cpe103 Flashcards
(177 cards)
1
Q
are students with higher abilities than average and are often referred to
A
gifted students
2
Q
refers to students with extraordinary abilities in various areas
A
giftedness
3
Q
ocuses on students with extraordinary abilities in a specific area.
A
talented students
4
Q
these are the common manifestations of gifted and talented learners
A
- High level of intellectual curiosity
- Reads actively
- High degree of task commitment
- Keep power observation
- High verbal
- Gets bored easily.
- Can retain and recall information.
- Excited about learning new concepts.
- Independence in learning
- Good comprehension of complex context.
- Strong, well-developed imagination.
- Looks for new ways to do things
- Often gives uncommon responses to common questions
5
Q
These are some suggested strategies for teaching gifted students:
A
- Teachers me give enrichment exercises that will allow learners to study the same topic at the more advanced level.
- Acceleration can let students who are gifted and talented can move at their own pace thus resulting a timers two in completing two grade levels in one school year.
- Open ended activities with no right or wrong answers can be provided emphasizing on divergent thinking wherein there are more possibilities than predetermined answers.
- Leadership roles can be given gifted students are often social immature gifted students are often socially immature
- Extensive reading on subjects of their own interest may be coordinated with the school librarian to further broaden their knowledge.
- Long term activities may be provided that will give the gifted students an opportunity to be engage for an extended period of time.
6
Q
Students in the classroom will exhibit different levels of clarity of eyesight or
Visual acuity. There may be some students with hampered or restricted vision.
A
LEARNERS WITH DIFFICULTY SEEING
7
Q
IDEA means?
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Individuals with Disabilities Education Act
8
Q
other term for LEARNERS WITH DIFFICULTY SEEING according to IDEA
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impairment in vision
9
Q
This refers to students with an issue regarding hearing that interferes with academics.
A
LEARNERS WITH DIFFICULTY HEARING
10
Q
other term for LEARNERS WITH DIFFICULTY HEARING according to IDEA
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impairment in hearing
11
Q
considered when hearing loss is above 90 decibels
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Deafness
12
Q
A hearing loss below 90 decibels is called
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hearing impairment.
13
Q
The most common is the use of hearing aids. Combined with lip-reading. These students are referred to as ?
A
“oral”
14
Q
they can communicate thru speech as opposed to sign language
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“oral”
15
Q
Some learners are observed to have difficulty communicating, either verbally expressing their ideas and needs and/or in understanding what others are saying.
A
LEARNERS WITH DIFFICULTY COMMUNICATING
16
Q
is the interactive exchange of information, ideas, feeling, needs, and desires between and among people.
IT is also use to serve several functions, particularly to narrate, explain, inform, request, and express feelings and opinions.
A
Communication
17
Q
is basically defined as the expression of language with sounds and oral production.
A
Speech
18
Q
is used for communication, it is a formalized code used by a group of people to communicate with one another.
A
Language
19
Q
5 Components of language
A
- Phonology
- Morphology
- Syntax
Semantics
Pragmatics
20
Q
refers to the sound system of a language.
A
- Phonology
21
Q
being referred as the smallest unit of language that has meaning and which are used to combine words.
A
- Morphology
22
Q
pertaining to the system of rules governing the meaningful arrangement of words, which also include grammar rules.
A
- Syntax
23
Q
refers to the meanings associated with words and combination of words in a language.
A
Semantics
24
Q
revolves around the social use of language, knowing what, when, and how to communicate and use language in specific context.
A
Pragmatics
25
the smallest unit of sound within a language.
phoneme
26
Sounds, syllables, or whole words are example of
morphemes
27
are communication disorders such as shuttering, impaired articulation, and language or voice impairment. Such disorders are significant enough that they can adversely affect a student’s academic performance.
Speech Impairments
28
4 Types of speech impairments
Articulation disorder
Phonological disorder
Fluency disorder
Voice disorder
29
A child is unable to produce a given sound physically. Severe articulation disorder may render a child’s speech unintelligible.
