M21U4A1 by https://padlet.com/bonnielayne/vkid6zkv6mv03ov en-us 2022-12-18 03:04:28 UTC 2023-01-06 09:38:46 UTC hello@padlet.com https://padlet.com/bonnielayne/vkid6zkv6mv03ov/wish/2423856807 Dorothy:
Comorbidity is defined as the “simultaneous presence of two or more diseases or medical conditions as a patient.” (Oxford Language 2022) A student with comorbidities may present differently in students in a classroom setting. A student may have ADHD and also have fine and gross motor difficulties. This might cause them to be easily frustrated as their brain is operating in overdrive, but they will struggle to carry out their tasks they are wanting to complete. One may also have both learning and language disabilities. This can make things more difficult and challenging for reading and writing, especially with areas of comprehension. ]]> 2022-12-18 03:39:44 UTC https://padlet.com/bonnielayne/vkid6zkv6mv03ov/wish/2423856807 https://padlet.com/bonnielayne/vkid6zkv6mv03ov/wish/2423910646 Michael:
The term “learning disabilities”, sometimes referred to as specific learning disabilities, is an umbrella term that covers a range of neurologically based disorders in learning and various degrees of severity of such disorders. Predecessor terms include: minimal brain damage and minimal brain dysfunction.
Broadly speaking, these disorders involve difficulty in one or more, but not uniformly in all, basic psychological processes: (1) input (auditory and visual perception), (2) integration (sequencing, abstraction, and organization), (3) memory (working, short term, and long term memory), (4) output (expressive language), and (5) motor (fine and gross motor).
Learning disabilities vary from individual to individual and may present in a variety of ways. Learning disabilities may manifest as difficulty: (1) processing information by visual and auditory, means, which may impact upon reading, spelling, writing, and understanding or using language, (2) prioritizing, organizing, doing mathematics, and following instructions, (3) storing or retrieving information from short or long term memory, (4) using spoken language, and (5) clumsiness or difficulty with handwriting.
Learning disabilities are not emotional disturbances, intellectual disabilities, or sensory impairments. They are not caused by inadequate parenting or lack of educational opportunity.
Cognitive assessment, including psychoeducational or neuropsychological evaluation, is of critical importance in diagnosing a learning disability. Learning disabilities may be diagnosed by qualified school or educational psychologists, by clinical psychologists, and by clinical neuropsychologists who are trained and experienced in the assessment of learning disabilities.
]]> 2022-12-18 08:06:08 UTC https://padlet.com/bonnielayne/vkid6zkv6mv03ov/wish/2423910646 https://padlet.com/bonnielayne/vkid6zkv6mv03ov/wish/2423911173 2022-12-18 08:08:52 UTC https://padlet.com/bonnielayne/vkid6zkv6mv03ov/wish/2423911173 Stuttering bonnielayne https://padlet.com/bonnielayne/vkid6zkv6mv03ov/wish/2423914728 Definition: Stuttering is a condition that happens when muscles you use for speaking twitch or move uncontrollably while you talk. This disrupts the flow of your speech and causes pauses, unintended sounds and sticking on words.
Signs and Symptoms for Identification/Referral: A person must have at least one of the following symptoms:

  • Repeating sounds or syllables. This usually happens on the first syllable of a word. You’ll repeat the sound or syllable until you can say the whole word and then resume speaking.
  • Holding and drawing out certain syllables or sounds. This is when you get stuck on a sound or syllable and draw out the sound longer than intended.
  • Mid-word pauses. This is when you pause for a noticeably long time at a point in a word where it’s unnecessary.
  • Blocking. This is frequent pausing — either silently or with a sound (like “um” or “ah”) — while you’re talking. Its name refers to feeling like something’s blocking your flow of words.
  • Word switching. This is when you stutter on a word or phrase and switch to a different word or phrase to get around it.
  • Overstressing. This means you put too much stress or tension on part or all of a word.
  • Repeating single-syllable words. This is repeating a word that consists of a single sound, such as “I” or “the.”
Strategies and Accommodations for Students: 
  • Students may be allowed extra time on oral presentations or work.
  • Students may be allowed to do presentations in front of the teacher alone (instead of in front of the class), or submit a written assignment instead.
  • Teachers should always strive to make students feel comfortable, relaxed, and not punish them (including lowering their grade) for stuttering.
]]> 2022-12-18 08:25:30 UTC https://padlet.com/bonnielayne/vkid6zkv6mv03ov/wish/2423914728 Articulation Disorder bonnielayne https://padlet.com/bonnielayne/vkid6zkv6mv03ov/wish/2423916581 Definition: Articulation disorder is a common condition when your child can’t make specific sounds. For example, they may always replace “r” with “w” or “th” with “s.” The disorder isn’t related to any issues with their brain, mouth or hearing.
Identification/Referral: There are four main types of articulation errors:

