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Understanding, Diagnosing, and Coping with Slow Processing Speed

In this article, Steven M. Butnik takes a look at a number of options regarding slow processing speed.
  • Topics
    • Twice Exceptional: Learning Disabilities
    • Twice Exceptional: Sensory Integration
  • Author
    Butnik, S.
  • Publisher
    2e Newsletter
  • Year
    May/June 2013

It’s not unusual for gifted students to have slow processing speed. Of itself, slow processing speed is not a formal learning disability, but having it can frustrate students, teachers, and parents. As a clinical child psychologist specializing in assessing and treating students with attention deficit disorders and other learning problems, I often hear parents tell me their very bright child isn’t finishing her classwork or that homework takes hours and hours to complete. Through observation or formal assessment of their child, these parents have been told that the child has slow processing speed.

Understanding the role of slow processing speed is essential. Gifted students with processing speed problems who are “missed,” misdiagnosed, or mis-taught may become discouraged, depressed, undereducated, underemployed, or worse. By contrast, when these twice-exceptional (2e) children are understood and well-addressed educationally, they can become treasures who shine in unique ways.

In this article I will explain what sort of struggles children with slow processing speed experience; where slow processing speed comes from; how it can be identified; and what students, teachers, and parents can do to reduce or eliminate its impact.

The Signs of Slow Processing Speed
At home, parents easily see slow processing speed in areas outside of homework. Aiden’s mom asked him to get dressed ten minutes ago and when she checks on him, he hasn’t even begun — and he has to be at the bus stop in five minutes! Nancy’s family is in the car waiting for her and she, as usual, is still in the house, looking for her book. At school, Jack didn’t finish writing his assignment in his planner when the bell rang, so he left out important information because he couldn’t afford to be tardy again for his next class. When Emily didn’t finish her classwork, her teacher sent the unfinished work home to be completed along with her usual homework. These children all have slow work pace, which leads to problems at school and at home. They need the understanding and help of parents and teachers so that they can succeed and so that their self-esteem is not damaged.

Understanding the source of the problem in children like these is a critical part of knowing how to help them. Thorough medical and psychoeducational evaluations are necessary because there are many sources of slow work pace. It can be associated with physical illness or injury such as low thyroid, epilepsy, or traumatic brain injury. It might be related to other physical problems such as lack of adequate sleep or reaction to medications. It might also be part of Attention Deficit Hyperactivity Disorder (ADHD), learning disorders, and/or emotional factors. We’ll take a look at some of these possible causes.

Slow Processing Speed Associated with ADHD
Children with the predominantly inattentive subtype of ADHD may have a sluggish cognitive tempo. They typically daydream, stare off, and appear spacey. They may be mentally foggy, underactive, slow moving, and lethargic. Their work is often slow and error prone. Their brain activity shows patterns of under arousal in the portion of the brain associated with focus and planning.

In addition, children with ADHD typically exhibit poor executive functions, brain-based behaviors that contribute to effective functioning. A useful model of executive functions (See the figure below.) has been developed by Thomas Brown, Ph.D., a psychologist at Yale University. These are the functions, according to Brown, that are impaired in attention deficit disorder syndrome.

Some children take more time to complete tasks due to trouble with activation. A student may not begin a task due to problems organizing time or materials, or due to reluctance, uncertainty, lack of confidence, or anxiety. Other children may take more time to complete tasks because of problems maintaining focus. While time is passing, these students may be distracted or daydreaming, drawn to other, more interesting stimuli.

Effort includes processing speed as well as mental stamina. When effort is a problem, the child’s work pace is very slow and he may complain that his “brain is very tired.” When the problem is emotional, on the other hand, children find it hard to regulate their feelings. They might melt down when starting to work or encountering a frustrating task; or they may refuse to work, be argumentative, or have tantrums.