“I want a blue lollipop.”
“I want a boo owipop.”
Articulation disorder
30
A child produces multiple patterns of sound errors with obvious impairment of intelligibility.
“That pie is good”
“Cat bye is tood”
Phonological disorder
31
Difficulties with the rhythm and timing of speech. Stuttering is an example marked by rapid-fire repetitions of consonant or vowel sounds especially at the beginning of words, prolongations, hesitations, interjections, and complete verbal blocks
“I want a… banana.”
(blocks)
Prolongations
“I waaaant a bbbanana.”
Fluency disorder
32
Problems with the quality or use of one’s voice resulting from disorders of the larynx. Voice maybe excessively hoarse, breathy, or too high pitched.
Phonation disorder
(breathiness, hoarseness)
Voice disorder
33
are characterized by persistent difficulties in acquiring use of language that results from deficits in comprehension that includes reduced vocabulary, limited sentence structure, and impairments in discourse, that limit a child’s functioning
Language Disorders
34
interferes with the production language. A child may have very limited vocabulary that impacts communications skills or misuses words and phrases in sentences.
expressive language disorder
35
interferes with the understanding of language. A child may have difficulty understanding spoken sentences or following the directions teacher gives.
receptive language disorder
36
ASD?
Autism Spectrum Disorder
37
is an umbrella term for related disorders that affect social development and communication
Autism Spectrum Disorder (ASD
38
is oftentimes one of the most common red flags observed by family members, daycare workers, and early childhood teachers.
Communication difficulty
39
Assessment always begins with the .case history that provides the specialist the necessary background about the child's birth and developmental history; health record, achievement test scores, and adjustment in school.
Case history and physical examination.
40
is tested to determine whether an organic hearing problem is the cause of the suspected communication disorder, as discussed in the previous section.
* Hearing
41
A child's articulation skills are assessed, which includes identifying speech errors
* Articulation
42
provide the foundation for beginning to read in young children. Children with difficulties in processing sounds in language as well as in hearing, segmenting, and identifying phonemes in words may experience problems with expressive and receptive spoken language as well as in learning how to read.
* Phonological awareness and processing
43
Formal tests may be used to measure a child's overall language development and vocabulary as these affect how well a child is able to understand and use language in spontaneous speech and in academic settings.
* Overall language development and vocabulary.
44
Language is used to serve several functions such as to request, name, imitate, ask, and converse among others.
Assessment of language function.
45
are proficient in their mother tongue or first language in both expressive and receptive language tasks; on the other hand, they display difficulties in understanding and speaking the second language, such as English.
English Language Learners (ELL)
46
allows children to learn information, demonstrate understanding, and stay engage in multiple ways (i.e., multiple means of presentation, expression, and engagement).
Universal Design for Learning
47
When a child has difficulty moving and/or walking, the physical domain of development is affected. Examples of physical disability are developmental coordination disorder or dyspraxia, stereotypic movement disorder, tics and cerebral palsy.
LEARNERS WITH DIFFFICULTY MOVING/WALKING
48
refers to significant and persistent deficits in coordinated motor skills that are significantly below expected typical development. Difficulties are manifested as clumsiness slowness, and inaccuracy of motor skills
Developmental coordination disorder
49
characterized by repetitive, seemingly driven, and non-functional motor behavior (e.g., hand shaking or waving, body rocking, head banging, self-biting, hitting own body).
Stereotypic movement disorder
50
refer to a disorder of movement and posture that results from damage to the areas of the brain that control motor movement. This damage to the brain can occur before, during, or after birth due to an accident or injury.
Cerebral Palsy
51
Only one limb is affected (upper or lower)
Monoplegia
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Two limbs on the same side of the body affected
Hemiplegia
53
Three limbs are affected
Triplegia
54
All four limbs, both arms and legs, are affected; movement of the trunk and face may also be impaired
Quadriplegia
55
Legs are affected, less severe involvement of the arms
Diplegia
56
Impairments primarily involves the arms, less severe involvement of the legs
Double Hemiplegia
57
Difficulty in tying shoelaces, buttoning, using spoon and fork and getting dressed; problems in jumping, what development stages is it?