  • Addition: Adding sounds or syllables to words that don’t belong there (for example, “puh-lay” instead of “play”).
  • Distortion: Changing a sound, which might seem like a lisp (when “s” sounds like “th”).
  • Omission: Leaving certain sounds out of their speech altogether (for example, never using “sc” in “school or “scratch”).
  • Substitution: Always substituting one sound for another (for example, using “s” instead of “th” or “w” in place of “r”).
  • However, a speech-language pathologist will need to perform tests and consider the child's medical history to make a diagnosis.
  • The treatment is speech therapy.
Strategies and Accommodations for Students:
  • Students may be allowed to read silently instead of out loud in front of the class to reduce anxiety.
  • Grading may be modified to accommodate articulation errors.
  • The teacher should be patient, kind, and model correct articulation.
]]> 2022-12-18 08:32:58 UTC https://padlet.com/bonnielayne/vkid6zkv6mv03ov/wish/2423916581 Childhood Apraxia of Speech bonnielayne https://padlet.com/bonnielayne/vkid6zkv6mv03ov/wish/2423918825 Definition: Childhood apraxia of speech (CAS) is a motor-speech neurological disorder that affects some young children. Children with CAS know what they want to say, but are unable to form the words.
Identification/Referral: Some signs of CAS include: 

  • Making inconsistent errors in speech.
  • Difficulty coordinating the movement from one syllable of a word to the next syllable.
  • Distorting sounds.
  • Attempting to say a word several times before saying it correctly.
  • Making errors in the tone, stress or rhythm of speech.
  • However, a speech-language pathologist must do tests and make a diagnosis of this disorder.
  • Treatment includes speech therapy.
Strategies and Accommodations for Students:
  • Students may be allowed to use electronic communication devices or sign language.
  • Students may need extra time on assignments.
  • Students may be allowed to submit non-verbal assignments.
  • Students may need extra help with speech and vocabulary.

]]> 2022-12-18 08:41:05 UTC https://padlet.com/bonnielayne/vkid6zkv6mv03ov/wish/2423918825 Dysarthria bonnielayne https://padlet.com/bonnielayne/vkid6zkv6mv03ov/wish/2423921513 Definition: Dysarthria is a motor speech disorder in which the muscles that are used to produce speech are damaged, paralyzed, or weakened. The person with dysarthria cannot control their tongue or voice box and may slur words.
Identification/Referral: Some symptoms of dysarthria are that a person may: 

  • Speak more quickly, slowly or softly than intended.
  • Have speech that becomes slurred, mumbled, robotic or choppy.
  • Have difficulty moving his/her lips, jaw or tongue.
  • Sound hoarse, breathy or nasal.
  • These symptoms make it difficult for others to understand his/her speech.
  • A medical healthcare provider or speech-language pathologist will do tests and examine medical history to make a diagnosis.
  • This condition is caused by damage to certain areas of the brain from illness or injury.
  • Treatment is speech therapy.
Strategies and Accommodations for Students: 
  • Students may be allowed to submit written instead of oral work. 
  • The teacher should minimize noises and distractions in the classroom so the student can be understood and not have to repeat him/herself multiple times.
  • Non-verbal communication (such as writing or pointing) should be allowed and encouraged.
  • The teacher should encourage other students to listen attentively to the student with dysarthria and make an effort to understand.
]]> 2022-12-18 08:49:31 UTC https://padlet.com/bonnielayne/vkid6zkv6mv03ov/wish/2423921513 Definition of speech and Language Impairments - Bianca biancapowelljones https://padlet.com/bonnielayne/vkid6zkv6mv03ov/wish/2424242200 According to the (U.S.) Department of Education for Individuals with Disabilities speech and language impairments can be defined as "Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child’s educational performance.”  

