Unit 2 Flashcards
(111 cards)
1
Q
Preschool Age
A
- gross-motor development; balance improves, running, jumping, climbing
- fine-motor development; coordination of small movement, painting, coloring, legos, left or right handedness established
- development is rapid
2
Q
Elementary School
A
- varies among students
- taller, leaner, stronger
- girls tend to be larger than boys (11-14)
- development is steady
3
Q
Adolescence
A
- puberty can start around 10
- acne, odor, oily skin
- different rates, girls typically done by 15-16 and boys can grow until 19
- out of sync with their peers, have to watch that
- early maturation: boys; more popular and delinquent behavior
- girls: negative…emotional difficulties
4
Q
Play and Recess
A
- play supports brain, language, and social development
- provides opportunities for students to practice problem solving and cooperation, release tension
- increase in obesity linked to inactivity
5
Q
Obesity
A
- childhood: has more than doubled in children and tripled in adolescence in the last 30 years
- caloric imbalance, too few expended for amount consumed
- more likely to be obese adults with health problems
- adults: 35.7% are obese, heart disease, stroke, diabetes, certain types of cancer
- can affect the future of healthcare and insurance rates
6
Q
Causes of Obesity
A
- modern work
- not enough exercise
- eating habits: portion sizes, bad junk good
- too little sleep
- not enough education about what causes obesity and how you can fix it
7
Q
Anorexia
A
- refusal to maintain body weight at or above a minimally normal weight for age and height
- intense fear of gaining weight
- typically middle aged white adolescent girls
- depressive symptoms, obsessive-compulsive features
- often appear as “model” students, perfectionistic, compliant, introverted
8
Q
Bulimia Nervosa
A
- recurrent episodes of binge eating; lack of control over eating during an episode
- recurrent inappropriate compensatory behavior at least twice a week for 3 months
- late adolescence or early adulthood
- chronic or intermittent
- depressive symptoms, mood disorders, anxiety, substance abuse
- feel out of control and ineffective
9
Q
Bronfenbrenner’s Bioecological Model of Human Development
A
- individuals are active in their own development
- mutual influence: individuals influence their environment and the environment influences the individual
- changes in one part of the system affect other parts: traffic example
- normative transitions (school entry, puberty, marriage) things that happen to everybody
- non-normative transitions (death, illness, divorce)
10
Q
Microsystem
A
-where you spend most of your time
11
Q
Mesosystem
A
-relationship between microsystems: home and school such as teachers and parents on the same page
12
Q
Exosystem
A
-one or more connections of setting that don’t affect the child directly; a child cannot affect on public policy, but public policy has an effect on the child
13
Q
Macrosystem
A
-broad cultural blueprint; the child may not have been alive, but they know things that are important to our cultural values
14
Q
Families in Social Context
A
- 10% of children live with parents who have never married
- half of kids who have parents who stay married
- increasingly blended families and extended families
- divorce (40-50% of first time marriages end in divorce)
15
Q
Parenting Styles
A
- authoritarian (low warmth, high control); controlling, do not allow children agency, not abusive, but not openly affectionate
- authoritative (high warmth, high control); clear limitations/expectations and clearly enforced rules, but also affectionate
- permissive (high warmth, low control); no clear limitations/high affection
- rejecting/neglecting (low warmth, low control); no clear limitations/no affection or attention
- good parenting and good teaching are related
16
Q
Social Context for Development: Peers
A
- big role in personal and social development, including achievement and motivation
- crowd>clique (small groups)
- peer culture: groups of children or adolescents with their own rules and norms
- conformity to group rules
17
Q
Child Abuse or Neglect
A
- Children’s Defense Fund (takes care of court cases, 40% of cases do not get addressed, and 40-80% of cases involve parental substance abuse)
- there are many government positions who also must act as mandated reporters, and they are required to report any kind of sign of abuse
18
Q
Influences on Peer Status
A
- parenting styles
- match with classroom climate
- birth order (later born children tend to be more popular)
- cognitive skills
- physical characteristics
- behavior styles
19
Q
Teaching Strategies to Enhance Peer Relationships
A
Do:
- use cooperative grouping where kids work together
- give assignments using different skills
- find, recognize, and attribute competence
Don’t:
- make students compete for grades
- highlight differences or make struggles public
- scapegoat or tease a kid
- penalize a whole class for one kid’s actions
- ever allow harmful teasing or bullying
20
Q
What is Identity?