Early Childhood
58
The difficulties in early childhood become more pronounced; tries to avoid sports, works on writing tasks for a longer period of time compared to typically developing peers. what development stages is it?
School-Age
59
skills involve the use of large muscles in the body to coordinate body movement, which includes throwing, jumping, walking, running and maintaining balance.
gross motor skills
60
involve the use of smaller muscles that are needed in activities like writing, cutting paper, tying shoelaces and buttoning.
fine motor skills
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are known to significantly affect a child's ability to perform daily activities, which include memory; perception and processing, planning, carrying out coordinated movements.
Motor difficulties and disabilities
62
also be affected as motor control is needed in articulation and production.
Speech
63
affects psychosocial functioning as children report to have lower levels of self-efficacy and competence in physical and social domains, experience more symptoms of being depressed and anxious, as well as display externalizing behaviors
developmental coordination disorder
64
what type of accommodations is this?
* Assign a peer/adult as scribe for note-taking
* Use different sizes of paper and graph paper to align numbers
* Try different writing tools and pencil grips
* Use a word processor/computer
* Use text-to-speech programs
* Allow for oral recitation/test-taking to supplement written tests
* Provide alternate assessment methods
Response
65
what type of accommodations is this?
* Allow for preferential seating near the teacher
* Adjust chair and/or desk height to maximize posture and stability
* Place a non-skid mat on the chair
* Provide opportunities for movement breaks
Setting
66
what type of accommodations is this?
* Allow for extra time to complete tests and writing assignments
* Provide extra time to change for physical education classes
Schedule
67
who find it difficult to remember lessons, concepts, and even instructions as well as those who find it a challenge to sustain their focus.
LEARNERS WITH DIFFICULTY REMEMBERING AND FOCUSING
68
Involves encoding, storage, and retrieval of information over time
Memory functions
69
include sustaining, shifting, dividing, and sharing attention.
attention functions
70
Mental resources that allow for storing information temporarily, for only approximately 30 second, after which is lost if strategies are not used to integrate them into long-term memory (e.g., remembering a 7-digit landline number for a moment to be able to write it down).
Short-term memory
71
Mental resources that allow for storing information for a long period of time.
Long-term memory
72
Involves focusing of mental resources on a stimulus for a required time period.
Attention Functions
73
Mental resources used to maintain attention for an extended period also called vigilance (e.g., staying focused while reading a chapter in a classical novel without any interruptions until it finished).
Sustained attention
74
Mental resources that allow for focusing on a specific stimulus that is important while ignoring others (e.g., focusing on the voice of a lecturer amidst the noise of a group of used to refocus concentration form stimulus to another).
Selective attention
75
Mental resources that involves focusing on one or more activities or tasks simultaneously (e.g., listening to music while driving).
Dividing Attention
76
refers to a heterogeneous grOup of disorders manifested by significant difficulties in the acquisition and use of listening. Speaking, reading, writing, reasoning. Or mathematical abilities
Learning Disability (LD)
77
focuses on difficulties in "one or more basic psychological processes involved in understanding or in using language, spoken, or written, which may manifest as difficulties in the ability to listen, think, spark, read, write, spell, or do mathematical calculations"
Specific Learning Disability
78
difficulties with reading, spelling, and oral reading fluency
Dyslexia
79
for difficulties in math computation, problem solving, and analysis
Dyscalculia
80
difficulties with handwriting and Written expression
Dysgraphia
81
* Display of persistent pattern for at least 6 months that significantly interferes with functioning or development.
* Observed in two or more setting (e.g. at home, school, work; with friends or relatives; and in other activities).
* Several of the symptoms were present before the age of 12 years.
* The behaviors are not resulting from other disorders (e.g., schizophrenia, anxiety disorder, personality disorder, etc.)
