Midterm study guide

Important General Information:
Defintions
Exceptionalities: Gifted and talented, exceptional abilities related to music, art, etc. (full continuum)
Refers to children with learning and/or behavior problems, physical disabilities, or sensory impairments, with superior intellectual abilities and/or special talents
Disability: some sort of basic limitation (not negative) that may or may not effect their lives depending on the environment in which they function (part of the continuum)
When an impairment limits a person’s ability to perform certain tasks
Impairment: refers to the loss or reduced function of a particular body part or organ
Special Education: helps those who are gifted and talented
Handicap: a problem or disadvantage that a person with a disability or an impairment encounters when interacting with the environment
At Risk: children who, although not currently identified as having a disability, are considered to have a greater than usual chance of developing one
“Esteeming” vs. “demeaning” labels à inaccuracy (not everyone with autism has an intellectual impairment); change language to take away negative terms
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“the autistic” describes the person as his disability, they are a person firstà“The person with autism” is describing the person who just happens to have a disability
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uses a chair vs. is confined to a chair
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language uses makes a difference
Retardation: means to slow down (as a word its fine, but society has given it a negative connotation); its come to be used as a put down
“temporarily able bodied” – anyone can become disabled at any time in life; disability minority group is the only minority group we can join
How does how we talk about people affect how we think about people?
- It is going to affect the way things are projected about said person
- Could accidently add pity or a negative connotation
- Don’t want to take away their power
How can the use of labels both help and hinder children with exceptionalities
Benefits Disadvantages
-recognizes differences
-leads to helpful responses
-access to proper accommodations and services
-protective responses from peers
-research
-advocacy groups -focuses on disability
-can lead to peer rejection
-automatic low expectations
-negatively effect self-esteem
-misused as excuses
-stereotyping
The Sapir-Whorf Hypothesis: Language shapes perceptions of the world and forms ideological preconceptions
People First Language: Self advocates; not universally accepted; worthy of consideration; required in this class (always put the person first!!) Previous Ways To Handle Those With Disabilities
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Elimination: wanting to try to eliminate those type of people different from others; totally prevent from living
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Attempt to rid society of those with disabilities
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Sterilizationà prevent reproduction of those with disabilities
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They were the first people eliminated in the holocaust
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Abandonment and exposure (ancient Greeks) à left to die
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Eugenics: attempt to limit the gene pool to the preferred genes
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Selective abortion (we are able to tell early on if the fetus has down syndrome)
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Active euthanasia:
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Passive euthanasia: allowing the individual to die (withholding food, nutrients, etc. to allow the individual to die): mostly at birth
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Medical discrimination: later in life; should a child with down syndrome be able to get a heart transplant or very expensive surgery paid for by insurance/government if they have a shorter lifespan anyway?
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Ridicule: entertainment
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Students with disabilities become entertainment
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Physical abnormalities
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“Freak show”
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The village idiot à court jesters
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“The Elephant Man” à born “normal” but then started forming deformities (growths on face); confined to workhouse, escaped four years later to join a freak show, while on exhibition, he was discovered by a London physician and admitted to London Hospital where he remained until he died due to accidental suffocation
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Asylum/Institutionalization: put them all in one place instead of getting rid of them; actually take care of them
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To take care of the individual
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Them? Us?
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So they don’t have to live with ridicule
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Some people question if the removal of those types of people was for their benefit or for our so we didn’t have to see people like that
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Every state building one or two institutions off far away from the cities where people where they had a child with a disability could send them to be cared for
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Told it was best for the parents and for them
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Told they would eventually forget about them
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Institutions were understaffedà quality of care was poor
- Education: maybe they can actually learn something and maybe they have the right to be educatedà educated ALL students à which leads to….
