Intervention Strategies for Language-Learning and Processing Deficits
Gail J. Richard, PhD
Eastern Illinois University
gjrichard@eiu.edu
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Relationship Between Language Disabilities & Learning Disabilities
Early language interactive with later learning
Overt symptoms more subtle over time
Preschool - delayed language
Grade School - learning disabled
High School - reading problems
Adult - writing & pragmatic problems
Typical Problems Resulting from Processing deficits
Reading
Splintered Academics
Written Language
Spelling
Problems in Learning = Learning Disability: 80% or more are based in Language Deficits
Remaining 20% (or less) are based in sensory processing deficit or NVLD
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Major Points to Consider
The problem is NOT in reception of signal
Repeating the signal is minimally helpful
Individuals process stimuli in different ways
Cues provide orientation, not the answer
Processing occurs ‘on top’ of basic knowledge
DEFINITIONS
Processing: ability to abstract meaning from an acoustic stimulus (Massaro, 1975)
Processing:
Ability to interpret or attach meaning to auditorily received information to then
formulate an expressive response
(Richard, 2001)
PROCESSING MODELS
Language Processing/Top Down
 Language info in mind of listener, not auditory signal
 Listener uses knowledge of language and world to interpret speaker’s message
 Process acoustic signal using lexical/semantic knowledge
 Familiar processed quicker
 Discriminate significant features
Auditory Processing/Bottom Up
 Acoustic signal must be processed before being influenced by higher order knowledge
 Process acoustic info before linguistic info
 Sound identification necessary prerequisite to speech-language development
 Tallal research: children with LD- deficits in rapid transition of both linguistic and nonlinguistic signals
Resolution
 Interactive
 Different kinds of processing dependent on task
 Times when focus on signal with minimal linguistic processing needed
 Times when hear message but can’t understand message
 Most processing involves both signal processing & higher order processing
 Continual fluctuation between signal (auditory) and cognitive (language)
 Different processing styles
Processing Examples
Which model do you use?
Continuum of Processing
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Acoustic Processing
Audiologist
Phonemic Processing
Transition of A/SLP
Linguistic Processing
Speech-Language Pathologist
Acoustic processing
 Encompasses the peripheral and CENTRAL auditory nervous systems and includes:
 Acuity and signal transformation
 Binaural interaction
 Auditory discrimination
 Temporal processing
 Dichotic listening
Phonetic / Phonemic Processing
 Preliteracy foundation
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Sound-symbol correspondence
Spelling
Reading
Written Language
 Phonemic Processing Skills
o Auditory Analysis / Segmentation
o Auditory Attention
o Auditory Association
o Auditory Closure
o Auditory Discrimination
o Auditory Figure Ground
o Auditory Localization
o Auditory Memory
o Auditory Sequential Memory
 Auditory Synthesis / Sound Blending/Closure
Language /Linguistic Processing
 Language Foundation for metalinguistic skills
 Ability to comprehend and express ideas through auditory to verbal modality
 Conceptual basis for higher level, more complex language
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Labeling
Stating Functions
Association
Categorization
Antonyms
Synonyms
Idioms
Analogies
Multiple Meanings
Stating Attributes
Components of Language, Learning, and Processing
ATTENTION
Attention Critical to Learning
 Required to encode information into memory
 Dependent on internal and external factors at time of learning
 Attention deficits often actually problems in information processing
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Biological Factors to Attention
Attentional systems located throughout the brain
Contrasts of movement, sounds, and emotions (threat) consume most of attention
Chemicals play significant role in attention
Genes may be involved in attention
Two primary determinants of attention
 sensory input
 brain’s chemicals
Alarm
Orientation
Identification
Decision
PATHWAYS OF ATTENTION
What’s happening?
Where?
What is it?
What should I do?
Selective attention depends on the suppression of irrelevant data and amplification of
relevant data
Constant Attention is Counterproductive in the Classroom
 Need processing time
 Need internal time
 Need time for learning to “imprint”
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Factors that Influence Attention for Learning
Increase Intrinsic Motivation –
Increase apathy and resentment
Gain attention for 10-90 min.
Gain attention for 10 min or <
Choices
Required
Relevant
Engaging
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Irrelevant
Passive
Suggestions to Gain Attention
Change in Location
Balance of novelty and ritual
Changes in tempo
Time for reflection
Be aware of chemical aspect -stress and threats squelch creativity; movement, walk, music, humor fosters
relaxed chemical state
MOTIVATION
There is no separation of mind and emotions; emotions, thinking, and learning are all linked. Emotions
drive attention, create meaning, and have their own memory pathways.