A
- organization of instincts, abilities, beliefs, and personal history into a consistent image
- a personal schema
21
Q
Erikson’s Psychosocial Theory of Development
A
- constant search for identity, role of culture throughout life, connects personal to social development
- State theory (8 stages):
- developmental crisis: specific conflict whose resolution prepares the way for the next stage
- crisis resolution: clearer identity formation
- adequate resolution of crisis leads to greater personal and social competence
22
Q
Erikson’s 8 Stages of Psychosocial Development
A
- Trust v. Mistrust (0-1.5 years) feeding
- Autonomy v. Shame/Doubt (1.5-3 years) toilet training
- Initiative v. Guilt (3-6 years) independence
- Industry v. Inferiority (6-12 years) school can make inferiority or failure if they don’t resolve it
- Identity v. Role Confusion (teen years) peer relationships; possible false identities to fit in or to not make a choice
- Intimacy v. Isolation (young adult) love relationships
- Generativity v. Stagnation (middle adult) parent/mentor; supporting the next generation or feel stuck and useless
- Ego Integrity v. Despair (late adult) reflection on and acceptance of life; sense of acceptance of oneself and sense of fulfillment versus despair
23
Q
Marcia’a Theory of Identity Development
A
- James Marcia elaborated on Erikson’s theory
- two processes that lead to adolescent identity (GOAL)
- crisis: old values and choices are reexamined
- commitment: commit to certain value or role
24
Q
Marcia’s Identity Status
A
- identity diffusion: no exploration or commitment to aspects of identity
- identity foreclosure: commitment without exploration
- identity moratorium: exploration with no commitment
- identity achievement: ULTIMATE GOAL; commitment to an identity is made after a period of exploration and questioning; doesn’t happen for most people until 20’s
25
Criticisms of Marcia's Theory and Self Worth
- How many people actually reach identity achievement during adolescence?
- Life events trigger reorganization of identity through life
- his theory was mainly based on identity in reference on deciding on a career; do we have multiple identities?
26
Identity and Self-Concept
- self-concept: an individual's knowledge and beliefs about themselves
- overall concept, specific concepts (academic, sports)
- cognitive structure like a schema
- increasing complexity with development; young, positive optimistic views (I'm awesome at this); self reflection, social interaction, experiences
- self concept foundation for social and emotional development
27
Moral Development
- Theory of Mind: begins to develop between 2-3; an understanding that other people are people too, with their own feelings and beliefs
- this leads to the realization that you can take a perspective on things
28
Kohlberg's Theory of Moral Development
-tie to Piaget
3 Levels:
Preconventional: judgements are based on self-interest; avoid punishment, "I want it."
-Conventional: judgements are based on traditional family values and social expectations
-Postconventional: judgements are based on more abstract and personal ethical principles not defined by laws; greatest good for greatest number
29
Criticisms of Kohlberg
- stages not separate and consistent; situational
- in real life, moral behavior is not the same as moral reasoning
- does not account for cultural differences in moral reasoning
30
Gilligan's "Ethic of Care"
4 Stages:
- focus on self-interest
- moral reasoning based on commitment
- specific individuals and realtionships
- principles of responsibility and care for all people
- women more likely to use care orientation, but both make and female can use both orientations
31
Moral Behavior
- initially external control then gradually internalize moral rules and principles
- aggression: hostile, instrumental, overt (boys), relational (girls), cyber aggression
32
Classical Conditioning
- Pavlov
| - learning of involuntary responses in relationship with new stimuli
33
Assignment
- create an example of classical conditioning
| - do the second assignment in the slides
34
Operant Conditioning
- B.F. Skinner 1950; father of modern behaviorism
- use of consequences to modify the occurrence of a behavior
- rewards and punishment
- antecedent, behavior, consequence
35
Consequence
- result of a behavior (change to person of environment)
- reinforcer (reward) strengthens behavior
- punisher (suppresses a behavior)
36
Reinforcement
- positive (not necessarily good, just something added)
- negative (not necessarily bad, just something taken away)
- reinforce a behavior, not a person
- works best with student finds the reward to be interesting and valuable
- be consistent
- make sure to reinforce directly after behavior occurs
- Intervention Central is a good website for this
37
Punishment
- the last resort
- removal punishment (taking something away desirable)
- presentation punishment
38
Resources
- Teacher's Encyclopedia of behavior management
- Champs
- Discipline in the Secondary Classroom
- all written by Randall S. Sprick
39
Approaches to Management
- reinforcement is the best approach; teaches the child the desired behavior and is shown effective through research
- punishment should be used sparingly, does not teach the child what to do or why, only what not to do; interferes with positive relationships; unintended side effects
40
Schedules of Reinforcement
- ratio schedules: based on a number of responses (doing something 5 times and then getting a reward)