The Call for Reform:
Zimbardo: Stamford Prison Experiment à The Lucifer Effect à the ones who were granted to role of the guard turned mean; they assumed the roles; incredibly cruel to prisoners, had to stop experiment after a couple of days
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Good People becoming uncaring providers
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The Psychology of Evil
Wolf Wolfensberger: The Principle of Normalization in Human Services
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Notes that the way these institutionalized people live their lives is inhumane(no education, poor living conditions)
Normalization: normal à rhythm of the day, routine of life, rhythm of the year,developmental experience of the life cycle, valuing individual choices, living in a sexual world, economic standards. Living learning and recreating in the same community facilities other’s enjoy
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Niels Eric Bank-Mikkelsen, 1969: o Letting the mentally retarded obtain an existence as close to normal as possible
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Bengt Nirje, 1969: o Making available to the mentally handicapped patterns and conditions of everyday life which are as close as possible to the norms and patterns of the mainstream of society
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Wolf Wolfensberger, 1972: o The utilization of means which are as culturally normative as possible in order to establish and/or maintain behaviors and characteristics which are as culturally normative as possible
Refers to a progressively more normal settings and procedures to establish and/or maintain personal behaviors which are as culturally normal as possible; has helped improve life but still hasn’t led to total acceptance and true memberships
Education:
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Equal rights
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Equal access
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Equal opportunity
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Court Cases- litigation
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Laws (state and federal)
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Previously (prior to 1975): o Depended on: Disability, Where you lived, Who your parents were (class status and how much care they have)
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Key Court Cases:
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1971 PARC (Pennsylvania Association for Retarded Children) vs. Comm. Of Penn o A mom had two kids, one went to school no problem, the other one couldn’t because he was “retarded” o Got a lot of people/organization behind her o Result: Cannot exclude children with “retardation” o Only effects just Pennsylvania
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1972 Mills vs. D.C o Can’t exclude children with disabilities o Claimed it costs too much to help students with disabilities o This case argued that they couldn’t use money as the excuse to discriminate o Those with intellectual disabilities are entitled to a free appropriate public education
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1974 Diana vs. Board of Education (California) o Gave Diana an IQ test, thought she was retarded because she didn’t do well o It was actually because she didn’t speak English well enough to understand the test (she spoke Spanish) o Didn’t actually need to be classified as retarded o She actually just needed an ESL class, not special education o 1974 Larry P. vs. Riles (California)
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Larry was African American and was not culturally aware enough to do well on the IQ test
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Still considered mentally retarded à Can’t used discriminatory testing for placement à Also did these tests without parent consent à There are culturally and linguistic issues that can effect their education, not just mental retardation
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The Education for All Handicapped Children’s Act (PL 94-142 [Public Law, 94th Congress, Number of Law passed that year]) o The context:
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Many children with disabilities were in regular educational programs and were not identified as having special educational needs (because there are no physical characteristics to indicate that they need help) o It is the purpose of this act to assure:
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That all handicapped children have available to them: a) A free appropriate public education and related services designed to b) Meet their uniqueneeds c) To assure that the v to handicapped children and their parents or guardians are protected
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Individuals With Disabilities Act: ensures that all children with disabilities have available to them a free appropriate public education; meet their needs; protected; assist states in the implementation of a statewide, comprehensive, coordinated, multidisciplinary, interagency system of early intervention services; provide necessary tools for parents and educators; assess and ensure effectiveness of efforts to educate
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Major Principles: IDEA has been altered as a result of certain law cases against it o Zero reject: all students with disabilities must be provided with a free, public education for ages 3-21; also early intervention (age 0-3) à Timothy v. Rochester (NH) School District 1989 à even the most severely handicapped must be educated child find system
FAPE: free appropriate public education o Non-discriminatory evaluation: multiple indicators, adaptation for language and disabilities, re-evaluation every three years, before placement, by trained personnel, by multiple disciplines, with parental consent protection in evaluation procedures o Appropriate Education = Individualized Education Program (IEP) o Least Restrictive Environment available alternative placements and service alternatives when necessary o Parent and student participation: o Procedural safeguards: parents with school or parents vs. school o Procedural Due Process
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Javits Gifted and Talented Student Education Act: provided federal funds in support of research, teacher training, and program development for the education of gifted and talented students
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Section 504 of the Rehabilitation Act of 1973: declared that a person cannot be excluded on the basis of disability alone from any program or activity receiving federal funds