ADHD
82
are needed to rule out the presence of sensory impairment or middle ear infections that can cause hearing problems.
Medical examinations
83
with the parent/s provides the specialists with a holistic perspective of the child and essential information about the student's physical and psychological characteristics, family and cultural background, and peer relationships.
Clinical interview
84
scales are used as additional tools to provide evidence of the student's inattention, hyperactivity, and/or combination of the two
Teacher and parent rating scales
85
are used by clinical psychologists and special education diagnosticians to identify the presence of A DHD in a student.
Conners Rating Scales
86
* Does not pay attention To details and works in a haphazard manner resulting in careless mistakes (e.g., school tasks, at work, in other activities)
* Finds it difficult to sustain attention in tasks
* Easily distracted and sidetracked by extraneous stimuli
* Often does not follow through on instruction and fails to finish schoolwork, chores, or duties in the workplace what sign of ADHD is this?
Inattention
87
* Often restless and fidgety and cannot seem to stay still while sitting down
* Often stands from seat to roam around the room
* Often runs around or climbs in situations when sitting is required
* Often rather talkative, interrupts in conversations, and blurts responses
* Finds it difficult to wait for one’s turn in tasks and activities
* Impulsive with words and actions
* May struggle in following instructions and rushes through tasks what Signs of ADHD is this?
Hyperactivity and Impulsivity
88
they often display delays in learning how to speak, have difficulties in naming objects and retrieving words from memory, and have limited vocabulary in comparison to typically developing peers.
language development (LD)
89
students with I.D. have tendencies to reverse letters or words, have poor spelling skills and display difficulties in the quality, organization, sentence fluency, and application of writing conventions, including handwriting, spelling, and grammar, as well as motivation to write
written language
90
the difficulties manifest in relation to students’ age and grade (Shalev 2004). For instance, students in the first-grade level have problems in the retrieval of basic math facts and in computing exercises, while older children display severe difficulties in learning the multiplication table and understanding algorithms of the four basic operations (addition, subtraction, multiplication, and division).
math skills
91
WHAT UDL Principle is this?
* Audiobooks alongside real books.
* Multimedia presentations and videos to supplement textbooks.
* Math-manipulated materials and illustrations to reinforce lessons.
* Hands-on experiences, use of multi sensorial activities in addition to teacher-talk.
* Use reading materials that include rich visual representation in the form of photos, graphic organizers, diagrams, etc.
Multiple means of representation
92
WHAT UDL Principle is this?
* Debates
* build models
* experimentation
* digital audio presentations
* writing activities
* portfolio assessment
* photographs/pictures
* blogs
* draw pictures/use graphic organizers to illustrate concepts or content
Multiple means of expression
93
WHAT UDL Principle is this?
* hands-on, kinesthetic activities
* plays/drama/dance
* simulation games
* role playing
* discussion and debates
* give opportunity for student choice (e.g., range of reading materials, activities)
* use inquiry-based learning and project-based approach
Multiple means of engagement
94
what Type of Accommodation is this?
* Audio files to supplement a slide presentation
* Bigger font sizes in reading materials and worksheets
* Levelled books that match student’s reading level
* Audio books and/or have a peer read aloud the selection
* Digital text that provides word meanings
* Advance organizers to serves as guides during lectures
* Review of vocabulary or key points to provide the nig picture
* Active involvement in class
* Use Graphic organizers and mind mapping techniques for note-taking during class
* Explain and write directions step-by-step while making sure student is attentive and listening
Presentation
95
what Type of Accommodation is this?
* Allow for preferential seating near the teacher
* Adjust chair and/or desk height to maximize posture and stability
* Place a non-skid mat on the chair
* Provide opportunities for movement breaks
Setting
96
what Type of Accommodation is this?
* Allow for extra time to complete tests and writing assignments
* Provide extra time to change for physical education classes
Scheduling
97
often refers to a person's capacity to perform daily living activities or specific to body care such as the following skills: washing oneself, brushing teeth, combing, trimming nails, toileting.
