Traumatic Brain Injury and Cognitive Learning Theory: Using the Information Processing Approach for Instruction

1. Traumatic Brain Injury and Cognitive Learning Theory: Using the Information Processing Approach for Instruction Presented By: Ketia C. Stokes Instructor: Dr. Shirley Edwards SPED 502- Spring 2007

2. Here’s a Riddle.. Do You Know What I Am? No school teaches it, Every school uses it; You can’t get along without it. What am I?

3. Purpose of Presentation… • To provide a definitive answer to the opening riddle  • To review key components of the Cognitive Learning Theory • To review steps of the Information Processing Theory Approach to Cognitive Theory

4. Purpose Continued… • To identify characteristics, causes and effects of Traumatic Brain Injury • To show how the Information Processing Theory can be used to instruct students with Traumatic Brain Injury

5. Principle 1 Knowledge of Subject Matter Principle 3 Adapting Instruction for Individual Needs Principle 2 Knowledge of Human Development Principle 4 Multiple Instructional Strategies INTASC PRINCIPLES

6. CEC STANDARDS • Standard 2- Development and Characteristics of Learners • Standard 3- Individual Learning Differences • Standard 4- Instructional Strategies • Standard 9- Professional and Ethical Practice

7. The Answer to the Riddle Is: Memory

8. Cognitive Learning Theory " I think, therefore, I am"

9. Key Elements of Cognitive Theory • Developed as a direct contrast to the Behavioral Learning Theory • Explored, discovered and modeled the inner-workings of the mind as a greater determiner of learning • Cognitive theory provides a strike contrast to the notion that learners are passive responders to their environment and asserts that learners are actively involved in the process of understanding and acquiring knowledge. (Glover, 6)

10. Edward Tolman Jean Piaget Gestalt Psychologists Lev Vygotsky Howard Gardner Robert Gagne Trailblazing Psychologists Pictures imported from-http://midsolutions.org/samples/MC72quest/gagne_and_boys_online.htm

11. In Cognitive theories, “knowledgeis viewed as symbolic, mental constructionsin the minds of individuals and learning becomes the process of committing these symbolic representations to memory where they are processed” ” (http://www.uib.no/People/sinia/CSCL/html).

12. Mental Processing in Practice • Directions: Do not use any paper. Scan the list of words below. Remember as many of the words as you can in five (5) seconds. Carnation,Trumpet, Rose, Clarinet, Nike, Daisy, Tuba, Trombone, Pine, Adidas, Oak, Mum, Saxophone, Orchard, Reebox, Frenchhorn, Timberland

13. Information Processing Approach to Cognitive Psychology • Inspired by the onset of computers in the 1950’s • Believed that the mind mimicked a computer: • Information could be entered into the brain (input) • The brain determined how to process information • The brain had an organized system to store information. • The brain could retrieve for later use (output)

14. Information Processing Theory(IPT) stressed the role of the learner in actively using mental structures to comprehend and create a personal meaning of understanding. Encoding- Actively involved Sensory Memory Storage- Comprehending Short-Term and Working Memory Retrieval- Personal Connection Long-Term Memory

15. Phases of Information Processing Theory (IPT) • Encoding phase-acquisition of information through the senses (Carter, 162). Information is perceived and attended to by the learner. • Storage- how long, how much and how information is stored • Retrieval- re-access information previously learned

16. Sensory Memory • Learner is attending to information • “Eye-Catcher” of Memory • Receptive to information through senses; energy from senses transferred to brain • Capacity of 1/2 second for visual stimuli and 3 seconds for auditory stimuli

17. Short Term vs Long Term Memory Huitt, W. (2003). The information processing approach to cognition. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved March 21, 2007 from http://chiron.valdosta.edu/whitt/col/cogsys/infoproc.html.

18. Visual Representation of Information Processing Theory

19. Supported Behaviorist Theory Initially Famous Publishing entitled Conditions of Learning Scholar- Graduate of Yale and Brown University Developed Nine Implicit Events of Instruction based upon IPT Robert Gagne

20. Gagne’s Nine Events of Instruction Citation: Huitt, W. (2003). The information processing approach to cognition. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved [date] from, http://chiron.valdosta.edu/whuitt/col/cogsys/infoproc.html Gaining attention Motivate students, giving them a reason to pay attention, sensory memory Relate topic to other courses, their future work or career, and personal life Informing learners of objectives/outcomes Let students know what is expected of them Stimulating recall of prerequisite learned capabilities Activate Prior Knowledge Help students make connections to concepts learned elsewhere Presenting stimulus material Presentation of content through selected methods and techniques Use a variety of material: readings, assignments, exercises, discussions, etc. Move students from sensory-memory to short-term memory by chunking, using catch phrases, mnemonics, teaching note taking strategies

21. Providing learning guidance Assist students in moving knowledge from short-term to long-term memory Involve students in thinking aloud, talking and working with material and classmates in a variety of ways Eliciting performance Provide practice activities Help students apply theory to actual practice Providing feedback Let student know how well they do on exercises Describe what needs to improve and why Assessing performance Evaluate student learning using formative and summative methods Enhancing retention and transfer Provide opportunities to apply knowledge in a variety of situations Provide several opportunities for repetitions

22. Traumatic Brain Injury

23. Definition from IDEA • “...an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child’s educational performance. The term applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psycho-social behavior; physical functions; information processing; and speech. The term does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma.” [34 Code of Federal Regulations §300.7(c)(12)]

24. Facts about TBI • Sustained injury to the brain after birth • Cause a mild to severe effect on one or more of the following areas: 1. Cognitive ability, 2. Speech and language abilities, 3. Physical movement/ manipulation, 4. Sensory awareness or 5. Behavioral/emotional management • Causes: Open or Closed injuries • Incidence of TBI recently increased due to the separate category under IDEA IN 1990- approximately 150 per 100,000 between the ages of 1 day and 4 4years; 15 and 24 years of age - 550 per 100,000.