Problems in working memory can add to the time it takes a child to complete tasks. After reading a paragraph, a child with poor working memory may forget what she just read and need to read it again; or he may stop working on a class assignment because he forgot the directions. Finally, when action is a problem, the child has trouble sitting still, fidgets with objects, or may want to stand or walk around when working.

An additional issue that children with ADHD face is having a poor sense of time. For them, time seems to go more slowly during the tasks they feel are boring while moving more quickly for tasks they find interesting. When planning work tasks, a child with ADHD may underestimate how long the task will take; and when playing, the child may be unaware of how much time has passed. Taken together, poor executive functions and poor time sense can make homework take hours to complete and create major stress.

Slow Processing Speed Associated with Cognitive Functioning and Learning Problems
Processing speed is an element of intelligence, as measured by many tests of cognitive ability, including the Wechsler Intelligence Scale for Children (4th Edition). Scores for both the Working Memory and Processing Speed subtests make up the WISC-IV’s Cognitive Proficiency Index. These abilities are separate from the WISC-IV’s General Abilities Index, a measure of core intelligence derived from an individual’s Verbal Comprehension and Perceptual Reasoning Indices (verbal and nonverbal abilities).

Many 2e children show substantial differences between their verbal abilities and working memory capacity and/or between their nonverbal abilities and processing speed. Working memory and processing speed scores are often low in 2e children.

The WISC-IV’s Processing Speed Index is calculated from the Coding and Symbol Search subtest scores. A supplemental subtest is Cancellation. These three subtests, described in the next paragraph, rely on rapid visual/motor analysis and output. Because processing speed can be affected by a number of factors, it is not a unified construct like other parts of the WISC-IV. See the figure below.

Each of these three subtests taps different abilities that contribute to the Processing Speed score. Coding, which requires children to draw symbols, is heavily influenced by grapho-motor demands. Children with poor handwriting or dysgraphia may struggle with this task. Symbol Search has less emphasis on motor output but requires rapid differentiation of abstract symbols. Cancellation, the supplemental Processing Speed subtest, makes use of concrete images rather than symbols.

Tests of educational achievements make use of processing speed on subtests that measure academic fluency. For example, the Woodcock-Johnson Tests of Achievement include three subtests of fluency:

  • Reading Fluency. For three minutes the student quickly reads simple sentences and answers yes or no to each.
  • Writing Fluency. Using three words and a picture, the student quickly writes simple sentences for seven minutes.
  • Math Fluency. The student rapidly performs simple calculations for three minutes.

2e children who have trouble activating, are inattentive, or have sluggish cognitive tempo may struggle on all of these tasks. 2e children with slow motor output would have less trouble on Reading Fluency but would do more poorly on the Math and Writing Fluency tests. Working memory problems would likely have a greater impact on Math Fluency than on the other fluency tasks.

Slow processing speed is not a learning disorder. To be considered to have a learning disorder, a student must have the following:

  • Average or better intelligence
  • Patterns of substantial processing differences
  • A significant difference between abilities and achievements.

However, research has shown that processing speed is linked to reading development and reading performance. Specifically, processing speed may be a factor in these situations:

  • Reading disorders such as dyslexia
  • A subset of reading disorders in which individuals display marked difficulties with verbal and visual processing speed
  • Grapho-motor problems (dysgraphia). Individuals with dysgraphia have serious trouble forming letters and numbers; their handwriting is slow and labored; they may have trouble with spacing between words; they mix upper- and lower-case letters; etc. Because neatness only comes with their taking much time, their written work can be very strained and painful.

Slow Processing Speed Associated with Emotional Interference
In addition to cognitive and attentional variables, a number of emotional factors can increase how much time it takes for students to complete work. When students are anxious, their processing speed can slow due to self-doubt, uncertainty, second-guessing, and self-consciousness.

Obsessive-compulsive disorder (OCD) can cause even more slowing. Here are some examples of how children with OCD might behave in this context:

  • One child has developed a “rule” that if he hesitates when reading, he “has to” reread the entire passage.
  • Another child spends inordinate time when writing, laboring to form letters and numbers so that they are “perfect.”