Disproportionality in Special Education
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Special Education is individually planned, specialized, intensive, goal-directed instruction based on research-based methods and guided by student performance
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Some children, it is obvious they are going to need special education, some children, it takes a little more time
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A difference between what white women think is typical behavior and the students that may be demonstrated behavior that may be different, but just culturally/ethnically/linguistically different
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These children are more likely to be referred because they are believed to be different
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Disproportionality: more concern in special education about over than under-representation
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Underlying assumption: All groups should be represented in special education proportionate to population proportions (numbers based on populations)
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Special Education as Intervention
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Preventive: designed to keep a potential or minor problem from becoming a disability
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Remedial: attempts to eliminate specific effects of a disability
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Compensatory: teaching a substitute skill that enables a person to engage in an activity or perform a task in spite of a disability
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Special Education as Instruction:
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Who: exceptional children whose educational needs necessitate an individually planned program of instruction, teachers, and other professionals
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What: the curriculum depending on IEP goals
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How: special materials an methods, precision, focus, intensity, and frequency of student progress measured
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Where: some special classroom/resource room in addition to general edclassrooms
Appropriate Education: Individualized Education Program (IEP)
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Congress said that an IEP is considered appropriate education
An IEP includes:
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Current level of performance
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Annual goals
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Short term objectives
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Statement of special education and related services that will be provided
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Extent of participation in regular classroom
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Projected date for initiation and duration of services o From the point of referral to the point of evaluation needs to be x amount of days, the amount of time from evaluation to when the IEP team meets needs to be x amount of days, etc. o Through the year? A couple of months?
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Evaluation procedures for measuring objectives on at least an annual basis o The district has to involve the parents by law
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Right to disagree
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Participation- “parent” and student
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504 Plans:
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Similar to IEPs
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Just for extra time/accommodations
Least Restrictive Environment for continuum of options
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Children need to be able to succeed
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Does not mean that they NEED to be in general ed. Classrooms – only as needed for them to succeed
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The setting that is most similar to general education classroom and still meets the child’s special educational needs
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The Pyramid: General education classroom, General education classroom with consultation, General education classroom with supplementary instruction and services, Resource room from general education classroom, Separate classroom with general education classroom, Separate school, Residential school, Homebound or hospital
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Special schools
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Public and private (at public expense) (in district and out)
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District could be paying to bus a child to another school in another district
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Also could be that the district wants the child to go out of district because they don’t want to provide the services, but the parents wants them to stay in district
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Inclusive education in general education class with supports
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Educating students with disabilities in general education classrooms (could be considered a Least Restrictive Environment)
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Their disability wont just go away by going into the general ed classrooms
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Want to get more and more special ed students to be in general ed classrooms as possible with still being beneficial to them
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General education teachers are expected to teach a much wider range of learning behavioral, sensory, and physical differences among their, Special educators need to teach appropriate social skills and behavior
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Placing a child with disabilities in a resource room or separate class is no guarantee that the child will receive the specialized instruction he needs
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At the same time, simply including a child with disabilities in a general education classroom does not mean that she will learn and behave appropriately or be socially accepted by the teacher or by children without disabilities
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Also to educate the students without disabilities about their classmate with special needs
