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Child Disintegrative Disorder
(AUTISM) More common in boys; (develop relatively normally and it shows up more predominately at the ages of 3-5)
(AUTISM) Seen almost exclusively in girls, Shows up a little bit earlier, 18 months-age of 3 it starts to shows up
(AUTISM) Pervasive Developmental Disorder Not Otherwise Specified, Generally problems with communication, social interaction
(AUTISM) The highest functioning form of Autism, They have a lot of obsessions and a lot of problems with socialization, They are pretty high in language functioning
No Eye Contact, No responding or focus when talking to them, They don't point overall, Joint Attention; (they don't try to engage someone else in what they are looking at or doing as most children do.)
(AUTISM) Early Signs and Symptoms
Unusual Response to Sensory Stimuli, Resists change in Routine, Communication, Sustained Unusual Repetitive Play
(AUTISM) General Characteristics; Four IDEA Categories
Unusual Response to Sensory Stimuli
(AUTISM) Food Intolerance, Sensitivity-Touch, Noise (Constantly wanting to touch), One way or the other they either want a lot of stimulation as far as touch or noise or none at all, Stimming
Resists Change in Routine
(AUTISM) Order-Toys, Obsessions, Resists change and will throw tantrums about change
(AUTISM) Literal Interpretations, Expressive Language, Socializations; theory of mind (understanding how other people feel) lack of empathy), Echolalia
Sustained Unusual Repetitive Play
(AUTISM) Perseveration-Repetitive Play; can be mesmerized by a pattern in the ceiling or other kinds of patterns in the floor
(AUTISM) Constant tapping or a way to constantly have some tactile stimulation of tapping the table etc.
Self injurious behavior
Island of Genius
(AUTISM) In the world of disability; can have usually one specific area of disability (Not in IDEA)
(AUTISM) Classroom Interventions ____________ is your friend (keep routines, warn of transitions/endings, plan for free time)
(AUTISM) Classroom Interventions Use __________language, __________ and _________ instructions
(AUTISM) Classroom Interventions Know what causes _________ or ________ for student(s)
(AUTISM) Classroom Interventions Teach _____________ by inserting naturally occurring lessons into the day. Use "social stories"
(AUTISM) Classroom Interventions Use ___________ including lists, schedules (words or pictures), gestures
(AUTISM) Highly researched based, Based on Skinner's theories of behaviorism (1930s); focuses on ABC model antecedent/behavior/consequence
(AUTISM) Give the child something to work on, reward only good behavior, no negative behavior punishment
(AUTISM) Discrete Trial Training DTT, Trying to figure out what sets them off, Based on the idea that rewarded behavior will be repeated.
(AUTISM) Uses Positive reinforcement in formal and informal settings to develop basic skills in conversing, taking others' perspectives, reading etc.
(AUTISM) Focuses on following the child's lead, starting where they are developmentally, turning actions into interactions
(AUTISM) The role of this care provider is Have special training to do Sensory Integration Therapy, Sensory Integration Dysfunction (now called Sensory Processing Disorder)
(AUTISM) Stress the visual mode, as students with autism often respond to this; Often involve real objects or photographs/line drawings (picture exchange communication systems)
(AUTISM) Calming activities are used with students who are ______________ or easily bothered by excess stimulus.
(AUTISM) These interventions would be used with ________________: Wear weighted vests or ankle weights, Snuggle under blankets, Play with resistive putty.
(AUTISM) Alerting Activities are used with students who are_______________or who don't register touch or cold or pain.
(AUTISM) These interventions would be used with ________________: Sustain light touch to the palm of the hand, Hold something cold, Gently and quickly rub the skin, Take a cool shower or was face with cool washcloth, Receive a light back scratch, Pet a dog or cat, Handle fidget items
(AUTISM) Interpreting information from the muscles and joints about body position in space.
(AUTISM) they might be constantly running into things or banging their head against the wall trying to figure out where their body is in space.
(AUTISM) Might be very afraid of escalators, stairs, elevators need low repetitive kinds of movement
(AUTISM) they're going to twirl and spin seeking that sense of balance etc. They might be thrill seekers.
(AUTISM) they might only want to eat a certain kind of food with a level of bitterness, saltiness, a certain texture, a certain temperature
Tympanic membrane (inner), ossicular chain (auditory ossicles hammar anvil sturrup) Estachean tube (equalizes air pressure)
(HEARING LOSS) Parts to the middle ear
Semi circular canals (balance), Cochlea (organ of hearing), Auditory nerve, brain (interpreted)
(HEARING LOSS) Parts to the inner ear
(HEARING LOSS) Sometimes students will loose hearing of sounds only at a certain _________, Will cause problems when they try to learn phonics because certain sounds have a higher ____________ than others
(HEARING LOSS) If students start correction strategies _____________ they are most effective.
