Test #2 Flashcards
13 classifications of special education
- autism
- developmental delay
- speech/language impairments
- visual impairment
- hearing impairment
- other health impairments (OHI)
- deaf-blind
- specific learning disabilities
- traumatic brain injury
- orthopedic impairments
- emotional disturbance
- multiple disabilities
- intellectual disabilities
what MUST all 13 classifications affect?
MUST adversely affect educational performance
banned IQ tests with minorities for purpose of placement in classes for children with multiple intellectual disability; ordered elimination of disproportionate representation - then case was upheld and ruling expanded to prohibit
IQ testing for with minorities for ANY purpose (1984, 1986)
Larry P vs. Riles
class action suit against Chicago schools; ban on IQ tests requested; judge reviewed tests himself and ignored expert witnesses; Chicago schools voluntarily banned the use of IQ tests in 1981; agreed with defendants that SES was significant factor; IQ tests were only a portion of the decision-making process
Pase vs. Hannon
whether overrepresentation in special education and underrepresentation in gifted constitutes discrimination; judge edenfield ruled that poverty and low SES were sufficient to explain overrep. and that adaptive behavior measures should include behavior within educational setting
Marshall vs. Georgia
main components of MTSS/RTI (multi-tired systems of support - response to intervention)
-greater focus on prevention and intervention than diagnosis
-assessment is continuous
-3 tiers
3 (or 4) tiers of MTSS
tier 1: universal tier, regular core curriculum
tier 2: additional interventions/small group instruction, typically in regular classroom
tier 3: regular classroom or elsewhere; 1 on 1 intervention
tier 4: special education (uncommon)
RTI for classification for SLD
- document adequate classroom instruction and a dual discrepancy
- implement interventions in regular classroom, such as small group instruction
- repeat step 1
treatment for ADHD
medication combined with both academic interventions and behavioral interventions (at school AND home)
degree of intellectual disability
- mild
- moderate
- severe
mild intellectual disability
IQ of 50-70 (+ or - 5 points), significant adaptive behavior limitations in at least 1 of the 3 areas (social, conceptual, practical)
moderate intellectual disability
IQ of 35-50 (+ or - 5 points), significant adaptive behavior limitations in at least 1 of the 3 areas (social, conceptual, practical)
severe intellectual disability
IQ below 35, significant adaptive behavior limitations in at least 1 of the 3 areas (social, conceptual, practical)
conceptual skills
receptive and expressive language, reading and writing, money concepts, self-direction
social skills
interpersonal skills, responsibility, self-esteem, obeys laws, avoids victimization
practical skills
personal activities of daily living such as eating, dressing, mobility, and toileting - instrumental activities of daily living such as preparing meals, taking meds, using the phone, using transportation
on standardized measures, significant limitations in adaptive behavior are operationally defined as performance that is at least 2 standard deviations below the mean of either…
a) ONE of the following three types of adaptive behavior (conceptual, social, practical), OR
b) an overall score on a standardized measure of conceptual, social, and practical skills
required ED identification procedures
evaluation by a licensed psychologist or certified school psychologist (who must be a member of the IEP team) that includes:
-social/developmental history (parent interview)
-review of educational records
-standardized rating scales
-child interview
-behavioral observations by teacher and at least one other member of IEP team
-RTI/MTSS (if applicable)
-not required but HIGHLY recommended teacher interview
3 branches of autism spectrum disorder (ASD)
- autism
- asperger’s disorder
- pervasive developmental disorder-NOS (not otherwise specified)
3 core characteristics of ASD
- qualitative impairments in communication
- qualitative impairments in reciprocal social interaction
- repetitive, stereotyped, unusual interests and behaviors
broadband rating scales
simply has a broader focus; may cast a large net, assessing for a variety of problems or disorders
EXAMPLE: BASC (behavioral assessment system for children)
narrowband rating scales
is much more focused and measures behaviors associated with a single problem or syndrome
EXAMPLE: Conners Scales
-early intervention and identification
-increased interventions in regular classroom
-focus on education needs
-greater involvement of regular education
advantages of RTI/MTSS
-lack of research supporting it
-neglects cause, other than poor instruction
-fidelity of implementation
-varying methods, procedures, and criteria
-not consistent with federal definition
-requires extensive staff/school development
problems with MTSS/RTI
a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which many manifest itself in imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations that adversely affects the child’s educational performance
federal definition of SLD (specific learning disability)
- underachievement or lack thereof
- implied dysfunction in central nervous system (CNS)
- process involvement
- specification of language problems as potential learning disabilities
- allowance of the multi-disability nature of learning disabilities
- exclusionary clauses
- not due to lack of instruction
- persists through life span (if moderate or severe)
- comorbid with other problems (social skills, behavior problems, self-concept)
common characteristics of SLD
public agencies shall not use discrepancy between achievement and intellectual ability to determine eligibility for special education related services under the SLD classification; assessment of intellectual functioning is not required
discrepancy model eliminated (SLD)
largest diagnostic category of psychiatric for children; does NOT necessarily qualify children for special education under IDEA or 504; may qualify for OHI in IDEA or 504
ADHD
6 or more symptoms of inattention for children up to the age of 16, OR 5 or more for adolescents 17 and older and adults; symptoms of inattention have been present for at least 6 months and inappropriate for developmental level
DE ADHD eligibility criteria
6 or more symptoms of hyperactivity impulsivity for children up to age 16, OR 5 or more for adolescents 17 and older and adults; symptoms have been present for at least 6 months to an extent that is disruptive and inappropriate for students developmental level
DE ADHD eligibility criteria (continued)
significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance
federal (& DE) definition of ID (intellectual disability)
the collection of conceptual, social, and practical skills that people have learned so they can function in their everyday lives
adaptive behavior
oral expression, listening comprehension, written expression, basic reading skills, reading fluency skills, reading comprehension, mathematics calculation, math problem solving
areas of SLD
focus on resistance to intervention – RTI/MTSS (SLD = those
who are exposed to adequate instruction, but fail to learn)
alternatives to discrepancy formulas
record review, rating scales: teacher, parent, self, broadband, narrowband, direct observations, progress monitoring, functional assessments, interviewing, cognitive
evaluation of ADHD
genetics, problems before, during, and after birth, under-stimulations, Down syndrome, fetal alcohol syndrome, fragile X
causal factors of ID
a condition exhibiting one or more characteristics over a long period of time and to a marked degree, which adversely affects educational performance; includes children who are schizophrenic but NOT children who are socially maladjusted and not emotionally disturbed
emotional disability/disturbance (ED) definition (fed.)