Americans With Disabilities Act: provided civil rights protection against discrimination to citizens with disabilities in private sector employment; provided access to all public services, public accommodations, transportation, and telecommunications
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Disabled individual: one with disability that substantially limits one or more major life activities
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Requires: o Covered entities (employer, employment agency, labor org. etc.) o Must provide “reasonable accommodations” (what's considered “reasonable?” o “To the known physical or mental limitations of otherwise qualifiedindividual with disability” o If open to the public; even if not federally funded
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Disabled individual: one with disability that substantially limits one or more major life activities
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Requires: Covered entities (employer, employment agency, labor org. etc.),Must provide “reasonable accommodations” (what's considered “reasonable?”, “To the known physical or mental limitations of otherwise qualified individual with disability”, if open to the public; even if not federally funded
Employment: Private sector employers may not discriminate, Must makereasonable accommodations unless undue hardship, Cannot set selection criteria to identify disabilities unless affects an essential function of the job
Public Transportation and Services: New buses equipped with lifts; no retrofit, New facilities accessible, Intercity rail stations accessible (at least 1 car), No state or local governmental activity may discriminate (such as voting)
Public Accommodations: No discrimination structurally or in services,Medication of rules and procedures, provision of auxiliary aides, and removal of architectural and communication barriers in existing facilities that are easily achieved, New facilities and alterations to existing ones must be made accessible, Public transportation provided by private companies must be accessible (airline and taxis exempt)
Communications: Telephone companies must provide intrastate and interstate telecommunication relay services, A person who is deaf should have a TTY system that is transmitted to an operated, translate the text, and use the voice to tell the receiver what the deaf person is saying, and vice-versa
Intellectual Impairments
NOT “mental retardation”
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Definition:
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Characterized by significant limitations in both intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills
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Characteristics
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Its an abstract conceptà Not directly measurable – we can measure the brain through scans that show us parts of the brain that look structurally different but its hard to measure intellect unless its severe
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Social construct- some people say its not really real, it just labels people who are different
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Brain dysfunction? à Chromosomal differences
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Learning Characteristics: o Attention
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Attending to critical characteristics (noticing differences)
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Acuity (sharpness or keenness of thought, vision, or hearing) v. perception (intuitive understanding and insight
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Typically slower to attend to relevant features of a learning task and may focus on distracting stimuli o Discrimination/generalization
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Have trouble using their new knowledge and skills in setting or situations that differ from the context in which they first learned those skills o Memory
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Long term- remember things that happened in the past
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Short term: remembering things that just happened
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Have more difficulty with short term than long term because it takes longer for them to recall information
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Learning new information and getting it into storage is the big challenge, once its in storage its there and can be retrieved more readily
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Practice opportunities make the difference as students with intellectual disabilities learn new information o Motivation to learn
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Intrinsic; lack of interest in learning
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Reward systems for students learning are beneficial but are bad because children should learn because they want to, kids should learn for the sake of learning
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Rate of Response: Processing speed (there are a lot of steps in the process of responding, Doesn’t mean they can’t do it, they are just going to need more processing time o There isn’t a flat profile
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Traditional approach to defining
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IQ- can be compared to others (“average”) o Mild: IQ score of 50-55 to approximately 70 o Moderate: IQ score of 35-40 to 50-55 o Severe: IQ score of 20-25 to 35-40 o Profound: IQ score of below 20-25 o Intelligence is a hypothetical constructà An IQ test measures only how a child performs at one point in time on the items included on the test
IQ scores can change significantly; Intelligence testing is not an exact science; can be culturally biased o An IQ score should never be used as the sole basis for making a diagnosis of intellectual disability or a decision to provide or deny special education services or to determine IEP objectives
AAMR 61
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Sub-average general intellectual functioning
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Originates during the developmental period
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Associated with impairment in adaptive behavior
AAMR 73
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Significantly sub-average general intellectual functioning
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Manifested during the developmental period
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Existing concurrently with deficits in adaptive behavior