How to Address Slow Processing Speed
After a thorough psychological and educational evaluation, a plan can be developed to reduce the impact of slow processing speed. Intervention strategies fall into three categories: school-based, home-based, and child-based.

School-based Strategies
A public schools’ child study committee can provide an evaluation to determine a student’s eligibility for accommodations and modifications. If a formal learning disorder is identified, an Individual Education Program (IEP) can be provided, following provisions of the Individuals with Disabilities Education Improvement Act. Students without formal learning disorders, but who are having trouble learning due to ADHD, may receive services under Section 504 of the Americans with Disabilities Act. Schools may also provide services before determining formal eligibility through Response to Intervention (RtI). [For information on RtI, see the November, 2012, and January, 2013, issues of 2e: Twice-Exceptional Newsletter.]

Regardless of the category of services for which the gifted student qualifies, it’s important to prevent slow processing from interfering with a child’s success. Teachers should be aware of how slow processing speed can affect the performance of bright students and strive to differentiate their instruction. Gifted students with slow work pace should not be denied gifted education opportunities.

To provide suitable interventions, a teacher or school needs to determine the source of the problems and tailor interventions to the individual student’s needs. To the right are examples of interventions that can address them.

Other school accommodations or modifications may include:

  • Increased time to complete tasks including quizzes, tests, and exams
  • Providing a method of prompting the student to increase time awareness
  • Eliminating unnecessary clerical tasks (e.g., transcribing math problems from a textbook to a work sheet) and making use of brief response formats
  • Eliminating timed tests such as “Mad Math Minute” tests
  • Reducing the number of tasks required to demonstrate competence (such as 5 math problems instead of 25)
  • Monitoring time spent on homework and adjusting assignments as necessary.

Home-based Strategies
Parents should become aware of the impact of slow processing speed on their child’s daily living and develop plans to reduce that impact. Because students with slow processing speed often have major problems with homework, parents should work with the teacher to determine how much time the student should spend on each homework assignment and what to do if the time is exceeded. The goal is to avoid homework battles. If handwriting interferes with work pace, some of the school-based suggestions in the table can be implemented at home.

Parents should avoid personalizing, punishing, and reacting emotionally, remembering that slow processing speed is not purposeful and can improve. Parents can help by providing more structure, using schedules, timers, clocks, alarms, and incentives. With older children, it can pay to involve them in the problem-solving process.

Children with ADHD may benefit from stimulant medications such as Ritalin, Concerta, Adderall, or Vyvanse. This type of medication may not directly increase actual processing speed but can often help with activation and focus, increasing a child’s work pace. Once a child is properly diagnosed, parents can explore the medication option with their child’s pediatrician or medical specialist. It’s also important for parents to monitor and address any sleep problems that may occur and to encourage sound nutrition as well as frequent, vigorous exercise.

Child-based Strategies
Because some very bright students with slow processing speed do not see themselves as smart, it’s important to help them understand the nature and pattern of their abilities. It may help to remind them that all people have strengths and weaknesses and that having a slower pace does not mean one is not smart. One student loved that I referred to him as an intellectual tank — not very fast, but extremely powerful.

Some students make good use of timers and alarms to help them track time. A teenager I worked with began using an alarm clock in the bathroom to remind him to get out of the shower. It can also help to conduct a time study. Parents can use a stopwatch to determine how much time it takes the child to complete routine tasks like doing a chore or getting dressed for school. These times can be used as goals to work toward and rewards can be provided when the student completes a task within the allotted time.

Conclusion
When they go unrecognized and their needs go unaddressed, gifted students with a slower pace can feel discouraged and demoralized. However, once they are understood and efforts are made to help reduce the impact of the slower pace, these students’ best abilities can shine. Parents may need to take the lead and arrange for evaluations, educate those involved in their children’s lives, and provide their child with unwavering support and encouragement.

