Utilizing word processing features to support editing of textĬomputerized adaptive training of storage and manipulation of verbal and nonverbal working memory componentsįocuses on improving hearing distortions and hearing hypo/hypersensitivityįocuses on improving auditory functioning through stimulation Identifying goals for writing quantity/quality with rewards for goal-attainment Supporting students to utilize discrete planning and drafting procedures Teaching students to apply mnemonic devices to mathematical operations as a heuristic techniqueĭirect instruction on how to schematically interpret word problems Goals of this type of intervention are to automatize the cognitive processes critical to problem solving and to encourage self-regulation Good/Strong recommendation for older youth Programs are comprised of computer-based instruction, math fact flash card practice sessions, and fact review with individualized feedback.Ĭomprised of three primary sequenced components: the use of physical manipulations of concrete objects, followed by the use of graphic representations of these concrete objects, followed by the teaching of abstract thinking specifically geared toward problem solving Multicomponent program to address both overt reading behaviors like word recognition skills and comprehension, and underlying componentsĬomprehensive intervention focused on developing word decoding skills and decoding strategies Peer-tutoring, repeated reading and paragraph summary with corrective feedback. Multisensory, bottom–up, explicit approach for developing phonemic awareness and phonemic decoding skills with minimal text instruction.Ĭomputer-based program that consists of a series of adaptive, interactive exercises that use acoustically processed speech and speech sounds. Multisensory, sequential, phonics-based system that focuses on basic word formation Modified USPSTF System (Quality of Evidence/Strength of Recommendation) See Table 1 for a list and summary of the interventions reviewed herein and Table 2 for the authors’ opinions regarding the value of these interventions for the various disorders reviewed herein. Although several interventions are well-established for certain disorders, there are several that require considerably more rigorous evaluation. As the reader will glean from this review, there are numerous treatments, many that are publically-available, for addressing these issues. A comprehensive review of all interventions focused on various learning and cognitive disorders is well beyond the scope of this paper we focus on a select review of interventions that are commonly used to address reading disorder, mathematics disorder, disorder of written expression, poor working memory, and auditory processing disorder. Given these issues, considerable investment has been made to develop and evaluate treatments to address these problems. Learning and cognitive disorders affect a substantial number of youth, resulting in considerable concurrent impairment and diminishing the potential for successful long-term academic and social functioning for affected youth.
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