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Emotions & Learning
Physical pathways and priorities of emotions
 Amygdala has 12-15 distinct emotive regions
 removal of frontal areas has minimal affect on IQ; removal of amygdala is devastating
 emotions drive creativity and decision making
Brain’s chemical involvement in emotions
 brain chemicals transmitted at axonal-synapse-dendrite reaction; also dispersed widely to brain
 chemicals of emotion most influence behavior because create distinct mind-body states
Link between pathways & chemicals to everyday learning and memory
 values are emotional states
 emotions mediate our meaning
 emotions provide more active & chemically stimulated brain, which helps recall skills
 more intense the arousal of amygdala, the stronger the learning imprint
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Emotions
Chemicals of emotion are released simultaneously with cognition
Our sense of evaluation of events, people, and things gives them meaning
Ability to discriminate is cognitive function based on life experiences
Emotions drive attention, meaning, & memory
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Promote Intrinsic Motivation
Eliminate threats
Goal setting on daily basis
Positively influence student’s beliefs about themselves and learning
Manage student emotions
Provide self-feedback options
Alternatives to Rewards
Engage Emotions Appropriately
 Triggering extremes or random emotions is counterproductive
 Trigger and control emotions as part of learning
Role Model
Controversy
Celebrations
Introspection
Purposeful Use of Physical Rituals
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Suggestions to Enhance Emotions
Expression - “dumping box” for negatives
Movement - improv, field trips, drama
Stakes - choice, public presentation
Novelty - immersion events, redesign space
Sharing - peer collaboration, projects, teams
Apprenticeships - experts, community
Think Big- fewer more complex projects
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MEMORY
Memory and Recall
Memory is a process, not fixed thing or singular skill or location
Nerve cells are signaled to store memory as short term or permanent in long term
The retrieval process activates dormant neurons to trigger memory; cannot separate memory and retrieval
Best way to trigger recall is by association
RETRIEVAL
 Highly dependent upon state, time, & context
 Variety of ways we store and retrieve information
 Type of memory determines how it is retrieved
MEMORY PATHWAYS
Steps in Memory Storage Process
Strategies for Memory Skills
Wrong Retrieval Process = Forgetting
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Explicit Declarative Strategies
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rhymes, visualization, mnemonics
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keep chunks below 7 units
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acrostics (first letter)
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mind-maps
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peripherals for visual organization of ideas
Episodic Strategies
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“mark” learning with places, circumstances, field trips
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match learning and testing states
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practice quizzes
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Theme days, build association contexts
Procedural Strategies
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Teach with movement - 3 steps for 3 points
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Embed emotion in learning - celebration
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Student presentation in groups
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Make up song, lyrics
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Build working model
Reflexive Strategies
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Fill in the blanks
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Flash card games
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Rap
Word Retrieval Strategies
Interdisciplinary/Cross Disciplinary Models
Prior accumulate knowledge ties meaning together; learning must be hands-on
Interdependency in organizing principles create more context and relevance
Help students understand connections in learning; how ideas and individual facts meaningful in larger picture
Thirty great games/books to enhance auditory processing and related skills
Dr. Jeanane Ferre
Game
auditory processing or related skill(s)
A Rhyme in Time
speech sound discrimination, auditory closure
Battleship
active listening, visual patterning, integration
Blind Man’s Bluff
localization, binaural interaction
Boggle
pattern recognition, integration
Bopit, Bopit Extreme
integration, vigilance
Brain Warp
vigilance, integration, problem-solving
Card games (e.g., Rummy)
pattern recognition, sequencing
Catch Phrase
integration, vocabulary development, output
Clever Endeavour
metalinguistic strategies, critical listening
Feely Bag
Hanna’s last-sound game
interhemispheric communication
2
auditory discrimination
Mad Gab
temporal patterning, metalinguistic skills
Marco Polo
localization, binaural interaction
Musical Chairs (also Cake Walks)
vigilance
Name that tune
interhemispheric transfer of function
Password
vocabulary building, metalinguistic skills
Plexers
metalinguistic strategies
Rags to Riches*
metalinguistic skills (idioms)
Read My Lips
lipreading/speechreading
Red Light- Green Light
vigilance, active listening
Rummikub
patterning, problem solving, integration
Scattergories
vocabulary building, metalinguistic strategies
Scrabble
integration, linguistic skills, visual patterning
Simon
auditory-visual patterning
Simon Says
vigilance, active listening
Taboo
vocabulary building, metalinguistic strategies
Telephone game
attention, active listening, discrimination
Twister
integration, critical listening
UpWords
integration, visual patterning
Wheel of Fortune
auditory closure