Steven Butnik, Ph.D., is a licensed clinical psychologist and co-director of ADDVANTAGE, PLLC in Richmond, Virginia, a private practice dedicated to evaluating individuals with attention problems and other learning problems. In addition, he is trained to perform quantitative electroencephalography (qEEG) and neurofeedback as well as to offer an evidenced-based training program to improve working memory in individuals with ADHD. Dr. Butnik has written and spoken about various ADHD and learning issues, served as a consultant for a University of Virginia study investigating the roles of multiple ADHD assessment instruments, and was appointed as a reviewer/consultant for the Journal of Attention Disorders in 2008.

Permission Statement

This article is reprinted with permission from the 2e Newsletter and the author.

This article is provided as a service of the Davidson Institute for Talent Development, a 501(c)3 nonprofit dedicated to supporting profoundly gifted young people 18 and under. To learn more about the Davidson Institute’s programs, please visit www.DavidsonGifted.org.

Comments

Other on 1/31/2021
I have always been on the slow side - finishing exams was the exception rather than the rule. I did usually get the A, but it drove my teachers (and parents) mad. Perhaps they thought it was some sort of rebellion, but I resorted to tactical omission of certain questions because I genuinely didn't have time to do them. Like another commenter, I got through the first 25 years of my life without seeing my slowness as a problem. It started catching up to me during my Master's - proofreading one's thesis on the morning of submission is a surprisingly stressful experience - but it worked out. Passed with Distinction, even. Then I went into clinical training as a dentist. Regrettably, real life doesn't make allowances - the whole department schedule can't (and shouldn't) be adjusted to accommodate one underperforming dental student. It's one thing to be slow when working on an individual project, but usually our performance at work has a knock-on effect on other people (while education is largely a personal endeavour). To that end, I wonder if it is really advisable to give students extra time when this isn't a luxury they are likely to have after graduation. Certainly it wasn't common practice when I was a child, and I don't feel myself to be worse off for it.
Educator on 12/16/2020
I have had slow processing my entire life. When I was in grade school I was placed in a slow learning reading group and by time I was in middle school and up to 9th grade I was completely bored with English classes. By time Junior year of high school I was able to have English electives. However, any other class required a load of output from mem by time I was at the end of my sophomore year of high school I finally received services and accommodations. I graduated college with an English degree and with honors . Now I am a first year graduate student.
Student on 11/15/2020
This article was something I have been questioning myself for years. It all started when I noticed that strangely at school I was top ranker. But when I went for higher studies, my performance dropped lower than I could have ever imagined. I thought I am depression. But the fact is this performance anxiety gave me depression. I started to lag behind my peers. But I was also able to publish a research paper, which tells that I am not dull, just not competent enough when there is time constraint. I haven't been diagnosed so far because I never visited a shrink. But reading this and some other materials in the internet, makes me almost clear that I could have adult ADHD. I don't have OCD. I'm just sluggish and good-deal of a "procrastinator" even when I'm dead serious about my performance. This has severely impacted my self-esteem lately. Why can't the governments issue official/formal assistance globally, because conventional education system doesn't recognise it at all....P.S. I'm not an American but will love to see it being recognised and talked about everywhere. The insult has been going on for far too long....
Parent on 11/4/2020
This article was very helpful, and sad at the same time! I have a 17, junior and it has been a struggle since he was two. I’ve been through so many doctors trying to figure out what was going on. Until about 4 years ago he was diagnosed with Auditory Processing Disorder, ADD, and Comprehension Delays. At times I felt so alone and a failure as a parent. It’s great to know there are others with the same struggles! My son has an IEP and we do all the suggested things to help him, but what else can be done are there support groups?
Student on 7/27/2020
I am a 21 year old college student with inattentive type ADHD and Slow Processing. I have looked and looked and there seems be zero resources online for aiding adults with slow processing speed. I was diagnosed when I was 13, however nothing ever really solved the problem, and it continues be an incredible obstacle. Does anyone know of new strategies or treatments for adults?
