SPED Exam #2

What are the characteristics of students with Emotional/Behavioral Disorders?

Externalizing and Internalizing Behaviors

• academic achievement: tend to perform at least one year behind grade level and do not pass grade-level tests due to behavior

• low intelligence

• Social skills: often rejected by peers and tend to have low empathy, participate in fewer extracurricular activities, lower quality relationships

• Involved in Juvenile Justice System: more likely to be arrested and are often repeat offenders

What are the characteristics of students with ADD/ADHD?

• difficulty focusing, distracted by everything, drift off into space

• can’t maintain fidgets, can’t self-regulate, very impulsive

• often struggle in the classroom with academics

What are the characteristics of students with intellectual Disabilities?

• slow learning rate

• difficulty remembering information: long tern memory is good but short-term memory is not so takes a lot to commit info to long term memory

• lower to attend to relevant features of task and tend to focus on irrelevant stimuli

• difficulty generalizing information to different settings

• lack of interest in learning and problem-solving → low motivation

• deficits in adaptive behavior: self-care, relationships

• likely to have behavior problems, difficulty accepting criticism, self-control, and use of appropriate behaviors

Positive attributes:

• individual personalities

• tend to display curiosity for learning

• get along with others well

• positive influences on those around them

What are the characteristics of students with Autism and Aspergers?

Autism:

• impaired social interactions

• communication and language deficits

• repetitive. ritualistic, unusual behavior patterns

• insistence on sameness

• unusual responsiveness to sensory stimuli 9over or underresponsive)

Aspergers:

• difficulty interacting with others (inability to understand how to interact socially)

• do not have deficits in language/significant clinical delays, usually advanced vocabulary in topic they enjoy

• have average or above average intelligence

• repetitive serotyped behaviors

• intense interest in particular subject

• preoccupation with one’s own interests

• inflexible adherence to routines

What are the different types of characteristics of Speech and Language impairments?

Speech

• Articulation Disorders: not able to produce sound because sound is not in range; can’t pronounce sound and have hard time annunciating

• Fluency Disorders: stuttering, cluttering, atypical continuity, smoothness, avoiding sounds

• Voice Disorders: abnormal production and or absence of vocal quality, pitch, loudness, duration, hoarse, due to issue with vocal cord

Language

• Expressive Language Disorder: difficulty processing, thinking, and sharing info; know what they want to say but can’t produce it in words; difficulty producing language

• Receptive Language Disorder: taking in information but having difficulty processing it; interference with understanding info

What are the characteristics of students with Visual Impairments?

• impaired or absent vision makes it difficult to see connections between experiences; difficulty understanding without seeing the experience

• difficulty with abstract concepts, analogies, idioms

• often leads to delays in motor development

• play and interact with others less

• inability to see and respond to social signals of others

What are the characteristics of students with Hearing Impairments and deafness?

• small vocabulary

• learn concrete words easier than abstract words

• omit word endings

• difficulty differentiating questions from statements

• speak to loudly or not loud enough

• abnormal high pitch or sound

• omit speech sounds they can not hear

• difficulty in all areas of academics, especially in reading and math, likely due to inadequate development of first language and mismatch between spoken vs written language

• may feel isolated from peers

• may exhibit disruptive behaviors and be inattentive or distractable

What are the different types and characteristics of Orthopedic Impairments and (Other) Health Impairments?

• achieve above grade-level but academically below grade level

• daily health care hinders academics

• frequent and prolonged absences cause difficulty forming relationships

What are the different types and characteristics of other Low-Incidence Disabilities?

• slow acquisition rates for learning new skills

• poor generalization and maintenance of new skills

• limited communication skills

• impaired physical and motor development

• deficits in self-help skills

• infrequent constructive behavior and interaction

• stereotypic and challenging behavior

What strategies can be used when working with students who have Emotional/ Behavioral Disorders?