- inability to learn
- inability to build or maintain interpersonal relationships
- inappropriate types of behavior or feelings under normal circumstances
- general pervasive mood of unhappiness or depression
- tendency to develop physical symptoms or fears associated with personal or school problems
characteristics of ED
identified 5 definitional characteristics of the law as it applies to SED diagnosis; student is so disturbed that he or she:
-cannot learn
-cannot enter into relationships
-exhibits “psychotic or bizarre behavior”
-exhibits “a heavy mood of depression”
-symptoms must be the “outgrowth of an established emotional disturbance”
Slenkovich
with respect to qualifying for special education, “ED” consists only of DSM disorders with a major affective, or internalizing component (e.g., anxiety, depression)
Slenkovich (cont.)
“the child cannot be seriously emotionally disturbed if he or she is behavior disordered, conduct disordered, or antisocial UNLESS he or she also has a diagnosed emotional condition”
Slenkovich (cont. 2)
- cognitive - uneven development of cognitive skills
- social skills - difficulty understanding social rules (sharing, taking turns)
- communication - difficulty responding to verbal information presented at a fast pace
- adaptation to change - difficulty completing tasks independently and initiation work activities
ASD general characteristics
utilizes instructional methods to change behavior in measurable ways with the goal of increasing desired, acceptable behaviors, decreasing problematic behaviors, and teaching alternative skills
applied behavior analysis (ABA)
design educational environment:
-structure
-routine
-predictability
-consistency
direct teaching:
-social thinking
-conversational skills
-anxiety reducing/coping strategies
-flexibility
ASD interventions
Tripartite Model:
Self-awareness
Cross-cultural awareness
Knowledge - being aware of beliefs in different cultures
Skills - putting the first two into practice
BP for increasing diversity
The school psych must determine whether the difficulties the student is having are due to the normative process of second language acquisition, are due to multicultural differences, or are in fact due to an identifiable disability
BP for ELL (English language learners)
1) Outwardness: Focus on environmental factors first before internal change efforts.
2) Transformation: Reminds SPs to meet the needs of the students in the short-term (immediate resources) as well as long term (systemic change)
BP for children with economical disadvantaged backgrounds
Universal interventions:
-Legal requirements of Mckinney-Vento act
-Must be implemented school wide
Targeted interventions:
-Focus on delivery of services and support to homeless children
Intensive interventions:
-Individualized based on student needs, basic health and physical services, academic and social emotional behavior supports
BP in working with homeless children
The federal legislation that outlined the education rights and protections for homeless children and youth
McKinney-Vento homeless assistance act
LGBTQ students are at risk of increased rates of: -depression
-bullying
-negative school outcomes
-social emotional impacts
Creating an all inclusive school policy to protect students
Making sure teachers know how to respond to bullying and educate all in the school about certain policie
BP in supporting LGBTQ students
not primarily the result of visual, hearing, or motor disabilities, of intellectual disability, or emotional disability, of environmental or economic disadvantage, of cultural factors, or of limited English proficiency
exclusionary clauses of SLD (Fed. and DE law
)
-indirect sampling of behaviors
-not very good at measuring intraindividual differences
-not related to interventions
-not necessarily related to performance
-issues of bias and fairness
problems with IQ tests
- reveals unknown talent
- standardized method of comparing children
- excellent predictors of academic performance
- valuable for children with disabilities
- predicts success in a wide variety of endeavors
advantages of IQ tests
assumption: problem is not within the child (i.e., CNS), but
more the result of lack of adequate educational instruction and
support
goal: to provide academic support to all children needing it,
but special education services only to those who continue to fail
to learn after receiving much support in the regular classroom
without special education
RTI/MTSS
