KIN120 Final Flashcards
Adapting should lead to the following indicators?
Warm and positive climate
Ensuring success-oriented activities
Time spent on lesson objectives
On-task behaviors that are linked to lesson objectives
Shared responsibility for learning and demonstrated
self-determination (choice making)
INPUTS THAT INFLUENCE TEACHING?
−People (both students and teachers): age, gender,
socioeconomic class, culture, self concept, attitudes,
knowledge, actual and perceived competence, creativity,
expectations, perceptions, emotions, fears etc.
−Environment: class size, facilities, equipment, school,
home and community resourses, lighting, sounds, smells
etc.
Time: can include things such as instructional time, time
spent on activities, prep time, time of day, willingness of
the participant to ‘put in the time’ to learn a skill, etc.
−Opportunity: can be broken down into family, school and
community (positives and negatives) in relation to
individual students. Is largely determined by cultural,
economic, and moral variables.
LEVELS OF ASSISTANCE IIN EFFECTIVE TEACHING?
In performing a task or a sequence of tasks, participants
require different levels of assistance: physical, visual,
verbal, or a combination of these
3 elements (ABC’s of Behavior)?
I. Antecedent (Stimulus)
II. Behavior (Response)
III. Consequence (Reinforcer)
METHODS USED TO STRENGTHEN OR
MAINTAIN BEHAVIOURS?
Reinforcement:
−Purpose of any reinforcement is to increase or strengthen
behaviour or response over time
−The contingent presentation of a consequence or event
immediately following a specified response that
increases the likelihood of that behaviour occurring
again.
METHODS USED TO STRENGTHEN OR
MAINTAIN BEHAVIORS?
Positive Reinforcement (R+): −Presentation of a favourable event (reward)
Negative Reinforcement (R–
):
−Omission or removal of an unfavourable event
(escape)
What is Punishment?
Punishment designed to prevent or stop a behaviour from occurring
Positive Punishment?
An event that decreases the probability that a response will be
repeated in the future
− Don’t jump off cliff to avoid injury
− Don’t steal because fear of punishment
Negative Punishment?
Weakening of a response by the omission of favourable stimulus
− Lose license for reckless driving (license is the favourable
stimulus)
ISSUES TO CONSIDER WHEN USING R+?
Reinforce every behaviour when teaching something new
−Reinforcers should be functional, age-appropriate,
individual and easily provided
−Opportunity for a higher probability behaviour will
reinforce any lower probability behaviour
• Don’t get dessert unless you eat your vegetables at
dinner
ISSUES TO CONSIDER WHEN USING R–?
The word negative means the event has been
contingently removed or taken away
−It does not mean the consequence is negative
PROCEDURES TO ELIMINATE OR
DECREASE A BEHAVIOUR?
Punishment
−Unlike Reinforcement, punishment is used to
decrease a behaviour
Issues to Consider: −Does not build a positive relationship −Emotional responses are likely −Potentially addictive to punisher −Teaches people what NOT to do
Time Out(s) −Extension of punishment concept −Based on assumption that some R+ in the environment is maintaining behavior −Removal from the opportunity to receive R+
Signal Interference
−Use of a signal to communicate disapproval
−1-2-3 Magic
Proximity
−Think about the individual’s social groups
PRINCIPLES FOR MANAGING THE
ENVIRONMENT?
- Use optimal structure
- Reduce space
- Eliminate irrelevant stimuli
- Highlight relevant stimuli
INSTRUCTIONAL APPROACHES FOR EFFECTIVE TEACHING?
- ETA
- Bottom-up
- Top-down
Other helpful techniques 1. Task Analysis Breaking a skill down into smaller components Forward Chaining Backwards Chaining
Definition of ID?
§Characterized by significant limitations both in intellectual functioning and in adaptive behaviour expressed in conceptual, social, and practical adaptive skills.
Originates before the
age of 18
The following assumptions are
essential to the application of ID:
1. Limitations in functioning must be considered within the context of community environments typical of the individual’s age, peers and culture.
2. Valid assessment considers cultural and linguistic diversity as well as differences in communication, sensory, motor, and behavioral factors.
- Within an individual,
limitations often coexist
with strengths. - An important purpose of
describing limitations is to
develop a profile of needed
supports.
5. With appropriate personalized supports over a sustained period, the life functioning of the person with ID generally will improve.
Adaptive behaviour?
A collection of conceptual, social and practical skills that have been learned by people in order to function in their everyday lives
Three (3) Adaptive
Behaviour Categories? (ID)
- Conceptual: Language,
reading & writing, money,
time, number concepts - Social: Interpersonal skills,
social responsibility, selfesteem, gullibility, following
rules, obeying laws, and
avoiding victimization - Practical: ADL (personal
care), occupational skills,
use of money, safety, health
care, travel/transportation,
schedules/routines, use of
the telephone
What are
Supports?
Resources and strategies that aim to promote the development, education, interests, and personal wellbeing of a person and that enhance individual functioning.
Support needs are psychological constructs referring to the pattern and intensity of supports necessary for a person to participate in activities linked with normative human functioning.
Services are one type of
support provided by
agencies and
professionals
Individual functioning
results from interaction of
supports
Appropriate supports will
improve functioning
Causes of ID?
Causes can be genetic,
congenital, or may occur
spontaneously and not
caused by heredity
Prenatal causes of ID?
Prenatal:
Chromosomal disorders
Brain formation disorders
(i.e. Neural Tube fails to
form properly)
Errors of metabolism (i.e.
protein synthesis)
Environmental (i.e. toxins,
drug/alcohol use)
Perinatal causes of ID?