IQ scores seem to be distributed throughout the population in a pattern called thenormal curve à standard deviation describes how a particular score varies form the average of all the scores in the norm sample
To describe how a particular score varies from the mean, or average score, of all the scores in the norm sample. A mathematical concept called standard deviationis used
About 2.3% of the population falls two or more standard deviations bellow the mean, which the AAMR calls “significantly sub-average”
Implications: Policy, Economical, Personal- to the person and family
Adaptive behavior: the collection of conceptual, social, and practical skills that have been learned by people in order to function in their everyday lives [self care and daily living skills, social development, behavioral excesses and challenging behavior, positive attributes]
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Plays a critical factor in determining the supports a student requires for success
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Numerous instruments for assessment: AAMR Adaptive Behavior Scale;AAIDD Diagnostic Adaptive Behavior Scale; Vineland Adaptive Behavior Scales; Adaptive Behavior Assessment System-II
Instruction
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Functional curriculum- teaching practical life skillsà If they couldn’t do it would someone else have to do it for them; increases a student’s independence, self-direction, health and fitness, and enjoyment in everyday life; teaching
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Task analysis; breaking down complex or multipstep skills into smaller subtasks which are then sequenced
Direct instruction….Don’t hope for incidental (learning by observation of others) à they don’t learn as well this way
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Concrete, Real, natural- practice where it actually takes place
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Opportunities for practice à Repeated trials, distributed; align both academic curriculum and functional curriculum
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Should receive instruction in the basic skills of reading, writing, and math but consider skills that future environments will require
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Positive reinforcement: praise and/or other forms of confirmation
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Instructive feedback: can increase the efficiency of instruction for students with intellectual and other disabilities
Intervention:
Ages 3-21
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At age 3 it is really early on, may not be those who are at school
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At age 18, parents can opt to take children out
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Some like to keep their children in
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Some high schools arrange with local community college to keep the children on the same track
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Different types of school placements
After 21?
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Federal policy supports reduced o Residential- can’t live with parents forever; need to find a way to prepare them o Vocational- the government can no longer help them, they are on their own, need to acquire the proper skills to hold a job o Social- is this possible? Huge debate Learning Disabilities
The: differences between LD and Intellectual Impairemnt: measure of general intelligence, Those with II have lower general intellectual function, LD have normal general intellectual function, MR significant subaverage IQ, LD average to above
Same: Perception problem, Lower rate of responding, IDEA, Difficulty making discriminations, Lower achievement
Challenges in LD: Some people have a hard time believing in LDs because thereare no physical defining characteristics àAre there any?
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Learning disability or teaching disability?
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How can it be? o Normal intelligence but such difficulty learning? No clear evidence (only “soft signs”); no neurological evidence
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Varied characteristics: can be mild, severe (impact many aspects of life)
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Traditional definition: o Difficulty in academic achievement: discrepancy between potential and achievement o Uneven pattern of development (can be good at writing but struggle with writing) o Not due to environmental disadvantage o Not due to Mental Retardation or ED
A lot of the general public, parents, teachers, and administrators believe that there is a connection between MR, blindness, and deafness/the home environment with learning disabilities
Diagnosing
Response to intervention (RTI): measuring a low-achieving student’s response to increasingly intensive scientifically validated instruction can determine whether the child’s struggles to learn are the result of poor or insufficient instruction or of a disability
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Three tiers: o Primary intervention in general education classroom à frequent progress monitoring asses the performance of students whose scores on a screening test fall below benchmarks for critical reading skills and those who are considered at risk move on to tier 2 o Secondary Intervention: students who are struggling in the general education program receive an intensive fixed-education trial; if they make satisfactory progress, they are deemed as disability free and return to the original classroom; if the student is deemed as non responsible (fails to make adequate growth) moves onto to multifactor evaluation (tier 3) o Tertiary Intervention: special education; students who do not make progress with small-group intervention receive intensive individualized interventions prior to a determination of special ed eligibility
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Benefits: earlier identification using a problem-solving approach; reduction in the number of students referred for special education; reduction in the over identification of minority students; increased likelihood that students are exposed to high-quality education; service to all students with achievement problems
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Intelligence and Achievement Test: comparing students scored comparing general intellectual ability and achievement
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Criterion-Referenced Tests: differ from norm-referenced tests because a child’s score here is compared with a predetermined criterion rather than with normed scores of other students; identify the specific skills the child has already learned and the skills that require instruction; pretest and posttest
