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13. What are the educational placement alternatives for students with emotional disturbance or behavior disorders?

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13. What are the educational placement alternatives for students with emotional disturbance or behavior disorders?

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A majority of students with emotional disturbances or behavioral disorders are educated in the general education classroom, next in a separate classroom, then a resource room, then in special schools, then in correctional or residential schools, and finally in-home or hospital placements → there is a tendency that only students with severe emotional disturbance or behavioral disorders are identified and served → a challenge in educating students with emotional disturbance or behavioral disorders is creating an environment where academic and social skills can be learned  (Heward, 2017, p.212)

Heward, W. L., Alber, S. R., & Konrad, M. (2022). Exceptional children: An introduction to special education. Hoboken: Pearson.

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7. What are the characteristics (in general) of children and youth with learning disabilities?

# data[].attributes.subject
7. What are the characteristics (in general) of children and youth with learning disabilities?

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-Reading Problems: 90% of students with learning disabilities have problems with reading, students with reading problems can also fall back in other academic areas if they are unable to learn to read, many students with learning disabilities struggle with phonological awareness and phonemic awareness, they will also struggle with inferences, self-monitoring their comprehension, and recalling information (Heward, 2017, p. 147-148)
-Written Language Deficits: have difficulty communicating their ideas through writing which causes ideas to be underdeveloped, struggle with handwriting. spelling, punctuation, vocabulary, grammar, and expository writing (Heward, 2017, p.148)
-Math Underachievement: numerical reasoning and calculation are problems for students with disabilities, number facts, and story problems are difficult to complete, the deficit may be related to their struggles with working memory (Heward, 2017, p.150)
-Poor Social Skills: struggle with interpersonal problems, poor social skills may lead to rejection, low social status, unpleasant interactions, difficulty making friends, and loneliness due to how they interpret social situations (Heward, 2017, p.150)
-Attention Problems and Hyperactivity: many students have difficulty attending to the task or will show high rates of hyperactivity  (Heward, 2017, p.151)
-Behavior Problems: higher than usual behavioral problems than peers without disabilities, students with disabilities have a higher rate of risk-taking behaviors and problem behaviors (Heward, 2017, p.151)
-Low Ratings of Self Efficacy: lower levels of self-efficacy, mood, hope, and effort than peers without disabilities while having a negative perception of self (Heward, 2017, p.151)
-Signature Characteristics: a spectrum of different characteristics can define and be applied to persons with disabilities but the signature characteristic is that persons with learning disabilities have lower achievement  (Heward, 2017, p. 151)

Heward, W. L., Alber, S. R., & Konrad, M. (2022). Exceptional children: An introduction to special education. Hoboken: Pearson.

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6. What are the three key components in operationalizing the IDEA definition of learning disabilities?

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6. What are the three key components in operationalizing the IDEA definition of learning disabilities?

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-Component 1: a severe discrepancy between the student's intellectual ability and academic achievement → preludes early identification because younger children may not have a large enough IQ and lack of empirical evidence that an IQ test can identify a learning disability (Heward, 2017, p.144)

-Component 2: an exclusion criterion, student's difficulties are not the result of another known condition that can cause learning problems → learning disabilities can coexist with other disabilities (Heward, 2017, p.145)

-Component 3: a need for special education services → students should progress satisfactorily once they receive their services (Heward, 2017, p.145)

Heward, W. L., Alber, S. R., & Konrad, M. (2022). Exceptional children: An introduction to special education. Hoboken: Pearson.

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1. What are the three key components in the IDEA definition of intellectual disabilities?

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1. What are the three key components in the IDEA definition of intellectual disabilities?

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IDEA defines intellectual disabilities as “significantly sub-average general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance”
-Component 1; Significantly Subaverage Intellectual Functioning =A score of 70 or less in terms of IQ
-Component 2; significant difficulty with everyday task
-Component 3; deficits must occurring during the developmental period to distinguish intellectual disability from other disabilities

(Heward, 2017, p.109)

Heward, W. L., Alber, S. R., & Konrad, M. (2022). Exceptional children: An introduction to special education. Hoboken: Pearson.

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8. What are the suspected causes of learning disabilities?

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8. What are the suspected causes of learning disabilities?

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-Brain Damage or Dysfunction: brain scans have shown that different parts of the brain are activated in some individuals with learning disabilities however, not all persons with disabilities show evidence of brain damage, assuming a child's learning disability can create a built in excuse, and be it brain damage or dysfunction will not alter the child's state and interventions that they will receive (Heward, 2017, p.154)
-Heredity: siblings and children of persons with reading problems and learning disabilities are more likely to also have a learning disability , there may be a genetic transmission of chromosomal loci (Heward, 2017, p.154)
-Environmental Factors: while not possible to document, impoverished living conditions and limited exposure to effective instruction can add to the problem of the learning disability (Heward, 2017, p.155)

Heward, W. L., Alber, S. R., & Konrad, M. (2022). Exceptional children: An introduction to special education. Hoboken: Pearson.

