# data[].attributes.body
What are the three components in the IDEA definition of intellectual disabilities?
IDEA's three components that define an individual as having  intellectual disabilities are:
1)The child must be substantially showing limitations regarding their IQ compared to typically developing peers.
2)The child is showing difficulty in performing every day life tasks.
3)The child demonstrates these deficits, intellectual and behavioral, during developmental period without preexisting conditions.
(Heward, 2018, pp. 109-110)

# data[].attributes.body
What are the generalized characteristics of children and youth with intellectual disabilities?
Often times children with intellectual disabilities exhibit the same characteristics across the board such as: an underwhelming rate at which they learn, trouble with memory recall, difficulty attending to tasks, lack of motivation, need support in self care, deficits in social skills, and problematic behavior.
(Heward, 2018, pp. 114-120)

# data[].attributes.body
How can one distinguish across the mild, moderate, severe, and profound levels of intellectual disabilities?
One can distinguish a child's level of intellectual disability by locating where his/her IQ score falls on Table 4.1 but also consider the child's adaptive behavior when determining the LRE and what supports the child will need.
(Heward, 2018, pp.110-111)

# data[].attributes.body
What are some of the most prevalent prenatal, perinatal, and postnatal causes of intellectual disabilities?
There are four risk factors that are prevalent in prenatal, perinatal, and postnatal causes of intellectual disabilities. Biomedical refers to genetics such as Down syndrome or other generic disorders. Social refers to poverty and lack of health care resources. Behavioral refers to child abuse and/or neglect not to mention potential drug/alcohol use. Educational refers to parents having disabilities as well or inadequate support.
(Heward, 2018, pp.122)

# data[].attributes.body
What are some of the most effective current instructional methods utilized with students that have intellectual disabilities?
Knowing your student's present level of performance will help you tremendously! I personally take Beginning, Middle, and End of year data to see what the student masters or struggles with in the beginning. Once you know the student's present level that can help you gage which lessons/skills are important in order to map out progress throughout the school year. Another method I do in the classroom is the Exit Ticket, an informal assessment of a lesson or skill we have learned. For example, if our social skill is Good Manners and we just modeled good manner skits together as a class, I will then ask a student to give me an example of a good manner. This strengthens memory recall and checks for understanding of the concept before moving on in learning. Other methods include defining and modeling the new lesson/skill and providing maximum support while fading that support as time goes on.
(Heward, 2018, pp.129)

# data[].attributes.body
What are the suspected causes of learning disabilities?
Brain damage caused by a neurological injury is said to be a cause of learning disabilities while some professionals have noted children with reading disabilities have a different brain structure compared to children who do not have a reading disability. Another noted cause is a child's sibling or parent having a learning disability and passed on through heredity. The last mentioned cause for learning disabilities is environmental factors such as the child's lack of quality instruction or living conditions.
(Heward, 2018, pp.153-155)

# data[].attributes.body
What are the characteristics (in general) of children and youth with learning disabilities?
Often students with learning disabilities show difficulty with reading such as dyslexia and phonemic awareness which hinders students reading on grade level text. Students may show signs of Dysgraphia, which limits their formation of letters when writing. Math problems such as quantity and number reasoning. Students may lack social skills and tend to show problematic behavior/acting out in regards to low self esteem or not being able to close the performance gap.
(Heward, 2018, pp.147-152)

# data[].attributes.body
What are the three key components in operationalizing the IDEA definition of learning disabilities?
IDEA defines a child having a learning disability if:
1) Demonstrating a significant deficit in their intellectual ability and academic achievement.
2)The child does not have preexisting conditions that contribute to the learning disability.
3) The child would benefit from special education services.
(Heward, 2018, pp.144)

# data[].attributes.body
What are the educational placement alternatives for students with learning disabilities?
Starting with the Least Restrictive Environment (LRE) a child is placed in a general education classroom and receives supports through a consultant teacher, such as a Resource/Inclusion teacher, coming into the classroom. In some cases the student may benefit from receiving more services/time in a resource classroom setting. In the event these two placements are not meeting the needs of the student, he/she may be place in a separate classroom devoted to teaching small groups of students with serve learning disabilities in a more appropriate learning environment.
(Heward, 2018, pp.172-174)

# data[].attributes.body
What are the characteristics (externalized and internalized behaviors) associated with this disability?
Students with emotional disturbance or behavior disorders greatly fall behind typically developing peers in two dimensions, externalizing and internalizing. Externalizing refers to antisocial behaviors such as: disturbing peers with yelling or cursing, causes fights, ignoring adults, always looking to argue, and frequent tantrums. The most noteably externalizing behavior is noncompliance. Internalizing refers to withdrawn behaviors such as: acting childish, lacking social skills, retreating into their own little world, and potential phobias. Both, externalizing and internalizing, negatively hinders a student's academic and social achievements.
(Heward, 2018, pp.183-184)

# data[].attributes.body
What are the educational placement alternatives for students with emotional disturbance or behavior disorders?
Students with emotional disturbance or behavior disorders thrive in placements that can offer academic and social skills in a setting that is productive and protective. With that said, according to the text most students with emotional disturbance or behavior disorders are placed in general education and scaffolded respectively to alternative settings such as resource room, separate classroom, specialized schools, and even more serve cases that require correctional facilities, residential schools, and hospital placements.
(Heward, 2018, pp.212)

# data[].attributes.body
What are the key components in defining emotional disturbance or behavior disorders?
The three factors to look for when determining emotional disturbances or behavior disorders are the behavior occurs over a long period of time, to a marked degree, and hinders academic achievement.
(Heward, 2018, pp.182)

# data[].attributes.body
HEWARD, W. I. L. L. I. A. M. L. (2018). Exceptional Children: an introduction to special education (11th ed.). UPPER SADDLE RIVER: PEARSON.

# data[].attributes.body
What are the causal factors associated with this disability?
Various factors including biological such as brain disorders, genetics, and temperament as well as environmental meaning home, school, and community play a factor being associated with this disability. While it is impossible to pin point one factor that causes this disability, it is most often thought that the greater the child's exposure to a mixture of both negative biological and environmental factors create a greater risk factor for the child to have problematic behavior.
(Heward, 2018, pp.191-194)