characteristics of students with behavior and learning problems chapter 4
TRANSCRIPT
Etiologies of BD/LD/MMR
Biology: influences the neural, chemical, and functional aspects of the body. Accounts for traits and conditions
which are hereditary. Are transmitted to the child from the
mother and the father. Examples of hereditary:
schizophrenia, depression, and temperament.
Biological Influences
Birth Prenatal: maternal drug/alcohol
use, disease, maternal poor nutrition
Perinatal: brain damage from anoxia
Postnatal: brain damage from accident or shaken severely, lead poisoning,and encephalitis
Etiologies of BD/LD/MMR
Environmental Influences Culture Home: parenting styles School: behavioral learning Peers: social learning
Classification Systems
Educational Classification based on
IDEA categories Educational performance
must be adversely impacted
Definitions at federal level: states adapt
Psychiatric Classification based on
DSM-IV Medical and Mental
Health Professionals make diagnosis
DSM-IV diagnosis does not = qualification for special education in all cases
ADHD
DSM-IV diagnosis Prevalence = approx. 5% Different categories
Inattentive Hyperactive/Impulsive Combined: inattentive and
hyperactive
ADHD
Etiology Minimal Brain
Dysfunction (MBD) historically
Current hypotheses: chemical imbalance genetic predisposition neurotransmitter
difficulties No definitive cause:
continued debate
Assessment diagnosed by a doctor,
psychiatrist may use:
behavioral checklists parent & teacher
reports observation
Disturbance: IDEA Emotional (i) a condition exhibiting one or more of the following
characteristics over a long period of time and to a marked degree, which adversely affects educational performance an inability to learn which cannot be explained by other
factors an inability to build or maintain interpersonal relations inappropriate types of feelings under normal
circumstances general pervasive mood or unhappiness or depression tendency to develop physical symptoms related to
personal or school problems (ii) Does not include children who are schizophrenic or
socially maladjusted, unless also SED
Internalizing Disorders
Anxiety - Withdrawal generalized anxiety phobias OCD panic attacks anorexia, bulimia depression
Internalizing Behavior
Psychotic behavior hallucinations delusions
schizophrenia schizotypal (personality disorder)
External Disorders
Undersocialized Aggressive CD CD Attention Problems -
Immaturity Motor Excess
• unaware of behavioral expectations
Socialized Aggressive CD Socialized
delinquency• gang involvement
• truancy
• “looks up to other rule violators
• aware of behavioral expectations; covert attempts
Autism: IDEA Definition: a developmental disability significantly
affecting verbal and nonverbal communication and social interaction, generally evident before age 3 that adversely affects educational performance . Other characteristics associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or changes in daily routines, and unusual responses to sensory experiences. The term does not apply if a child’s educational performance is adversely affected primarily because the child has a serious emotional disturbance.
Autism: DSM-IV Under: Pervasive Developmental
Disorder with Rett Syndrome, Asperger Syndrome
Characteristics Range = mild to severe Communication impairments Relational impairments Lack of fear Perseveration Self-stimulation & SIB
Autism
Etiology Historically = product
of a cold, uncaring, “refrigerator mother”
Currently = attributed to a neurological dysfunction or difference present at birth
Assessment IQ assessed: 60%
below 50, 20% = 50-70, 20% above 70
Childhood Autism Rating Scale (CARS)
Learning Disabilities: IDEA Specific Learning Disabilities means a disorder in one
or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations. The term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not apply to children who have learning problems that are primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage.
Characteristics of SLD
Average or above average intelligence Discrepancies in their ability to perform skills -
inconsistent Difficulty learning to read and write Seem less mature than peers Difficulty speaking, fumbles with words Works slowly on papers, often performs many
errors
Characteristics of SLD Cont. Difficulty taking notes Poor handwriting Poor organization of schoolwork Poor short/long term memory Do not achieve to the expectations of parents and
teachers Can hear, but not understand what they hear
(auditory perceptual problems) Can see, but not make sense of what they see
(visual perceptual problems Understands more, than they write or express
Seven Specific Areas of SLD Oral Expression Listening Comprehension Written Expression Basic Reading Skills Reading Comprehension Mathematics Calculation Mathematics Reasoning
Assessment for LD IQ tests: WISC III, Stanford-Binet IV, Kaufman
Assessment Battery (p.68) Achievement tests: Wechsler Individual
Achievement Test (WIAT), Woodcock Johnson Psychoeducational Battery
Processing deficit: teacher report, TAPS, TVPS In GA. For eligibility must have:
processing deficit; adverse ed. impact average IQ (generally 80 or above) severe discrepancy between IQ and Achievement
(a difference of 20 or more points)
Mental Retardation Definition by IDEA: Mental retardation means a
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 Significantly subaverage intellectual functioning is
defined as 2 standard deviations below the mean of an individualized IQ test. For example, the Mean of the WISC-III = 100 and a SD=15 points. A score of less than 70 is 2 SD.
MMR Characteristics Significantly subaverage IQ Adaptive deficits
communication, home living, self-care,work, leisure
Lack of mediational strategies Poor short and long term memory Lack of generalization of skills Poor communication skills Poor attention skills Lacks external locus of control & fear of failure
Traumatic Brain Injury
Defined as: an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child’s educational performance. The term applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgement; problem solving; sensory,perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech. The term does not apply to brain injuries that are congenital or degenerative, or brain injuries induced by birth trauma.
Traumatic Brain Injury Two types
closed head injury = no puncture to the skull (eg. shaken baby syndrome)
open head injury = puncture to the skull (eg. gunshot)
Characteristics loss of consciousness fine and gross motor problems memory deficits
Etiology = 1st accidents, 2nd sports, 3rd violence/abuse most common in males before age 10 or between
15-24 yrs.