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Acquired Brain Injury/Learning Disability Training Guide

1. Think Ahead Worksheet u A EA All Ji Ali A E A Aa e eL 6 119 4116119 1619 4116191 Think Ahead Worksheet 913113 ERE HH 13113 9 Z 9 3181139 Think Ahead Worksheet HOR lt a Ia a Think Ahead Worksheet e lt lt Ekko eje mc ee im c KC Jama Think Ahead Worksheet HAL 2 17 15 WIS 2115115 Sic E 2 7115 DJ 215115114 ENENG Think Ahead Worksheet dada CARE Sees Agel JAMS ABM ASSIS BERG Think Ahead Worksheet 2 o N 3 o o 2 o dD S Z 5 O 3 3 ud 9 2 3 Oo lt T lt 6 Think Ahead Worksheet gt gt gt Dl gt O e Pb n gt IA gt Pie S laDb old Sm o B ODE la Eo gt 1515 gt gt gt os oPo BID gt gt gt Bil How to Use Hierarchical Attention Training Software Boot the computer Start Windows Double click on the icon for Parrot Plus Programs Click on the icon for Hierarchical Attention Training Pull down the Setup menu Double click on Lesson Design The following Dialog Box will appear Select the items assigned by your teacher DON AUN qa Cue Type Wait Time O bitten O Spoken O Combined A Require Memory Attention Type Stimulus Type O Focused 0 Single Digits 0 Selective 0 Single Letters Alternating 0 3 Digits O Divided 0 3 Letters 7 Click on the Save button 8 Click on the G
2. Authoring component is easy to use Creating personally relevant material with which to practice a skill is always beneficial to the student An instructor can individualize instruction by using an authoring component when one is provided However for both student and instructor creating personalized lessons is not practical unless the editing tool is easy to use Providing numerous practice items is desirable Students need a great deal of practice with grammatical concepts before achieving fluidity with the concepts Grammar Gremlins Davidson DOS MAC This program is useful because it covers nine different grammar topics at grade levels 3 6 Skills Bank H Skills Bank Corporation DOS MAC This program is especially useful because of the wide scope of topics covered Grammar Examiner Compton s New Media DOS This program provides practice in proofreading in context Using the editor to create new games and practice material is critical to ensure maximum time is spent in activities relevant to proofreading and to ensure that students are proofreading for writing concepts with which they are familiar Achievement Deficits Basic Writing Skills Written Expression Assessment The following tests provide information about written expression Measures Em Writing Samples TWJ R test 27 This test measures the student s ability to express ideas by producing single words simple sentences and complex sentences
3. Please contact our office if we can be of further acgictAnce Sincerely DSP amp S Specialist Entrance Guidelines L General Entrance Criteria The student shall 1 meet individual college admissions requirements refer to college catalog meet DSP amp S requirements Title V be willing and able to adhere to individual college rules and regulations be able to function within the scope of Disabled Student Programs and Services resources IL Specific Entrance Criteria The student shall Form 5 page 1 E have medically verifiable acquired non progressive impairment of brain functioning demonstrate sufficient self help skills for basic bodily functions or provide own attendant care be medically stable have sufficient language comprehension skills to benefit from the educational program consistently refrain from behaviors which deny the personal rights or safety of others be able to participate in individual educational planning consistent with his or her abilities and program availability 7 have potential to benefit from instruction in a group setting DI Program Related Criteria The student shall demonstrate 1 Cognitive e attention span sufficient to participate in instruction e memory skills sufficient for learning new material e adequate judgment and problem solving strategies consistent with health and safety 2 Communication e suff
4. Homeworker has a Flash Card Maker to make memorization tasks easier Test Taking Preparation Pacesetter includes a Test Preparation component to help students recognize sequence and plan for preparation activities in a timely manner Crossword Magic allows student to create a study drill test taking exercise on any topic such as vocabulary practice a multiple choice test and other activities to increase memorization skills Reading and Writing Assignments Assigned program manuals Use of thesaurus dictionary and almanac Course Outlines Page 11 Critical Thinking In the context of this course students will be involved in 1 The process of comparing and contrasting the various software programs 2 Making inferences about the usefulness of the selected software 3 Problem solving within the operational context of the assigned software program 4 Evaluating the uses of the assigned software programs Primary Method of Instruction Lecture Lab format Means of Evaluation Each student will be required to complete five lab assignments involving creating editing and printing documents A final lab project will be given to each student at the completion of the assigned computer software programs Each student will be required to compare and contrast a variety of software programs as well as determine the appropriate application to the student s academic and or vocational goals Grading The course is offered
5. 4 Is able to participate in selected mainstream classes and requires simul taneous speech language communication services class in motor speech receptive language expressive language and pragmatic communication 5 Requires special speech language communication classes in addition to other special classes 6 Benefits from speech language communication classes with consid eration to complexity of content and instruction 7 Benefits from small group instruction and tutoring in speech language communication ____8 Limited benefit from community college activities 9 Severity of involvement precludes benefit from attendance in community college setting The Psychosocial Placement List 1 Psychosocial skills are adequate for participation in mainstream classes 2 Is able to take mainstream classes but requires periodic counseling to monitor and modify behavior 3 Is able to participate in mainstream classes with ongoing counseling and assistance in monitoring behavior 4 Participates in selected mainstream and or special classes Requires ongoing counseling and structured intervention 5 Participation is limited to special classes with ongoing counseling 6 Benefits from special classes with one to one class assistance 7 Is able to benefit only from a structured class addressing specific psychosocial issues or one to one instruction 8 Limited benefit from community college activities 9 Severity
6. Next Next Match or Next Control When multiple links or other objects match a command select the next matching link or object on the page Page 30 ABI LD Utilization Guides Previous Previous Match or Previous Control When multiple links or other objects match a command select the previous matching link or object on the page Stop Loading Interrupt the loading of a Web page Go Back Load the previous page if available in the browser s history list Go Forward Load the next page if available in the browser s history list Go Home Load your Home page Type Text Edit Box Click Edit Box Text Field or Click Text Field Go to the first location on the page where you can enter text Check Box or Click Check Box Go to the first check box on the page Image or Click Image Go to the first image on the page Radio Button or Click Radio Button Go to the first radio button on the page Page Down or Scroll Down Scroll the page down by a screen Page Up or Scroll Up Scroll the page up by a screen Line Down Scroll the page down by a few lines of text Line Up Scroll the page up by a few lines of text Go To Top Scroll to the top of the current page ABI LD Utilization Guides Page 31 Go To Bottom Scrolls to the bottom of the current page Start Scrolling Down Start automatic downward scrolling of the current page Start Scrolling Up Start automati
7. Software References What s the Story Sunburst Communications Wings for Learning DOS Mac Sunburst Communications Wings for Learning 101 Castleton Street Pleasantville NY 10570 800 338 3457 DOS Ver 235 00 Mac Ver 239 00 Word Attack Plus Davidson DOS Mac Davidson amp Associates Inc P O Box 2961 Torrance CA 90509 800 545 7677 59 95 WordMunchers MECC DOS Mac MECC 6160 Summit Drive North Minneapolis MN 55430 4003 800 685 MECC DOS Mac Ver 59 00 Writer s Helper II Conduit DOS Mac Conduit The University of lowa Oakdale Campus Iowa City IA 52242 319 353 5789 DOS Mac Ver 135 00 81 82 ndex A Ace Reading Series Mindplay DOS Mac 42 Ace Series Mindplay DOS 24 Algeblaster Plus Davidson DOS Mac 51 Algebra Broderbund DOS Mac 51 Algebra I Homework Tutor Missing Link Software Mac 48 Analysis Synthesis test 7 25 Arithmetic subtest 7 25 auditory visual associations 3 C Calculation WJ R test 24 46 Captain s Log Brain Train DOS 31 Carmen San Diego Series Broderbund DOS Mac 24 Carmen San Diego Series Broderbund DOS Mac 45 Cognitive Deficits 3 Cognitive Rehabilitation Memory Hartley DOS 7 Cognitive Rehabilitation Hartley DOS 21 D Decisions Decisions Television Tom Snyder DOS Mac 28 Decisions Decisions Tom Snyder DOS Mac 24 Degrees of Reading Power DRP 38 F Factory Sunburst Wings for
8. 25 1 4 Total Time 00 13 WHIMBEY ANALYTICAL SKILLS INVENTORY WASI Total Score 66 25 38 Total Time 03 48 Section 1 Verbal Reasoning Section Score 50 6 12 Section 2 Analysis of Trends amp Patterns Section Score 50 4 8 Section 3 Analogies Verbal amp Numerical Section Score 80 8 10 APPLICATION EXERCISES Total Score 100 79 79 Total Time 18 45 Section 1 Application moderate Section Score 100 24 24 Section 2 Application difficult Section Score 100 22 22 Section 3 Application most complex Section Score 100 33 33 LoKtS T CABI REPORT Form A Student JAN HECK Date of Report 9 24 97 For each completed module of the CABI Assessment this report lists scores for both the whole module and its individual sections Based on the scores the CABI system then prescribes appropriate curriculum Curriculum is prescribed even for those students achieving 100 on any given subtest This provides all students with the opportunity to improve their skills NOTE Curriculum pages given in brackets e g 18 20 are especially difficult FIGURAL SIMILARITIES amp DIFFERENCES Total Score 100 23 23 Total Time 04 52 Section 1 Matching Figures Section Score 100 6 6 Suggested Curriculum 1 Building Thinking Skills Book 3 Figural pp 9 10 2 Mechanical Aptitude amp Spatial Relations Tests pp 22 25 96 98 102 106 3 Critical Thi
9. A low score on this test will be reflected in the quality of written course requirements such as tests in class assignments and out of class papers Writing Fluency IWI R test 35 This test measures the student s ability to write clear sentences under timed conditions A low score on this test suggests that a student may not have sufficient time to complete assignments Functional A student whose test results suggest specific deficits in written Manifestations expression may be able to handle simple writing tasks but may encounter difficulty when there is limited time to write or when more complex writing is required Organization of ideas integration of concepts or expressing interpretation of symbolism may present difficulties for this student especially in timed situations such as essay tests In daily life this student may not enjoy writing and therefore avoid complex writing tasks such as formal correspondence to businesses politicians or the media This student may avoid employment in a setting where complex writing skills are a requirement e g correspondence memos briefs reports summaries Software Instructional Goal C iderati a or onsiderations To enhance the student s ability to facilitate and monitor expression of ideas in sentences and paragraphs To develop the ability to monitor written language production Achievement Deficits Written Expression 59 60 Software Considerations c
10. OTHER FORM seeeeeee 187 Neuropsychological Effects Psychosocial Assignment 5 scecscceseees 195 Neuropsychological Effects Psychosocial Assignment 6 sceccssceeee 197 COMMON NEUROPSYCHOLOGICAL CHANGES FOLLOWING BRAIN INJURY sc canegeie dears taeens ma 199 Neuropsychological Effects Psychosocial Assignment 7 scssecccecses 207 Student Handout LIVING WITH IMPAIRMENTS THAT ARE NOT READILY SEEN BY OTHERS STUDENT QUESTIONS 209 Introduction Student Handout LIVING WITH IMPAIRMENTS THAT ARE NOT READILY SEEN BY OTHERS DISCUSSION GROUP QUESTIONS dde a Student Handout PHYSICAL LIMITATIONS FOLLOWING A BRAIN INJURY STUDENT QUESTIONS ocoocccconcccnonncnnnnccninnnnnnns Student Handout PHYSICAL LIMITATIONS FOLLOWING A BRAIN INJURY DISCUSSION GROUP QUESTIONS ocooocconccconcconncoo Student Handout SPEECH DIFFICULTIES FOLLOWING A BRAIN INJURY STUDENT QUESTIONS ccoocconcononnononnononncinnac nos Student Handout SPEECH DIFFICULTIES FOLLOWING A BRAIN INJURY DISCUSSION GROUP QUESTIONS ssecceeeeeees v11 Introduction Ix GENERAL INTRODUCTION TO C6A3BI PSYCHOSOCIAL COMPONENT Kimberley Peterson GENERAL INTRODUCTION As the CABI Model indicates the other layers of the cognitive retraining curriculum rest upon the psychosocial layer This reflects the importance accorded to psychosocial factors in our model At Coastline s THI Program our students attend a
11. Vinette cui dl iii 17 How Do I Assess a Student s Behavioral Progress 20 REFERENCES nun ddelssadedssoevevisncesdecedadseracsdecedegsedenscedeaes 21 PROCESSING MATERIAL EVALUATION GUIDELINES ccsscssssssssscseesessees 22 EXAMPLES OF PROCESSING TOPICS 0 sscsssssssssccssscsssccssssccsescsssccssssscneseeses 23 PSYCHOSOCIAL CLASS RULES AND RESPONSIBILITIES FORM 25 C6 43131 Psychosocied Component PARTI CURRICULUM cai AI RATTE 33 PREFACE ii ion IO HEREIN 35 ls A A A EEEa 35 Conventions Used in This Curriculum 0ss00sss00s0000000000000000000000000000000000000000000 35 UNIT 1 PRE INJURY PERSONALITY iscsesssnssictsdsssteseetsoncsvaseassvasesetscescndseesstssssnrasoetes 37 LESSON 1 INTRODUCTION ssscsvssessessscosccecsscncatscdscdascosecdsoedeosceesssesdentadecsesenssoes 37 The Significance of Pre Injury Personality 37 Personality 38 Class Goal 38 LESSON 2 SRL IMAGE a2 a u 41 Investigation Source Self Questionnaire 41 LESSON 3 SELF CONTROL scisissssceisseoiasset coasennssnacsndsvoxsessstodsinseoseinscassncsstesouss 43 Investigation Source Family Member Questionnaire 43 LESSON 4 RELATIONSHIPS u 45 Investigation Source Friend Questionnaire 45 LESSON 5 WORK FUNCTIONING 2 220s0000000000000000000000000000000000000000000000000 47 Investigation Source Past Employer Co Worker Questionnaire 47 LESSON 6 EDUCATION AND PROFESSIONAL TRAINING scccceeeeee 48 LESSON 7
12. break them down into manageable steps to create a schedule and track their own progress Homeworker is a fully integrated program designed to assist students in organization and development of study skills and includes a calendar module to keep track of important dates and deadlines a grade keeper module so that students may keep a list of their grades and to keep track of their GPAs Readin for Specific Purposes Phrase Reading I and II provides drill and practice with high interest topics to develop reading skills such as tracking scanning comprehension and speed reading Moonlight amp Madness offers comprehension task activities utilizing an abridged and adapted collection of classic short stories Speed Reader II is designed to improve reading speed comprehension and retention Course Outlines Page 9 Hide N Sequence presents reading passages to be sequenced The selections provided represent four styles of discourse Narration Exposition Description and Persuasion Missing Links provides an opportunity for students to improve comprehension make inferences use context clues and expand their vocabulary Where in the USA is Carmen Sandiego and Where in the World is Carmen Sandiego are simulation adventure games which require students to read for specific information organize and evaluate facts make inferences and draw conclusions These programs also require students to take careful notes and appropriately us
13. 727 7681 www parrotsoft com System Requirements PC Compatible 386 or faster processor Windows 3 x or 95 4 MB RAM SVGA graphics 640X480X256 mouse Windows compatible sound card Description The Program is designed to provide exercises requiring the use of deductive reasoning memory logical thinking and thought organization A hierarchy of conditional statements is presented either visually or auditorily An example of the type of stimuli If sun is in box 12 click rain Otherwise click clouds A more complex example follows If sun is not in box 3 or rain is in box 20 click clock Otherwise click car The program tracks performance and provides an infinite number of stimuli within the following five different lesson types simple conditional negative conditional conditional conditional conditional conjunctive and conditional conjunctive or negative positive conditional conjunctive or Digitized speech is used Recommended Uses The program is designed for use with persons low to high level functioning with head injury aphasia learning and language disability or cognitive impairment The program may also be useful for someone with English as a second language Basic Use 1 Click the Start button 2 Click Programs 3 Click Parrot Software 4 Click the appropriate software title 5 Go to the File menu and select Choose Name 6 Click Setup Menu and select Setup a Lesson 7 Set values desired and
14. Ask for some examples and nonexamples of each trait e g a How might someone show open mindedness b How might you tell if someone is not being open minded Distribute the handout entitled Identifying Traits of the Reasoning Mind Go through the One Liners I page 37 with the whole class For each line have students identify which trait or traits 1t demonstrates or which trait is lacking Break students into groups Call students attention to Conversation from handout Identifying Traits of the Reasoning Nfind page 39 Have each group determine which traits or lack thereof are evident in the speakers comments Then have one individual from each group report on that group s findings Distribute the handout entitled To School or Not page 40 Have students remain in their groups or regroup them for variation Have each group discuss the situation described and write down their responses to the questions After groups have completed their worksheets have them discuss their reasoning regarding the issue Then have them provide examples and nonexamples of how well group members exhibited the traits of the reasoning mind as they participated in the discussion Part I Four Aspects of Reasoning Instructor Notes R w Homework Ideas 1 2 3 Have students select 3 traits and write down examples and nonexamples they observe Have students make a central idea graph showing the traits of the reasoning mind a
15. Click the Yes button and then click on the rule at the bottom which states the logic rule used by the computer Once a game has been completed it is useful to select to repeat the same game but alter the mode of presentation There are three modes of presentation figural verbal and mixed The subjective experience of working with the different display modes is a good learning activity Notes Page 76 ABI LD Utilization Guides WYNN 2 0 Win 95 98 NT Publisher Retail Cost WYNN with OCR 995 WYNN Reader 399 Arkenstone Inc NASA Ames Moffett Complex Building 23 P O Box 215 Moffett Field CA 94035 0215 800 444 4443 in the U S and Canada 650 603 8880 from other locations fax 650 603 8887 www wynn arkenstone org System Requirements An IBM compatible Pentium PC Windows 95 98 or NT ver 4 0 or later 16 MB RAM 32 recommended CD ROM drive Video card and monitor capable of VGA video in 640 x 480 256 color mode or greater e 45 MB available hard disk space This figure is space necessary to load the program It does not include the space required to save files e Standard keyboard e Supported Hewlett Packard flatbed scanner or a supported TWAIN compatible scanner Description WYNN What You Need Now a scan read program has been developed as a reading productivity tool to benefit all readers It is designed to help the reader read more easily comprehend more efficiently and study m
16. Explore a teaching activity on concept mapping excerpted from Classroom Ideas Using Inspiration This book is full of actual lesson plans created and used by teachers around the country Page 42 ABI LD Utilization Guides Kurzweil 3000 3 1 Win 95 98 NT Publisher Retail Cost 1995 00 Kurzweil Educational Systems Inc 411 Waverley Oaks Road Waltham MA 02154 800 894 5374 http www kurzweiledu com System Requirements e Pentium PC Processor preferably 166MHz or higher e 32 MB RAM Black and white scanning e 64 MB RAM Color scanning e 70MB of available hard disk space with 80 MB reserved as swap space for virtual memory e 6X CD ROM drive e Sound Blaster or compatible sound card 16 or 32 bit e Microphone and speakers e SVGA Monitor resolution of 800x600 or higher e Fully TWAIN compatible scanner Scan Read only e Full size keyboard and mouse e Windows 95 98 NT operating system Description The Kurzweil 3000 is a computer based reading system that converts printed material into speech Users can hear printed words spoken aloud as they read them on the computer screen In addition to reading documents users can use dictionary and phonetic spelling tools to enhance their reading Scanned pages appear on the screen as they appear in the original material As the Kurzweil 3000 reads it highlights each word and its context The reading voice background foreground colors and text size are easily adju
17. Functional A student whose test results suggest specific deficits in spelling Manifestations may have difficulties even in classes where writing is not a target Spelling skill Taking notes during lectures writing down assignments accurately and writing answers to in class tests and quizzes within a specified time may present unexpected problems Students with severe deficits may even have difficulty finding correct spellings in dictionaries or understanding their own writing after some time has passed Achievement Deficits Basic Writing Skills 53 Functional Manifestations Spelling cont Software Considerations Spelling In daily life this student may not write formal or informal correspondence letters memos or messages and may have difficulty taking phone messages filling out forms writing checks or locating any information which is alphabetized e g names in the phone book books at libraries information in encyclopedias Instructional Goal Students will learn and review new spelling words spelling patterns and phonics skills Instructional Considerations Before students work on spelling software it is important that they understand what spelling strategies work best for their learning styles They also must know what spelling skills they are expected to use or develop when using spelling software If students will be using handwriting to take spelling tests it is important that they use handwr
18. PART I LESSON 1 ORIENTATION TO CLASS amp MEMORY QUESTIONNAIRE 2 LESSON 2 FEELINGS ABOUT MEMORY IMPAIRMENTS u 2e22020 3 Memory Vignette 2 4 Memory Vignette 3 5 e Memory Vignette 4 6 Memory Vignette 5 7 Memory Vignette 6 8 LESSON 3 MEMORY SYSTEMS OVERVIEW LIBRARY ANALOGY 9 LESSON 4 EXECUTIVE FUNCTIONS THE LIBRARIAN ossee 10 LESSON 5 ATTENTION 6 MEMORY THE LIBRARIAN S DESK 11 Types of Attentional Tasks 11 Factors Affecting Attention 11 In Class Exercise 11 Lists for In Class Exercise 13 Letter Cancellation Exercise 14 LESSON 6 METHODS TO INCREASE ATTENTION cocoococcconcncononcnoncncnnenannnns 15 LESSON 7 EPISODIC MEMORY THE AUTOBIOGRAPHY SECTION OF THE E 16 LESSON 8 PROSPECTIVE MEMORY PLANS FOR THE FUTURE 17 LESSON 9 PROSPECTIVE MEMORY THE ORGANIZER 0ooccccnccccncncncncanonos 18 LESSON 10 USING THE ORGANIZER nennen 19 LESSON 11 CHECKING THE ORGANIZER o 0cooccoccccnconcnnononcnnconcnncncnncnncninnos 20 LESSON 12 PROSPECTIVE MEMORY REMINDERS eeeeeececeeeeeeeees 21 To Do List 21 Yellow Stickies Post It Notes 21 Visual Reminder 21 Alarm Watch 21 Kitchen Timer 21 Electronic Memory Aides 22 Medication Box 22 LESSON 13 REMEMBERING THE RECENT PAST cccccececeeeeeeceeeeeeees 23 Where and When to Record 23 What to Record 23 C6143131 Memory Curriculum Pad I A
19. Student Profile Chart 65 Chapter Six Screening and Entrance Process y T he best way to explain the screening and entrance process for students with acquired brain injuries is to graphically illustrate how a student might move through the entire process A flow chart has been created for this purpose see Figure 9 page 68 The flow chart outlines a student s involvement within the program from referral to exit Highlighted on Figure 9 is the screening and entrance process In the subsequent chapters on In Depth Assessment and IEP Process the remainder of the flow chart will be discussed The shapes within the flow chart designate specific functions The ovals designate movement of individuals in and out of the program process The rectangles designate a staffing process The diamonds designate decision making points in the program process Referrals are accepted by telephone and in person from but not limited to the following e the prospective student e family members e physicians e rehabilitation centers e psychologists neuropsychologists Department of Rehabilitation allied health professionals 67 eterrai Figure 9 Screening and Entrance Highlighted e community college personnel e other educational sources The ABI Tracking Sheet see page 74 is a suggested form to ABI Tracking assist the staff in monitoring the screening process of entering brain injured students in
20. The motivation or challenge to students is usually to maximize performance on a task with content they perceive as within their grasp In these cases the negative impact of Cognitive Deficits Freedom from Distractibility their distractibility serves to motivate them to focus more consistently These students are often motivated to improve their scores if an onscreen display of best scores is included with the program Suggested NumberMunchers MECC DOS MAC Software l y ee This program is particularly useful in motivating students to focus on the basic mathematical problems It is necessary to solve problems in order to avoid being devoured by small creatures Content and level of difficulty are easily controlled WordMunchers MECC DOS MAC This program is particularly useful in motivating students to focus on the words being decoded in order to avoid being devoured by creatures Vowel sounds selected and word difficulty are easily controlled Tetris Welltris Spectrum Holobyte DOS MAC These programs are particularly useful in motivating students to focus on the visual stimuli Foundations II Psychological Software DOS Most of the subtests of this program have deterrents for distraction in timing or in task accuracy Captain s Log Brain Train DOS The Attention Module and Visual Motor Module of this program are particularly useful in motivating students to focus on the visual stimuli Cog
21. Users first select the appropriate color and then assign it to a geometric form by pointing to the form and clicking the mouse If the response is correct a positive verbal reinforcement is presented After a second incorrect response the correct answer is displayed The program tracks performance and provides an infinite number of stimuli within each lesson Digitized speech is used Recommended Uses The program is designed for use with persons low to high level functioning with head injury aphasia learning and language disability cognitive impairment The program may also be useful for someone with English as a second language Basic Use Click the Start button Click Programs Click Parrot Software Click the appropriate software title Go to the File menu and select Choose Name Click Setup Menu and select Setup a Lesson Set values desired and click Save Click to start the lesson a ee a ee ABI LD Utilization Guides Page 49 Notes The program can also be purchased as part of a bundled set the Windows Attention Training Package 399 95 which contains the following titles Attention Perception and Discrimination Plus Hierarchical Attention Training Plus Categories Plus Listening Skills Plus Page 50 ABIILD Utilization Guides Microsoft Word 97 Win 95 98 NT Publisher Retail Cost 339 00 Microsoft Corporation Headquarters One Microsoft Way Redmond WA 98052 6399 800 426 9400 www microsoft
22. Windows and a class introduction to the CD ROM The Way Things Work C6A3131 Computer Lab w Some examples of curriculum we ve developed demonstrating the repurposing of commercial software e A full set of student worksheets designed specifically for use with the computer programs we ve identified herein Computer Committee Members The following staff members from Coastline Community College s Traumatic Head Injury Program served on the C A BI Computer Committee and contributed greatly to the contents of this book Debbie Desmond M A MLS Tracy Goldberg BA Jan Heck B A Zina Manneh M S Michelle Wild M A Computer Lab Curriculum 17 INSTRUCTOR NOTES for USING A CENTRAL IDEA GRAPH TO GATHER INFORMATION FROM THE WAY THINGS WORK CD ROM This group activity is the second in a sequence of three related activities Please make certain that students perform the following activities in sequence O Using Central Idea Graphs a Concepts class group activity see C6A3BI Critical Thinking book 0 Using a Central Idea Graph to Gather Information from The Way Things Work CD ROM this computer lab group activity O The Way Things Work CD ROM a computer lab individual activity page 23 or Using a Central Idea Graph to Gather Information from The Way Things Work CD ROM is a computer lab group activity although each student will be filling out his her own central idea graphs In order to prepare yourself for this activity you sh
23. or from subject matter appropriate to student s current or future employment Objectives Please note Three examples of possible objectives are presented here Each High Tech Center will need to write objectives to comply with their local guidelines Example 1 In the traditional college course the course outline has uniform objectives However this class as authorized by state law AB 77 has individually prescribed work with each student having different objectives Prior to or concurrent with the course the student is administered a battery of academic and perceptual tests to determine his her learning strengths and weaknesses With this information the instructor and student develop short and long term objectives designed to meet the student s unique needs Given consistent attendance the minimal expectation is that the student will achieve these goals Example 2 Upon successful completion of this course the student will 1 Demonstrate ability to understand and apply software programs by using a computer to complete academic tasks 2 Demonstrate ability to understand and apply software programs by developing a list of situations academic and or everyday and software programs applied Three examples of work including documents spreadsheets or charts must be submitted 3 Indicate ability to critically assess by comparing and contrasting software programs and completing reviews of programs assigned 4 Demonstrat
24. then click on OK Game Setup How many players will Enter player s names be playing the game Player One When should the computer Were should the initial move marker be placed O First Very Hard 0 Place marker at upper left 0 Second O Randomly place marker Set gameboard s Set computer player s dimensions ability O 3 Units O Easy O 4Units Hard O 5 Units O Very Hard O 6Links When the game screen comes up start at the marked square in the upper left corner and click on a number in either the same row or same column You receive that many points The computer will then pick another square and receive points for it Continue to alternate turns with the computer trying to get the most points by the end of the game Remember you may jump over boxes but you may NOT go diagonally Record your score and the computer s score on the score sheet Click on the Done button to start another game The following choices are available in the Options pull down menu Game Setup Reset Board New Game Quit Game Ahead is a product of Critical Thinking Press and Software thnkandn doc Think Ahead Score Sheet Name Think Ahead is a product of Critical Thinking Press and Software thkandsf doc Think Ahead Score Sheet Name Computer s Numeric Think Ahead is a product of Critical Thinking Press and Software thkandsn doc Think Ahead Worksheet 202 lt lt
25. visualization mnemonic systems and personalization Tasks of increasing complexity are presented and the format is motivating Memory Building Blocks Sunburst Wings for Learning DOS MAC This program builds visual and auditory memory Students practice memory strategies to recall tunes words shapes patterns and objects The software is educational and relevant to memory class curriculum Tasks of increasing complexity are presented and format is motivating Authoring and potential for distraction are provided Foundations II Memory Psychological Software DOS A variety of learning tasks are presented Students must practice memory strategies for visualization and information organization The software is relevant to memory class curriculum Tasks of increasing complexity are presented and potential for distraction is provided Cognitive Deficits Long Term Retrieval Cognitive Rehabilitation Memory Hartley DOS This program presents a simple format for practicing recall of increasingly complex verbal tasks The program s capacity to present distracters for tasks is a special strength Authoring is also available Word Attack Plus Spell it Plus Math Blaster Plus Davidson DOS MAC These programs are useful for memorization of basic academic material such as vocabulary and mathematical operations The software is educational and motivating An authoring component is provided which allows for input of studen
26. volume display intensity full or reduced definition display etc These additional options are easily set through the intuitive menuing program built into the device Notes Page 56 ABI LD Utilization Guides Safari Search win Publisher Retail Cost 99 00 Sunburst Communications Wings for Learning 5 user lab pack 101 Castleton Street Pleasantville NY 10570 0100 800 321 7511 www nysunburst com System Requirements Windows 3 1 or Windows 95 Description The purpose of Safari Search is to learn to gather information and make inferences from that information a basic precursor of mathematical thinking Safari Search requires users to make inferences invent and extend problem solving tactics and to collect organize and use information All Safari Search activities are search games on a 5 by 5 Safari layout In each of the twelve games one or more animals hide and the object is to search them out This requires complex tactics and thoughtful decision making Recommended Uses Use Safari Search as part of a problem solving series combining visual and verbal information It helps to develop use of inference prediction and hypothesis testing Basic Use 1 Start Safari Search from the Programs option on the Start menu 2 Choose a game from the menu by clicking on the button of your choice The games progress from easiest to most difficult 3 Follow the on screen instructions to locate the hidden
27. An idea s power is limited by our capacity to see its application As we transfer an idea from one situation to another the idea becomes richer as our own insight grows The critical thinkers ability to use ideas mindfully enhances her ability to transfer ideas critically She practices using ideas and insights by appropriately applying them to other situations This allows her to organize materials and experiences in different ways to compare and contrast alternative labels to integrate her understanding of different situations and to find the best way to conceptualize novel situations Each new application of the idea enriches understanding of the idea and of the situation S 8 DEVELOPING ONE S PERSPECTIVE The world is not given to us sliced up into categories with pre assigned labels on them There is always a large number of ways that we can divide up and so experience the world How we do so is essential to our thinking and behavior Uncritical thinkers assume that their perspective on things is the only correct one Selfish critical thinkers manipulate the perspectives of others to gain advantage for themselves Fairminded critical thinkers learn to recognize that their own way of thinking and that of all other perspectives are subject to error They learn to develop their point of view through a critical analysis of their experience They learn to question commonly accepted ways to understand things and avoid uncritically accepting the
28. CIRCLE CIRCLE TRIANGLE TRIANGLE SQUARE SQUARE Here you see a row of shapes Point to the first set on the left Look fora pattern so you can determine the next shape in the series If you compare the first and second shapes you will notice they are the same size and color but they have different shapes This one Point to the large blue square 1S a large blue square and this one Point to the large blue circle is large and blue but it is a circle Compare the second and third shapes in this series and determine what was changed Answer The shape changed from circle to triangle but the color and size stayed the same The first three shapes in this pattern are LARGE BLUE SQUARE LARGE BLUE CIRCLE LARGE BLUE TRIANGLE The color and size do not change but the 43 BUILDING THINKING SKILLS BOOK 2 FIGURAL SEQUENCE SEQUENCE OF FIGURES SELECT 0 Here are three figures Look at them carefully How are the figures changing Circle the figure in the choice box which continues the series or sequence of changes Did you circle figure d Did you notice how the checked pattern keeps changing Figure a should not be circled because it is not all checked Figure b should not be circled because the checks are the same as those on the third figure Figure c should not be circled because it is not all checked Circle the figure in the choice box which best continues the N Choice Box VERBAL SIMILARITIES AND DIFF
29. Difficulties will also be noticed in reading comprehension although they may be less severe in this context because words remain on a page and contextual analysis can occur Cognitive Deficits Comprehension KnowledgeNerbal Comprehension Expression 19 Software Instructional Goal Considerations Vocabulaty Students will increase written vocabulary at the single word level and categorize relationships among words Instructional Considerations It should be noted that tests used to measure these skills require a verbal oral response while most computer software requires a written or motor response Software Characteristics Objectives and content should be clearly organized Objectives for the development of vocabulary and word relationships should be functional and clearly stated Whether by grade level by part of speech or as survival vocabulary its organization should be in agreement with the instructional objectives for these students Definitions should be clear and within students reading abilities Content for vocabulary word relationship tasks should offer a wide range of reading spelling levels with instructions and definitions clearly within students reading levels The content of definitions is easily susceptible to cultural biases and should be reviewed with students It is suggested that new word lists be limited to no more than 20 per set After mastery of each set some integration of word sets may be
30. Figural The following Dialog Box will appear Select the items assigned by your teacher then click on OK DOOR ON a Game Setup O Record statistics How many players will be O One playing the game O Two Set computer s speed Enter player s name Player One s O Slow Name a el l O Fast Name Set gameboard s dimensions Should the computer use your starting position 0 Yes Easier O No O 3 units 0 4 units O 5units O 6units re ed 7 When the game screen comes up study the matrix of boxes and pick a box to start in by clicking it with the mouse The computer will tell you how many squares it can remove Write this number down on the score sheet 8 Click on squares moving in a trail that goes either to a box of the same color or the same shape You may jump over boxes but you may NOT go diagonally 9 Record your score on the score sheet 10 Click on the Done button to start another game 11 The following choices are available in the Options pull down menu Game Setup Reset Board Reset Marker New Game Quit Game Think Ahead is a product of Critical Thinking Press and Software thnkahed doc 1 2 3 4 5 6 How to Use Think Ahead Numeric Boot the computer Start Windows Double click on the icon for Becky s Class Double click on the icon for Think Ahead Choose Play Think Ahead Numeric The following Dialog Box will appear Select the items assigned by your teacher
31. Guides Delete text Say Scratch That Select text Say Select lt text gt where lt text gt is the word or phrase you want to change or Select lt text gt through lt text gt Change text once you have selected it Say the words you want to replace the selection with Back up and resume dictating Say Resume With lt word gt where lt word gt is the word you want to back up to Then dictate the revised text Important e When you use these commands to revise text Dragon NaturallySpeaking does not learn from its mistakes If you want Dragon NaturallySpeaking to learn so errors are less likely to recur you should correct recognition errors To play back dictation in a document 1 Move the cursor to or select the words you want to play back 2 Say Play That Back to play selected text or say one of the following commands Play Back Line Play Back Paragraph Play Back Document Play Back Screen Play Back Window Play Back to Here Play Back from Here You can also start playback by clicking the Play That Back button on the toolbar 3 To stop playback click the Stop Playback button on the toolbar press the ESC key or click in the document window Since speech input cannot be received during playback you cannot stop playback by voice ABI LD Utilization Guides Page 29 Notes e If dictation is not available playback skips to the next section that has dictation available Recorded s
32. HOBBIES AND INTERESTS 0 cscssssssssssssccsssessccsscceseceseesenees 49 LESSON 8 GENERAL HEALTH sssssssoosssonsesnsssnnssnnnsssnsennnssnnssnsnsssnnennnssnnne 50 LESSON 9 LIFE GOALS sen aa nee 51 LESSON 10 SRI f PORTRAIT CHART STRENGTHS AND WEAKNESSES RR 52 UNIT 1 TRANSPARENCY 1 54 LESSON 11 CONCLUSION AND SUMMARY crsssssssosssonsssonssssnennsssnnssnunene 55 REFERENCES ss sassescessssnssiusbaovansesbossuvanoogusbdecaadavaeoutinnsataacisacesiansensoscevansoucebastnasdaas 56 Pre Injury Personality Psychosocial Assignment 1 ssscscsssssssscesssessseseee 57 Pre Injury Personality Psychosocial Assignment 2 scsscssssssssssssessseesesees 59 Pre Injury Personality Psychosocial Assignment 3 sccccscsssscssssscsccsseseees 61 Pre Injury Personality Psychosocial Assignment 4 sccccccssssssssssseseessesees 67 Pre Injury Personality Psychosocial Assignment 5 sssscsssssssessssesssesessees 68 Pre Injury Personality Psychosocial Assignment 6 2 200s20000200000000000000000000 74 Pre Injury Personality Psychosocial Assignment 7 ssssscssssssssssssesssessssees 78 Pre Injury Personality Psychosocial Assignment 8 200000020000200000000000000000000 79 Pre Injury Personality Psychosocial Assignment 9 sccccscsssssssseseeecsssensees 85 Pre Injury Personality Psychosocial Assignment 10 ssccssccsssssssscsssssssssesees 86 Pr
33. Homework HASTY GENERALIZATION LOG 118 Handout HASTY GENERALIZATION VIGNETTES 119 Quiz HASTY GENERALIZATION 121 Instructor Notes vii CRITICAL THINKING MODEL ilk CURRICULUM Jan Heck GENERAL INTRODUCTION The CsA BI critical thinking model is based on a combination of 1 our own observations of where our students tend to have problems and 2 the conceptual framework taught in the Critical Thinking Workshops at the Center for Critical Thinking in Sonoma California We ve also noted how much organizing information graphically seems to help our students Accordingly we have divided this book into three parts Part I contains instructor notes lesson plans and student handouts related to the core of our model see the gray section of the diagram below Part I materials deal with the four aspects of reasoning as presented by the Center for Critical Thinking elements of reasoning standards for reasoning traits of the reasoning mind and reasoning abilities Part 1 1 includes suggestions for incorporating graphic organizers into critical thinking lessons Graphic organizers provide a visual way to organize information which helps students encode store and retrieve the information Part III deals with the other seven critical thinking topics the white section of the diagram below which we have identified as important areas in cognitive retraining Because of the breadth and depth of these areas and the diversity of student
34. Manifestations Software Considerations A student with a deficit in visual processing perceptual organization may have difficulty with reading writing and mathematics due to inaccurate processing of the shapes of letters and numbers Such a student may also have difficulty with geometry or with reading and constructing graphs charts diagrams maps and tables In daily life these students may have difficulty in activities which rely heavily on visual processing e g using reference materials such as the yellow pages in a phone book It is probable that they will not enjoy putting together models or puzzles following patterns or doing art projects which require visual spatial awareness and ability Instructional Goals Practice strategies to improve organization of visual data leading to a product Practice strategies to improve discrimination of increasingly subtle variations in visual sequences spatial relationships among objects and orientation of objects Instructional Considerations Software provides the opportunity for improvement of visual perceptual skills as well as cognitive mediation of thinking about visual perceptual tasks when the solution is not readily perceived These software goals combine strengthening visual perceptual skills and thoughtful efficient problem solving When concentrating on academic tasks e g writing using a word processor students can take advantage of strategies to compensate fo
35. NT drivers for your scanner ABI LD Utilization Guides Page 45 Page 46 ABI LD Utilization Guides Phoneme Sequencing for Reading and Spelling The Lindamood Program Mac Win CD ROM Publisher Retail Cost 295 for single user Lindamood Bell Gander Publishing 416 Higuera Street San Louis Obispo CA 93401 800 233 1819 System Requirements A 486 machine running Windows 3 x or 95 CD ROM drive quad speed is strongly recommended Sound Blaster Pro or 100 Sound Blaster compatible VGA monitor capable of 640 x 480pixel display at 256 colors 8 MB of physical RAM 16 megabytes is strongly recommended Description The overall goal of this program is the direct development of phonemic awareness the ability to think about and manipulate the identity number and order of individual sounds within words and application of phonemic awareness for independence and self correction in spelling and reading Recommended Uses The modules on this CD provide problem solving activities to reinforce the concepts presented in the Lindamood Phoneme Sequencing Program that consonants and vowels can be felt first just as single sounds then as sequences of sounds within words Before students go to the computer it is extremely important for an instructor to use the questioning process illustrated in the sample dialogues in the Lindamood Program manual and or the Training Video Tapes to help students discover they can feel consonant and
36. Sh ore Get Me Out of Here is a product of Critical Thinking Press and Software nautl map doc Get Me Out of Here Game 3 Pigville Mission Your Aunt Bell is an archaeologist by hobby She just called your home and informed your family that she has dug up some bones that need to be identified immediately She wants you to rush her to the museum in the nearby town of Deadfish Your parents seem unimpressed with your aunt s claim and insist you pick up some feed corn before you leave town Find the shortest route out of town Start and Exit Locations Start at the west end of Little Pig Rd Exit by the east end of Big Pig Rd The Pigville exit is not marked on the map but is listed under the Places menu Date Time Weather Date April 11 1999 Time 3 20 p m Weather Cloudy Travel Time The correct escape route will have you out of Pigville by 4 19 p m April 11 1999 Tasks e Pick up some feed corn e Pick up your Aunt Bell at City Dump 3 One way Streets e Smelly Rd runs northbound e Smelly Dr runs southbound e Big Pig St runs eastbound e Stink Rd runs southbound e Danger Rd runs southbound between Rank St and Little Pig Rd Get Me Out of Here is a product of Critical Thinking Press and Software pig3 doc Road Hazards Road advisories posted within the last 24 hours e 3 12 p m Two tractors collided at the intersection of Little Pig Rd and Smelly Drive The trucks have close
37. The student will demonstrate by the end of the course effective use of an appropriate access technology if needed e g VISTA Filch in conjunction with the software program used to teach keyboarding by completing lessons independently 2 The student will demonstrate key stroking proficiency with at least one computer keyboard in order to complete the minimum requirements of this course This key stroking proficiency will demonstrate familiarity with the following areas CURRICULUM Section Eleven Keyboarding j Page A The alpha numeric components of the computer keyboard the QWERTY configuration B The specialized areas of the keyboard the numeric keypad the arrow keys the function keys and the special control keys e g CONTROL ALT DELETE ESC 3 The student will develop appropriate touch typing techniques on the alphabet portion of the keyboard 4 The student will achieve a minimum typing rate of 22 words per minute with a maximum of two uncorrected errors per minute on a three minute timed test of copy writing in iets to be recommended for further instruction and service through the High Tech enter This words per minute minimum criterion is that recommended in the Keyboarding Curriculum Guidelines published by the State of Washington in July 1986 5 For a student whose disability prevents a minimum typing criterion score demonstration of familiarity with the physical configuration of the keyboard layout wil
38. a limited set of mouse movement commands Say mouse up down left or right followed by a number between 1 and 10 will move the mouse a few pixels in the selected direction For example saying mouse up 9 will move the mouse pointer up about one eighth of an inch Advanced Use Using Internet Explorer by Voice If you install the NaturalWeb Internet Explorer compatibility module you can control Internet Explorer and follow links by voice Start Dragon NaturallySpeaking before you start Internet Explorer If Internet Explorer is already running close it Start Dragon NaturallySpeaking then restart Internet Explorer A NaturalWeb splash screen appears when Internet Explorer starts When it disappears you can use voice commands to control Internet Explorer including following links and dictating into editable areas on Web pages such as boxes on forms Following links or clicking buttons by voice To follow a link or click a button by voice just say the link or button text or part of the text You can also say Click followed by all or part of the text You can only follow links that you see on your screen To follow a link that is low on a page scroll down until you can see it and then say the link A red arrow shows the link or button that is being followed If multiple links or buttons match If more than one link or button matches what you said an arrow with a question mark appears next to the first one ABI LD Utilizat
39. animals Notes Although students frequently comment that there are not enough instructions for some activities a strong characteristic of the game is its ability to force the user to new strategies and associations ABI LD Utilization Guides Page 57 Page 58 ABI LD Utilization Guides SkillsBank 4 Win Publisher Retail Cost 1 245 00 Skills Bank Corporation Park View Center 1 7104 Ambassador Road Baltimore MD 21244 800 451 5726 www skillsbank com System Requirements Skills Bank 4 will work in Windows 3 1 Windows 95 NT purchasable as a single user CD 5 user lab pack or as a network version 50 user or unlimited in one building Description Skills Bank 4 is an all new version of the basic SkillsBank 3 program The activities are the same but the format is different The program now comes on CD ROM only Critical thinking strands are incorporated throughout each subject area The 200 plus topics are contained in 19 subject areas The program comes contains these basic content areas reading language writing basic mathematics intermediate mathematics and information skills Recommended Uses Skills Bank software is useful for any student needing a brief basic tutorial review in major basic skills areas This new version comes with a complement of in depth activities which can be purchased There are two Practice series and a MathCheck starter kit currently available Major Components Diag
