Chapter Four: Pre-School Years

Question 1

Autism

Answer 1

14 – 4/5 times more prevalent in boys
evident before 3 years old
Attachment to others is often weak or nonexistent
Show Ritualist behavior and intolerance to change
Development of speech lags
Show mutism, echolalia, and pronoun reversal (referring to self as “you” or “he”)
Some may mutilate themselves

Question 2

Key Indicators of Autism Spectrum Disorders (ASDs)

Answer 2

Does not babble, point, or make meaningful gestures by 1 year of age
Does not speak one word by 16 months
Does not combine two words by 2 years
Does not respond to being called by his or her name
Loses language or social skills

Question 3

Other Indicators of Autism Spectrum Disorders (ASDs)

Answer 3

Poor eye contact
Doesn’t seem to know how to play with toys
Excessively lines up toys or other objects
Is attached to one particular toy or object
Doesn’t smile
At time seems to be hearing impaired

Question 4

Special Education Disability Codes

Answer 4

01 – Intellectual Disability
02 – Hearing Impairment
03 – Deafness
04 –Speech or Language Impairment
05 –Visual Impairment
06 – Emotional Impairment
07 – Orthopedic Impairment
08 –Other Health Impairment
09 – Specific Learning Disability
10 –Multiple Disabilities
12 – Deaf-Blindness
13 – Traumatic Brain Injury
14 – Autism
15 – Developmental Delay

Question 5

Intellectual Disability

Answer 5

01 –general intellectual functioning, adversely affecting a student’s educational performance, which is significantly sub-average, exists concurrently with deficits in adaptive behavior, and is manifested during the developmental period

Question 6

Hearing Impairment

Answer 6

02 – impairment in hearing, whether permanent or fluctuating, that adversely affects a student’s educational performance, but which is not included in the definition of deafness

Question 7

Deafness

Answer 7

03 – hearing impairment, which is so severe that the student is impaired in processing linguistic information through hearing, with or without amplification; and adversely affects the student’s educational performance

Question 8

Speech or Language Impairment

Answer 8

04 – a communication disorder such as stuttering, impaired articulation, voice impairment, or language impairment that adversely affects a student’s educational performance

Question 9

Visual Impairment

Answer 9

05 – impairment in vision, which, even with correction, adversely affects a student’s educational performance. visual impairment includes partial sight and blindness

Question 10

Emotional Impairment

Answer 10

06 – exhibits one or more characteristics over a long period of time that affects a student’s performance
- an inability to learn that is not explained by intellectual, sensory, or health factors
- an inability to build/maintain relationships with peers and teachers
- inappropriate behavior/feelings under normal circumstances
- general pervasive mood of unhappiness or depression
- a tendency to develop physical symptoms or fears associated with personal or school problems
includes schizophrenia

Question 11

Orthopedic Impairment

Answer 11

07 – severe orthopedic impairment that affects a students performance
includes impairments caused by congenital anomaly (club foot or absence of some member), cerebral palsy, amputations, and fractures or burns

Question 12

Other Health Impairment

Answer 12

08 – limited strength, vitality, or alertness, that affects a student’s performance, due to chronic or acute health problems
heart condition, tuberculosis, rheumatic fever, nephritis, asthma, etc.

Question 13

Specific Learning Disability

Answer 13

09 –a disorder in which one or of the basic psychological processes involved in understanding or learning language, that may cause imperfect ability to listen, think, speak, read, write, etc.
ex: brain injury, minimal brain dysfunction, dyslexia
does not include students who have learning problems as the result of visual, hearing, emotional, or motor impairments, intellectual disability, or other external disadvantages

Question 14

Multiple Disabilities

Answer 14

10 – concomitant impairments which causes severe educational problems that the student cannot be accommodate in special ed. programs solely for one impairment
does not include deaf-blindness

Question 15

Deaf-Blindness

Answer 15

12 – concomitant hearing and visual impairments, which causes severe communication and other developmental and educational problems that the student cannot be accommodate solely as a deaf or blind student

Question 16

Traumatic Brain Injury

Answer 16

13 – acquired injury to the brain, caused by an external force, resulting in total and/or partial functional disability or psychosocial impairment, which affects a student’s performance
includes open or closed injuries that result in impairments in one or more areas:
cognition, language, memory, attention, reasoning, abstract thinking, etc.
does not include injuries that are congenital or degenerative, or caused by birth trauma

Question 17

Developmental Delay

Answer 17

15 – categorical option for children 3-5 years who meet at least one of the following criteria

• experiencing at least a 25% delay in cognitive, physical, communication and/or social/emotional development
• manifest atypical development or behavior in one of the previous categories which interferes with development
• have a diagnosed physical or mental disability that will likely result in a developmental delay

Question 18

Wernicke’s Aphasia

Answer 18

Can speak freely with proper syntax

Have troubles understanding speech and finding the words to express themselves

Question 19

Broca’s Aphasia

Answer 19

Can understand but not reproduce speech well

Question 20

Aphasia

Answer 20

Damage to Broca’s or Wernicke’s area
Disruption in the ability to understand or produce language
Located left hemisphere

Question 21

Brain Structures Involved in Language

Answer 21

Biological structures of LAD based in left hemisphere of most right handed people and for 2/3 left-handed.

Question 22

Causes of Child Abuse

Answer 22

Stress
History of child abuse in at least one parent’s family of origin
Lack of adequate coping and childrearing skills
Unrealistic expectations of children
Substance abuse
Infants in pain and more difficult to soothe more likely to be abused
Cries of the infant found to be aversive to abusive parents
Disobedient, inappropriate, or unresponsive children are more likely to be abused.

Question 23

Effects of Child Abuse

Answer 23

Abused children show high incidence of personal and social problems as well as psychological disorders.
Less securely attached to parents.
Less intimate with peers and more aggressive, angry, and noncompliant than other children.
Reduced self-esteem and school performance.
Greater risk of delinquency, risky sexual behavior, and substance abuse.
Adults abused as children more likely to act aggressively toward their partners.

Question 24

Child Abuse and Neglect

Answer 24

90% of parents have engaged in some sort of psychological or emotional abuse ranging from pushing to using a knife or gun on a child (by age 2)
3 million American children neglected or abused each year by parents or caregivers
150,000 of 3 million children sexually abused
Girls make up majority of sexually abused
Boys make up 1/3 to 1/4 of the sexually abused
50-60% of cases of child abuse and neglect go unreported