It is imperative to remember that there is a distinct difference between a speech disorder and language impairment. As they are different disorders, that means they are different and accommodated treating differently.]]> 2022-12-18 22:55:22 UTC https://padlet.com/bonnielayne/vkid6zkv6mv03ov/wish/2424242200 Robyn Song https://padlet.com/bonnielayne/vkid6zkv6mv03ov/wish/2424275180 What is comorbidity? - YouTube

]]> 2022-12-19 00:32:12 UTC https://padlet.com/bonnielayne/vkid6zkv6mv03ov/wish/2424275180 ADHD Comorbidity-Robyn https://padlet.com/bonnielayne/vkid6zkv6mv03ov/wish/2424286965 ADHD is a problem with executive functions, like organization, attention, and planning. This may create other challenges. For example, kids with ADHD can struggle with working memory, which they need for reading. It’s common for kids with ADHD to also have other conditions. Research shows that learning disabilities and mental health issues impact kids with ADHD at higher rates than kids who don’t have ADHD.
According to a large study of kids with ADHD and learning disabilities:

  • 65 percent struggled with written expression.
  • 32 percent struggled with reading. 
  • 30 percent struggled with math.
]]> 2022-12-19 00:55:22 UTC https://padlet.com/bonnielayne/vkid6zkv6mv03ov/wish/2424286965 Orofacial Myofunctional Disorder (OMD)- Bianca biancapowelljones https://padlet.com/bonnielayne/vkid6zkv6mv03ov/wish/2424406944 An orofacial myofunctional disorder (OMD) happens when the tongue moves forward abnormally during speech, swallowing, and rest postures. Many children who lack the ability to make the 'j',  's' or 'sh' sounds, they may make the 'th' instead. This disorder can be out grown with the correct redevelopment and training of the tongue.

The signs or symptoms of OMD are: 
  • speech distortion, particularly a frontal lisp
  • chronic open mouth positioning
  • dental abnormalities, such as overjet and open bite
  • tongue thrust, or when the tongue pushes against teeth during speech or swallowing
  • difficulty with specific sounds, especially “s,” “sh,” and “j”
  • drooling, especially in children older than two
  • struggling to close lips when swallowing

The causes of OMD stream from multiple avenues, such as heredity, allergies, enlarge tonsils and adenoids, thumb sucking, and other  oral physiological problems.

The treatment given to children when diagnosed with OMD are but not limited to speech therapy, mouth exercises, practicing oral movements, etc... These treatments can go well into adulthood depending on the severity of OMD.  
]]> 2022-12-19 04:11:39 UTC https://padlet.com/bonnielayne/vkid6zkv6mv03ov/wish/2424406944 ADHD and Dyslexia: Why Do They So Often Co-Occur? (Madison) https://padlet.com/bonnielayne/vkid6zkv6mv03ov/wish/2424543029 2022-12-19 07:58:59 UTC https://padlet.com/bonnielayne/vkid6zkv6mv03ov/wish/2424543029 Dyslexia & Comorbid Disorders (Madison) https://padlet.com/bonnielayne/vkid6zkv6mv03ov/wish/2424565392 Research suggests that those experiencing comorbidity between ADHD and dyslexia are predominantly found to to have the inattentive type of ADHD rather than the hyperactive-impulsive type. Phonics-based instruction that is systematic and explicit has the greatest evidence in the treatment of dyslexia. Such reading interventions for students with both dyslexia and ADHD have been shown to be effective regardless of medical intervention for the treatment of ADHD. While medical treatment for ADHD symptoms is effective in the reduction of these symptoms, research does not show that treatment for ADHD alone led to greater improvements in reading.

Additional common comorbid conditions with dyslexia are frequently reported and tend to be other specific learning disorders such as dysgraphia and dyscalculia. Reading disorders and dyscalculia have approximately a 40% comorbidity, whereas reading disorders and dysgraphia have a comorbidity of approximately 70%.

The other most commonly reported comorbidities with dyslexia are mental health disorders, both internalizing mental health conditions and externalizing mental health conditions. Internalizing conditions are inward-facing difficulties that occur in an individual and tend to not be overtly obvious to others, while externalizing problems involve more-apparent acting out within the environment and are outward facing.

Students with dyslexia are reported to have internalizing mental health conditions such as depression and anxiety two to five times more often than their non-dyslexic peers. Students with dyslexia also can exhibit externalizing mental health issues such as behaviors associated with impulse control, conduct disorders, and oppositional defiant disorders. It is not clear, however, how much of the higher incidence of externalizing behaviors among students with reading disorders precedes the reading problem or is the emotional result of it. Current trends in research suggest the possible explanation of the co-occurrence of dyslexia and behavioral disorders is each condition’s comorbidity with ADHD. ADHD commonly occurs with dyslexia, conduct disorders, and oppositional defiant disorder.

When a student receives a diagnosis of dyslexia or ADHD, it is very important to complete further assessment to determine the existence or nonexistence of other commonly occurring/comorbid conditions. When students are found to have comorbid conditions that can affect learning, a multimodal treatment plan is considered optimal. Unrecognized comorbidities can result in interventions that are not adequately specific to the student’s profile of learning challenges and needs.


