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Child With Special Needs Exam II > EXAM II > Flashcards

EXAM II Flashcards

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
Q

Mixed Loss

A

•Senior citizens often have combination of conductive and sensorineural losses

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26
Q

Tinnitus

A

•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
Q

General Guidelines for Deaf and Hard-of-Hearing Conditions

A
  • 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
Q

General Guidelines Deaf/Hearing

A
  • Minimize background noise and distractions
  • Do not raise your voice
  • Use lots of visual aids and demonstrations
  • 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
Q

Auditory Perception:

A

•ability to receive sound & interpret it correctly

30
Q

Auditory Acuity

A

•Sharpness of hearing

31
Q

Auditory discrimination

A

• ability to distinguish between meaningful sounds which are similar in nature

32
Q

Auditory Figure Ground Perception

A

•ability to recognize a familiar sound from a background of confusing noises

33
Q

Rhythm perception

A

•ability to perceive rhythm

34
Q

Auditory memory

A

•ability to store in memory sequence of sound and retrieve it when necessary

35
Q

Auditory Integration

A

•ability to coordinate hearing with other senses

36
Q

difference between LD & ADHD

A
  • 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
Q

Prevalence of ADHD

A
  • 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
Q

Impact of ADHD

A
  • 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
Q

Characteristics of ADHD

A

(IIH)
•Inattention
•Impulsivity
•Hyperactivity

40
Q

Inattention

A
  • 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
Q

Impulsivity

A
  • Rushing into things
  • Careless errors
  • Risk taking
  • Taking dares
  • Accidents/injuries prone
  • Impatience
  • Interruptions
42
Q

Hyperactivity

A

•Restlessness
•Can’t sit still
•Talks excessively
•Fidgeting, squirming in seat
•Always on the go
•Easy arousal
•Lots of body movement

43
Q

Severe Disability

A

Children with disabilities because of the intensity of their physical, mental or emotional problems need highly specialized education, social psychological & medical services

44
Q

Characteristics of Severe Disabilities

A
  • Intellectual functioning
  • Adaptive skills
  • Motor development
  • Sensory functioning
45
Q

Cognitive Characteristics

A
  • 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
Q

Social Characteristics

A
  • Lack of interaction with others
  • Lack of opportunities for socialization
  • May exhibit stereotypy, self-injurious

behavior

  • May be non-compliant
  • May be irritable
47
Q

Physical Characteristics

A

•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
Q

Prevention of Severe Disabilities

A

•Advances in prenatal testing:

> 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
Q

Students with intensive needs

A

Students with disabilities sometimes exhibit

serious problem behaviors such as tantrums,

self-injury, aggression toward others, and

property destruction

50
Q

The goal of educational programs for

students with cognitive disabilities

A

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
Q

Functional Behavior Assessment

A

Teachers must know how to conduct a

functional behavior assessment in order to

determine the function of a specific

challenging behavior

52
Q

CHOICES based on 3 principles

A

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
Q

Students engage in challenging behaviors
because they are

A
  • Lonely
  • Bored
  • Afraid
  • Unhappy
  • Frustrated
  • Angry
  • Sad
  • Physically ill
54
Q

Students communicate wants and needs through a variety of behaviors

A
  • Walking around
  • Hitting
  • Pushing objects/activities away
  • Sleeping
  • Running away
  • Taking things
  • Smiling
  • Laughing
55
Q

Responding to Communication
Attempts (severe)

A

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
Q

Autism Spectrum Disorders Defined

A

Characterized by difficulties in:

  • communication (delay, disordered)
  • social interaction (aloof, poor social skills)
  • Behavioral (repetitive, stereotypic, atypical)
57
Q

Autism Spectrum Disorders

A

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
Q

Early Indicators of ASD

A

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
Q

Early Indicators of ASD

A

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
Q

Additional Communication Related Indicators

A

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
Q

Additional Behavioral & Psycho- physiological Symptoms

A

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
Q

Cause Autism

A

nNo single cause identified
n
nInterplay between genetics and environment leading to abnormal brain growth and development

63
Q

Diagnosis

A

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
Q

Treatment

A

Dietary
Medicines
Early Intervention

Child With Special Needs Exam II (1 decks)

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