Academics:

• direct, explicit instruction

• teacher praise

• provide choices

• active student response

Social Skills:

• cooperation skills

• appropriate ways to express feelings

• responding to failure

Classroom Environment:

• structured schedule and routines

• timer

Behavior Management:

• PBIS - positive behavioral support

• positive proactive classroom management strategies

• avoid power struggles

• consistency

• carefully choose positive and negative consequences

Self- management:

• self monitoring

• self-evaluation

Peer Mediation and support

• peer tutoring

• positive peer reporting

What strategies can be used when working with students who have ADD/ADHD?

• restructure environment (ex: seat close to teacher)

• use novelty in instruction and directions

• structured schedule

• transition routines

• set time limits

• organizational strategies

• provide positive reinforcement frequently

• promote self-regulation

• have clear classroom rules and routines

• be brief, clear, and concise

• ask students to repeat directions

• break assignments into small, manageable chunks

• provide frequent opportunities for active response

• allow for movement

• effective questioning

What strategies can be used when working with students who have Intellectual Disabilities?

Academic curriculum:

• ensure they understand basics of reading, math, and writing

Functional curriculum:

• skills that will help with transition into adult life in community

Self-determination

• set goals, plan and implement a course of action, evaluate performance, make adjustments to reach goals

Explicit, Direct instruction:

• role play and practice social skills

• concrete examples, manipulatives, visuals

• direct instruction

• limit the number of new concepts being introduced in a small time period

design instructional material that provide opportunities for active student response

task analysis: break activities down into smaller steps

systematic feedback - praise and error correction

transfer of stimulus control: nudge student to get the right answer and gradually withdraw so student can get correct answer independently

focus on generalization and maintenance

direct and frequent measurement of student performance

environmental accommodations

What strategies can be used when working with students who have Autism and Aspergers?

Classroom routine:

• organize classroom routines

• structured schedule

• be mindful of transitions; use nonverbal cues to help

Visual Supports:

• picture activity schedule

• things to do and things completed

• visual schedule

Social Skills:

• social stories

• role playing

• peer buddies

Technology:

• communication aids

Applied Behavior Analysis (ABA)

Functional Behavioral Assessment (FBA)

Positive Behavioral Support (PBS)

What strategies can be used when working with students who have Speech and Language Impairments?

• collaborate with SLP

• provide multiple learning opportunities

• word and language games

• technological games

• engage in conversation and vocab building

• provide wait time and adjust instructional pace

• argumentative communication (AAC)

What strategies can be used when working with students who have Visual Impairments?

Blind:

• braille

• tactile aids and manipulatives

• technological aids; text to speech

• access to computers and mobile devices

Low Vision:

• functional vision and visual efficiency

• optical devices - glasses, contacts, magnifiers

• reading print; large print, lenses

• classroom adaptations - adjustable lamp, desk with adjustable or tilting tops, off-white paper, chairs with wheels

What strategies can be used when working with students who have hearing impairments and deafness?

Technologies that amplify or provide sound:

• hearing aids

• group assistive listening devices

• cochlear implants

Supports and Tech that supplement or replace sound:

• sign language interpreters

• speech to text translation

• television, video, movie captioning

• text telephones

• computer technology

• alerting devices

Preferential seating:

• avoiding sitting near areas of lots of noise

• in front of room so they can always see teacher

Minimizing distracting noises

Visual cues and demonstrations:

• direclty face the student

• demonstrations, pictures, disagrams

• computers

• close-captioning television

Monitor the student’s understanding:

• repeat or rephrase, reword

• provide written instructions and summaries

Collaboration:

• interpreters

• peer cooperations

Note Takers

What strategies can be used when working with students who have (Other) Health Impairments and Orthopedic Impairments?

Assistive technology device to improve child’s functional capabilities

Teaming and Related Services (PT, OT, ST, Other specialists)

Animal Assistance, wheelchairs

Special Health Care Routines

• positioning, seating, movement

• lifting and transferring students

Independence and self-esteem

What strategies can be used when working with students who have other Low-incidence Disabilities?