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9. What are the educational placement alternatives for students with learning disabilities?

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9. What are the educational placement alternatives for students with learning disabilities?

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-General Education Classroom: students with and without disabilities are educated together in an inclusive setting with the use of a special education teacher (Consultant Teacher) who pushes into the setting to services the students with disabilities and provide accommodations, services, and interventions (Heward, 2017, p.172-173)
-Resource Room: specially staffed and equipped room where students with disabilities go in order to receive their individualized instruction (Heward, 2017, p.173)
-Separate Classroom: students with and without disabilities are separated into different classrooms where a general education teacher is responsible for the students without disabilities and a special education teacher is responsible for the instruction of the students with disabilities (Heward, 2017, p.173)

Heward, W. L., Alber, S. R., & Konrad, M. (2022). Exceptional children: An introduction to special education. Hoboken: Pearson.

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10. What are the key components in defining emotional disturbance or behavior disorders?

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10. What are the key components in defining emotional disturbance or behavior disorders?

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-inability to learn which cannot be explained by intellectual, sensory, or health factors
-inability to build and maintain interpersonal relationships that would be considered satisfactory with peers and teachers
-inappropriate behaviors or feelings under normal circumstances
-general mood of unhappiness or depression
-tendency to develop physical symptoms of fear associated with school and personal problems
*emotional disturbance or behavior disorders exhibit one or more of the previously listed over a long period of time and are marked as adversely affecting academic performance
(Heward, 2017, p.181)

Heward, W. L., Alber, S. R., & Konrad, M. (2022). Exceptional children: An introduction to special education. Hoboken: Pearson.

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4. What are some of the most prevalent prenatal, perinatal, and postnatal causes of intellectual disabilities?

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4. What are some of the most prevalent prenatal, perinatal, and postnatal causes of intellectual disabilities?

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Prenatal:
Biomedical: chromosomal disorders, single-gene disorders, syndromes, metabolic disorders, cerebral dysgenesis, maternal illnesses, parental age
Social: poverty, maternal malnutrition, domestic violence, lack of access to prenatal care
Behavioral: parental drug and alcohol use, parental smoking, parental immaturity
Educational: parental cognitive disability with supports, lack of preparation for childhood

Perinatal:
Biomedical: prematurity, birth injury, neonatal disorders
Social: lack of access to birth care
Behavioral: the parental rejection of caretaking, parental abandonment of the child
Educational: lack of medical referral for intervention services at discharge

Postnatal:
Biomedical: traumatic brain injury, malnutrition, meningoencephalitis, seizure disorder, degenerative disorders
Social: impaired child caregiver, lack of adequate stimulation, family poverty, chronic illness in the family, institutionalization
Behavioral: child abuse/neglect, domestic violence, inadequate safety measures, social deprivation, difficult child behaviors
Educational: impaired parenting, delayed diagnosis, inadequate early intervention services, inadequate special education services, inadequate family supports

(Heward, 2017, p. 122)

Heward, W. L., Alber, S. R., & Konrad, M. (2022). Exceptional children: An introduction to special education. Hoboken: Pearson.

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5. What are some of the most effective current instructional methods utilized with students that have intellectual disabilities?

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5. What are some of the most effective current instructional methods utilized with students that have intellectual disabilities?

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-assessing student's present levels of performance in order to identify and prioritize instructional targets
-define and task analyze new knowledge and skills that need to be learned
-design instructional materials and activities that provide the student with frequent opportunities to respond either independently or in a guided manner
-provide then fade prompts so students can respond to stimuli in a natural manner
-provide systematic consequences for student's performance in the forms of reinforcement, instructional feedback, or error correction
-use fluency building activities in instruction
-promote generalization and maintenance through the instructional strategies while using data to inform those strategies

(Heward, 2017, p.129)

Heward, W. L., Alber, S. R., & Konrad, M. (2022). Exceptional children: An introduction to special education. Hoboken: Pearson.

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11. What are the causal factors associated with this disability?

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11. What are the causal factors associated with this disability?