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Etiology: o Suspect brain different or damage
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Students with LD o Need specialized instruction that helps them learn in the way that is best for them to learn o Depends on individual
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Accommodations vs. modifications
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Accommodation: Content enhancement: same set of expectations but the circumstances that they need to demonstrate differ; supports to compensate for disabilities à Having the ability to type answers, Have questions be read to them, Change color of paper to enhance their reading ability, Take the test in a separate classroom, Speech-to-text, Note takers, Audiobooks, Note taking guides, graphic organizers, visual displays, mnemonics
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Modification: change or lower the standard o Difficulty reading is the most common characteristic o Dyslexia: a specific learning disability that is neurobiological; difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities; deficit in visual naming speed o Writing Deficits: problems with writing and spelling; can easily be improved with help from teachers; Visual Motor Coordination à makes the writing processes extremely difficult o Math: numerical reasoning and calculation pose major problems and issues retrieving number facts o Don’t create a victimà Anxiety affects performance; cant get answers o Don’t accept I don’t know as an answer o L.D students have to process the question (add meaning to it) and then process the answer à twice the amount of processingà Communicate with the students to figure out what will work for them o Distractibility vs. attention span
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The attention with no attention span pays attention to nothing
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The child that has distractibility pays attention to everything; its not that they're not paying attention, its just that everything gets their attention o Don’t: just respond to wrong answers, “Look at it harder,” bribery, take things away, blame the victim: or state that the child is not motivated o Learning disabilities have little to do with motivation, more to do with perception o Comprehension has much more to do with background than vocabulary o Just because a student can understand every word in a passage doesn’t mean he understands the passage; Most of the time the LD student doesn’t know what he did wrong o The underlining processes seems to be that there are perceptional difficulties; social issues; not just about reading words/doing math problems but also being able to make sense of human interactions is also considered a LD o Nonverbal LD: having trouble perceiving a social situation o An LD child can get into trouble without knowing what they did wrongbecause in his perception, he didn’t do anything wrong just because they misunderstood the stimulus o Dysnomia: a word binding problem; tip of the tongue phenomena; happens all the time for LD children o Brain has storage and retrieval: for LD children, there is a problem between storage and retrieval so they have a hard time connecting what they know and what they can say o For children with Dysnomia, speaking is a cognitive process; therefore it is hard for them to listen and write notes at the same time; Not every time all the time; Greatest gift to give an LD child is TIME
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LD ≠ ADD/ADHD à ADD/ADHD doesn’t take into consideration the perceptual disability but instead focuses on the ability to focus
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Difference between ADD/ADHD and LD o LD- deficit on one area but not others; educational diagnosis (could be made at school by educational specialists or psychologists) o ADD/ADHD global challenges; medical diagnosis (neurologists are the only one who can diagnosis, not schools; done by informal checklists with parent/child)
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Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) American Psychiatric Association o Add/ADHD:
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Disruptive disorder patterns of inappropriate inattention or hyperactivity-impulsivity
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Persisted for at least 6 months
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Impairs social, academic, or occupational functioning
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Inconsistent with developmental level
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Occurs in more than 1 setting
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Symptoms appear before age 7 (12 DSM 5) à not the case that it has to be diagnosed before 7 Characteristics:
ADD/ADHD 504 plan, if needed Supports and aids Related services Accommodations
LD IEP, if needed Specially designed instruction Supports and aids Related services; accommodations Emotional and Behavioral Disorders:
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Labels: Emotional illness, Emotional disturbance, Behavior disorders,Conduct disorders, Serious emotional disturbance
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Educational Preference: Behavioral disorders à Doesn’t make it seem so permanent, Less stigmatizing, Does not suggest causation, More representative of those served under IDEA
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Externalizing Behaviors: antisocial behaviors, noncompliance, disturbances, aggression
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Internalizing Behaviors: lacking the social skills needed to make friends and have fun; fearful; limits child’s chances to take part in and learn from the typical school and leisure activities; in danger of not being identified
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Academic Issues: performs one or more years below grade level; achievement deficits tend to worsen with age; 60% drop out of school; slow learner or milt intellectual disabilities;
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Social Skills: often rejected by peers and experience great difficulty in making and keeping friends; they have lower empathy toward others, participation in fewer curricular activities, less frequent contacts with friends
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Some students
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May need support (counseling, etc.)