• functional skills

• age-appropriate skills

• self-care skills

• making choices

• communication skills

• literacy

• recreation and leisure skills

• prioritizing and selecting instructional targets

Multiple disabilities:

• assess current level of performance

• clearly define skill to be taught

• break down skill into smaller components

• provide prompts or cues to the child

• give student feedback and reinforcement

• use strategies that promote maintenance and generalization

• directly and frequently assess the student’s performance

• partial participation and adpatations

• positive behavioral support

• small group instruction

Deaf-Blindness:

• hand to hand communication

• tactile sign language

• manual alphabets

• block alphabet

• finger braille

Traumatic Brain Injury:

• decrease course load

• break down assignments

• schedule academic instruction during peak performance periods

• provide clear instructions with visual cues

• review daily schedule, monitor assignments and progress

• peer assistance

• adaptive PE

• positive behavioral intervention and counseling

• record lecture, assign notetaker, allow additional time for tests

What is a BIP and FBA?

Behavioral intervention plan:

• required intervention plan for student with EBD that results from an FBA

Functional Behavioral Assessment:

• approach to gathering information to understand why a behavior is happening

Internalizing vs externalizing behaviors

Internalizing: kids who do not engage in social interaction, consistently immature, withdrawn, lack social skills, severe anxiety and mood disorders

Externalizing: kids who frequently get out of their seats, yell, talk out, curse, disturb others, fight, ignore the teacher, argue, noncompliance

Autism

neurodevelopmental disorder marked by persistent deficits in social communication (verbal and non-verbal) and interaction and engage in repetitive, ritualistic, and unusual behavioral patterns

Theory of Mind

intuitive ability to distinguish and interpret one’s own and other people’s thoughts, motives, and beliefs

• difficult for people with autism

Joint attention

social communication skill children display in infancy where people use gestures and one gazes and follows each other’s attention (tunnel vision)

• common in people with autism

Echolalia

verbatim repetitions of what people around them have said → repeating something instead of answering a question

• common for people who have autism

Stereotypy

persistent and repetitive motor or vocal behaviors that do not serve any purpose/ apparent function (rocking, twirling, flapping hands, humming)

• common for people with autism

Overresponsiveness( hypersensitive) vs underresponsive (hyposensitive)

Hypersensitive: individual may not tolerate certain sounds, being touched, or feeling certain textures, or foods

Hyposensitive: child appears oblivious to sensory stimulation to which most people react

Executive functioning

the ability to regulate one’s own behavior, such as planning, goal setting, cognitive and behavioral flexibility, inhibition, working memory, and selective attention

Asperger Syndrome

mild type of autism with characteristics of impaired social areas, inability to understand how to interact with others, deficits in nonverbal behavior, may have above average intelligence, considered “high functioning”

Intellectual Disability

significantly subaverage general intelligence, coexisting with deficits in adaptive behavior, manifested during the developmental period

• 2 or more standard deviations below the mean IQ (70-75)

• significant difficulty with everyday tasks

Adaptive Behavior

the collection of conceptual, social, practical skills that have been learned and performed by people in order to function in their daily life

• self-care

• daily living

• social relationships

Types of intellectual disability

• Down Syndrome

• Fragile X Syndrome

Curriculum for students with Intellectual disability

• focus on generalization and maintenance

• focus on self-care and daily living

• functional curriculum → basic skills in reading, writing, and math

modification vs accommodation

Accommodations: additional supports; do not alter grade-level instruction, content nor expectations (ex: response, timing, scheduling, setting)

Modification: alter or modifying the level of content difficulty; performance expectation is changed and subject matter is changed (ex: fewer objectives, requiring less material to be learned, making assignments easier)

generalization and maintenance 

generalization: extent to which students use prior learned knowledge and skills in relevant settings

maintenance: ability to continue to apply skills to life

Speech and language Impairments

• abnormal production of speech sounds

• difficulty understanding language

• abnormal production and/or absences of vocal quality, pitch, loudness, resonance and/or duration

