# data[].attributes.headline
       Emotional or                    Behavioral Disorders                                

# data[].attributes.subject
       Emotional or                    Behavioral Disorders                                

# data[].attributes.headline
- What are the educational placement alternatives for students with emotional disturbance or behavior disorders?

# data[].attributes.subject
- What are the educational placement alternatives for students with emotional disturbance or behavior disorders?

# data[].attributes.body
40% of all students in this disability category receive their education in separate classrooms, special schools, and residential facilities, although the trend in recent years has been for increased placement of students with emotional and behavior disorders in general education classrooms.

L., Heward William; Alber-Morgan Sheila R.; Konrad Moira. Exceptional Children (What's New in Special Education) (p. 217). Pearson Education. Kindle Edition.

# data[].attributes.headline
- What are the characteristics (externalized and internalized behaviors) associated with emotional disturbance or behavior disorders?

# data[].attributes.subject
- What are the characteristics (externalized and internalized behaviors) associated with emotional disturbance or behavior disorders?

# data[].attributes.body
Externalizing Behaviors:

• Get out of their seats.

• Yell, talk out, and curse.

• Disturb peers.

• Hit or fight.

• Ignore the teacher.

• Complain.

• Argue excessively.

• Steal.

• Lie.

• Destroy property.

• Have temper tantrums.

• Are noncompliant.

(adapted from Walker, 1997)

Internal Behaviors:

• Seldom play with others their own age.

• Lack the social skills needed to make friends and have fun

• Often retreat into daydreams and fantasies.

• Extremely fearful of certain things without reason (i.e., phobia)

• Frequently complain of being sick or hurt

• Go into deep bouts of depression

(King, Heyne, & Ollendick, 2005; Maag &  Swearer, 2005).

L., Heward William; Alber-Morgan Sheila R.; Konrad Moira. Exceptional Children (What's New in Special Education) (p. 183-184). Pearson Education. Kindle Edition.

# data[].attributes.headline
- What are the causal factors associated with emotional disturbance or behavior disorders? 

# data[].attributes.subject
- What are the causal factors associated with emotional disturbance or behavior disorders? 

# data[].attributes.body
• Biological factors related to development of behavioral disorders include: brain disorders, genetics, & temperament.

• Environmental etiologic factors occur in the home, school, and community.

L., Heward William; Alber-Morgan Sheila R.; Konrad Moira. Exceptional Children (What's New in Special Education) (p. 216). Pearson Education. Kindle Edition.

# data[].attributes.headline
- What are the key components in defining emotional disturbance or behavior disorders?

# data[].attributes.subject
- What are the key components in defining emotional disturbance or behavior disorders?

# data[].attributes.body
Three conditions that must be met:
-- chronicity (“over a long period of time”)

--severity (“to a marked degree”)

--difficulty in school (“adversely affects educational performance”)

L., Heward William; Alber-Morgan Sheila R.; Konrad Moira. Exceptional Children (What's New in Special Education) (p. 182). Pearson Education. Kindle Edition.

# data[].attributes.headline
- What are the educational placement alternatives for students with learning disabilities?

# data[].attributes.subject
- What are the educational placement alternatives for students with learning disabilities?

# data[].attributes.body
Educational Placements for students with SLD:
> Inclusive Classrooms with Consult Teacher
>Resource Teacher
>Separate Classroom

L., Heward William; Alber-Morgan Sheila R.; Konrad Moira. Exceptional Children (What's New in Special Education) (p. 217). Pearson Education. Kindle Edition.

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- What are the suspected causes of learning disabilities?

# data[].attributes.subject
- What are the suspected causes of learning disabilities?

# data[].attributes.body
Although the actual cause of a specific learning disability is seldom known, suspected causes include brain damage, heredity, and environmental factors.

L., Heward William; Alber-Morgan Sheila R.; Konrad Moira. Exceptional Children (What's New in Special Education) (p. 177). Pearson Education. Kindle Edition.

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

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

# data[].attributes.body
Many students with learning disabilities show one or more of the following characteristics:

·   written language deficits

·   math underachievement

·   poor social skills

·   attention deficits

·    hyperactivity

·    behavior problems

·    low self-esteem or
self-efficacy.

·    specific and  significant    achievement deficits in the presence of adequate overall intelligence.

·    positive attributes and interests that teachers should identify and try to strengthen

L., Heward William; Alber-Morgan Sheila R.; Konrad Moira. Exceptional Children (What's New in Special Education) (p. 177). Pearson Education. Kindle Edition.

# data[].attributes.headline
- What are the three key components in operationalizing the IDEA definition of learning disabilities?

# data[].attributes.subject
- What are the three key components in operationalizing the IDEA definition of learning disabilities?