40. based on computational skills to make as much money as possible while managing a hot dog stand at a series of football games Recommended Uses In the course of the simulation the student must buy price and sell varying quantities of hot dogs sodas and potato chips A great many variables including weather type of game the related crowd size product quality product price and money in the bank influence the realistic decisions that ultimately affect each student s success with the program The random generation of variables assures that a student or group of students can use the same program over and over again Basic Use 1 Open the Hot Dog Stand program from the Programs option on the Start menu 2 Listen to the verbal instructions which familiarize the listener viewer with the principles of using Hot Dog Stand Enter name in Register box 4 Select Beginner option when prompted to choose playing level This level useful for the novice leads the user through the game by flashing the object which must be selected to begin the next activity 5 In ordering supplies the user can use a calculator or an estimator and at the end write a check 6 Set prices o ABILD Utilization Guides Page 37 7 Open the Hot Dog Stand Check the progress summary for sales Evaluate what was right about the sales and what was wrong e g not enough courtesy kits prices too high poor quality cheap supplies bought
41. but he continued to be frustrated by his disability Carlos refused to take the medication that had been prescribed He continued to be resistant and his peer relationships were strained He occasionally lost control in his mainstream class When the instructor could no longer tolerate Carlos volatile behavior he was barred from the class After the full extent of his problems became evident a re evaluation resulted in a rating of 9 on the Psychosocial Placement List Carlos behavior and lack of cooperation resulted in his eventual suspension from the college His revised Student Profile Chart looked like this Student Profile Chart Student Mane a a Carlos Doe 1 2 3 4 5 6 7 8 9 After one year Carlos applied for readmission to Metro politan College He claimed that he was beginning to understand that his problems at the college stemmed from behavioral diffi culties and he was ready to work on them This time the specialist developed a program that focused on the psychosocial problems that included a strict behavioral contract and accepted Carlos on probation Carlos was asked to take a limited number of units He was restricted to special classes The ABI communication class was mandatory He utilized tutoring services and the adaptive physical education class to reduce stress Given this program Carlos was able to succeed and ultimately he enrolled in a combination of main stream and special classes
42. click Save ABIJLD Utilization Guides Page 11 8 Click to start the lesson 9 Click the Help menu to get more information Notes The program can also be purchased as part of a bundled set the Windows Cognitive Reasoning Package 699 95 which contains the following titles Category Naming and Completion Plus Category Discrimination and Reasoning Plus Inferential Naming Plus Conditional Statements Plus Categorization Association and Sequencing Plus Deductive Reasoning Plus Page 12 ABI LD Utilization Guides Deductive Reasoning Plus Win 3 x Win 95 Publisher Retail Cost 134 95 Parrot Software P O Box 250755 West Bloomfield MI 48325 0755 800 727 7681 www parrotsoft com System Requirements PC Compatible 386 or faster processor Windows 3 x or 95 4 MB RAM 640X480X16 Description This program provides activities which require the use of reasoning and engage the user in activities requiring use of receptive and expressive language Activities include use of vocabulary items word retrieval and reading comprehension Each lesson consists of ten problems each problems has a set of rules which describe a class of words The task is to determine whether each word is a member of the class or not The program uses large clear letters Additional lessons can be created Recommended Uses The program is designed for use with persons with a mid to high level of functioning who have had a head injury or
43. com System Requirements Computer with 486 processor or greater Microsoft Windows 95 98 or later and a 1 2 Mb or greater floppy disk drive Hard drive with at least 8 MB space available and 35 MB for complete installation At least 8 MB RAM VGA Monitor or better resolution Mouse CD ROM drive Description Word is a powerful document processing environment This version includes the basic features of several applications users generally think of as separate from their word processor e g charting with the graph function graphics with a draw function mathematical equation writing with an equation editor and built in spell check grammar check and thesaurus Recommended Uses Word can be used to accomplish nearly every word processing task This Windows version adds ease of use to its list of powerful features For students with learning or cognitive disabilities the menus and icons of the graphical user interface may be more intuitive and thus easier to use Built in interactive spell check autocorrect thesaurus and grammar check should also help these students For students with physical disabilities having an equation editor and draw function built in should also prove to be very useful Students with mild visual disabilities will benefit from having larger print available within the program by changing the size of the type or using the zoom feature All users will like the extensive on line help Basic Use 1 Star
44. confused with what are necessary parts of the idea e g Love involves flowers and candle light Unclear thinkers lack independence of thought because they lack the ability to analyze an idea and so critique its application S 11 DEVELOPING CRITERIA FOR EVALUATION Evaluation is fundamental to critical thinking The critical thinker realizes that expressing mere preference does not substitute for evaluating Awareness of the process of evaluating aids fairminded evaluation This process requires the development and use of criteria When developing criteria critical thinkers should understand the object and purpose of the evaluation and what function the thing being evaluated is supposed to serve Critical thinkers take into consideration different points of view when attempting to evaluate something They ask themselves What if anything is a necessary part of the criteria for evaluation S 12 EVALUATING SOURCE CREDIBILITY Critical thinkers recognize the importance of using reliable sources of information when formulating conclusions They give less weight to sources which either lack a track record of honesty contradict each other on key questions are not in a position to know or have a vested interest in selling a product or idea Critical thinkers recognize when there is more than one reasonable position to be taken on an issue they compare alternative sources of information noting areas of agreement they analyze questions t
45. disabilities acquired brain injuries and other disabilities Typically basic skills are taught either in mainstream classes or by Disabled Students Programs amp Services DSP amp S special courses Some Computer Assisted Instruction CAI software is directed at assisting students in developing basic study skills to support successful participation in both mainstream and DSP amp S classes Using computer tutorials simulations and guided practice students can improve their reading language arts and mathematics Another role of CAI for students with Acquired Brain Injuries or Learning Disabilities ABI LD is to facilitate development of study skills which will support the student s progress in course work vocational and or life skill areas Course Outlines Page 7 Course Description This course is focused on the fundamental principles of study skills and the utilization of computer assisted instruction Commercially available computer software which is designed to develop basic educational skills study skills and to increase productivity forms the basis of this class Skills to be addressed include goal setting time management reading for specific purposes note taking information synthesizing report writing and preparation for exams Improvement in these basic study skills can result in an overall increase of student productivity Topics will be taken from any of the regularly offered classes in which the student is enrolled
46. document 30 Optional multiple word display in Magnifier window 31 Annotation display hide feature 32 Go To page dialogue Improved software performance 33 Program starts up faster 34 Read by Heading algorithm is improved Recommended Uses The Kurzweil 3000 was designed for sighted users who have difficulty reading It could be used in any setting where students need access to print materials It may also serve as a writing environment for users who would benefit from its special features Because there are many on screen controls available it is not as suitable as a reading machine for non sighted students as the companion product the Kurzweil 1000 which provides easy access for non sighted users Page 44 ABI LD Utilization Guides Basic Use 1 2 Start the Kurzweil 3000 Enter your name if prompted A window appears with a number of menus buttons and combo boxes Run the mouse pointer over the buttons pausing over each without clicking and read the tool tips that appear which describe each button s function To scan a document place it in the scanner and click the Scan button After the image of the document appears on the screen resize it to your desired size by choosing a percentage in the Zoom box or by clicking on the little arrows on the box Read the document by clicking on the Play button Notice the Play button changes to a Pause button to be clicked when you wish to stop reading To get more inf
47. e g mouthstick head wand or unique access device must be provided by the student CURRICULUM Section Eleven Evaluation Page 5 Section Eleven Evaluation Page 6 CURRICULUM COURSE TITLE ADAPTED KEYBOARDING PRF REOI TISITE M REQUIsrm 1 A student must be eligible for services and instruction from Disabled Student Programs and Services through appropriate verification of a primary disability by certificated personnel and be able to benefit from the programs and services offered by the High Tech Center 2 Computer Access Evaluation may be required as a pre requisite or co requisite if appropriate ct ASS FORMAT This course is a lab class This is a variable unit class One half unit of credit will be granted upon completion of 24 un of lab work or one unit of credit will be granted upon completion of 48 hours of lab work R ATIONALE Touch typing skills are useful for appropriate speed and performance in word processin tasks This course is necessary for students who are not able to participate successfully in mainstream typing classes Adapted computer technologies will be incorporated into the context of software keyboarding tutorials COARSE DESCRIPTION This course is designed to teach keyboarding basics to disabled students who must use adaptive technologies for successful access to the keyboard or screen and or are unable to compete successfully in mainstream typing classes 0111F MIES 1
48. ectrum psychosocial and vocational needs of ABI students and Self Contained Off Cam pus e psychosocial development Program A program like the off campus center offers the following e cognitive training e vocational preparation and job placement 42 e skills training in community transition e CAVadapted computer technology The on campus program provides similar services to those at Oakwood When a student is ready for transition from the satellite program to special classes on the main campus he or she may enroll in a series of courses similar to those offered by Oakwood On Form 1 the Program Check List page 44 46 is provided It is recommended that each campus identify the kinds of programs and support services available to students with ABI By completion of the Program Check List the specialist should be able to assess the campus capabilities and local resources available for serving this population Judgments can then be made based upon the Student Profile charts described in Chapter Five as to what types of resources are available within the constraints of the campus services and what resources need to be accessed from outside agencies In order to develop a full listing of resources within your college it is recommended that campuses consider a community advisory group for disabled students Program Checklist Academic Counseling Specialized Access of Student to Extracurricular Activities Adapted
49. employment and requires long term training and volunteer placement in a selected site with extensive follow up services 7 May be successful in a structured volunteer setting a few hours a week Site must be adapted to meet the needs of the student Will require long term follow up 8 Limited benefit from community college activities 9 Severity of involvement precludes benefit from attendance in a community college setting The Independent Living Placement List 1 Is able to function independently 2 Is able to live independently and access appropriate support services 3 Is able to live independently but needs adaptive living guidance 4 Is able to participate in selective mainstream or special classes but requires independent living skills counseling instruction 5 Participation is limited to specific classes including learning skills instruction 6 Benefits from special classes in independent living with one to one support 7 Benefits from one to one support in independent living skills 8 Limited benefit from community college activities 9 Severity of involvement precludes benefit from attendance in a community college setting Student Profile Chart Student Name ional A Indepen Commun Psycho Academic Psycho Vocational dent ication social motor Living Severe 4 Resource Selection 1 2 3 4 5 6 7 8 9 College Community Figure 8 Form 1
50. for vocabulary words students receive an additional stimulus for learning Additionally having an auditory model for a word may facilitate correct pronunciation of the word If sound is not an option provided by a program the use of electronic dictionaries with sound output would prove to be helpful Achievement Deficits Reading Comprehension 43 Suggested Software Vocabulary Software Characteristics Games or simulations which require reading comprehension Suggested Software Games or simulations which require reading comprehension Word Attack Plus Davidson DOS MAC This program which now includes spoken production of its vocabulary is particularly useful in its array of formats its organization by grade level and part of speech and its authoring capability Skills Bank II Skills Bank Corporation DOS MAC The Vocabulary Building and Word Knowledge modules of this program are effectively organized into specific lessons which are followed by quizzes and tests A unique feature is explanation of both accurate and inaccurate answers Students can select text and background colors from a wide array of color combinations and they can print screen lessons to review later Software should provide a motivating environment It is easier for students to apply and generalize their reading comprehension strategies when they are motivated to read on Students need to understand information from passages in or
51. guessing It provides clear instructions and scoring has a motivating format and encourages team play It requires organization and analysis of information Cognitive Deficits Fluid and Abstract Reasoning 27 28 Suggested Software cont Factory Sunburst Wings for Learning DOS MAC This software stimulates non verbal reasoning It is also effective in teaching sequential reasoning in the visual mode Factory provides clear instruction and scoring has a motivating format and encourages team play It requires organization and analysis of information Decisions Decisions Television Tom Snyder DOS MAC This software requires theme analysis and is particularly good for team play It may be used to teach students how to organize and evaluate advice This software requires instructor facilitation Lost Tribe Lawrence Productions Davidson DOS MAC This program is useful in providing a high interest format for making decisions solving problems or estimating needs and testing hypotheses Students need to use reading skills as well as knowledge of mathematics time and human nature in order to be successful in this game adventure format Cognitive Deficits Fluid and Abstract Reasoning Freedom From Distractibility Assessment Freedom from distractibility measures the ability to focus Measures attention concentrate and resist distraction None of the tests of the WJ R are specifically designed to measu
52. head wand or a unique electronic ac cess device must also be provided by the student CURRICULUM Section Eleven Computer Access I Page 15 Section Eleven Computer Access I Page 16 CURRICULUM COURSE TITLE COMPUTER ACCESS II PRP RECUT ITSITE CO REOT ITSTTE A student must be eligible for services and instruction from Disabled Student Programs and Services through appropriate verification of a primary disability by certificated personnel and be able to benefit from the programs and services offered by the High Tech Center Instructor approval and successful completion of Computer Access I is necessary The in structor may directly refer a student into Computer Access II if the student has had prior ex perience with access technologies and exhibits adequate touch typing skills Cl ASS FORMAT Lecture two hours per week plus 1 2 hours of lab per week Two or three with a total of 48 hours of lab work R ATIONAT This course is designed to further refine computer access skills developed by a student Stu dents who have completed Computer Access I may have developed only a beginning com petency in their prescribed access technologies and will require additional instruction in order to fully utilize their access systems COURSE DESCRIPTION This course is designed for disabled students who have successfully completed Computer Access I Students will enhance their computer access skills through the completion of as s
53. in graphs charts and text cumulative data showing areas of student progress and difficulty Does the program provide authoring components that are easy to use for editing and entering new data Methodology Does the software provide a broad perspective of different cultures through examples that include students and student interests of various ethnic and racial backgrounds Does the software provide a variety of instructional formats and or methods that take into account diversity in student learning styles Does the software provide effective sequencing of information Does the software link the presentation of new information to evidence of success with previous learning tasks Are the quiz and review components linked to the program goals and objectives Are the vocabulary sentence structure and content of the software appropriate to the age group with which it will be used Does the software provide relevant and up to date content material and exercises Is the feedback provided by the software meaningful Does feedback about incorrect responses provide useful information about the type of error how to make corrections and how to proceed through the remaining material Does the feedback support the learning process promote further interaction with the software and avoid using methods a student may find threatening embarrassing or intimidating Does the software provide options for automatic or manual
54. is possible to use the program s Find box which allows the user to select drill on 1 specific sounds 2 specific ideas or concepts or 3 specific sound patterns Page 66 ABI LD Utilization Guides In most words the way the word is spelled tells you how to say the word The letters and patterns of letters that make up the word show you how it sounds When you read with phonics you read words by saying the sounds that letters and patterns of letters make I 77k 1 lect ano Lesson Plumber At t This upper screen is an explanation page Clicking on the speaker turns text in the box to blue and it is read Passing the cursor over the word phonics causes it to be read Lesson 2 V Pago 5 of 36 word 41 Or f 11 FE tHislory Fini M nu am aim Ward 2 of 24 Passing the mouse pointer over the word am causes it to be read passing the pointer over block says the sound of the letter in the block Concepts of phonemic integration can be internalized as the user passes the mouse over the word then the individual sounds and then returns to pass the mouse over the word The result is a seamless presentation of word sounds word a sequence which is an excellent learning paradigm ABVLD uritization Guides Page 67 Lesson 175 Pagan trf 37 Word List BFck Llisttry hien u classroom bathroom
55. machine as well as two machines invented after it Make sure students place notes in the appropriate box e The Other Tidbits of Info box may be used for overflow information for information obtained from animations etc Continue with a second machine As the lesson progresses give less guidance and solicit more suggestions answers from the students You may want to use more than one computer hour to complete this activity Other ideas for how to relate this activity back to Concepts class include Y Have students take their completed graphs back to Concepts class and write a paragraph or essay about the machine This provides practice in writing and synthesis skills as well as an opportunity to experience the consequences of unclear or incomplete notes Y Have students discuss the computer lab activity in Concepts class and report what was difficult helpful etc about the use of the central idea graph to take notes e g does the organization into category blocks make the information less overwhelming easier to remember etc Computer Lab Curriculum Have students break into small groups to compare their graphs i e to see what different information each one chose to write down Perhaps a fruitful discussion of relevant vs irrelevant or clarity of notes may result Computer Lab Curriculum Date Name STUDENT HANDOUT INIAPW GO CD ROM Map n Go contains road maps of the U S Canada Mexico and the Ca
56. notions of memory to practical life situations One 3Y2 disk Q 250 Computer Curriculum Comprehensive list of commercially available software provided Each program is coded to reflect the cognitive deficits which it is best suited to remediate Information on software vendors is included Curriculum on various computer skills and student manual with worksheets for all software programs is also provided A 250 Critical Thinking Includes lesson plans with lecture notes and discussion guidelines class activities student handouts and homework assignments plus sample lesson plans Recommended reference list provided A 1500 Get the entire package for 1 500 An 1 875 value Save 375 A ssessment instrument is designed to assist instructor in identifying and prescribing relevant course curriculum The prescribed materials are not intended to take the place of interactive instruction and or cooperative learning Organization Name ee FE Payment Method Check One Q lam enclosing a check or money order for the total order amount made payable to CCC Foundation e My organization s Purchase Order is attached P O Course Materials The following materials were developed by Becky Stone of College of Alameda and Merrit College How to Use Think Ahead Figural Boot the computer Start Windows Double click on the icon for Becky s Class Double click on the icon for Think Ahead Choose Play Think Ahead
57. on a Credit no Credit basis Student performance will be graded on a point basis which will be converted to percentage when course credit option is selected Text Supplies Needed Blank 5 25 disk Page 12 Course Outlines ABOUT THE ADAPTED COMPUTER TECHNOLOGY CURRICULUM Attached is curriculum for five different classes which can be offered through the Adapted Computer Technologies Component of the High Tech Center The five classes are listed below 1 Computer Access Evaluation 2 Adapted Keyboarding 3 Computer Access I 4 Computer Access II 5 Computer Access Projects Taken in the order listed they can be seen as a sequence but they need not be Computer Access I could be the first course a student takes CURRICULUM STRUCTURE The courses are designed to allow for flexibility in managing student flow through the cur riculum Typically students are referred to the High Tech Center by other instructors and counselors typically an interview with the student will reveal to the instructor if the student is a candidate for the Evaluation and Keyboarding courses or a candidate for Computer Ac cess I The first two courses listed above Computer Access Evaluation and Adapted Keyboarding can easily serve as filters and proving grounds for students who may be questionable can didates for High Tech Center Courses At the same time these courses provide useful time to assess involved students and provide a means for developing keybo
58. on relevant facts and do not let irrelevant considerations affect their conclusions Furthermore they recognize that a fact is only relevant or irrelevant in relation to an issue Information relevant to one problem may not be relevant to another S 27 MAKING PLAUSIBLE INFERENCES Principle Thinking critically involves the ability to reach sound conclusions based on Principle Principle observation and information Critical thinkers distinguish their observations from their conclusions They look beyond the facts to see what those facts imply They know what the concepts they use imply They also distinguish cases in which they can only guess from cases in which they can safely conclude Critical thinkers recognize their tendency to make inferences that support their own egocentric or sociocentric world views and are therefore especially careful to evaluate inferences they make when their interests or desires are involved Remember every interpretation is based on inference and we interpret every situation we are in S 28 SUPPLYING EVIDENCE FOR A CONCLUSION Critical thinkers interested in the free exchange of ideas are comfortable being asked to describe the evidence on which their conclusions are based rather than finding such questions intimidating confusing or insulting They value reaching conclusions based on sound reasoning rather than say convenience or whim They realize that unstated unknown reasons can be neit
59. or contemporary themes are essential to full student participation Software should encourage teamwork Many students learn best when teaching someone else Software which permits students to work in teams generates a good learning environment Team members learn from one another and new solutions emerge from the group which might not have been obvious to an individual working alone Success with software requires organization of information A primary purpose of this type of software is to teach inference and complex problem solving Success should require the student to develop and employ a variety of information management strategies Examples of information management strategies are note taking in the form of a list table chart or solution matrix Success with software should require analysis of information Students should not be able to win by guessing or by trial and error They should understand exactly how they arrived at a conclusion and why the conclusion is the correct one Suggested Where in the World is Carmen Sandiego Broderbund DOS Software MAC This software provides clear instructions and scoring has a motivating format and encourages team play It also requires organization and analysis of information Safari Search Sunburst Wings for Learning MAC This software stimulates non verbal abstract reasoning It is particularly good at helping students learn to differentiate between inference and
60. overhead with excerpts appropriate for your students If desired photocopy overhead for use as student handout Today we re going to discuss self image This area addresses issues such as Prior to your brain injury did you like yourself Did you think you were valuable and important in the world Any other examples from the class of what self image could describe Why might understanding your self image prior to your brain injury be helpful in your rehabilitation process Encourage class members to generate ideas about what self image could refer to and how understanding their self image prior to their brain injuries could help them identify personal strengths and weaknesses Investigation Source Self Questionnaire In our quest for understanding who you were before your brain injury it seems logical to begin by asking you You will therefore be completing a Self Questionnaire designed to get your perspective of yourself prior to your brain injury It is possible to have a different assessment of yourself prior to your brain injury than did others This difference in perspective can be small large or in between What might it indicate if the difference between your assessment of yourself and your life and that of your friend or family member is small What may be indicated if the difference is large How may a significant difference impact your rehabilitation efforts How might you benefit from learning how similar or dissimilar your per
61. playground background himself herself to gin lisPirit Nest edge in this Lesson i1Pgtifi Dfr n1 Word List 1 sf 3 Sample Screens for compound words Ultimate Phonics i mailbox Left click a word on the upper screen and it is read Right click on a word in the upper screen and the program takes the user to the second screen In the lower screen passing the mouse over the whole word mailbox causes it to be read Passing the mouse over a red bar causes the word under the bar to be read Passing the mouse over the letters of a yellow square will generate the sound of the letter or letters As in the example on the previous page a seamless drill of word sounds word can be practiced Notes Page 68 ABIJLD Utilization Guides Ultimate Speed Reader win Publisher Retail Cost 39 95 Davidson amp Associates Inc P O Box 2961 Torrance CA 90509 800 545 7677 www davd com System Requirements 80286 processor or higher with at least 1Mb of memory hard drive VGA EGA or Hercules card Windows 3 0 or higher mouse recommended Description Ultimate Speed Reader for Windows is designed to help improve reading speed comprehension and retention rate It will assess students current reading speed and comprehension level and prescribe an individualized training program for them Ultimate Speed Reader contains nine different topics of r
62. quiz performance 1 Take notes and participate in idea and summary generation 2 Students respond in Pl and then volunteer to share the techniques they will use 1 a Usten and take notes re the relevant information lb Complete the quiz including identification of strategies utilized while listening to lecture and taking notes 2 Evaluate quiz performance and seek remediation as necessary Ce143B1 Critical Thinking Component WHAT INFORMATION IS IMPORTANT HERE COMPARE AND CONTRAST DIAGRAM Reading Strategies Lecture Strategies HOW ALIKE If you can decide whether or not something sounds important assume it is and write it down HOW DIFFERENT with regard to Amount of time to determine relevancy varies and may be a A in learner s control TIME Very limited time to decide on what s relevant Read examples in book but Usually not able to come up try to come up with your own with your own examples examples to help with further EXAMPLES during lecture write down understanding instructors examples C6A3B1 Coastline Community College Comprehensive Cognitive Retraining Curriculum for Adults and Adolescents with Acquired Brain Injury MEMORY CURRICULUM Instructor Notes amp Student Handouts Bonnie J Olsen Ph D t Application Psychosocial C A BI Model Instructor Notes iii Table of Contents GENERAL INTRODUCTION aa Vii INSTRUCTOR NOTES
63. related items Functional A student with deficits in the areas of fluid and abstract reasoning Manifestations may have difficulty organizing and classifying ideas or seeing implications for the broader application of learned rules For example this student may memorize the steps of meiotic cell division in basic biology but may not see how that knowledge applies to understanding the transmission of genetic traits to one s own offspring The same deficit would make it difficult to understand symbolic representations interpret characterization in literature or apply principles learned in sociology or anthropology to daily life Such students may also have difficulty seeing relationships which govern sequencing tasks especially when multiple associations are involved or may find it difficult to solve problems which require two or more steps to solution Cognitive Deficits Fluid and Abstract Reasoning 25 26 Software Considerations Instructional Goal Students will practice the skills of inference sequence logic rule formation classification and organization of complex information leading to improved problem solving skills Students will learn to evaluate results and develop new solutions as necessary Instructional Considerations Improvements in abstract reasoning require a combination of teacher support and independent student work on software Teacher support might take the form of organizing students into teams p
64. right hand corner of the pages Web Pages Referenced for Learning Disabilities nat Center to Improve Practice in Special Education Computer Supported Stud Strategies for LD Computer Based Information Organizers Reading and Writing Using Inspiration Organizing Information with Software Tools National Center to Improve Practices in Special Education NCIP Library Table of Contents UCSF Research on Language Learning Disability and Dyslexia LD Remediation Research Other Internet Information The Dana Consortium on Language Based Learning Disabilities Speech Processing Language Based Learning Disability Interactive Training Games Language based learning disabilities and dyslexia Neurophysiology and Models Publications Language Based Learning Disability Remediation Research What s New Baltic DYSLEXIA RESEARCH LAB ApS P EJ Learning Disabilities Information from the Learning Disabilities Association LDA Learning Disabilities Association of America LDA Resources They Speak for Themselves Teaching Reading Definition of Terms LDA Bookstore LDA Bookstore Adults LDA Literary Bookstore Research Educational LDA Bookstore New Additions Information from Orton Orton Dyslexia Society About Dyslexia Technology Research Government Attention Deficit Hyperactivity Disorder DECADE OF THE BRAIN Information from the Rebus Institute Rebus Institute Employer Accommodation Central Auditory Proces
65. s Before completing this lesson the students should have had exposure to and or practice in 1 relating Question 7 from What Smart Students Know to reading as opposed to lectures 2 using compare contrast diagrams see pages 9 11 of Organizing Thinking Graphic Organizers full book reference contained in table on page 87 Part Ill Additional Critical Thinking Topics Lesson Plan Identifying Relevant Information Desired Learning Outcomes What do you want the student to accomplish as a result of this instructional event 1 Recognize the Importance of the cognitive skill of identifying relevant information and its relationship to being successful in school 2 Become aware of where their problems le in the area of determining the relevant information in classes lectures and readings 3 Identify what strategies they are currently using to determine relevant information 1 Recall information from previous lessons re knowing what s important and what s not 2 Compare strategies used for reading with strategies used for lectures Instructor Activity What Is the instructor doing to facilitate the desired learning outcome from Column 1 1 Introduce the importance of determining which information is important in the context of classes both lectures and reading material 2 Ask students what problems they ve noticed in themselves related to gleaning information from classes or lectures 3 Ask
66. the following 0 l 2 Wink your left eye printed on an index card Examiner s Note Present the index card to the applicant and ask him her to read it Form 7 page 2 92 e Write your name e Write your address e Write your phone number Examiner s Note Provide pencil and paper Tell me three things about the weather today e What does the following proverb mean Don t count your chickens before they ve hatched Total Subscore Psychosocial After completing the interview and screening questionnaire rate the following areas Expressed information and responded appropriately to questions Demonstrated appropriate social interaction e Controlled and exhibited appropriate emotional responses _0 i 2 Exhibited appropriate affect feeling tone e Appropriately initiated conversation Exhibited appropriate personal hygiene Total Subscore Composite Score Examiner s Note Add total subscores for cognition language communication and psychosocial and derive composite score The interpretation of the sub scores and composite score is presently up to the professional judgment of the interdisciplinary team Form 7 page 3 93 Examiner s Impressions Check the space beside the statements that best describe the applicant Adjustment _ poised tense at ease anxious hostile _shy excitable easily upset cooperative needs frequent reassurance Other II Responsiveness alert hyper
67. the mouse or by using the arrow keys If you go to a square that does not fit the rule the computer will put you back where you were When you have reached the goal you will be asked Can you identify the rule used in this game Click on either the Yes or No button Click on the box at the bottom of the screen that contains the correct rule 10 Click on OK 12 Click on the white boxes to complete the rule Be sure to copy your scores onto the score sheet What s My Logic is a product of Critical Thinking Press and Software wml doc Name Date Level What s My Logic Score Sheet Correct Incorrect Rule Guesses What s My Logic is a product of Critical Thinking Press and Software wmlscr doc Get Me Out of Here Game I Nautilus Bay Mission You are on your way to a soccer tournament outside the Nautilus Bay city limits but you need to get something for the school principal before leaving Nautilus Bay Start and Exit Locations Start at the intersection of Sunset Avenue and Fairground Way Exit by the east end of Lower Bay Drive The Nautilus Bay exit is not marked on the map but is listed under the Places menu Date Time Weather Date March 7 1998 Time 12 23 p m Weather Sunny and windy Travel Time The correct escape route will have you out of Nautilus Bay by 3 23 p m March 7 1998 Tasks e Drop off the weather report at the School e P
68. the student s ability to reproduce symbols associated with numerals under timed conditions A student whose test behavior suggests specific processing speed deficits may have difficulty understanding lengthy directions or lectures completing reading or written assignments in a timely fashion and completing any tests or assignments under timed conditions especially those involving extensive retrieval or organization of information Unless concentration and memory skills are particularly strong processing speed deficits may also impact negatively on other academic skills which exceed this student s duration of concentration and memory capabilities e g algebraic calculations computer programming and even tests or assignments which are not timed In daily life depending on the severity of the processing speed deficit there may be problems in taking phone messages understanding news on the radio driving skills and any tasks involving rapid hand eye coordination e g sports video games It may be necessary to use compensatory strategies e g audio taping for note taking for functional academic purposes Cognitive Deficits Processing Speed 11 12 Software Considerations Instructional Goal Students will increase comprehension speed and reaction time while responding to a variety of information Instructional Considerations It is imperative that students enjoy and see the purpose of tasks developed to improve proce
69. to have no apparent physical impairments but complained of generalized left sided weakness She returned to work but her level of organization and follow through was disrupted In addition she was unable to adequately manage her household Her behavior was recognized by friends and family as being more childlike and at times inappropriate Her academic skills remained intact but she complained of reading comprehension problems Christine realized even before she came to Townpark that she had cognitive problems As a single parent she attempted to solve a lot of problems herself She developed some of her own compensatory techniques For example she maintained a detailed calendar of all her children s activities Each morning she would list all of the important activities she would need to do that day Although she was able to compensate reasonably well the pressure of caring for her family and herself caused emotional stress and anxiety She began to worry about losing her job A social worker friend at the hospital counseled her to take a medical leave of absence and go back to school to brush up on her skills She made an appointment with a counselor at Townpark who interviewed her and referred her to the Disabled Student s Center An evaluation by the Learning Disabilities Specialist revealed mild cognitive impairments She was advised to enroll in a special study class a peer support group sponsored by the Re Entry Program a weight
70. to use Having the opportunity to practice personally relevant words enhances expands the value of the software Creating personalized reading materials is not practical unless the authoring tool is easy to use Software should provide multiple reading levels Easily identified reading levels allow an appropriate match between practice material and student s reading level Achievement Deficits Basic Reading Skills Sound output is desirable With sound output students can hear if they have successfully visually decoded a target word The option to have a word highlighted as it is read is a useful software attribute Suggested Word Attack Plus Davidson DOS MAC Software This program is useful because of the wide range of data disks available which cover various grade levels and specific content areas roots and prefixes SAT vocabulary Skills Bank H Skills Bank Corporation DOS MAC A strength of this program is that its vocabulary building lessons are organized into word parts including Greek and Latin roots as well as categories of prefixes and suffixes In the DOS version students can make print screens of word categories to use for later study and review WordMunchers MECC DOS MAC This program encourages rapid decoding of vowel sounds at the single syllable word level Achievement Deficits Basic Reading Skills 37 38 Assessment Measures Functional Manifestations Reading Compreh
71. viewpoint of their peer group or society They know what their perspective is and can talc insightfully about it Se9 CLARIFYING ISSUES AND CLAIMS The more completely clearly and accurately an issue or claim is formulated the easier and more helpful the discussion of its settlement or verification Given a clear statement of the issue and prior to evaluating conclusions or solutions it is important to recognize what is required to settle the issue And before we can agree or disagree with a claim we must understand it clearly It Principle Principle Principle makes no sense to say don t know what you are claiming but deny ft whatever is it The critical thinker recognizes problematic claims concepts and standards of evaluation making sure that understanding preceedes judgment S 10 CLARIFYING IDEAS Critical independent thinking requires clarity of thought A clear thinker understands ideas and knows what kind of evidence is required to justify applying a word or phrase to a situation The ability to supply a definition is not proof of understanding One must be able to supply dear obvious examples and to use the idea appropriately In contrast for an unclear thinker words float through the mind unattached to dear specific concrete cases Different ideas are confused Often the only criterion for the application of a term is that the case in question seems like an example Irrelevant associations are
72. vowel sounds This interactive questioning elicits this sensory cognitive thinking and reasoning base The computer problem solving activities can further reinforce this base There are five processing steps to be mastered e consonants e vowels e tracking e spelling e reading ABI LD Utilization Guides Page 47 With this program students are helped to integrate oral motor feedback with visual and auditory feedback to track and verify the identity number and order of sounds within spoken words Basic Use 1 Start the program from the Program menu 2 Enter first and last name in user box so progress can be tracked 3 Select type of sounds to be practiced 4 Follow instructions Notes The activities on this disk represent a milestone in technology for phoneme awareness and practice activities Page 48 ABI LD Utilization Guides Win 3 x Win 95 Publisher Retail Cost 134 95 Parrot Software P O Box 250755 West Bloomfield MI 48325 0755 800 727 7681 www parrotsoft com System Requirements PC Compatible 386 or faster processor Windows 3 x or 95 4 MB RAM SVGA graphics 640X480X256 mouse Windows compatible sound card Description The program is designed to provide the user with a hierarchy of listening experiences A random selection of 1 to 5 part verbal instructions is presented to the user The instructions consist of assigning colors to specific geometric forms displayed on the screen
73. with familiarity It is difficult for students to learn new information when under pressure Spell It Plus Davidson DOS MAC This software is especially useful because it provides a wide variety of spelling lists the capacity to make flash cards and includes an activity requiring proofreading and editing in context Missing Links Sunburst Wings for Learning DOS This software is useful because it requires using reading context clues and because the user can control the level of spelling difficulty by specifying the type of missing data A student whose test results suggest specific deficits in writing mechanics may avoid classes where writing is a target skill but may still encounter difficulties in writing essay answers on tests taking effective notes in lectures writing directions to complex assignments or messages to instructors In daily life this student may not produce formal or informal correspondence e g letters memos or messages or instructions as given by doctors or other professionals Instructional Goal Students will demonstrate knowledge of the rules of capitalization punctuation and grammar and practice strategies for monitoring and correcting errors in written work Achievement Deficits Basic Writing Skills Instructional Considerations Students must see the relationship between their written work and rules they are learning Students can improve the writing mechanics in their written a
74. with a number of strategies which will assist in information storage and retrieval Examples of memory strategies are picturing personalizing and organizing material Most software programs do not teach specific memory strategies but instead provide a forum for practicing learned strategies The instructor should make clear how the memory strategies being practiced can apply to everyday life Cognitive Deficits Long Term Retrieval Software Characteristics Feedback should be educational Frequent on screen scoring allows students to learn from their responses There should be an opportunity to try a task more than once with minimal penalty Cues should be provided if responses are repeatedly inaccurate Students should be able to determine their most effective learning modality by comparing scores on a variety of tasks The software should accept close approximations of spelling where accuracy is not essential Software tasks must provide practice with a limited number of easily defined strategies Practice with a limited number of strategies enables a student with memory problems to clearly understand the nature of the strategies being developed and used Tasks should be presented in order of increasing complexity It is critical for students with memory problems to begin developing memory strategies at a simple level before moving to more complex levels Tasks of increasing complexity provide motivation and an opportunity t
75. your left eye printed plainly a pencil and paper Cognition Orientation Person Tell me your full name Tell me your address Tell me your place of birth Tell me today s date Tell me the season How long has it been in months since Thanksgiving or the Fourth of July Examiner s Note choose the holiday most distant from today s date e Place Where are you What city are you in What state are you in Form 7 page 1 Immediate Memory e Name three common objects and ask the applicantz 0___ __2 to repeat them to you cat house boat Examiner s Note If unable to immediately recall the objects repeat until they are learned Attention Concentration Subtract by 3 s from 100 es ES E FD 100 97 94 91 88 85 82 79 e Recite letters of the alphabet that rhyme with the word tree HE b c d e g p t vV z Delayed Memory Ask for recall of three common objects in Immediate Memory section 0 2 _ Total Subscore Language Communication Name objects 0 l 2 Examiner s Note show a book a pencil and a key to the applicant and ask him her to name it e Repeat Mind your p s and q s 0 1 2 Examiner s Note recite the phrase clearly and ask the applicant to repeat it Follow a three stage command Open the book put it on the floor 0 l 2 but first give me the pencil Examiner s Note give the full command and ask the applicant to comply e Read and comply with
76. 30 Software Considerations Instructional Goal Students will increase sustained mental focus to a stimulus or series of stimuli and increase the duration of that mental focus Instructional Considerations When working to remediate this area instructors may need to consider ways of initially isolating the student from outside distractions e g facing students away from movement or activity Some students may benefit from listening to soft music from Walkman style headphones Techniques to insulate students from distractions should be gradually removed before increasing difficulty levels in software programs These techniques can also be considered when compensating for distractibility while working in other types of software programs Software Characteristics Content difficulty should not interfere with task objectives For freedom from distractibility it is important that content difficulty be at a level where students are currently successful In this way students are not bored by easy content and can focus on inhibiting reactions to extraneous events rather than on difficult content Parameters for duration of focus should be controllable Task duration should be set to appropriate levels for each student or the task process should be designed so that it ends when the student is distracted Distraction from the task should be detrimental to students score or negatively impact their performance on the task
77. 45 minute psychosocial class each day The class is designed to deal with the psychological and social difficulties that many individuals face after a brain injury The psychosocial class itself consists of two separate components processing problem solving and curriculum Part I of this book deals with the processing problem solving part of the psychosocial component Students with sufficient insight are involved in processing Briefly processing enables students to discuss brain injury related issues with their peer group and gain valuable insight into their behaviors and interpersonal skills while obtaining support The problem solving component is the alternative class for students who have limited or no insight As in the processing component the students are given an opportunity to discuss issues but receive much more structure and support These two options are discussed in great detail in Part I Part I includes the curriculum we ve developed for the psychosocial component Four complete units of instruction are presented each including lecture notes and student handouts The four units are Pre Injury Personality Neuropsychological Effects of Brain Injury Coping with Brain Injury Life After Brain Injury What Next Psychosocial Committee Members The following staff members from Coastline Community College s Traumatic Head Injury Program served on the C A BI Psychosocial Committee and contributed greatly to the contents of this boo
78. A 98052 6399 206 635 7245 http www microsoft com enable System Requirements The Accessibility Options are found in the Windows 95 98 NT Control Panel which is accessed through Settings on the Start menu The Accessibility Options are included in the default Windows 95 98 NT installation Description The Accessibility Options include five types of adaptive system support Keyboard Sound Display Mouse and General Note that there is no Display Tab on the NT Control Panel Recommended Uses The Options provide system support for persons with physical difficulty in using the keyboard persons who have visual disabilities and need larger print stronger contrasts or larger mouse pointer persons who are deaf or hard of hearing and need to see sound events and persons using a serial device to connect to the computer What is singular about this cluster of operating system support is the fact that previously almost all of these features had to be purchased from third party vendors Basic Use 1 Enter Ctrl Escape to bring up the Start menu 2 Double Click on Accessibility Options The Accessibility Properties window appears 3 Click on a properties tab to go to a support feature The Keyboard Properties Tab Three features StickyKeys FilterKeys ToggleKeys are available each has a settings window which is reached by clicking on a Settings button e StickyKeys Use sticky keys to latch the special keys Ctrl Al
