Building Blocks - Intermediate Processes

Make a differential distinction between New Learning and Memory problem

• Easily frustrated or overwhelmed
• Angry outbursts or meltdowns
• Can be misclassified as lazy
• Can seem defiant
• Copies others’ behavior or work
• Follower
• Forgetful
• Makes things up to save face
• May not exert effort when new material is presented
• Spacey

Cognitive Academic Impacts

• Cannot generalize or over generalizes information
• Does not remember information they have been taught
• Fails to see big picture
• Forgets people and names
• Inconsistent performance day to day
• May be able to memorize but cannot apply information
• Poor result in spite of extensive effort
• Splintered or Uneven learning

• A Developmental Neuropsychological Assessment, 2nd (NEPSY-II): Memory and Learning- Immediate Trials
• Differential Ability Scales, 2nd (DAS-II): Recall of Objects-Immediate Trials
• Kaufman Assessment Battery for Children, 2nd, (KABC-II): Learning Ability Scale
• Woodcock Johnson, 4th (WJ-IV): Test of Cognitive Abilities: Story Recall, Visual Auditory Learning
• Test of Memory and Learning, 2nd, (TOMAL-2): New Learning Index
• Wide Range Assessment Memory and Learning, 2nd (WRAML2)
• Wechsler Memory Scales, 3rd (WMS-III)

• Children’s Memory Scales (CMS)
• California Verbal Learning Test, 2nd (CVTL-II)
• California Verbal Learning Test-Children’s Version (CTVL-C)
• Clinical Evaluation of Language Fundamentals, 4th (CELF-4): Paragraph Recall Subtest
• Scales of Cognitive Ability for Traumatic Brain Injury (SCATBI) for Adolescents
• Observations in the environment
• Behavior observations during testing
• Parent, Teacher and Student Interviews

• Brain Injury in Children and Youth: A Manual for Educators (Chapter 3) (CDE)
• Teach new material in context and draw on background knowledge
• Teach to learning style strength and reinforce with different types of learning methods
• Use real world examples in teaching to make new learning meaningful
• Multimodal learning
• Preview new material
• Repeat instructions
• Review daily learning
• Have child repeat back instruction to demonstrate understanding
• Visualization

• “Chunking”, allow child to master concept prior to introducing additional learning
• Errorless learning
• Experiential Learning; use of competitive games
• Forward/backward chaining,
• Gradual Release of Responsibility Model: – I do it-You watch me, I do it-You help me, We do it together-I help you, You do it-I watch you
• Spiraling
• Strategy to slightly elevate emotions when teaching new concepts
• Label items in classroom
• See Memory Building Block

Behavioral Impacts

• Acts out
• Confused
• Difficulty with auditory information
• Does not understand multiple meaning words, inferential, figurative and more complicated abstract language
• Echolalia
• Follower
• Inability to follow multi-step directions
• Inattentive, distractible
• Says “huh” frequently
• Slow or does not respond to directions
• Social withdrawal

Cognitive Academic Impacts

• Difficulty understanding complex ideas or direction
• Answers wrong question
• Circumlocution
• Delayed reading
• Difficulty following instructions
• Difficulty problem solving
• Difficulty understanding homework assignments
• Difficulty with math word problems
• Poor reading comprehension
• Reading or writing weakness
• Slow to understand
• Writing output is weak

Behavioral Impacts

• Word retrieval difficulty using words and sentences to express ideas
• Uses poor grammar or immature speech
• Breakdown in logical sequencing of ideas
• Circumlocution
• Difficult to follow in conversations
• Difficulty interpreting sarcasm
• Dysarthric speech (slow, slurred speech, mumbling)
• Frequently repeat the same question or make the same comment
• Act out
• Follower
• Frustration
• Ruminating on topics
• Social withdrawal

Cognitive Academic Impacts

• Difficulty identifying or providing salient details
• Difficulty summarizing
• Difficulty with problem-solving
• Lack of specific language in academic work
• Often repeats the same idea rather than providing more or different information about a topic
• Responses may be short without much elaboration on topic
• Trouble participating in class discussions
• Trouble writing essay questions or re-telling stories

Behavioral Impacts

• Can experience behavior issues due to frustration of not understanding visual materials and expectations
• Appears overwhelmed
• Struggles reading social cues or facial expressions
• Complains that “it all blends together”
• Difficulty organizing materials
• Difficulty with proprioception (knowing body in space)
• Gets lost
• Increased headaches during visual tasks
• Sensitivity to light

Cognitive Academic Impacts

• Depth perception issues
• Difficulty organizing written work
• Difficulty using charts, maps, and graphs
• Difficulty with Mathematics/Geometry
• Distance perception difficulty
• Handwriting issues
• Struggles with mental rotation and object construction
• Reading difficulty
• Spatial perception and orientation difficulty
• Issues visualizing mental maps