Perinatal:
(Around childbirth especially
5 months before and one
month after)
Abnormal labour &
delivery
Head trauma
Infection
Intracranial hemorrhage
Nutritional imbalance
Postnatal causes of ID?
Postnatal:
Head injuries
Infections
Degenerative
Seizure disorders
Toxic-metabolic
Malnutrition
Environmental deprivation − i.e. disease-producing conditions, inadequate medical care, isolation, and environmental health hazards
Chromosomal Abnormalities of ID?
22 are autosomes, and one (1) sex chromosome §Chromosomal abnormalities affect about 7 in every 1000 births
Usually result from chance
errors in cell division
With each cell division 23 pairs of chromosomes should be passed on, each carrying the full DNA and genes to determine further development
Of the 23 pairs in each cell, 22 are autosomes (important for specific genetic markers) and one is the sex chromosome pair, designated XX (female) or XY (male)
Abnormalities can occur in
either autosomes or sex
chromosomes
Most common autosomal
chromosome disorder is Down Syndrome
A common sex linked
chromosome disorder is Turner Syndrome
What is Trisomy 21
(Down Syndrome)?
A chromosomal
abnormality that affects
intellectual and physical
development
Trisomy 21 (most common)
Translocation (when one
chromosome breaks off and
attaches to another)
Mosaicism (very rare)
Detected through amniocentesis
Risk is about 1 in 800, but varies with maternal age: − Age 25 = 1/1000 − Over 35 = 1/400 − Over 45 = 1/35-40
Common features of Down Syndrome?
Common Features:
Flattened back of skull, short
neck
Small oral cavity
Hypotonic muscle tone during
childhood
Joint looseness (hypotonicity & lax ligaments)
Short stature
Short limbs with short, broad
hands and feet
Almond-shaped, slanted eye
(strabismus, myopic)
Flattened facial features
Defects of Down Syndrome?
Hypotonia (lack of muscle
mass) and skeletal concerns
Motor development delays
Balance deficits
Left-handedness and
asymmetrical strength
Visual and hearing concerns
Heart and lung problems
Fitness and obesity
Health and temperament
Issues that may arise with Down Syndrome?
17% of persons with DS
Atlantoaxial is a joint between
first 2 cervical vertebrae
Ligaments and muscles
surrounding the joint are ‘lax’
which can cause instability
Because of instability, the
vertebrae can slip out of
alignment easily
Particular sports that cause forceful bending of neck (gymnastics, swimming, diving, soccer) can cause damage to spinal cord
Persons with DS are required to have x-rays to determine if the condition is present or not
ID with
Associated
Conditions?
Seizures
Cerebral palsy
Dual diagnosis (mental health)
Pain insensitivity and
indifference
Considerations
for Physical
Activity for ID?
Communication and Self Direction:
Augmentative/alternative
communication
Range from low-tech alternatives like picture boards and notebooks to high-tech devices that use synthetic or digitized speech
Time delay to respond
−10 seconds without
prompting
Cognitive Ability:
Attention (pay attention to one aspect of a
task or pay attention to everything including
irrelevant stimuli)
Memory or Retention:
(long term memory
is equal to peers. May have difficulties with
short term memory)
Add rehearsal strategies and provide
multiple trials
Modeling, verbal rehearsal, self talk and imagery
Feedback:
Feedback should include questioning about process as well as product. i.e. Did the movement feel good, did you tuck your head when you did the forward roll etc.
Task Analysis, Repetition, Generalization:
Might require more time and/or
attempts
Motor Performance:
Motor development and delays (slowness) − Slowness in the use of righting, propping, postural reactions and processing instruction
Influence of physical
constraints:
Height; Weight
Obesity
Physical fitness and active
lifestyle
Low intensity and long
duration activities like
walking, dancing and water
activities
Movement difficulties are
due to five (5) sources? (ID)
1. Deficiencies in knowledge base or lack of access to it 2. Failure to use spontaneous strategies (need cues) 3. Inadequate metacognitive knowledge and understanding (need to ‘think’ throughout the day) 4. Executive control and motor planning weaknesses (start/stop actions, adapt to change) 5. Low motivation and inadequate practice
KnowledgeBased Model?
Use of a knowledge-based
model to guide instruction
implies:
Careful teaching of facts and processes with emphasis on problem solving so learners are actively involved
What are Learning
Disabilities?
Refers to a number of disorders which may affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information.
As such, learning
disabilities are distinct
from ID.
Who does LD effect?
These disorders affect learning in individuals who otherwise demonstrate at least average abilities essential for thinking and/or reasoning.
Characteristics of LD?
Heterogeneous group
of disorders
Not due to other
disabilities
Identifiable or inferred
CNS dysfunction
Brain development is
affected
Not an intellectual
disability
Show average abilities
essential for thinking
and/or reasoning
What does LD result from?
Results from impairments in one or more processes related to: Perceiving, thinking, remembering or learning.
LD is Included but not limited to?
-Language processing • Phonological processing • Visual spatial processing • Processing speed Memory and attention • Executive functions (e.g. planning and decisionmaking).
LD may interfere with the
acquisition and use of
one or more of the
following?
• Oral Language (e.g. listening, speaking, understanding); • Reading (e.g. decoding, phonetic knowledge, word recognition, comprehension); • Written Language (e.g. spelling and written expression); • Mathematics (e.g. computation, problem solving).
T or F: Learning disabilities are lifelong
True
