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EDCI 2700- test 3
Terms in this set (36)
serious emotional disturbance-one or more characteristics for a long period of time
- Inability to learn not related to other factors
- Inability to build or maintain satisfactory peer or teacher relationships
-Inappropriate feelings or behavior under normal conditions
-Frequently unhappy or depressed
Definition does not apply to children who are "socially maladjusted"
problems with definition of SED
- definition is vague and subjective
- the definition, as written, excludes children on the basis for which they are included
- individual teacher expectations and tolerances make identification a difficult and subjective process
Externalizing/internalizing-how do they relate to EBD
externalizing behavior- noncompliance, temper tantrums, property destruction, threats of violence or violence toward peers and/or teachers
internalizing behaviors- overly shy or immature, withdrawn, hypochondria, easily upset and difficult to calm
may adversely effect educational performance
excesses and deficits commonly seen in BD
academic achievement- low GPA, high absenteeism, at risk for school failure and early drop out
social skills- less participation in extracurricular activities, lower quality peer relationships, juvenile delinquency
Prevalence of EBD? gender distribution?
3-5% of school age population
vast majority are boys
Causes of EBD
biological factors- brain injury or dysgenesis, genetics, temperament
environmental factors- home, community, school
how do we diagnose/screen for EBD?
screening tests- used to determine if intervention is warranted, behavior rating scales or checklists; protective tests- ambiguous stimuli, limited usefulness for education; direct observation and measurement- directly focuses on the child's problems, useful for educational planning
functional behavioral assessment
systematic, data-driven process
- informal assessment
- direct observation and measurement
- hypothesis development
- evaluation and modification
What do we do for EBD?
what is manifestation determination?
is the action caused by the diagnosis?
what is ODD?
opposition defiant disorder- hostility/defiant toward authority figs at a lever greater than peers at similar developmental level; bx causes impairment in social, academic, occupational functioning; don't meet criteria for CD; males more confrontation behavior and more persistent symptoms
what is CD?
conduct disorder- repetitive and persistent pattern of bx in which rights of others or major age-appropriate societal norms or rules are violated; more in males- mid childhood to mid adolescence; influenced by genetic and environmental factors
what is ADD/ADHD?
persistent pattern of inattention and/or hyperactivity-impulsivity; served under "other health impairments"; 3-5% of all school students; treatments-drug therapy and behavior modification; before 7yrs old
communication involve encoding, transmitting, and decoding messages
what are communication disorders?
IDEA def- a communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects a child's educational performance
what is language?
a formalized code that a group of people use to communicate
five dimensions of language
phonology- rules determining how sounds can be sequenced
morphology-rules for meaning of sounds
syntax-rules for lang's grammar
semantics-rules for meaning of words
pragmatics-rules for communication
what is speech?
oral production of language-respiration, phonation, resonation, articulation
progression of normal development of speech?
-birth to 6mths: smiling, crying, babbling
-7mths-1yr: babbling becomes differentiated
-1 to 1.6yrs: learns several words
-1.6 to 2 yrs: word "spurt" begins
-2 to 3 yrs: talks in sents, vocab grows
-3 yrs on: vocab grows
what are articulation, fluency, voice disorders
voice disorders-phonation disorder causes voice to sound breathy, hoarse, husky, or strained
what are receptive and expressive language?
expressive- impairment interferes with production of language
receptive- impairment interferes with the understanding of language
prevalence of speech/language disorders
less than 2% of students; 21% of students receiving special services (2nd largest); 2x as many boys; articulation and spoken lang problems rep the larges category
causes of speech/language disorder
speech- cleft palate, paralysis of speech muscles, absence of teeth, craniofacial abnomalities, enlarged adenoids, traumatic brain injury, neuromusc impairments
language- cognitive limitations or mental retardation, hearing impairments, behavioral disorders, environmental deprivation
how do we identify speech and language disorders?
usually identified by teacher; speech-lang pathologist is professional w/primary responsibility for identifying, evaluating, and providing services; evaluation components include a physical examination and testing.
how do we treat speech/language disorders?
articulation errors and phonological errors:
-discrimination and production activities
-behavioral principles and self-monitoring
-direct vocal rehab or surgery
-exploration of expressive lang, naturalistic interventions
augmentative and alternative communication
what is hearing loss?
a hearing loss that adversely affects educational performance
types/causes of hearing loss?
congenital(present at birth)- genetic factors, maternal rubella, congenital cytomegalovirus, premature birth
acquired- (prelingual and postlingual) - otitis media, meningitis, meniere's disease, noise exposure
prevalence of hearing loss?
83 out of 1000 children have educationally signif hearing loss; 25% of students who are deaf or hard of hearing have another disabling condition
technology surrounding hearing problems?
hearing aids, assistive listening devices(radio link from teach), cochlear implants, interpreters, speech to text translation, television captioning, text phones, alerting devices
what is ASL?
american sign language
what is total communication?
simultaneous presentation of language by speech and manual communication
what is blindness?
-visual acuity is 20/200 or less after the best possible correction
-vision restricted to an area of 20 degrees or less
types of visual disabilities?
totally blind- no useful info received through sense of vision
functionally blind- learns primarily through the auditory channel
low vision- uses vision as a primary means of learning
prevalence of visual disabilities?
fewer than 2 in 1000 have visual impairments
-almost half w/impairments also have another disability
what does 20/200 mean?
what you are seeing at 20 feet a person with normal vision would see at 200 feet
what affects how kids deal with vision/hearing problems?
levels of functioning are influenced by: degree of hearing/visual impairment, attitudes of parents and sibs, opportunities to acquire a first lang(hearing), and presence of other disabilities, (and i would think availability of resources/assistive technology for the impaired)
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