79. Acquired Brain Injury Learning Disability Training Guide High Tech Center Training Unit Of the California Community Colleges at the Foothill De Anza Community College District 21050 McClellan Road Cupertino CA 95014 408 996 4636 800 411 8954 http www htctu fhda edu Rev 1 11 00 Objectives Participants will be able to E identify the basic characteristics and needs of students with learning disabilities or cognitive disabilities from acquired brain injury discuss the software characteristics that are desirable for use in remediation and compensation of learning disabilities or cognitive disabilities from acquired brain injury demonstrate representative examples of software for students with traumatic brain injury or learning disabilities demonstrate instructional strategies necessary to remediate or compensate for specific skill deficits with computer technology demonstrate the ability to use the World Wide Web WWW on the Internet to find information relevant to learning disabilities or traumatic brain injury identify the basic steps in a decision making problem solving strategy discuss the advantages and disadvantages of cooperative group work and discuss the utility of grammar checkers and spell checkers used with word processing programs Curriculum Models Table of Contents Introductory Statement Original High Tech Center Curriculum Models Samples of
80. Additionally the program records performance prints performance reports including user response times On screen help is included Recommended Uses The program is designed for use with mid to high functioning persons with neurologic impairments of short term memory and attention Basic Use Click the Start button Click Programs Click Parrot Software Click the appropriate software title Go to the File menu and select Choose Name Click Setup Menu and select Setup a Lesson Set values desired and click Save Click Begin Lesson Click the Help menu to get more information Oe O OV ee a ABI LD Utilization Guides Page 73 Notes The program can also be purchased as part of a bundled set the Windows Memory Package 799 95 which contains the following titles Visual and Auditory Memory Span Plus Visual Memory Plus Visual Pattern Memory Plus Compensatory Memory Strategies Chunking Plus Compensatory Memory Strategies Loci Plus Remembering Names Plus Auditory and Visual Instructions Plus Memory for Directions Plus Page 74 ABI LD Utilization Guides What s My Logic Win Publisher Retail Cost 65 00 Critical Thinking Press amp Software P O Box 448 Pacific Grove CA 93950 800 458 4849 408 393 3277 FAX System Requirements Windows version requires MS Windows 3 0 14 inch VGA monitor 1 MB RAM Macintosh version available Description This software presents mind stretching figural and v
81. Alternating attention works on switching tasks Was this easy medium hard for you circle one 2 What did you learn about what happens when someone interrupts you Hierarchical Attention Training Software is a product of Parrot Software attalscr doc Hierarchical Attention Training Score Sheet for Divided Attention 0 Name Date Attention Stimulus E 8 Type Divided odd even Divided Number Combined Comparison Divided Number Combined Comparison Divided Before amp Combined after M Divided Before amp Combined after M Divided Letter Combined Sequence Divided Letter Combined Sequence 1 Divided attention works on doing more than one thing at a time Was this easy medium hard for you circle one 2 When your mind is overloaded what can you do to reduce the number of errors you make Hierarchical Attention Training Software is a product of Parrot Software attdvscr doc NANA How to Use What s My Logic Boot the computer Start Windows Double click on the icon for Becky s Classes Click on the icon for What s My Logic Click on the Play Game button The following Dialog Box will appear Select the items assigned by your teacher Click on the Okay button When the game screen comes up start in the lower left corner and move from one square to the next to find a path to the GOAL square in the upper right corner You may move by clicking on the square with
82. Building Thinking Skills Book 2 pp 70 72 2 Building Thinking Skills Book 3 Figural pp 115 131 145 163 176 190 3 Mechanical Aptitude amp Spatial Relations Tests pp 46 51 65 77 81 89 4 Critical Thinking Activities pp 67 95 96 FIGURAL SEQUENCES SEQUENCE OF FIGURES SELECT STRAND Figural Sequences PAGES 42 45 ADDITIONAL MATERIALS Transparencies of TMs 11 12 and 13 cut apart as indicated Attribute or design blocks optional INTRODUCTION A sequence is defined as an arrangement of things having regular patterns or regular changes Where In this room can you see examples of patterns Answers fabric in clothing cement block or brick walls floor or ceiling tiles Venetian blinds leaf arrangements on plants OBJECTIVE These exercises deal with sequences You will determine what the sequence Is by looking for the pattern of changes in a series of figures DEMONSTRATION EXPLANATION Optional demonstration using blocks Use attribute or design blocks to set up the following sequence on the chalkboard tray or tabletop NOTE This set will be used at the beginning of the demonstration LARGE LARGE LARGE LARGE LARGE BLUE BLUE BLUE BLUE BLUE SQUARE CIRCLE TRIANGLE SQUARE CIRCLE Set up this sequence of blocks to the right a considerable distance from the first NOTE This set will be used at the middle of the demonstration by the students LARGE LARGE LARGE LARGE LARGE LARGE RED BLUE RED BLUE RED BLUE
83. Course Materials From Other Schools About the Original HTC Curriculum Models When the High Tech Centers were first implemented a body of curricula was developed by High Tech Center Instructors and DSP amp S Program Directors from around the state Many existing course offerings on college campuses reflect these original models Although the prototype models are out of date in the sense that specific software applications and devices which are mentioned represent out of date technology the structures offered by the various course offerings have proved to be viable models for providing a functional HTC structure which appears to provide relevant instruction for students The basic models reflect two curricular strands assistive technology and instruction designed for students with learning disabilities or brain injuries Course Outlines Table of Contents Improving Learning Potential Course Outline cece ee ee ee eenee teen teen en es 1 Study Skills Course Outline re Eee 7 Improving Learning Potential Course Outline Pre Requisite Co Requisite The student must have a verified disability Computer Access Evaluation and or Keyboarding courses may be required as a pre requisite or co requisite Keyboarding software such as Typist or Type may be used as a component of the foundations module of the course to acquaint the student with the keyboard in a carefully structured match to sample task Class Format Three hour
84. Disabled Student Programs and Services It is recommended that a complete packet of information applications and forms be sent to the prospective student through the mail This packet should include the following e cover letter e program description brochures e entrance guidelines e college application e DSP amp S program application e release of information form s e return envelope with mailing label Suggested formats are found under Forms in the Resource Section After receiving the completed application medical and rehabilitation records a professional team reviews them to determine if the applicant meets the General Entrance Criteria and has a medically verifiable acquired brain injury Those applicants who meet these criteria are scheduled for interviews and screening assessments Others are referred to more appropriate resources The following forms are provided to assist with the screening and assessment process e ABI Applicant Tracking Sheet Interview Worksheet e Pre Screening Packet Check List e Sample Cover Letter e Entrance Guidelines e Screening Process Check List e Screening Assessment e Examiner s Impressions In the personal interview with the applicant it is necessary to develop an awareness of that person s ability to exhibit appropriate adaptive behavioral patterns compatible with being a student at a community college In addition it is important to determine if the resources avai
85. E 2 E 3 E 4 Give students sufficient time to complete these exercises Then using the demonstration methodology above have them discuss and explain their choices Use the following cues to encourage the discussion procedure demonstrated 1 RECOGNIZE PRONOUNCE WORD 2 DEFINE WORD 3 DEFINE OPPOSITE WORD 4 SELECT OPPOSITE WORD ANSWER 5 EUMINATE DETRACTORS CONFIRMATION 97 BUILDING THINKING SKILLS BOOK 2 VERBAL SIMILARITIES AND DIFFERENCES OPPOSITES SELECT Each line contains four words Read the first word and think about what it means One of the next three words will mean the 0 opposite of the first word Underline the word that is the opposite of the first word E 1 gain a loss b profit c weight E 2 play a amuse b entertain c work E 3 allow a deny b let c permit E 4 safety a cover b danger c shelter E 5 mend a break b correct c patch E 6 neat a Clean b messy c orderly E 7 tight a close b firm c loose E 8 save e e e a collect b rescue c spend E 9 harm a benefit b damage c hurt E 10 permit a allow b forbid c have e 1984 MIOWEST PUBLICATIONS 91950 128 CoA3BI Coastline Community College Comprehensive Cognitive Retraining Curriculum for Adults and Adolescents with Acquired Brain Injury CRITICAL THINKING MODEL itt CURRICULUM Instructor Notes Student Handouts Sample Lessons amp References Jan Heck Editor Main Idea amp Relevant vs Irrelevant MI Com
86. ERENCES OPPOSITES SELECT STRAND Verbal Similarities PAGES 128 130 ADDITIONAL MATERIALS Transparency of student workbook pages 125 and 128 Washable transparency marker INTRODUCTION Project the transparency of page 125 In the figural analogy exercises you selected or drew figures that had the opposite position or the opposite color In exercise D 77 you illustrated opposite color In exercise D 78 you illustrated opposite position OBJECTIVE In these exercises you will select a word that has the opposite meaning of a given word DEMONSTRATION EXPLANATION Project exercise E 1 from the transparency of page 128 You will look for the word that is most unlike the given word After you have selected a word check the other words to confirm that they are fiat opposites In exercise E 1 you are given the word gain and three words which might be opposite to gain Gain means an addition or increase You must find a word that means the opposite of increase Loss means a subtraction or decrease and is the opposite of gain Now check the other words to be sure that loss is the word most unlike gain Profit means to gain or increase money so profit is not an opposite Weight is a characteristic that can be gained or lost so it can t be an opposite Therefore loss is most unlike gain and should be circled NOTE Since weight loss and profit are all nouns the definition of gain as a verb should be avoided GUIDED PRACTICE EXERCISES
87. Learning DOS Mac 28 Foundations II Psychological Software DOS 31 Foundations II Memory Psychological Software DOS 6 10 Index G Geometry Broderbund Mac 51 Grammar Examiner Compton s New Media DOS 58 H Headline Harry and the Great Paper Race Davidson 45 L Letter Word Identification WJ R test 22 35 Listening comprehension 19 Long Term Auditory Verbal Memory 3 Long Term Retrieval 3 Long Term Visual Memory 4 Lost Tribe Lawrance Productions Davidson DOS Mac 28 M Matching Visual test 3 11 Math Blaster Mystery Davidson DOS Mac 51 Math Shop Scholastic DOS 51 Memory Hartley DOS 7 Memory Building Blocks Sunburst Wings for Learning 6 10 Memory for Names test 1 3 Missing Links Sunburst Wings for Learning DOS 56 N Nigel s World DOS Mac 45 NumberMunchers MECC DOS Mac 48 O Oral Vocabulary test 13 18 P Picture Recognition test 12 14 Print Shop and Print Shop Deluxe Broderbund DOS 16 83 0 Quantitative Concepts WJ R test 33 46 R Reading Comprehension 38 reading comprehension skills 40 Reading Workshop Mindscape DOS 42 S Safari Search Sunburst Wings for Learning Mac 27 Similarities subtest 11 25 Skills Bank 11 Skills Bank Corporation DOS Mac 37 42 44 48 58 Spell It Plus Davidson DOS Mac 56 Spell It Plus Davidson DOS Mac 21 Spelling 4 spelling rules 3 Synonyms Antonyms Analogies Hartley D
88. Library Materials and Resources Adapted Parking Adaptive PE Audio Visual Equipment and Resources Available Funding Staff Time for Training CAI Adapted Computer Technology Campus Accessibility Maps Campus Orientation Cognitive Training Counseling Guidance _____ Enabling Services Facilities Equipment Modification Housing Assistance Locator Individual Assessment ABI Individual Assessment General Individual Assessment LD Individual Assessment Speech Language Hearing Interpreter Manual Form 1 page 1 44 Form 1 page 2 Interpreter Oral Job Development Liason with Referral to Campus Agency Liason with Referral to Community Agencies Mainstream Classes with Support Mobility Training Note Taker Services One to One Instruction Paraprofessional Tutoring Peer Counseling Personal Counseling Pre Vocational Training Reader Services Registration Assistance Self Contained Program Small Group Specialized Instruction Special Classes for ABI Students Speech Language Services Test Taking Facilitation Transcription Services Braille Transcription Services Non Braille Form 1 page 3 46 Transportation Assistance Off Campus Tutoring Vocational Counseling Vocational Preparation Vocational Testing Wheelchair or Adapted Devices Loan Wheelchair or Adapted Devices Repair e Chapter Five Student Profiles our points need to be emphasized about students with ABI e They
89. MORY THE ORGANIZER The Organizer 48 Choosing an Organizer 48 Organizer Sample Page Two Day Format 50 Organizer Sample Page One Week Format 51 LESSON 10 USING THE ORGANIZER gis cencuasines eae engeren 52 LESSON 11 CHECKING THE ORGANIZER cceceececeeceeceeeeeeeeeeaeeeenes 54 Assignment Memory Log Remembering Plans for the Future 55 LESSON 12 PROSPECTIVE MEMORY REMINDERS Step System for Medication Box 57 Instructor Notes LESSON 13 REMEMBERING THE RECENT PAST csccsscsecseeeeeeserseesees 58 Where and When to Record 58 What to Record 58 LESSON 14 REMEMBERING THE RECENT PAST RECORDING NOTES GO Assignment Memory Log Remembering the Recent Past 61 LESSON 15 REMEMBERING THE DISTANT PAST cooocooccccnconcnncnnnnoncnncnnnnnos 62 Methods 62 LESSON 16 MEMORY AND TIME o sao 63 Types of Time Loss 63 Methods 63 Assignment Memory and Time 64 LESSON 17 ORGANIZATION AND PLANNING oooccccccccncnccnnnononcncnnoncncnnanono 65 Belongings 65 Financial Papers Health Insurance 65 Kitchen 65 School 65 Time 65 Family Roommates 65 Instructor Notes LESSON 3 MEMORY SYSTEMS OVERVIEW LIBRARY ANALOGY Ref student handouts pages 38 39J In this lesson you will present the library analogy as depicted in the student handouts as a way to understand a very complex process Memory systems theory is a theory not fact It provides an explanation for how we can understand mem
90. NY 10570 800 338 3457 79 00 Skills Bank H Skills Bank Corp DOS Mac Skills Bank Corporation 15 Governor s Court Baltimore MD 21244 800 451 5726 DOS amp Mac Ver 1 245 00 78 Software References Speed Reader Davidson DOS WIN Davidson amp Associates Inc P O Box 2961 Torrance CA 90509 800 545 7677 DOS Ver 59 95 WIN Ver 49 95 Spell It Plus Davidson DOS Mac Davidson amp Associates Inc P O Box 2961 Torrance CA 90509 800 545 7677 DOS Mac Ver 59 95 Success with Writing Scholastic DOS Mac Scholastic Inc P O Box 7502 2931 E McCarty Street Jefferson City MO 65102 800 541 5513 DOS Ver 99 95 Mac Ver 129 95 The Super Factory Sunburst Communications Wings for Learning DOS Sunburst Communications Wings for Learning 101 Castleton Street Pleasantville NY 10570 800 338 3457 65 00 Software References 79 Synonyms Antonyms Analogies Hartley DOS Hartley 133 Bridge Street Dimondale MI 48821 800 247 1380 49 95 Tetris Welltris Spectrum Holobyte DOS Spectrum Holobyte 2061 Challenger Drive Alameda CA 94501 415 522 1164 12 95 Time Treks Davidson DOS Mac Distributed by Davidson amp Associates Inc P O Box 2961 Torrance CA 90509 800 545 7677 79 95 What s My Angle Davidson DOS Mac Davidson amp Associates P O Box 2961 Torrance CA 90509 800 545 7677 59 95 Software References
91. O WINDOWS 3 1 cccccccccccccccccccccccccccccccces 15 INSTRUCTOR NOTES for USING A CENTRAL IDEA GRAPH TO GATHER INFORMATION FROM THE WAY THINGS WORK CD ROM 17 CENTRAL IDEA GRAPH for CD ROM THE WAY THINGS WORK ssceee0s 21 STUDENT HANDOUT THE WAY THINGS WORK CD ROM cscceeees 23 STUDENT HANDOUT CAW TIME CAPSULE CD ROM cccccsccssccescccees 31 STUDENT HANDOUT MAP N GO CD ROM cccscsccccscsccscsccccscsccccsces 39 STUDENT WORKSHEETS FOR COMPUTER PROGRAMS INTRODUCTION Jan Heck At Coastline Community College our Traumatic Head Injury Program students attend a 45 minute computer lab each day Please note that we do not consider the computer lab to be a CPA BI component in and of itself rather the primary purpose of the computer lab is to reinforce what is taught in Concepts and Application classes To that end we have collected a number of computer programs which permit our students to practice and apply the various skills taught in our Traumatic Head Injury Program including Figural Skills Verbal Skills Attention Skills Memory Skills Critical Thinking Skills as well as various supplemental skills In the course of evaluating many computer programs and teaching many computer lab classes for ABI students we have made several discoveries First cognitive rehabilitation software is not the only source for your computer labs Many educational companies create softwa
92. O button or press the Enter key to start the game 9 To play the game you may either click on the buttons with the mouse or press the Enter key 10 To stop the game pull down the File menu and select End Lesson Click on Yes or hit the Enter key 11 When the score screen is displayed copy your scores to the score sheet 12 To exit the program pull down the File menu and select Exit Program Click on Yes or hit the Enter key Hierarchical Attention Training Software is a product of Parrot Software Inc howattn doc Hierarchical Attention Training Score Sheet for Focused and Selective Attention Stimulus Type Focused Single Digit 1 What type of attention was your highest score 2 What type of attention was your lowest score 3 Focused attention works on attention span What did you learn about your attention span 4 Selective attention works on distraction What did you learn about your reaction to distraction Hierarchical Attention Training Software is a product of Parrot Software attfscr doc Hierarchical Attention Training Score Sheet for Alternating Attention Name Date Attention Stimulus Cue Memory Total 0 Mean Type Type Type Required Tried Correct Correct Time Comparison Comparison after M after M Sequence Alternating Letter Combined Sequence Increase Wait time until you can master the task What Wait setting worked for you 1
93. OS 22 T Tell Tale Heart Discis Books CD ROM for DOS WIN 24 TetrisNVelltris Spectrum Holobyte DOS Mac 31 The Right Turn Sunburst Wings for Learning DOS 17 The Super Factory Sunburst Wings for Learning DOS 17 Time Treks Davidson DOS Mac 45 times tables 3 V Verbal Comprehension Expression 18 Visual Auditory Learning test 8 3 Vocabulary 19 vocabulary development 40 What s My Angle Davidson DOS Mac 52 What s the Story Sunburst Wings for Learning DOS 42 Word Attack Plus Davidson DOS Mac 37 44 Word Attack Plus Spell it Plus Math Blaster Plus 7 84 WordMunchers MECC DOS Mac 31 37 WRAT R Arithmetic 46 WRAT R Reading 35 Writer s Helper II Conduit DOS Mac 61 Writing Fluency WJ R test 35 59 Writing Samples WJ R test 27 59 Written Expression 59 Index Notes Notes Notes Notes State Disclosure Form This document was produced under California Community Colleges Chancellor s Office Grant No 91 0278 The High Tech Center Training Unit with an annual budget of 583 000 89 ABIILD Utilization Guides High Tech Center Training Unit Of the California Community Colleges at the Foothill De Anza Community College District 21050 McClellan Road Cupertino CA 95014 408 996 4636 800 411 8954 http www htctu fhda edu Rev 1 20 00 Table of Contents Accessibility Options Win 95 98 NT ii dai dida 1 B ilding P rspective Wir see
94. Placement Lists in each of the seven functional areas are provided Placement Lists The Cognitive Placement List Is able to take mainstream classes May need academic counseling and or registration assistance Is able to take mainstream classes with consideration to number of classes and content areas May need a study skills learning strategies class and monitoring Orientation training may be needed to acquaint student with the campus May need cognitive retraining i e concentration reasoning problem solving orientation with the development of specific compensatory techniques for memory deficits in conjunction with mainstream special classes Requires cognitive retraining Deficits restrict enrollment to specialized classes Benefits from cognitive retraining classes and special classes with consideration to the number of classes and content areas Requires cognitive retraining classes in a one to one or small group setting Limited benefit from community college activities Severity of involvement precludes benefit from attendance in a community college setting The Communication Placement List 1 Speech language communication is adequate for participation in main stream classes 2 Is able to take mainstream classes with consideration to content areas 3 Is able to take mainstream classes with supplemental speech language communication services or classes
95. S Compton s New Media 2320 Camino Vida Roble Carlsbad CA 92009 619 929 2626 29 95 Grammar Gremlins Davidson DOS Mac Davidson amp Associates P O Box 2961 Torrance CA 90509 800 545 7677 59 95 Headline Harry and the Great Paper Race Davidson DOS Mac Davidson amp Associates Inc P O Box 2961 Torrance CA 90509 800 545 7677 DOS Mac Ver 79 95 Software References Software References Lost Tribe Lawrence Production Davidson DOS Mac Distributed by Davidson amp Associates Inc P O Box 2961 Torrance CA 90509 800 545 7677 DOS Ver 49 95 Mac Ver 59 95 Math Blaster Mystery Davidson DOS Mac Davidson amp Associates Inc P O Box 2961 Torrance CA 90509 800 545 7677 DOS Ver 59 95 Mac Ver 69 95 Math Shop Scholastic DOS Scholastic Inc 2931 East McCarty Street P O Box 7502 Jefferson City MO 65102 800 541 5513 69 95 Memory Building Block Sunburst Communications Wings for Learning DOS Mac Sunburst Communications Wings for Learning 101 Castleton Street Pleasantville NY 10570 800 338 3457 DOS Ver 65 00 Mac Ver 99 00 75 Memory Castle Sunburst Communications Wings for Learning DOS Sunburst Communications Wings for Learning 101 Castleton Street Pleasantville NY 10570 800 338 3457 65 00 Missing Links Sunburst Communications Wings for Learning DOS Sunburst Communications Wings for Learning 101 C
96. Seeded Special dames demo Community fhal therapy 49 The program staff at Metropolitan College worked with Marty over several semesters with a combination of satellite program and main campus services Gradually his skills increased The first semester for instance Marty successfully progressed through the cognitive training curriculum at the satellite program At the same time he made sufficient progress in his special academic classes so that he could take a mainstream first aid class the following semester The class textbook was taped and tutorial assistance was provided Individualized speech and language therapy was terminated and he was transferred into a special communication class on campus Mobility rapidly improved All of these gains contributed to a decrease in his depression and an increase in self esteem and frustration tolerance Upon re evaluation his profile chart revealed significant progress Student Profile Chart Student Nardi Marty Da Sg Funchal Ara RER Levet Cegatan Commun Aalorme PoYche voarow Oont E aban aw AAA AAA Spew hludal TA p Canniunny vervice ride 50 hristine suffered a mild stroke in the right frontal temporal region at age 38 She had been supporting herself and her three children as an R N She was recognized as a dynamic and competent professional and managed her role as working mother smoothly After her hospitalization she appeared
97. Shape Section Score 33 1 3 Section 3 Changing Characteristics Section Score 71 10 14 Section 4 Sorting Section Score 83 5 6 FIGURAL ANALOGIES Total Score 100 8 8 Total Time 00 59 VERBAL SIMILARITIES amp DIFFERENCES Total Score 55 11 20 Total Time 00 39 Section 1 Antonyms Section Score 50 2 4 Section 2 Synonyms Section Score 50 2 4 Section 3 How Are The Words Alike Section Score 58 7 12 VERBAL SEQUENCING Total Score 72 57 79 Total Time 01 46 Section 1 Sequencing By Time amp Degree of Meaning Section Score 22 4 18 Section 2 Transitivity Comparison amp Time Order Section Score 50 8 16 Section 3 Cause Effect Section Score 100 9 9 Section 4 Negation amp Conjunction Section Score 100 36 36 VERBAL CLASSIFICATION Total Score 90 38 42 Total Time 01 26 Section 1 Parts of a Whole Section Score 67 6 9 Section 2 Class and Members Section Score 100 9 9 Section 3 Classes and Subclasses Section Score 92 11 12 Section 4 Identify the Exception Section Score 100 12 12 VERBAL ANALOGIES Total Score 100 4 4 Total Time 00 16 DEDUCTIVE REASONING Total Score 56 5 9 Total Time 00 16 MISSING PREMISES Total Score 67 2 3 Total Time 00 17 QUESTIONING STRATEGIES Total Score 60 6 10 Total Time 00 12 RELEVANT amp IRRELEVANT INFORMATION Total Score
98. Warm ups Eye Movement Newspaper Reading Paced Reading Timed Reading or Eye Max Notes Page 70 ABI LD Utilization Guides Visual and Auditory Memory Span Plus Win 3 x Win95 Publisher Retail Cost 134 95 Parrot Software P O Box 250755 West Bloomfield MI 48325 0755 800 727 7681 www parrotsoft com System Requirements PC Compatible 386 or faster processor Windows 3 x or 95 4 MB RAM graphics 640X480X16 Windows compatible sound card Description This software provides auditory and visual memory practice for alpha numeric symbols The program is designed to test and exercise short term memory skills A list of between 1 and 9 items is presented and the user must recall the entire list in the correct order The stimuli can be either letters of numbers and can be presented either visually or auditorily There is automatic recording of performance and it is possible to control the time visually presented stimuli is displayed Recommended Uses The program is designed for use with mid to high functioning persons with head injury aphasia language and learning disability cognitive impairment Basic Use Click the Start button Click Programs Click Parrot Software Click the appropriate software title Go to the File menu and select Choose Name Click Setup Menu and select Setup a Lesson Set values desired and click Save Click Begin Lesson Click the Help menu to get more information
99. Wilmington DE Jastak Associates Koslin B L Koslin S Zeno S M amp Ivens S H 1989 Degrees of Reading Power Brewster NY Touchstone Applied Science Associates Sohlberg M M amp Mateer C 1989 Introduction to Cognitive Rehabilitation Theory and Practice New York Guilford Press Wechsler D 1981 Wechsler A dult Intelligence Scale Revised New York Psychological Corporation Woodcock R W amp Johnson M B 1989 Woodcock Johnson Psycho Educational Battery Revised Chicago Riverside Pullishing Co 69 70 Software References Software References Ace Series Mindplay DOS Mindplay 3130 North Dodge Boulevard Tucson AZ 85716 800 221 7911 Ace Reporter Mac Ver 69 99 Dos Ver 59 99 Ace Detective Mac Ver 69 99 Dos Ver 59 99 Ace Inquirer DOS Ver 49 99 No Mac Ver Ace Explorer DOS Ver 49 99 No Mac Ver Alge blaster Plus Davidson DOS Mac Davidson amp Associates Inc P O Box 2961 Torrance CA 90509 800 545 7677 DOS Ver 59 95 Mac Ver 69 95 Algebra Broderbund DOS Mac Broderbund Dept 93EC P O Box 6125 Novato CA 94948 6125 800 521 6263 DOS Mac Ver 99 95 71 Algebra 1 Homework Tutor Missing Links Software Mac Missing Link Software 171 W 73rd Street New York NY 10023 800 377 3945 120 00 Calculus Broderbund DOS Mac Broderbund Dept 93EC P O Box 6125 Novato CA 94948 6125 800 521 6263 99 95 Captains L
100. a follower in groups Leader 1 2 3 4 5 Follower 18 Comments 15C C AVI Psychosociat Component LESSON 11 UNDERSTANDING YOUR BRAIN INJURY Purpose of Lesson To assist students in gaining a better understanding of their brain injuries and the implications associated with their neuropsychological changes Lesson Preparation 1 Photocopy Psychosocial Assignment 2 for students see page 168 2 Photocopy Medical Records Worksheet for students see page 169 3 Photocopy Vocabulary List for students begins on page 170 4 Photocopy Brain Map for students see pages 174 and 175 5 Photocopy Psychosocial Assignment 3 for students see page 176 Neuropsychological effects of brain injury is a term which refers to brain behavior relationships So when we talk about the neuropsychological effects of your brain injury we are talking about the behaviors that are caused by brain functioning or dysfimctioning Researchers have differing opinions Some believe that it is possible to identify particular brain areas that are associated with certain symptoms if that brain area is damaged Most researchers do not believe it to be that simple instead they believe that there are many interactions among brain structures to predict symptoms from damage in certain areas or structures However it is clear that some brain amp fictions such as the use of language are generally found in a certain area of the brain You will be examining you
101. active indecisive deliberate withdrawn daydreams confused hesitant irrelevant or bizarre responses Other Attention listens carefully inattentive Other Relations with others outgoing good natured friendly seeks attention appropriately intrusive Other Self criticism extremely critical of self boastful Other Form 8 page 1 94 Motivation _eager _ apathetic _resistant indifferent _guarded suspicious Other Verbalization talkative word finding problems confused gets point across easily difficulty in expression Other _Applicant exhibits basic appropriate adaptive behavior patterns compatible with being a student at a community college Applicant does not exhibit appropriate adaptive behavior patterns compatible with being a student at a community college Sugeested referrals Form 8 page 2 95 Information From the Internet The World Wide Web on the Internet is changing the way information can be obtained This ABULD Training Guide section contains print copies of many sites and some articles printed from the Web The information is broken up into two main content areas learning disabilities and traumatic brain injury Use this information to get an overview of what is current to see where to go for more information and to understand how important it is to get on line The URLs the Internet addresses for the information are usually located in the upper
102. ain Injury ABI students right at your fingertips Y Specially designed computerized student assessment Y Instant printout of individualized prescriptive curriculum The C A BI Package also includes instructor lesson plans student handouts and homework assignments plus in class and computer based activities addressing such topics as e Critical Thinking Skills e Verbal and Figural Skills e Psychosocial Adjustment to ABI e Applying Compensation Strategies at Home e Memory and Attention Call 714 241 6214 for more information SCORE S CNILNi CABI REPORT Form B Student MARY SMITH Date of Report 9 6 96 For each completed module of the CABI Assessment this report lists scores for both the whole module and its individual sections FIGURAL SIMILARITIES amp DIFFERENCES Total Score 30 7 23 Total Time 01 15 Section 1 Matching Figures Section Score 17 1 6 Section 2 What Shape Completes the Square Section Score 13 0 5 4 Section 3 Congruent Figures Section Score 11 1 9 Section 4 Cube Counting Section Score 100 4 4 FIGURAL SEQUENCING Total Score 100 6 6 Total Time 02 25 Section 1 Sequencing Figures Section Score 100 3 3 Section 2 Rotating Figures Section Score 100 3 3 FIGURAL CLASSIFICATION Total Score 66 21 32 Total Time 00 40 Section 1 Describing Classes Section Score 56 5 9 Section 2 Matching Classes By
103. al Functional Manifestations cont Software Considerations In daily life these students may have problems remembering schedules or appointments instructions from parents and instructions from physicians or other professionals They may also forget when prescriptions need to be refilled or how a joke was told Long Term Visual Memory A student with long term visual memory deficits may have difficulty with mathematical tables geometric figures and or algebraic formulas Spelling may be difficult if the student spells primarily by remembering the shape of a word rather than its sound In addition this student may have difficulty memorizing geographical information charts and graphs schematics sign languages and movement sequences e g dance and martial arts In daily life this student may have difficulty remembering landmarks and therefore easily become lost The student may have difficulty remembering information from maps unless translated into verbal directions and may also have difficulty following directions for construction or repair of items if these directions are based upon schematic drawings Instructional Goal Students will apply memory strategies in a variety of contexts to improve information storage and delayed information retrieval Instructional Considerations It is likely that memory will not improve solely on the basis of software work Memory scores may improve if the student is made familiar
104. al comprehension 13 Information subtest 11 This subtest measures the student s ability to provide verbal responses to questions of general knowledge Cognitive Deficits Comprehension KnowledgeNerbal Comprehension Expression A Vocabulary subtest 51 This subtest measures the student s ability to provide concise definitions for a list of presented words Q Comprehension subtest 91 This subtest measures the student s ability to respond to oral questions pertaining to everyday social situations and cause and effect relationships A Similarities subtest 111 This subtest measures the student s ability to utilize abstract verbal reasoning to identify the general classification for pairs of related items Q Picture Arrangement subtest 41 This subtest measures the student s ability to put in meaningful sequential order a series of picture story cards by using visual context clues Note Because this area of assessment is so broad descriptions of functional behaviors and software considerations are broken down into two basic areas 1 Vocabulary and 2 Verbal listening comprehension Functional Students with vocabulary deficits will have difficulty Manifestations understanding lectures or complicated verbal directions because Vocabulary they do not remember what certain words mean Vocabulary deficits are particularly problematic for students if no visual information is provided to support the material
105. al thinkers recognize the importance of asking What reasons support this conclusion What would someone who disagrees with this argument say They are especially sensitive to the strengths of arguments that they disagree with recognizing the tendency of humans to ignore oversimplify distort or otherwise dismiss them The critical thinker analyzes questions and places conflicting arguments in opposition to one another as a means of highlighting key ideas assumptions implications etc S 15 GENERATING OR ASSESSING SOLUTIONS Critical problem solvers use everything available to them to find the best solution they can They evaluate solutions not independently of but in relation to one another since best implies a comparison They have reflected on such questions as What makes some solutions better than others What does the solution to this problem require But alternative solutions are often not given they must be generated or thoughtsup Critical thinkers must be creative thinkers as well generating possible solutions in order to find the best one Very often a problem persists not because we can tell which available solution is best but because the best solution has not yet been made available no one has thought it up yet Therefore although critical thinkers use all available information relevant to their problems including the results of solutions others have used in similar situations they are flexible and imaginative will
106. aluate Edit These facilitate the generation organization and evaluation of written expression evaluation is word analysis word count and readability This product also provides supplementary exercises in an activity book Writer s Helper II Conduit DOS MAC This program has a variety of pre writing activities for brainstorming exploring and organizing subjects It then can be Achievement Deficits Written Expression 61 Suggested Software cont 62 used as a word processing program for composition This program will also provide word analysis word count and evaluation of readability It also is possible to evaluate a document file produced by a standard word processor if the file has been saved in an appropriate text file format Achievement Deficits Written Expression Aptitude Cluster Deficits 64 Assessment The WJ R provides measures of aptitudes for specific areas of Measures academic achievement Aptitude scores suggest a student s potential ability within a given academic area When aptitude scores are much higher than their correlated achievement scores it suggests the student shows the potential for significant improvement in this area The aptitude clusters are a combination of the tests that are the most highly correlated to and provide the best predictors of a student s performance in specific academic areas The aptitude clusters and the tests which comprise them are provided here for
107. and them or act on their own beliefs without giving due consideration to relevant criticisms The process of considering an opposing point of view aids critical thinkers in recognizing the logical components of their beliefs e g key concepts assumptions implications etc and puts them in a better position to amend those beliefs Furthermore critical thinkers recognize that their behavior affects others and so consider their behavior from the perspective of those others S 4 EXPLORING THOUGHTS UNDERLYING FEELINGS Critical thinking requires self understanding A critical thinker realizes that his feelings are his response but not the only possible or even necessarily the most reasonable response to a situation He knows that his feelings would be different if he had a different understanding or interpretation of a situation He recognizes that thoughts and feelings far from being different kinds of things are two aspects of his responses The uncritical thinker sees no relationship between his feelings and his thoughts We can better understand our feelings by asking ourselves What are the thoughts behind this feeling To what conclusion have come What is my evidence What assumptions am making What inferences am making Are they good inferences We can learn to seek patterns in our assumptions and so begin to see the unity behind our separate emotions Understanding one s self is the first step toward self control an
108. aphasia a learning and language disability or a cognitive impairment The program may also be useful for someone with English as a second language Basic Use Click the Start button Click Programs Click Parrot Software Click the appropriate software title Go to the File menu and select Choose Name Click File menu to choose Select Lesson Highlight choice and click Choose Click to start the lesson SOO ee ee ABIJLD Utilization Guides Page 13 Notes The program can also be purchased as part of a bundled set the Windows Cognitive Reasoning Package 699 95 which contains the following titles Category Naming and Completion Plus Category Discrimination and Reasoning Plus Inferential Naming Plus Conditional Statements Plus Categorization Association and Sequencing Plus Deductive Reasoning Plus Page 14 ABI LD Utilization Guides Dr Brain The Lost Mind of Win Publisher Retail Cost 39 95 Sierra On Line Direct Sales PO Box 3404 Salinas CA 93912 9850 800 757 7707 www sierra com System Requirements IBM Compatible computer 486SX 20 MHz CPU CD ROM drive 1 MB hard drive space 3 MB RAM free Windows 3 1 compatible sound card SVGA video board 256 colors 640 X 480 audio speakers or headphones mouse Description Users reconstruct Dr Brain s mind that he lost in an experiment using seven different types of intelligence to solve ten puzzle areas A section of his mind is restored when
109. arding skills before stu dents actually begin working on word processing tasks Computer Access Evaluation This course can be structured in two ways in can be set up as a fixed meeting time with a stu dent over a period of weeks or it can be done in a time intensive fashion The structure is left up to the college and the specialist who will be doing the evaluations Not all students need to take this class This Course is primarily designed to allow for assess ment of severely involved students a learning disabled student who only needs to use a spell ing check program as an access tool would not be an appropriate candidate for this class This course may be taken concurrently with the keyboarding class CURRICULUM Section Eleven Course Sequence Page 1 Adaptedliahaarding Many students come to High Tech Centers with poor keyboarding skills As a general rule it is recommended that students be referred to mainstream typing classes to learn keyboarding skills This course is designed for those students who cannot function productively in mainstream typing courses This is not seen as a co requisite for Computer Access if students have inadequate typing skills For such students it should be a PRE requisite In that way student participation in Computer Access I is not hampered by lack of knowledge of the keyboard Experience has shown that simultaneously attempting to master keyboarding an access tech nology and word processi
110. asoning and generalizing skills in solving logic puzzles e Oral Vocabulary test 13 This test measures the student s ability to provide synonyms and antonyms for a list of presented words e Concept Formation test 14 This test measures the student s ability to utilize nonverbal problem solving strategies and categorical reasoning Written Language Aptitude The Written Language Aptitude Cluster consists of the following tests e Visual Matching test 3 This test measures the student s ability to demonstrate visual discrimination by circling pairs of identical numbers in a series under timed conditions e Visual Auditory Learning test 81 This test measures the student s ability to make visual auditory associations by pairing visual symbols with familiar words visual auditory association Aptitude Cluster Deficits O Sound Blending test 11 This test measures the student s ability to combine isolated sounds into meaningful words e Oral Vocabulary test 131 This test measures the student s ability to provide synonyms and antonyms for a list of presented words Knowledge Aptitude The Knowledge Aptitude Cluster consists of the following tests e Memory for Sentences test 21 This test measures the student s ability to recall sentences subsequent to auditory presentation J Visual Closure test 51 This test measures the student s ability to identify objects from pictures that are presented with missin
111. ast grade degree completed Pre accident academic strengths and weaknesses History of special education or remedial classes Describe Form 6 page 1 80 Form 6 page 2 81 Paralysis or Weakness Legs Right Left Anns Right Left n Hands _Right Left gt Other Fine Motor Problems Vision Acuity Field Loss Double Vision Other Hearing Right Left Tolerance to noise Other Medications specify dosage and frequency Other Social Emotional Status Psychiatric history Pre Accident history Post Accident history Criminal behavior problems Form 6 page 3 82 Drug alcohol problems Current counseling and psychotherapy Name and phone number of therapist Inquiry of specific functional areas Health Related Do you often feel dizzy Do you have headaches4 Do you use alcohol Do you use drugs Do you smoke Do you drink beverages with caffeine Form 6 page 4 83 When was your last medical check up Are there any persistent medical problems that we haven t discussed Do you have any scheduled surgeries or hospitalizations Are you still receiving outpatient rehabilitation care Comments Cognitive Do you have memory problems _ a _ _ AAA Do you have difficulty finding your way around Do you have problems
112. astleton Street Pleasantville NY 10570 800 338 3457 65 00 New Math Blaster Plus Davidson DOS Mac Davidson amp Associates Inc P O Box 2961 Torrance CA 90509 800 545 7677 DOS Ver 59 95 Mac Ver 69 95 Nigel s World Davidson DOS Mac Distributed by Davidson amp Associates Inc P O Box 2961 Torrance CA 90509 800 545 7677 DOS Ver 49 95 Mac Ver 59 95 Software References Software References NumberMunchers MECC DOS Mac MECC 6160 Summit Drive North Minneapolis MN 55430 4003 800 685 MECC DOS Mac Ver 69 00 Print Shop Broderbund DOS Mac WIN Broderbund Software Inc Dept 93 EC PO Box 6125 Novato CA 94948 6125 800 521 6263 DOS Mac WIN Ver 69 95 Print Shop Deluxe Broderbund DOS Mac WIN Broderbund Software Inc Dept 93 EC PO Box 6125 Novato CA 94948 6125 800 521 6263 109 95 Read N Roll Davidson DOS Davidson amp Associates Inc P O Box 2961 Torrance CA 90509 800 545 7677 59 95 Reading Workshop Mindscape DOS Mindscape 1345 Diversey Parkway Chicago Il 60614 800 829 1900 99 95 The Right Turn Sunburst Communications Wings for Learning DOS Sunburst Communications Wings for Learning 101 Castleton Street Pleasantville NY 10570 800 338 3457 65 00 Safari Search Sunburst Communications Wings for Learning Mac Sunburst Communications Wings for Learning 101 Castleton Street Pleasantville
113. bal learners it also assists in generalization of new vocabulary into spoken language Suggested Word Attack Plus Davidson DOS MAC Software Vocabulary This program which now includes spoken production of its vocabulary has an array of formats is organized by grade level and part of speech and has an authoring capability Spell It Plus Davidson DOS MAC This program is useful because of its array of formats its organization by spelling rules and its authoring capability Cognitive Rehabilitation Hartley DOS The Association Categorization and Sequencing programs in this series are particularly useful in their development of word relationships and in their authoring capabilities Cognitive Deficits Comprehension KnowledgeNerbal Comprehension Expression 21 22 Suggested Software Vocabulary cont Functional Manifestations Verbal Listening Comprehension Software Considerations Verbal Listening Comprehension Synonyms Antonyms Analogies Hartley DOS These programs are particularly useful in their development of more complex word relationships and their authoring capabilities A student with verbal comprehension deficits will have difficulty understanding verbal information when listening Verbal comprehension deficits can interfere with student success when it is necessary to listen to lectures verbal directions or social conversations These deficits may be due to poor vocabula
114. been developed to provide a brief quantitative method of evaluation in the areas of cognition communication and socialization At the present time this screening device has not been standardized Therefore the interpretation of results is at the professional discretion of the interdisciplinary team Data collection at a future time may assist in standardized procedures and decision makin Afterthe Interview and Screening Assessment arecompleted the examiner completes the Examiner s Impression form This form helps to solidify judgments and impressions in a check list format of the applicant s behavior during the Interview and Screening procedures Ultimately a decision needs to be made as to whether the applicant proceeds with the college admission process or is referred to other resources Interview Worksheet Screening Assessment Examinees Impressions Utilization of The final determination of admission must compare the Student Profile anticipated student needs with the available resources within the program A synthesis of the interview data screening assessment and impressions must now be made and adapted to the Student Profile Chart see Chapter Five This is a graphic report of the student s strengths and limitations From this profile one can begin to formulate the anticipated needs of the student After determining that the needs of the applicant can be appropriately addressed by the program the student
115. ble to read the page change text and background colors and Zoom in and out The dictionary and spelling functions are also available in the Exact view It is possible to make many more changes to a file saved in text format It is possible to read the material in different ways by word by line by sentence or by paragraph as well to affect its visual display change colors of text size of text background color space between letters space between line margin size Tool Bar Underneath the File menu on the WYNN screen is a tool bar This tool bar is a rotating tool bar clicking on the left button of the bar rotates it Each tool bar is relates to different type of function has a unique color The color coding of the toolbar is designed to be especially helpful for students with learning disabilities Blue Writing and File Management It is now possible to edit text in Wynn Clicking the Write button on this tool bar allows the user to enter text in a new file or edit text saved from a scanned image The addition of the Write button is an important enhancement Also on this toolbar are buttons to scan open close save and print files There also is a button that lets the user choose how WYNN displays a scanned page Some features in this tool bar are only available when displaying a document in Text View Page 78 ABI LD Utilization Guides Green Visual Presentation On this tool bar are buttons the determine how WYNN presents the do
116. c upward scrolling of the current page Stop Scrolling Stops automatic scrolling Speed Up Increase the rate of automatic scrolling Slow Down Decrease the rate of automatic scrolling Page 32 ABI LD Utilization Guides Factory Win Publisher Retail Cost 79 95 Sunburst Communications Wings for Learning 101 Castleton Street Pleasantville NY 10570 0100 800 321 7511 www nysunburst com System Requirements Windows 3 1 or higher 386 machine 4MB RAM VGA color monitor hard drive sound capability optional Description The Factory is designed to teach problem solving strategies It focuses on several strategies including working backwards analyzing a process determining a sequence and applying creativity The first level of the program allows students to experiment with three machines The students creativity can be expressed in the second level of the program where they can design products try to produce them using combinations of the three machines and then challenge other students to produce them In the third level students are asked to look at a final product and then work backwards to determine what process took place to construct the product In order to perform the task students must know the function of each machine and devise a sequence which will produce a final product Recommended Uses The Factory teaches strategies such as 1 Working Backwards When working backwards you solv
117. ce Say New Line Enter punctuation marks such as Say the punctuation mark such as exclamation point Dictate symbols or special characters such as Say the standard name of the symbol such as at sign To dictate numbers In most cases you can dictate numbers including Zip codes as you normally say them For more detail on how to dictate numbers see Dragon NaturallySpeaking User s Guide Examples To enter Say 4 four or numeral four 23 twenty three 179 one hundred seventy nine 5423 five thousand four hundred twenty three 5 423 five comma four twenty three 142 015 one hundred forty two thousand and fifteen 0 03 zero point oh three 23 4 two and three fourths 11 32 eleven over thirty two 965 5200 nine six five fifty two hundred 617 965 5200 six one seven nine six five five two hundred 45 forty five dollars 99 50 ninety nine dollars and fifty cents ABILD Utilization Guides Page 23 8 00 8 30 p m eight o clock eight thirty pm May 15 2003 May fifteen comma two thousand three MCMLIX Roman one thousand Roman one hundred Roman one thousand Roman fifty Roman nine Punctuation and symbols You can enter the following punctuation marks and symbols in the text you dictate If the same punctuation mark appears more than once Dragon NaturallySpeaking treats the character differently depending on what you say For example an apostrophe immediately follows the preced
118. ce at least a 2x CD ROM drive Windows 3 1x or Windows 95 For Mac A Power PC or at least an 040 processor with 8 MB RAM monitor with 640x480 display area 256 color capacity at least a 2x CD ROM drive Description This multimedia typing tutor evaluates strengths and weaknesses of the typist and then creates customized lessons based on the typist s individual needs A novel addition is the inclusion of practice sample writings taken from over 100 well known books Learning is made fun with video clips which run as a reward after the completion of certain typing tasks Excellent statistics are kept by the program Recommended Uses This Davidson product is recommended for any individual desiring to learn or improve typing skills The program incorporates some newer features e g typing drill embedded in the construction of particular letter types and provides real time practice on useful activities Basic Use For Mac or PC 1 Double click on the Typing Tutor 7 icon 2 Register and take an assessment test or enter the program as a visitor 3 Follow the lessons suggested by the program or randomly explore the program as a visitor ABI LD Utilization Guides Page 63 Major Program Components e Keys to Success Once a practice typing test has been taken a personalized lesson containing words and sentences is created Lessons games and tests are available in QWERTY two handed Dvorak and 10 key setups e Chart Yo