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-Biological Factors:
Brain Disorders: persons with brain disorders tend to have a behavioral issue, brain disorders are a result of abnormal brain development or diseases/trauma that altar the functioning of the brain
Genetics: There is evidence that suggests that some forms of emotional or behavioral disorders can be passed down through genetics such as schizophrenia
Temperament: the style or the way that people respond to situations. Differences in temperament can be viewed in infants → temperament will not cause behavioral or emotional problems but can predispose the child to future problems based on their interactions
(Hewad, 2017, p.191-192)
-Environmental Factors:
Home: the early years at home are a critical way to learn how to behave. Children with an emotional or behavioral problem tend to come from homes with inconsistent discipline, hard/excessive punishment, and little engagement with parents
School: many children with behavioral or emotional problems are not identified until school so its questionable if school contributes to the disorder→ ineffective instruction, unclear rules/expectations, inconsistent/punitive discipline, infrequent teacher praise, and approval for social/academic behaviors, can contribute to the development of emotional or behavioral problems → teachers can either reinforce behaviors or help deter behaviors
Community: an anti-social lifestyle can contribute to the development and maintenance of this type of lifestyle which may lead to participation in gangs, drug/alcohol abuse, and deviant sexual behavior
(Heward, 2017, p. 192-194)

Heward, W. L., Alber, S. R., & Konrad, M. (2022). Exceptional children: An introduction to special education. Hoboken: Pearson.

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12. What are the characteristics (externalized and internalized behaviors) associated with this disability?

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12. What are the characteristics (externalized and internalized behaviors) associated with this disability?

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-Externalized (most common for students with emotional or behavioral disorders): does not remain sitting in a seat, yell, talk out of turn, curse, disturb/distract peers, hit or fight, ignored teacher request and instruction, complain, argue excessively, steal, lie, destroy the property of others, temper tantrums, non-compliant (not following directions in a given amount of time) (Heward, 2017, p. 183)

-Internalized (problems are associated with too little social interaction ➞ behaviors do not threaten others but do create a deficit in their own social development): the lack of socialization may lead to common types of anxiety and mood disorders ➞ anxiety disorders = generalized anxiety disorder, phobias, obsessive-compulsive disorder, anorexia nervosa, bulimia nervosa, posttraumatic stress disorder, selective mutism ➞ mood disorders = depression, bipolar disorder ➞ other disorders = schizophrenia, Tourette syndrome (Heward, 2017, p.184-186)

Heward, W. L., Alber, S. R., & Konrad, M. (2022). Exceptional children: An introduction to special education. Hoboken: Pearson.

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3. How can one distinguish across the mild, moderate, severe, and profound levels of intellectual disabilities?

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3. How can one distinguish across the mild, moderate, severe, and profound levels of intellectual disabilities?

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Mild (50 - 55 to 70 IQ): tend to not be identified until they enter school, sometimes not even until 2nd to 3rd grade and will learn most basic academic/vocational skills along with daily living skills in order to support themselves independently or semi-independently

Moderate (35-40 to 50-55 IQ): will show significant delays in development during the pre-school age years and they tend to have other health and behavior problems

Severe (20-25 to 35-40 IQ): are always identified at birth or shortly after, students with severe disabilities tend to have other health impairments or disabilities along with significant central nervous system damage

(Heward, 2017, p.114)

Heward, W. L., Alber, S. R., & Konrad, M. (2022). Exceptional children: An introduction to special education. Hoboken: Pearson.

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2. What are the generalized characteristics of children and youth with intellectual disabilities? 

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2. What are the generalized characteristics of children and youth with intellectual disabilities? 

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Cognitive Functioning and Learning
-Learning Rate; the rate of acquisition and learning is lower than that of persons without disabilities  ➜ students with disabilities learn slower but still need lively, paced instruction (Heward, 2017, p. 114)
-Memory; the more severe the cognitive impairment, the greater the memory problems ➜ trouble with "working memory" and "short term memory" which are the ability to remember/recall while attending to other tasks
-Attention; more likely to slowly attend to relevant features of learning and these attention problems add to the difficulty in acquiring, remembering, and generalizing new information and skills (Heward, 2017, p.115)
-Generalization and Maintenance;  difficulty transferring or generalizing newly learned knowledge and skills to settings that are different from the setting they learned this knowledge and the skills in
-Motivation; lack of interest in learning, learned helplessness, and outer-directedness ➜ lack of motivation can be a product of frequent and consistent failure, students need to learn and understand success in order to learn self-determination and feel motivation   (Heward, 2017, p. 116)
Adaptive Behavior
-Self Care and Daily Living Skills; most persons with disabilities will learn skills to care for their basic needs but may need additional support and instruction to achieve success in other areas like time-management (Heward, 2017, p.117)
-Social Relationships; persons with disabilities may struggle with social skills, such as communication skills, making it difficult  to build and maintain social relationships (Heward, 2017, p.119)
Behavioral Excesses and Challenging Behaviors
-Persons with disabilities are more likely to display behavioral problems than persons without disabilities ➜ some behaviors may be anti-social behaviors, difficulty accepting criticism, self-control, aggression, self-injury, and others
Positive Attributes
-Many persons with disabilities have many great attributes and tenacity/curiosity in learning (Heward, 2017, p.120)

Heward, W. L., Alber, S. R., & Konrad, M. (2022). Exceptional children: An introduction to special education. Hoboken: Pearson.