Chapter Four: Pre-School Years Flashcards
Autism
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
Key Indicators of Autism Spectrum Disorders (ASDs)
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
Other Indicators of Autism Spectrum Disorders (ASDs)
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
Special Education Disability Codes
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
Intellectual Disability
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
Hearing Impairment
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
Deafness
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
Speech or Language Impairment
04 – a communication disorder such as stuttering, impaired articulation, voice impairment, or language impairment that adversely affects a student’s educational performance
Visual Impairment
05 – impairment in vision, which, even with correction, adversely affects a student’s educational performance. visual impairment includes partial sight and blindness
Emotional Impairment
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
Orthopedic Impairment
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
Other Health Impairment
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.
Specific Learning Disability
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
Multiple Disabilities
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
Deaf-Blindness
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
Traumatic Brain Injury
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
Developmental Delay
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
Wernicke’s Aphasia
Can speak freely with proper syntax
Have troubles understanding speech and finding the words to express themselves
Broca’s Aphasia
Can understand but not reproduce speech well
Aphasia
Damage to Broca’s or Wernicke’s area
Disruption in the ability to understand or produce language
Located left hemisphere
Brain Structures Involved in Language
Biological structures of LAD based in left hemisphere of most right handed people and for 2/3 left-handed.
Causes of Child Abuse
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.
Effects of Child Abuse
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.
Child Abuse and Neglect
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
