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Heward, W.L., Alber-Morgan, S.R., & Konrad, M. 2017. Exceptional Children: An Introduction

to Special Education, 11th ed. Boston: Pearson

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13.	What are the educational placement alternatives for students with emotional disturbance or behavior disorders? (211-213)

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13.	What are the educational placement alternatives for students with emotional disturbance or behavior disorders? (211-213)

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Children diagnosed with emotional and behavioral disorders are need highly specialized and consistent supports for their needs. Because students with these conditions require a variety of supports, and have varying levels of severity, children with behavior and emotional disabilities are serviced in all placements on the continuum of placements. Heward, W.L., Alber-Morgan, S.R., & Konrad, M.  states “ Although the trend in recent years has been for increased placement of students with emotional and behavior disorders in general education classrooms,  about 40% of all students in this category are educated in separate classrooms, special schools, and residential facilities,”

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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 behaviors of children with emotional and behavioral disorders include getting out of their seats, yelling, talking out and cursing, disturbing peers, hitting and/or fighting, ignoring the teacher, complaining, excessive arguing, stealing, lying, destroying property, temper tantrums, and noncompliance. Internalized behaviors exhibited by individuals with emotional and behavioral disabilities are lack of social skills that limit their ability to make friends, unwarranted fears-such as phobias, frequent complaints of sickness or hurt, and deep bouts of depression. (p. 184).

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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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Emotional and behavioral disorders are caused by several factors. These conditions are caused by brain disorders, genetics, temperament, and environmental factors, both at home and school). (p.p.191-192).

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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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Under the IDEA students must exhibit behaviors over time that limit their ability to learn. These indicators for a behavior disorder include: 1) an inability to learn that cannot be explained by intellectual, sensory, and  health factors ; 2) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers; 3) Inappropriate types of behavior or feelings under normal circumstances; 4) A general pervasive mood of unhappiness or depression ; or A tendency to develop physical symptoms or fears associated with personal school problems.”  The term can include schizophrenia” (p.p. 181-182). The more specific definition from the Council for Children with Behavioral Disorders outlines 1) having a behavioral or emotional response to events in school that is different than peers and adversely affects all areas of learning, 2) “includes a disability that co-exist with other disabilities.” (p.183), and 3) includes schizophrenia, mood disorder, and other affective disorders if the behavior effects educational performance (p. 183).

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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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Students with learning disabilities can be serviced in several placements in the educational system depending on their need. Students can be serviced in the general education classroom, by a consultant teacher, in a resource room, and in a separate classroom. ( p.p. 172-174).

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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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Currently, there is no confirmed known cause to learning disabilities, only suspected causes. Brain damage or dysfunction, heredity, and environmental factors are all suspected causes of learning disabilities. (p.p. 153-155) .

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

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

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The generalized characteristics of Children and you with intellectual disabilities include a number of characteristics. These include: reading problems, deficits in written language, poor social skills, attention deficits and hyperactivity, and behavior problems. Additionally, youth with intellectual disabilities may exhibit: math underachievement and low self-esteem or self-efficacy. All students who are  intellectually disabled may not ave all of these characteristics, and could have deficits in any combination of the areas listed above. (p.p. 146-147).

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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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The three components of the IDEA definition of learning disabilities are 1) an achievement discrepancy -"A severe discrepancy between the student's intellectual ability and academic achievement", 2)  an exclusion criterion - " the student's difficulties are not the result of another known condition that can cause learning problems." and 3) a need for special education services. (p. 144).

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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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Children with intellectual disabilities need instructional methods that are researched-based and have specific instructional delivery. These instructional strategies assess student performance to create instructional targets that are prioritized. The instruction method will analyze tasks new information to be learned. Students should frequent opportunities to respond to instruction in guided practice and independent practice. Prompts should be given to students and diminished over time to allow students to naturally respond to cues. Learning opportunities should provide consequences, both positive reinforcement and error correction. The instruction should promote fluency skills for instruction that has been taught. Lastly, instruction should use data to drive instructional targets. (p. 125-130).

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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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Individuals may distinguish the different levels of intellectual disabilities by the ability of an individual to take care of themselves in the community and their ability to perform progressively harder academic tasks. Individuals with mild levels of intellectual disability are not diagnosed until several years into elementary school, when academic tasks become harder. These individuals may be able to live independently later in life. Individuals with a moderate level of intellectual disability tend to differ in abilities during their preschool years. These individuals may more issues, such as behavior and health issues, than those with mild intellectual disability (p. 114). Individuals with severe intellectual disability begin to display an inability to perform like same-aged peers in their infancy. Children with severe intellectual disability are prone to being diagnosed with multiple disabilities. ( p.114).

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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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Characteristics of children and youth with intellectual disabilities include: slower learning rate, trouble remembering information, slower ability to attend to task, difficulty transferring learned skills outside of the learning environment, and lack of motivation (pp. 114-116).

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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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There are many causes of intellectual disabilities. The most prevalent prenatal causes of intellectual disability are parental age, poverty, maternal malnutrition, parental drug and alcohol use, and parental cognitive disability without support. The most prevalent perinatal causes of intellectual disability are prematurity, lack of access to birth care, parental abandonment of child, and lack of medical referral for intervention services at discharge. Lastly postnatal causes of intellectual disability include Traumatic Brain Injury, family poverty, family institutionalization, domestic violence, delayed diagnosis, and inadequate family support. ( p. 122).

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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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The three key components in the IDEA definition of intellectual disabilities are 1) “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.” (p.109).