Term
| Federal Definition of Emotional/Behavioral Disorders |
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Definition
“a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance”
1)Inability to learn not explained by other factors
2)Inability to have interpersonal peer relationships
3)Inappropriate behavior or feelings under normal circumstances
4)Pervasive mood of depression or unhappiness
5)Tendency to develop physical symptoms or fears |
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Term
| What has to be true in order to be considered to have ED? (4) |
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Definition
Have to exhibit 1 identified problem
Need to be to a marked degree
Needs to occur over a long period
Adversely affects a child's educational performance |
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Term
| For ED, what does it meaned to be to a "marked degree"? |
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Definition
| By the imperical model -2SD below the mean |
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Term
| How is the "marked degree" in ED measured? |
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Definition
| Behavior Rating Scales like 1) BASC2 & 2)ACBC |
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Term
| For ED, what goes into Behavior Rating Scales? |
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Definition
1) Externalizing Behaviors (ADHD, Impulivity, aggression)
2) Internal Behaviors (Depression, Anxiety)
3) Psychotic/Thought Disturbance |
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Term
| For ED, what is the mean and SD? |
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Definition
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Term
| For ED, what is considered "occuring over a long period of time?" |
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Definition
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Term
| What is it called instead of ED, when signs to not appear over a long period of time |
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Definition
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Term
| For ED, what does it mean to "adversely affect a child's educational performance?" |
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Definition
| The child needs to show significant acheivement deficits |
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Term
| Explain the difference between academic performance and academic acheivement |
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Definition
1)Academic Performance - These kids don't perform in class at any given time
2) We're talking standardized tests, reading, writing, arithmetic |
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Term
| What is also included in the ED definition? |
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Definition
| Schizophrenia - where there are presents of psychotic episodes and disturbance of thought |
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Term
| What is the exclusionary factor for ED? |
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Definition
| Children who are socially maladjusted, unless it is determined that they have an emotional disturbance. |
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Term
| Does science support the exclusionary distinction? |
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Definition
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Term
| What is Loose associations when talking about ED? |
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Definition
| It's when the person is telling a story, but they keep going off in tangents |
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Term
| Do political and societal attitudes support this group? |
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Definition
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Term
| What is the most underidentified category in SPED? |
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Definition
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Term
| What are we talking about when it is said a child is socially maladjusted? |
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Definition
ODD - oppositional defiant disorder
Conduct disorder |
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Term
| Why is socially maladjusted excluded from ED definition? |
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Definition
| The fear of the number going way up of the number diagnosed. |
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Term
| Describe Disturbed vs. Disturbing behavior |
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Definition
1) Disturbed - More of the External/Internal/Psychotic behaviors..there are disturbed thought processes
2) Disturbing behavior - Behavior by delinquents. Aren't necessarily disturbed, but have disturbing behaviors...they can still develop ED though! |
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Term
| How much do ELED teachers identify students as disturbed? |
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Definition
| ELED teachers will identify 50% of childs behavior as disturbed at some point in their class. |
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Term
| What is the rationale of why ELED teachers identify so many with disturbed behavior? |
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Definition
| The younger the person, the more likely a variety of behavior is shown |
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Term
| What are the dimensions common to most of the definitions of ED? (4) |
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Definition
1) Frequency (rate)of occurance
2) Intensity (severity) of behavior
3) Duration (length) of behavior
4) Age-appropriateness of the behavior |
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Term
| What kind of perspective must we look at the dimensions of ED? |
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Definition
| Broad based since one thing may be getting better, but others could be getting worse. |
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Term
| What are the Classifications (Schemes) of ED? |
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Definition
1) Clinically derived - involves behavior over time across different settings (DSMIV, psychologists use, etc)
2) Statistically derived - involves categories of disordered behaviors (externalizing & Internalizing problems) |
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Term
| Why is showing aggressiveness w/ED so important? |
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Definition
| Because it is the #1 predictor of incarseration |
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Term
| What is the current view of ED? |
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Definition
| There are both genetic and enviromental precursors to this disorder |
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Term
| What disorders have the least amount of genetic disorders included? |
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Definition
| ODD & CD so enviorment is huge! This means teaching & parenting play a big role. |
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Term
| What are the models of ED? (6) |
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Definition
1)Behavioral (skinner - operant conditioning): environmental factors set/ consequences of behavior
2) Psychodynamic - behavior is because of personal drive
3) Psychoeducational
4) Ecological
5) Humanistic
6) Biogenetic |