119. ciency through use of compensatory strategies and computer assisted instruction Course Content and Scope This course consists of three modules The content will address fundamental processing skills cognitive deficits memory strategies and problem solving The type of equipment and or computer software utilized will be determined by the student s assessed strengths and weaknesses Module 1 Fundamental processing skills The skills to be addressed include attention concentration reaction time impulse control visual scanning and use of peripheral vision Auditory and visual discrimination association categorization and sequencing Computer keyboarding if necessary would be included in module 1 to acquaint the student with the keyboard as a carefully structured match to sample task The following computer software to form a basis for instruction and skill improvement is suggested Page 2 Course Outlines Software Skills Addressed React Visual field and reaction time Foundations II Concentration discrimination searching and scanning Color Keys Visual discrimination attributes analysis and analogies Cognitive Association categorization memory and Rehabilitation sequencing Drawing Conclusions Organization reasoning and decision making and Problem Solving The Pond Spatial memory hypothesis testing and prediction Typist Keyboarding Types Keyboarding Module 2 Memory Instruction will develop and
120. concentrating Do you find yourself making mistakes m Do you have difficulty figuring out how to solve problems you face Form 6 page 5 0 Do you use good judgment Comments Communication Do you have problems pronouncing words Is it difficult to find the right words when you talk Do you have difficulty following what is said in a conversation Do you have difficulty writing Comments Psychosocial Are you able to get along with others Do you experience mood swings Form 6 page 6 Are you able to tolerate frustration Do you have difficulty managing your anger Have you been able to maintain friendships since the accident Do you get upset with others easily Comments Academic Do you have difficulty spelling Do you have difficulty reading Do you understand what you read Do you remember what you read Do you have problems studying Form 6 page 7 Do you think you can follow a one hour lecture Do you think you can take notes Do you have difficulty calculating numbers Comments Psychomotor Do you have trouble walking Are you able to run Do you still play sports Which hand do you write with Describe level of physical endurance and stamina Comments Form 6 page 8 87 Vocational What is your current employment status9 If you are employed ho
121. ctivity 24 LESSON 14 REMEMBERING THE RECENT PAST RECORDING NOTES 25 LESSON 15 REMEMBERING THE DISTANT PAST cece cece eee e eee e ees 26 LESSON 16 MEMORY AND TIME cece cece serene eee neneneenen ease nenn 27 LESSON 17 ORGANIZATION AND PLANNING ccc cece eee ee eee ee ee eeeee ees 28 LESSON 18 REVIEW AND SUMMARY wine peter 29 STUDENT HANDOUTS PART Tas eine a AEE EEE EEES 31 MEMORY CURRICULUM PART i OVERVIEW 005 0 ec ececeeeeeeeee esse ee en ones 32 LESSON 1 MEMORY QUESTIONNAIRE 1 o oococccncncnncncnnnncncnancnccnoncnnonos 33 LESSON 2 FEELINGS ABOUT MEMORY IMPAIRMENTS 0 0 36 Emotional Responses 36 Memory Vignette 1 37 LESSON 3 MEMORY SYSTEMS OVERVIEW LIBRARY ANALOGY 38 LESSON 4 EXECUTIVE FUNCTIONS THE LIBRARIAN cooccccnccncnccncnncncnnonns 40 The Librarian 40 Executive Functions and Memory 40 Memory Awareness Assignment 41 LESSON 5 ATTENTION 8 MEMORY THE LIBRARIAN S DESK 43 Types of Attentional Tasks 43 Factors Affecting Attention 43 Attention and Memory Exercise 44 LESSON 6 METHODS TO INCREASE ATTENTION Physical Factors 45 Environmental Factors 45 Psychological Factors 45 LESSON 7 EPISODIC MEMORY do 46 Autobiography Section of Library 46 Methods to Improve Your Memory 46 LESSON 8 PROSPECTIVE MEMORY REMEMBERING PLANS FOR THE FUTURE coccccnccnccncnncncnnancnncnncnnos 47 LESSON 9 PROSPECTIVE ME
122. cument page the size of the text spacing and margins and the type of font used There also is a button that lets the user choose specific combinations of text and background colors Features on this tool bar are only available when displaying a document in Text View Pink Study Tools On this tool bar are buttons for a dictionary and thesaurus buttons which allow the user to add a bookmark text or voice note to the document or highlight a section of text There are also buttons to help find a specific word in a document spell a word aloud or break it into syllables Yellow Reading Options On this tool bar are buttons that help the user adjust the size and style of the Spotlight focus select how fast WYNN reads and at what volume and determine what screen elements WYNN speaks aloud There also is a button that lets the user mask out everything on the document page except the section which is being read Some features on this tool bar are only available when displaying a document in Text View Notes Site licenses and user packs are also available ABI LD Utilization Guides Page 79
123. d Ace Reporter Reading for detail and note taking Carmen Sandiego Reading for detail reference skills making inferences and drawing conclusions The Factory Spatial memory and sequencing Game Show Gathering and remembering clues to determine an answer High Wire Logic Attribute analysis organizing information and applying rules Page 4 Course Outlines Memory Castle Memory Machine Missing Links English Editor Reading Elooz Recycling Logic Rocky s Boots Safari Search Ten Clues Tip N Flip Memory strategies of mnemonic systems creating context and personalization of information Memory strategies of scanning analyzing visualization and attention to detail Reading and spelling using doze procedures context clues and inference Analytical reading spelling and syntax Information gathering analyzing critical thinking and logical reasoning Analysis of visual attributes higher order rules and sequential logic Spatial logic including directionality analysis of verbal and visual information use of inference and strategies Reading for concepts spelling word association study skills and writing Spatial problem solving using visual discrimination and mental manipulation of images Reading and Writing Assignments Reading and writing assignments will utilize student s other coursework or practical needs for employment Students may use assignments from other classes as topic content for w
124. d the librarian or executive functions must first decide a do I need to remember this b what information is important c how should I try to remember it 2 When the librarian is addressing these questions the information is on the desk or in your attention This is also called working memory since it is the information you are currently working with If the librarian is ignoring or missing the information it slips off the desk and is not paid attention to If this happens the information will not be remembered the book will not be in the library 3 When you try to remember something it is like trying to find a book in the library When the information book has been put in the library in the right place with lots of cross referencing you can find it easily If not the book may be there but you can t get to it so it does you little good 4 If the information is about an event in your life that has occurred it will be encoded into the episodic memory system or autobiography section of the library Once it s in there or the book is shelved it will stay for a fairly short period of time It fades if you don t use it or if it is not very important Every time you take that book out it is strengthened and makes it easier to get out the next time You store books about your past and about future plans here Retrieving one of these books is remembering It s a bit like rewinding a tape of your life to the right point and pla
125. d Boulevard Novato CA 94948 6121 415 382 4747 tech support http www broderbund com http www carmensandiego com System Requirements For Windows 3 x and 95 486DX 66MHz or faster 8MB RAM for Windows 3 x 16 MB for Windows 95 minimum of 20 MB hard disk space 2x CD ROM 640x480 SVGA display at 256 colors High and True colors supported sound card video and sound card must be compatible with DirectX for Win 95 For Macintosh and PowerPC System 7 1 or higher 20MHz 68040 processor or faster PowerPC free RAM 6 MB for 68080 Macintosh and 7 MB for the PowerPC a minimum of 20MB hard disk space double speed CD ROM drive 640x480 display at 256 colors Description This program successfully incorporates numerous spelling vocabulary and word reading activities into a rich engaging multimedia environment The richness of the multimedia enhances the learning tasks and the adventure element does not overwhelm or diminish the learning activities If continued to the end there are more than 60 spelling grammar and vocabulary activities to be completed in the context of 12 dangerous missions Successful completion of a mission results in freedom for one of the 12 good guys held in the Babble On machine by Carmen Sandiego and her V I L E henchmen When in the clutches of this machine a person loses the ability to speak normally and only can babble There is a practice mode known as the Training Simulator found under t
126. d improve spelling skills As students move through the program they read spelling words in context sentences see words broken into syllables distinguish between correct and incorrect spellings and complete unscramble and edit these words Recommended Uses This program is useful for a broad range of students because in addition to the 3600 word from first grade level to adult there is an authoring component which allows an instructor or student customize spelling lists Basic Use 1 Start Windows double click on the Spell It 3 icon 2 Register as New Student Continuing Student or Visitor 3 Select desired vocabulary level and a category 4 Explore the major activities Bayou Word Preview See Word Finish Word Flash Word Leap to Complete fill in missing letters game Frog Crossing crossword puzzle game Midnight Correction editing proofing activity ABI LD Utilization Guides Page 61 Bullfrog Log Game an arcade game based on correct word recognition Notes Page 62 ABI LD Utilization Guides Typing Tutor 7 Mac Win CD ROM Publisher Retail Cost 49 95 Davidson amp Associates Inc Simon amp Schuster Inc P O Box 2961 Torrance CA 90509 800 545 7677 www davd com System Requirements The same disc may be used in a Macintosh or Windows computer For PC At least a 486 MHz processor with 8 MB RAM Sound Blaster compatible multimedia sound card hard disk with 1 MB free spa
127. d on IEP Process Form 2 page 2 75 Pre Screening Packet Check List Cover letter Program description brochure Entrance Guidelines College application DSP amp S program application Release of Information Form s for certification of disabling conditions educational medical and rehabilitation records Return envelope with mailing label if application records are to be returned by mail Form 3 76 Form 4 Sample Cover Letter Today s date Mr James Jones 1123 First St Anytown CA 88888 Dear Mr Jones Thank you for your recent contact regarding possible enrollment in Community College Disabled Student Programs and Services Acquired Brain Injury Program Enclosed is an application packet which includes program information applications and release forms Please complete the applications and return them to us Additionally please complete sign and mail the records release forms directly to the hospitals and agencies which have provided services to you Upon receipt of the completed applications and requested records we shall be in contact with you regarding the status of your application Once these records have been reviewed and it s determined that your application is appropriate you will be invited to attend an interview and screening assessment All requested information should be submitted to our office by in order to be considered for the semester quaver which begins
128. d self improvement S 5 SUSPENDING JUDGMENT Critical thinkers distinguish what they know from what they don t know They are not afraid of saying I don t know when they are not in a position to be sure of the truth of a claim They are able to make this distinction because they are in the habit of asking themselves How could one know whether or not this is true To say In this case must suspend judgment until find out x and y does not make them anxious or uncomfortable They are willing to rethink conclusions in the light of new knowledge Principle Principle Principle Principle S 6 AVOIDING OVERSIMPLIFICATION It is natural to seek to simplify problems and experiences to make it easier to deal with them Everyone does this However the uncritical thinker often oversimpnes and as a result misrepresents problems and experiences What should be recognized as complex intricate or subtle is viewed as simple elementary and obvious For example it is typically an oversimplification to view people or groups as all good or all bad actions as always tight or always wrong one contributing factor as the cause etc and yet such beliefs are common The critical thinker tries to find simplifying patterns and solutions but not by misrepresenting or distorting Making a distinction between useful simplifications and misleading Oversimplifications is important to critical thinking S 7 TRANSFERRING IDEAS TO NEW CONTEXTS
129. d software sections The Deficit Areas Fourteen deficit areas were divided into two broad categories cognitive and achievement Cognitive Long Term Retrieval Short Term Memory Processing Speed Auditory Processing Visual Processing Perceptual Organization Comprehension Knowledge Verbal Comprehension Expression Fluid Reasoning and Abstract Reasoning Freedom from Distractibility Achievement Basic Reading Skills Reading Comprehension Basic Mathematics Skills Mathematical Reasoning Basic Writing Skills Written Expression Introduction Special Considerations Introduction The assessment section contains brief descriptions of the tests or test modules used to assess a given cognitive or achievement area and descriptions of the day to day effect such deficits are likely to have on the student s academic performance and ability to function in a college environment The software section contains the instructional goals which the software must achieve in addressing the effects of the targeted learning deficit a review of instructional considerations summarizing the wisdom teaching experience pragmatic skills and general working knowledge of the specialists who contributed to this guide and who have direct experience with CAI for the deficit area under discussion a description of the software characteristics needed to work effectively with a particular learning deficit e g instruct
130. d the intersection to all but eastbound and southbound traffic e 3 10 p m An eastbound pickup truck on Big Pig Rd overturned just west of the Stink St intersection The road will be closed at this location for 2 hours and 45 minutes e 1 19 p m A car and fire truck collided at the intersection of Little Pig Rd and Mud St The intersection will be closed for 2 hours Additional Information None Critical Thinking Books amp Software Get Me Out of Here is a product of Critical Thinking Press and Software pig3 doc Get Me Out 0 ere Level A File Edit Map Read Me First Help 4 a H te a ee I y Driv 2 Smell j XD Get Me Out of Here is a product of Critical Thinking Press and Software pig3map doc Get Me Out of Here Score Sheet Name Date Runs Comments Needed Poy Pan Get Me Put of Here is a product of Critical Thinking Books and Software gmoohscr doc Book Excerpt This chapter is taken from a manual published by the Chancellor s Office in 1987 Assembled by The Consortium for the Study of Programs for the Brain Injured in the California Community Colleges The ABI Handbook Serving Students with Acquired Brain Injury in Higher Education is an excellent source of information This book has not been reprinted so look for it It may still be present on your campus 111111111 M ERMAX 11 IVA As A Iil m rrr ll o 111 Chapter Four Program Profi
131. ded This program is not reading or spelling based Memory Building Blocks Sunburst Wings for Learning DOS MAC This program provides exercises which illustrate the relationship between attention and memory This software provides motivating format a variety of activities and frequent feedback Minimal spelling skills are required Foundations II Memory Psychological Software DOS This program provides students with practice in a variety of exercises which are designed to increase attention span The activities are especially designed to generate minimal frustration Additionally the software provides a motivating format a variety of activities and frequent feedback and is not reading or spelling based Cognitive Deficits Short Term Memory Assessment Measures Functional Manifestations Processing Speed Processing speed measures the ability to perform simple relatively automatic visual motor tasks and maintain attention under timed conditions The following tests of the WJ R measure processing speed A Visual Matching test 3 This test measures the student s ability to demonstrate visual discrimination by circling pairs of identical numbers in a series under timed conditions UA Cross Out test 10 This test measures the student s ability to make quick comparisons of visual symbols The following subtest of the WAIS R measures processing speed A Digit Symbol subtest 10 This subtest measures
132. dent Profile Chart is represented by a matrix in which columns correspond to functional areas 1 cognitive 2 communication 3 psychosocial 4 academic 5 psychomotor 47 Placement Lists Case Studies Case History 1 6 vocational and 7 independent living The rows are numbered one through nine and represent a scale for rating students A rating of one indicates the mildest impairment nine the most severe College and community resources and services are identified on the two rows at the bottom of the chart The Placement Lists found on pages 58 64 provide a series of statements describing levels of functioning relative to program placement Placement on each list is based upon the results of the interview screening assessment and in depth assessment The levels are then transferred to the Student Profile Chart The following four case studies are presented to illustrate the use of the seven Placement Lists and the Student Profile Chart Included in each case study are completed Student Profile Charts with rationales for program placement arty was 22 years old had a history of learning disabilities and dropped out of high school in the 10th grade He was interested in the outdoors and had worked for the last three years as an auto mechanic He was injured when his motorcycle went off a rain slick road Marty was in a coma for four months and had an extended period of recovery Formerly right handed
133. der to solve problems and reach the goal of the program Program should provide the option to stop and save a game in progress Due to students time constraints attention spans and general fatigue factors it is often necessary to stop a game before the goal has been attained Students often feel more productive when they can save the activity and resume at a later time Lost Tribe Lawrence Production Davidson DOS MAC This software is especially useful because it provides a high interest format for making decisions solving problems estimating needs and testing hypotheses Students need to use reading comprehension skills as well as knowledge of Achievement Deficits Reading Comprehension mathematics time and human nature in order to be successful in this game adventure format Carmen Sandiego Series Broderbund DOS MAC These programs are especially useful because they require the user to read and keep track of information and use reference materials The content focuses mainly on geography history and culture Nigel s World DOS MAC This program is especially useful for students with lower elementary reading level and minimal knowledge of world geography and cultures Students build reading comprehension skills through reading assignments They must read descriptions and hints in order to find locations and complete assignments within a time limit Knowledge from earlier levels is necessary to complete hig
134. ds feature will display captions for speech and sounds generated by an application which has been designed to work with this feature Currently this feature is not widely supported The Display Properties Tab not available in NT From the front of this panel it is possible to invoke High Contrast color scheme if an application is smart about this feature The Settings window allows the user to choose to invoke the shortcut key Left Alt Left Shift PrintScreen and to set specialized high contrast color schemes It is possible to set everything to white on black or black on white or specialized color sets Many color sets come with standard large and extra large font choices The Mouse Properties Tab Only one set of functions is controlled by this tab the ability to use the numeric keypad to move the mouse pointer It is possible to modify cursor speed as well as to use Ctrl to speed up mouse movement and Shift to slow down mouse movement The General Control Panel Tab e Automatic Reset From this level it is possible to set a time limit on keyboard inactivity when that limit is reached all accessibility functions automatically turn off e Notification It also is possible to ask for warning messages when features turn on not available in NT or to set a sound to occur when a feature is turned on and off ABI LD Utilization Guides Page 3 e SerialKey Devices For students needing to connect serial communication devices
135. e Injury Personality Psychosocial Assignment 11 sscscccssssssssosssessseeees 94 Pre Injury Personality Psychosocial Assignment 12 scsccccssscsssssssseseeesees 98 Pre Injury Personality Psychosocial Assignment 13 ccscccscssssssssescessesees 99 Pre Injury Personality Psychosocial Assignment 14 sccsscccssssssssssessecees 101 Pre Injury Personality Psychosocial Assignment 15 ccsscsssscssssssscesseees 103 Introduction Pre Injury Personality Psychosocial Assignment 16 ssccscssscssssresseees 104 Pre Injury Personality Psychosocial Assignment 17 ccscccssssssssseessees 106 Pre Injury Personality Psychosocial Assignment 17 ssscssssscsssscseeees 107 Pre Injury Personality Psychosocial Assignment 18 ccsscccssssssesssscesees 109 Pre Injury Personality Psychosocial Assignment 19 cssccsssssssssssscsesees 111 UNIT 2 NEUROPSYCHOLOGICAL EFFECTS OF BRAIN INJURY 00000 113 INTRODUCTION FOR INSTRUCTORS ONLY eeseesseseeseesoeseesoesoescosoesoee 113 LESSON I ORGANIZATION OF THE BRAIN ccsscsssssssssssscsescesseeees 114 Organization of the Brain 114 The Brain Stem and Cerebellum 114 UNIT 2 TRANSPARENCY 1 115 The Subcortical Area 116 UNIT 2 TRANSPARENCY 2 117 The Higher Cortex 118 UNIT 2 TRANSPARENCY 3 119 The Brain s Two Hemispheres 120 UNIT 2 TRANSPARENCY 4 121 The Brain s Built In Pr
136. e can be printed or displayed at any time ABI LD Utilization Guides Page 35 Recommended Uses The program is designed for use with persons mid to high level functioning 0 with head injury aphasia learning and language disability cognitive impairment Basic Use Click the Start button Click Programs Click Parrot Software Click the appropriate software title Go to the File menu and select Choose Name Click Setup Menu and select Setup a Lesson Set values desired and click Save Click to start the lesson Click the Help menu to get more information Notes The program can also be purchased as part of a bundled set the Windows Attention Training Package 399 95 which contains the following titles Attention Perception and Discrimination Plus Hierarchical Attention Training Plus Categories Plus Listening Skills Plus ABI LD Utilization Guides Hot Dog Stand Win CD ROM Publisher Retail Cost 59 95 Sunburst Communications 101 Castleton Street Pleasantville NY 10570 0100 800 321 7511 www nysunburst com System Requirements Windows 95 CD ROM drive Description Hot Dog Stand is a simulation that utilizes the computer s unique ability to randomly generate problems and events It is designed to motivate students to become actively involved in developing a wide variety of mathematical and practical skills The simulation requires planning and record keeping as well as judgments
137. e knowledge of software programs in each of the areas addressed included in the content and scope of this course by class discussion and assignments evaluated by instructor Page 8 Course Outlines Example 3 Based on the specific goals and objectives written in the Student Educational Contract Individualized Educational Plan this course will 1 Provide an opportunity for students to further develop their basic educational skills study skills and increase personal productivity by utilizing computer software and hardware 2 Offer instruction to enable student to apply a variety of software programs which develop and refine study skills 3 Provide opportunity to utilize computer aided drill and practice to increase basic educational skills as determined by pre and post testing Course Content and Scope This course provides an opportunity for students to develop efficient study skills improve basic skills and increase personal productivity with the assistance of computer software The content will focus on the following areas goal setting and time management reading for specific purposes note taking techniques writing for specific purposes memory techniques and test taking preparation Computer software programs suggested to implement the content of this course are organized by academic skill areas as follows Goal Settin and Time Management Pacesetter is a program designed to assist students to identify assignments
138. e must take into account the types of problems with which the student is experiencing difficulty Quantitative Concepts WJ R test 33 This test measures the student s knowledge of basic mathematical concepts and vocabulary A low score on this test may impact the student s performance in classes which have a mathematical base e g chemistry anatomy and physiology accounting etc WRAT R Arithmetic This test measures the student s ability to perform mathematical calculations under timed conditions A low score on this test needs to be evaluated to determine whether the score is due to time constraints rather than lack of math knowledge Basic Mathematics A student whose test results suggest specific deficits in basic mathematical skills may also have difficulties in classes where math is not a target skill Computing changes in measurements within hard or soft science lab assignments understanding statistics within research articles and handling the computing requirements within almost any mechanical drafting or electronic courses may present unexpected difficulties for this student In daily life this student may expect problems with making change determining tips managing financial accounts estimating budgets calculating taxes and any measurement calculations involved in constructing cooking or sewing Achievement Deficits Basic Mathematics Skills Software Considerations Instructional Goal Students will de
139. e resource materials such as the dictionary encyclopedia almanac and maps for additional information Note Taking Techniques Ace Reporter s purpose is to learn how to take notes and to incorporate note taking into reading both for detail and main idea This program requires students to discriminate between essential details and unimportant details in relationship to one central idea The intended outcome of this software is to provide students with the ability to use clear and concise sentence structure in their own writing Semantic Mapper is an important tool to assist students in organizing information into associative categories It could be used as a model for students to follow when taking notes Writin for Specific Purposes Writer s Helper is a collection of programs to help writers find and creatively organize ideas put those ideas in writing and evaluate what they have written This program provides structure and assistance to students for choosing a topic organizing information regarding the topic deciding the type of paper to write sequencing thoughts and evaluating grammatical content Files created in Writer s Helper can be transferred to word processing programs e g Wordstar Bank Street Writer WordPerfect to access a thesaurus check spelling or accomplish other editing tasks Homeworker provides Outliner a format for outlining papers and speeches and Textwriter an easy to use word processing system Pacese
140. e the problem by determining what the final result should be and then working backwards to find what steps will give you that result 2 Analyzing Breaking down the problem solving it in parts if possible and identifying necessary and unnecessary information 3 Looking for a Sequence Finding order and discovering relationships 4 Visual Reasoning The ability to analyze an object that is visually presented 5 Rotation Understanding and applying the mathematical concept involving the number of degrees in a turn ABI LD Utilization Guides Page 33 Basic Use 1 Double click on the Factory program group to open it 2 Double click on the Factory icon to start the program 3 Choose the Help menu to read instructions about how to run the program 4 Scan the curriculum for classroom use in the manual for ideas on how to use the program with a group Also be sure to examine the Workbook Modules and Workbook Materials in The Factory Workbook Notes Page 34 ABI LD Utilization Guides Hierarchical Attention Training Plus Win 3 x Win 95 Publisher Retail Cost 134 95 Parrot Software P O Box 250755 West Bloomfield MI 48325 0755 800 727 7681 www parrotsoft com System Requirements PC Compatible 386 or faster processor Windows 3 x or 95 4 MB RAM SVGA graphics 640X480X256 Description The program is designed to include activities which engage the user in tasks requiring the use of visual and audito
141. eading level Additionally it provides opportunity for unlimited practice with exploratory activities before beginning Factory games It provides user control over choice and complexity of activities chosen The documentation includes worksheets which clarify and facilitate the tasks Supplementary worksheets offer additional activities Print Shop and Print Shop Deluxe Broderbund DOS MAC WINDOWS These programs are useful because they provide students with the opportunity to exercise visual perceptual skills in Cognitive Deficits Visual Processing Perceptual Organization Cognitive Deficits Visual Processing Perceptual Organization preparing a usable product greeting card sign banner stationery calendar While working to complete their projects students have many experiences exploring choosing evaluating and editing the relationships among visual design elements Because of its consistent format and layout this program also reinforces generalization skills The Super Factory Sunburst Wings for Learning DOS This software allows the student to develop and practice strategies for 3 dimensional manipulation of a cube Although some students may initially need additional support from the instructor in order to understand the task the graphics and on screen controls are clear The student has the option of controlling the block manipulation process this is useful when a student is first learning to use the pr
142. eading passages and allows users to import text using either a text file or the Windows clipboard The learning activities include warm up exercises with letters and words eye movement lessons column or newspaper reading paced reading timed reading and Eye Max a game for improving peripheral vision Ultimate Speed Reader has a record keeping feature that will provide reports and graphs of progress It also provides timing and pacing for off screen reading practice Recommended Uses Ultimate Speed Reader can be used as a self study course to improve reading speed and comprehension The manual provides detailed practice sessions to guide the student through the self study course Basic Use 1 Begin Ultimate Speed Reader by double clicking on the Speed Reader icon The Student Registration box will appear You may register as a New Student a Continuing Student or as a Visitor 2 Register as a New Student and take an assessment test to establish your base reading speed and comprehension level and to set your target reading speed Ultimate Speed Reader will create a Training Program to suit your needs and will save your reading speed and comprehension scores ABI LD Utilization Guides Page 69 3 To display your Training Program click the Training Program button To return to the Main screen click the Main Screen button 4 Choose one of the activities from the Main Screen by clicking on one of the large buttons labeled Reading
143. ension The following tests provide information about reading comprehension e Passage Comprehension test 231 This test measures the student s ability to use context clues to determine the appropriate word in a doze reading passage A low score on this test suggests that a student will probably experience difficulty in reading college textbooks e Reading Vocabulary IWJ R test 321 This test measures the student s knowledge of word meanings by supplying synonyms and antonyms Since college reading materials assume a level of sophistication in word knowledge a student with a low score on this test will likely experience problems in understanding lecture content and in comprehending course materials e Degrees of Reading Power DRP This test measures the student s ability to choose the correct words in a doze procedure to complete the meaning of reading passages with increasing complexity as in the Passage Comprehension test a low score on this measure suggests that a student will experience difficulty in deriving meaning from written materials Weakness in any of the reading comprehension skills may adversely affect a student s school performance Reading Comprehension A student whose test behavior suggests specific deficits in reading comprehension may have difficulty in identifying main ideas retaining sequences of events and or comprehending subtleties inferences in written material The student may attempt classes w
144. ensory motor re education with compensatory techniques for participation in mainstream and or special classes 5 Requires supervision and assistance to benefit from adaptive physical education and sensory motor classes 6 Requires one to one assistance to benefit from specialized psychomotor classes 7 Requires a specialized approach to relearning psychomotor skills in a one to one setting 8 Limited benefit from community college activities 9 Severity of involvement precludes benefit from attendance in community college setting The Vocational Placement List 1 Is able to develop own career interests and pursue a vocational goal in competitive employment May benefit from vocational counseling 2 Is able to develop own career goals with the help of interest and or aptitude testing and pursue a vocational goal with minimal counseling and support 3 Identification of vocational goals is difficult and or unrealistic May benefit from participation in mainstream career development classes and support 4 Is unable to identify a vocational goal Requires specific vocational services including job training placement and follow up assistance for successful placement in competitive paid employment 5 Benefits from structured vocational program and prevocational training and with extensive training supervision and selective placement competitive employment may be possible in the future 6 Unable to work in competitive
145. er skills listed later Knowledge objectives that ask students to recognize and recall facts and specifics define record recall name memorize list relate state repeat 2 Comprehension objectives that ask students to summarize or paraphrase given information discuss explain express locate restate recognize report identify tell describe 3 Application objectives that ask students to use information in a situation different from the original learning context translate use sketch practice schedule interpret operate employ illustrate show apply demonstrate a skill dramatize x kx OK OK OK OK OK OK OK OK OK E E E E E E E E E E E OK OK OK OK E E E OK E OK OK OK E E E OK OK E OK OK OK OK OK OK OK Course objectives for general education courses should be written primarily using verbs from the following categories which require a higher order of critical thinking 4 Analysis objectives that require students to separate the whole into its parts until the relationship among elements is clear classify calculate criticize question distinguish experiment diagram relate analyze test inspect examine differentiate compare debate translate appraise contrast inventory interpret From De Anza Curriculum Handbook 1996 97 URL www htctu fhda edu curric handbook html October 1996 15 S Synthesis objectives that ask students to combine elements to form a new entity synthesize formulate create prepare compose arrange de
146. erbal games that enhance reasoning The activities are intended to teach fundamental rules of logic to students of all abilities For each game the computer allows only moves that follow a specific rule of logic Students must use deductive and inductive reasoning to determine the correct path from start to goal with as few wrong moves as possible Then the student is to identify the logical rule which he or she used Recommended Uses The program is recommended for any student needing support in logical thinking skills or visual perceptual activities The four basic logic rules Conjunction Negation Inclusive Or and Exclusive Or are always listed at the bottom of the screen so that the user is reminded of the possible patterns to look for e g it is only possible to move to objects that do not have the same size Basic Use Double click on the What s My Logic icon Select the Instructions button from the main menu Read the instructions Go to the Game menu on the menu bar and select Main menu Select Play Game Select game parameters Start the game Move the blinking highlight through the cells The computer controls which ways the highlight can move Deduce what rule the computer is using so that a path can be successfully made to the Goal ON AAR ONS ABI LD Utilization Guides Page 75 10 Once the Goal has been reached the user is questioned if he or she is ready to identify the rule the computer is using
147. ervisor at work Student states that his concern is primarily based on the fact that he does not adapt to change as well as he used to Student expresses concern over taking her first exam in her masters program Student updates her peers on her first exam she got an A Student apologizes for his reaction to an assignment in an earlier class Student expresses sadness about the finalization of his divorce Student expresses concern over an upcoming surgery Student expresses feelings stirred up by wearing a suit that he formerly wore to work Student expresses anger towards staff Staff members do not help enough Student expresses sadness associated with One Year Anniversary since my surgery What should I do Student recognizes that she is no longer able to be empathetic of others Instructor expresses frustration over student s recent lack of motivation Curriculum Unit 1 Pre Injury Personality 41 LESSON 2 SELF IMAGE Purpose of Lesson To help the students gain an accurate understanding of their self image prior to their brain injury how it is relevant to their rehabilitation process and how this knowledge can aid in identifying personal strengths and weaknesses Lesson Preparation 1 Photocopy Psychosocial Assignment 3 Self Questionnaire for students begins on page 61 2 Obtain and read Ben Vishay and Diller 1993 article entitled Cognitive Remediation in Traumatic Brain Injury Update and Issues Prepare
148. es concern about attendance policy Student does not understand why she has to comply with the policy since she is here for personal improvement rather than credit Student expresses concern over the recent diagnosis of Alzheimer s for her mother in law She states that handling her own trials and tribulations is about all she and her immediate family can handle so when other bad things happen she states that she just falls apart Student shares enthusiasm about discovering that she was able to physically handle her infant while involved in a swimming lesson Student contemplates quitting the program Student expresses concern over graduating from the program Student expresses fear about the future and how realistic his goals are Student feels that family members blame student for all the problems that the family is going through Student expresses the need to be treated like a normal person Student expresses the need to be have her accomplishments acknowledged by her spouse Student expresses frustration over the necessity of dealing with governmental agencies like the Social Security Office Student shares with her peers the experience of returning to her former place of employment Student expresses concern over the fact that family members cannot see the student s disability they act as though he is perfectly fine back to normal and do not understand why he is not working Student expresses concern over the recent change in sup
149. esooeesoooessoosesooesoooeesooossooesooeeeeosee 3 How Does it Work van 3 What Is an Appropriate Processing Topic essseeessecesooesssoesssocesoocesooeessocessosee 3 Are Some Topics Not Appropriate for Processing c ssssssssssssssssssessssessesessees 3 What If the Students Have Nothing to Process sccsssssccsscssssssccssssssceees 4 What Has to Happen in the Classroom for Processing to Work oomommmmmmsmmmo oo 4 What If the Processing Issue Is Not Resolved ee 5 PROBLEM SOLVING 0d nani 7 What Do You Do with Students Who Can t Process c s sssssssssssssssessssssseseeeees 7 How Does the Problem Solving Component of Psychosocial Class Differ from the Processing Component 7 STUDENT PLACEMENTS PROFILES AND PROGRESS sssssssssssssessseeees 8 How Does the Psychosocial Class Change with the Different Cognitive Levels A N ERREGER ERSTES 8 Table 1 ABI Student Profile by Level and Cognitive Issue csscccsssses 8 Table 2 Differences in Structure among Classes scsscsssscssscccssscsseesess 9 Do You Have to Facilitate the Classes Differently sscssscssssssrscessssces 9 Class One Processine on siscessidevsessactsadesssvasictiavacsseeatundiiccasccabseciidasseuts sosaszuvede 9 Class OME ViSTCtEe as nee 9 Class Two Pro cessine ans 12 Class Two Vign tt se ae 12 Class Three A 14 Class Three Vignette a caia 15 Class Four Problem Solving susanne 17 Class Four
150. essful completion of the activity yields information about a password More than one activity is contained on a screen Adequate voice prompts guide the user Successfully completing the adventure frees one of the ACME agents held in the Babble On machine The Word Machines Code Breaker Find or create words from the jumbled letters displayed similar to a word seek task Fusion Chamber Expand vocabulary by choosing prefixes or suffixes to create new words then match these words to the correct definition The program uses color excellently to reinforce concepts of word prefix root and suffix Micropix Choose correct parts of speech to complete a variety of text passages Word choices offer definitions if desired by user Power Pack Use strategic thinking in this challenging alphabetizing activity This task requires visual planning skills Spellanyzer A multi sensory tool auditory and visual kinesthetic to provide spelling practice Notes Move the mouse pointer to the top of the screen and click the left mouse button to bring up the Carmen Sandiego Word Detective menu bar General Page 8 ABI LD Utilization Guides sound control and word presentation mode for the Spellanyzer can be found here ABI LD Utilization Guides Page 9 Page 10 ABI LD Utilization Guides Conditional Statements Plus Win 3 x Win 95 Publisher Retail Cost 134 95 Parrot Software P O Box 250755 West Bloomfield MI 48325 0755 800
151. etion and or challenge them to work faster It can do this in at least four ways Cognitive Deficits Processing Speed e presenting visual stimuli for a set duration e discontinuing tasks when a set duration for responding has been exceeded e documenting response time as feedback or e providing a chase environment to motivate the student to complete the task before negative consequences occur Suggested Speed Reader Davidson DOS MAC Software f The warm up portions letters or words of this program are particularly useful because speed of presentation automatically increases following accurate responses and decreases following inaccurate responses A wide variety of reading levels is available Tetris Welltris Spectrum Holobyte DOS These programs are particularly useful in motivating students to 1 rapidly process visual information and 2 plan reactions to material which increases in speed Initial speed levels can be selected so that students can begin at their own levels NumberMunchers MECC DOS MAC This program is particularly effective in speeding the processing of basic mathematical information It is not difficult to select content or control the level of difficulty The response mode is simple and incorporates good feedback WordMunchers MECC DOS MAC This program is particularly useful in speeding processing of phonetic decoding of vowels It is easy to select target vowel sound
152. f black and white all right and all wrong Hence beliefs which should be held with varying degrees of certainty are held as certain Critical thinkers are sensitive to this problem They understand the relationship of evidence to belief and so qualify their statements accordingly The tentativeness of many of their beliefs is characterized by the appropriate use of such qualifiers as highly likely probably not very likely highly unlikely often usually seldom doubt suspect most many and some Critical thinkers scrutinize generalizations probe for possible exceptions and then use appropriate qualifications The critical thinker is not only clear but also exact or precise S 22 S 23 S 24 S 25 S 26 S 27 S 28 S 29 5 30 5 31 Affective Strategies fostering independent thinking developing insight into ego sociocentricity fostering fairmindedness reciprocity exploring thoughts underlying feelings suspending judgment Cognitive Strategies Macro Abilities avoiding oversimplification transferring ideas to new contexts developing one s perspective clarifying issues and claims clarifying ideas developing criteria for evaluation evaluating source credibility raising and pursuing root questions evaluating arguments generating or assessing solutions evaluating actions and policies clarifying or critiquing text making interdisciplinary connections conducti
153. familiarity with the physical keyboard should be the factor determining successful completion of the class Students who are unable to meet the target minimum speed and who have no mitigating disabling condition should be regarded as not yet ready for High Tech Center classes CURRICULUM Section Eleven Keyboarding Page GRADING This course is offered on a Credit No Credit basis COT TRW MMPT ETION OT ITMME Assuming the absence of intervening disabilities the student will upon successful comple tion of this course demonstrate touch typing skills and a basic typing rate of at least 22 words per minute with a maximum of two uncorrected errors per minute The student may demonstrate a familiarity with more than one type of computer keyboard TEXTS ST TPPLTPS REOT TIRED None Section Eleven CURRICULUM Keyboarding Page 10 COURSE TITLE COMPUTER ACCESS I PRE REOUISITE CO REOUISITE 1 A student must be eligible for services and instruction from Disabled Student Programs and Services through appropriate verification of a primary disability by certificated un and be able to benefit from the programs and services offered by the High ech Center 2 Successful completion of and referral from the Computer Access Evaluation class may be required 3 Adapted Keyboarding is required as a prerequisite if a student does not have adequate touch typing skills approximately 20 wpm NOTE Touch typing skills are not requ
154. fore the task as part of the task and or after the task Cognitive Deficits Comprehension KnowledgeNerbal Comprehension Expression 23 Suggested Software Verbal Listening Comprehension Ace Series Mindplay DOS This series is particularly useful because of the organization and design of each program Each program focuses on one concept identifying main idea and facts sequencing events drawing conclusions and separating fact from opinion Each program also requires students to separate pertinent from non essential information and has a motivating format These programs are useful for small group activities Carmen Sandiego Series Broderbund DOS MAC These programs are particularly effective in facilitating generalization of vocabulary development forcing students to make abstractions from prior knowledge bases and in facilitating students development of organizational strategies Additionally the game format is motivating The programs also facilitate collaborative learning because they can be used in small group settings Decisions Decisions Tom Snyder DOS MAC This software requires theme analysis and is particularly good for team play and reading aloud It may be used to teach students how to organize and evaluate advice This software requires teacher facilitation Tell Tale Heart Discis Books CD ROM for DOS WINDOWS MAC This disk based version of the Poe classic comes with extensive auditor
155. g Standards Reasoning m for Mind somenina out Reasoning Reasoning Abilities 50 92 C6A3B1 Critical Thinking Component Sample Lesson 1 Identifying Relevant information Michelle R Wild nn Instructor Guide Part of Unit Topic Main Idea Relevant vs Irrelevant Target Group Class 1 2 3 or 4 Purpose of Lesson To enable students to identify relevant information when attending classes lectures This is one lesson in a series from the textbook What Smart Students Know Equipment Materials Needed Overhead projector Transparencies of pp 86 87 from What Smart Students Know Handouts blank compare contrast diagrams Specific References Robinson Adam 1993 What Smart Students Know New York Crown Trade Paperbacks Synopsis of Lesson The purpose of the lesson is to work with students in identifying the relevant information from classes and lectures The lesson reviews Robinson s Question 7 What Information is Important Here from What Smart Students Know as it pertains to reading The lesson then presents additional strategies for determining the important information presented in classes and lectures The lesson is summarized and students are encouraged to explain how they will utilize the knowledge in other classroom settings Finally students are given an opportunity to practice their new skills while listening to a short lecture Assessment is provided through a quiz and instructor feedback Lesson Prerequisite
156. g parts distortions or superimposed patterns e Sound Blending test 11 This test measures the student s ability to combine isolated sounds into meaningful words e Concept Formation test 141 This test measures the student s ability to utilize nonverbal problem solving strategies and categorical reasoning Oral Language Aptitude The Oral Language Aptitude Cluster which measures broad based verbal ability consists of the following tests Aptitude Cluster Deficits 67 68 e Picture Recognition test 121 This test measures the student s ability to use immediate recall to recognize a previously presented object from among a group of similar objects e Concept Formation test 14 This test measures the student s ability to utilize nonverbal problem solving strategies and categorical reasoning Numbers Reversed test 171 This test measures the student s ability to repeat in reverse order series of digits of increasing length e Sound Patterns test 181 This test measures the student s ability to identify similarities or differences in sound patterns related to pitch rhythm or sound content It is particularly good at examining factors associated with ESL Aptitude Cluster Deficits References References California Community Colleges Chancellor s Office Computer Assisted Record keeping Scoring Sacramento 1993 Jastak S amp Wilkinson G S 1984 The Wide Range Achievement Test Revised
157. h ABI His behavior proved to be too disruptive for him to be allowed to continue in group classes and after a time it was determined that even one to one work was not productive The family was referred to the Department of Social Services for an out of home placement 53 On the Student Profile Chart David was rated in the following way Student Profile Chart Studer karts David College belepen iodises gent dent Community therapy literopy The decision to discontinue services was hard to make David presented a difficult case However the utilization of the Student Profile Chart helped make the rationale for the decision clear to everyone C ase H N sto ry arlos was a bright student who had taken advanced courses at the local high school However even before the automobile accident that left him in a coma for days he f 0 was strong willed and rebellious When he had recovered sufficient ly to return to high school he was academically competent but cognitively distractable He had a mild eye hand coordination prob lem and dysarthria He was aware that he had brain stem damage but didn t understand the neurological implications He would become defensive act out and then be remorseful This behavior led to occasional altercations with the police A social worker suggested enrollment in the local community college Carlos applied at Mountain Top Community College but was referred to the full service program a