SELF-CARE
98
is a developmental disorder that includes deficits in intellectual and adaptive functioning across domains of conceptual, social, and practical that occur during the developmental period.
Intellectual disability
99
1. Mild level
2. Moderate
3. Severe
4. Profound
1. 1Q 50-70
2. 1Q 35-50
3. 1Q 20-35
4. 1Q below 20
100
have impairments that are temporary or permanent such as: paralysis, stiffness, or lack of motor coordination of bones, muscles, or joints so that they need special equipment or help in moving out.
A. Physical Disabilities
101
These are factors that affect the development before and after conception virtually lasting up to the first trimester or the third trimester of life.
1. Prenatal factors
102
This results from blood incompatibility of the husband and wife. There is a transfer of defective genes from parent to offspring.
a. Genetic or chromosomal aberration.
103
Birth of the fetus is usually earlier than the ninth month of pregnancy.
b. Prematurity
104
This is caused by bacteria or virus on the fetus on the womb of the mother the germs usually come from highly communicable diseases like rubella and venereal diseases.
c. Infection.
105
Insufficient intake of food nutrients necessary to sustain growth and development of the fetus and the mother.
d. Malnutrition
106
Pertains to the exposure of the pregnant mother to radioactive elements like x-ray.
.
e. Irradiation
107
Inability of the mother or the fetus to make use of the food.
f. Metabolic disturbances
108
Entry of large quantities of medicines into the body thus affecting the fetus.
g. Drug abuse
109
These are the factors that cause crippling conditions during the period of birth
2. Perinatal factors
110
These are injuries suffered by the newborn baby.
a. Birth injuries.
110
Hard and prolonged labor before the actual birth which interrupts the oxygen intake of the mother to the fetus.
b. Difficult labor
111
Profuse bleeding of the mother during birth which might be caused by damage of the uterus.
c. Hemorrhage
112
These are factors causing crippling conditions after birth.
3. Postnatal factors
113
These are caused by illness like diphtheria, typhoid, meningitis, encephalomyelitis, and rickets in infants.
a. Infections.
114
TB germs likely to attack the bones of the very young causing crippling conditions.
d. Tuberculosis of the bones
115
These are injuries in the head region enough to cause brain damage.
e. Cerebrovascular injuries
116
These are convulsions after the delivery of the baby which causes crippling conditions.
f. Post-seizures
117
. It is a visual problem that calls for specific modification or adjustments in the student’s educational program
1. Visual impairment
118
lazy eye
2. Amblyopia
119
farsightedness
3. Hyperopia
120
nearsightedness
4. Myopia
121
imperfect vision
5. Astigmatism
122
What causes ADHD?
ADHD is a neurologically based medical problem caused by a number of factors. According to some research studies, the disorder results from an imbalance in certain neurotransmitters (most likely dopamine and serotonin).
123
Is ADHD inherited?
Probably. When the disorders run in the family there is very likely to have genetic predispositions. Usually, children with ADHD have at least one close relative who has ADHD.
124
Rapid, involuntary side movement of the eyeball or nystagmus.
1. Albinism.
125
The lens of the eye changes from a clear, transparent structure to a cloudy or opaque one.
2. Cataracts.
126
The central part of the retina which is called macula is affected.
3. Macular degeneration
127
It is leading cause of the new cases of blindness and characterized by hemorrhaging of the tiny vessels of the retina.
4. Diabetic retinopathy.
128
It is characterized by increase pressure within the eye, gradual loss of vision, beginning with the peripheral vision.
5. Glaucoma.
129
It is an inherited condition which begins with the loss of sight and leads to gradually decreasing peripheral vision.
6. Retinitis pigmentosa
130
This is caused by the high level of oxygen required for survival of premature infants who would not previously survived.
