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Child With Special Needs Exam II > EXAM II > Flashcards

EXAM II Flashcards

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1
Q

Specific Learning Disabilities

A

is a chronic condition of neurological origin which interferes with the development, integration, and/or demonstration of verbal and/or non-verbal abilities. Specific Learning Disabilities exists as a distinct handicapping condition and varies in its manifestations and in degree of severity

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2
Q

learning disability

A

a neurological disorder the result of miswired nervous system The brain is clearly not damaged, defective, or [impaired]. But, in certain areas, it processes information differenty than it is supposed to

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3
Q

List of learning disabilities

A

Auditory Processing Disorder (APD)

Dyscalculia

Dysgraphia

Dyslexia

Language Processing Disorder

Non-Verbal Learning Disabilities

Visual Perceptual/Visual Motor Deficit

ADHD

Dyspraxia

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4
Q

Characteristics of Learning Disabilities

A
  • problems with taking in, storing, retrieving, or expressing information.
  • reflect between individual’s ability & performance levels.
  • LD varies in manifestation & severity.
  • can affect self-esteem, education, job socialization & daily living activities.
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5
Q

Students with LD may display difficulties in:

A
  • taking notes
  • copying notes from the board
  • listening comprehension
  • vocabulary development
  • multiple meanings
  • memorization
  • pronouncing & spelling multisyllabic or irregular words
  • applying capitalization & punctuation rules
  • Slow reading speed
  • Slow rate of comprehension
  • difficulty with organization of ideas
  • difficulty determining informational hierarchies
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6
Q

Characteristics of Learning Disabilities II

A
  • LD & ADHD are frequently associated with diminished executive functions:
  • Difficulty with self-regulation of behavior & mood.
  • Impaired ability to organize or plan over time
  • Difficulty accomplishing simple homework tasks or they forget to turn in homework.
  • Inability to direct behavior toward future.
  • Setting & meeting goals.
  • Difficulty “fitting in” & adapting to new social situations
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7
Q

Visual Processing

A
  • noticing shapes of letters & words
  • recognizing subtle differences in symbols & patterns
  • remembering what symbols or shapes look the same or different.
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8
Q

Visual Perception

A

ability to perceive shapes & colors accurately

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9
Q

Visual Discrimination

A

ability to see the difference between similar shapes/objects and to isolate an image or line of print from a busy competing background.

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10
Q

Visual Memory

A

ability to store information and retrieve it from storage whenever needed

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11
Q

Central Auditory Processing Disorder (CAPD)

A

affects a student’s:
•ability to discriminate sounds.
• ability to segment words into sounds.
• ability to produce rhyming words.
ability to supply missing sounds to incomplete words

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12
Q

Dyslexia

A

Reading Disabilities

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13
Q

two types of dyslexia

A

–Developmental Dyslexia
– Acquired Dyslexia (usually the result of a traumatic brain injury or degenerative condition)

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14
Q

Reading disabilities are

A

most complex disabilities to define because aspects of input, integration, memory, and output (iimo) can all be a part of the problem.
For example a lack of phonemic awareness may be caused by an auditory input or integration disorder

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15
Q

Dysgraphia

A

Writing Disability

–

common in students with motor coordination difficulties, reading disabilities, diminished executive functioning, and/or visual processing deficits

–

•Dysgraphia is generally associated with another specific learning disability.

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16
Q

Dyscalculia

A

A term referring to a wide range of life-long learning difficulties involving math

–

is substantially below that expected given the person’s chronological age, measured intelligence, and age appropriate education.

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17
Q

Characteristics of Dyscalculia (LPAM)

A
  • “Linguistic” skills: understanding or naming mathematical terms, operations, or concepts, and decoding written problems into mathematical symbols.
  • “Perceptual” skills: recognizing or reading numerical symbols or arithmetic signs and clustering objects into groups.
  • “Attention” skills: copying numbers or figures correctly, remembering to add in “carried” numbers, and observing operational signs.
  • “Mathematical” skills: following sequences of mathematical steps, counting objects, and learning multiplication tables
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18
Q

Dyspraxia

A

Sensory Integration Disorder

–

result of difficulty with “motor planning” as the result of a deficit in one or more of the following areas:

  • Visual Perception (hand eye coordination, distance)
  • Tactile Perception (tactile defensiveness)
  • Proprioceptive Perception (fine & gross motor coordination)
  • Vestibular Perception (body position in space, balance)
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19
Q

NLD –Nonverbal

A

•characterized by high reading, poor math scores.
•Seen less frequently than language based disorders: 10% of LD population.
•

NLD is best thought of as part of a spectrum of neurobehavioral disorders that are similar to Asperger’s Syndrome, OCD, and Tourrette’s.

