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At any point in life, students come to school with
"neurodevelopmental profiles." Such profiles are, in essence, balance sheets of
individual strengths and weaknesses in the various neurodevelopmental
functions. Each profile facilitates work in some areas, while hindering work in
others. Some students have strengths that make them strong achievers at six
years old, but weak performers in high school. Others may have early
difficulties and find success in later years. Just as expectations change over
time, so do students' performances.
In order to better understand how students' profiles affect their learning and
performance at any time, those profiles are divided into "neurodevelopmental
constructs." Constructs are groupings of related neurodevelopmental functions.
They help to organize thinking and communicate about learning differences by
focusing on the roles and interactions of neurodevelopmental functions with
regard to specific behaviors. They also allow for flexibility in the ways that
differences in learning are evaluated, while at the same time, pinpointing
areas of learning breakdown and creating very specific plans for helping
students succeed.
The constructs used to organize students' profiles are listed below:
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Attention: Attention is more than just "paying attention." It
includes such aspects as the ability to concentrate, to focus on one thing
rather than the other, to finish tasks one begins, and to control what one says
and does.
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Temporal-sequential Ordering: Whether it's being able to recite
the alphabet or knowing when to push a button to give a response on "Jeopardy,"
being able to understand time and sequence of various items or pieces of
information is a key component of learning.
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Spatial Ordering: Closely related to the functions of time and
sequence, spatial ordering is the ability, for instance, to distinguish between
a circle and a square or to use images to remember related information. On a
more complex level, spatial ordering helps musicians, for instance, to be able
to "see" a piano keyboard, and enables architects to "imagine" the shape of a
particular room.
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Memory: Even if, in the moment, people are able to understand,
organize, and interpret the most complex information, if they cannot store and
then later recall that information, their performance often suffers
dramatically.
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Language: Being able to articulate and understand language is
central to the ability to do well as students and learners. Developing language
functions involves elaborate interactions between various parts of the brain
since it involves so many separate kinds of abilities - pronouncing words,
awareness of different sounds, comprehending written symbols, understanding
syntax, and telling stories.
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Neuromotor Functions: Whether students are trying to write
their first words, catch a football, or punch away at a computer keyboard,
their brains' ability to coordinate their motor or muscle functions are key to
many areas of learning.
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Social Cognition: One of the most often overlooked components
of learning is the ability to succeed in social relationships with peers,
parents, and teachers. Students (and adults) may be strong in other construct
areas, and yet have academic difficulties because of an inability to make
friends, work in groups, or cope effectively with peer pressure.
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Higher Order Cognition: Higher order cognition involves the
ability to understand and implement the steps necessary to solve problems,
attack new areas of learning, and think creatively.
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 Read About A Neurodevelopmental View
Read About Observable Phenomena
Read About Recurring Themes
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