- variable schedules: based on varying numbers of responses or time intervals (more like random reinforcement; usually works well)
- start by reinforcing continuously and then switch to a fixed or variable schedule or perhaps fade all together
- Example: Class Dojo, training pigeons to peck
41
Extinction
- removal of reinforcement, behavior is extinguished; calling a friend who never returns your calls, stop calling; crying through the night
- watch out for Extinction Burst (can result in severe tantrums)
42
Social Learning Theory (Social Cognitive Theory)
- Albert Bandura
- Bobo Doll Experiment
- enactive learning (learning by doing)
- observational learning (learning by observation and imitation of others, vicarious learning)
- we may know more than we show
- you can learn something, but not perform it until the situation and incentives are right
43
Applied Behavior Analysis
-application of behavioral learning principles to change behavior
3 Steps:
-clearly specify the behavior to be changed and not the current level (baseline)
-plan a specific intervention using antecedents, consequences, or both
-keep track of the results, and modify the plan if necessary
44
Encouraging Behavior
- teacher attention is powerful for many students
- students receive about three times more teacher attention for undesirable behavior than desirable
- "Criticism trap" teachers believe that they are mildly punishing undesirable behavior when they are actually reinforcing it with attention
45
Premack Principle
- high probability behaviors serve as reinforcers for low probability behaviors
- doing what you need to do can be reinforced by doing what you like to do
- finish work and then socialize
- balance checkbook then TV
- complete graph then surf the web
46
Shaping
- when a student cannot perform a task
- involves reinforcing progress instead of waiting for perfection
- useful for building complex skills, working toward difficult goals, increasing persistence, endurance, accuracy, or speed
47
Positive Practice
- practice correct behavior as soon and as much as possible
- replace one behavior with another, academic and behavioral
- ex: running in the hall, go back and walk quietly down hall
48
Response Cost
- withdrawing or removing reinforcers contingent on inappropriate behavior
- teens: refuse homework, loss of privileges; break curfew, grounded; fail classes, loss of automobile
- young children: access to TV, bedtime, etc.
49
Managerial Strategies
- group consequences: basing reinforcement ion the whole class
- contingency contracts: the teacher draws up an individual contract with each student, describing exactly what the student must do to earn a particular privilege or reward (if...then)
- token programs: students earn tokens (points, checks, holes punched in card) for both academic work and positive classroom behavior
- be sure to emphasize learning and not just good behavior
50
Self-Management
- students can apply behavior analysis on their own to manage their own behavior
- teachers can encourage this by including students in: goal setting, keeping track of progress, evaluating accomplishments, giving their own reinforcers
51
Positive Behavior Intervention & Supports (PBIS)
- required by law for students with disabilities
- broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior with all students
- common set of expectations, taught to all students, reinforced by all adults and students
- multiple tiers (school level, classroom, individualized support)
52
Triarchic Reciprocal Causality
- self-influences (personal variables, goals, outcome expectations)
- achievement outcomes (behaviors, goal progress, motivation)
- social influences (environment variables, models, feedback)
- all directly affect each other
53
Observational Learning
- developmental status: as we age, we have longer attention, strategies, and info-processing capacity
- model prestige and competence: competent, high status models are more likely to get our attention
- vicarious consequences: info about appropriateness and likely outcomes; valued consequences motivate observers; a girl gets a 5 on an AP test, so everyone copies her method
- outcome expectations: more likely to perform if believe appropriate and will result in rewarding outcomes
- goal setting: more likely to attend to models who demonstrate behavious
- self-efficacy
54
How to Perform a Behavior in Observational Learning
-attention
-retention: mental rehearsal
-production: know how it should look, get feedback and coaching (pinterestfails)
-motivation and reinforcement (have the behavior or skill but don't perform it is a motivation issue
3 Types of Reinforcement:
-direct (operant)
-vicarious: sees others reinforced
-self-reinforcement: life is filled with tasks that require self-regulation
55
Teaching in Observational Learning (Modeling)
- directing attention
- encouraging existing behaviors
- changing inhibitions
- teaching new behaviors and attitudes
- arousing emotion
56
Self-Efficacy
-beliefs about our personal competence or effectiveness in a given area
-greater efficacy leads to greater effort, persistence, higher goals
-lower efficacy leads to task avoidance or giving up easily
4 Sources:
-mastery experiences: past successes and failures; attributed to effort, strategies, not luck
-vicarious experiences: seeing people like you succeed or reach a goal
-social persuasion: encouragement, informational feedback, and useful guidance from a trusted source