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20
Q

3 areas most affected by NLD (EVS)

A
  • Executive Function: organization, planning, understanding metaphor, producing written work, may get into rigid behavioral patterns.
  • Visual & Sensory Motor Integration: may be clumsy, have difficulty writing, tactile defensiveness or aggression etc.
  • Social Skills: they take everything literally, have difficulty reading nonverbal social cues, have difficulty reading nonverbal body language, have difficulty with perspective-taking.
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21
Q

Common Emotional Consequences of LD

A
  • Poor self concept
  • Poor self–esteem
  • Anxiety
  • Depression
  • Helplessness
  • Poor social interactions
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22
Q

Treating the Root and not the Branch

A

•All too frequently parents, teachers, administrators, and other professionals treat the secondary behaviors & problems rather than the root cause.
•
• Depression, delinquency, anger, substance-abuse, and many other problems are merely secondary manifestations of the frustration that students with learning disabilities deal with on a daily basis

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23
Q

Conductive Loss

A

diminished sound which results in HH condition, not deafness

–

•Disorders of the external / middle ear
–Artresia - born without an ear canal
–Obstruction - impacted earwax
–Injury
–Infection - external otitis
–Otitis media - inflammation of the middle ear
–Clogged Eustachian tubes
•Insert ventilation tubes
•Swimming is contraindicated

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24
Q

Sensorineural Loss

A

  • Occurs in the inner ear or between cochlea and brainstem
  • Delays development of language concepts

