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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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The placement options for students with emotional disturbance or behavior disorders are general education in classes. Some sort of more restrictive setting depending on the academic expectations in general education classroom(Heward, Alber, &Konrad, 2019, p. 212).

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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 characteristics: Get out of their seat, tell, talk out, and curse, disturb peers, hit or fight, ignore the teacher, steal, lie, destroy property, temper tantrums, and are noncompliant. Internalized behaviors are anxiety disorder, phobias, OCD, Eating disorders, PTSD, selective mutism,  mood disorders, depression, bipolar disorder, schizophrenia, and Tourette syndrome(Heward, Alber, &Konrad, 2019, p. 184-186).

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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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Factors associated with the disability are biological factors that can be from some imbalance in the brain, the child’s genetics, or the temperament of the child. Other factors are environmental factors which can range from home life, school interactions, or the community pressures(Heward, Alber, &Konrad, 2019, p. 192-194).

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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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The key components in defining emotional disturbance or behavior disorders are not being able to learn without being described because of intellectual, sensory, and health factors. Not being able to keep or make relationships with peers and teachers. Unfitting behaviors or feeling in normal interactions. Depression or growth of fears related to school or other problems(Heward, Alber, &Konrad, 2019, p. 182).

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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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There are a few placements for students with learning disabilities one is general education classroom which means they stay mainstreamed and are kept with their peers. Consultant teacher is another option which is a teacher that gives support to the teachers and other staff that will have contact with the child that will help with teaching and behavior methods that will help the child reach their full potential. A third option is resource room which is a room that a student will go to for a few periods a day that will give a more individualized instruction in class they are struggling with. Finally, a separate classroom is an option for a student with an learning disability which is a classroom with a smaller class size so that the student will get more attention from the teacher(Heward, Alber, &Konrad, 2019, p. 173-174).

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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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The cause of these disabilities are not known. However, some believe that brain damage, heredity, and enviormental factors may be a cause of learning disabilities(Heward, Alber, &Konrad, 2019, p. 154).

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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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In general characteristics of a child with a learning disability are some sort of reading problem. Which can be some sort of reading comprehension or a phonemic awareness. As well as, another characteristic is a written language deficit. These can be the child’s mechanics when writing. It can also be a difficulty of putting the information from the child’s head to the paper( Heward, Alber, &Konrad, 2019, p. 147-148).

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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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Three components of  a learning disabilities are inconsistency in the students intellectual ability and school success, disabilities is not due to another known condition that can cause difficulty in learning, and the student has a need for special education(Heward, Alber, &Konrad, 2019, 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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One of the most effective methods is task analysis which breaks down bigger tasks down to smaller multistep tasks. Another is the active student response which is important for students with disabilities to have an active participation. Functional curriculum is another effective instructional method for students with disabilities this can be useful when teaching students everyday skill such as taking public transportation, how to order food, and banking.( (Heward, Alber, &Konrad, 2019, p. 127-130).

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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 causes of intellectual disabilities are Chromosomal disorders. Single-gene disorders, syndromes, metabolic disorders, cerebral dysgenesis, maternal illnesses, and parental age. Perinatal causes of intellectual disabilities are prematurity, birth injury, and neonatal disorders. Postnatal causes of intellectual disabilities are traumatic brain injury, malnutrition, meningoencephalitis, seizure disorders, and degenerative disorders(Heward, Alber, &Konrad, 2019, p. 122).

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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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For a mild intellectual disabilities this may not be identified until the child starts his school years. For moderate disabilities this would be identified during the early stages of school of the child and the gap between other students will be more prevalent later in their schooling career. For sever or profound disabilities these will be diagnosed right away or before the schooling years begin as well as, may have other disabilities(Heward, Alber, &Konrad, 2019, p. 115).

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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 2 or more standard deviations below the mean on an IQ test, trouble with everyday tasks, and intellect effected by defects during the developmental period(Heward, Alber, &Konrad, 2019, p. 110).

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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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Generalized characteristics of children with intellectual disabilities are cognitive functioning and learning which can be learning at a slower rate not being able to retain the information learned. Their learning rate may be different then their peers. Their memory may not be as strong and may need to do tasks multiple times to remember. The child’s attention may be not as long as peers and may need more breaks throughout the day. Finally, due to past failures their motivation to learn may be less due to past experiences(Heward, Alber, &Konrad, 2019, p. 115-116).