Other on 4/17/2020
I am a 2e and was undiagnosed until I was 29, which had devastating consequences on my self-esteem. I impressed teachers and professors with impressive insights and knowledge, but my parents and teachers were continually confused when I rarely turned in homework and underachieved for years. In the “executive functions” chart above, I miserably failed on 3. Effort, as I struggle to even stay awake for more than half of my life, and I always seemed to know the answers on tests but ALWAYS ran out of time. An Adderall prescription changed my life — I went from being too slow to keep up, to being as fast as my peers but often smarter than them. I finally made my way into a successful career by age 30, but I had to struggle with feeling stupid and too slow most of my adult life. Hopefully people with a similar condition will not hesitate to try medication and seek help IF IT WORKS.
Educator on 1/31/2020
I totally agree with the comment from 5/19. HOWEVER, you need to build a strong foundation. If a kid thinks they are a failure from day one, how will they ever get a good job. Teach them the skills they need and they will get the job. I'm a parent and SPED teacher I promise these things help!
Other on 5/9/2019
Hey there Thank you for publishing this article, I see a child with learning difficulties such as ADHD and ADD should have get help by their teachers and parents, but the thing is what about when they are adults, I mean who will help them to get a job, as you know that every company nowadays requires qualified employees and assuming they get a job they will be responsible for their job and every mistake they commit will get them to jail so nobody will understand their situation.
Parent on 3/6/2019
My 20 yr old son also suffers from delayed or slow processing speed. I too like your "intellectual tank" reference. He was tested for ADD back when he was in first grade, as he was not ADHD (not hyper). The testing found he was borderline - after further testing it was found to be processing. We thought holding him back a year and getting help through IEP and occupational school therapy would help him get back on track. Unfortunately, it didn't - he continued to struggle and need support to help him process and understand throughout high school. College is difficult as he's trying to learn to manage this himself. As parents we question if they are lazy or just trying to get out of doing things, but that's not the case. This is a difficult lifetime struggle and can cause self-doubt, anxiety, and depression. Having a strong support system is important. Keeping on a strict schedule/routine, good sleep habits, repetition, breaking down things into smaller manageable pieces are all important. Having teachers/people reword / reexplain can help process it.
Student on 1/18/2019
Hello, I am in my 20s in a nursing program and have slow processing speed due to stress and anxiety. Do you know where I can find resources for adult students? I am currently seeing a psychologist and we are trying to come up with a plan with my school on how to support me, and I also would like to do more research for my own understanding.
Other on 12/19/2018
My grandson is 12. He was diagnosed 2 years ago with slow processing speed. I can't understand how he master a new video game with no issues but can't remember what he has just written 5 times. He is in 6th graded. He has an IEP at school but I don't think he receives much help. Any suggestions?
Parent on 11/7/2018
My son has an extremely slow processing speed as well as everything that goes along with ADHD. How is it possible to get accurate IQ/neuropsych testing when some of the data is based on time to complete certain items? Our doctor said if you remove all of those parts of the test, our son would have an IQ of over 130. Include those timed parts and he tests at below average. It makes it difficult for schools to understand he is intelligent and capable of learning in higher level classes.
Parent on 6/25/2018
It breaks my heart to hear some of the adult stories, my son did not find out until he was 19, because he was so embarrassed of being ripped out of class to take the tests. When he was in grade school, teachers would blow it off or not really notice, stating, oh he's just being a boy. I was upset with myself for not knowing and him struggling with this was an issue for him. My son, now 21 will be graduating college and I am concerned for his future. I see sometimes he gets frustrated with himself and that trickles into him being angry. No matter what he does in life, I want him happy. A parent's worry for sure. :(
Other on 4/2/2018
I was diagnosed with an unspecified processing speed disorder when I was 11 and then later in life (around age 30) diagnosed with ADD. This article is extremely useful and inspiring in that it concisely explains an issue that I have been unable to adequately explain to others. It also makes me happy that someone was able to target this specific manifestation of ADD.
