PRESENTATIONS

DECODING

They do not seem to hear. "What?"

1. Difficulty with new concepts or vocabulary
2. Do better when visual clues are present
3. Report trouble in group learning settings
4. Academic problems often exist in tasks involving reading,
decoding, spelling, note taking and following directions.

A child who can spell a word like it sounds probably has good
decoding skills.

INTEGRATION

Represents a deficit in tasks that require multi-sensory input.
"It's too much!"

1. They are the last ones to start a task, preferring to watch
everyone else and follow their lead.
2. They need more time for transitions.
3. They don't seem to answer questions easily when called on.
4. Academically, they struggle with reading, spelling and writing.

They seem to do better with tasks involving memorizing but poor with
tasks like sentence structure. Often have reversal of digits.

PROSODIC

This problem may be more outwardly apparent than any of the others.
"He yelled at me."

1. They don't have the ability to correctly use their voices to reflect
tone, rhythm or volume.
2. They are unable to recognize the variances in other people's voices.
3. Because of this inability, they often have social problems.

Children may report not liking music and will often use an incorrect multi-
syllable word or leave parts of the words out. (aminal for animal, basketti for spaghetti)

ASSOCIATIVE

There is a slow down in the processing causing the person to feel lost.
"huh?"

1. These kids start on the first stop of a task you have given and then turn
and look for help.
2. Often need clarification when many directions have been given.
3. Can often read, but have no idea what they have read--- poor comprehension
4. Math word problems are difficult for them
5. Do fine early in school, but have more difficulty as the demands increase.

OUTPUT-ORGANIZATION

The executive function struggles in kids with this presentation.
"I don't know!"

1. Have trouble with sequenced information such as directions or step by step tasks.
2. The information goes in, but is not organized in a way that allows the child to process
it correctly or give an appropriate response.
3. These children also have trouble organizing their personal space such as lockers,
schedules and desks.
4. Notes are often non-existent or lack organization enough to be made sense of.
5. Students have trouble organizing thoughts and often stumble on words and phrases when
trying to express themselves.