158. have combinations of disabilities in three areas a cognitive perceptual communicative b psychosocial behavorial c motoric sensorial physical All three areas are interactive e The severity of each of these disabilities may range from mild to severe For instance someone may have severe psycho social problems a mild cognitive problem and a moderate motor disability The variability range and interaction of these disabilities are illustrated in the case studies which follow e To maximize the potential for success there needs to be an appropriate match between the needs of the student and the resources available e The potential for progress that students with ABI may experience depends on their present levels of performance and motivation premorbid factors and severity and type of injury The Student Profile Chart see Figure 8 page 65 and Program Checklist provide an educational framework for under standing the complexities of serving students with ABI The Stu dent Profile Chart is designed to allow for plotting the range of abil ity from mild to severe in each of seven functional areas Space is provided to list appropriate college and community resources The Program Checklist described in Chapter Four is a comprehensive list of program options and is provided to help match the needs of the student with ABI to the program It may also be helpful in determining the need for referrals to other programs The Stu
159. he different implications of these words They make clear distinctions and do not confuse literally fuse together distinct ideas S 25 EXAMINING ASSUMPTIONS We are in a better position to evaluate any reasoning or behavior when all of the elements of that reasoning or behavior are made explicit We base both our reasoning and our behavior on beliefs we take for granted We are often unaware of these assumptions Although assumptions can be either true or false it is only by recognizing them that we can evaluate them Critical thinkers have a passion for truth and for accepting the strongest reasoning Thus they have a passion for seeking out and rejecting false assumptions They realize that everyone makes some questionable assumptions They are willing to question and have others question even their own most cherished assumptions They consider alternative assumptions They base their acceptance or rejection of assumptions on their rational scrutiny of them They hold questionable assumptions with an appropriate degree of tentativeness Independent thinkers evaluate assumptions for themselves and do not simply accept the assumptions of others even those assumptions made by everyone they know Principle S 26 DISTINGUISHING RELEVANT FROM IRRELEVANT FACTS Critical thinking requires sensitivity to the distinction between those facts that are relevant to an issue and those which are not Critical thinkers focus their attention
160. he Options button on the main screen which features a large number of exercises that develop spelling grammar and vocabulary proficiency along with 18 fact filled articles and stories that shed light on science history geography and even the elusive Carmen Sandiego This option allows a user to practice activities without being in a game mode ABI LD Utilization Guides Page 7 Recommended Uses This program should please multiple types of learners wanting a fresh environment in which to practice basic spelling grammar and vocabulary exercises Basic Use 1 Open the program by double clicking on the program icon in the training folder A multimedia segment plays and provides introductory information about the adventure A log in screen appears Enter name and click the Log In button The main screen appears Click on the Options button then the Training Simulator button to open a menu of activity options Explore each one to become familiar with the activities which occur during the game There are three levels of difficulty to choose from To begin the game select the level at which to play one two or three by clicking on the desired Level button then click on the Transport button and then the Launch button to go to the depicted site When in a location pass the mouse over the scene to pan around the environment Hot spots are revealed by a highlight Click on a highlight and a word activity appears Succ
161. he suffered hemiplegia paralysis of the right side of his body His injury resulted in cognitive deficits language impairments and spatial orientation problems He had lost the ability to read write and do math at a functional level He hated himself after the accident and no longer thought himself attractive or interesting He withdrew from people He exhibited some problems with frustration tolerance and had periods of depression Despite these problems his family remained quite supportive When he came to the Metropolitan College satellite program about a year after his accident he was using a quadcane had dysarthria his speech was slow and slurred and exhibited word ePt finding problems Marty s learning disabilities were exacerbated by his injuries and he was not capable of taking mainstream classes He was frustrated in having lost what reading and math skills he had Learning to write with his left hand became necessary and it was evident that he could no longer work as a mechanic Initially he was enrolled in a number of special classes at the satellite program and adapted physical education at the main campus In addition he continued his out patient individualized speech language therapy at the local rehabilitation center Upon completion of his evaluation his profile looked like this Student Profile Chart amp Wont Nwns FF note Funesionsi Poems Indopon enn Leong College
162. hecked that of subject verb agreement Students could work in instructor created text especially constructed to effectively trigger the grammar checker This focused activity could have a two fold benefit students could experience a grammar checker working efficiently and they might also learn more about subject verb agreement either from the activity itself or from actively reading all the Explain screens if their reading levels allow it How to Customize the Grammar Checker 1 From the Tools menu select Options 2 Click on the Spelling amp Grammar Tab 3 Make sure the Check Spelling as You Type function is not checked keep the use of the Spell Check as a dedicated activity From the Grammar section select the box next to Check Grammar as You Type 4 Click the Settings button to see the grammar checker options 5 Deselect all grammar and style options except Subject Verb Agreement 6 Click OK Page 52 ABI LD Utilization Guides The grammar checker now has been modified The next task is to write text with subject verb errors which effectively trigger the grammar check rules An Auto Correct Function When this function is on Word will automatically correct adn to and as the user types Word comes with many common typing errors entered into the autocorrect dictionary It also is very easy to add one s own personal common typing errors Directions for turning on this function and for adding personal choice typing e
163. helpful in generalization An open entry process allows students to begin at or near a challenging level Format should be interactive with a variety of drill activities available Format is crucial in vocabulary development An interactive instructional format for initial learning of new vocabulary or word relationships as opposed to the display only format of many programs is beneficial prior to drill formats A variety of activities e g multiple choice matching sentence completion not only accommodates 20 Cognitive Deficits Comprehension KnowledgeNerbal Comprehension Expression different learning styles but also facilitates generalization of word knowledge Because many programs are drill based a motivating format assisted by appropriate graphics is helpful Response processes should reflect knowledge of word meanings or relationships Opportunities for choice responses and single word entry responses should be available but unless instructional objectives stress accurate spelling the program should provide some assistance and or accept a range of spelling accuracy in responses When responses are inaccurate the correct answer should be displayed Authoring component should be easy to use Entry of material relevant to students current needs is the most functional use of these programs Spoken output is desirable The dual input of visual and spoken word production not only accommodates both auditory and ver
164. her communicated nor critiqued They are able to cite relevant and sufficient evidence to support their conclusions S 29 RECOGNIZING CONTRADICTIONS Consistency is a fundamental ideal of critical thinkers Critical thinkers can recognize when two claims are contradictory They strive to remove contradic tions from their beliefs and are wary of contradictions in others Fairminded thinkers judge like cases in like manner Perhaps the most difficult form of consistency to achieve is that between word and deed Self serving double standards are one of the most common problems in human life Children are in some sense aware of the importance of consistency Why don t get to do what he gets to do They are frustrated by double standards yet are given little help in getting insight into them and dealing with them Principle Principle S 30 EXPLORING IMPLICATIONS AND CONSEQUENCES The critical thinker can take statements recognize their implications i e if x is true then y must also be true and develop a fuller more complete understanding of their meaning He realizes that to accept a statement he must also accept its implications By following out the implications of subtle changes in a story or instance of reasoning critical thinkers see how such changes can affect meaning often in significant ways S 31 REFINING GENERALIZATIONS One of the strongest tendencies of the egocentric uncritical mind is to see things in terms o
165. her levels Headline Harry and the Great Paper Race Davidson DOS MAC This program is useful because it requires the user to read and keep track of information and discriminate between irrelevant and relevant information needed to win The game addresses subjects of U S history geography and culture which may also enhance student s fund of general knowledge This game requires some ability to hypothesize and to learn from incorrect answers Time Treks Davidson DOS MAC This program requires students to use reference materials to find answers to questions Subject matter covers a wide range of topics science history civilizations arts and more A game board is used for selecting a variety of questions The time factor adds pressure for reading rapidly to find answers Students need to use this program several times before all the options available become familiar to them Achievement Deficits Reading Comprehension 45 46 Assessment Measures Functional Manifestations Basic Mathematics Skills The following tests provide information about basic mathematics skills Zi Calculation INJ R test 24 This test measures the student s ability to perform mathematical calculations from basic operations through calculus If the test protocol is available an analysis of the student s errors can provide insight into whether the student understands the concepts or is making only calculation errors Prescriptive softwar
166. hich involve reading but may interpret information literally without drawing conclusions or forming opinions Achievement Deficits Reading Comprehension In daily life this student is not likely to enjoy recreational reading and if interested in current events is unlikely to obtain this information from newspapers or magazines In addition this student may have difficulties in reading situations involving driving tests mail instructions with products and contracts Software Instructional Goal Considerations ore e Students will improve passage comprehension by practicing strategies to enhance visualization identification of the main idea inferential reasoning memory for details and drawing conclusions Students will use reading skills to obtain information needed to solve problems Students will improve vocabulary skills by studying new words and by using contextual clues to deduce meaning of unknown words Instructional Considerations It should be noted that most reading comprehension software tests comprehension rather than teaching strategies Students need to learn reading comprehension strategies before using the software to practice them Games and problem solving software environments motivate students to work to understand information that they are reading In this way application and generalization of reading comprehension skills occurs painlessly Long term and short term memor deficits may in
167. hnology all other students will require approximately one week to develop beginning proficiency Upon achievement of beginning competency levels with appropriate access technologies students will use the balance of this initial four week period to review computer keyboarding skills through the use of keyboarding software Within the remaining 12 weeks the following competencies will be acquired in the approximate time periods listed 0 Section Eleven CURRICULUM Computer Access I Page 12 Weeks 1 4 Week 5 Week 6 Weeks 7 9 The student will develop competency in a specialized access adaptation and review basic keyboarding skills The student will become familiar with basic use of microcomputers in conjunction with specialized computer access systems The student will understand and appropriately perform 1 Disk handling 2 Basic startup procedures 3 Basic DOS commands optional The student will be able to understand and define the following word processing concepts and structures Word processing File Document Word wrap Edit Format Pagination Spelling check Data disk program disk ORAR WN Using appropriate adaptive technology the student will be able to open or edit a document and use the following basic word processing procedures Move cursor to any point on screen Erase insert and edit text Change margins line spacing and tab settings Move marked blocks of text within document Pr
168. ications such as spreadsheets or desktop publishing 3 Further basic access skills development for students with extremely slow text entry capabilities head wand or mouth stick keyboard entry or limited manual entry in the context of word processing or other applications READINGS ANT WRITINGS 1 Students will be assigned readings from required texts as needed to learn n tions 2 Writing assignments are components of almost all word processing tasks OUTSIDE ASSIGNMENTS Students will be required to complete outside assignments which will involve deciding on the style and manner of completing basic in class hands on projects CRITICALTHINICala Critical thinking skills are involved in all activities of this class Students will be required to synthesize new information and apply it to known and new situations as they develop skills in using their access technology in the context of new applications Example A student will develop an instructional manual describing the use of his her access device in gt conjunction with a new computer application Section Eleven CURRICULUM Computer Access II Page 18 MEMEIQUNSMICIE 111 This class will be conducted primarily on an individual and small group lecture lab basis MEANS OF EVALT TATION 30 Class assignments 20 Quizzes 20 Midterms 30 Final Example Read and edit complex text files including indented paragraphs columnar text on screen help menus and othe
169. icient potential to benefit f instruction in receptive expressive communication skills which may include the use of adaptive or assistive devices 3 Psychosocial e behavioral and emotional responses usually appropriate to the situation 1 e personal hygiene and appropriate dress emotional stability interpersonal communication tolerance of frustration e an ability to accept help and attempts to improve behavior 4 Academic e potential and ability to participate in special classes demonstrating measurable progress in basic skills 5 Psychomotor e sufficient potential to benefit from group instruction in one or more of the following areas adaptive physical education kinesthetic visual motor fine and gross motor or proprioceptive skill training 6 Vocational sufficient potential to benefit f mil specific vocational services including pre vocational training job training selective placement and follow up assistance 7 Independent Living e sufficient potential to benefit fwut group instruction in independent living skills Form 5 page 2 Interview Worksheet Date Phone Guardian Social Security Referred By Interview Participants Attending Physician Phone Marital Status Currently Residing With Children Presently Employed Present Occupation D R Client Counselor s Name Counselor s Office Educational History L
170. ick up today s weather report at the Nautilus Bay Weather Station One way Streets e Shell Dr runs southbound e Town Square South runs southbound e Town Square East runs eastbound e Town Square North runs northbound e Waters Ave runs eastbound Get Me Out of Here is a product of Critical Thinking Press and Software nauti doc Road Hazards Road advisories posted within the last 24 hours e 11 00 a m A small craft warning has been issued for boaters on the bay This means that winds are strong especially near the water e 12 02 p m A truck full of seaweed overturned at the intersection of Main St and Chamber St The intersection will be closed for 4 hours to clean up the slippery mess Additional Information e Before exiting town you must go through a street which describes the color of water a street which describes an event that occurred at 6 27 a m and a street which describes the sections of the nautilus e Nautilus Bay Weather Station is located on Chamber St between the Waters Ave Chamber St and the Windy Point Dr Chamber St intersections e Nautilus Bay Weather Station reports Sunny and windy today High 78 Low 62 Winds from the west at 20 mph Sunrise 6 27 a m Sunset 7 41 p m e The school is located south of the weather station Critical Thinking Books amp Software Get Me Out of Here is a product of Critical Thinking Press and Software nautl doc Level A hs po A 18
171. ignments or projects OBJECTIVES Objectives will be individualized and based upon student educational vocational objectives Possible objectives are stated below 1 For students pursuing advanced word processing tasks The student will demonstrate skill in the use of a computer access application in the context of advanced word processing tasks such as mailnaerge functions columnar block moves editing multiple documents advanced formatting and stylistic techniques which require sophisticated knowledge of a particular access device CURRICULUM Section Eleven Computer Access II Page 17 2 For students learning other software applications The student will develop competency in the use of an adapted computer application in conjunction with such widely used computer programs as spreadsheets database managers accounting systems or computer assisted design COURSECONITALANDSCOPEa Course content will depend upon the unique access needs of the student and type of skills to be developed by the student Typical examples of course modules could include one or more of the following 1 Development and refinement of screenreading skills for blind students This might include a sequence of activities encompassing screen reading techniques for advanced word processing applications or other software programs 2 Development and refinement of access skills for low vision students in the context of visually intensive software appl
172. il they understand They clarify before they judge They realize that everyone is capable of making mistakes and being wrong including authors of textbooks They also realize that since everyone has a point of view everyone sometimes leaves out some relevant information No two authors would write the same book or write from exactly the same perspective Furthermore since a textbook is an introduction to the subject it is not a complete description of it Therefore critical readers recognize that reading a book is reading one limited perspective on a subject and that more can be learned by considering other perspectives S 18 MAKING INTERDISCIPLINARY CONNECTIONS Though in some ways ft is convenient to divide knowledge up into disciplines the divisions are not absolute The critical thinker doesn t allow the somewhat arbirtary distinctions between academic subjects to control his thinking When considering issues which transcend subjects he brings relevant ideas knowledge and insights from many subjects to the analysis He makes use of insights into one subject to inform his undertanding of other subjects There are always connections between subjects language and logic history geography psychology anthropology physiology politics geography science ecology math science economics To understand say reasons for the American Revolution historical question insights from technology geography economics philosophy etc can fru
173. in community transition Oakwood is a large suburban college about an hour s drive from a major metropolitan area in California Their Disabled Students Program includes enabling services speech language services special basic skills instruction as well as special classes for students with ABI 41 At Oakwood there is a special class in communication and social adjustment for ABI students The disabled students staff has been thoroughly trained and is well aware of their students special needs There are also paraprofessionals available for one to one tutoring to reinforce the materials taught in special classes and to support students taking mainstream classes They have recently opened a computer lab for Computer Assisted Instruction CAI and adapted computer technology for students with disabilities A full spectrum service program like Oakwood s usually contains the following components e enabling services e tutoring e CAVadapted computer technology e adaptive physical education e special classes for disabled students e mainstream classes with support e vocational preparation and job placement e speech language services e counseling guidance The Metropolitan College offers comprehensive services and instruction for students with ABI It has two programs one on Combination campus and one satellite The off campus center is a unique program offering specific classes and services to meet the cognitive Full Sp
174. ing a voice profile and completing the training process takes about 45 minutes unless you have a faster than 300 MHz processor which may reduce training time to just a few minutes NaturallySpeaking works within its own dedicated word ABI LD Utilization Guides Page 17 processing environment as well as within many popular applications When using NaturallySpeaking the following steps are taken 1 Load NaturallySpeaking from the Programs menu 2 Activate the microphone by pressing the numeric keypad key 3 Begin speaking clearly and distinctly in short phrases with brief pauses between each phrase 4 Ifa phrase or word selected by NaturallySpeaking is incorrect say Correct and the word or phrase to be corrected 5 If the correct phrase or word appears in the suggestion list say Choose and then the number of the desired phrase or word in the selection box 6 If the desired phrase or word does not appear in the selection box say Spell That and begin spelling the word using the letters of the alphabet Generally the correct phrase or word will be identified after the first one or two letters have been spoken When the desired phrase or word appears say Choose and the number of the phrase or word Intermediate Use Users can insert punctuation marks by saying the name of the mark i e period comma question mark A variety of options exist for selecting text Saying Select then word line paragraph or docu
175. ing text while an open single quote is preceded by a space To enter Say Page 24 ampersand and sign apostrophe begin single quote open single quote close single quote end single quote apostrophe ess asterisk at sign backquote backslash caret colon numeric colon comma numeric comma dash dollar sign dot point period ellipsis equal sign exclamation point exclamation mark forward slash slash ABI LD Utilization Guides hyphen numeric hyphen left brace open brace close brace right brace left bracket open bracket close bracket right bracket left paren left parenthesis open paren open parenthesis right paren right parenthesis close paren close parenthesis left angle bracket open angle bracket less than close angle bracket right angle bracket greater than minus sign number sign pound sign begin quote begin quotes open quote open quotes close quote close quotes end quote end quotes percent sign plus sign question mark semicolon space bar tab tab key tilde underscore vertical bar ABI LD Utilization Guides Page 25 frowny face smiley face winky face To add new lines and paragraphs While you are dictating use the following commands To Sav Start a new line press the Enter key once New Line Start a new paragraph press the Enter key twice New Paragraph Notes e Saying New Paragraph is equivalent to pressing the Enter key twice since this is what many pe
176. ing to try any good idea whether ft has been done before or not Fairminded thinkers take into account the interests of everyone affected by the problem and proposed solutions They are more committed to finding the best solution than to getting their way Principle Principle Principle S 16 EVALUATING ACTIONS AND POLICIES Critical thinking involves more than an analysis of clearly formulated instances of reasoning ft involves analysis of behavior or policy and a recognition of the reasoning that behavior or policy presupposes When evaluating the behavior of themselves and others critical thinkers are conscious of the standards they use so that these too can become objects of evaluation Critical thinkers are especially concerned with the consequences of actions and recognize these as fundamental to the standards for assessing both behavior and poky Critical thinkers base their evaluations of behavior on assumptions to which they have rationally assented They have reflected on such issues as What makes some actions right others wrong What rights do people have How can know when someone s rights are being violated Why respect people s rights Why be good Should live according to rules If so what rules If not how should decide what to do What policies should be established and why S 17 CLARIFYING OR CRITIQUING TEXTS Critical thinkers read with a healthy skepticism But they do not doubt or deny unt
177. injury L Self Image 1 How would you describe your self esteem prior to your brain injury Low 1 2 3 4 5 High 2 Did you set high standards for yourself Low Standards 1 2 3 4 5 High Standards 3 In general how competent did you feel Incompetent 1 2 3 4 5 Competent 4 How important were the opinions and judgments of others to you Not Important 1 2 3 4 5 Important 5 How important did you feel as part of the world Not Important 1 2 3 4 5 Important 6 Comments IL Work Functioning 7 How much initiative did you take in regard to your employment Lacked Initiation 1 2 3 4 5 Initiative 62 CA3131 Psychosocial Component 8 How important was your job to you Not Important 1 2 3 4 5 Important 9 How stable were you in your job did you change jobs frequently Unstable 1 2 3 4 5 Stable 10 How satisfied with your job were you Unsatisfied 1 2 3 4 5 Satisfied 11 Comments EL Relationships 12 How important were other people to you Not Important 1 2 3 4 5 Important 13 How dominant did you prefer to be in relationships Non Dominant 1 2 3 4 5 Dominant 14 How long did it take for you to become close or open up to a person Quickly Y 2 3 4 5 Slowly 15 Did you prefer to be alone or with others most of the time Alone 1 2 3 4 5 With Others 16 Did you prefer to keep most others at a distance or to bring them close and connect Distance 1 2 3 4 5 Close 17 Were you a leader or
178. int a file Save and retrieve word processing documents AMAN Weeks 10 16 The student will successfully apply computer access technologies and Week 17 Week 18 CURRICULUM basic word processing skills in creating and editing 1 Business letter format 2 Memo format 3 Essay format 4 Outline format Course review Final exam Section Eleven Computer Access I Page 13 RRADINCiS AND WRTTINCi ASSIGNMENTS 1 Students will read chapters from assigned text 2 Students will complete many writing assignments in the context of word processing tasks Examples a content appropriate to a business letter b a tutorial manual which details basic word processing commands and tasks c short essays on specified subjects OUTSIDE ASSIGNMENTS Readings in the assigned text CRITICAL THINKING Critical thinking is involved in the successful execution of all computer tasks e g which command is appropriate to which situation Examples of specific projects which require critical thinking 1 Students will independently solve unfamiliar problems students will be given a jumbled file and will reassemble it into an appropriate form matching hard copy by using word processing commands e g block moves deletions Students will not reassemble the file by simply typing in the correct form 2 Students will apply principles of editing in a word processor by editing a severely misspelled and poorly produced file Students wi
179. ion Guides Page 19 1 To click the selected link or button say Click That That One or Click That One 2 To go to the next match say Next Next Control or Next Match 3 To go to the previous match say Previous Previous Control or Previous Match If a link or button does not have text If you want to follow a link or click a button that does not have text first say the word or words that best describe the picture Often a graphic hotspot has an internal identifier ALT or NAME associated with it and if you say either of these Dragon NaturallySpeaking will follow the link If this fails try the following 1 Say Image to go to the first picture 2 Say Next or Next Match until you get to the link you want to follow 3 Say Click That to click the picture Notes e You cannot follow links on image maps pictures with multiple links or on active elements such as Java applets by voice e Ifan image link has an ALT identifier the Browser may show you the ALT text when you hold the mouse over the image for a short time You can then say the text you see to follow the link The arrow indicator does not appear in secure documents Vocabulary Builder In order to improve recognition accuracy NaturallySpeaking provides a Vocabulary Builder option that extracts analyzes and stores specialized vocabulary drawn from documents you ve submitted for review To use this option select Vocabulary Builde
180. ional design methodology learning levels information feedback use of repetition color sound or graphics note that in many instances description of the unique importance and use of a basic software characteristic is also included and software examples providing specific titles of programs which demonstrate the characteristics of software required for a particular deficit area note that in some instances no single title meets all of the requirements so a selection of program types which together meet the requirements has been assembled Computer assisted instruction can be a useful and effective teaching learning tool when incorporated properly into a larger array of instructional activities Productive use of CAI requires the instructor to have a clear understanding of a specific instructional goal for a student and how the software she he intends to use will support the achievement of all or part of that goal Effective use of CAI in general requires an in depth knowledge of each software program In focusing on a deficit area often the instructor may select only a single exercise from a larger program or a series of programs each of which meets some portion of the overall instructional goal vii viii The instructor must provide the student with an explanation of the purpose of the software help students implement learning strategies monitor progress and make adjustments in program parameters and instructional goals a
181. ired for a studentwith orthopedic disabilities but such a student must have an established independent means of accessing the keyboard CIASS FORMAT Lecture two hours per week with 1 2 hours of lab per week LINES Two units of credit are allowed three units can be earned if 48 hours of lab time are com pleted RAILOITATIL Access to microcomputers is necessary for many disabled students to participate sucessfully in post secondary eduction Since written communication is a primary requirement for success in both academic and job related environments the course introduces the use of specialized computer access systems within the context of word processing COI TRSF DESCRTPTTON Designed for students with visual physical language impairment learning disabilities or deafness this course provides training in the use of computer access technologies which enhance a disabled student s ability to access and use microcomputers Training in the use of computer access technologies will occur within the context of word processmg Students will be familiarized with basic concepts of word processing used by the majority of industry standard word processors e g WordStar WordPerfect CURRICULUM Section Eleven Computer Access I Page 11 0131ECEDZES 1 Evaluation and selection of access technologies appropriate to the student s disability if the student has not completed the Computer Access Evaluation class 2 instructio
182. is admitted to the college program The completed college application is submitted to the college registrar for processing 72 Screening and Assessment Forms 73 ABI Applicant Tracking Sheet Community College Disabled Student Programs and Services Brain Injured Student Program Entering Student Tracking Sheet Student S S 4 Date of Birth Telephone Address Date Staff Initials Referral source Screening packet sent Screening packet returned Medical rehabilitation records requested for certification of disabling condition hospital agency date received Review of application Applicant meets definition as stated in Title V If no other referral made to Interview and screening assessment Applicant meets criteria for enrollment in the college If no other referral made to College Admission In depth assessment Form 2 page 1 74 Based on the Pre Entry Screening Assessment observation and professional judgment in depth assessment is recommended in the following areas date completed cognition psychosocial communication academic psychomotor vocational independent living Specialists are not available within the program for assessment therefore a referral was made to on Assessment results within the program were received on Specialists are not available within the program for assessment therefore a referral was made to Assessment results were receive
183. itfully apply Principle Principle Principle S 19 CONDUCTING SOCRATIC DISCUSSION The critical thinker is nothing if not a questioner The ability to question and probe deeply to get down to root ideas to get beneath the mere appearance of things is at the very heart of the activity And as a questioner she has many different kinds of questions and moves available and can follow up her questions appropriately She can use questioning techniques not to make another look stupid but to learn what he thinks helping him develop his ideas or as a prelude to evaluating them When confronted with a new idea she wants to understand it to relate It to her experience and to determine its implications consequences and value Probing questions are the tools by which these goals are reached Furthermore the orificel thinker is comfortable being questioned She doesn t become offended confused or intimidated She welcomes good questions realizing that they help her improve her ideas S 20 FOSTERING DIALOGICAL THINKING Dialogical thinking refers to thinking that involves a dialogue or extended exchange between different points of view cognitive domains or frames of reference Whenever we consider ideas or issues deeply we naturally explore the connections of these ideas and issues to other ideas and issues within different domains or points of view The critical thinker needs to be able to engage in fruitful exploratory dialog
184. iting to practice spelling as well as practicing at the computer keyboard Correct spelling is primarily the result of applying phonics knowledge auditory analysis auditory memory and sound symbol association as well as visual memory and visual motor memory Ideally the software should provide spelling lists for each critical element in the development of phonics skills However no such comprehensive program has been identified and recommended If students use compensatory technology they can concentrate on critical aspects of writing content organization cohesion word choice instead of being concerned with spelling accuracy Compensatory technology includes on line spelling checkers dictionaries thesauruses hand held spelling checkers abbreviation expansion software macros and voice input Achievement Deficits Basic Writing Skills Software Characteristics Software should provide lists of words exemplifying a given rule and provide a logical hierarchy of rules Activities which focus on words exemplifying a single rule encourage generalization of the rule e g adding suffixes to words ending in silent e and are more useful than drill designed for memorization of isolated spellings Rule complexity level should reflect the reading spelling level of words in word list for example tion vs sion would not be an appropriate rule for a second grade level list of spelling words Authoring component is ea
185. k Brenda Aronson M S Kimberley Peterson M S Ed MFCC Shannon K Gallina KA Celeste M Ryan M S Douglas E Harrington Ph D A B P N Stacey Hunter Schwartz Ph D Jan Heck B A Zina Manneh M S Part I Processing Problem Solving 23 EXAMPLES OF PROCESSING TOPICS The following are actual topics students have brought up in processing class over the years Student expresses worry about how his peers will accept him when he returns to work Student expresses concern over family s unrealistic expectations about what the student can handle Student expresses concern about how his family blames physicians for student s disability Student credits the same physicians with saving his life Student expresses concern over isolation of self from old friends and family members Student expresses frustration regarding the amount of energy and effort it takes to do what seems to be the simplest of tasks Student expresses concern regarding members of her family who are in denial about the impact that the student s injury has had on her ability to function Student expresses concern over socializing with large group of friends Student attends a reunion of friends and family Family and friends comment on how much progress the student has made Student tells group that she has not disclosed that she has a head injury and is fearful about how this may change how her peers and supervisors interact with her Student ex
186. key repeat function repeats Students with slow visual processing speeds benefit from a slowed key repeat function because it is easier to track the cursor Students who are unable to quickly lift their hands off a key will benefit from having the repeat delay increased a finger can stay on a key a bit longer before a key repeat begins 2 SlowKeys The SlowKeys function allows the user to set a time delay before a keystroke is registered This in effect can create a virtual keyguard for the student who strikes many keys while moving over the keyboard to the target keystroke No keystroke will be registered until a key has been depressed for a minimum length of time The keyboard shortcut which turns FilterKeys on is to hold down the Right Shift key for eight seconds This option will not work unless the Use shortcut box is selected ToggleKeys Choosing this function invokes a tone when one of the special locking keys is pressed Caps Lock Scroll Lock Num Lock Page 2 ABI LD Utilization Guides The Sound Properties Tab At the current time only one of the two options works SoundSentry Using this option generates visual warnings when a system sound occurs From its Settings window it is possible to have alerts for windowed programs or full screen text programs not available in NT For Windowed Programs Flash active window or flash the desktop For Full Screen Text Programs Flash display characters or border The ShowSoun
187. kills instructors already use in evaluating instructional resources such as books slides video handouts and audio tapes Although the perception exists that evaluating software is very different from evaluating more traditional types of instructional media in fact the processes have a great deal in common The following guidelines provide instructors with the ideal general characteristics of instructional software It is important to understand that the probabilityof finding a single software program which includes all of these characteristics is unlikely More commonly as with other resource materials instructors will use portions of several programs to meet their instructional goals When evaluating and comparing software the instructor might use the following questions Organization e Does the software provide a clearly defined set of goals and objectives and a series of activities or presentations which lead to their achievement e Does each module or lesson focus on a particular topic idea or lesson e Does the software provide an organizational structure that allows easy access to any exercise example or instructional component e Does the program provide clear and simple instructions for students and instructors on line and in an accompanying manual e Does the software provide a data collection mechanism that automatically captures pertinent information allows for manual input and displays prints and stores
188. l be required These students might typically include but are not limited to persons with orthopedic disabilities neuromuscular disorders or acquired brain injury COT TRSE CONTENT AND SCOPE Touch typing skills will be taught through the use of software tutorials TYPIST is an ex ample of a software program which is compatible with access technologies e g VISTA which provides access for low vision students and Filch which provides keyboard control for orthopedically impaired students unable to efficiently use a standard keyboard Any keyboarding tutorial with similar compatibility with access technologies may be used If the program TYPIST is used the following would serve as appropriate course content The student will learn 1 The keyboard layout 2 Which finger types which key 3 Good technique in keystroking The student will monitor keystroking activity by observing graphically displayed keystroke patterns as evaluated by the TYPIST program To keep his or her eyes on the screen To develop speed in typing short sequences of keys To develop accuracy in typing short sequences of keys To develop speed in typing short phrases sentences paragraphs eon A A A To develop accuracy in typing short phrases sentences paragraphs Section Eleven CURRICULUM Keyboarding Page 8 9 Will successfully copy text for a one minute timed writing at a gross striking rate of at least 22 words per minute allowing fo
189. lable within the program are sufficient to meet the applicant s needs It is felt that there are three critical areas which merit close observation and evaluation These critical areas are 1 Cognition e Is the person generally oriented to person place and time e Is the person able to attend to a task for a reasonable length of time e Is the person capable of retaining information to produce new learning 2 Communication e Is the person able to comprehend spoken or written language 3 Psychosocial e Is the person capable of maintaining social behavior appropriate to a college setting If it is determined that the applicant is not able to meet these basic requirements then he or she should be referred to other more appropriate agencies in the community If the person meets these basic critical requirements then he or she can proceed with the remaining admission requirements The personal interview is a procedure to gain first hand knowledge of the applicant s functional status In addition it provides for the applicant the opportunity to inquire about the program and to verbalize their initial goals and objectives The Interview Worksheet is a tool which may assist the specialist in the acquisition of pertinent information to be used in the admission decision The interview procedure is also the first opportunity to gain qualitative behavioral information about the applicant The screening assessment procedure has
190. large screen monitor and take notes 18 C A B1 Computer Lab or Conducting the group activity should include the following steps O Briefly review the central idea graph concept perhaps using a familiar example supplied by the Concepts class instructor Hand out the copies of the central idea graph and point out how the six boxes have been labeled Explain that these categories of information are related to how information is presented on the CD ROM O Make sure students understand that they need to focus on getting the information onto their graphs not on how to run the program Call up the first machine you have selected for this activity Have each student fill in the name of the selected machine in the central circle of the graph 6 Read aloud the short article and indicate that notes from this article may be considered General Information Discuss relevant vs irrelevant information how much should be written etc 6 Click on some of the red words to get important definitions Ask students which box should contain these notes Allow some discussion and give some guidance as to how much to write down CD Click on the Related Principles of Science shelf in order to fill in the related box Click on the Inventors shelf in order to fill in that information Go to the timeline in order to get the information about the year the machine was invented Use the timeline to find out two machines invented before the current
191. les ne of the features of the ABI Handbook is its capacity to assist educators in assessing existing resources and developing new ones to meet the needs of the students with Acquired Brain Injury Presently over 2500 students with ABI receive varying degrees of services and instruction from California Community Colleges While a few colleges have programs specifically designed to serve this population the great majority have not as yet developed such specialized programs With staff training and some program modifications existing programs for students with disabilities could offer educational opportunities for students with ABI It is the intent of this chapter to provide examples of the range of program possibilities through the presentations of five program profiles These program profiles are e limited services e learning disabilities e self contained off campus e full spectrum full spectrum and self contained off campus A comprehensive Program Checklist is provided to guide the educator in assessing current program capability to meet specific student needs as well as to suggest areas for future program development As each setting is unique the characteristics of the population to be served the nature and extent of current and potential resources and the level of local support must each be considered when developing a program In the town of Los Arboles California Mountain Top Lim ited College offers only limited
192. letion of this course the student will 1 Demonstrate improvement in fundamental processing skills in attention concentration impulse control scanning discrimination sequencing association and categorization by completing pre and Course Outlines Page 1 post assessment included in the computer software programs being utilized 2 Demonstrate with 80 accuracy the ability to compare contrast and apply strategies necessary to achieve competency with one 1 to three 3 software programs as assigned by the instructor and measured by pre and post assessment 3 Make measurable progress toward fulfillment of the goals and objectives stated in his her Student Educational Program Individualized Educational Plan that are appropriate to the content and scope of this course Objectives option B Based on the specific goals and objectives written in the Student Educational Contract Individualized Educational Plan this course will 1 Provide an opportunity for students with learning disabilities or acquired brain injuries to enhance their learning skills through computer assisted instruction 2 Offer instruction to develop and refine memory skills and strategies 3 Provide the opportunity for students with learning disabilities or acquired brain injuries to improve or enhance problem solving skills using strategies of efficient data gathering contrasting comparing and evaluating information 4 Increase learning effi
193. lifting class and a developmental reading class In addition to help her with her children s needs she registered for a class in developmental psychology The Learning Disability Specialist developed the following profile 51 Case History 2 Student Profile Chart Student bona Christine Irooptin Piro LAtog Comm mm Perr Vourood wow Canape Special Support auto group otroots and week clams After two semesters Christine was referred to the Department of Rehabilitation With the assistance of a rehabilitation counselor she returned to a similar nursing position She had developed a better understanding of her family and friends and was better able to respond to problems piba C ase Hist ory D avid was 24 years old when he survived a head on collision in his truck Up until that time he had been 3 a healthy young man living with his girlfriend and working full time He had an above average educational background completing his high school and two years of community college courses easily As a result of this accident and his acquired brain injury he could not walk and could not speak He had tried to communicate with a Speak and Spell but found it frustrating He was able to make some use of a letterboard His girlfriend unable to understand or cope with his disabilities had left him and he had returned to his parents home David was extremely frustrated and upset mo
194. ll be expected to analyze word usage and if necessary determine the semantically correct word as spelling is corrected Students will observe standard typing format protocol in the editing of this file 3 The student is expected to prioritize steps to complete assignments is expected to plan how to complete required lab time where applicable the student is expected to apply concepts learned in this class to assignments for other classes METHODDEINSIMI 1 This class will be conducted on a small group or individual basis Section Eleven CURRICULUM Computer Access I Page 14 MRANS OF RVAT I IATION Grades are arrived at as follows 30 Class assignments 20 Quizzes 20 Midterms 30 Final Typical examinations will require a knowledge of word processing commands and the actions they perform Students will also be evaluated on the successful completion of hands on tasks given as evaluation measures IR ADING This course is offered on a Credit No Credit basis rat IR SF COMPI RTION OT ITCOME Upon successful completion of this course the student will be familiar with the access devices appropriate to his or her disability and will demonstrate knowledge of basic word processing skills TF3CT SI JPPI IFS REOI TIRED A basic college level word processing text for the specific word processor used is required Students are requested to provide two floppy disks Items of a personal nature such as a mouth stick or
195. ll clarify errors and allow students to demonstrate that they now understand the correct procedure Achievement Deficits Basic Mathematics Skills 47 48 Software Considerations cont Suggested Software A customizing component is desirable Students or instructors can select a specific number of problems and levels of practice in order to create individualized lessons Software should have an optional component for monitoring speed of processing Beating the clock is especially motivating in a game format If students are able to focus and maintain attention speed and accuracy their automatic responses to basic math calculations may improve New Math Blaster Plus Davidson DOS MAC This program is useful for practice in building skills in the four basic operations fractions decimals and percents An arcade type game assists in building speed of automatic math operations An editor allows input of student or instructor problems NumberMunchers MECC DOS MAC This program encourages rapid solution of basic mathematics addition subtraction multiplication division with easily controlled selection of math process and level of difficulty Skills Bank II Skills Bank Corporation DOS MAC The mathematics section builds skills using basic math facts More complex problems are solved with on screen instruction from basic operations to pre algebra Students can print instructions for completing math pr