Student on 2/4/2018
I am a gifted 17 yr old who also has slow processing speed, poor working memory, and attention issues, as well as problems with sensory integration. this obviously creates a very difficult situation in school -- necessitating endless repetition till something ''sticks'' and I can play with in and use it as part of a larger structure. any tips on how to address this would be very much appreciated
Student on 12/12/2017
I struggled with understanding during lectures and loosing attention because i was unable to catch up with lecture and start thinking about something. I was unaware that I have this kind of disability in school days but I got to know in my University after Dyslexia tests that i have slow speed processing problem. Now in my 30s i am again worried about day to day life and keeping up with rest of the people as this problem will remain rest of my life. So i have decided I will spend my life not doing job rather i would prefer own business and take my time to address the issues and make progress in life.
Parent on 10/19/2017
For those adults asking if there is anything to help them, I would recommend looking into neurofeedback, there is a lot of research on it and I have seen it help a lot with anxiety, stress and processing speed
Other on 9/19/2017
I am a physician. Since I was a kid I was always one of the last people to finish tests. However, I could always finish in the allotted time (never needed time allowances) and had a higher accuracy than the vast majority, which resulted in better test scores. I went through medical school and passed licensing examinations without issues. However, as a resident physician working at a tough hospital with high expectations, I noted that I could not deliver patient presentations without extensive preparation (which took precious time). I also could not respond to emergencies optimally. I was forced to see a psychiatrist for evaluation, and was diagnosed with ADHD without any standardized testing. I had never carried that diagnosis before in my life. I was then fired from residency. As I was diagnosed in adulthood, I grew up thinking that I was normal (even smart). My childhood growing environment really emphasized succeeding at all costs, without assistance, no matter what disadvantages you are born with - and this attitude has done me much good in life. I read the material on this website with mixed feelings, as the reality of life is that if you cannot perform well enough without assistance to meet expectations, you will be axed. I do put into context that some of these people with slow processing speeds are currently children, and that they may respond poorly to the environment if not taken care of more, and thus won't reach their full potential otherwise. So perhaps helping them out so that they can have some achievement that they can be proud of will really help them grow better. However, I am not sure if this will breed entitled adults who feel like they should have assistance/more time on the job. Due to my childhood and work experiences (likely my colleagues share the same views since we are from similar backgrounds) - I just do not think this is a good attitude to have. People demanding more assistance just does not jive well with me. Perhaps a better approach would be to go a different path that plays to your strengths, and which still gets you to the same end goal. I looked hard for another residency, went to one with low expectations (since the ones with higher expectations all refused to hire me). I am now a fellow in a competitive subspecialty at a competitive institution. The fellowship was something that I had desired since medical school. The field pays well, has no emergencies, and does not require bedside patient presentations - all wins for me! Throughout all of this, I never talked about the ADHD diagnosis - because it will only hurt - as people either think it is an excuse you make for being incompetent or that you are just incorrigibly incompetent, and a real risk to them. Just my two cents.
Other on 8/21/2017
I am an adult with these same problems as described in previous comments. I have had this problem my entire life. I am 57 years old and all of the assistance provided for ADHD inattentive, slow processing, and OCD is provided for 28 y/o and younger. Is there any help for adults? This assistance that is offered to kid was not available back in the 70's. Can you claim disability for this? I need assistance getting ahead. I have a lot to offer.
Other on 8/9/2017
I am in 40s now and am glad to know there are other adults who struggle with processing speed. I understand the importance of sleep; while I take melatonin, the stress of life with respect to career success and providing for ones family takes a toll. I was fired from a job 2 years ago and the exact words in that awful meeting were "you're not picking it up fast enough". And I cannot help it if my brain is slow to comprehend a process.
