Hyperlexia. Strength Based Learning

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Merilyn Byrd
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1 Hyperlexia Strength Based Learning

2 Our Journey Education- Darold Treffert Observation - Phyllis Kupperman Recognizing our students strengths Using and developing strategies Continually learning from our students

3 Strengths Visual learners Reading skills Learning Differences Weaknesses Auditory processing Expressive language Social communication Sensory regulation

4 Visual Learners Learning Style - strong visual learners Processing and learning information through their visual system - heavily rely on visuals May attend to words better than pictures May learn many sight words Strong rote memory skills Concrete, literal and rigid thinking Difficulty picking up incidental language/information from the background Dependent on routines to perform

5 Visual Learners (continued) Learns best through patterns During whole group instruction, if not visually supported the child will pick out a familiar word and answer based on that word There are holes in their development Slower processing rate

6 Schedule - a breakdown of the day ranging from picture paired with written word to written word only. Strategies, cont.

7 Visual Task Supports List to sequence daily routines: brushing teeth, hand washing and locker.

8 Visual Task Supports, cont. List activities within a subject area- mini schedule

9 Classroom Expectations Rules: post written rules - more effective than verbal reminders

10 Enhancing Engagement with Scripts and Pictures of Circle Time Activities

11 Reading Style Reading comprehension generally lags behind decoding ability Reading comprehension is as good as language comprehension Reading comprehension adequate for concrete materials Difficulty with higher level interpretation of abstract and inferential material Confusion

12 Beginning Reading Using Strength of Visual Memory

13 Beginning Reading Using Strength of Visual Memory

14 Hyperlexia Reading Supports Part 1 Teach and review the symbol and word match along with the comprehension supporting picture Read the word list

15 Hyperlexia Reading Supports, cont. Part 1 After practicing the symbol and word matches with the cards the comprehension of the story in enhanced.

16 Direct Reading and Language Comprehension Instruction

17 Reading Sample

18 Hyperlexia Reading Supports Hyperlexia reading supports Part 2 - Stories and activities to teach comprehension strategies Looking for details in a picture Creating visual images of vocab Creating visual images of sentences Finding specific information in text Sequencing events in a story Finding the main idea

19 Story Grammar Marker Tool used to support the retelling of stories visually marking the main character, setting, initiating event (kickoff), feelings, the plan, problem solving, what happened and the resolution.

20 Review of Story Grammar Marker

21 Demonstrating Comprehension of the Story When Using Tactile Support

22 Demonstrating Comprehension of the Story When Using Tactile Support, cont.

23 Story Grammar Marker Worksheets

24 Story Grammar Marker Worksheets

25 Hyperlexia Reading Supports Level 2 Longer stories with less visual support. The sentence strips come with the program for sequencing, multiple choice answers, vocabulary building and finding the main idea.

26 Vocabulary Building

27 Definitions

28 Teaching Pronouns

29 Story Analysis Basic wh Questions

30 Completed Story Summary

31 Story Analysis

32 Problem Solution

33 Auditory Processing Weak auditory processing Difficulty following verbal classroom directions Does not always respond to name Weakness in understanding concepts Difficulty understanding/answering questions Literal comprehension often misunderstanding inferences and figurative language Confusion

34 Scripting Directions for Better Understanding During a Reading Project

35 Wh Question Progression of Support First develop the pattern of question and answer by supplying the answer. Then give them answer choices for support.

36 Wh Question Progression of Support, cont. Fade pictures to using words

37 Wh Question Progression of Support, cont. Fade words to using pictures with verbal question. Very important to teach and script the child to say, I don t know.

38 Wh Question Progression of Support, cont. Reading the question supports the understanding of the question and with lots of practice students are able to verbally give correct answers.

39 Expressive Language Difficulty generating original expressive language for social conversation and written expression Language stored in chunks according to situations they learned it Echoed language patterns- chunks of language are used Difficulty answering wh questions Child may ask questions instead of making statements Their verbal response may not match what was said to them due to auditory processing Difficult time accessing words and information upon request Difficulty retelling recent events

40 Expressive Language Using Storyteller s Box

43 Wh Questions The goal is to build both language understanding, reading comprehension and expressive language so the student can eventually move towards classroom type materials and be able to participate in classroom discussion and social conversations.

44 Scripting for Participation and Interaction Circle activities Negotiating in play Commenting in play Reframing a question to a comment

45 Social Communication Difficulty learning as part of a group- they have their own agenda Do better in a structured environment where routines are provided Inflexible thinking Dependent on cueing Reduced understanding of nuances of meaning and intention Difficulty interpreting nonverbal cues to fully understand what the speaker is saying Tunnel vision- focussing on one small detail and missing the entire social situation Difficulty with social reciprocity and conversation

46 Scripted Matt and Molly

47 Unscripted Matt and Molly

48 Supporting Verbal Language for Social and Classroom Situations These learners have a difficult time coming up with what to say in social/school situations without visual support.

52 Monday Morning Social Group Teaching Turn Taking in Conversation

53 Sensory Regulation Children with difficulty processing sensory input may have: Inappropriate and inconsistent responses to sensory stimulation Difficulty organizing and analyzing information from the senses Reduced ability to connect or integrate information from the senses Limited ability to respond to sensory information in a meaningful and appropriate manner Difficulty using sensory information to plan and execute actions

54 What is a Sensory Break? Individualized for each student based on information collected through completion of the Sensory Processing Measure (home and classroom) Early on introduction to a variety of sensory experiences through play Children may be over-aroused (high activity level) or under-aroused (low activity level) Building sensory diet into their day to maintain optimal regulation The goal is to have children recognize what their body needs

55 Sensory Break

56 Sensory Break

57 Sensory Break

58 Sensory Input to Promote Language and Engagement

59 Regulation Station

60 Sensory Tools

61 Calming Area

62 References Treffert Center Hyperlexia Manual: A Guide to Children Who Read Early; available through the Treffert Center website. Information posted online by Dr. Darold Treffert may also be helpful in understanding hyperlexia. Super Duper Question Cards are available from An app version for the ipad is also available. The Reading Comprehension Kit for Hyperlexia and Autism, Level 1 is available from LinguiSystems/Pro-Ed at The Reading Comprehension Kit for Hyperlexia and Autism, Level 2 is available from LinguiSystems/Pro-Ed at Matt and Molly Stories by LinguiSystems Story Grammar Marker MindWing Concepts, Inc.

Communication and ASD: Key Concepts for Educational Teams

Communication and ASD: Key Concepts for Educational Teams Marci Laurel, MA, CCC-SLP mlaurel@salud.unm.edu and Services (UCEDD) 1 Training Objectives Participants will: 1. Name at least three communication