-physiological arousal: excitement equals increased self-efficacy, and anxiety decreases it
57
Self-Concept
-global measures of your thoughts and feelings of yourself
58
Self-Esteem
-judgement of self worth; emotional judgement
59
Teacher Self-Efficacy
- a teacher's belief that he or she can reach even difficult students and help them learn
- it predicts student achievement
- work harder, persist longer, less likely to burn-out
- it is higher when other teachers and administration have high expectations; when teachers receive help from co-workers; grows from real success with students
60
Self-Regulated Learners
-academic skills and self-control, learning easier, greater motivation skills and the will to learn
-co-regulation: modeling, direct feedback, coaching
-shared regulation: students work together, reminders, prompts
3 Influences:
-knowledge: understand self, subject, task, learning strategy
-motivation: find things interesting because they value learning, intelligence malleable, focus attention, see purpose in tasks
-volition: willpower, persistence, self-discipline
61
Self-Regulated Learning Cycle
-provide opportunities to identify and analyze the task at hand
-teach learning strategies
-encourage students to reflect
-assign complex tasks with multiple goals over extended time
-share control with students: choice results in increased motivation, models good decision making
-assign tasks that make students self-evaluate
-encourage collaboration
4 Parts
-analyzing the task: what, resources, standards for success
-setting goals and devising a plan: learning goal orientation, consequences with outcomes, previous experience with similar tasks
-enacting strategies to accomplish the task: examining given information, monitor products, cognitive load
-regulating learning (adjusting); meta cognition monitoring and control
62
Cognitive Behavior Modification
- focus on self-talk to regulate behavior
| - listening, planning, working, checking
63
Emotional Self-Regulation
-awareness of one's emotions and feelings of others
-CASEL
Skills
-self-awareness: accurate assessment of feelings, values
-self-management: regulating emotions to handle stress, impulses
-social awareness: perspective/empathy for others; recognizing individual and group similarities
-relationship skills: healthy and rewarding relationships; ways to prevent and resolve conflict
-responsible decision-making: consider ethical standards, safety, social norms
64
What is Motivation?
- internal state that arouses, directs, and maintains behavior
- what drives your actions, thoughts, and emotions
- engagement and investment-related constructs
65
Intrinsic Motivation
- seek out activities and challenges because they're satisfying
- associated with positive outcomes
66
Extrinsic Motivation
- do things because of reward or punishments not the activity itself (for the grade, to avoid being punished, pleasing someone like a teacher or parent)
- associated with negative emotions, poorer achievement
67
Different Views on Motivation
- Behavioral: rewards and incentives; extrinsic
- Humanistic: intrinsic sources of motivation; intrinsic; individuals have a desire to reach full potential
- Cognitive: people are active, curious, we want to solve relevant problems; intrinsic
- Social-Cognitive: expectancy x value; both int/ext
- Sociocultural: identity, company we keep; intrinsic
68
Maslow's Hierarchy of Needs
- lower needs need to be met before higher needs can be addressed
- what broke up me and Sean
69
Self-Determination Theory
- autonomy, competence, relatedness
- need to feel competent, have control over our lives, and be connected
- in the classroom: autonomy supportive environments; controlling environments; "must and should" undermines intrinsic motivation; focus on "why"
- belonging/relatedness; more engagement in school, important for at-risk students
70
Goal Orientation
- goals that increase motivation are specific, moderately difficult, and able to be reached in the near future
- set small goals so students can experience success
- mastery goals: task goals, learning goals; focus on improvement and learning, deeper processing
- performance goals: ego goals, ability goals; comparison to others, doing things to look smart, pick tasks that are too easy, cheat, work hard only on graded assignments
71
Performance Approach Goals
- associated with high self-efficacy
- an entity view of ability
- a strong internal focus on control
- high utility/instrumental value
- strong self-image involvement
72
Performance Avoidance Goals
- goal to avoid failure or looking incompetent
| - low self-efficacy; lack of support; strong self-image involvement
73
Work Avoidance Goals
- feel successful when they don't have to try hard, work is easy and can "goof off"
- associated with lack of support, low cost for not trying, low relational value, low self-image involvement
74
Social Goals
- to be connected to others or be part of a group
| - associated with lack of intrinsic interest; unmet prior needs; motivated with tasks for highly relational value
75
Mastery Learning Goals
-to improve oneself and to challenge oneself
76
Epistemological Beliefs
- beliefs about the structure, stability, and certainty of knowledge; how best learned
- structure of knowledge: simple or complex
- stability/certainty of knowledge: fixed or evolve
- ability to learn: fixed (innate) or changeable
- speed of learning: learning quickly or over time
- nature of learning: what does learning mean? memorization? integration?
