Teach self-‐regula0on strategies (e.g., self-‐instruc0on)
Metacognitive Deficits
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
LD/ADHD-‐Cogni0ve Disability Related Learning Characteris0cs
That Create Barriers for Learning – A Closer Examina0on
Attention problems ︎
Metacognitive thinking deficits
Memory problems ✓︎
Cognitive Processing deficits (auditory, visual/spatial, fine motor)
Receptive & Expressive Language Difficulties
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
Characteristics General Teaching Ideas
Implications for Learning
• 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
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
next.
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)
LD/ADHD-‐Cogni0ve Disability Related Learning Characteris0cs
That Create Barriers for Learning – A Closer Examina0on
Attention problems ︎
Metacognitive thinking deficits
Memory problems
Cognitive Processing deficits (auditory, visual/spatial, fine motor) ✓
Receptive & Expressive Language Difficulties
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
Characteristics General Teaching Ideas
Implications for Learning
• 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
Cognitive Processing Deficits
Cognitive Processing Deficits
Examples of effec0ve instruc0onal prac0ces: Cue Key Features of Musical Concept
Cognitive Processing Deficits
Cueing Key Features – Non-example
Too Much Cueing At One Time For Too Many Concepts
Cognitive Processing Deficits
# of notes per measure
Type of note
Cueing Key Features – Example (Time Signature)
Cognitive Processing Deficits
# of notes per measure
Type of note
1 2 3 4
♩ - quarter note ✓
♪ - eighth note
Cognitive Processing Deficits
# of notes per measure
Type of note
1 2 3 4
♩ - quarter note ✓
♪ - eighth note
Cognitive Processing Deficits
# of notes per measure
Type of note
1 2 3 4
♩ - quarter note ✓
♪ - eighth note
LD/ADHD-‐Cogni0ve Disability Related Learning Characteris0cs
That Create Barriers for Learning – A Closer Examina0on
Attention problems ︎
Metacognitive thinking deficits
Memory problems
Cognitive Processing deficits (auditory, visual/spatial, fine motor)
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
Characteristics General Teaching Ideas
Implications for Learning
• 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
Expressive and Receptive Language Deficits
Expressive and Receptive Language Deficits
• Examples of effec0ve instruc0onal prac0ces – Providing students with alterna0ve methods of expressing understandings and communica0ng ideas
Expressive and Receptive Language Deficits
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
Expressive and Receptive Language Deficits
“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
Content Area Strengths
Definition Examples General Teaching Ideas
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
Academic Learning Strengths
Definition Examples General Teaching Ideas
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
Content Area Strengths
Academic Learning Strengths
PersonalityStrengths
Cognitive Processing Deficits
Memory Problems
Metacognitive Deficits
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