25. Figure 2: Immediate and Long-term Effects of TBI Effects of TBI

26. Brain Functions

27. Literature Review • Several studies within recent years to support those strategies focusing on memory development and information processing. • Julie Bowen in the article Classroom Interventions for Students with Traumatic Brain Injuries states that “memory impairment, recalling and retaining information, is one of the most common deficits associated with TBI” (35). • A longitudinal study that was conducted through the assessment of 27 students experiencing head trauma between the ages of six and fourteen years at the time of injury supports notion that the most widespread, long-term and observable deficits was in the area of memory recall and retention. • Re-assessed over a period of six to eight years • “TBI has a significant impact on learning and memory years after the initial injury. More specifically, these children and adolescents exhibit more difficulties with encoding, immediate recall, delayed recall, and recognition of verbal and visual information.” (Arroyas-Jurado, Paulsen, Ehly & Max, 136).

28. Julie Bowen states in her article that instruction should be direct, paced, provide ample opportunities for feedback and should include a reinforcement phase to ensure student engagement and learning (39). In her article, she also suggests that instruction should include the following: A meaningful goal or skill the student has to learn; Skill should be presented at interest level of student; Provide simple rationale to show importance of skill; Give clearly stated task directions; Break tasks into smaller steps; Provide opportunity for student response and practice; Provide immediate feedback and error correction Use verbal praise and encouragement frequently

29. A meaningful goal or skill Skill should be presented at interest level of student; Provide simple rationale to show importance of skill; Give clearly stated task directions; Break tasks into smaller steps; Provide opportunity for student response and practice; Provide immediate feedback and error correction Use verbal praise and encouragement frequently Gain attention Inform learner of objectives Stimulate recall of prior learning Present stimulus material Provide learner guidance Elicit performance Provide feedback Assess performance Enhance retention transfer Can You See The Correlation?Literature & Gagne’s Theory

30. Why TPI Helps: Benefits for Students with TBI • Teaches student strategies for encoding information • Instruction using memorization techniques • Information is presented in organized, manageable fashion

31. Benefits of IPT for TBI Students Cont. • Built-in opportunities for rehearsal that will promote retention • Structured lesson plan; student will know what to expect • Student can correct mistakes as they learn

32. Memorization Techniques • Mnemonics-bridge gap between short-term and long-term memory 1. E,G,B,D,F (Every Good Boy Does Fine) 2. HOME- (Huron, Ontario, Michigan,Erie, Superior) • OAR- (Observe –Associate Review)- Visual Imagery

33. Memory Techniques • Rote- Repetition: good for short-term; bad for long-term memory • Verbal Elaboration-making a sentence using the first letters of important information • My Very Eager Mother Just Sent Us New Pants (Planets)

34. Memory Techniques • Chunking- organizing information into small pieces • Categorizing- organizing relevant information in lists • Mental Imagery- try to picture the way something looks • Rhyming- “In 1492… (do you remember?)”

35. Putting Theory into Practice: Lesson Plan Utilizing Gagne’s Nine Implicit Levels of Instruction Created by Ketia C. Stokes

36. Quick Reference of Instruction Levels Gain attention Inform learner of objectives Stimulate recall of prior learning Present stimulus material Provide learner guidance Elicit performance Provide feedback Assess performance Enhance retention transfer

37. Did We Achieve Our Objectives: • Do you know the answer to the opening riddle?  • Can you state at least 3 aspects of the Cognitive Learning Theory? • Can you give a summary of Information Processing Theory?

38. Did We Achieve Our Goal? • What does TBI stand for? • What are at least 3 characteristics of TBI? • Can you state what deficit the Information Processing Theory helps to alleviate in students with TBI? • Can you list at least 4 steps in Gagne’s Lesson Structure?

39. Quiz • What theory believes that the human is an active participant in the learning process? • What is the name of the approach under the umbrella of Cognitive Learning Theory that compares the mind to that of a computer? • What is the name of the psychologist who developed the Nine Steps of Implicit Instruction?

40. Quiz Continued 4. Review the steps of instruction below. Write which 4 levels of instruction are missing, then write the stages in the correct order. ~ Gain Attention ~ Stimulate Recall of Information ~ Assess Performance ~ Provide Feedback ~Describe Objectives 5. What prompted the increased identification of TBI? • During which level in the instruction method is short-term memory moved to long-term memory? 7. What is occurring in the level of instruction when sensory memory is activated?

41. Quiz 8. Students with Traumatic Brain Injury have difficulties in five broad categories. What are they? 9. Choose two of the broad categories for TBI. List three of the characteristics of each category. 10. Michelle was in a car accident on her way from school. She was hit by a car and was violently and vehemently thrown towards the sidewalk. The neurosurgeon informed the mother after hours of operation, that Michelle received damaged to the frontal and temporal lobes? What functions will be impaired as a result of these injuries?