196. lop ideas into a written report Inspiration makes creating concept maps and webs easy Concept maps and webs are powerful visual learning tools They are visual diagrams that represent relationships between ideas Concept maps and webs help organize information and develop higher level thinking skills enhancing knowledge and clarity of thought Recommended Uses Inspiration is used across the curriculum in writing classes literature classes and in science social studies math It also can be used for ABI LD Utilization Guides Page 39 organizing multimedia projects in its most recent version the outline view can be saved in HTML format Inspiration is especially useful for a visual learner for some students with learning disabilities organizing information using written outline format is very difficult By organizing in Inspiration s graphical mode students are able to express visual relationships which convey the information they want to express Converting this visual display to a text based outline with perhaps some special notes attached to some of the graphical items provides a verbal organizational structure which students can then flesh out in writing Basic Use The following activity will take the user through initial steps of creating a visual outline Main Idea type The Role of Pets click on an arrow in the shape tool type a source of income click on The Role of Pets click on an arrow in the shape to
197. lse assumptions we are unaware of making We fail to make relevant distinctions though we are otherwise aware of and able to make them when making such distinctions does not prevent us from getting what we want We deny or conveniently forger facts inconsistent with our conclusions We often misunderstand or distort what others say The solution then is to reflect on our reasoning and behavior to make our assumptions explicit critique them and when they are false stop making them to apply the same concepts in the same ways to ourselves and others to consider every relevant fact and to make our conclusions consistent with the evidence and to listen carefully and open mindedly to those with whom we disagree We can change these tendencies when we see them for what they are irrational and unjust Therefore the development of students awareness of their egocentric and sociocentric patterns of thought is a crucial part of education in critical thinking S 3 FOSTERING FAIRMINDEDNESS RECIPROCITY Principle To think critically about issues we must be able to consider the strengths and Principle Principle weaknesses of opposing points of view Since Weal thinkers value fairmin dedness and recognize their tendency to be unfairminded they feel that it is especially important that they entertain positions with which they disagree They realize that It is unfair either to judge the ideas of another until they fully underst
198. ment selects a portion of text that can then be edited or formatted in a number of ways See attached Quick Reference Guide Reading Text Listening to text that has been dictated provides a useful method for identifying recognition errors NaturallySpeaking provides two methods for listening to dictated text To play back digitally recorded speech of your voice dictating text select the text to be read i e say select previous paragraph then say play that back Please note that this option only works for text that has not been previously saved and then reloaded To play back computer generated speech of any text in the NaturallySpeaking composition window select the text to be read i e say select previous paragraph then say read that This option works for any text file Page 18 ABI LD Utilization Guides Mouse Grid NaturallySpeaking provides a Mouse Grid navigation system similar to that used in previous and current versions of Dragon Dictate to move the mouse pointer Saying MouseGrid displays a 3x3 grid with nine numbered squares which cover the entire screen Saying the number of a square refocuses the grid to the selected square Repeating the selection process moves the mouse pointer to the desired object by a process of approximation Saying click selects the object Saying MouseGrid Window opens the Mouse Grid in the current window Additional fine tuning of the mouse pointer can be accomplished by using
199. mon Errors in o anng amp Reasoning C 7 __ Questioning Strategies IG Problem Solving amp Fact vs Opinion amp Decision Making PS Evaluating Claims F Inductive Reasoni ng Deductive Besora amp Trends Patterns AR R Missing Premises Instructor Notes u Table of Contents GENERAL INTRODUCTION ans PART I THE FOUR ASPECTS OF REASONING sccccccccccccccccccccccccccsceccccccsecs 1 LESSON 1 INTRODUCTION TO THE ASPECTS OF REASONING e00 4 LESSON 2 TRAITS OF THE REASONING MIND cccccccccsccscccccccees 8 Answer Key for One Liners I Handout 10 Answer Key for Conversation Handout 11 LESSON 3 STANDARDS FOR REASONING cccceccccccccccccccccccccsecceees 12 Answer Key for One Liners II Handout 14 LESSON 4 STANDARDS FOR REASONING Review amp Practice 16 LESSON 5 QUIZ 2 and THE ELEMENTS OF REASONING scseccecscees 18 LESSON 6 THE ELEMENTS OF REASONING cont and REASONING ABILITIES sea 20 MODEL AND GLOSSARY FOR CRITICAL THINKING amp REASONING CURRICULUM RO 23 Some Working Definitions 23 Elements of Reasoning 24 Intellectual Standards for Reasoning 26 Relationship of Elements to Standards 28 Traits of the Reasoning Mind Critical Thinking Attitudes 33 Reasoning Skills amp Abilities 34 Sources 35 Handout IDENTIFYING TRAITS OF THE REASONING MIND scesceseees 37 One Liners I 37 Conversati
200. monstrate knowledge of mathematical concepts vocabulary and calculations Secondarily students will maximize processing speed of calculations without sacrificing accuracy Instructional Considerations Work on basic mathematical skills can be tedious so a variety of approaches is helpful Speed of solving basic processes such as addition subtraction multiplication and division should be pressured to a speed considered automatic If that is not feasible then compensatory techniques such as rapid use of a calculator should be considered Be aware of differences in instructional approaches between the classroom and the software Software Characteristics Software should allow control of basic mathematical processes Students should be able to control numeric range e g single digit double digit etc in order to provide practice in appropriate areas Software should provide instruction to introduce concepts prior to practicing skills This gives students relevant information needed to complete exercises Avoid math software without a tutorial component Software should provide opportunity for drill or game format with frequent feedback Immediate feedback is necessary in order correct any errors before a student advances in a program Drill allows development of automatic responses with basic mathematical functions Games provide a motivating format for this Students should be able to return to missed items This wi
201. must learn new and advanced areas of their adapted technologies in order to complete other classroom assignments or special projects COT TRSF DFSCRTPTION This course is designed for students who require access to specialized adaptive technologies in order to complete assignments for other classes in which they are concurrently enrolled COT IRSF ORTFCTIVES 1 The student will learn new skills associated with highly specific applications of his her access technology 2 The student will acquire advanced problem solving skills in the use of his her access technology in the context of practical day to day use COT IR SE CONTENT ANT SCOPE 1 The student will meet with the instructor to discuss the project which the student wishes to complete CURRICULUM Section Eleven Computer Access Projects Page 21 2 Based on this student instructor discussion the instructor will determine the validity of the project and what new aspects of the student s access technology must be taughtwithin the context of this assignment 3 The student will complete a contractual agreement which details the work to be done the ACT assistance to be required and the estimated length of time needed to complete the assignment Basic instruction will involve new applications of access technologies used in the High Tech Center Applications will vary from student to student Typical examples of such work would be a low vision student learning to use access
202. n including menu options or few speech options can be selected There are no graphics so there is no age contamination The program is an excellent review of phonics as well as an introduction The program comes with a thick manual containing print versions of all program screens This manual is seen as the bridge between working on the computer and the act of reading hard copy text The program will track a student s progress if the student signs in and exits each time When the student returns s he is taken to the appropriate lesson after signing in to the program No print records are available Recommended Uses This flexible program is designed for use from age 4 to adult according to the documentation The program is extremely user friendly because it always is possible to go anywhere from anywhere a trait not often found in inexpensive software There is great consistency in activity format making it easy for students to use Although the HTCTU stays away from ABI LD Utilization Guides Page 65 commentary in these training guides this program is seen as excellent in methodology in its use of digitized sound as well as being extraordinarily cost effective Basic Use The following description of the program is taken from the program website www spencerlearning comiult phonics reviews The Ultimate Phonics reading program consists of 262 lessons covering the major phonics sounds and rules The lessons introduce a
203. n in the use of access technologies appropriate to the student s disability in the context of word processing Specialized areas of instruction might include individual and or small group instruction in the use of A MindReader A specialized word processing environment for moderately to severely orthopedically disabled learning disabled and deaf or hard of hearing students B Ttirbn Lightnin A continuous real time spell checker and thesaurus for use by all disability groups C VISTA NicePrint Hardware and software for large text on computer screen and from printer for low vision or learning disabled students D DECITalk Freedomt Screen reading and speech output for blind low vision learning disabled or language impaired students E Filch Keyboard adapter for physically disabled learning disabled low vision or blind F Keytronics KB5151 Keybnard Specialized keyboard for use by physically or learningdisabled COT TR SE CONTENT AND SCOPE RATIONALE FOR COURSE STRUCTURE The total instructional period for use of specialized access devices will be four weeks The remainder of the semester will be spent in using the access technology in the context of word processing It is anticipated that blind students will require the entire four weeks for beginning efficiency with screenreading techniques Moderately physically disabled students will require two weeks to develop beginning proficiency with their specific access tec
204. n os 5 Carmen Sandiego Word Detective Win Mac CD ROM oococcccncnncnnccnnnnns 7 Conditional Statements Plus Win 3 x Win 95 en une 11 Deductive Reasoning Plus Win 3 x Win 95 ococcccncncnconcncncncanoncncanones 13 Dr Brain The Lost Mind of Win rere tee sey 15 Dragon NaturallySpeaking Preferred 4 0 Win 95 98 NT 17 RAC EO Ma 33 Hierarchical Attention Training Plus Win 3 x Win 95 occoccccccncnncnnoso 35 Hot Dog Stand Win CD ROMJ sn reee ea ereraa aaia 37 Inspiration 5 0 Educational Edition Win sn ik 39 Kurzweil 3000 3 1 Win 95 98 NT still 43 Phoneme Sequencing for Reading and Spelling The Lindamood Program Mac Win CD ROM sceeeeceeeeeeeeeeee ents 47 Listening Skills Plus Win 3 x Win 95 au a a 49 Microsoft Word 97 Win 95798 N Ta en 91 Ouictionary Reading PO a 55 Safari Search Win ua kai 57 Skils Bank 4 Win esse esse 59 Spell TES AWARD E TE EE E E TEE o 61 Typing Tutor 7 Mac Win CD ROM unse 63 Ultimate Phonics ver 1 0 Win asus 65 Ultimate Speed Reader Wii 69 Visual and Auditory Memory Span Plus Win 3 x Win95 71 Visual Pattern Memory Plus Win 3 x Win 95 cccocccoccnocnnacnncnnnnnannnnss 73 Whats My Logic Win sacra i om cee 75 WYNN 2 0 Win 95 98 NT ccccccccescescscescescescscescescscseesseseeseseseesesens 77 Accessibility Options Win 95 98 NT Publisher Retail Cost Included in OS Microsoft Corp One Microsoft Way Redmond W
205. n present their findings to their peers in an oral presentation format Activity THSdent Satisfaction Survey fied tisfied t Know En T 2 0 Lan E oO Issa amp E ee Sunsew Aque JAUNS Gunsa avo Burssasaig TER RI I RR 3 Bupu L ONS SIMS EPA SINS ene C6ASRI Coastline Community College Comprehensive Cognitive Retraining Curriculum for Adults and Adolescents with Acquired Brain injuries ORDER FORM UO 500 Overview of C A BI Model amp How to Use Package free with any purchase A 500 Assessment Instrument Includes two equivalent forms for pre and post testing Each form contains 14 sub tests with automatic links to prescriptive curriculum Six 3 2 disks 500 Psychosocial Curriculum Describes conceptual framework of psychosocial class including processing and curricular components Includes lesson plans with lecture notes and discussion guidelines class activities student handouts and homework assignments for four instructional units targeted for brain injury survivors i e Pre Injury Personality Neuropsychological Effects of Brain Injury Coping with Brain Injury and Life After Brain Injury What Next A 375 Memory amp Attention Includes lesson plans with lecture notes and discussion guidelines class activities student handouts homework assignments and computer disk with multimedia lesson illustrating types of attention Applies theoretical
206. ncccncccnnonnnononononoconocnocinocononoss 67 Introducing Graphic Organizers 67 USING CENTRAL IDEA GRAPHS sj ssassvsssonicenstcsvebasscasstnesedavsasestesnedsvesonstsonsvonessapass 70 General Information about Central Idea Graphs 70 Directions For Using Central Idea Graphs 71 Suggested Lesson Plan for Teaching the Use of Central Idea Graphs 71 Transparency DOG OWNERS RESPONSIBILITIES 75 Transparency CONSEQUENCES OF ACQUIRED BRAIN INJURY 76 Excerpts from Newspaper Article about Arizona 77 Quiz Central Idea Graphs 78 Using a Central Idea Graph to Gather Information from The Way Things Work CD ROM 79 Central Idea Graph for use with CD ROM The Way Things Work 82 PART IH ADDITIONAL CRITICAL THINKING TOPICS 220000000000000000020000002000 000000000000 83 CRITICAL THINKING BOOKS REQUIRED FOR GETTING STARTED 87 CRITICAL THINKING TOPICS amp SUBTOPICS BY BOOK amp PAGE NUMBER 88 CRITICAL THINKING SAMPLE LESSONS Expanded Instructional Events 90 Sample Lesson 1 Identifying Relevant Information 92 Handout WHAT INFORMATION IS IMPORTANT HERE 95 Sample Lesson 2 Questions of Fact 97 Sample Lesson 3 Biased Language 100 Sample Lesson 4 Understanding and Recognizing Arguments 103 Sample Lesson 5 When Is It Pointless to Argue 107 Sample Lesson 6 Applying a Problem Solving Model 110 Sample Lesson 7 Hasty Generalization 114 Instructor Notes Handout SOUND REASONING 117
207. nd sound out over 4400 of the most common words in the English language In addition the lessons contain over 2000 sentences made up entirely of words from this core vocabulary Each lessons builds upon the material introduced in preceding lessons There are six types of lesson pages Idea Pattern Sight Word Word List Word and Sentence 1 An Idea page tells about a phonics idea or concept For example the idea of a syllable would be explained 2 A Pattern page tells about a letter pattern that represents a sound such as th ee and tion 3 The Sight Word page introduces a common word that does not follow the standard phonics rules There are around 100 words in this program such as the says and where 4 The Word List page displays a list of all the words that are contained in a lesson The Word pages which are the heart of the Ultimate Phonics Program introduce new words and have features that enable you to understand exactly why a word sounds the way it does To hear the sounds in words move the mouse slowly Every word can be spoken normally spoken in syllables or fully sounded out sound by sound all by just pointing with the mouse 5 The Sentence page displays a sentence and provides important reading practice A typical lesson may contain as many as ten Sentence pages It is possible to print out the word lists and sentences It is expected that the user begins at lesson one and proceeds through but it also
208. nd a brief definition of each trait Study for quiz which will require students to a define reasoning b define critical thinking c name the four aspects of reasoning d name at least three traits of the reasoning mind Part Four Aspects of Reasoning Handouts Quizzes amp Other Materials 37 Name Due Date Handout IDENTIFYING TRAITS OF THE REASONING MIND Ono Liners For each line answer this question What trait is the speaker exhibiting or not exhibiting 1 You don t know what you re talking about 2 My heart wants to believe that he s a good guy but now that I ve heard bad things from three different people I have to admit he may be dishonest 3 Your argument is very convincing but I want to hear what Joe and Jane have to say before I form a conclusion 4 That red haired kid probably started the fight you know what tempers redheads have 5 Why is it that birds can fly and humans can t 6 I don t care what the label says I know that song was recorded in 1985 38 C6g8i Critical Thinking Component 7 I know I have all the information I need and today s the election but I just can t decide who to vote for 8 I was so sure that it was you who left the oven on but you re right I did use it last 9 I believe I m correct but I need to find more evidence to support my position Central Idea Graph THE FOUR ASPECTS OF REASONING Elements of Reasoning Traits of the Reasonin
209. ng Socratic discussion fostering dialogical thinking fostering dialectical thinking Cognitive Strategies Micro Skills distinguishing facts from ideals integrating critical vocabulary distinguishing ideas examining assumptions distinguishing relevant from irrelevant facts making plausible inferences supplying evidence for a conclusion recognizing contradictions exploring implications and consequences refining generalizations THIL KING BOOKS SOFTWARE Cr tical e ac vities for better academ ormance hig er test scores Writing U S History amp Reading Mathematics Bill of Rights Skills amp Media Literacy Hands on Graphic Science Organizers ESL LEP Cognitive ELD amp Speech friendly Language Activities Skills Instructional Design amp Strategies All Ages All Abilities Atka Thinking activities for lu eer N Pai academic performance amp higher test scores 3 Writin amp Reading Mathematics U S Histor ar EDITOR IN Hill E ti n Rut oot 4 a n Grammar amp Punctuation Hands on Graphic Z NO Z Eo TITLES dealing exclusively with Science Organizers CRITICAL THINKING Media Literac Lesson Designs LANGUAGE Speech Instructional Skills Strategies from the leader in the field for over 35 years Selecting Software for Students with Learning Disabilities Contributing Authors Ellen Cutler High Tech Ce
210. ng is frequently too much for students to assimilate in a productive manner A student who successfully completes the class will have developed touch typing skills and a basic typing rate of at least 20 22 words per minute Students with significant orthopedic dis ability will exit this course with familiarity of key locations Low vision or blind students may require specialized instruction Computer Access This course introduces the use of an access technology appropriate to a student s disability in the context of basic word processing Students who do not require the assessment or keyboarding class will usually enroll in this course This is a basic introductory course and generally not repeated Successful students simply move on to varied activities in the Computer Access II course Computer Access This is the second semester to Computer Access I Usually there are two types of course work being done in this class word processing and other software applications such as spreadsheets and database managers Other software applications being taught will most probably be instructor dependent Additional versions of this class can be created to meet these specific software application needs or subject area needs Computerlsceithojests This course is intended for students who have completed High Tech Center curriculum and need to use High Tech Center facilities in order to compete successfully in academic course work Students en
211. ng levels for this to occur Material of varied lengths need to be available in order to accommodate time constraints of students e g a 50 minute class period students ability to focus and maintain attention on the reading task and students level of performance Short passages must also be available for students unable to comprehend longer ones The ability to receive on line hints or to review the reading passage while answering comprehension questions is desirable Many students ability to mentally organize and retain the material they have read is facilitated by hints or being able to review the passage while they consider the answers to comprehension questions 40 Achievement Deficits Reading Comprehension Software should employ a variety of response modes To make tasks more interesting as well as challenging a variety of response modes is desirable e g multiple choice responses for comprehension questions underlining for selecting the main idea in text Because students get bored with repetitive tasks being forced to respond in different modes promotes different ways of processing information and formulating concepts Software should allow students to demonstrate comprehension without regard for spelling accuracy or an exact sequence of words Programs which require exact spelling and phrasing may measure areas of weakness rather than focusing on the task of reading comprehension The option to review v
212. ng problems Feedback should be frequent and educational If response is repeatedly incorrect the process for achieving an accurate solution should be demonstrated Software should provide extended practice with a wide variety of problems and or the option of repeating problems with different numbers Students benefit from repetition in learning to structure and solve problems This enables them to develop a format for approaching mathematical problems It is desirable that software cover a wide variety of mathematical processes A comprehensive program allows students to progress to higher levels without having to learn how to use a new program Suggested Skills Bank II Skills Bank Corporation DOS MAC Software The Math Word Problems section of this program is helpful in developing the basic reasoning processes for solving simple word problems Students can print instructions for completing word problem solutions directly from the screen 50 Achievement Deficits Mathematics Reasoning Math Blaster Mystery Davidson DOS MAC This program is especially helpful in the areas of focusing on relevant information planning strategies considering alternate solutions hypothesizing and testing hypotheses and using inductive and deductive reasoning A variety of motivating formats are presented selection of any level and activity may be made at any time during the use of the program On screen help calculators and hi
213. nitive Deficits Freedom from Distractibility 31 32 Cognitive Deficits Achievement Deficits 34 Basic Reading Skills Assessment The following tests provide information about basic reading skills M ae Letter Word Identification WJ R test 22 This test measures the student s ability to identify letters and words A low score on this test suggests a lack of reading vocabulary e Word Attack WJ R test 31 This test measures the student s ability to demonstrate the knowledge of phonetic analysis by decoding nonsense words A low score on this test suggests a lack of phonics and syllabication skills e WRAT R Reading This test measures the student s ability to read a list of words of increasing difficulty A low score on this test suggests a lack of reading vocabulary Functional Basic Reading Skills Maniiestitons A student whose test behavior suggests specific deficits in basic reading skills may have difficulties even in classes where reading ability is not a target skill Written instructions on tests or worksheets assignments written on the board the class syllabus and word problems in classes such as math drafting or electronics may present unexpected difficulties for this student In addition instructional signs on equipment in classrooms which relate to use or warn of danger may not be comprehended by this student In daily life this student can expect problems with menus billboards street sign
214. nking Activities pp 72 74 83 87 89 97 98 100 106 109 4 Brain Stretchers Book 2 pp 43 45 52 54 Section 2 What Shape Completes the Square Section Score 100 4 4 Suggested Curriculum 1 Building Thinking Skills Book 2 pp 19 34 35 2 Building Thinking Skills Book 3 Figural pp 18 19 71 78 3 Mechanical Aptitude amp Spatial Relations Tests pp 31 38 4 Critical Thinking Activities pp 59 60 90 5 Brain Stretchers Book 2 pp 22 24 Section 3 Congruent Figures Section Score 100 9 9 Suggested Curriculum 1 Building Thinking Skills Book 3 Figural pp 27 29 31 40 59 65 67 2 Critical Thinking Activities pp 58 64 73 76 80 92 94 99 3 Thinking Skills IL pp 2 Section 4 Cube Counting Section Score 100 4 4 Suggested Curriculum 1 Mechanical Aptitude amp Spatial Relations Tests pp 56 62 Supplemental FSim Curriculum I Critical Thinking Activities pp 66 70 84 105 FIGURAL SEQUENCING Total Score 100 7 7 Total Time 01 41 Section 1 Sequencing Figures Section Score 100 4 4 Suggested Curriculum 1 Building Thinking Skills Book 2 pp 49 52 2 Building Thinking Skills Book 3 Figural pp 108 110 112 3 Mechanical Aptitude amp Spatial Relations Tests pp 130 134 98 102 4 Intelligence Applied pp 131 141 157 167 5 Critical Thinking Activities pp 65 91 93 101 104 107 108 Section 2 Rotating Figures Section Score 100 3 3 Suggested Curriculum 1
215. nostic and prescriptive pre tests Basic skills lessons Quizzes Thinking skill lessons New Features e Voice and sound guide students through lessons and provide an extra modality for learning e Lessons on Internet fundamentals are included e Mathematics activities have been revised and there are 40 new activities ABI LD Utilization Guides Page 59 e Purchasable Language Practice Series provides 22 add on lessons with open ended interactive practice on all concepts in SkillsBank Language Series e Purchasable Computation Practice Series features 24 add on lessons with randomly generated problems in an open ended interactive setting e Enhanced teacher reports Purchasable mathematics worksheet generator MathCheck which offers add on libraries of additional math content Notes Pricing Single User Set Basic Skills 1245 00 5 User Lab Pack 2490 00 50 User Net Site 4980 00 Unlimited Net Site 7470 00 Page 60 ABI LD Utilization Guides Spell It 3 win Publisher Retail Cost 49 00 Davidson amp Associates Inc P O Box 2961 Torrance CA 90509 800 545 7677 www davd com System Requirements A 386 25 MHz or faster DOS based machine running Windows 3 1 a hard disk with at least 5 MB free space Windows supported sound card recommended 4 MB of RAM Description This program is designed to incorporate fun into the mastery of new spelling words It is designed to help students of all ages develop an
216. nt difficulties In daily life this student may generally avoid situations requiring mathematical reasoning The student may need assistance in budgeting managing financial accounts calculating taxes determining efficient travel routes verifying hours adjustments and taxes in their employment and in modifying tasks involving construction cooking or sewing Software Instructional Goal Considerations er Students will demonstrate the reasoning and sequencing involved in word problems and in more complex mathematical processes Instructional Considerations It is extremely important that students be taught necessary mathematics vocabulary e g difference sequential yields Achievement Deficits Mathematics Reasoning 49 Software Many algebra texts now include the possibility of acquiring Considerations tutorial software correlated with the text Software not related cont to a text should be evaluated in terms of its terminology content and solution processes as related to the students courses There are non computational skills underlying many mathematical processes e g short term and long term memory sequencing These must be addressed specifically Software Characteristics Word problems should present reasoning processes in a sequential fashion and include a variety of problems Students benefit from following clear models Extended practice develops automatic responses to structuring and solvi
217. nter Specialist Santa Monica College Sally Fasteau Learning Disability Specialist Los Angeles Harbor College Marcia Krull Learning Disability Specialist Mt San Jacinto College Rebecca Stone Acquired Brain Injury Specialist Merritt and Alameda Colleges Carol Toppel Learning Disability Specialist Mission College Christine Tunstall Acquired Brain Injury Learning Disability Specialist Mt San Antonio College Produced by The High Tech Center Training Unit of the California Community Colleges at Foothill De Anza Community College District 21050 Mc Clellan Road Cupertino CA 95014 Carl Brown Production Assistance Alice Rose Kelly Crandall Wayne Chenoweth Pisamai Chamkasem Project Facilitator Marcia Norris Desktop Publishing Kathryn Fransham Version 1 0 1993 The California Community Colleges Chancellor s Office Table of Contents Introduction ia AAA General Guidelines ccccceccccecceecceeeueeees Co gnitve Deficits een Long Term Retrieval 3 ass Short Term Menores Processing Speed ee Visual Processing Perceptual Organization siii Comprehension Knowledge Verbal Comprehension Expression Fluid and Abstract Reasoning Freedom From Distractibility u Achievement Deficits nee Basic Reading Dkills seen Reading Comprehension ce asien Basic Mathematics Skills o oocoococcccncncn o Mathematics Reasoning en Basic Writing Skills Written Expression sa
218. nts are easy to access Math Shop Scholastic DOS This program sets up situations in shops that require students to structure and solve math processes from basic math through fractions decimals and proportions Students can control options of how long to work at one process with an infinite number of problems which process they work on and whether to work with time pressure Algebra Broderbund DOS MAC This program uses an interactive tutorial process very effectively allowing students to learn algebraic concepts manipulate many of these concepts on the screen and practice a variety of problems with different numerical data Algeblaster Plus Davidson DOS MAC This program is especially useful for learning elementar algebra skills Students are guided step by step through several activities designed to teach and reinforce problem solving strategies Translation of word problems into algebraic equations and an authoring component are available Geometry Broderbund MAC This program uses an interactive tutorial process which allows students to learn geometry concepts manipulate many of these concepts on the screen and practice a variety of problems with different numerical data Achievement Deficits Mathematics Reasoning 51 52 Suggested Software cont What s My Angle Davidson DOS MAC This program is helpful in presenting geometry concepts word problems and proofs with real life a
219. nts work in an interactive format Comprehension activites are set in the context of short stories and popular literature A variety of comprehension activities are available including sequencing students put lines of the story in correct order and identifying key words Students also practice punctuation and identify parts of speech What s the Story Sunburst Wings for Learning DOS MAC This program provides a series of passages on motivating subjects which are age appropriate for adults This software is especially useful because of its unique format where students begin with reading the questions and seek the answers from the text Cloze procedure is effectively used Students are not penalized for spelling errors Ace Reading Series Mindplay DOS MAC The Ace Reporter main idea and details Ace Explorer sequencing Ace Detective drawing conclusions and Ace Inquirer facts or opinions are useful in their organization each program focuses on one concept Each also requires students to separate pertinent from non essential information and has a motivating format Reading level can be controlled and an authoring component is available for editing existing text or writing new material Skills Bank II Skills Bank Corporation DOS MAC This program is effectively organized by concept with literal interpretive and critical comprehension sections as well as figurative language Lessons are followed by quizzes and tes
220. o determine whether or not the source is in a position to know and they gather information where sources disagree Principle Principle Principle S 13 RAISING AND PURSUING ROOT QUESTIONS The critical thinker can pursue an issue in depth covering relevant aspects in an extended process of thought or discussion When reading a passage she looks for issues and ideas underlying the claims expressed She comes to her own understanding of the details she learns placing them in the larger framework of the subject or her thought She can move between basic underlying ideas and specific details When pursuing a line of thought she is not continually dragged off subject She uses important issues to organize her thought and is not bound by the organization given by another Nor is she unduly influenced by the language of another If she finds that a set of categories or distinctions is more appropriate than that suggested by another she will use ft Recognizing that categories serve human purposes she uses those categories which best serve her purpose at that time She is not limited by accepted ways of doing things She evaluates both goals and how to achieve them S 14 EVALUATING ARGUMENTS Rather than carelessly agreeing or disagreeing with arguments based on their preconceptions of what is true critical thinkers use analytic tools to determine the relative strengths and weaknesses of arguments When analyzing arguments critic
221. o self monitor for effective application of the strategy being practiced In this way mastery of a particular memory strategy may be achieved Format should be motivating Memorization can be boring Computer graphics auditory and visual reinforcers or a game format provide motivation for continued practice Reading and spelling tasks should be matched to the student s abilities Students should be able to attribute their scores to memory practice only Errors in reading or spelling confuse and frustrate students and are unrelated to the memory task itself Cognitive Deficits Long Term Retrieval 5 Software Considerations cont Suggested Software An authoring component should be available when appropriate Authoring components which allow students to develop visual memory aids e g flash cards lists outlines for academic coursework are particularly useful Learning has a greater chance of occurring when activities can be applied in real life situations Potential for distraction from the task should be provided Distraction is a primary hindrance to the ability to memorize successfully Software generated distractions provide the opportunity for students to learn how to overcome this problem Memory Castle Sunburst Wings for Learning DOS Students play a fantasy game requiring sequential memorization of instructions This software is particularly good for practicing the following memory strategies
222. oblem solutions directly from the screen Algebra I Homework Tutor Missing Link Software MAC This program generates an infinite number of algebra problems and allows students to insert their own homework problems The program provides feedback at each step of the problem solving process and will reveal either part or all of the process on request Achievement Deficits Basic Mathematics Skills Mathematics Reasoning Assessment The following test provides information about mathematics Measures reasoning J Applied Problems IVI R test 251 This test measures the student s ability to solve word problems in mathematics A low score on this test may indicate a lack of mathematical vocabulary or a lack of understanding of math concepts The student will struggle with problem solving activities in some vocational programs such as nursing or drafting and in classes such as algebra or chemistry Functional Mathematical Reasoning Manifestations A student whose test results suggest specific deficits in mathematical reasoning may be able to handle the calculations involved in course work but may not be able to determine the calculation process needed or to set up the calculation The struggle in algebra and statistics classes may be obvious but other courses such as biology chemistry physics anatomy and physiolog and courses of study such as business nursing computer sciences drafting and electronics may also prese
223. ocabulary prior to reading passages is desirable On line dictionaries assist with acquisition of vocabulary knowledge needed to understand a reading passage Using them provides students with practice in using reference materials as well as assisting with comprehension Software should include a variety of comprehension tasks e g finding the main idea reading for facts making inferences and drawing conclusions Practice in different types of reading tasks is necessary in order to help students build skills in specific areas and to help students understand the spectrum of activities which encompass reading comprehension Text on the screen should be easy to perceive An uncluttered screen format and good text resolution is necessary to facilitate reading speed reduce eye strain and reduce negative effects from visual perceptual interference Achievement Deficits Reading Comprehension 41 42 Suggested Software Reading Comprehension Read N Roll Davidson DOS This program focuses on single paragraph comprehension followed by a single question involving the main idea facts making inferences or sequencing Features include vocabulary review multiple choice in cloze procedure paragraph review during question text display option text is available as black type on white background or white type on black background A variety of grade level materials is available Reading Workshop Mindscape DOS Stude
224. of involvement precludes benefit from attendance in a community college setting 60 8 The Academic Placement List Academic skills are adequate to take mainstream classes without assistance May need academic counseling and or registration assistance Is able to take mainstream classes with supportive services Is able to take mainstream classes with supportive services the assistance of a tutor and or a study skills learning strategies class Is able to participate in some selected mainstream classes but requires special classes in basic academic skills such as reading spelling math or writing Participation is restricted to special academic classes Benefits from special academic classes with assistance of a tutor Benefits from one to one tutoring Limited benefit from community college activities 9 Severity of involvement precludes benefit from attendance in a community college setting The Psychomotor Placement List 1 Psychomotor skills are adequate to participate in mainstream classes May need academic counseling and or registration assistance 2 May have mild limitations in psychomotor domain but functions in dependently May require minimal support 3 Is capable of satisfactorily meeting the criterion of a mainstream class with adaptation and or assistance 4 Benefits from participation in psychomotor training which may include adaptive physical education and or s
225. og Attention Skills 8 Visual Motor Skills Modules Braintrain DOS Brain Train 727 Twin Ridge Lane Richmond VA 23235 804 320 0105 1 795 00 complete set also available in three individual modules Carmen Sandiego Series Broderbund DOS Mac Broderbund Software Inc Dept 93 EC P O Box 6125 Novato CA 94948 6125 800 521 6263 Where in the World Deluxe Edition 74 95 Where in the World is Carmen Sandiego 44 95 Where in the USA is Carmen Sandiego 44 95 Where in Europe is Carmen Sandiego 44 95 Software References Where in America s Past is Carmen Sandiego Mac 59 95 DOS 54 95 Where in Time is Carmen Sandiego 44 95 Cognitive Rehabilitation Memory Hartley DOS Hartley Courseware Inc 133 Bridge Street Dimondale MI 48821 800 247 1380 195 00 Decisions Decisions Tom Snyder DOS Mac Tom Snyder Productions Inc 80 Coolidge Hill Road Watertown MA 02172 800 342 0236 DOS Mac Ver 149 95 Factory Sunburst Communications Wings for Learning Mac Sunburst Communications Wings for Learning 101 Castleton Street Pleasantville NY 10570 800 338 3457 79 00 Foundations H Memory Psychological Software DOS Psychological Software 6555 Carrollton Indianapolis IN 46220 317 257 9672 175 00 Software References 73 Geometry Broderbund Mac Broderbund Dept 93EC P O Box 6125 Novato CA 94948 6125 800 521 6263 99 95 Grammar Examiner Compton s New Media DO
226. ogram Later this option can be used as a strategy development tool The Right Turn Sunburst Wings for Learning DOS This software allows the student to develop and practice strategies for visual manipulation of a 3X3 grid Graphics and instructions are basic and clear Assessment Measures Comprehension Knowledge Verbal Comprehension Expression Comprehension knowledge verbal comprehension measures expressive language ability based on the breadth and depth of cultural knowledge and experience It includes not only the comprehension of communication but also the types of reasoning based on previously learned operations The following tests of the WJ R measure comprehension knowledge verbal comprehension U Picture Vocabulary test 61 This test measures the student s ability to identify pictured objects A Oral Vocabulary test 131 This test measures the student s ability to provide synonyms and antonyms for a list of presented words Q Listening Comprehension test 201 This test measures the student s ability to understand vocabulary meaning levels of construction and use of word forms with items presented from audio tape Although this test was not included in the LD Model Development Study it is valuable because it measures all levels of language processing from basic auditory processing to a complex grasp of syntax and semantics The following subtests of the WAIS R measure comprehension knowledge verb
227. ol type provides company To Do Rapid Fire press select the Rapid Fire tool from the tool bar and click on the text to which idea boxes will be attached A red lightening bar will appear from the keypad type for children press enter type for the sick press enter type for the elderly press enter To Create Different Shapes click on provides company click on a shape from symbol palette Page 40 ABI LD Utilization Guides To Delete Links click on arrow from Role of Pets to Source of Income press delete key To Draw Links select The Role of Pets position pointer on diamond shaped handles at the top click and drag the link to the Source of Income symbol to delete link select it and delete To Edit Diagram or Outline click and drag items anywhere Adding Text to Link Click on the middle of a link an edit box will appear type As mentioned in the news To Change Text Font and Style select text in any box go to the FORMAT menu select FONT select font choice For Rushwritin select any shape double click upper left corner rectangle write notes To View on One Page Ctrl E or from View menu select Zoom and the Fit to Window ABIJLD Utilization Guides Page 41 To See in Outline Format Ctrl T or from View menu choose Outline To Print on One Page From File menu select Print Options and select Fit to 1 Page radio button Notes Link to http www inspiration com book cm html
228. on 39 Handout TO SCHOOL OR NOT si cssccesteancientancccentetvesesicasecacteassasccascascens 40 Handouts APPLYING STANDARDS FOR REASONING csccccsccsccscescsees 42 One Liners II 42 Homework Assignment APPLYING THE STANDARDS FOR REASONING TO A MAGAZINE OR NEWSPAPER ARTICLE scccccsccccccsceccscscecceces 44 CRITICAL THINKING amp REASONING QUIZ 1 o ooccccccccccccnocccnononcnnoso 47 CRITICAL THINKING amp REASONING QUIZ 2 oooccccccccococcoccccccncnnonons 48 Central Idea Graph THE FOUR ASPECTS OF REASONING scesccceccecceees 50 Central Idea Graph TRAITS OF THE REASONING MEND cccccsccscsecscees 51 Central Idea Graph STANDARDS FOR REASONING sccsccscceccsscceccecces 52 C A 13I Critical Thinking Component The Logic of 53 The Logic OF Love ana ae 54 The Logic OF Fear una 55 Central Idea Graph THE FOUR ASPECTS OF REASONING usss00000000000000000000000000 56 Student Handout CRITICAL THINKING amp REASONING csccscscssssscesecscseesees 57 What Is Reasoning 57 What Is Critical Thinking 57 Traits of the Reasoning Mind 58 Standards for Reasoning 60 The Elements of Reasoning 61 The Elements of Reasoning and Standards for Reasoning 62 Reasoning Skills amp Abilities 63 PART I GRAPHIC ORGANIZERS sai sccssissssushivesevsesovnstscsosssseudetssdvcssaenseaskobtvovavencsvsssvesevstes 65 USING AND TEACHING GRAPHIC ORGANIZERS occo
229. ont Instructional Considerations In order to practice writing skills the student first needs to learn or know the basic components of writing i e pre writing writing and editing Instruction in these areas must be clearly presented in order for the student to practice them Although students are often reluctant to spend time on generating and prioritizing their ideas programs which help them brainstorm and visually organize their writing are helpful in reducing the time they spend in formulating their first drafts On line editing programs e g spell checkers grammar checkers can be very effective in assisting students with written expression However as they are not considered computer assisted instruction their use will not be addressed here Software Characteristics Software should have components to facilitate brainstorming and organization of ideas Students often need instruction in organizing and planning written language Using pre writing software activities helps to establish a solid framework for written composition Software should have components to check for grammatical and spelling errors When using a word processor or a program designed to teach writing skills interactive spelling and grammar checkers can be effective in helping students learn to find errors in their written work Optional tutorial information about why the identified aspect could be in error and suggestions for possible revision
230. ople do when typing a document Saying New Line is equivalent to pressing the Enter key once e New Paragraph capitalizes the next word you dictate New Line does not capitalize the next word Dictation commands When you are dictating you can say the following dictation commands without pausing Sav To New Line Press the Enter key once New Paragraph Press the Enter key twice capitalize next word Cap lt word gt Type lt word gt with an initial capital Caps On Start typing words with initial capitals Caps Off Stop typing words with initial capitals All Caps lt word gt Type lt word gt in all uppercase All Caps On Start typing words in all uppercase All Caps Off Stop typing words in all uppercase No Caps lt word gt Type lt word gt in all lowercase No Caps On Start typing words in all lowercase No Caps Off Stop typing words in all lowercase No Space lt word gt Do not put a space before lt word gt No Space On Stop putting spaces between words No Space Off Start putting spaces between words Notes e To enter the word cap as in baseball cap pause after saying cap Page 26 ABI LD Utilization Guides e The capitalization and spacing modes are automatically canceled if you move around your document Move to the beginning and end of documents and lines You can use these commands to move to the top or bottom of a document and the beginning or end of a line Sav Go to Move
231. or equivalent IBM compatible PC Windows 95 Windows 98 or Windows NT 4 0 with Service Pack 3 or greater Memory Requirements Minimum 48 MB RAM for Windows 95 and 98 64 MB is recommended 64 MB RAM for Windows NT 4 0 Hard Drive Requirements 200 MB free hard disk space CD ROM drive for installation Audio Creative Labs Sound Blaster 16 or equivalent sound board supporting 16 bit recording Description Dragon NaturallySpeaking is a speaker dependent continuous speech 0 recognition system The active vocabulary size is 160 000 words with a 250 000 word dictionary that allows for accurate word prediction and spelling Text can be dictated at around one hundred words per minute The system accommodates multiple voice profiles per computer Features include Select and Say editing and convenient Dictation Playback and Text to Speech to speed editing and proofreading and the ability to launch applications and drop down menu commands by voice Users can now navigate the Internet by speaking URLs and into fields in Web pages when using Internet Explorer 4 0 65 5 0 Recommended Uses This program is recommended for persons with repetitive strain injury or moderate to severe physical disabilities that impair keyboard usage Users must be able to produce consistent speech output Basic Use Each user must individually train Dragon NaturallySpeaking Training is accomplished through use of the General Training program Creat
232. ore effectively The easy to use color coded tool bar interface has been especially designed to be useful for persons with learning disabilities It is possible to purchase the program without the scanning capabilities Recommended Uses Although designed for general use the program is of extreme value to persons with learning disabilities who have difficulty reading and or comprehending More than just a scan read program it provides specialized tools to assist in reading tasks as well as tools to facilitate comprehension In order to determine what features might be useful for persons with learning disabilities Arkenstone worked with researchers from Syracuse University and educators in the DSP amp S program at UC Berkeley ABI LD Utilization Guides Page 77 A singular feature of the program is the quick guide for users in a color coded format The color coding is keyed to the colors of the toolbars A manual in such a reference material style is easily accessible for students with learning disabilities Basic Use Read only version 1 From the Start menu select Programs Arkenstone WYNN 2 From the WYNN File menu select Open and then select a file name 3 When the file has loaded in click on the Read button on the tool bar to hear the text being read WYNN Features Files may be viewed in two ways in exact view which presents the page exactly as it appears on hard copy or a text view In the Exact view it is possi
233. ork prescribed in this course Individualized assignments may also be made when appropriate Outside Assignments Students will be required to complete outside assignments and will have access to computer lab time in addition to that which is required by this course to work on assignments Outside assignments will be given to facilitate the application of skills such as planning organizing and self monitoring in the student s own environment Critical Thinking Each module of this course requires the organization of information by comparing and contrasting or grouping and labeling the expansion of information which demonstrates flexibility and the synthesizing of information to make a logical conclusion This course requires understanding of a wide range of strategies appropriate to many different Course Outlines Page 5 situations presented randomly by the computer software Students must compare contrast and apiy strategies to be successful and demonstrate competency with each software program used Primary Method of Instruction Instruction will be provided through a lecture and laboratory format _ utilizing both individual and group instruction as appropriate Cooperative learning groups are recommended as an instructional method Means of Evaluation Pre and post assessment by the instructor will be based on progress criteria specified in Student Educational Contract Individualized Educational Plan Students must demonstra
234. ormation on a word highlight any word in the document by double clicking on it Click on the Dictionary button in the toolbar Click the Read button to hear the definitions read aloud To see a list of words with similar meanings click Get Synonyms Intermediate Use 1 2 3 Click the right mouse button in the document to see a context menu of choices to make This method may prove to be quicker To select a reading unit choose from the Read By list box either by word by phrase by sentence by line or by paragraph To select a reading mode choose from the Read Mode list box Continuous mode will read until you stop it with a mouse click or clicking on the pause button If you choose Self Paced reading will pause at the end of whatever reading you have selected Notes Installation The installation is very simple just insert the CD and follow the on screen directions The authorization floppy disk must be in the A drive during installation when it is automatically installed There are three authorizations on the floppy disk If you need to uninstall there will be a step in the process that places the authorization back on the floppy disk However if you have a previous version or a version of Omni Kurzweil 1000 the sequence of installation becomes important As a general rule install the older of the Kurzweil programs first then the newer one to avoid conflicts If installing on Win NT be sure to obtain the