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May need related services
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But not specially designed instruction
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Not eligible for special education funded services
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Why is it hard to define emotional disturbance behavioral disorders o To define mental illnessà Have to define “mental wellness” and have to normal behavior o To define conduct disordersà Have to define ordered conduct o To define behavior disordersà Have to define ordered behavior o No definition of normal o What we consider normal depends on à Frequency, Intensity, Chronicity
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Causes ED/BD o Biological:
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There seems to be some evidence that it is biological; CAT scans; Is it that the brain is that way and that’s why the individual has the disorder or that they have the disorder and that’s why their brain is that way (chicken and egg discussion) o Environmental: Learned? Reactionary/imitating à From parents/peers/school; responding to situations; adverse early rearing environment; relationship with parents is vital (parents who treat children with love tend to have children with positive behavioral characteristics and vice-versa); ineffective instruction that results in academic failure, unclear rules, and expectations for appropriate behavior along with infrequent paiseand approval
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Identification and Assessment o Screening tests: the process of differentiating between children who are not likely to be disabled and those who either show signs of behavioral disturbance or seem to be at risk for developing behavior problems; consist of behavior rating scales or checklists completed by teachers, parents, peers, or the child
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Child Behavior Checklist; Behavioral and Emotional Rating Scale; Systematic Screening for Behavioral Disorders o Can also have direct observation and measurement of behavior o Functional Behavioral Assessment: a systematic process for gathering information to understand why a student may be engaging in challenging behavior
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Behavioral Intervention Plan: a required IEP component for students with disabilities whose school performance is adversely affected by behavioral issues
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Indirect vs. Descriptive: o Indirection: easy and quick; involves asking parents, teachers, etc. o Descriptive: entails direct observation
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Intervention:
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Based on the belief of the cause
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If we think it is caused by a genetic or biochemical basis, then the treatment is going to be biogenic (medication)
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Imbalance between mental processes (id, ego, superego), then the treatment is psychodynamic (therapy)
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Mismatch between student and environment (home, school, etc.), thentreatment is an ecological approach
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Learned maladaptive behavior, then the treatment is a behavioral approach (teach them more appropriate behavior) (the only one that has good, solid data that shows improvement in students)
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Which one demonstrated to be effective: Behavioral and Functional analysis of behavior
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What is the observable behavior: What reinforces it
Instruction:
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What role does the teacher behaviors and classroom structure play in supporting students with emotional/behavioral disorders? à Longer transition time (allowing student to switch gears); Seating arrangement; Having someone for those students to talk to; Decreasing class size (group work); Let those with E/BD know ahead of time that you're going to call on them; Technology (clickers to respond to questions);
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Teacher is a mentor: have awareness and self-management à students need to be taught about how to deal with their emotional issues; Emotionally supportive environment; Create a nurturing learning environment; Provide variety throughout the day; Need to learn how to calm down, create a harmonious environment à enhancing ability to learn; identify, express, and communicate (help learn proper social skills)
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Four strategic approaches: teacher praise, high rates of active response by students, clear instructional strategies, positive behavior support
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Schoolwide Positive Behavioral Support: o Tier 1: primary prevention à school-/classroom-wide systems for all students, staff, and settings o Tier 2: Secondary prevention à specialized group systems for students with at-risk behavior o Tier 3: Tertiary Prevention à intensive, individualized interventions for students with high-risk behavior
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Need to learn self-management through teachers having proactive, positive classroom management (helps decrease antisocial behavior and increase the frequency of positive teacher-student interactions) and through peer mediation and support (peer monitoring, peer reporting, peer tutoring, peer support and confrontation, group meetings, etc.)