# data[].attributes.body
When using the federal definition to identify students with learning disabilities, most states require three criteria:

1. 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

3. A need for special education services

L., Heward William; Alber-Morgan Sheila R.; Konrad Moira. Exceptional Children (What's New in Special Education) (p. 144). Pearson Education. Kindle Edition.

# data[].attributes.headline
- What are some of the most effective current instructional methods utilized with students that have intellectual disabilities?

# data[].attributes.subject
- What are some of the most effective current instructional methods utilized with students that have intellectual disabilities?

# data[].attributes.body
Students with intellectual disabilities learn best when their teachers use instructional methods derived from empirical research, such as the following practices:

• Assess each student’s present levels of performance to identify and prioritize the most important instructional targets.
• Define and task-analyze the new knowledge or skills to be learned.
• Design instructional materials and activities so the student has frequent opportunities to respond in the form of guided and independent practice.
• Provide and then fade prompts and cues so the student can respond to naturally occurring stimuli.
• Provide systematic consequences for student performance in the form of contingent reinforcement, instructional feedback, and error correction.
• Incorporate fluency-building activities into lessons.
• Use strategies to promote the generalization and maintenance of newly learned skills.
• Conduct direct and frequent measurements of student performance and use those data to inform instructional decisions.

L., Heward William; Alber-Morgan Sheila R.; Konrad Moira. Exceptional Children (What's New in Special Education) (p. 129). Pearson Education. Kindle Edition.

# data[].attributes.headline
- What are some of the most prevalent prenatal, perinatal, and postnatal causes of intellectual disabilities?

# data[].attributes.subject
- What are some of the most prevalent prenatal, perinatal, and postnatal causes of intellectual disabilities?

# data[].attributes.body
See attached photo of Figure 4.3
L., Heward William; Alber-Morgan Sheila R.; Konrad Moira. Exceptional Children (What's New in Special Education) (p. 122; Figure 4.3). Pearson Education. Kindle Edition.

# data[].attributes.headline
- How can one distinguish across the mild, moderate, severe, and profound levels of intellectual disabilities?

# data[].attributes.subject
- How can one distinguish across the mild, moderate, severe, and profound levels of intellectual disabilities?

# data[].attributes.body
Through the last half of the 20th century, intellectual disabilities and people  so diagnosed were classified by their degree of intellectual impairment—mild,  moderate, severe, and profound—each level encompassing a range of IQ scores (see  Table 4.1).

Today clinicians and researchers apply the same four descriptors to designate levels of intellectual disability but base their classification on a person’s adaptive behavior rather than IQ score. The shift recognizes the central role of adaptive behavior in determining the types and levels of supports a person needs, the inexactness of intelligence testing, and  the importance of clinical judgment in diagnosis and classification

L., Heward William; Alber-Morgan Sheila R.; Konrad Moira. Exceptional Children (What's New in Special Education) (p. 110-111). Pearson Education. Kindle Edition.

# data[].attributes.headline
- What are the generalized characteristics of children and youth with intellectual disabilities?

# data[].attributes.subject
- What are the generalized characteristics of children and youth with intellectual disabilities?

# data[].attributes.body
° Memory deficits, especially working memory and  short-term memory;

° Limited use of metacognitive or executive control strategies such as rehearsing and organizing information;

° Slower learning rate compared to typically developing  age-mates;

° Trouble attending to relevant features of a learning task,  perhaps focusing instead on distracting irrelevant stimuli, and often difficulty sustaining attention;

° Difficulty generalizing and maintaining newly learned  knowledge and skills;

° Expecting failure regardless of their efforts (learned  helplessness); and

° Distrusting their own responses to situations and  relying on others for assistance and solutions  (outer-directedness).

° Limitations in self-care skills and social relationships

° Tenacity and curiosity in  learning

° Getting along well with others

° Positive influence on those around them.

L., Heward William; Alber-Morgan Sheila R.; Konrad Moira. Exceptional Children (What's New in Special Education) (p. 139-140). Pearson Education. Kindle Edition.

# data[].attributes.headline
- What are the three key components in the IDEA definition of intellectual disabilities?

# data[].attributes.subject
- What are the three key components in the IDEA definition of intellectual disabilities?

# data[].attributes.body
First, “significantly subaverage intellectual functioning” must be demonstrated.  The word significant refers to a score of 2 or more standard deviations below the mean on a standardized intelligence test (a score of approximately 70 or less). Second, an individual must also have significant difficulty with tasks of everyday living (adaptive behavior). Third, the deficits in intellectual functioning and adaptive behavior must occur during the developmental period.

L., Heward William; Alber-Morgan Sheila R.; Konrad Moira. Exceptional Children (What's New in Special Education) (p. 109-110). Pearson Education. Kindle Edition.