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Term
| What is Bi-Polar disorder known as and why? |
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Definition
| "2000" diagnoses since there is an increasingly high number of people being diagnosed. |
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Term
| What are the numbers that SD identifies ED vs the highest state? |
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Definition
| SD identifies < .05% while the highest states identifiy just under 2% |
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Term
| Why is ED so underidentified? (4) |
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Definition
1) Shortage of teaching/mental health proffessionals
2) Societal attitudes towards ED (we tend to blame rather than treat)
3) Labeling issues
4) Labeling can hurt job opportunities (even though k-12 records are supposed to be confidential) |
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Term
| What are the biological risks associated w/ED? |
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Definition
Gentic: autism, bi-polar, schizophrenia, touretts, depression
Biological: infection, toxins, etc |
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Term
| What are the Environmental (Psychosocial) risks associated w/ED? |
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Definition
| Abuse (the most at risk ones), neglect, poverty, etc |
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Term
| What kind of supports should we be giving for those w/ED? |
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Definition
POSITIVE BEHAVIORAL SUPPORT
Change the reactive, not punitive discipline
"Catch" being good is not good either. |
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Term
| Along w/Positive behavioral supports, what do we need to help with for kids w/ED? |
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Definition
| TEACH these kids what they need to kow to be successful! |
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Term
| What are some characteristics of students w/ED? |
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Definition
Range of IQ's, but low avg IQ
Need direct instruction
Delays socially & interms of language |
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Term
| What is functional behavioral analysis? |
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Definition
| Study when they are being successful and when they are not. ABC analysis...antecedents (conditions), behavior, consequence Working on replicating successful conditions |
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Term
| What does placement look like for students w/ED? |
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Definition
| about 1/3 (34.7%) are in the regular class setting, 27% in self contained classes..etc |
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Term
| What does the outcome look like for adults w/ED? |
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Definition
| Very negative, ED predictors of psychiatric problems and substance abuse |
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Term
| What is extremely important to ED interventions? |
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Definition
| GETTING THE PARENTS INVOLVED! |
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Term
| What are the diversity issues w/ED? |
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Definition
There is a disproportionality problem with african americans (overrepresentation)
Females are underrepresented (3:1 boys:girls) |
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Term
| What are the issues facing ED? (4) |
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Definition
1) Qualified teacher shortages (1/4 leave the fied within 4 years because of paperwork involved and their inadequacy)
2) Public policy/Social attitudes
3) Lack of interagency collaboration
4) Creating systems of care |
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Term
| What are the treatments for ED? (from his research (6) ) |
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Definition
1) Applied Behavior Analysis - comes from behavior paradigm, neo-behaviorism - target specific behaviors (ABC analysis)
2) Social skills training - comes from cognitive-behavioral approach - teach them what they need to do to be successful MODELING
3) Cognitive Behavioral interventions (CBI) - metacognitive strategies, have them think about their behavior by self monitoring and addressing irrational thoughts
4) Differentiated Instruction - #1 we need to be good at, give them the level they can be successful at
5) Counseling - close in contact w/everyone (55% take altering behavior medicine)
6) Parent involvement |
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Term
| What is the #1 thing parents of children w/ED want? |
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Definition
| Timely informing of their childs behavior |
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Term
| What is the IDEA criteria for Autism? |
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Definition
| A developmental delay significantly affecting verbal and nonverbal communication and social interaction, usually evident before age 3, that adversely affects a child’s educational performance. Other characteristics often associated with autism are repetitive activities and stereotyped movements, resistance to change, and unusual responses to sensory information. Other disabilities must be ruled out. |
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Term
| What is the primary problem of people w/Autism? (2) |
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Definition
1) Language deficit
2) inhibility to socialize (& communicate) w/peers |
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Term
| Who first identified Autism? |
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Definition
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Term
| What does literature say Autism is caused by? What does science think of this? |
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Definition
| Public literature believes Autism is caused by vaccinations. Science says NO WAY! |
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Term
| What was the psychogenic theory relating to autism? |
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Definition
| Autism was caused by bad parenting. - Not True |
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Term
| What are the organic theories relating to Autism? |
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Definition
| They are gene studies which looks at the liklihood of biological/heredity factors (looking for gene markers) |
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Term
| What are the behavioral theories relating to Autism? |
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Definition
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Term
| What does the prevelance of Autsim look like? |
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Definition
DSMIV identifies 2 to 5 cases of 10,000
National Autism Society of America (NASA) reports a rate of 1 per 150
National institude of mental health estimates 2 to 6 per 1000
194,00 were identified as having autism in 2005-2006 |
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Term
| What is happening to the incidents rates of autism and why? |
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Definition
| The incidents rates of autism is skyrocketing and we dont know why..we might be getting better at identifying |