235. ory processes especially when impairment in memory is present It is based on much research and will change as we learn more about memory In addition there are a number of other theories which offer other ways of viewing memory Students may need to review the concept of an analogy before they can understand the library analogy Discuss each aspect of the analogy one at a time Then discuss how they work together in an interactive trimmer Draw arrows on overhead or blackboard presentation to illustrate how information is processed through the various parts of the library 38 CsA3131 Memory Curriculum Part I Name Date LESSON 3 MEMORY SYSTEMS OVERVIEW LIBRARY ANALOGY The library analogy is a simplified way to understand the different processes and systems involved with normal memory and memory problems that stem from brain injury How To Manuals Procedural Memory ans Novels amp Biographies y thinger Nam bow to do x Reference Books Er by repetition Episodic Memory Semantic Memory same way every Ome REMEMBER KNOW pest 1111nw n of your We amp plane for die future different for each person Inked to time amp place lasts short lime unless very important amp information you learn lasts a lone time IIVOC 0110 SUMS Executive Functions Desktop Attention Working Memory ATTENTION what s in your mind st the moment size Pcia PEPA Student Handouts 39 1 For information to be remembere
236. otection 122 UNIT 2 TRANSPARENCY 5 123 LESSON 2 THE FRONTAL LOBES ss000000s0000000000000000000200000000000000000000 124 Frontal Lobe Functions 124 Effects of Injury to the Frontal Lobes 124 LESSON 3 THE TEMPORAL LOBES ccssscssssscsssscssscsssssssssscesseees 127 Temporal Lobe Functions 127 Effects of Injury to the Temporal Lobes 127 LESSON 4 THE PARIETAL LOBES csssssssssnssessnnseessnssenssnssensnsssnssnnnee 130 Parietal Lobe Functions 130 Effects of Injury to the Parietal Lobes 130 LESSON 5 THE OCCIPITAL LOBES 220s2000000022000000000000020000220000000020000 132 Occipital Lobe Functions 132 Effects of Injury to the Occipital Lobes 132 LESSON 6 THE LIMBIC SYSTEM u cccsssscsssssscssssccssssecccssescesssessesoees 134 Limbic System Functions 134 Effects of Injury to the Limbic System 134 LESSON 7 UNDERSTANDING DIFFERENT TYPES OF BRAIN LNJURIES E E arora ee ae ae ee more ee aE a ee 136 Traumatic Brain Injury 136 Cerebral Vascular Accidents 137 Ingestion of Toxic Substances 138 Brain Tumors 138 vt C Aq31 Psychosocial Component Infections of the Brain 139 UNIT 2 TRANSPARENCY 6 141 LESSON 8 UNDERSTANDING SEVERITY OF BRAIN INJURIES 142 UNIT 2 TRANSPARENCY 7 144 UNIT 2 TRANSPARENCY 8 145 LESSON 9 UNDERSTANDING SEIZURES cccscccccccccccccccccccens 146 Seizures and Brain Injury 146 LESSON 10 PSYCHOACTIVE DRUGS ccesccc
237. ould do the following 0 Familiarize yourself with the CD ROM The Way Things Work by going through the student activity labeled The Way Things Work CD ROM see page 23 This also prepares you to assist students when they are ready to try the CD ROM activity alone 0 Familiarize yourself with the central idea graph see C A BI Critical Thinking book You have also been provided with a central idea graph that is specific to The Way Things Work see page 21 0 Make certain that the target students have already been introduced to central idea graphs a form of note taking that is both graphic and verbal in Concepts class The purpose of the computer lab group activity is to relate that prior learning to taking notes about The Way Things Work Select three or four machines described on the CD ROM The Way Things Work that you will use during this activity to allow your students to practice taking notes on their central idea graphs 0 Remember that the focus of this activity is not to teach students how to use the CD ROM but rather to get them to apply their previous knowledge of central idea graphs to this particular note taking activity To set up for the activity do the following Hook up your demonstration computer to a large screen monitor 0 Have enough copies of the Central Idea Graph for CD ROM The Way Things Work so that each student can fill out three or four of them 0 Arrange seating so that all target students can see the
238. peech is not available for text that was typed or pasted into a document or revised without using the Correction dialog box for example by selecting and saying The Play Back Window Play Back to Here and Play Back from Here commands only play back dictation for text that is in view For example the Play Back from Here command plays back dictation from the cursor to the bottom of the window e You can simultaneously stop playback and open the Correction dialog box by pressing the minus key on the numeric keypad The last phrase played appears in the dialog box for you to correct e If the recorded speech for a document exceeds the space available the earliest dictation is removed e You can use your right mouse button to click in a document and then select commands to start and stop dictation playback Internet Explorer commands Go To Address Move the cursor to the Address box You can then dictate a Web address Go There Click Go or Go Go to a web address you just entered in the Address box Go To Favorite lt name gt Load the lt name gt page where lt name gt is the name you use for the page in your Favorites REVISE Refresh or Reload Refresh the current page from the Web Click lt any part of a link or button name gt Follow the link or click the button Click is optional Click That That One or Click That One Click the link or other object such as an edit box pointed to by the arrow
239. pplications Calculus Broderbund DOS MAC This program uses an interactive tutorial process very effectively allowing students to learn calculus concepts manipulate many of these concepts on the screen and practice a variety of problems with different numerical data Achievement Deficits Mathematics Reasoning Basic Writing Skills Assessment The following tests provide information about basic writing skills Measures Dictation TINJ R test 263 This test measures the student s ability to demonstrate knowledge of spelling punctuation and capitalization and usage Problems in this area will be reflected in the student s written work U Proofing PWPR test 341 This test measures the student s ability to recognize and correct errors in spelling punctuation and capitalization and usage A low score on this test suggests that a student will have problems in proofreading written work to find and correct errors e WRAT R Spelling This test measures the student s ability to spell words from dictation A low score on this test suggests that a student would benefit from using a word processing program with spell check capability Note For basic writing skills the Functional Manifestations section and the Software Characteristics sections have been assigned to two primary aspects of writing in order to cover each area with appropriate depth These two areas are 1 Spelling and 2 Writing Mechanics and Proofing
240. presses concern over how others perceive him socially The Social Nerd Student expresses feelings associated with an incident in class where a student blew up at a peer and the instructor Student expresses remorse about blowing up in class Student expresses concern about the potential of his current employer going out of business Student expresses frustration about the THE Program Student feels that she doesn t really need the program any longer in fact she feels the program is holding her back Student expresses concern over an upcoming event that the students are organizing Student asks questions such as Will the event be as good as last year Is the group organized as well as they should be Student expresses concern regarding an upcoming family celebration Student with attendance problems expresses concern over whether he will be allowed to continue attending the program He states that he wants to continue to attend although recently he has been having difficulties on an emotional level which have impacted his ability to attend Student expresses disappointment in others behavior during a recent guest speaker s lecture Student Update Student shares with group progress she has made organizing a Mothers Group Student expresses deep sadness associated with the reactions that her husband and in laws have had to her head injury 24 C A131 Psychosocial Component Student express
241. progression or regression through the hierarchy of content as well as a variety of presentation styles based on student responses General Guidelines General Guidelines Design Does the software use graphics sound buttons etc in ways which enhance not distract from the program s instructional objectives Does the program incorporate screen designs and text display that are dynamic enough to be pleasing to the student s eye sustain interest in the program and contribute to the instructional objective Does the software provide control options that allow the student or instructor to set graphic text sound and motion attributes such as color combinations size of fonts volume and playback features Does the program provide easy to use supportive materials and documentation for students and teachers such as manuals activity sheets and handouts Does the program provide maximum compatibility with system software and assistive computer hardware and software xi xli Cognitive Deficits Cognitive Deficits Assessment Measures Functional Manifestations Long Term Retrieval Long term retrieval measures proficiency in storing and retrieving information over periods of time It involves the ability to learn by making associations The following tests of the WJ R measure long term retrieval 1 1 Memory for Names test 11 This test measures the student s ability to make auditory visual association
242. properly Software should provide a variety of activities By working in a variety of activities a student can monitor the ways in which her his mind functions in the context of these different activities More importantly these activities provide the student with experiences which reveal how her his particular mind works Some tasks will be easier than others depending upon the individual student Software scores can be used as tools to illustrate a student s learning strengths and weaknesses Cognitive Deficits Short Term Memory Software Considerations cont Suggested Software Software should provide frequent feedback Short segments with feedback provided allow the student to take in the information they are learning about themselves more effectively If a task is too long or complex this benefit will be compromised by frustration due to repeated errors Reading and spelling tasks should be matched to the student s abilities Students should be able to attribute their scores to memory practice alone Errors in reading or spelling contaminate information the student needs to learn about efforts to improve short term memory Captains Log Attention Skills amp Visual Motor Skills Modules Brain Train DOS This program s clear graphics and design make it adaptable for teaching a variety of attention and memory skills Format is motivating a variety of activities are presented and frequent feedback is provi
243. r bbean including detailed maps of major cities The CD ROM also contains information about hotels restaurants campgrounds and points of interest With Map n Go you can plan routes find out what there is to see along the way and print your route on a travel plan map TO GET INTO THE MAP N GO PROGRAM 1 Place the Map n Go CD ROM into the CD ROM drive 2 Go into Windows if you re not already there 3 Open the CD ROM PROGRAMS group by double clicking its icon 4 Double click on the Map n Go icon 5 Use headphones or speakers when directions specify MAP N GO PART 1 FOLLOWING DIRECTIONS APPLYING NEW LEARNING air The screen you see when you start Map n Go will look something like the example below lt Toolbox Main Map 4 4 Compass Rose 4 Overview Map Status Bar 1 Check off each of the following key features as you identify them on your computer screen e Main Map O Toolbox containing tools for the most commonly used functions CD Overview Map that shows the area on and around the Main Map Progressive Attention Training PAT Level 1 Respond to a selected color Program description Playing cards will be flashed on the computer screen one at a time Objective As cards flash on the screen respond to all cards of the color you selected either black or red by pressing the Space Bar Goals o Display Rate 1 0 7 consecutive trials at 90 or higher o Display Rate 0 8 7 consecutive t
244. r for Critical Thinking The Foundation for Critical Thinking and Moral Critique 4655 Sonoma Mountain Road Sonoma State University Santa Rosa CA 95404 Rohnert Park CA 94928 707 664 2940 800 833 3645 The URL for these resources http www sonoma edu cthink default html Principle Principle S 1 FOSTERING INDEPENDENT THINKING Critical thinking is autonomous thinking thinking for oneself Many of our beliefs are acquired at an early age when we have a strong tendency to accept beliefs for irrational reasons because we want to believe because we are rewarded for believing The critical thinker uses critical skills to reveal and eradicate beliefs to which he cannot rationally assent In formulating new beliefs the critical thinker does not passively accept the beliefs of others rather he analyzes issues himself rejects unjustified authorities and recognizes the contributions of justified authorities He does not accept as true or reject as false beliefs he does not understand He is not easily manipulated S 2 DEVELOPING INSIGHT INTO EGO SOCIOCENTRICITY Egocentricity is the confusion of immediate perception with reality It manifests itself as an inability or unwillingness to consider others points of view to accept ideas or facts which would conflict with gratification of desire In the extreme it is characterized by a need to be right about everything a lack of interest in consistency and clarity an all or no
245. r frequently used text display modes GRADING This course is offered on a Credit No Credit basis TRSE COWI PTION OL ITCOME Upon successful completion of this course the student will demonstrate sophisticated access skills in conjunction with advanced word processing or other software applications TEAMS JPPT WS REM TIRED Student supplies own disks Texts as required by type of computer access project CURRICULUM Section Eleven Computer Access II Page 19 Section Eleven Computer Access II Page 20 CURRICULUM COURSE TITLE COMPUTER ACCESS PROJECTS PREJIEQUISITELCO 13EQUISEEE A student must be eligible for services and instruction from Disabled Student Programs and Services through appropriate verification of a primary disability by certificated personnel and be able to benefit from the programs and services offered by the High Tech Center Instructor permission is required It is expected that students who enroll for this class will be able to work independently in the lab except for new aspects of the access technology which they are employing II ASS FORMAT This course is a lab project course r INTTS This is a variable unit course one unit of credit will be granted upon completion of 48 hours of lab work One half unit of credit will be granted upon completion of 24 hours of lab work R ATIONAT This course is designed for students who have completed the regular High Tech Center cur riculum and who
246. r from the Tools menu and follow the onscreen directions Notes Network It is not recommended to run Dragon Naturally Speaking from a server Even moving voice files from one computer to another requires a special sequence of steps A networkable version has been announced and will be released some time in the year 2000 Page 20 ABIJLD Utilization Guides Installation For NT installations always login as Administrator for that computer Insert the CD into the drive and wait for the install program to start If your PC does not have autorun enabled you will have to run setup either from the run command or by browsing in the Explorer Follow the onscreen directions to install the program Most problems with Dragon NaturallySpeaking stem from a poor signal to noise ratio This may be caused by any of the following incompatible sound card a bad microphone microphone not matched to sound card which may need a booster pack installed poor voice quality such as not loud enough or inconsistent speech production High quality microphones are recommended to compensate for these problems ABI LD Utilization Guides Page 21 Page 22 ABI LD Utilization Guides NaturallySpeaking Commands Dictating text quick reference These are the essentials of dictating text Start dictating Say whatever you want to say speaking normally in phrases Start a new paragraph press Enter twice Say New Paragraph Start a new line press Enter on
247. r medical records to identify the brain structures regions which have been injured Then you will learn about the common changes associated with injury to those areas This activity will involve 1 obtaining information about the nature of your brain injury from a reliable source such as your medical records and your neuropsychological testing reports 2 recording information about your brain injury on a brain diagram and 3 gaining an understanding of the function of the brain structures which were injured and the consequences of the injury We will approach this project one step at a time We will begin by reviewing the necessary documents to identify your brain injury area Once the injured brain structures regions have been identified you will record this information on your own Brain Map so it will be available for you to review at any time in the future Finally you will learn about the function of the injured brain area and the possible behavioral emotional interpersonal or cognitive consequences of an injury to that specific area When you are finished you will have a personalized manual for your brain injury which will have answered hopefully many of your questions about changes that have occurred since your brain injury Curriculum Unit 2 Neuropsychological Effects of Brain Injury 1 Each student should be assisted with determining the best way to obtain accurate information about the location of brain injury
248. r two error words per minute 10 Will successfully copy text for a three minute timed writing at a gross strildng rate of at least 22 words per minute allowing for two error words per minute NOTE These timed writings will be administered by the instructor they are not a part of the TYPIST program Course outline components not appropriate to this course 1 RRADTNG ANT WRITING ASSIGNMENTS 2 OT ITSIDF ASSIGNMENT S THINKING Critical thinking is inherent in working through a sequenced software program 1 In order to proceed successfully through a sequenced program a student must deduce which menu option is most appropriate upon completion of a task if there are no specific instructions To do this the student must analyze and evaluate his performance on the task just completed and must use deductive reasoning to make most appropriate menu choice PRIMARY METHOD OF INSTRUCTION Instructor supervised computer assisted instruction in a lab setting MEANS OF EVAI JATION A student s familiarity with the keyboard will be measured by performance on timed typing tasks 1 The student will achieve a minimum typing rate of 22 words per minute with a maximum of two uncorrected errors per minute on a three minute timed test of copy writing In some instances the instructor may decide that a student s disability legitimately prevents him or her from reaching the target minimum speed For such a student demonstration of obvious
249. r visual perceptual weaknesses These strategies include adjusting screen colors adjusting text font adjusting text size adjusting format of work on the monitor enlarging the cursor using copy holders with line guides and using on line reference and personal management tools Cognitive Deficits Visual Processing Perceptual Organization 15 16 Software Considerations cont Software Characteristics The software text and graphics must be easily perceived The monitor must have clear resolution e g smooth characters no bleeding colors no bouncing graphics no obvious flicker so the quality of the images will not interfere with perception of the material There should be clear minimal on screen directions Students should not be distracted from visual perceptual tasks by confusing or difficult to read directions The software should provide carefully sequenced activities It is especially important that software activities be sequenced to help students avoid sensory overload and confusion maintain their motivation and provide enough challenges to stretch their skills Responses should reflect decisions regarding organization or discrimination of visual perceptual data Success with the software must depend on using visual perceptual skills Suggested Factory Sunburst Wings for Learning DOS MAC Software This program is especially useful because of its clear brief instructions written at a low r
250. re freedom from distractibility however the examiner may use behavioral observations The following subtests of the WAIS R measure freedom from distractibility ID Digit Span subtest This subtest measures the student s ability to recall sequences of numbers presented auditorily Arithmetic subtest This subtest measures the student s ability to use mathematical reasoning to solve math word problems mentally under timed conditions Functional This student may have difficulty focusing attention on a task Manifestations when mental or physical distractions are present Such students will find it very difficult to work if they are preoccupied with their thoughts or if there is something going on in their environment which competes for their attention This behavior may be accompanied by hyperactivity although it is not always the case In school these students have difficulty attending to a lecture where there are environmental distractions Participating in a laboratory situation where many things are happening at the same time may be difficult They may also find it difficult to apply themselves to school work for a long enough period of time to complete assignments well In daily life these students may often be late and seem to be disorganized inconsistent or unreliable They may become very frustrated and tired due to the effort required to focus their attention Cognitive Deficits Freedom from Distractibility 29
251. re suitable for working on the above mentioned skills Second though a software program may claim to work on a certain skill we have discovered that it often can be used for multiple purposes Third there s a lot of junk out there to waste your software dollars on so beware and utilize any trial period offered to you Fourth commercial software e g games or edutainment CD ROM titles may be repurposed to address various skills in more interesting and meaningful ways than some of the educational software Finally the students cognitive load may be lightened considerably by providing worksheets to track their software related activities they can then concentrate on the intent of the software rather than use up limited working memory space just trying to remember what they re doing or how they should do it With these insights in mind here is what is provided for you in this book A list of computer programs we ve found valuable complete with the publishers who offer them Note While we make no claims that this list is exhaustive after all we have severe budgetary constraints too we can assure you that we have tried and used all the listed programs and have found each to be appropriate for at least some levels of students A software matrix which lists the programs and the specific skills each program targets or can be repurposed to target is Some examples of computer curriculum that we have developed e g an Introduction to
252. read aloud through a built in speaker or through headphones Additionally a small LCD screen will display the word and its definitions Recommended Uses This small scanning device is designed to help users get an instant definition of words while reading hard copy text Basic Use The device is very easy to use After taking off the tip cap and pressing the red On Off key do the following 1 Hold the pen vertically and with the red scan light flashing place the pen tip on the paper to the right of the word to be scanned 2 Position the black line on the tip so its position is approximately at mid height of the text characters 3 Slowly and evenly push the pen left across the word making sure to get the spaces on either side of the word The spaces provide boundary markers for text recognition purposes 4 Lift the pen up onscreen will appear a graphical representation of the word scanned this image converts automatically to a text image and the word is read aloud The read aloud option is probably best used with the small button headphone set which is provided To hear the word again press the Enter key 5 Access definitions of the word by tapping the Down Arrow key on the device keypad 6 Press the Escape key to return to the Return to Scan state ABIJLD Utilization Guides Page 55 7 When through using the pen replace the tip cap and press the red key There are other options which can be set by the frequent user
253. reference The focus of remediation through the use of software should be on achievement rather than aptitude Therefore there will be no discussions of software remediations in this portion of the text Further analysis of individual student test scores may suggest areas of remediation within cognitive functioning which may assist in developing a student s future aptitude for an academic skill Reading Aptitude The Reading Aptitude Cluster consists of the following tests e Memory for Sentences test 2 This test measures the student s ability to recall sentences subsequent to auditory presentation e Visual Matching test 3 This test measures the student s ability to demonstrate visual discrimination by circling pairs of identical numbers in a series under timed conditions Ci Sound Blending test 11 This test measures the student s ability to combine isolated sounds into meaningful words O Oral Vocabulary test 13 This test measures the student s ability to provide synonyms and antonyms for a list of presented words Aptitude Cluster Deficits 65 66 Mathematics Aptitude The Mathematics Aptitude Cluster consists of the following tests e Visual Matching test 3 This test measures the student s ability to demonstrate visual discrimination by circling pairs of identical numbers in a series under timed conditions e Analysis Synthesis test 7 This test measures the student s ability to use learning re
254. refine memory skills and strategies through the use of visualization auditory or visual association mnemonics peg words and method of loci techniques The following computer software to form a basis of instruction and skill improvement is suggested Software Skills Addressed Memory I and II Attention organization storage and recall Memory Castle Strategies of context personalization and mnemonics Memory Machine Visualization and attention to detail Cognitive Rehab Recall and recognition Course Outlines Page 3 Module 3 Problem Solving Strategies Instruction to develop and refine specific skills outlined below A Identify and understand the problem B Identify and structure all the information needed to solve the problem C Select the strategy to get information or generate a solution These strategies may include Information gathering Successive scanning Making a list Looking for patterns Breaking into parts Analyzing Making a model chart or table Using simple objects or simplifying the task Using analogies Working backward Synthesizing Predicting NE OV e2Nagaonn D Describe a number of possible solutions to the problem E Evaluate the solutions and choose one or two F Evaluate the effectiveness of the solution The following computer software is suggested to form a basis of instruction and skill improvement in Module 3 Problem Solving Strategies Software Skills Addresse
255. resent bulleted points from Chapter 7 using overhead projector and transparencies Ref Robinson pp 86 871 amp RBI Critical Thinking Component Student Acthrity What is the student doing to achieve the desired learning outcome from Column 1 3 In small groups come u with additional examples o similarities and differences between strategies for reading vs classes lectures 4 Take notes ask questions share all stating whether they agree disagree with bulleted points and why 1914110191B 10 modmiftwew RAN 1 Relate the importance of determining relevant information to the classroom setting 2 identify personal uses of the techniques discussed during the lesson 4 211 _ MIETEN ASSESSMENT i 1 Determine the relevant information in a lecture 2 Understand performance on quiz P Mii 1 Review lesson and make sonnection between determining relevancy and classroom SUCCESS 2 Ask students to identify how ia might use some of these techniques in a classroom setting and to identify other settings where they might use the techniques Examples might include church sermons conversations doctor appointments watching TV etc NM S 1 a Provide a brief lecture on a topic of interest or read a short article lb Provide a quiz about the lecture content quiz should include questions re what techniques the students used to identify the relevant information 2 Provide feedback re
256. rials at 90 or higher o Display Rate 0 8 7 consecutive trials at 90 or higher Starting the program O Type PAT at a gt press Enter Retum Select Leifel1 at menu 3 Press Enter Return until you are at Disolav rate Type in the display rate that you want refer to the D R column below press Enter Return Press Enter Return until you are at Anv changes Type N press Enter Return e Select Black or Red when asked e Begin responding to the card of the color you selected by pressing the Space Bar Page 13 of Student Worksheets for Computer Programs Main Idea E Program description Written passages are presented for you to read Objective Read a passage then answer the questions that follow Goals Given below Starting the Program O Type sSAUTOEXEC at a gt then press Enter Return CD Press Enter Return O You have no Class D just press Enter Retum O Type your first name press Enter Retum Middle initial is not needed just press Enter Retum Last name is not needed just press Enter Return Type Y when asked if your name is printed correctly press Enter Return O Type todaY s date press Enter Retum Type r press Enter Retum Select the passage you want to read refer to Goals below then press Enter Retum problems problems answered answered 1 DIFFERENT KIND OF LAW Pc 1 ae completed cottoctlY let coff e 2nd to stop Esc to qui f1 not
257. rolled in this course typically need assistance in learning to use new applica tions of their access technology Section Eleven CURRICULUM Course Sequence Page 2 COURSE TITLE COMPUTER ACCESS EVALUATION PRF RFOT TERTTE M RFOT TISITFe A student must be eligible for services and instruction from Disabled Student Programs and Services through appropriate verification of a primary disability by certificated personnel and be able to benefit from the programs and services offered by the High Tech Center ri ASS FORMAT Individualized assessment by arrangement IINITS One half unit of credit for a total of nine hours of individualized assessment activities RATIONAL F A determination of a student s access requirements may be required in order to determine the feasibility of that student s participation in High Tech Center classes The first step in this process is to ascertain whether or not a match can be made between the technological capabilities of the Center and the disabled student s access requirements COT TRSF TIPS r R TPTTON This course is designed to provide a means for in depth computer access evaluation in order to determine an appropriate access environment for a student with a disability or mul tiple disabilities Likely participants in this course would include students who are multiply handicapped severely physically disabled have acquired brain injuries resulting in secon dary orthopedic and or visual di
258. roviding focus for an activity or demonstrating organizational strategies It is essential that students be made aware of the types of reasoning and organization options appropriate to the problems that they are solving Examples of problem solving strategies are working backwards making a prioritized list stating the problem as a question and developing a table or chart Students with language based learning disabilities often discover that visual spatial software programs like Factory and Safari Search are easier for them than are more verbally loaded programs such as the Carmen Sandiego series Such a realization may help a student understand more clearly the nature of his her disability Software Characteristics Software should have clear instructions Although it may seem redundant to list this elementary software atttribute clarity of instructions is of paramount importance for students with reasoning problems Additionally the goal s of the program must also be clearly stated Software scores should be clear and accessible Students will often stray off task with complicated or lengthy programs Therefore interim scores or scoring in short segments allows them to correct for errors and have more success in finding solutions Cognitive Deficits Fluid and Abstract Reasoning Software should have a motivating format Appropriate feedback will encourage students to continue working on tasks Age appropriate and
259. rrors 1 From the Tools menu select Autocorrect Make sure that Replace Text as You Type is selected 3 Enter a frequent typing error into the Replace field and in the With field enter a correctly spelled version of the word gt Outline Function It is useful for some students to work in the outline mode for pre writing activities brainstorming and making a list of related ideas The outline function allows topics to be dragged or moved up or in through the tool bar and students can develop a coherent document structure To begin Outline mode go to the View Menu and choose Outline view Note the new tool bar To return to Normal view go to the View menu and select Normal Use Word Document Templates or Wizards Microsoft Word comes with many useful document templates They can be accessed through the New dialog box Also accessible from this dialog box are numerous Wizards which lead the user through customization processes for different document types Notes ABI LD Utilization Guides Page 53 Page 54 ANULD Utilization Guides Quictionary Reading Pen Publisher Retail Cost 283 00 Seiko Instruments USA Educational Products Division 2990 West Lomita Blvd Torrance CA 90505 877 344 4040 toll free http www readingpen com System Requirements Three AAA batteries Description This small free standing hand held scanner will scan a wide variety of English type and have the word which was scanned
260. ry inability to understand complex grammatical structures or limited background experience Short term memory deficits may also limit verbal comprehension If the student is unable to hold multiple chunks of information in memory long enough to relate them to new information being received then that student will not understand the concept being discussed Therefore student questions and comments may not be to the point or may show evidence of wrong assumptions Instructional Goal Students will demonstrate comprehension of increasingly complex verbal language concepts Materials need to increase in length and complexity from single word to extended paragraph Instructional Considerations Currently there is no commercially available computer assisted instruction that addresses verbal comprehension in the context of understanding what people say i e lectures directions conversations Some software in CD ROM format provides activities which combine a visual and auditory stimulus of words as text is being read Skills may need to be addressed through reading rather than auditory comprehension Having students read information aloud in small groups will translate reading tasks into auditory verbal comprehension tasks As content increases in Cognitive Deficits Comprehension KnowledgeNerbal Comprehension Expression length students will need to utilize strategies to assist short and long term memory in order to organize and re
261. ry reception attention and the practice of curbing impulsive and perseverative behavior Forty eight combinations of attention activities at varying degrees of difficulty are included in the program A target stimulus is first identified Then a series of stimuli are displayed for short periods of time The user is instructed to watch or listen for the target stimulus and respond only when it appears When other stimuli appear the user makes no response When the task of not responding is the correct response attention skills are facilitated and the user may learn to curb impulsive or perseverative behavior The attention conditions from the simplest to most difficult are focused attention selective attention alternating attention and divided attention Focused attention requires watching for one event to occur and responding only when it does Selective attention is similar to focused attention except that an element of visual distraction is added Alternating attention requires attending to one stimulus for a period of time and then switching attention to another stimulus Divided attention requires attending to two different aspects of the same set of stimuli The user must respond when a specific stimulus occurs Periodically information is requested concerning the frequency of occurrence of the stimulus set It is possible to control stimulus display time and incorporation of a memory requirement Progress reports including response tim
262. s Now we are going to begin actually looking through your medical testing records You will need your medical testing records a highlighter a Medical Records Worksheet a Vocabulary List and a Brain Map Begin by referring to your Medical Records Worksheet it will guide you through this process A Vocabulary List is provided for you to help you understand some of the unfamiliar words you might be curious about in your medical records When you have located the brain injury areas enter these on your Brain Map under the heading Injury Areas Following the completion of reviewing and recording information about the students brain injuries discuss their experiences and feelings about this activity Activity Now that you have gathered information about the injured area s of your brain you ll need to learn about the neuropsychological changes associated with injury to those particular areas Enter this information on your Brain Map under the heading Neuropsychological Changes Associated with Injury Areas For such information 15 04A 131 Psychosocial Component refer to your notes from the lesson on brain function and dysfunction The instructor may need to use additional references to help students learn about changes associated with their particular area s of injury Common Neuropsychological Changes Following Brain Injury page 199 may be helpful here Assignment Psychosocial Assignment 3 Optional Students ca
263. s warning signs identifying product names in stores reading maps and finding names in phone books as well as the more obvious reading situations involving mail instructions with products driving tests and contracts 36 Software Considerations Instructional Goal Students will expand sight reading recognition vocabulary as well as practice word recognition strategies which include phonetic word attack using context clues and recognition of word parts e g roots prefixes suffixes Instructional Considerations Functional visual scanning skills are essential to the reading process and should be addressed early in instruction Mastery of a given activity must be achieved without sound output before student progresses to the next level To improve academic performance students can use technology to compensate for weaknesses in sight recognition and word attack skills Such technology includes computer voice output for auditory text editing books on tape and talking hand held spellers dictionaries Any program format which engages students to read at their instructional level will stimulate use of word recognition strategies The same software may be useful for building word identification skills as well as vocabulary Software Characteristics Software should provide multiple formats for practice Having different formats for practice relieves tedium and facilitates generalization Authoring component is easy
264. s allow students to learn from their mistakes Such features enable students to identify errors they might not otherwise have noticed students are then actively involved in the proofreading process Achievement Deficits Written Expression The program should provide feedback to the student about the content of their written work Students can become aware of common errors and problems in writing e g homophones clich s etc when analyzing feedback Software should provide a word processing component with editing features While students are learning to produce and edit written language it is better for them to produce a final document without having to transfer the file into a word processing program before proceeding Program should provide organizational skills with feedback Students who cannot generate ideas or independently organize them without concrete examples may benefit from putting information into outlines which can become frameworks for essays Software should provide supplementary exercises Supplementary exercises i e paper pencil activities designed to give practice in all aspects of producing written work gives students writing practice in a controlled environment Generalization of skills is more likely when multi modal practice occurs Suggested Success With Writing Scholastic DOS MAC Software This program has four modules Prewrite Arrange outline Compose word processor and Ev
265. s and word difficulty As above the response mode is simple and incorporates good feedback Cognitive Deficits Processing Speed 13 Assessment Measures Visual Processing Perceptual Organization Visual processing perceptual organization measures visual perception of patterns spatial relations and attention to visual details The following tests of the WJ R measure visual processing perceptual organization A Visual Closure test 51 This test measures the student s ability to identify objects from pictures that are presented with missing parts distortions or superimposed patterns Q Picture Recognition test 121 This test measures the student s ability to use immediate recall to recognize a previously presented object from among a group of similar objects The following subtests of the WAIS R measure visual processing perceptual organization Q Picture Completion subtest 21 This subtest measures the student s ability to recognize important missing visual details from pictures A Block Design subtest 61 This subtest measures the student s ability to manipulate blocks to reproduce a visually presented pattern under timed conditions Q Object Assembly subtest 81 This subtest measures the student s ability to manipulate puzzle parts and synthesize them into a unified whole under timed conditions without a visual stimulus Cognitive Deficits Visual Processing Perceptual Organization Functional
266. s between pairs of unfamiliar stimuli auditory visual association 13 Visual Auditory Learning test 81 This test measures the student s ability to make visual auditory associations by pairing visual symbols with familiar words visual auditory association No subtests of the WAIS R isolate long term retrieval The information subtest measures associative memory which is content culture based and is broader than long term retrieval If a student demonstrates a deficit in long term retrieval she he may have difficulty with tasks that require use of information that has been learned previously For example in reading the student may have trouble remembering the sounds made by letters in spelling the student may be unable to remember or apply spelling rules and in math the student may have difficulty memorizing the times tables Deficits in memory are usually related to the type of memory process involved The two major types of memory processes are auditory verbal memory and visual memory Students may have problems with one or both of these processes Long Term Auditory Verbal Memory A student with a deficit in auditory verbal long term memory may have difficulty remembering information learned in words e g instructions lectures and or reading Information of particular difficulty may include lists of facts and rules such as those in grammar spelling chemistry physics and biology Cognitive Deficits Long Term Retriev
267. s needed Effective use of instructional software engages both instructor and student in a mutually rewarding teaching learning experience We are not suggesting that deficits can or will be fixed through the use of software Neither are we proposing that software be casually selected and used on the basis of a single subtest score Deficits to be addressed by CAI should be carefully identified through combinations of tests and subtests referred to as clusters by the WJ R and Scales by the WAIS R As noted in the Woodcock Johnson examiners manual Cluster interpretation minimizes the danger of generalization from the score for a single narrow behavior to a broad multifaceted ability pg 24 WJ R Cog Examiners Manual Computer assisted instruction can provide highly specialized support for a wide range of students We look forward to your comments and suggestions as you use this guide The development of this text is an evolutionary process which will change as better technology becomes available and instructional methods are refined We hope the first edition of the work will provide you with a useful tool for better utilizing the software resources you already have and for selecting new ones in the future Introduction General Guidelines General Guidelines Computer Assisted Instruction General Guidelines Determining the appropriateness of software for any given student or group of students requires many of the same s
268. s per week in lecture lab format Units One Rationale This is a three module course designed to improve learning efficiency Instruction and computer tasks in module 1 will focus on fundamental processing skills such as attention concentration impulse control scanning discrimination association categorization sequencing and reaction time The second module will focus on memory training The third will be problem solving skills utilizing a variety of strategies The course will include the use of specialized computer software to improve fundamental processing skills memory problem solving strategies and to assist in cognitive rehabilitation To the maximum extent possible this course will be related to activities required for students to function in their everyday environment at work school and home As the student progresses to executive functions such as planning organizing and self monitoring s he should be applying these skills to manage and solve problems in his her environment These tasks should not be done in isolation but in the context of an activity which will facilitate the generalization of improved skills into daily living Course Description This course offers specialized computer assisted instruction for students with learning disabilities or acquired brain injuries to provide an opportunity to maximize their learning potential and increase their academic efficiency Objectives option A Upon successful comp
269. s served by various agencies or educational institutions it is impossible to do these topics justice within these pages To meet the diverse needs we have provided specific resources and sample lessons for these topics Main ides amp Raiment vs implomml Common Ems in asesoning C Foot mi Opinion amp Evoluling Cams F Inductivo Roaming i Deduct N Trinds1Ponoms Missing tannins CWIEII Critical Thinking Component LESSON 2 TRAITS OF THE REASONING MIND Lesson Preparation 1 Post central idea graph showing the four aspects of reasoning see Ser Ear ler page 50 2 Photocopy student handouts entitled Identifying Traits of the Reasoning Mind see pages 37 amp 39 and To School or Not see page 40 Review the definition of reasoning the central idea graph showing the four aspects of reasoning and the definition of critical thinkingg Inform students that there will be a short quiz on these items the next day class meets Make clear how much detail the students must provide based on your knowledge of your students abilities Inform students that today s lesson will focus on the Traits aspect of reasoning Have them turn to page 58 of their handouts For each of the ten traits listed 1 Read the short definition first then read the longer definition to fill in details 2 Ask the question Why is this particular trait or attitude necessary in order to reason well Discuss answers 3
270. sabilities re entering disabled older students blind or other students on recommendation of instructional staff OBJECT IVES 1 Through assessment and evaluation the student will be matched with the disability appropriate adaptation in the following areas A Keyboard access B General mobility and seating C Cognitive processing abilities D Educational goals 2 On the basis of the assessment it will be determined if the student can be appropriately served by the access technologies available in the High Tech Center CURRICULUM Section Eleven Evaluation Page3 3 As determined by instructor evaluation the student must exhibit appropriate adaptive behavior for successful participation in the educational setting COURSE CONTENT AND SCOPE MODULE A Intake interview and review of student s history including Educational pals and objectives Existing familiarity with computer systems if any Review of existing medical records if appropriate Review of academic records if appropriate PONH MODULE B C Diagnostic instruction to evaluate where appropriate 1 Keyboard access capabilities 2 Mobility and seating 3 Ability to manage tasks associated with basics of access technology and computer system a Can the student carry out multi partinstructions b Can the student perform physical tasks necessary for computer use e g turning on computer inserting disk MODULE D Prescriptive selection and assembl
271. sceccccscscecceces 148 LESSON 11 UNDERSTANDING YOUR BRAIN INJURY o oooo o 150 LESSON 12 RPLF AWARENESS AND SW UNAWARENESS FOLLOWING BRAIN INJURY ccccccccccccccccccccecccecccees 153 Self Awareness and Self Unawareness 153 Levels of Awareness 153 Assessing Self Awareness 154 LESSON 13 PERSONALITY AND COGNITIVE CHANGES FOLLOWING BRAIN INJURY it 156 Anxiety and the Catastrophic Reaction 156 Denial of Illness or Anosognosia 157 Paranoia and Psychomotor Agitation 157 Depression Social Withdrawal and Amotivational States 158 Cognitive Changes Following Brain Injury 159 REFERENCES cuida 160 Student Handout PSYCHOACTIVE DRUG LIST ccesccecceeees 163 Neuropsychological Effects Psychosocial Assignment 1 c sceceeceees 166 Neuropsychological Effects Psychosocial Assignment 2 ssescscesceecees 168 Student Handout MEDICAL RECORDS WORKSHEET 169 Student Handout VOCABULARY LIST ccccscsccscccccsccccsccsees 170 Student Handout BRAIN MAP Graphics sccsccceccscccseccccceces 174 Student Handout BRAIN MAP List of Injury Areas amp Neuropsychological Changes A A O E IO 175 Neuropsychological Effects Psychosocial Assignment 3 c sceeceeees 176 Neuropsychological Effects Psychosocial Assignment 4 cceccecceeee 177 CHANGES AFTER BRAIN INJURY STUDENT FORM s0000 179 CHANGES AFTER BRAIN INJURY
272. services for students with disabilities MTC provides enabling services including student notetakers Services 39 adaptive physical education test facilitators for those who have trouble writing and interpreters for the deaf MTC does not offer academic or tutorial services for students with learning disabilities This program is characterized by the following components e enabling services adaptive physical education but no other special classes all coursework is through participation in mainstream classes MTC currently serves 15 students with ABI through their adaptive PE program Of this group a mall percentage is taking mainstream classes with assistance from enabling services However most of their ABI students are taking only adaptive PE courses on campus while receiving additional services through Los Arboles Medical Center s outpatient rehabilitation department H Townpark College is located within a rapidly growing Learning suburban community in Southern California It has expanded its Disabilities services to students with learning disabilities over the past eight Progra m years These services include e in depth assessment e tutorial services e specialized classes e guidance and counseling e enabling services e adaptive physical education The program staff has established good rapport with the mainstream faculty Their program s success has been exemplified by the large number of learning disabled