• Aggression Replacement Training. Goldstein, A, Glick, B. & Gibbs, J. Research Press
• American Speech Language Hearing Association 
• Assessment and treatment of TBI with school age children & adults. 1992. Ylvisaker, M. Buffalo NY: Educom Associates
• *Brain Injury in Children and Youth: A Manual for Educators. 2018. Colorado Department of Education. 
• Brain Injury Survival Kit, 365 Tips, Tools, & Tricks to Deal with Cognitive Function Loss. 2008. Sullivan, C.
• *BrainLine – Children with TBI  
• BrainSTARS: Brain Injury—Strategies for Teams and Re-education for Students. 2002. Dise-Lewis, J., Calvery, M. & Lewis, H.  
• BrainWise: 10 wise ways to stop and Think 1996. Barry, P.G. Denver, CO: Innisfree Press.
• Bully Proofing Your School. 2004. Garrity. C. Longmont, CO: Sopris West.
• *The Center on Brain Injury Research & Training. Evidence-based strategies for students with Brain Injury. https://cbirt.org/back-school
• *Center on the Developing Child: Harvard University. http://developingchild.harvard.edu/resources/activities-guide-enhancing-and-practicing-executive-function-skills-with-children-from-infancy-to-adolescence/
• Circle of Friends.  https://www.circleofriends.org/
• Essentials of School Neuropsychological Assessment, Second Edition. 2013. Miller, D.C. Hoboken, NJ: John Wiley and Sons, Inc.
• Executive Function in Education: From Theory to Practice. 2007. Meltzer, L. NY: Guilford Press.
• Executive Skills in Children and Adolescents, 2nd Edition. 2010.  Dawson, P. & Guare, R.  NY: Guilford Press.
• Explosive Child: A New Approach for Understanding and Parenting Easily Frustrated, Chronically Inflexible Children. 2014. Greene, R.W. Harper Paperbacks

• Helping the Child who Doesn’t Fit In. 1992. Nowicki, S. and Duke, MP. Peachtree Publishers
• How does your engine run? Alert Program for Self-Regulation. 1996. Williams, MS. & Shellenberger, S. TherapyWorks, Inc.
• In Focus: Improving Social and Emotional Intelligence One Day at a Time. 2013. McSheehy, T. Burlington, WI: Thoughtful Learning.
• Incredible 5 Point Scale. 2012  Burone, K. D. & Curis, M. Lenexa, KS: AAPC
• Incredible Years, Incredible Years Program, Seattle, Washington http://www.incredibleyears.com/
• *Interventioncentral.org – Interventions, suggestions, tools for social/emotional strategies. www.interventioncentral.org
• Kidspiration (Grades K-5) & Inspiration (Grades 6-Adult) Software programs – http://www.inspiration.com/
• Late, Lost, and Unprepared: A Parent’s Guide to Helping Children with Executive Funtioning. 2008. Cooper-Kahn, J. & Dietzel, L. Bethesda, MD: Woodbine House, Inc.
• *LEARNet, Ylvisaker, M, HibbardM & Feeney, T. www.projectlearnet.org
• Lifeskills Training http://www.lifeskillstraining.com
• Lost at School: Why Our Kids with Behavioral Challenges are Falling Through the Cracks and How We Can Help Them. 2014. Greene, R.W. New York, NY: Scribner.
• Make social learning stick!: How to guide and nurture social competence through everyday routines and activities. 2012. Sautter, E. Shawnee Mission, KS: AAPC Publishing.
• The MindUp Curriculum: Brain Focused Strategies for Learning and Living. 2010. Hawn Foundation. New York, NY: Scholastic Teaching Resources.
• *Positive Behavior Intervention Support. https://www.pbis.org
• Project Achieve: Stop & think social skills program. 2001.  Knoff, H. Longmont, CO: Sopris West.
• Promoting Executive Function in the Classroom. 2010. Meltzer. L. New York, NY: Guilford Press.

• Providing Alternative Thinking Strategies (PATHS), Kusche, C. and Greenberg, M., Channing Bete Company.
• Sarah Ward: Cognitive Connections: 360 Thinking.  http://efpractice.com/
• SecondStep: Skills for Social and Academic Success. 2011. Goldstein, A & McGinnis, E. Research Press Publishers http://www.cfchildren.org/second-step SkillStreaming.
• Smart but Scattered. 2009.  Dawson P & Guare R. NY: Guilford Press.
• Smart but Scattered Teens. 2013. Guare, R., Dawson, P. & Guare. New York, NY: Guilford Press.
• Social Thinking Worksheets for Tweens and Teens. 2014. Garcia Winner, M. San Jose, CA: Think Social Publishing, Inc.
• Superflex: A Superhero Social Thinking Curriculum. 2008. Madrigal, S. & Garcia Winner, M.  Think Social Publishing.
• Teachers Encyclopedia of Behavior Management 100 Problems/500 Plans. 2012. Sprick, R and Howard, L. Pacific Northwest Publishing
• *Think:Kids – Rethinking Challenging Kids. Massachusetts General Hospital.  http://www.thinkkids.org/
• Tools for Teaching, 3rd Edition. 2013. Jones F. CA: Frederic H Jones & Associates, Inc.
• Treating Explosive Kids: The Collaborative Problem Solving Approach. 2005. Greene, R.W. & Ablon, J.S. New York, NY: Guilford Press.
• Visual Spatial Portals to Thinking, Feeling and Movement 2012. Wieder, S., & Wachs, H. Mendham, New Jersey: Profectum Foundation
• *What Works Clearinghouse. 2002. U.S. Department of Education, Institute for Education Sciences.   www.whatworks.ed.gov
• Why Try – Building Resilience in the Workplace, at School and at Home.  Moore, C. https://www.whytry.org/
• You are a Social Detective. 2008.  Garcia Winner, M. & Crooke, P. San Jose, CA: Think Social Publishing, Inc.
• The Zones of Regulation: A Framework to Foster Self-Regulation & Emotional Control. 2011. Kuypers, L. San Jose, CA: Think Social Publishing.