Slow processing. What does that mean

[Anonymous]

Testing shows intelligence is off the charts. Low-avg processing and memory. What does this mean in practical terms? How to help child?

[Anonymous]

May not help:
Play memory games like Concentration
Trivia games
Timed games

[Anonymous]

It means that your child thinks slowly on most topics that are not of burning interest to him or her. This is just how their brain is wired, and it cannot be changed. However it does not mean low intelligence - often slow-thinkers produced more mature and advanced concepts.

For example, in 4th grade, my son writes beautiful, thoughtful essays, but the teacher knows he needs three times as much time to work on it as the other kids. He received an N (the lowest grade) for the first one of the year because he couldn't hand it in on the due date. Then the teacher understood she had to accommodate his needs: when the due date approaches, she lets him off the hooks for other work so that he can type his essay and finish on time.

[Anonymous]

Adhd?

[Anonymous]

15:50 again - slow processing speed is often linked to the inattentive type of ADHD.

In practical terms, we use a Time Timer at home (about to introduce one at school) which is a visual countdown clock where you can easily see the red portion growing smaller until time is up. Very useful to self-manage.
http://www.amazon.com/TIMER-INCH-MODEL-AUDIBLE-OPTION/dp/B001UAMZCU/ref=sr_1_2?ie=UTF8&qid=1414785404&sr=8-2&keywords=time+timer

The teacher periodically comes to my son's desk to check on him, issue reminders, repeat directions, etc.

He has an IEP at school and gets time and a half on tests.

[Anonymous]

Apple doesn't fall far from the tree?

[Anonymous]

Anonymous wrote:Testing shows intelligence is off the charts. Low-avg processing and memory. What does this mean in practical terms? How to help child?

What did the evaluator tell you? Usually they have a list at the end that gives instructions as to next steps.

[Anonymous]

My DS had slow processing compared to his high IQ scores. Just diagnosed ADHD. His dad, an engineer and very successful man, processes everything slow. He's thinking things out. Often, the final product is perfect. With me, on the other hand, everything is fast and not as perfect. Just a different wiring.

[Anonymous]

It depends on how low, and how low in comparison with the verbal and non verbal cognitive ability.
A major discrepancy could indicate a learning disability or a global issue like ADD.
Many gifted students have average processing. A low working memory also has significant implications for classroom learning-- as much or more so than processing.

[Anonymous]

Anonymous wrote:It depends on how low, and how low in comparison with the verbal and non verbal cognitive ability.
A major discrepancy could indicate a learning disability or a global issue like ADD.
Many gifted students have average processing. A low working memory also has significant implications for classroom learning-- as much or more so than processing.

What do teachers do for/with students will low working memory?

[Anonymous]

Anonymous wrote:

Anonymous wrote:It depends on how low, and how low in comparison with the verbal and non verbal cognitive ability.
A major discrepancy could indicate a learning disability or a global issue like ADD.
Many gifted students have average processing. A low working memory also has significant implications for classroom learning-- as much or more so than processing.

What do teachers do for/with students will low working memory?

It depends on whether there is a mandate (e.g. an IEP for a learning disability) for them to do anything. A below average working memory could indicate a learning disability.

A low working memory can affect test taking, learning to read, mental math, etc.

I think that people with working memory issues have to commit things to long term memory- I don't know the strategies, but it's what I've read.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It depends on how low, and how low in comparison with the verbal and non verbal cognitive ability.
A major discrepancy could indicate a learning disability or a global issue like ADD.
Many gifted students have average processing. A low working memory also has significant implications for classroom learning-- as much or more so than processing.

What do teachers do for/with students will low working memory?

It depends on whether there is a mandate (e.g. an IEP for a learning disability) for them to do anything. A below average working memory could indicate a learning disability.

A low working memory can affect test taking, learning to read, mental math, etc.

I think that people with working memory issues have to commit things to long term memory- I don't know the strategies, but it's what I've read.

Yes, PP I agree with your statement. DS has a moderate working memory deficit along with ADHD and this makes it challenging when studying for tests where memorization of facts is a key component of the test. Which is actually most tests now that I think of it. It takes a lot of time and epetition for information to "stick" - and be stored into long term memory.

Still trying to figure out what the best study strategy is for him

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It depends on how low, and how low in comparison with the verbal and non verbal cognitive ability.
A major discrepancy could indicate a learning disability or a global issue like ADD.
Many gifted students have average processing. A low working memory also has significant implications for classroom learning-- as much or more so than processing.

What do teachers do for/with students will low working memory?

It depends on whether there is a mandate (e.g. an IEP for a learning disability) for them to do anything. A below average working memory could indicate a learning disability.

A low working memory can affect test taking, learning to read, mental math, etc.

I think that people with working memory issues have to commit things to long term memory- I don't know the strategies, but it's what I've read.

Yes, PP I agree with your statement. DS has a moderate working memory deficit along with ADHD and this makes it challenging when studying for tests where memorization of facts is a key component of the test. Which is actually most tests now that I think of it. It takes a lot of time and epetition for information to "stick" - and be stored into long term memory.

Still trying to figure out what the best study strategy is for him

pp here. Have you talked with pediatric neuropych. I'm just brainstorming that there strategies that (may) improve working memory, or at least compensate for it. A neuropsych might help with something more efficient. I know parents whose kids struggle with working memory. It makes homework time consuming- and the kids have a harder time learning basic facts even though many are highly intelligent.
It's possible with ADHD that your DS may improve on his own as he grows older. Good luck to you.
We have the problem with a high working memory and other test scores, but extremely low frustration tolerance. If my DS doesn't immediately process a challenging problem the first time or has to deal with a mistake, it's a nuclear meltdown. Homework in our house involves major de-escalation strategies on my part. So...there are all kinds of executive function issues that can make homework hard. Just commiserating.

[Anonymous]

In our case (not diagnosed, other than by my own research), it means that he needs more time than other similar kids for some basic things. Some examples:

Child tests off the chart, but 1st grade teacher sends home packet of unfinished work at the end of the quarter. It is, quite literally, every single paper that was done in class. None were finished.

Some strategies that have worked over the years:

1. Homework timer: Discuss how long child thinks something should take. Set timer. Then do as much as possible for that period of time. Really helps him focus.

2. Class distractions are amplified: If other kids are talking (which always happens), he can't get his work done in the allotted amount of time. Strategies: separators, asking teacher to go do work in a quieter spot, etc.

3. Classwork not getting done in allotted time: Strategy: Class contract with rewards for getting work done faster. This really worked well, especially with a teacher giving warnings (10 mins, 5 mins, etc.)

It always annoys me when people try to diagnose ADHD/ADD for this. Maybe it's connected in some, but definitely not in all.

BTW, slow processing has nothing to do with intelligence. Child is at HGC and has been very successful, despite having to work through this issue.

Here's a link for more info: http://www.2enewsletter.com/article_2013_05_slow_processing.html

[Anonymous]

This sounds like my son. He is in 8th grade and is very bright, but has always struggled with completing work in a timely manner and with daydreaming. Because his school gives so much homework, it takes him forever to complete his assignments. This means he is always TIRED! I have never heard of 2e and wish that I had known of this at the beginning of middle school. Where did you go for testing. Wondering if anyone can recommend a doctor or testing center in dc metro. . .
Thank you for the information here. We are struggling with where to apply for high school. Although he has excellent grades in previous years, he is struggling to complete his assignments this year. . .