7. Retinopathy of prematurity
131
Those are born deaf
a. Congenially deaf
132
Those born deaf but lost hearing before speech and language were developed.
a. Prelingually deaf
133
Those born with normal hearing but became deaf due to accident or illness
b. Adventitiously deaf
134
Those who became deaf after the development of speech and language.
b. Postlingually deaf
135
impaired hearing due to interference in the sound transmission to and through sense organ, particularly in the outer or middle ear.
a. Conductive hearing loss
136
impairment due to the abnormal inner ear or auditory nerve or both
b. Sensory neural hearing loss
137
a combination of the conducive and sensory neural hearing loss
c. Mixed hearing loss
138
It refers to the ability of the individual to process information coming from the environment and makes use of the information in the process.
Sensory Integration Dysfunction
139
This refers to child’s performance at above normal range using non-verbal measures which include language concepts.
1. Normal intelligence
140
Condition where child shows academic achievement deficit in at least one subject, such as oral expression, listening, comprehension, mathematical calculation, and spelling. Furthermore, a major discrepancy between expected achievement and ability is considered.
2. Academic achievement deficit
141
1. Dyslexia- ?
2. Dysgraphia- ?
3. Visual agnosia-?
4. Motor aphasia- ?
5. Dysarthria-?
6. Auditory agnosia- ?
7. Olfactory agnosia- ?
8. Dyscalculia- ?
1. Dyslexia- reading
2. Dysgraphia- writing
3. Visual agnosia- sight
4. Motor aphasia- speaking
5. Dysarthria- stuttering
6. Auditory agnosia- hearing
7. Olfactory agnosia- smelling
8. Dyscalculia- math
142
interferes with an individual’s ability to focus (inattention), regulate activity level (hyperactivity), and inhibit behavior (impulsivity). This syndrome is manifested early in the preschool or early elementary years but can persist into adolescence and occasionally into adulthood.
D. Attention Deficit Hyperactivity Disorder (ADHD)
143
Children with inhibited behavior, inattentive, and without focus tend to be withdrawn, polite, and shy. In the absence of hyperactivity, they are likely referred to as having?
Attention Deficit Disorder (ADD).
144
Mental retardation which is now termed?
developmental disability”
145
refers to significantly sub-average general intellectual functioning existing concurrently with deficits in adaptive behaviour which implies social maturity of the development of self-help skills and skills of independent behaviour and manifested during the developmental period or the time between birth and the eighteenth birthday.
mental retardation
146
Also known as IQ, this refers to the ability to learn, reason, make decisions, and solve problems.
Intellectual functioning
147
These are skills necessary for day-to-day life such as being able to communicate effectively, interact with others, and take care of oneself.
Adaptive behaviours
148
This is due to complex interaction between environment and hereditary factors
Cultural familial
149
These results from chromosomal defects like chromosome which may produce Mongolism or Down syndrome, genetic defects which result metabolic disturbances, incompatibility of blood chemistry between parents and child, and glandular disorders which result in cretinism.
Organic Causes
150
CHARACTERISTICS OF CHILDREN with MR
Usually smaller in stature than the so-called normal and weighs slightly less, has higher incidence of physical defects, shows poor motor coordination.
* Intellectual Learning
-poor memory particularly short term memory, limited ability to understand cause and effect, faulty concept formation, inaccurate perception, impoverished language, and difficulty in making generalization.
* Social/ emotional
-Manifest perseveration, behaviour is on either extreme such as overly aggressive or withdrawn, hyperkinetic, and sociable and exhibits adaptive behaviour to the demands of the environment bur has difficulty in delaying gratification.
151
unable to profit sufficiently from the program of regular elementary school:
(0-5yrs.)- the child has normal motor developments but slight delay in speech development. Such children are often not distinguishable from children with normal intelligence.
(6-20yrs.)- child can be trained to acquire academic skills up to 6th grade by late teens and can also be trained to lead a disciplined life by adhering to simple concepts like respect for others and ownership of property.
(21-above)- The person is capable of achieving social and vocational skills adequate for self - support under supervision for decision making and handling finances.
