L8- Problems, interventions and professional issues (educational psychology)

Question 1

Are systems uses to classify and diagnose problems? If so what systems?

Answer 1

Yes.

DSM5
ICD ||
National classifications
Classifications development in sciences

Question 2

What is the terminology used within the classification systems for problems?

Answer 2

Terms and definitions are used.

Terms are used to explain, using words. Definitions are statistical, mentioning IQ and expectations of the individual with problems in regards to curriculum.

Question 3

Define what learning difficulties are

Answer 3

Deficits in cognitive ability

Question 4

What are the two types of learning difficulties?

Answer 4

Pervasive learning difficulties

Specific learning difficulties

Question 5

List the learning difficulties which are pervasive learning difficulties

Explain what each of these are (iq and what deficits are)

Answer 5

Moderate LD
IQ- 55<70
Attainment is well below in all/ most areas of curriculum. And possible low self esteem due to this.

Severe LD
IQ- 25<55
All areas of curriculum, the individual is well below in. (No higher than early primary level)
Slower language acquisition
Maths is simple counting
Reading is pre-alphabetic, few words.

Profound and Multiple LD
IQ- <25
Possibly no language. Most communication is gestures and expression
Typically accompanied by physical and sensory impairment
Can be caused by pre-perinatal neurological impairments

Question 6

Name all the specific learning difficulties

Answer 6

Dyslexia
Mathematics disorder
Developmental coordination disorder

Question 7

Explain what dyslexia is

Answer 7

Problems reading/ writing but have normal cognitive abilities, in terms of IQ.

They have issues identifying speech sounds and understanding how they relate to other letters and words (lack phonological awareness)

Question 8

What is the typical IQ for someone with dyslexia?

Answer 8

The reading IQ score for someone with dyslexia is <70 but combined IQ is 100

Question 9

How common is dyslexia? And more common if what?

Answer 9

3-7%

More common in males

Question 10

Which brain area is related to dyslexia

Answer 10

left Hemisphere:
Inferior frontal gyrus
Inferior parietal lobe
Middle and ventral temporal cortex

Question 11

What further problems can dyslexia cause?

Answer 11

• learning difficulties, cant keep up with peers
• social problems= low self-esteem, behavioural problems, anxiety, aggression.
• increased risk of ADHD
• problems as adults such as inability to reading affecting them from reaching their full potential

Question 12

What causes dyslexia?

Answer 12

• genes can affect this
• neurological factors (such as the left hemisphere and brain regions)
• environment (language and education at home)
• the type of written language in their language is important. For example, english language has a complex links to sounds and written language making more problems for dyslexics.

Question 13

What is mathematics disorder?

Answer 13

Problems in maths despite normal level of cognitive abilities (IQ)

Question 14

Name a mathmatics disorder:

Answer 14

Discalcuila

This is problems with numbers and arithmetics specifically.

Question 15

How often is mathmatical disorder and who is this more common in?

Answer 15

3-6%

Roughly equal in males and females

Question 16

What is mathmatical disorder combined wth? What is this called?

Answer 16

With dyslexia

Comorbidity.

Question 17

Explain what developmental co-ordination disorder is

Answer 17

Problems with motor co-ordination specifically.
Absence of general physical ability
Problems with object recognition and planning of movement
Issues writing, drawing, dressing and sports

Question 18

What si the IQ of someone with development co-ordination disorder?

Answer 18

Normal IQ but absence of general physical ability

Question 19

How common is the developmental co-ordination disorder? And who is this more common in?

Answer 19

5% of child population have severe problems

Affects more boys than girls

Question 20

What is the future direction of classification of development issues.?

Answer 20

1 categories vs dimensions
= dimensions in classification systems would be more beneficial

2neglect of non-cognitive academic difficulties
The only academically relevant problem considered is learning difficulties. But the motivation problems at school are not considered or excessive negative academic emotions are not considered

3.need t consider the strengths and positive development instead of focusing on the negatives.

Question 21

Name the internalising difficulties

Answer 21

Anxiety disorders

Depressive disorders

Question 22

What are internal disorders?

Answer 22

Emotional problem focus, the problems fall from emotional problems

Question 23

How common are anxiety disorders?

Answer 23

5-10%

Question 24

Explain what externalising and attention deficit difficulties are

Answer 24

Conduct problems, oppositional behaviour

• adhd
• not in the individual but how they act

Question 25

How common are externalising and attention-deificit difficulties?

Answer 25

25% of pupils will have one of these at some point

Question 26

List the three subcategories of externalising and attention deficit difficulties

Answer 26

Conduct disorder Oppositional deifant disorder ADHD

Question 27

Explain conduct disorer

Answer 27

- repetitive violation of other peoples rights or social norms (anti social behaviour) - aggression, theft, destruction of property - example is bullying

Question 28

Example of conduct disorder

Answer 28

Bullying Physical verbal relational cyberbullying

Question 29

What are the three groups of symptoms in adhd

Answer 29

1 attention problems 2hyperactivity 3 impulsive behaviour

Question 30

How prevelant is adhd in school children

Answer 30

2-7% 5-15: 3. 6% in boys 0. 9% in girls

Question 31

Who is adhd more common in?

Answer 31

Boys

Question 32

Name the three presentations of adhd and the symptoms of each presentation

Answer 32

Inattentive =easily distracted Unorganised Difficulty listening Hyperactive/impulsive =difficulty sitting still Rush through tasks Make rash decisions Combined (both inattentive and hyperactive/impulsive) = symptoms of both

Question 33

Name the causes of adhd

Answer 33

- genetic factors - pre mature birth and low birthweight - specific infectious disease and toxic substances - traumatic brain injury - issues in neurotransmitter systems - neurological problems w execuative functions

Question 34

Consequences of adhd

Answer 34

- negative factors on learning and educational attainment | - affects classroom managment

Question 35

Explain anorexia nervosa and how common and consequences and causes of this

Answer 35

= food restriction and low weight Strong desire to be thin and having a fear to gain weight Distorted body perception 0. 9%-4.3% of women 0. 2%-0.3% of men (typical to be higher as less likely to report) Consequences: - psychological and physical health affected Causes: -unclear (genetic, low se, desire for control)

Question 36

List the two sensory/ physical disabilities

Answer 36

Visual impairment | Hearing impairment

Question 37

Explain what cerebral palsy is

Answer 37

Movement disorder in early childhood Symptoms consist of poor coordination, stiff muscles, weak muscles, trmeors Can possibly have problems with sensation, vision, hearing, swallowing, speaking

Question 38

Explain the lack of coherance test for autism

Answer 38

Sentence completion test Lack of coherance answer and coherant answer

Question 39

What are the codes of practise (phases of action) for SEN children in schools?

Answer 39

1 school action 2 school action plus 3 statutory assessment 4 statement of special educational needs

Question 40

Intervention examples

Answer 40

Consultation -> training ->prevention ->therapy

Question 41

When are assessments completed

Answer 41

When problems cannot be solved by teachers parents or learners - sch action not sufficient - referal to educational needs assessment to determine sch action plus or sen statement Answers what th eproblem is and to see if the criteria of SEN is met

Question 42

Criteria for assessments

Answer 42

Reliability Validity Ecomony

Question 43

Types of performance tests

Answer 43

Intelligence tests Tests for specifc cogntive functions Academic acheivement tests

Question 44

Explain the 5x3 taxonomy of tasks

Answer 44

``` core tasks 1 assessment 2consultation 3training 4 intervention 5 research ``` Three levels 1 child and family 2 sch 3 local authority