Dr Marcy Dann gave a talk for REEL about Slow Processing Speed and the 2e Child. Here is a writeup of the event.
Unraveling the Challenges and Triumphs of Slow Processing Speed in Education
In the realm of education, the concept of processing speed is often misunderstood, yet its impact can be profound, particularly for twice-exceptional learners. Marcy Dann, Ed.D., a seasoned educational therapist with over three decades of clinical practice, recently shared her insights on this topic in a compelling talk hosted by REEL. Dr. Dann's expertise shed light on the complexities of slow processing speed, offering valuable perspectives on how it affects learners and how educators and parents can support them.
Understanding Slow Processing Speed
Dr. Dann commenced her talk by defining slow processing speed as the delayed ability to take in information, process it, and respond effectively. Contrary to common misconceptions, slow processing speed does not correlate with lower intelligence. Instead, it reflects the unique cognitive profile of individuals who may perceive and interpret information at different rates. Understanding this is crucial, especially in educational settings where the pressure to perform quickly can overshadow the depth of a student's intelligence. Quick processing speed often leads to tasks feeling automatic, while slower speed may necessitate more effort. However, this disparity does not diminish the intellectual capabilities of individuals with slower processing speeds.
The Impact of Slow Processing Speed
The impact of slow processing speed extends beyond academic spaces. Parents and educators are familiar with its demands, particularly regarding writing tasks. Completing assignments within time constraints can pose significant challenges for students with slower processing speeds, often leading to emotional and behavioral issues.
Moreover, slow processing speed permeates daily routines at home, influencing activities such as morning and nighttime routines, as well as mealtimes. For example, a child may find it challenging to transition from one task to another, such as moving from getting dressed to brushing teeth, within the allotted time. As a result, the morning routine becomes stressful for both the child and the parents, leading to frustration and tension. The effects ripple into social interactions and emotional regulation capacity, highlighting the interconnectedness between cognitive abilities and emotional well-being.
Dr. Dann emphasized that by recognizing and understanding these challenges, parents and educators can implement strategies to support the child, such as providing extended time allowances, breaking down tasks into manageable steps, and offering verbal or visual prompts to facilitate transitions.
Recognizing Strengths and Talents
Dr. Dann underscored the importance of recognizing students' strengths and talents beyond their processing speed. She urged educators and parents to focus on nurturing these strengths and accommodating processing speed challenges to foster a positive learning environment by prioritizing understanding and confidence-building over the end-product.
Strengths-Based Approach: Dr. Dann shared examples of students who struggled with slow processing speed but excelled in creative arts. Despite facing challenges in tasks requiring rapid information processing, these students demonstrated remarkable creativity and originality in art-related projects. By acknowledging and nurturing these talents, educators were able to boost students' confidence and self-esteem, providing a counterbalance to the frustrations caused by processing speed challenges.
Accommodating Processing Speed Challenges:Â Another strategy involves implementing accommodations such as extended time allowances and alternative assessment formats for students who struggle with processing speed during timed tests and assignments. By tailoring assessments to accommodate students' processing speed while still assessing their understanding and knowledge, educators help mitigate the negative impact of processing speed challenges on academic performance.
Emphasis on Understanding and Growth:Â Dr. Dann emphasized the importance of prioritizing understanding and growth over the outcome of tasks. By celebrating students' growth and emphasizing the journey of learning rather than just the finished product, educators foster a positive learning environment where students feel valued and supported despite their processing speed challenges.
Confidence-Building Strategies:Â Lastly, Dr. Dann discussed various strategies for building confidence in students with slow processing speed. These include providing specific, affirming feedback that acknowledges students' efforts and progress rather than solely focusing on areas of difficulty. By praising students for their resilience, perseverance, and problem-solving skills, educators can instill confidence and self-belief in their ability to overcome challenges related to processing speed and succeed academically and emotionally.
Dr. Dann stressed that learning should not solely revolve around the end-product but should emphasize understanding and confidence-building. By prioritizing process over product, educators can empower students to embrace their unique cognitive profiles and thrive academically and emotionally.
Non-Negotiables for 2e Learners
Dr. Dann outlined several non-negotiable factors for all twice-exceptional (2e) learners, in particular those with slower processing speed, across different environments, emphasizing the importance of recognizing students' strengths and accommodating their unique cognitive profiles. Here's a breakdown of the non-negotiables for 2e learners discussed by Dr. Dann:
Intellectual Environment: Authentic and Meaningful Tasks
Dr. Dann stressed the significance of providing authentic and meaningful tasks with real-world applications for 2e learners. Engaging tasks that connect to students' interests and passions can increase their motivation and willingness to participate in learning activities.
Creative choice and options for accessing the curriculum are essential components of the intellectual environment. Students should have the opportunity to choose between different materials, formats, or approaches to learning, allowing them to engage with the content in ways that suit their learning preferences.
Social Environment: Sense of Belonging and Role Clarity
In social learning environments, such as classrooms or group settings, 2e learners need to feel a sense of belonging and understand their roles as social contributors.
Assigning specific roles within group activities, such as researcher, practical manager, or note-taker, can help students with diverse abilities contribute meaningfully to collaborative tasks. Establishing rapport between teachers and students fosters a supportive atmosphere where students feel respected and valued.
Emotional Environment: Psychological Safety and Acceptance of Mistakes
Creating a psychologically safe environment where students feel comfortable expressing joy in learning and making mistakes is crucial for emotional well-being.
Students with slow processing speed may feel sensitive about their learning pace and may compare themselves unfavorably to their peers. Cultivating a culture of acceptance and celebrating cognitive strengths while acknowledging challenge areas helps build students' self-confidence and resilience.