MILDLY RETARDED
152
not educable in the field of academic achievements, ultimate social adjustment independently in the community or independent occupational adjustment at the adult level but have potentialities for learning.
(0-5 yrs.)-the child develops motor skills like a normal child of 3. Speech development although slow but the child learns to communicate and profits from training for skills needed for self-help.
(6-20 yrs)-child develops capabilities like a normal child of 8yrs.
(21-above)- Persons are capable of self-maintenance in unskilled and semi-skilled work under supervision for management of finances and relationships.
MODERATELY RETARDED
153
those who can talk and learn to communicate and can be trained in elemental health habits and may contribute partially to self- maintenance under complete supervision; and can develop self-protection skills to a minimal useful level in controlled environment.
(0-5yrs.)-there is minimum development in motor skills like holding/sitting/walking/speech. The child is unable to profit from training and still needs care like a toddler of 18 mos.
(6-20 yrs.)-child profits from systematic habit training for self-care and learns to communicate personal needs and is capable of understanding and executing simple commands.
(21-above)- the person with training is capable of developing skills for self-maintenance under supervision.
SEVERELY RETARDED
154
those who, because of very severe mental retardation are unable to be trained in total self-care, socialization, or economic usefulness and who need continued help in taking care of their personal needs throughout life.
(0-5yrs.)- child needs nursing care like an infant less than 1 year.
(6-20yrs.)- there is minimum motor development. The child still needs care for physical needs and maintenance of hygiene.
(21-above)-still needs nursing care although with intense training with patience and love the person can achieve minimal skill for self-care.
PROFOUNDLY RETARDED
155
PROFOUNDLY RETARDED I.Q. ?
<20.
156
SEVERELY RETARDED I.Q.?
BETWEEN 20 TO 35.
157
MODERATELY RETARDED I.Q?
BETWEEN 35 TO 55
158
MILDY RETARDED I.Q.
BETWEEN 55 TO 70
159
-emotional disturbance or behaviour disorder
–also referred as psychosocial problems (problem that relates to one’s psychological development in interaction with a the social environment)
BEHAVIORAL DISABILITIES
160
refers to a psychotic disorder characterized by: distorted thinking, abnormal perceptions, bizarre behaviour and emotions
SCHIZOPHRENIA
161
a psychotic condition characterized by: bizarre behaviour, extreme social isolation, delayed development
AUTISM
162
a term that attempts to identify youths who have been socialized in a deviant peer culture
SOCIAL MALADJUSTMENT
163
is characterized by acting-out, disruptive, non-compliant or aggressive behaviour patterns –a child who internalizes their problems is said to be suffering from depression and experience loss of interest in activities, work and life
. EXTERNAL DIMENSION
164
includes socially withdrawn and depressed behaviour patterns –words and phrases that are commonly used by children who externalize are extrovert and acts-out.
INTERNAL DIMENSION
165
engages in frequent fights, bullies, threatens and uses inappropriate language
Aggression
166
refuses to do work, states “make me” when given a request, ignores request
Noncompliance-
167
interrupts classes, talks out inappropriately, laughs, shots, sings, whistles and is ironic
Disruptive Behaviours
168
does not attend to task at hand, does not respond to teacher’s direction, frequently out of seat
Inattention
169
appears to be in “perpetual motion”, is out of seat, fidgets, guesses at answers
Hyperactivity-
170
shouts, shows-off, runs away, tattles, whines
Attention-seeking
171
shy, withdrawn fidgety, asks frequently about performance, has physical symptoms (perspiration, nausea) in stressful situations
Anxiety
172
fails to attempt new activities
Inferiority
173
isolates self, is preoccupied, daydreams, fails to show interest
Withdrawal-
174
acts irresponsibly, “easily led”, has difficulty in making decisions
Passive
175
exhibits “baby” behaviours, cries in stressful situations, chooses to play with younger students
Social immaturity
176
Socialized Aggression
engages in gang behaviour, engage in cooperative stealing, truancy