7.4 The Role of Co-Morbidity in the Identification and Treatment of Dyslexia. Colorado Department of Education. (n.d.). Retrieved December 19, 2022, from https://www.cde.state.co.us/node/43723 ]]> 2022-12-19 08:26:45 UTC https://padlet.com/bonnielayne/vkid6zkv6mv03ov/wish/2424565392 Dyslexia Comorbidities Assessment Tools (Madison) https://padlet.com/bonnielayne/vkid6zkv6mv03ov/wish/2424570374 Approximately 60% of students with dyslexia have at least one other diagnosis, most commonly: ADHD, another SLD, a developmental language disorder or speech language impairment, anxiety, oppositional defiant disorder, autism, or another disability. This website offers a really great chart highlighting some ways to differentiate between dyslexia and other common conditions!]]> 2022-12-19 08:33:40 UTC https://padlet.com/bonnielayne/vkid6zkv6mv03ov/wish/2424570374 Dyscalculia - Strategies to support students (Kathryn) Kathvil https://padlet.com/bonnielayne/vkid6zkv6mv03ov/wish/2427132138 Dyscalculia is a mathematics-related disability resulting from neurological dysfunction. Students who are diagnosed with Dyscalculia have average to above-average intellectual functioning and a significant discrepancy between their math skills and their chronological-age-peer norms. 

Strategies used to support students:

Building math competence 
- Keep step-by-step sample problems nearby. - can refer to and help student review the steps. 
- Highlight operation signs, directions, and other important details in problems. 
- Use acronyms to support operations like DMSBR (long division family - daddy, mommy, sister, brother, rover - divide, multiply, subtract, bring down and remainder) and other practical tools to help students refer to the steps and processes
- Check for accuracy at each step of the problem, instead of at the end, to stem frustration.
- Talk or write out the problem - Talking through a problem or writing it down in sentence form can help with seeing relationships between the elements. Even restating word problems in a new way can help with organizing information and seeing solutions.
- Draw math problems to help them visualise the question
- Use the CUBES or CHASE strategy to help with breaking down a word problem into manageable parts. Separating a problem into its component parts and working through them one at a time can help students focus, see connections and avoid overload.
- Using manipulatives and real life tools such as calculators to make the concepts less abstract and more practical. 
- Short, frequent review sessions — every day, if necessary — help keep information fresh and applicable to the next new task. Creating written or drawn references such as cue cards, anchor charts or diagrams can help with quick reviews.
- Pre-teach component skills of algorithms and strategies to reduce processing demands
- Use graph paper for problem solving to help them structure and organise their work into parts and steps. 
- Use games and motivational material to reinforce concepts

]]> 2022-12-22 02:32:35 UTC https://padlet.com/bonnielayne/vkid6zkv6mv03ov/wish/2427132138 Auditory processing disorder - strategies to support students (Kathryn) Kathvil https://padlet.com/bonnielayne/vkid6zkv6mv03ov/wish/2427152277
In auditory processing disorder (APD), patients have difficulty processing sounds. The child may confuse the order of sounds or be unable to filter different sounds, like a teacher’s voice versus background noise. In APD, the brain misinterprets the information received and processed from the ear.

Practical strategies in the classroom
  • Provide a quiet area for independent work.
  • Let the student sit near the teacher and away from auditory distractions, like doors and windows.
  • Check-in frequently with the student to make sure they understand the work.
  • Provide an assistive listening device to make it easier to distinguish the teacher’s voice.
  • Give extra time for testing.
  • Give step-by-step instructions, and have the student repeat them.
  • Use attention-getting phrases like “This is important to know because….”
  • Decide with the student on a nonverbal signal to show that a key point is being made.
  • Say directions, assignments, and schedules out loud, and rephrase as needed.
  • Repeat key information throughout the lesson, and rephrase as needed.
  • Use visual tools, images, and gestures to enhance and support spoken lessons.
  • Break down test or classwork instructions into short, written steps.
  • Highlight keywords and ideas on worksheets.
  • Give written homework instructions.
  • Provide a list of homework assignments for the week (or day) so they can know what to expect.
  • Speak clearly and slowly when presenting new information.
  • Give material on a new concept to the student before it’s taught to the whole class (so the student can get familiar with it ahead of time).
  • Give a list of or highlight key vocabulary and concepts for upcoming lessons.
  • Give a short review or connection to a previous lesson before teaching something new.
  • Give the student an outline of the lesson.
  • Grade based on the student’s completion of the lesson goal. (For instance, don’t grade spelling errors if that’s not what the student was supposed to learn.)