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Foster a strong teacher-student relationship: accept differences, be empathetic, and focus on flexible variables Communications Disorders
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“Not being able to speak does not mean not having to say”
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We need to understand that communication is not just based on the ability to speak, but the ability to think, use language to convey ideas, and finding a different way
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Bottom Lie things to know: o Difference does not equal disorder o Is a disorder when it interferes with communication, but may not need Special Education services
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What is communication? o The interactive exchange of information, ideas, feelings, needs, and desires; consists of a message, a person who sends the message, and the receiver who responds o Narrating, explaining/informing, requesting, expressing
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Speech: the oral production of language: o Respiration, Phonation, Resonation, Articulation
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Definition of Communication Disorders: o An impairment in the ability to receive, send, process, and comprehend concepts or verbal, nonverbal and graphic symbol systems; may be evident in the process of hearing, language, and/or speech and must have an adverse effect on learning in order to be eligible for special ed.
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Difference: o Dialect (accents) à not disorders
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Problem with ELL being mistaken for having learning difficulties when in fact they just speak different languages
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Can interfere with communication but not a disorder o Language à a formalized code used by a group of people to communicate with one anotherà not a disorder
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May need ELL services
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This is because two people with the same language can understand each other, even if others cannot
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It can interfere with communication. But not the same language speakers
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Disordered, but does not interfere with learning: o Articulation: errors in the production of speech sounds because the sound is not in repertoire of sounds o Fluency: difficulties with the flow or rhythm of speech e.g., stuttering
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Unless… It might not be the stutter that interferes with learning but rather the evaluation of what they do know
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Cluttering is another example
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Voice disorders: characterized by the abnormal production and/or absences of vocal quality, pitch, loudness, resonance, and/or duration, which is inappropriate for an individual’s age and/or sex o Dysphonia: any condition of poor or unpleasant voice quality o Phonation disorder: causes the voice to sound breathy, hoarse, husky, or strained most of the time o Raspy voice: can interfere with communication o Voice is too loud
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Source of support? o Speech therapy in and out of school
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Disordered and interferes with learning o Language disorders, especially receptive o Expressive makes it hard for assessment purposes
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Language disorders: involve problems win one more dimensions of language: o Phonology: the linguistic rules governing a language’s sound system; describe how sounds are sequenced and combined o Phoneme: a speech sound capable of differentiating meaning o Morphology: the basic units of meaning and how those units are combined into words o Morphemes: the smallest elements of language that carry meaning o Syntax: the system of rules governing the meaningful arrangement of words o Semantics: concerns the meaning of words and combinations of words based on context, categories, and relationships among words o Pragmatics: govern the social use of language (Using language for different purposes, changing language according to the needs of the listener or situation, following rules for conversations and storytelling à vary across cultures)
Causes:
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Some speech and language impairments have physical causes
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Most are function disorders that cannot be directly attributed to physical conditions
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Physical factors such as cleft palate and dysarthria
Identification and Assessment:
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Screening and teacher observation involving non-referenced tests, informal assessments, and questionnaires or checklists
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Evaluation components vary depending on suspected disorder (could be a very comprehensive test evaluating multiple components)
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Assessing children whose first language is not English: includes assessments of basic interpersonal communication skills and cognitive academic language proficiency
Educational Approaches:
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Speech-language pathologists, speech therapists, speech clinician, speech teacher à goal is correct the child’s speech and/or language problems or to help the child achieve the maximum communicative potential
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Treating fluency disorders: application of behavioral principles; children may learn to manage their stuttering by deliberately prolonging certain sounds or by speaking slowly to get through a block; can often learn to control their stuttering and produce increasingly fluency speech as they mature; no single method has proved to be most effective
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Treating Voice Disorders: medical examination, surgery, voice rehabilitation
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Treating Language Disorders: some programs focus on pre-communicationactivities that encourage the child to explore; vocabulary building; naturalistic strategies (teaching when the child is interested);
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Augmentative and Alternative Communication: refers to a diverse set of strategies and methods to assist individuals who cannot meet their communication needs through speech or writing; normally some form of computerized technology or physical