•Causes
–Congenital
–Infections and diseases
–Noise
–Deterioration with age

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25
Mixed Loss
•**combination** of **conductive** and **sensorineural** loss -- •**Senior citizens often have combination** of conductive and sensorineural losses
26
Tinnitus
•**sound sensation in one or both ears** -- • associated with **both conductive and sensorineural** losses –**Sporadic or continuous sound in one or both ears such as whistling, hissing, buzzing** –Medical management or people learn to block it out
27
General Guidelines for Deaf and Hard-of-Hearing Conditions
* **Placement** of student * **Learn and teach basic signs** * **Assign a** peer **buddy** * Ascertain **ability to understand speech** * Utilize **shorter sentences** * Speak normally and **utilize nonverbal communication** * **Repeat sentences** when needed * Ask for repetitions if you do not understand * **Empty your mouth** before speaking * Keep your lips fully visible * Keep lighting conditions optimal * Position yourself to face light glares or the sun
28
General Guidelines Deaf/Hearing
* **Minimize background noise** and **distractions** * Do **not raise your voice** * Use lots of **visual aids** and **demo**nstrations * Consider whether behavior problems are associated with not seeing or hearing instructions * **Encourage student to place themselves** optimally to see and hear * Learn **basic signs** and utilize them as **part of instruction** * Consider that ability to see starting and stopping signals may adversely affect performance * Communication may impact swimming (not wanting to swim with face in the water)
29
Auditory Perception:
•ability to **receive sound** & **interpret it correctly**
30
Auditory Acuity
•Sharpness of hearing
31
Auditory discrimination
• ability to **distinguish between meaningful sounds** which are similar in nature
32
Auditory Figure Ground Perception
•ability to **recognize a familiar sound** **from a background of confusing noises**
33
Rhythm perception
•ability to perceive rhythm
34
Auditory memory
•ability to **store in memory sequence of sound** and **retrieve it** when necessary
35
Auditory Integration
•ability to **coordinate hearing with other senses**
36
difference between LD & ADHD
* While we are pretty sure that **LD is the result of the “miswiring”** of the brain, **ADHD** is **not as clearly understood**. * The fundamental **difference** seems to be that **ADHD is more regulated** by the **chemicals in the brain** and the **body**, **rather than** the **“wiring”** itself.
37
Prevalence of ADHD
* About **3% of school**-aged **population** have full ADHD symptoms & another **5-10% have partial ADHD**. * **Boys** are **5 times more likely** than girls to be diagnosed with ADHD, but this is being carefully re-examined * **Symptoms decrease with age** but **50-65% of children still manifest symptoms** into **adulthood**
38
Impact of ADHD
* 32-40% of students with ADHD **drop out of school** * Only 5-10% will complete college * 50-70% have **few or no friends** * 70-80% will under-perform at work * 40-50% will **engage in antisocial activities** * More likely to experience teen pregnancy & sexually transmitted diseases * More likely to experience depression & personality disorders
39
Characteristics of ADHD
(IIH) •Inattention •Impulsivity •Hyperactivity
40
Inattention
* **Doesn’t** seem to **listen** * Fails to finish assigned tasks * Often loses things * **Can’t concentrate * Easily distracted** * Daydreams * Requires frequent redirection * Can be very quiet & missed
41
Impulsivity
* **Rushing into things** * Careless errors * **Risk taking** * Taking dares * Accidents/injuries prone * Impatience * Interruptions
42
Hyperactivity
**•Restlessness •Can’t sit still** •Talks excessively **•Fidgeting, squirming in seat** •Always on the go •Easy arousal •Lots of body movement
43
Severe Disability
Children with disabilities because of the **intensity of their physical, mental or emotional problems need highly specialized education**, social psychological **& medical services**
44
Characteristics of Severe Disabilities
* Intellectual functioning * Adaptive skills * Motor development * Sensory functioning
45
Cognitive Characteristics
* Cognitive development under one year * Limited level of awareness and attention * Limited means of responding * Severely limited skill development ability * Often lack intentional communication
46
Social Characteristics
* Lack of interaction with others * Lack of opportunities for socialization * May exhibit stereotypy, self-injurious behavior * May be non-compliant * May be irritable
47
Physical Characteristics
•General poor health, weak, lack strength and stamina • •Usually on one or more types of medication • •Cerebral palsy is common; many are nonambulatory • •Many have seizures • •Many have sensory deficits • •May have respiratory problems
48
Prevention of Severe Disabilities
•Advances in prenatal testing: ## Footnote \> Amniocentesis ( fluid from mothers uterus is withdrawn for testing and result in 7-14 days) \> Chronic Villus Sampling (diagnostic procedure which involves removing some chorionic villi cells from the placenta at the point where it attaches to the uterine wall ) \> Percutaneous Umbilical Blood Sampling (diagnostic test that examines blood from the fetus to detect fetal abnormalities )
49
Students with intensive needs
Students with disabilities sometimes exhibit serious problem behaviors such as tantrums, self-injury, aggression toward others, and property destruction
50
The goal of educational programs for students with cognitive disabilities
a) to enable students to participate in general education classes as much as possible, b) to facilitate involvement in community activities, c) to assist students with successful transitions to the adult world of work, and d) to prepare students to become integral, productive members of their communities.
51
Functional Behavior Assessment
Teachers must know how to conduct a functional behavior assessment in order to determine the function of a specific challenging behavior
52
CHOICES based on 3 principles
Building Relationships : [Get to know each student, Spend time together, Plan activities that each student enjoys, Treat each student with respect] Positive Communication : [Focus on strengths, Learn how each student communicates, Respond to communication, Use positive words, Communicate what “to do”] Positive Supports : [Constructive Communication, Prevention Positive Engagement, Choices, Modeling, Constant Reassessment ]
53
Students engage in challenging behaviors because they are
* Lonely * Bored * Afraid * Unhappy * Frustrated * Angry * Sad * Physically ill
54
Students communicate wants and needs through a variety of behaviors
* Walking around * Hitting * Pushing objects/activities away * Sleeping * Running away * Taking things * Smiling * Laughing
55
Responding to Communication Attempts (severe)
By responding to behavioral cues and meeting the needs of students, we show that we care and that we respect what they are communicating to us. By responding to behavioral cues we prevent the need for inappropriate or disruptive behaviors
56
Autism Spectrum Disorders Defined
Characterized by difficulties in: * communication (delay, disordered) * social interaction (aloof, poor social skills) * Behavioral (repetitive, stereotypic, atypical)
57
Autism Spectrum Disorders
The 5 types of ASDs (formerly PDDs) are: •Autistic Disorder (Classic Autism) • •Asperger's Disorder – not same as high •functioning autism • •Rett's Disorder – mostly females • •Childhood Disintegrative Disorder • •PDD-Not Otherwise Specified (PDD-NOS).
58
Early Indicators of ASD
nDoes not babble, point, or make meaningful gestures by 1 year of age nDoes not speak single words by 16 months nDoes not combine two words by 2 years nFails to respond to name nLoses language or social skills nDoes not follow gaze or point nAtypical display of anger nHand-leading
59
Early Indicators of ASD
Poor eye contact nDoesn't seem to know how to play with toys nExcessively lines up toys or other objects nIs attached to one particular toy or object nDoesn't smile (often) and/or smiles in isolated or unusual contexts nAt times seems to be hearing impaired nLack of “typical” fear
60
Additional Communication Related Indicators
Inability to read non-verbal language Specialized rigid meanings Monologue rather than dialogue Difficulty with sarcasm (That’s great!) Echolalia Flat or sing-song intonations Poor match between body language and words
61
Additional Behavioral & Psycho- physiological Symptoms
Repetitive behaviors Obsessions nExtreme difficulty with transitions or changes in routine ANXIETY Self-Stimulatory Behaviors Unusual Eating Habits and Tastes nSeizures: 1 in 4
62
Cause Autism
nNo single cause identified n nInterplay between genetics and environment leading to abnormal brain growth and development
63
Diagnosis
nParents usually 1st to notice differences nSocial and Emotional concerns need to be addressed at well baby checks nComprehensive and Specialized Screening tools now available (CHAT, M-CHAT, etc.) nComprehensive Diagnostic Evaluation (team) nNeurological Examination nNeed for internationally accepted protocol for EARLY diagnosis
64
Treatment
Dietary Medicines Early Intervention

Child With Special Needs Exam II (1 decks)

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