77
Incremental Ability View
- we are more motivated by tasks for which we have an incremental view of ability (effort/learning)
- ex: I did well on my math test because I studied.
78
Entity Ability View
- we are less motivated by tasks for which we have an entity view of our ability (inherent/unchangeable)
- Ex: I did poorly on my test because I'm bad at math.
- teachers that hold these views are quicker to form judgements and slower to change opinions based on these judgements
79
Attribution Theory
-how explanations, justifications, and excuses influence motivation and behavior
-why did I do well on my test?
-why did I fail my quiz?
3 Dimensions
-locus: internal or external
-stability: whether cause same across time and in different situations; ex: talent stable, effort changes
-controllability: whether can control the cause; ex: effort controllable, innate talent is not
Expectancy x Value:
-stability: expectations for the future
-internal/external: whether hope or better outcomes next time
-controllability: feelings of shame/guilt or pride
-the greatest motivational problems arise when the students attribute failures to stable, uncontrollable causes
80
Learned Helplessness
-belief that what happens in your life is uncontrollable
81
Self-Worth
- mastery-oriented: increase skills and abilities; failure doesn't threaten sense of self-worth/competence
- failure-avoiding: only as smart as your last game/grade/performance; low self-efficacy
- failure-accepting: low ability, can't do anything about it
82
What is intelligence?
- academic knowledge vs "street smarts"
- single entity vs. multiple abilities
- innate vs. environment
- is intelligence predictive of later achievement
83
Theoretical Construct of Intelligence
- unobservable/abstract
- most theories about the nature of intelligence include: the capacity to learn; the total knowledge a person has acquired; ability to adapt
84
History of Intelligence
- Binet & Simon created first IQ test to identify school aged children with mental retardation
- Binet-Simon scale became the Stanford-Binet
- Yerkes: Army Alpha and Army Beta
- Wechsler tests (WAIS, WISC-IV, WPPSI)
85
Spearman's Intelligence Theory (1927)
- one ability; generalized intelligence
- intelligence is explained by one main ability: general intelligence "g"
- performance on tasks also includes specific abilities
86
Cattell & Horn's Intelligence Theory
- intelligence is composed of two separate abilities
- fluid intelligence (mental efficiency): nonverbal and culture free; problem solving, abstract thinking, reasoning;
- crystalized intelligence: dependent on exposure; acquired skills and knowledge of facts; culturally appropriate application
87
Carroll's Hierarchal Intelligence Theory
- combined Spearman and Cattell & Horn
- fluid intelligence: general reasoning, quantitative, reasoning
- crystallized: oral fluency, writing ability, language
- general memory and learning: associative, visual memory, memory span
- g, broad abilities, specific abilities
88
Gardner Multiple Intelligences Theory
- intelligence is "the ability to solve problems and create products or outcomes that are valued by culture
- be careful with this theory; there is little research and support; talents overlap
89
Sternberg's Triarchic Theory of Intelligence
- analytical intelligence: problem-solving skills
- creativity: insight
- practical intelligence: common sense; adaptability
90
Measuring Intelligence
- IQ; intelligence quotient; started over mental age/chronological age x 100
- individual IQ tests; administered by a one-on-one trained psychologist
- group IQ tests: given to whole class at once; less likely to yield accurate results
- IQ predicts success in school, but is less predictive of success in life when level of education is taken into account
- IQ tests are designed that 100 is the average
91
Where Does Intelligence Come From?
- support for genetic contribution; heritability studies; genes establish range of behavior
- support for environmental contributions; Hart and Risley (spoken language, SES, and IQ); Romanian orphanages (neglect, early experiences, and IQ)
- intelligence is malleable
- genes and environment are about 50/50
92
Does IQ Matter?