(HEARING LOSS) Site of Loss: Inner to middle ear (ear infection, if not caught and corrected because they are in the middle ear)
(HEARING LOSS) Site of Loss: middle to inner ear (usually the auditory nerve where there is a problem)
(HEARING LOSS) Site of Loss: Sometimes students can have a combination of these.
Central Auditory Disorder
(HEARING LOSS) They can actually hear the sounds and pitches but they can't interpret the information, Almost like a learning disorder
Digital Hearing Aids
(HEARING LOSS) programmed for the specific kinds of person, what she is hearing is sent to a computer and then automatically adjusted for the situation.
(HEARING LOSS) Relationship to ______________disorders—potential academic problems.
(HEARING LOSS) Maybe could be connected to a learning disability Related to ___________ and _________
(HEARING LOSS) May have problems with ___________________ A lot of times they sound different likely to be bullied or picked on.
Manual communication, Oral Deaf Education, Total Communication
(HEARING LOSS) Three philosophies with communication and deafness
(HEARING LOSS) for some hearing aids this helps with their ability to hear on the telephone. Bring the sound directly from the electrical system within the telephone to the hearing aid. Not all hearing aids have this and not all phones are compatible.
(HEARING LOSS) Some phones are equipped with built-in amplifiers either in the hand set or on the base of the telephone.
(HEARING LOSS) It is so that someone can communicate with someone who is deaf over the phone, using written information
(HEARING LOSS) Telecommunication devices for the deaf. This is a special device that connects to the telephone. A typewriter keyboard is used to send messages. A special unit is required at each end in order for the device to be effective (or computer software is now available that can turn a personal computer into this).
(OTHER HEALTH DISORDERS) True or False, a student in your class has asthma, you notice that after gym class, he is wheezing heavily and falls to the ground. Once he falls, he stops wheezing. Since he has stopped wheezing he is okay.
(OTHER HEALTH DISORDERS) True or False, The mortality rate for asthma is the same as it was 30 years ago.
(OTHER HEALTH DISORDERS) Most states allow children to carry their inhalers with them in school.
Secretion or use of insulin/carbohydrates/glucose
(OTHER HEALTH DISORDERS) Diabetes is inadequate _____________________________ from the pancreas to process _______________ and send _____________ to the cells
(OTHER HEALTH DISORDERS) A machine whereby individuals with diabetes check their blood sugar at certain times a day
Low circulation, vision loss, fatigue, heart/kidney problems, neuropathy
(OTHER HEALTH DISORDERS) Complications associated with diabetes
(OTHER HEALTH DISORDERS) A complication associated with diabetes meaning loss of feeling in one's feet.
(OTHER HEALTH DISORDERS) It would be safe to administer graham crackers or a little orange juice to someone experiencing a diabetic episode.
(OTHER HEALTH DISORDERS) This diabetic episode occurs when too much insulin is present in the blood stream; you need to eat for insulin to act.
(OTHER HEALTH DISORDERS) We would administer graham crackers or a little orange juice to treat this kind of diabetic episode, (it wouldn't help or hurt the other kind of diabetic episode)
(OTHER HEALTH DISORDERS) This diabetic episode occurs when too much sugar and not enough insulin is present in the blood stream.
(OTHER HEALTH DISORDERS) Agitation, anxiety, shakiness, seizures, increased hunger, thirst or urination are all symptoms of what?
(OTHER HEALTH DISORDERS) This type of seizure causes a person to stiffen and then shake.
(OTHER HEALTH DISORDERS) Stiffening, shaking, staring off into space, falling to the ground, crying out, confusion, improper speech are all symptoms of what?
(OTHER HEALTH DISORDERS) This type of seizure is a type of tonic/clonic with children who get a really high or quickly rising fever.
(OTHER HEALTH DISORDERS) True or False, you should help a person lie down when they are having a seizure.
(OTHER HEALTH DISORDERS) True or False, you should leave a person lying on his or her back when they are having a seizure.
(OTHER HEALTH DISORDERS) True or False, you should loosen a person's clothing and remove his or her glasses when they are having a seizure.
(OTHER HEALTH DISORDERS) True or false, you should not place anything in a person's mouth when they are having a seizure
(OTHER HEALTH DISORDERS) The physical sensation, usually sensory-related that precipitates a seizure.
(OTHER HEALTH DISORDERS) This type of seizure causes a person to experience brief episodes of staring, with impairment of awareness and responsiveness.
(OTHER HEALTH DISORDERS) True or False, seizures resulting in lack of responsiveness usually resolve by age 18.
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