• atypical rate, rhythm, and repetition in sounds, syllables, words, or phrases

• impairment that interferes with the production of language

Types of Speech Impairments

Articulation disorders: error in production or speech sounds; difficulty annunciating

Fluency Disorders: difficulties with the flow or rhythm of speech; stuttering and cluttering

Voice Disorders: problems with the quality or use of one’s voice

Types of Language Disorders

Expressive Language Disorder: difficulty processing thinking to share it; know what they want to say but difficulty producing it

Receptive Language Disorder: difficulty time processing information

ADHD vs ADD

ADHD: hyperactivity-Impulsivity; inability to stay on task, impulsive, fidgeting impairs learning, difficulty playing quietly, talking too much, interrupting others

ADD: consistent inattention; fail to pay attention to details, making careless mistakes, lack organization, can’t stay focused, forgetful

*High-incidence disability

Medical diagnosis only

What category does ADD/ADHD fall under in IDEA?

Other Health Impairment

• may be given a 504 plan if do not quality for IEP

Applied Behavior Analysis (ABA)

scientific approach to designing, conducting, and evaluating instruction based on empirically verified principles describing functional relationships between events in the environment and behavior change

• mostly used for autism

Hearing Impairment vs. Deafness

Impairment: whether permanent or fluctuating that requires use of hearing aid, but speech and language skills developed mainly through the auditory channel → special adaptions necessary but develop speech and language with auditory channel

Deafness: impairment so severe that the child is impaired in processing linguistic information through hearing, with or without amplification → not able to hear even with device

Types of hearing loss

Conductive hearing loss: results from abnormalities or complications of the outer or middle ear

Sensorineural hearing loss: damage to auditory nerve fibers or other sensitive mechanisms in the inner ear

Congenital hearing loss: present at birth

Acquired hearing loss: appears after birth

Types of Physical Disabilities

Muscle dystrophy: progressive weakening and degeneration of the muscles

Epilepsy: a disturbance of movement, sensation, behavior, and/or consciousness caused by abnormal electrical discharges to the brain

Cerebral Palsy: Experience disturbances of voluntary motor functions that may include paralysis, extreme weakness, lack of coordination, involuntary motor functions, and other motor disorders

Spinal Bifida: A congenital malformation of the spine in which the vertebrae do not develop fully. Paralysis can occur below the affected vertebrae

Define other health impairment

having limited strength, vitality, or alertness (asthma, ADHD, diabetes, epilepsy, heart condition, lead poisoning, sickle cell anemia, Tourette syndrome)

Define Orthopedic Impairment 

severe orthopedic impairment adversely affects a child’s educational performance. Term includes impairments caused by a congenital anomaly, impairments caused by disease, and impairments from other causes

Functional vision

amount of vision person has and how they use it → important to know to meet student’s academic needs

Define visual impairments

including blindness means an impairment in vision, that even with correction, adversely affects child’s educational performance. Term includes both partial sight and blindness

Types of Low-incidence Disabilities

Traumatic brain Injury (TBI): acquired injury to the brain caused by an external force, resulting in total or partial functional disability or psychosocial impairment, or both that adversely affects a child’s educational performance

Deaf-Blindness: hearing and visual impairments, that combination which causes such severe communication and other developmental and educational needs

Multiple Disabilities: impairments that cause such severe educational needs that cannot be accommodated for in special education programs soley for one of the impairments (ex: blindness-intellectual disability, intellectual disability-orthopedic impairment) **not deaf-blindness

severe vs profound disabilities

Severe: significant impairments in intellectual, motor and/or social functioning

Profound: developmental disabilities in all five of the following areas: cognition, communication, social skills, motor-mobility, and activities of daily living