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| developmental disability affecting verbal and nonverbal communication and social interaction that adversely affects a child’s educational performance |
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| Impaired Social Interaction |
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| Applied Behavioral Analysis |
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| a scientific approach to designing, conducting and evaluating instruction based on empirically verified principles describing functional relationships between events in the environment and behavior change |
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| an interactive exchange of information, feelings |
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| formalized code used by a group of people to communicate with one another |
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| oral production of language |
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| a reduced ability, whether developmental or acquired, to comprehend or express ideas through spoken, written or gestural language |
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| understanding of language |
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| include all non-maturational speech deviations based on incorrect production of speech sounds; omissions, substitutions, additions or distortions of phonemes within words |
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| an interruption in flow of speaking characterized by atypical rate, rhythm and repetitions in sounds, syllables, words and phrases |
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| characterized by abnormal production or absence of vocal quality, pitch, loudness, resonance, duration which is inappropriate for individual’s age or gender |
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| a severe orthopedic impairment that adversely affects a child’s educational performance |
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| having limited strength, vitality or alertness, including a heightened alertness to environmental stimuli that results in limited alertness with respect to the educational environment, because of a chronic or acute health problem (asthma, cancer, HIV and AIDS, diabetes) |
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| a disorder of voluntary movement and posture |
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| a condition in which the vertebrae do not enclose the spinal cord |
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| diseases related to the wasting away of the body’s muscles |
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| usually the result of a lesion to the spinal cord cause by a penetrating injury, stretching of the vertebral column, fracture of the vertebrae or compression of the spinal cord |
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| a genetic disease in which the body’s exocrine glands excrete thick mucus that block the lungs |
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| Seizure Disorders (Epilepsy) |
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| partial seizures, generalized seizures |
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| one side of the body is affected |
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| involves all limbs and trunk of the body |
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| both legs or both arms are affected |
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| both low-tech (adapted eating utensils, a reacher) and high-tech (computerized synthetic speech devices) assistive devices to ease daily life |
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| Attention Deficit Hyperactivity Disorder (medical definition) |
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| psychiatric disorder, negatively affects social, emotional or academic functioning, considered neurobiological |
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| Impaired Social Interaction |
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| difficulty interpreting and understanding the emotions of others |
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| Communication and Language Deficits |
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| difficulty expressing and explaining themselves in a verbal way |
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| Repetitive, Ritualistic and Unusual Behavior Patterns |
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| likes routines and patterns, often has odd quirks such as rocking themselves |
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| most fall under category of intellectual disability, 10% have savant syndrome |
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| some children with ASD exhibit problem behaviors at school |
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| Importance of Early Diagnosis of ASD |
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| Signs That Warrant Concern About ASD in First 18 Months of Life |
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| Effective Educational Approaches for ASD |
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| Functions of Communication |
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| Narrating, explaining, requesting, and expressing |
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| Phonology, morphology, syntax, semantics, and pragmatics |
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| the linguistic rules governing a language sound system; how sounds are sequenced and combined |
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| the basic units of meaning and how those units are combined into words |
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| the system of rules governing the meaningful arrangement of words, specific to each language and identify acceptable grammatical relationships so that the correct meaning is conveyed |
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| related to the meanings of words and combination of words, includes vocabulary, concepts, contextual meaning, categories and relationships among words |
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| rules that govern social use of language; vary across and within cultures |
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| When is Speech Considered Impaired? |
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| When it deviates so far from the speech of other people that it calls attention to itself, interferes with communication and/or provokes distress in the speaker or listener |
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| 4 Kinds of Speech-Sound Errors |
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| distortions, omissions, addition, substitutions |
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| cool for school, pos for post |
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| /s/ schleep or zleep for sleep |
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| Types and Definitions of Fluency Disorders |
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| Stuttering and cluttering |
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| rapid repetition of consonant or vowel sounds, most often at the beginnings of words, prolongations, hesitations, interjections and verbal block |
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| excessive speech rate, repetitions, extra sounds, mispronounced words or no pauses—speaker may be unaware |
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| Causes of Speech Disorders (impairments) |
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| Physical factors such as cleft lip, paralysis of the speech muscles, absence of teeth, craniofacial abnormalities, enlarged adenoids and traumatic brain injury, dysarthria- a group of speech disorders caused by neuromuscular impairments in respiration, phonation, resonation and articulation |
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| Causes of Language Disorders |
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| Include developmental and intellectual disabilities, autism, TBI, child abuse and neglect, hearing loss, structural abnormalities of the speech mechanism |
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| Treatment Approaches for Language Disorders |
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| vocabulary building and naturalistic strategies |
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| graphic organizers, mnemonics |
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| teach when a child is interested, teach what is functional for the moment in time, stop while teacher and student are enjoying the activity |
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| serious but there is treatment, possibly cure |
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| gets worse over time, may lead to death |
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| occurs with intensity but at times are dormant |
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| present at birth (genetic or environmental) |
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| occurs during or shortly after birth (accident, illness, environmental) |
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| Characteristics of Students With Physical and Health Impairments |
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| cognitive and academic vary widely |
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| Characteristics of Students With Physical and Health |
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| Behavior, Emotional and Social: Behavior problems may be present, positive behavior supports and FBA needed, students may have poor self-esteem, anger at situation, may need help relating to peers or access to peers |
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| Characteristics of Students With Physical and Health |
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| Physical and Medical: Teachers must learn about each student’s conditions, risks and needs |
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| organized, uncluttered classroom, keep decorations out of direct line of sight, post clear classroom rules, post and follow routines, mix difficult and tedious work with more stimulating work |
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| Characteristics of a Student With ADHD/ADD |
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| Problems with executive functioning, working memory is not efficient, self-directed speech not utilized effectively, difficulty controlling emotions or motivations, problems with planning |
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| Some are very successful, others consistently achieve below their potential, academic self-concept is important |
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| Self-esteem can be a problem Often have problems coping with social functioning, like developing and maintaining friendships, rejection by peers |
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| Behavior Interventions: adhd or add |
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| Rewards, low involvement strategies, token economy systems |
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| Instructional Interventions |
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| Clear, concise, complete instructions, have students repeat instructions, use active responding |
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| NOT parenting, diet or television, physiological causes-heredity, brain differences, environmental causes- lead poisoning, maternal prenatal smoking or alcohol consumption |
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