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Term
| What is the origins of autism? |
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Definition
| We know there is no single cause and there is some sort of genetic link. There are also brain abnormalities. |
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Term
| What are characteristics of those with Autism? (4) |
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Definition
1) Social deficits
2) Communication symptoms
3) Repetitive/restrictive behaviors
4) other characteristics |
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Term
| How is Auspergers different than Autism? |
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Definition
| It is hard to detect since there is not a huge social problem. It turns out it is a reciprocity issue |
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Term
| What are the areas of concern of persons with autism? (4) |
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Definition
1) Concentration and attention - hyperactivity, impulsivity
2) Anxiety Disorders - self injury behaviors, OCD, eating disorder
3) Affective Disorders - mood abnormalities, sleep disorders, depression
4) Learning Difficulties - uneven acheivement, language bad, etc. |
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Term
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Definition
| Behavior Rating Forms - IQ is tested to tell what subgroup they are in |
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Term
| How many with Autism have cognitive disorders? |
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Definition
| 75% have cognitive disorders (IQ) at moderate or worse which is -3SD below mean |
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Term
| HOw are those w/Autism placed? |
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Definition
| about 50% are outside the gen ed class, w/ 40% in a spearate class and 31% in the regular classroom |
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Term
| What are some classroom suggesstions for students w/Autism? (5) |
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Definition
| 1) Avoid abstract ideas 2) Breakdown steps 3) Keep a schedule 4) Group work 5) Prepare the if there's a change |
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Term
| What are the diversity issues surrounding autism? |
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Definition
| There is no boundaries for who is identified w/autism. It is worldwide, and all enthnicities are identified. |
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Term
| What are the models of interventions for those with autism? (3) |
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Definition
1) Applied behavior analysis
2) TEEACH - based on visual cues (almost exclusively)
3) Ziggurat model - a guide for designing comprehensive interventions (rewards!) |
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Term
| Is language and communication the same? |
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Definition
| No, language is expressing and receiving verbal language and communication can be verbal or nonverbal |
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Term
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Definition
| A rule-based method of communication: 1)phonology 2)morphology 3)Semantics 4)syntax 5)pragmatics |
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Term
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Definition
| involves verbal and nonverbal behaviors |
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Term
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Definition
| sounds and characteristics of language |
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Term
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Definition
| Rules of how words are formed |
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Term
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Definition
| Knowing the meanings of words |
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Term
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Definition
| How to string words together to form sentences |
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Term
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Definition
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Term
| What is the ASLA definition of speech & language impairment? |
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Definition
| an impairment in the ability to receive, send, process, and comprehend concepts or verbal, nonverbal, and graphic symbols systems. A communication disorder may be evident in the processes of hearing, language, and/or speech.” |
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Term
| What is the IDEA definition of speech and language impairement? |
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Definition
| speech and language impairment” and they are eligible for special education if they have “a communication disorder such as stuttering, impaired articulation, a language impairment or a voice impairment, which adversely affect a child’s educational performance.” |
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Term
| What is the most common language impairement? |
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Definition
| Fluency disorder, like stuttering, impaired articulation, etc |
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Term
| What are speech disorders? |
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Definition
| articulation, fluency, and voice disorders |
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Term
| What are language disorders? (5 components of language) |
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Definition
Phonological disorders
Apraxia of speech
Morphological disorders
Semantic disorders
Syntactical deficits
Pragmatic difficulties |
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Term
| What is CAPD or central auditory processing disorders? |
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Definition
| difficulties processing sounds |
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Term
| What is the prevelance of speech & language impairements? |
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Definition
Very high incident
20% (1/5) recieve SPED services on basis of this disability
1/2 in developmental delay recieve SPED for speech & language disabilities |
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Term
| What are characterisitcs of speech & language impairements of expressive language? |
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Definition
| They may have problems with limited vocab, incorrect grammar or syntax, excessive repetition, difficulty forming questions |
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Term
| What are characterisitcs of speech & language impairements of receptive language? |
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Definition
May experience difficulties with:
Following oral directions
Understanding humor or figurative language
Comprehending complex sentences
Responding to questions appropriately |
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Term
| What does the placement of students with speech & language impairments look like? |
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Definition
| 81% are in the regular class even though this disorder ha the highest prevelence (highest category in the gen ed class) |
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