-yes, but social skills, emotional intelligence, interpersonal awareness all matters too
93
Gender Intelligence
- girls tend to score higher on verbal tests
- boys tend to score higher on mental rotation of objects; scores more variable
- research is inconclusive; academic socialization and teacher treatment of students may play a role
94
Reschly's Surgeon General's Warning on IQ
- her dad wrote this
- IQ tests are best seen as predicting performance in school and reflecting the degree which children have mastered middle class cultural symbols; not innate-genetic capacity and scores are not fixed
95
The Flynn Effect
- IQ scores have continued to rise since early 1900's, so to keep 100 as the average, tests are more difficult
- intelligence isn't necessarily intelligence, it's how well you think in the modern world of classification
96
IQ Issues
- not innate capacity
- concerns over test bias
- use of scores (language barriers)
- Pygmalion Effect: (pig-MAIL-ion) when a teacher thinks that a student will be likely to succeed in the year, the teacher treats them nicer and pays more attention to them, actually increasing how much they learn
97
Learning Styles
- DON'T DO IT
- learning styles: the characteristic ways a person approaches learning and studying
- research does not support idea that matching learning style to instruction/studying has any effect on achievement
- like medical malpractice
- learning preferences: individual preferences for particular learning modes and environments
- value in having students thinking about how they learn
98
Diversity and Labels
- are labels good? they are opportunities for special programs; help teacher develop appropriate instructional strategies
- labels bad? stigmatizing; self-fulfilling prophecies; description (label) inappropriately becomes the explanation
99
Difference Between Disability and Handicap
- disability is the inability to do something specific such as see or walk
- handicap is a disadvantage in certain situations
100
Person-First Language
- "students with..." NOT special education student/epileptic student
- alternative to labels that describe a complex person in one or two words, implying that the condition is the most important part of the person
101
Special Education Law
- passed in 1975; known as PL 94-142; states must provide a Free and Appropriate Public Education (FAPE); zero reject (all means all); each state/district has obligation to "child find"
- nationally, 13% of students (6-21) receive special education services
- twin law to NCLB; both focused on scientific-based research
102
Principles of Special Education Law
- least restrictive environment
- Individualized Education Plan (IEP) written by team; present level of performance, annual goals (short-term goals too); services to be provided; extent of participation in required testing; when older, transition plan
- provisions for student and parent rights
103
Section 504
- not all students covered by IDEA; 2 requirements: must have a disability according to IDEA criteria and demonstrate educational need
- 504 part of civil rights law preventing discrimination against people with disabilities in programs that receive federal funds (including public schools)
- team develops 504 accommodations (fewer rules, no money attached)
104
Learning Disabilities
- controversy over this category; what does LD mean?
- in general, performance below what would expect given their other abilities
- most commonly difficulty with reading
- early identification critical
- students appear to benefit from learning strategy instruction
105
ADHD
- 1 in 10 children diagnosed with ADHD; problems persist into adulthood for about 50% of those diagnosed
- pervasive pattern of inattention, impulsivity, and/or hyperactivity that is more frequent and severe than is typically observed in individuals at a comparable level of development
- Drug Treatment Controversy: those who are not medical professionals should refrain from suggesting pharmaceutical treatment
- students benefit from approaches that combine motivation training with instruction in learning and memory strategies and behavior modification
- if you suggest medication in an IEP meeting, then the school is automatically responsible for paying for it
106
Communication Disorder
- speech disorder: inability to produce sounds effectively for speaking
- articulation disorders: production difficulties (substitution, distortion, omission of sounds)
- voicing disorders: inappropriate pitch, quality, loudness, or intonation
- here, too, intervention important; great progress possible
107
Emotional and Behavioral Disorders
- IDEA: emotional disturbances as inappropriate behaviors, unhappiness, or depression, fear, anxiety
- overlap in symptoms among high incidence disability categories
- benefit from behavioral interventions, teaching of social skills
- early identification important
- respond to structure and organization in environment, schedules, activities, and rules
108
Intellectual Disability
- formerly Mental Retardation
- disability characterized by significant limitations in both intellectual functioning and adaptive behavior as expressed in conceptual, social, and practice adaptive skills
- generally IQ score below 70
109
Autism Spectrum Disorders
- ASD
- developmental disability affecting verbal and nonverbal communication and social interaction, evident before age 3
- early and intense intervention is important; focus on communication and social relationships
110
Response to Intervention
- now referred to as MTSS
- the practice of using evidence-based instruction to address student needs while monitoring progress over time in learning and behavioral domains
- came about because of: dissatisfaction with achievement results and outcomes; expensive and disjointed programs in general, remedial, and special education; concerns about effectiveness of special education, overrepresentation, and problem with how students are identified for LD
111
Gifted and Talented Students
- learn easily and rapidly and retain what they have learned
- use common sense and practical knowledge
- use a large number of words easily and accurately
- creative or make interesting connections
