Week 10 - FINAL

Question 1

Sternberg on creativity and intelligence

Answer 1

Sternberg defines a key aspect of wisdom as a balance between the need for change (creativity) with the need for stability (intelligence)

Question 2

Essential Assessment Skills

Answer 2

Sorting Through and Making Sense of Data

Inference–The act of reasoning from knowledge or evidence
—> Inductive reasoning (bottom up,
From the details to conclusions)
—> Deductive reasoning (top down, From conclusions to the implications)

Good Writing

Question 3

Specific Learning Disorder with impairment in mathematics

Answer 3

Impairment in:

Number sense

Memorization of arithmetic facts

Accurate or fluent calculation

Accurate math reasoning

Question 4

Dyscalculia

Answer 4

”alternative term used to refer to a pattern of difficulties characterized by:
- problems processing numerical information
- learning arithmetic facts
- performing accurate or fluent calculations.”

Question 5

General and Specific Factors in Learning Math

Answer 5

General factors
- g
- Language
- Verbal working memory
- Processing speed
- Phonological awareness

Specific factors
- Number sense (numerosity)

Question 6

Number sense

Answer 6

• Approximate (estimation without language or symbols)
• Symbolic/exact numbers (representation of precise quantities)

Currently it seems that symbolic number sense is a better predictor of future math skill

Ex. aproximate: you give kid 4 grapes, do they know its 4 or think you have 3,000 grapes

Ex. Symbolic: you say you have 3,000 grapes. Can they pciture what that looks like?

Question 7

Best cognitive predictors of future math skills

Answer 7

General cognitive skills

Mastery of the exact number system
(probably this requires an intact approximate number system

Processing Speed is a predictor of MD, RD, and ADHD (explaining a portion of the comorbidity)

Verbal ability predicts MD and RD

Verbal Working Memory is specifically predictive of MD
- but also is an important contributor to other academic and other outcomes

Question 8

What does Processing Speed predict

Answer 8

MD, RD, and ADHD

Question 9

Verbal Ability predits what

Answer 9

MD and RD

Question 10

Verbal working memory specifically predictive of…

Answer 10

MD

Question 11

Normative Math Development Framework

Answer 11

Approximate number system in early infancy

Subitizing—ability to know a small set of objects without counting them

Question 12

5 Implicit Principles of Counting - DON’T NEED

Answer 12

1. One-to–one correspondence (itemizing, adds on to eachother)
2. Stable order of counting names
3. Cardinality (the last number is cardinal of the set)
4. Abstraction (any thing can be counted)
5. Order irrelevance (the same cardinal number is achieved regardless of order of counting)

Question 13

Impairments in nuermosity effect….

Answer 13

Deficits in numerosity affect development of later counting and calculation skills

Question 14

Brain Mechanisms for MD

Answer 14

A widely distributed neuronal network is involved in the development of math skills

Question 15

Etiology of MD

Answer 15

Familial and heritable

Question 16

Genetic syndromes for MD

Answer 16

Two genetic syndromes invariably come with MD

1. Turner syndrome
2. Fragile x syndrome

Question 17

Diagnosis of MD - HISTORY

Answer 17

Focused on:
- the course of math difficulties
- the extent of impairment
- familial aspects

Question 18

Diagnosis of MD - OBSERVATION

Answer 18

• the process of problem solving
• counting strategies
• automaticity

Question 19

Diagnosis of MD - TESTING

Answer 19

Focus on:
- General achievement battery
- Math achievement test (e.g., Key Math)
- IQ test (g, language, PS, WM)
—> r/o (LI, RD, ADHD)

Question 20

Diagnosis MD math skills

Answer 20

Diagnosis requires careful assessment of the different math skills involved in math development:
- Number sense
- Counting
- Place values
- Automaticity of math facts
- Calculations
- Word problems

Question 21

Treatment for MD

Answer 21

Instruction is generally the same as with typical learners—just more of it

Question 22

Math Anxiety

Answer 22

Can develop early and affect math learning

• Potential cascading effects of avoidance-not progressing-becoming more anxious- becoming more avoidant spiral
• Female elementary teachers transmit their math anxiety to females but not to males (Beilock et al., 2015)
• Intergenerational transmission of math anxiety (Maloney et al., 2015)
  –> Children of engaged parents with MD developed math anxiety
  –> Children of disengaged parents with MD did not develop math anxiety

Question 23

Math Anxiety treatment

Answer 23

Math anxiety is an effective target for intervention

• Evidence that CBT is effective
• Older students writing about their feelings 10 to 15 minutes before a stressful event was effective in improved performance (Ramirez & Beilock, 2011)
• Math journals helped reduce math anxiety in third graders (Emmert, 2015)

Question 24

Specific Learning Disorder with impairment in written expression

Answer 24

Impairments in:

Spelling accuracy

Grammar and punctuation accuracy

Clarity / organization of written expression

**unlike dyslexia, decoding is fine, and would have better comprehsnsion than dyslexia*

Question 25

Written expression evidence

Answer 25

Not good evidence to support writing disorder as a distinct disorder (however, it is in diagnostic manuals)

Perhaps we just have not developed good tests to detect it (or it is not a distinct construct)
- Includes both handwriting and composition

Question 26

How to test handwriting

Answer 26

Handwriting:
- there is no good standardized test of handwriting skill
» use observation and history

Question 27

Dysgraphia

Answer 27

Specific Learning Disorder with impairment in written expression

(a presentation, just like how dyslexia is a presentation of a LD in reading)

Question 28

Behavioral observations – Dysgraphia

Answer 28

Writing (obtain a sample, especially under time pressure)

• not all are messy, but all write slowly
• under time pressure, quality declines significantly
• hold pencil awkwardly & tight > so press too hard
• strokes are not fluid, consistent, or continuous

-poor spatial organization of letters
–> vary in size and spacing
–> varying heights above the line
–> word placement on the page is irregular
–> left margin may drift to the right

Question 29

Treatment of writing disorder (dysgraphia)

Answer 29

Dx itself is therapeutic because it reframes the problem from motivation

Learn to type (requires less spatial and fine motor skills)

Give additional time for written assignments

Occupational therapy (if very impaired visual spatial and fine motor skills)

Treat emotional sequela

Question 30

Summary of Patterns of Strength and Weakness Method for Identifying SLD

Answer 30

Research Based

HOT model

Methodically determine a person’s strengths and weaknesses (looking for consistent patterns across both ability and achievement tests)

Connect a pattern of strengths and weaknesses to a specific LD

Develop targeted interventions for that LD

Question 31

Right Hemisphere Learning Disorders

Answer 31

Right hemisphere learning disorders (aka Nonverbal learning disorders or NVLD)

Strong verbal ability

Key deficits
- Poor Math ability
- Poor Handwriting
- Poor Social cognition (not getting non-verbal social cues)

Not diagnosable, not a valid construct