Other on 6/29/2017
I've had this problem my entire life and have always been teased because of it. I get accused of being on drugs and what not which is really depressing. In the workplace I especially have a hard time because it takes me longer to learn a new job than the average employee. This of course gives me great anxiety for fear of being fired because I work in a "right to work" state meaning I can legally be fired for any reason at all. For my next job, I think I will try to work somewhere unionized so that i'm not in constant fear of being let go.
Other on 6/2/2017
I am a slow processor and so is my father and one of my children. Slow processing does not go away when you get older and the workplace is not kind to slow processors in some fields. It is important to provide career counseling to students with this condition to be sure they find a vocation that does not demand speed, but rather depth and for some innovation.
Other on 2/28/2017
Does anyone know of testing and help for adults? I am sure I have this and recognise a lot of the signs especially from Childhood. I have a 1st class honours in my degree so know that I am quite intelligent but struggle with auditory instructions.
Parent on 9/5/2016
Our 8 yr old soon-to-be 3rd grade daughter was tested over the summer as ADHD inattentive type only, and slow processing. She scored within normal limits on everything else, including normal IQ. Our dilemma is she'll start grade 3 tomorrow and just putting a meeting for an IEP on the calendar will take up to 6 weeks. We're so concerned that her needs will be far from met. Meeting her teacher didn't make me feel any better as they're so focused on pacing guides and teaching them only the information needed for state testing. What is happening to the educational system? This country wonders why more people don't go into teaching as a profession? I'm wondering if home schooling will be better - I don't know but I'm struggling as to how to help her succeed the best way possible.
Parent on 8/30/2016
Our just turned 7yr old was tested for the gamet of school tests last may for special needs. The tests concluded he needs enrichment. He over achieved in all areas but "Visual Processing" There were seven professionals at the meeting, speech/reading/special needs/psycologist/school councilor/his teacher and the school princpal. After they all gave their assessments I was asked, What activities can I do to help him with "Visual Processing"? (In the class he took longer to finsih writing, coloring a picture, and in many cases answered with a detailed explaiation to a simple question. This is frustrating to the "formal" style public school format/teacher. THere was no one in the Meeting that could give me any clear activities to help him increas his visual processing. I have looked on line as well. He craves audible learning enjoys conversation and speaks well. How do help him in the classroom? He is 7 and can put a 250 piece lego set together quickly, but finds a 25 piece floor puzzle for age 3, hard. Stating "this puzzle is too hard for my brain". Help please
Parent on 6/24/2016
I am so grateful to have found this article. Our son just graduated from a college curriculum focused on science, math and technology, and it has taken him longer and been much more difficult for him than his peers. Despite all the professionals we've consulted with over the years and the school professionals who provided great guidance through public school, he's never fully understood this key point -- he is very bright with one deficit in IQ testing, processing speed. I loved the analogy of the intellectual tank. I went over this article with him the other night and I could see relief on his face. Just wish I'd found this particular article a while ago!
Parent on 6/12/2016
This article is fascinating and very helpful. It perfectly describes our 18 year old son who just graduated from high school and will be starting college in the Fall. In some ways we've felt like we've been dealing with and having to figure this out on our own for 18 years. This article helps validate what we've instinctively known in addition to all we've tried to do to help him along the way. We've definitely had some helpful support on the journey but have never felt anybody else has really "gotten" the issue. The good news is, despite often having to find our way through a very long unlit hallway, our son graduated 2nd in his class (3.99 GPA) and named "Salutitorion", achieved 1975 SAT score (300 points higher than he did w/o time accommodation), a Composite Score of 30 on the ACT and gained admission to some of the most selective colleges (i.e. Washington and Lee University and Pepperdine University in the U.S. and University of Saint Andrews in Scotland). I think the information in this article however is going to be so useful as he enters his next level of education, which will undoubtably present him with further increased challenges. A big thank you to Dr. Butnik (love the term "Intellectual Tank"!) and The Davidson Institute!!