273. sign integrate plan assemble set up predict propose collect organize summarize construct manage 6 Evaluation objectives that ask students to make decisions judge or select based on criteria and rational judge compare score assess appraise value select estimate evaluate revise rate measure Adapted from Benjamin S Bloom Ed Taxonomy of Education Objectives Handbook 1 Cognitive Domain New York David McKay Co Inc 1956 16 Course Materials From Other Colleges The following pages contain representative examples of course materials designed for use with students with learning disabilities or traumatic brain injuries Credit is given to each instructor whose course work is included Course Materials The following materials were developed by Jan Heck of Coastline College as part of a FIPSE Fund for the Improvement of Postsecondary Education grant Coastline Community College 11111r111111116 Comprehensive Cognitive messer m5 4 retraining Curriculum for Adults C6VBI and Adolescents with Acquired Taw Brain Injury You asked for itmit s finally here CA BI is based on Coastline Community College s internationally renowned Traumatic Head Injury Program A dozen Coastline professionals designed and packaged the curriculum under a three year grant from the U S Department of Education s Fund for the Improvement of Postsecondary Education FIPSE Put Coastline s 20 years of experience with Acquired Br
274. sing Disorder Web Pages Referenced for Tramatic Brain Injury John amp Clara s TBI Related Sites and Info TBI of CT Links To Other ABI TBI Sites Traumatic Brain Injury Project Home Page Traumatic Brain Injury Project Articles Traumatic Brain Injury Project Books Traumatic Brain Injury Project Monographs Ohio Valley Center for Brain Injury Prevention and Rehabilitation ABackans Diversified Computer Processing Inc Links for Multimedia Re Cognition s Brain Book Home Page About Re Cognition Brain Injur Resources Links to sites outside the U S Brain Injury Research News From UCLA Predicting Outcome after TBI From University of Washington The Whole Brain Atlas From Harvard 31 Principles of Critical Thinking Introduction The following pages provide a brief explanation of some of the basic principles of critical thinking These same principles and many of the applications are relevant to most grade levels even graduate school This material has been used successfully for example in introductory critical thinking in service for college professors as well as for early elementary teachers It should be used as a stimulus for thinking about critical thinking not as a set of dogmatic pronouncements to be memorized This material from Richard Paul a professor at Sonoma State University is from a 1987 conference on critical thinking Other materials may be obtained from the following resources The Cente
275. spective and your friend family member s perspective are Assignment Distribute Psychosocial Assignment 3 Self Questionnaire Read over each question with students to ensure that each question is understood When students have completed their self questionnaires exploration of their experience is desirable This can be accomplished by a class discussion small group discussions or individual written assignments Depending on the students abilities various questions can be O 42 C A B Psychosockl Component posed such as Did any questions on the questionnaire surprise you or Which questions were most interesting or important to you Assignment Distribute handouts with excerpts from the Ben Yishay and Diller 1993 article As appropriate for students assign for home reading or as a class or small group activity This article was chosen to facilitate a more in depth understanding of the importance of understanding various aspects of the individual Encourage students to explore the concepts discussed in the article as appropriate for their abilities Curriculum Unit 1 Pre InJury Personality 61 Name Due Date Pre Injury Personally Psychosocial Assignment 3 Self Questionnaire Student This questionnaire is to be completed by you The goal of this activity is to obtain your self description prior to your brain injury Please remember to respond to the items according to who you were prior to_your brain
276. ssignments with the help of on line editing aids such as grammar manuals and grammar checkers working in coordination with their word processing program Students should be encouraged to use more than one program to improve their writing mechanics No one program provides enough practice material in enough different contexts to ensure mastery of a concept Software Characteristics Proofing programs need to provide control over aspects of writing mechanics covered in a given activity Students should be dealing only with material for which they have prepared themselves Instruction should be clearly presented with ample examples and no jargon Clear presentation facilitates comprehension Examples facilitate comprehension and generalization Feedback should be frequent and educational Students should have access to a printed record of progress including number attempted number missed percent correct and list of errors They can use this information to assess performance and set new goals The students should also be provided with immediate feedback as well as hints and opportunities to retake missed items as this practice creates a model for self cueing When students successfully re take missed items they can feel successful as they are learning a concept Achievement Deficits Basic Writing Skills 57 Software Considerations Writing Mechanics and Proofing cont Suggested Software Writing Mechanics and Proofing
277. ssing speed Additionally although students may want to advance to higher levels of difficulty before they are ready it is important that they remain at baseline levels until they achieve automaticity It is especially important for art instructor to monitor students working on this type of task Software Characteristics A wide range of speed levels should be available so that students can work on content at or near ability levels Software for processing speed should offer a wide range of speed levels in order to allow success for slower students and challenges for higher functioning students Content difficulty should be within or near students abilities so the task focus is primarily on increasing the speed of accurate responses and not on error responses which result from poor reading skills Software with an open entry structure for task selection allows students to begin at or near the speed level they find challenging Response process should reflect rapid processing of information The response process should reflect that the student has processed the information and processed it accurately Students should not be penalized for a slow keyboard entry rate If the software objective is reading more quickly speed and accuracy of the response e g keyboard entry of word s that were read should not be an issue Software should include a timing component A timing component should monitor students speed of task compl
278. st of the time and would have violent outbursts of anger followed by periods of acute depression His parents found it increasingly difficult to deal with his behavior and felt that the best thing for him would be to get him into a normal setting where he could interact with others do adaptive physical activities and learn how to use some kind of communication device David was brought to Oakwood for evaluation His behavior problems made it very difficult to conduct meaningful testing Yet there were moments when he was calm and it was evident that he could read and understand basic material He showed potential for growth in academics cognition and psychomotor areas but his behavior could not be controlled When assessment was ultimately completed the examiner rated him at 3 in the cognitive area He exhibited functional reading and math abilities and he earned a rating of 4 in academics The tragedy of David s situation was that if Oakwood s program did not accept him there was no other suitable program available in the community His medical benefits had been exhausted and his family had no further resources having mortgaged their home to help cover his expenses There was no money to send him to a residential program even if one could be found that would take him The specialists at Oakwood decided to accept David on a limited trial basis to attend an adaptive physical education class and a communication class for students wit
279. stable The 3 0 version has added a number of new features as follows Redesigned user interface 1 New brighter icons 2 Easy access to more features like document and page thumbnails 3 Re organized option tabs 4 A customizable right button menu 5 A Tip of the Day feature New study skills and authoring tools 6 Voice notes 7 Bookmarks ABI LD Utilization Guides Page 43 8 Improved note handling including numbered note anchors 9 Spell checking 10 Word prediction 11 User definable highlighter descriptions 12 User selectable block or word highlighting for typed documents 13 Improved dictionary display 14 Letter by letter highlighting in the spelling display 15 Syllable highlighting in the phonetics display 16 A Synonyms button on the main toolbar at resolutions of 1024 x 768 or higher More scanning features 17 The newest version of ExperVision s optical character recognition OCR software 18 Enhanced document feeder support 19 Repeated scanning 20 Scan area option 21 Despeckle filter New editing features 22 Undo feature undo up to 100 edits in typed documents 23 Image selector 24 Clipboard reader 25 Extract text notes and or highlights 26 Zone editor New test taking features 27 Password control for dictionary thesaurus spell checker and word prediction features 28 Pause at Bookmarks New view and navigation features 29 Thumbnail display of scanned
280. students completing mainstream coursework O Within the past year and a half the program has been greatly affected by an acceleration in growth of entering ABI students As yet they have not developed any specialized services for this population Rather they have attempted to integrate them into their existing resources In an effort to meet the needs of this rapidly growing population the Administration has committed funding and staff time for participation in ABI training workshops and conferences and visitation to nearby colleges with ABI services Additionally invitations have been extended to a variety of rehabilitation professionals at the local medical center to inservice staff Desert Rose is located in Eastern California It has an off campus facility devoted entirely to ABI students It emphasizes serving post stroke older adults Desert Rose can accommodate students with severe communication spatial orientation memory and mobility problems This college s program meets the demands vf4he local community offering these unique services to assist students in making the transition back to community living Programs like those at Desert Rose usually have the following components e intensive speech language services e intensive cognitive training a self contained setting where mobility and special needs can be effectively addressed e adaptive physical education e skills training
281. students what strategies they are currently using in classroom situations pertaining to determining relevant information Examples might un note taking highlighting etc 1 Review information from beginning of Chapter 7 Ref Robinson pp 81 861 2 Distribute handout entitled What information is Important Here page 95 Present comparison of strategies used to identify important information in reading vs in classes lectures ieee partially completed andout on page 96 Student Activity What is the student doing to achieve the desired learning outcome from Column 1 1 Listen to introduction and take notes 2 Students respond in wining and then volunteer to share their problems with the class 3 Students respond in writing and then volunteer to share their current strategies with the class 1 Retrieve notes from previous lessons take additional notes 2 Using a compare contrast diagram organize the information being presented by Instructor Desired Learning Outcomes What do you want the student to accomplish as a result of this instructional event 3 Originate additional examples of strategies 4 Identify various strategies used to determine relevancy in class lecture materials instructor Activity What is the instructor doing to facilitate the desired learning outcome from Column 1 3 Divide students into small group Ask students to make urther strategy comparisons 4 P
282. sy to use The opportunity to practice personally relevant spelling lists enhances expands the value of the software for students Creating personalized lessons is not practical unless the authoring tool is easy to use Students should have multiple formats for practicing skills Having different formats e g flash card unscramble crossword word search spelling bee spell in context for practice relieves tedium and facilitates generalization Software should include a range of levels and topics covered and or provide data disks for different levels and topics This allows students with differing spelling levels to use the software Students can progress through levels of greater spelling mastery without having to learn a new program Sound output is desirable Sound output confirms target words for students who are not sure they have read the word correctly The psychological process of learning new spellings usually begins by hearing a word either aloud or sub vocally Achievement Deficits Basic Writing Skills 55 Software Considerations Spelling cont Suggested Software Spelling Functional Manifestations Writing Mechanics and Proofing Software Considerations Writing Mechanics and Proofing The software program should permit students to adjust the amount of time allowed for studying new words Students require different amounts of processing time in different contexts Processing time decreases
283. t or the shift keys When one of these keys is pressed it latches and releases only when a second key is ABI LD Utilization Guides Page 1 pressed e g Ctrl P Tapping shift or a special key twice latches it down e g to type many asterisks tapping it again will unlatch it if that option has been set This feature is used when the keyboard user is unable to hold two keys down at the same time The keyboard shortcut to turn sticky keys on is to tap the Shift key 5 times There are additional options which may be selected for the StickyKeys feature turn off StickyKeys when two keys are depressed at the same time automatically turning the feature off for a regular typist make a sound when a special key is pressed and a very important feature the ability to show a visual display of whether a special key is latched or not not available in NT Having the visual display on the screen is useful information for persons with short term memory deficits Right clicking on this reminder brings up an option to adjust settings e FilterKeys Properties Tab There are two types of options which may be set from the main FilterKeys property sheet The one most frequently used is the second radio button option This controls the function of RepeatKeys and SlowKeys 1 RepeatKeys This option will override settings on the Keyboard control panel It is possible to turn off keyboard repeat entirely or is it possible to slow down the rate at which the
284. t Metropolitan College This is his initial profile Student Proile Chart Studwit sum Carlos amours Seirellen 56 As you can see his academic rating indicated he could be successful in mainstream classes cognitively he was rated 4 and received a 3 in communication due to his dysarthria Through observation during the interview and testing situations he was rated 4 in psychosocial skills After the program specialist identified the degrees of the impairments Carlos made it clear that he did not want to be around disabled people and objected to the recommended special classes He was put into a mainstream physical education class and some special classes as a compromise He had flare ups with classmates that got him into trouble One day another student said to him What you need is a good kick in the pants to get this work done Carlos reacted impulsively to this remark and pushed him The specialist recommended that Carlos receive counseling reduce his workload and take the special class for students with ABI in communication and social adjustment offered at the satellite center He was also referred to a neuropsychologist for an in depth work up and to a psychiatrist for medication to control his behavior Carlos could grasp the material in his mainstream class but he could not learn as fast as he did before his injury due to his distractability The workload reduction and tutoring accommodated his learning needs
285. t coursework Cognitive Deficits Long Term Retrieval Short Term Memory Assessment Short term memory involves comprehension and use of Measures Functional Manifestations Software Considerations information within a short period of time It is often called working memory The following tests of the WJ R measure short term memory r 1 Memory for Sentences test 21 This test measures the student s ability to recall sentences subsequent to auditory presentation U Memory for Words test 91 This test measures the student s ability to recite lists of unrelated words in exact sequence The following subtest of the WAIS R measures short term memory Q Digit Span subtest 31 This subtest measures the student s ability to recall sequences of numbers presented auditorily A student with a deficit in short term memory active working memory will have difficulty holding on to information for a long enough time to manipulate it mentally Thus she he may be unable to relate it to other information in an on going situation An example of this deficit might be the following during a lecture when an instructor states a key principle and then proceeds to give an illustrative example the student with a short term memory deficit may lose track of the principle while listening to the example The same thing may happen for students when reading doing mathematical calculations or following directions Instructional Goal S
286. t up Word by choosing it from the Start Menu 2 From the Help menu choose Microsoft Word Help The paperclip agent appears with some suggestions ABI LD Utilization Guides Page 51 3 Type a topic of interest into the text field then click Search The help topic or topics the agent thinks you might want to look at are listed 4 Pick a topic by clicking on it and follow the directions Many topics include wizards that walk the user through a tutorial Intermediate Use Real Time Spell Check Function When this option is selected Word puts a wavy red line under any word not in its dictionary The user can right click on an underlined word to see what list of suggested correct words the program has selected If the correctly spelled word is present clicking on it will automatically cause it to replace the misspelled word To turn on this function in Word do the following 1 From the Tools menu select Options 2 Click on the Spelling amp Grammar tab 3 Under the Spelling area check the box next to Check spelling as you type Grammar Checker The use of a grammar checker may be helpful for students with some prior knowledge of grammar rules and writing style conventions However for students not able to benefit from grammar checker use creating a custom grammar check profile for them is a consideration It is possible to turn off or on every feature within the grammar check program Perhaps only one grammatical rule could be c
287. tain information Software Characteristics Software content should reflect differing levels and types of complexity Material can increase in difficulty in many ways in length in grammatical complexity and in the abstractness of its ideas The software should effectively organize difficulty levels acknowledging these parameters Software content should be free from cultural bias Because grammatical structures and abstract ideas are easily susceptible to cultural biases content should be reviewed with students before use Response processes should reflect comprehension If keyboard entry is required for response students should not be penalize for spelling errors Feedback should be educational Opportunity for repeated attempts at correct answers is important in this area as is identification and explanation of accurate responses Ideally material relevant to the correct answer should be highlighted perhaps as cues and there should be feedback to explain why inaccurate responses are in error Content should require association of ideas Tasks should require students to determine main ideas make inference and or draw conclusions Program content should be suitable for class discussion on the use of strategies for organization of material Extended verbal information needs to be organized in order to facilitate comprehension and retention Strategies for organizing the material received can be reviewed be
288. te reasonable progress in the ability to compare contrast and apply strategies necessary to demonstrate competency with each software program assigned by the instructor Grading The course is offered on a Credit No Credit basis Course Completion Outcome Upon successful completion of this course the student will demonstrate competencies specified for the Student Educational Contract Individualized Educational Plan or a contractual agreement that indicated specific work to be accomplished Texts Supplies Required Students will supply their own data disks and notebooks Page 6 Course Outlines Study Skills Course Outline Pre Requisites Co Requisites The student must have a verified disability Student will show a need for the use of computer assisted instruction to improve study time management and or basic educational skills necessary to be successful in a community college or in a meaningful work setting as determined by a screening interview Computer Access Evaluation and or Keyboarding for Computer Access may be required as a pre requisite or co requisite Completion of an introductory course in personal computer use or minimal ability to use standard or adapted keyboard Class Format Three 3 hours per week lecture lab Units One Rationale Educational professionals have become increasingly aware of the potential use of microcomputers to enhance instruction and increase productivity for students with learning
289. tech nologies with software required for an accounting class or a blind student using a screen reading program to develop complex screen layouts for a course in poetry composition The following course outline components are not appropriate to this course 1 READINGS AND WRITING ASSIGNMENTS 2 OI JTSIDE ASSIGNMENTS CRMCAT THINKING Critical thinking is directly involved in the successful completion of all aspects of work for this course the ability to work independently without requiring specific instruction except in the new use of the access technology is a demonstration of use of critical thinking skills METE10114EINSIMISMON This class will be conducted on a lab basis MF ANS OF EVAT UATION Completion of class project and mastery of new access application as described in stu dent instructor contractual agreement GRADING This course is offered on a Credit No Credit basis only COURSECOMPLEnCM QME The student will have successfully used his or her type of adaptive technology in a new con text Section Eleven CURRICULUM Computer Access Projects Page 22 TEXTIST IPPLIES REM TIRED Student must provide own disk CURRICULUM Section Eleven Computer Access Projects Page 23 Section Eleven Computer Access Projects Page 24 CURRICULUM Action Verbs for Writing Course Objectives The following taxonomy arranges learning skills hierarchically with lower order skills listed earlier and higher ord
290. terfere with reading comprehension and should be addressed specifically The instructor should also be aware that success in reading comprehension is dependent upon a student s understanding the vocabulary in the material being read Even when using an appropriate reading level the use of voice output devices e g hand held electronic dictionary speller or computer voice output if compatible with software package will help students compensate for word attack weaknesses Achievement Deficits Reading Comprehension 39 Software There are a number of full featured programs which teach Considerations reading from the pre literacy level through the high school cont level Because such programs are costly they are most effectively purchased by an institution for campus wide use Programs of this type are not included in this document Note Software characteristics and suggested software programs for reading comprehension activities are divided into three basic types 1 reading comprehension skills only i e main idea inference drawing conclusions 2 vocabulary development and 3 reading comprehension to achieve software goal games or simulations Software Control of reading level and passage length is desirable Characteristics 2 Reading It is necessary to control passage length in order to ensure Comprehension student success in decoding material Text should be presented at or below students readi
291. thing attitude Cl am 100 right you are 100 wrong and a lack of self consciousness of one s own thought processes The egocentric individual is concerned only with the appearance of truth fairness and fairmindedness not with actually being correct fair or fairminded Egocentricity is the opposite of critical thought As people are socialized egocentricity tends to produce sociocentricity Egocentric identification extends to groups The individual goes from am right to We are right To put this another way people find that they can often best satisfy their egocentric desires through a group Group think results when people egocentrically attach themselves to a group One can see this in both children and adults My daddy is better than your daddy My school religion country race etc is better than yours If egocentricity and sociocentricity are the disease self awareness is the cure In cases in which his own egocentric commitments are not supported hardly anyone accepts another s egocentric reasoning Most can identify the sociocentricity of members of opposing groups Yet when we are thinking egocentrically or sociocentrically it seems right to us at least at the time Our belief in our own rightness is easier to maintain because we suppress the faults in our thinking We automatically hide our egocentricity from ourselves We fail to notice when our behavior contradicts our self image We base our reasoning on fa
292. to Then say Top Top of Document Beginning of Document Start of Document Bottom Bottom of Document End of Document Beginning of Line Start of Line End of Line Examples Go to Top Move to End of Line Note e These commands deselect any text that is selected Move around by lines and paragraphs You can use these commands to move around by lines and paragraphs Then say Then say a Line 1 Line 2 20 Lines Forward a Paragraph Say Move Up Back Down Examples Move Up a Line Move Down 8 Lines ABI LD Utilization Guides 1 Paragraph 2 20 Paragraphs Page 27 Note e These commands deselect any text that is selected Move around by words and characters You can use these commands to move around by words and characters Sav Then say Then say Move Right a Word Forward 1 Word Left 2 20 Words Back a Character 1 Character 2 20 Characters Examples Move Right 3 Words Move Left 4 Characters Note e These commands deselect any text that is selected Move the cursor You can use these commands to move the cursor up down left and right To use these commands press the corresponding arrow keys Say Then say Then say Move UP 1 20 Down Left Right Examples Move Right 3 Move Up 5 Revising text quick reference You can revise text by voice in any of the following ways Page 28 ABI LD Utilization
293. to a computer this access panel allows the user to set which serial port to use and what baud rate to use Notes Installation The Accessibility Options control Panel is part of the default Windows installation If it is not installed do so by going to the Windows Setup or Windows NT Setup tab of the Add Remove Programs Control Panel Check the box next to Accessibility Options and click OK If the files are not on the local or network drive you may have to insert the CD when asked Page 4 ABI LD Utilization Guides Building Perspective Win Publisher Retail Cost 79 00 Sunburst Communications Wings for Learning 101 Castleton Street Pleasantville NY 10570 0100 800 321 7511 www nysunburst com System Requirements Windows 3 1 or higher 4MB RAM SVGA color monitor recommended Description Building Perspective challenges students to view a group of colored buildings from ground level and then predict how those buildings would appear if viewed from above The design emerged from manipulating Cuisenaire rods Only by changing perspectives i e viewing them from all four sides can a person identify all of the rods and predict the overhead view In Building Perspective the rods have become buildings with height color coded in the same way as length is coded in Cuisenaire rods Recommended Uses Some students may find it difficult to construct an abstract representation of each building array by creating a pict
294. to save money go Notes The intermediate and advanced levels of the game incorporate random events which the user must accommodate just as one must accommodate random events in real life Page 38 ABI LD Utilization Guides Inspiration 5 0 Educational Edition win Publisher Educational Cost 69 00 Inspiration Software Inc 7412 SW Beaverton Hillsdale Highway Suite 102 Portland OR 97225 800 877 4292 503 297 3004 503 297 4676 fax www inspiration com System Requirements Macintosh Mac Plus or higher system 6 0 4 or higher System 7 x or 8 x minimum 2 MB available RAM hard disk required Windows Compatible with Windows 3 1 Windows 95 or Windows 98 8 MB RAM 386 486 or Pentium processor or higher running at 16 MHz or faster VGA SuperVGA or other Windows 3 1 or Windows 95 compatible graphics card and monitor Description Inspiration is a powerful visual learning tool that inspires students to organize their thinking Students use Inspiration s Diagram view to dynamically create and modify concept maps webs and other graphical organizers The integrated Outline view enables students to quickly prioritize and rearrange ideas helping them create clear concise writing Inspiration helps the user visually develop and organize ideas Its free form Diagram view stimulates creativity while helping to reveal new relationships thoughts and perspectives Toggle to the integrated Outline view to deve
295. to save scores 2 THE CLASH OF THE BIG problems problems answered answered in module completed correctly Ist correctly 2nd HORNS Esc to stop Mac to quit NE not to problems problems answered answered 3 A CURIOUS CARNIVORE eset to In module completed correctly 1st correctly 2nd stop Esc to quit ir not to save scores problems problems answered answered 4 MYSTERIES UNDER MEXICO in module completed correctly 1st correctly 2nd CITY Esc to stop Esc to quit W not to save scores problems problems answered answered 5 A UNIQUE DESERT ROAD Esc In Pedale completed comectlY 1 ortecuy 2nd to stop F scj to qut A not to save scores 6 TH E SIN Kl N G OF AN problems problems answered answered in module completed correctly lst correctly 2nd UNSINKABLE SHIP asci to stop Escl to Page 61 of Student Worksheets for Computer Programs C6A3BI Coastline Community College Comprehensive Cognitive Retraining Curriculum for Adults and Adolescents with Acquired Brain injury PSYCHOSOCIAL COMPONENT Processing amp Curriculum Jan Heck Editor Critical Thinking 38 ee C A B1 Model Introduction Ill Table of Contents GENERAL INTRODUCTION TO C 1013I PSYCHOSOCIAL COMPONENT sscssseeeeee ix PART I PROCESSING PROBLEM SOLVING 2200220000000000000000000000000000000000000000000000000000000 1 PROCESSING uranio 3 What Is the Processing Component e seesssseeesoo
296. ts Achievement Deficits Reading Comprehension A unique feature is explanation of both accurate and inaccurate answers The story is available to re read during questions and hints are available Students can control text and background colors from a wide array of combinations Software Screen should be uncluttered Characteristics A f Vocabulary An uncluttered screen allows relevant information to stand Development out Students with visual processing difficulties and poor scanning skills may have difficulty separating the target vocabulary word from other on screen information if the screen is cluttered Authoring component should be easy to use An editing or authoring option in vocabulary instruction is very practical for the study of vocabulary because it allows individualization of word lists Students may input glossary items from their text books in order to prepare for reading or taking exams Students who input their own word lists will have the additional benefit of manipulating their word list in a way which will enhance their understanding of the words Content should be effectively organized Objectives for the development of vocabulary should be functional and clearly stated Whether by grade level part of speech survival vocabulary or other system its organization should be in agreement with the instructional needs of these students Sound output for each vocabulary word is desirable With sound output
297. tter includes a Book Report and a Term Paper template which leads the student through sequential steps and requires entering specific information to accomplish an assignment Easy Graph can be used by students to develop and print a variety of graphs This program provides a tutorial on graphs and what they represent Page 10 Course Outlines Missing Links contributes to development of writing skills by improving sensitivity to grammar and punctuation developing a sense of continuity and cohesion and providing practice for correct sentence structure and phrasing Grammar Examiner provides skill development and practice with proof reading techniques for punctuation and general grammar rules Other software programs which may be used to provide instruction and practice with skills related to writing are Vocabulary Skills Prefixes and Suffixes Punctuation Skills Endmarks and Semicolons Building Better Sentences Skills Bank language arts series and specific to spelling Spell It Language Arts The Partner Language Arts The Rules and Word Attack Memory Techniques Remember helps students organize and memorize information The program utilizes proven memory strategies of key words peg system association narrative story mnemonics and others Remember allows students to enter their own information questions answers and three types of hints either verbal graphic or auditory Pacesetter includes a Study and Review component
298. tudents will apply strategies for recalling and using information within a brief span of time Cognitive Deficits Short Term Memory Instructional Considerations Deficits of short term memory may be in fact deficits of what is commonly called focus Students must be aware of whether or not they are attending to the task i e Am I here This concept of short term memory incorporates active working memory which as defined by Sohlberg and Mateer is that form of memory at work when there is some requirement to analyze or mentally manipulate the material and where no permanent storage is postulated p 137 Software Characteristics Format should be motivating The task of this software is to train students to attend to multiple stimuli and or stimuli which increases in complexity and length Because this type of memory practice can be boring it is important that software provide visual or auditory reinforcement to motivate students to continue practicing Game formats are often the most successful in generating motivation but the student must be taught to apply the skills she he is learning to every day activities in and out of school Software should require mastery before student can advance to a higher level Confusion and frustration will result if a student advances before she he has mastered the current memorization task Often the instructor must monitor students to be sure that this software is being used
299. ue proposing ideas probing roots bringing subject matter insights and evidence to bear testing ideas and moving between various points of view When we think we often engage in dialogue either inwardly or aloud with others We need to integrate critical thinking skills into that dialogue so that it is as fruitful as possble Socratic questioning is one form of dialogical thinking S 21 FOSTERING DIALECTICAL THINKING Dialectical thinking refers to dialogical thinking conducted in order to test the strengths and weaknesses of opposing points of view Court trials and debates are dialectical in nature As soon as we begin to explore ideas we find that some clash or are inconsistent with others If we are to integrate our thinking we need to assess which of the conflicting ideas we will provisionally accept and which we shall provisionally reject or which parts of the views are strong and which weak The critical thinker needs to develop dialectical reasoning skills so that her thinking not only moves comfortably between divergent points of view or lines of thought but also can make some assessments in light of the relative strengths and weaknesses of the evidence or reasoning presented Hence when thinking dialectically the critical thinker can use the micro skills appropriately Principle Principle Principle Principle S 22 DISTINGUISHING FACTS FROM IDEALS Self improvement and social improvement are presupposed val
300. ues of critical thinking Critical thinking therefore requires an effort to see ourselves others and the world accurately This requires a recognition of the gap between facts and ideals The fairminded thinker values truth and consistency and hence works to minimize these gaps The confusion of facts with ideals prevents us from taking steps to minimize them A critical education strives to highlight discrepancies between facts and ideals and proposes and evaluates methods for minimizing them S 23 INTEGRATING CRITICAL VOCABULARY An essential requirement of critical thinking is the ability to think about thinking The analytical vocabulary in the English language such terms as assume infer conclude criteria point of view relevance issue contradiction credibility evidence distinguish enables us to think more precisely about our thinking We are in a better position to assess reasoning our own as well as that of others when we can use analytic vocabulary with accuracy and ease S 24 DISTINGUISHING IDEAS Critical thinkers distinguish between different senses of the same word recognizing the different implications of each They understand that a writer s or speaker s purposes determine the ways he uses language Critical thinkers recognize when two or more concepts are similar or have an important relationship to one another yet have different meanings They recognize t
301. ur Progress Asses progress with eye catching printable graphs after completing time monitored speed tests e Practice Makes Perfect Sharpen typing skills with practice samples from over 100 well known books including everything from fiction and biography to sports and humor e It s Showtime Practice typing with 100 text excerpts then rewards the typist with a video clip related to the subject chosen for typing drills Arcade Style Games Rescue cities from alien letters and words solve hidden word mysteries race against the clock Notes Page 64 ABULD Utilization Guides Ultimate Phonics ver 1 0 Win Publisher Retail Cost 69 95 Spencer Learning 8895 Towne Centre Drive Suite 105 San Diego CA 92122 USA Voice 619 455 9818 Fax 619 715 1452 Email mail spencerlearning com www spencerlearning com System Requirements Windows 3 1 or Windows 95 80486 or higher 16 MB RAM hard disk with 10 MB free space VGA or other Windows display sound card CD ROM drive Microsoft mouse or compatible Description This excellent easy to use software program is designed to provide an interactive multimedia reading program that thoroughly teaches reading with phonics Using very accurate digitized speech digital recording of a human voice the user is led through an understanding of short vowels long vowels consonants and diphthongs The verbosity level of the program can be adjusted so that everything is spoke
302. ure in their minds Therefore worksheets with blank arrays are provided in the user s manual so students may construct concrete representations on paper of the arrays as they work through the program Precomputer activities also designed to give concrete practice in constructing the different arrays are provided in Classroom Use of the manual Some of these activities include using the Cuisenaire rods as a concrete introduction to the program Students focus on three skills in particular 1 Scanning for clues and hints They can view the nine colored buildings from any of four sides They choose the view they need to scan for clues and hints 2 Looking for a pattern or sequence As they explore the views of the buildings from the sides they detect patterns or sequences of the buildings colors 3 Information gathering Finally they use the information they have gathered to predict how the buildings will look from above ABI LD Utilization Guides Page 5 Basic Use 1 Double click on the Sunburst program group to open it 2 Double click on the Building Perspective icon to start the program 3 Click on the Help button to read instructions about how to run the program 4 Scan the curriculum for classroom use in the manual for ideas on how to use the program with a group Notes Page 6 ABI LD Utilization Guides Carmen Sandiego Word Detective Win Mac CD ROM Publisher Retail Cost 38 95 Broderbund 500 Redwoo
303. users complete a required number of puzzles in a specific area Recommended Uses This software through a game format will provide many different tasks for students with learning disabilities or head injuries It is designed to help students develop strategies in the following areas Verbal Linguistic Logical Mathematical Visual Spatial Bodily Kinesthetic Musical Interpersonal Communications and Intrapersonal Communications Basic Use 1 Double click on the Dr Brain icon to start the program If you do not wish to see the introductory credits just click the mouse button once to advance to the next level 2 You will be presented with the screen to start a new game or to restore a game you started previously Choosing a new game will lead you to an introductory cartoon that explains the situation and introduces the characters To start a new game click on the New Game page then enter your name by clicking on the letters To continue a previous game click on the Restore page then select your name 3 If you selected New Game follow the introduction to learn how to play Notes ABI LD Utilization Guides Page 15 Page 16 ABULD Utilization Guides 0 Dragon NaturallySpeaking Preferred 4 0 Win 95 98 NT Publisher Retail Cost 199 00 approx Dragon Systems 320 Nevada Street Newton MA 02160 800 825 5897 http www dragonsys com System Requirements Minimum 200 MHz Intel Pentium processor with MMX M
304. vileged to facilitate the efforts of a state wide team of Learning Disabilities and High Tech Center specialists from the California community colleges in developing this guide Its purpose is to provide instructors with the information necessary to evaluate the content and instructional effectiveness of any software program relative to the needs of a student with a learning disability Although specific computer assisted instruction CAI software is identified these programs should be viewed as prototypic examples rather than prescriptive recommendations This guide is not intended to be a simple software cookbook but rather as the next step in the ongoing process of learning to identify and use educational software in specific instructionally effective and creative ways It is a part of the process of bringing technology into the classroom and education into the 21st century In consultation with California community college assessment testing specialists subtests from the Wechsler Adult Intelligence Scale Revised WAIS R the Wide Range Achievement Test Revised WRAT R the Woodcock Johnson Psychoeducational Battery Revised WJ R and Degrees of Reading Power were identified as capable of yielding information about learning deficits which could be addressed by CAI These identifiable deficit areas have been used as the organizational framework for this guide Each deficit area has its own chapter which is divided into assessment an
305. w W0JDIADWN Notes ABI LD Utilization Guides Page 71 The program can also be purchased as part of a bundled set the Windows Memory Package 799 95 which contains the following titles Visual and Auditory Memory Span Plus Visual Memory Plus Visual Pattern Memory Plus Compensatory Memory Strategies Chunking Plus Compensatory Memory Strategies Loci Plus Remembering Names Plus Auditory and Visual Instructions Plus Memory for Directions Plus Page 72 ABULD Utilization Guides Visual Pattern Memory Plus Win 3 x Win 95 Publisher Retail Cost 134 95 Parrot Software P O Box 250755 West Bloomfield MI 48325 0755 800 727 7681 www parrotsoft com System Requirements PC Compatible 386 or faster processor Windows 3 x or 95 4 MB RAM graphics 640X480X16 Description This software program provides practice in visual matching short term visual memory part whole memory attention and visual discrimination The format of the program is to present a picture grid of 16 pictures and then to temporarily remove some of the pictures revealing a pattern comprised of between 1 and 9 pictures The user is asked to remember the pattern displayed The original 16 pictures are then displayed again to hide the pattern The user is asked to identify the pictures that formed the pattern The program provides a variety of options by allowing the clinician to determine how many pictures to display and how long to display them
306. w long have you had your job What are your present career goals What is your prior employment history Comments Independent Living What are your current living arrangements How satisfied are you with your current living arrangements What are your desired living arrangements How are your homemaking skills Form 6 page 9 88 Who manages your financial affairs Do you have any bank accounts Do you write your own checks Do you do your own shopping Are you your own guardian Do you have a driver s license and is it valid Do you drive a car Are you able to use public transportation Comments Personal Goals and Objectives In what way do you think this program might help you Form 6 page 10 89 What are your educational goals What are your vocational goals What are your physical goals What are your social goals Comments Interviewer Form 6 page 11 Screening Assessment Name Examiner Date Use of the Screening Assessment The following Screening Assessment provides a subjective 3 point rating scale for each of the items 0 no response unable to respond or completely inacccurate response 1 somewhat accurate response 2 appropriate response The following materials will be needed before the screening assessment begins book pencil key index card with phrase wink
307. whether it be from their neurologist neuropsychological testing report etc The students may be given a certain amount of time to obtain their records after which the students can work independently during class reviewing their records Assistance from an instructor will likely be required as such records are usually overwhelming for the students Explore the students feelings about this activity In the event that an individual has strong negative feelings and does not want to research her medicallneuropsychological records the instructor should gather the injury areas for the individual An alternative assignment for the individual may also be appropriate depending on the individual and the circumstances Assignment Psychosocial Assignment 2 The idea of researching what is likely the most traumatic event of your life may be an unpleasant prospect although informative How many of you have worries or concerns about reading your medical records What are those worries or concerns Do you have concerns about the possibility of reading information in your medical records that would be upsetting to you Prior to the date set for reviewing the medical testing records of the students remind students to bring their records if applicable and a highlighter with them The instructor may also consider storing the student s records in advance of use Activity Distribute the Medical Records Worksheet Vocabulary List and Brain Map handout
308. y material pronunciation of words syllabication definitions and parts of speech for words It also provides an option for having the story read from two different perspectives and an option to place comprehension questions opposite the page currently being read Some comprehension questions are accompanied by an auditory answer which can serve as a verbal model for students Cognitive Deficits Comprehension KnowledgeNerbal Comprehension Expression Fluid and Abstract Reasoning Assessment Fluid reasoning measures the student s ability to draw inferences Measures and make applications from controlled learning tasks It represents the highest level of reasoning skills involving inferential and qualitative thinking The following tests of the WJ R measure fluid reasoning O Analysis Synthesis test 71 This test measures the student s ability to use learning reasoning and generalizing skills in solving logic puzzles C3 Concept Formation test 141 This test measures the student s ability to utilize nonverbal problem solving strategies and categorical reasoning The following subtests of the WAIS R measure abstract reasoning CI Arithmetic subtest 71 This subtest measures the student s ability to use mathematical reasoning to solve math word problems mentally QU Similarities subtest 111 This subtest measures the student s ability to utilize abstract verbal reasoning to identify the general classification for pairs of
309. y of appropriate array of access devices based on mobility and access evaluation MODULE E Basic introduction to and trial use of accessdevices 1 Adjustment of access devices based on student use MODULE F Recommendations and referrals On the basis of the evaluations undertaken in this class the instructor will prepare a prescriptive list of appropriate adaptive technologies and discuss the results with the student MODULE G Development of an Individualized Education Plan IEP for students who will be taking other High Tech Center classes Curriculum Components Not Appropriate 1 READINGSAN ammuNaessiceimmas 2 OUTSIDE ASSIGNMENTS 3 CRITICAL THINKING Section Eleven CURRICULUM Evaluation Page 4 PRIMARY METHOD OF INSTRI TrTION Individualized assessment by the instructor METHOD OF FVAI I JA170N A student will receive one half unit of credit upon completion of the seven course modules Cat ADINCil The course is offered on a Credit No Credit basis COT TRSF COMP ETTON OT ITCOME 1 Computer access systems are evaluated and student is is not recommended for enrollment in other High Tech Center courses 2 Generation of an IEP for students who successfully can use a computer through the use of adapted technologies provided in the High Tech Center 3 Ifno appropriate access technologies are available through High Tech Center and student is referred to other resources TEXT SI WM TES Items of a personal nature
310. ying it back 5 Information that you learn and know over long periods of time goes into semantic memory This information is like reference books The information is not connected to the time or place that you learned it and is usually information shared by others When you take out one of these books it is retrieving information that you know Every time you take the book out it strengthens it and you can add new information or update your reference book 6 When you learn how to do something by practicing it the same way each time you are putting a how to manual into the library It takes many repetitions to get it in but once it s there it is very easy to take it out and perform the behavior you learned C6A3B1 Coastline Community College Comprehensive Cognitive Retraining Curriculum for Adults and Adolescents with Acquired Brain Injur COMPUTER LAB Program List amp Matrix Computer Curriculum amp Student Worksheets Jan Heck Editor Introduction ul Table of Contents INTRODUCTION 2 5 iur SOFTWARE PROGRAMS AND PUBLISHERS scsccscsccsccscssccsccccsccsccscssceecs 1 SOFTWARE MATRIX Programs X Skills c ccsscscccsccsccccccscccsccsccssccsccsccsscees 5 COMPUTER LAB CURRICULUM ccssccscccsscscccsscscscescccsccesscssccssccesccsscessones 9 INSTRUCTOR NOTES for DEMONSTRATION LESSON INTRODUCTION TO WINDOWS 3 1 Seele 11 STUDENT HANDOUT for INSTRUCTOR DEMONSTRATION LESSON INTRODUCTION T
311. ys Aptitude Cluster Deteits 2 2 2 2a ea Reading Aptitude u Mathematics Aptitude nn an Written Language Aptitude ur en0 Knowledge Aptitude ass Oral Language Aptitude ooccccccccccnononcncncnnos References ccccecceccccccccencceuccecccecucccenccenceeeass me COW 14 18 25 29 33 35 38 46 49 53 59 63 65 66 66 67 67 69 71 83 iii IV Introduction Introduction In recent years standardized assessment practices for identification of students with Learning Disabilities LD have been adopted by all California community colleges This process has provided invaluable assistance in assuring that the unique educational needs of students with learning disabilities are identified and addressed In 1989 the California Community Colleges Chancellor s Office funded the development of the Computer Assisted Record keeping and Scoring CARS program a software tool intended to record and integrate findings from various LD assessment instruments While it provided an excellent mechanism for assisting in the identification of students eligible for learning disabilities services High Tech Center Training Unit HTCTU staff believed that information from CARS could also be used to match appropriate computer assisted instructional software to the learning needs of students with a specific deficit or deficits This guide is the product of those beliefs The HTCTU has been pri

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