Team, U. (2019, August 5). Classroom accommodations for auditory processing disorder. Understood.org. https://www.understood.org/en/articles/classroom-accommodations-for-auditory-processing-disorder
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]]> 2022-12-22 03:03:37 UTC https://padlet.com/bonnielayne/vkid6zkv6mv03ov/wish/2427152277 Nonverbal learning disabilities (Kathryn) Kathvil https://padlet.com/bonnielayne/vkid6zkv6mv03ov/wish/2427345760 While it may sound like nonverbal learning disabilities (NVLD) relate to an individual’s inability to speak, it actually refers to difficulties in decoding nonverbal behaviours or social cues. NVLD sufferers struggle with understanding body language, facial expressions and tone of voice, or the nonverbal aspects of communication. Successful interventions can be developed using a child’s strengths to compensate for weaknesses. For example, students who struggle with organization, flexibility, mathematical reasoning, and social skills can be helped by using their remarkable rote memory, attention to detail, auditory retention, and innate sense of fairness and integrity.

Practical Strategies:
- Share a teacher-parent journal that goes back and forth between school and home several times a week to monitor progress and problems.
- Adapt and adjust homework and classwork to the child's specific abilities.
- Share new content and work at least a week ahead of time. NLD children function well when they can slowly immerse themselves in the material and become more comfortable with it.
- Pair the child up with a class buddy that can help with missing notes, pacing and long-term assignments.
- NLD students can be targets for bullying. Ensure that there is adequate supervision and a buddy system where they have friends to eat with
- Respect the child when they tell you they 'can't'. They are reaching out for help
- consider classroom seating for sensory needs and ensure that tests are untimed and allow student to be relaxed.
- Give clear instructions for long-term projects and one on one meetings to explain and support.
- Consider assistive technology
- Praise often and never discipline in public or punitively

14 Ways to Help a Child with NLD Succeed - Smart Kids. (2014, August 31). Smart Kids -. https://www.smartkidswithld.org/getting-help/nld/14-ways-to-help-a-child-with-nld-succeed/
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]]> 2022-12-22 09:32:08 UTC https://padlet.com/bonnielayne/vkid6zkv6mv03ov/wish/2427345760 Visual perceptual/visual motor deficit (Kathryn) Kathvil https://padlet.com/bonnielayne/vkid6zkv6mv03ov/wish/2427384538 Individuals with visual perceptual/visual motor deficit (VMD) exhibit poor hand-eye coordination, often lose their places when reading, and have difficulty with pencils, crayons, glue, scissors, and other fine motor activities. They may also confuse similar-looking letters, have trouble navigating their surroundings, or demonstrate unusual eye activity when reading or completing assignments. VMD affects the ability to understand information gathered through visual means. Sensory data obtained through seeing may be compromised due to defects in the way a person’s eyes move. These kinds of ocular defects can impair reading comprehension skills, lead to a short attention span, and negatively impact one’s ability to draw or copy information.

There are various visual perceptual skills:
  • Visual Memory
  • Visual Closure
  • Form Constancy
  • Visual Spatial Relationships
  • Visual discrimination
  • Visual Attention
  • Visual Sequential Memory
  • Visual Figure-ground

Strategies to support students with VMD
  • Use of large print books
  • Employ books on tape
  • Experiment with different paper styles
  • Use bold lines on paper so that students can attend to the spacing of letters and writing space
  • Using colour-coded lines on writing paper and indicating starting and stopping point
  • Allow the child to dictate creative stories
  • Suggest the use of pencil grips
  • Allow use of a computer/word processor
  • Provide tracking tools such as rulers and compasses
  • Play visual and memory-based games
  • Use reading guide highlight strips to help the child isolate text
  • Employ handwriting accommodation strategies

Beck, C. (2017, November 28). Strategies to Address Visual Perception Needs and Handwriting - The OT Toolbox. The OT Toolbox. https://www.theottoolbox.com/strategies-to-address-visual-perception/

seven-learning-disabilities-every-psychology-professional-should-study. (2020). Walden University. https://www.waldenu.edu/online-masters-programs/ms-in-psychology/resource/seven-learning-disabilities-every-psychology-professional-should-study

Visual Perceptual Motor Deficit - Integrated Learning Academy Boulder CO. (2015, October 2). Integrated Learning Academy. https://integratedlearningacademy.com/visual-perceptual-motor-deficit/
]]> 2022-12-22 10:52:00 UTC https://padlet.com/bonnielayne/vkid6zkv6mv03ov/wish/2427384538