Other on 4/26/2016
I’ll share an example…Several years ago, I was seeing a boy in middle school who was prone to disruptive behavior in class. He was referred to a neuropsychologist who identified a 40 point discrepancy between his measured intelligence (99th percentile) and reading achievement (50th percentile). When placed in less stimulating classes requiring a minimal amount of reading, boredom would frequently precipitate talking out in class, impulsive speech and disrespect toward the teacher. The school steadfastly refused to provide him any remedial support to help improve his reading ability to his achievement in other areas. The end result was that the boy had been placed on medication for ADHD that did nothing to address the underlying problem and unmasked his predisposition to anxiety. -rgrcevich.wordpress.com
Other on 3/19/2015
This article is interesting but I feel an additional form of support could be offered in the form of self regulating activities from an expert occupational therapist. Through the use of simple tailored daily exercises that encourage a calm, alert, and organised state, someone with attentional and disorganisational issues can find practical supports to self manage.
Educator on 3/18/2015
Informative and thought-provoking article--BTW, The clock is called a "time-timer".
Educator on 3/9/2015
To the posting on 1/22/15: By posting the comment about OCD and slow processing speed, I suspect that you have not done your homework on brain function and this condition. An OCD student does not have a "thought" filter, therefore they process 4x the thoughts of a non-OCD individual. Compulsion or not, this will cause the child to process slower than others. A simple google on OCD brain scans will clarify this. Slow processing is a serious problem for these students…one that would be less of an issue if more educators fully understood it. I appreciate the attention this article has brought to this.
Educator on 1/22/2015
This article references slow processing speed and OCD -I disagree with what is stated in this section! I don't understand how the example can be related to slow processing speed as the "rule" (compulsion) isn't tied to his speed of process, it is tied to his speed of carrying out the action/task of reading the sentence. It has nothing to do with his ability to process, but with fulfilling the need of the compulsion.
Other on 5/23/2014
How do I increase my visual processing speed, not just find ways to cope? I need to fix the problem. I have completed graduate school, now that I am in the work force people are not at all understanding like they were in college.
Parent on 5/1/2014
I just found the timer in question - Joseph Joseph Pie Kitchen Timer via Amazon. approx. $15.
Other on 4/16/2014
I am also very interested in finding out what more can be done to support the adult person on the job with a slow processing speed, particularly with working memory problems. Or can you go on disability for this problem? It always took me a long time to get my homework done when I was in school. Now I'm always late clocking out to finish my charting at work. I'm late most everywhere I go because I'm hurrying to finish up. I'm 59 years old and never have been able to work any faster. It takes me longer to study my patients' charts, then carefully organize my notes. Receiving a verbal report on my patients is difficult when they have talked at a fast pace on the recorded tape. Please help! My work exhausts me but I love being a nurse.
Other on 4/2/2014
Any ideas on how to address slow-processing speed at the workplace? I recently did some testing for myself and one major outcome was slow processing speed. I work in a fast-paced environment. Any suggestions?
Parent on 4/2/2014
Thank you "Parent" for your very helpful comment. I was wondering what the clock was called and where you got it. It would be very helpful for my son.
Parent on 3/28/2014
Very good article with great suggestions. If I could add a couple more strategies...My son's processing speed is in the impaired range. I found an analog clock that is made for kids with processing speed "deficits." It gives a visual indication of time (i.e., the face of the clock is like a pie so, say, 6:50 is indicated by a red (or any color) "slice" of the hour with the 50 minutes already elapsed in white. Telling him he has ten minutes before the bus arrives means nothing to him but a visual representation does. At school, he is in a fully inclusive classroom but the teachers are required to have their daily lesson plans summarized with bullets highlighting main points. It's in a Powerpoint format that runs in the background as the teacher talks. My son is given a hard copy at the end of class.
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