Physical Environment: Movement and Sensory Considerations
Allowing movement and considering sensory factors in the physical learning environment are non-negotiables for supporting 2e learners.
Students should have the freedom to move around and choose seating arrangements that best suit their needs. Paying attention to factors like posture, lighting, and potential distractions helps create an optimal learning environment for students with diverse processing speeds and sensory sensitivities.
Process-Oriented Approach: Prioritizing Process Over Product
Dr. Dann emphasized the importance of prioritizing process over product in educational settings. Instead of focusing solely on the result or grades, educators should value the learning process and provide opportunities for students to explore, experiment, and engage deeply with the content.
Task analysis should consider factors beyond speed and accuracy, considering students' individual strengths, interests, and learning styles. By nurturing and bolstering students' cognitive skills across various environments, educators can support their holistic development and academic success.
These non-negotiables underscore the importance of creating inclusive and supportive learning environments that cater to the diverse needs and abilities of 2e learners, allowing them to thrive academically, socially, and emotionally.
Strategies for Support
Dr. Dann offered a wealth of strategies for supporting students with slow processing speed. These strategies include:
Establishing Routines
Routines provide structure and predictability, which can help students with slow processing speed navigate daily tasks more efficiently. By establishing consistent routines, students know what to expect and can anticipate transitions, reducing anxiety and overwhelm. Tailoring routines to accommodate individual capabilities, whether through verbal or visual methods, can help students navigate daily tasks with greater ease.
Scaffolding Transitions
Students with slow processing speed may need more time to shift between activities. Soft transitions with verbal or visual prompts give students advance notice of upcoming changes, allowing them to mentally prepare and transition more smoothly. Providing clues and laying out materials in advance minimizes disruptions and helps maintain focus.
Checking in for Accurate Perceptions
Ensuring students understand instructions and expectations is crucial for success. Breaking down tasks into manageable steps helps students process information more effectively and prevents feelings of confusion or frustration. By reframing expectations within feasible timeframes, educators can set students up for success and build confidence.
Prompting for Task Initiation and Providing Feedback
Verbal prompts help students initiate tasks and stay on track, especially when processing speed challenges may cause delays in starting activities. Providing specific feedback acknowledges students' efforts and progress, reinforcing positive behaviors and boosting confidence. Encouraging self-advocacy empowers students to seek support when needed, fostering independence and self-awareness.
Language Use
Using clear and affirming language reinforces desired behaviors and builds students' self-esteem. By fostering trust and rapport with students, educators create a supportive environment where students feel comfortable expressing their needs and preferences. Promoting self-advocacy empowers students to communicate effectively and advocate for themselves in various situations.
Checking in with Students
Regularly engaging students in discussions about their learning experiences allows educators to understand their perspectives and challenges. By validating students' experiences and helping them recognize their strengths, educators can build positive relationships and tailor support to individual needs. This collaborative approach promotes self-awareness and resilience, empowering students to overcome obstacles and succeed.
Subject Area Accommodations
Accommodations such as alternative formats for assignments and extended time allowances ensure equitable access to learning opportunities for students with slow processing speed. Allowing students to demonstrate understanding in ways that suit their strengths promotes engagement and confidence. Providing choices in demonstrating learning outcomes fosters autonomy and encourages active participation in the learning process. Bulleted answers instead of full sentences, permitting dictation of answers, and providing fewer items or more whitespace for written responses are among the accommodations that can support students in demonstrating their learning outcomes effectively.
School Recommendations
Implementing transitions with extended time allowances and providing support for tasks in middle and high school ensures that students with slow processing speed have the necessary resources to succeed. Accommodations like extended time for standardized testing level the playing field, allowing students to demonstrate their knowledge and skills without time constraints. These recommendations promote inclusivity and support academic achievement for all students.
Can Slow Processing Speed Skills Improve?
One burning question addressed by Dr. Dann was whether slow processing speed skills can improve. With optimism, she affirmed that improvement is indeed possible through practice and support. By engaging students in activities that challenge their processing speed and offering targeted interventions, educators can help students develop strategies to navigate challenges more effectively over time.
Q&A
How do you differentiate between slow processing and dysgraphia? Dr. Dann explained that both involve difficulties with output tasks, with dysgraphia specifically concerning forming letters and numbers, while slow processing speed can affect various tasks. She highlighted the overlap between dysgraphia and slow processing speed, emphasizing the need for a thorough evaluation by a specialist to discern the specific issues.
Are there specific assessments families should ask for to sort out ADHD and its impact on processing speed? Dr. Dann suggested leaving the choice of assessments to the evaluator, advising families to share their observations with the evaluator to help determine which measures to use.
Can untreated ADHD affect processing speed, and can pharmacological treatment help improve it? Dr. Dann shared her observation that students with ADHD who received treatment, including medication, showed improvements in processing speed and oral fluency. However, she emphasized that improvement wasn't solely due to medication and recommended working with medical professionals to find the best approach.
How does having superior working memory but low processing speed impact a child, and what kind of support can be provided? Dr. Dann explained that having superior working memory but low processing speed can make it difficult for students to translate ideas into production. She discussed strategies to support such learners, emphasizing understanding their strengths and challenges and providing appropriate support.
Dr. Dann's talk offered a comprehensive exploration of slow processing speed in education. By shedding light on its complexities, providing practical strategies for support, and fostering a deeper understanding of its impact, she empowered educators, parents, and advocates to create inclusive environments where all students can thrive, regardless of their processing speed.