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65 Cards in this Set
- Front
- Back
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LANG: Cognitive
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no correlation exists. BUT many cognitive abilities are language dependent.
-Children tend to be more rigid, literal thinkers. - Lack ability to pretend, play word games, laugh at jokes. |
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LANG: Academic achievement
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Influence child’s ability to read and write.
Emergent literacy DEF: reading and writing knowledge and behaviour that precedes Conventional literacy at a slower rate than peer. Most prevalent in child with lang. impairment. Inability to interpret abstract/symbolic material (grade 4). -Speech difficulty with comprehension, syntax and vocabulary. -Clefts- poor self perception, and lower school achievement. |
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LANG: Behavior
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link not well understood. direct impact on behavior. Prevalence 29 - 60 % and increases over time. Disrupts development of behavioural control.
-short attention span. -exitability, tantrums, solitary behaviour. -difficulty to communicate leads to frustrations. -withdraws dues to negative feedback. - use physical means to gain attention. -Stutters - aware of listener’s reaction. Embarassed, angry, frustrated, anxious, less-confident. Social withdrawls, Emotional problems. Can develop into severe psychiatric disorders. |
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LANG: play behavior
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Language mastered most actively during play.
- cycle emerges: less interactin during play > less peer collaboration > less lang. development. |
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LANG: family variables
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Cleft - child has emotional and social development are harmed by parents feeling guilty that deformity is their fault. Parent anxious about poss cognitive delays.
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LANG: Cultural and linguistic diff
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Limited English Proficient - increasing with high proportion of special classes.
difficulties will emerge in both lang. |
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LEARN: cognitive
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does not equal cognitive delay.
child with LD = avg or above avg IQ. -exhibit memory and thinking disorder. (ex. remembering short and long term. -don’t have deficit in actual ability to learn. -performance deficit. - problems related to metacognition. (awareness of basic learning strategies and one’s awareness of how one learns). |
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LEARN: communication
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make up 60-80 % of children with LD
Child plateau in language ability in: semantics, syntax, memory and pragmatics. -Rarely volunteer answer. Hesitate and stumble for words. Sparse vocabulary. -problems at every level of langugage hierarchy. - listening, speaking, reading and writing. …. listening. teaching -learning processes assumption to listen to each other. “initiate, reply, evaluate, imitate. Mode is problematic for LD …. expresssive language- child with LD have problems with both receptive and expressive language. However greater difficulty with expressive. Particularly semantics, and pragmantics. - difficulties with articulation, immature speech patterns, mild speed irregulatories, general unintelligiblity and cluttered speech. -semantics. vocab of child is small, superficial and reflective of reductions in development of underlying concept. May not perceive multiple meaning. Misinterpret what they hear. Take things literally. Miss subtlty. -Child can’t remember meaning of word. -inability |
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LEARN: academic achievement
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“HALLMARK of ...
deficit: some children in all areas. Some in specific. -plateau grade 4 0r 5. -Gap widens through high school. Even in resource rooms don’t recoup basic skills. - Don’t master higher level skills involved in reading and written comprehension. Difficulty completing homework. 3 areas of concern. 1. Reading. *** hallmark of success in school. Complex tasks student is to perform. Convergence of cognitive and experiences with oral and written language. Involves memory, attention skills. phonemic awareness, decoding and comprehension. difficulties in reading . 5-20%. Early problems = poor prospects for later learning. -loose motivation and interest. Phonological awareness. : ability to blend, sequence, rhyme or in other ways manipulate the sounds of spoken words. Phonemic awareness: sensitive to individual sounds within words and able to manipulate sound. -strong rel’ship between early literacy and phonological awareness. |
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LEARN: perceptual
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DEF: the use of the senses to recognize, discriminate and interpret stimuli.
PYSCHOLOGICAL PROCESSING: (learning styles) How an individ. processes sensory info and put it into meaningful intellectual use. VISUAL PERCEPTION AUDITORY PERCEPTION - difficulty in synthesizing sounds in the words, analyzing words into parts and associating sounds with symbols. |
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LEARN: motor
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LATERALITY. Internal knowledge of diff btwn right and left. Motor basis for spatial concepts.
DIRECTIONALITY. Awareness of left and right in environment. If child does not establish tendency to perform most task on one side of body learning is affectd. Mixed dominance leads to confusion in reading and writing. |
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LEARN: social/emotional
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social interactions and social acceptance deficit. 33 - 75 % of children with LD.
-weaker interpersonal skills. -difficulty expressing feelings and reading others. peer relationship pivitol. Reasons for negative: -deficit in verbal and nonverbal comm. and social perception skills. Communication difficulty make interactions less likly. -social problem more prevelant with children non verbal diff. -Lower self-concept. -don’t attribut learing to own ability. -view controls are outside not within in internal forces. View failure as verification of disability and lack of skills.-less optimisitic. -Emotional overlay. |
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INTELL: Physical.
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Mild: display few physical symptoms. Minor differences in health, physical and motorskills. Children the same age of milestones.
Moderate: More complex. Less coordinated and less physically able. Slower in reaching milestones. Learn to walk, talk, eat, toilet. Severe - poor speech, inadequate social skills, poor motor development, incontinence, sensory impairment. Profound: 2 grades. a) Relative - less organic damage, degree of ambulation communication and self-help. b) Absolute - Most seriously impaired. Without training exhibit no adaptive behaviour. Medically fragile. |
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INTELL: Cognitive
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Both conscious activity and actions we don’t even think about. ID means slowing down not stopping. Impaired or incomplete mental development. Abilty to learn is limited. ID is quantitive not qualitative. Parallels btwn norm and ID pass through same cognitive stages in same order. Jus slower and at lower levels of achievement.
Piagetan stage. Mild; Concrete operational. Moderate: pre-Operational. Severe: Sensorimotor. |
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INTELL: Learning and memory
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Potential to learn specific consequences. Learn in same fashion both confront serious difficulties in intellectual functioning.
Including: concept learning, attention, language, memory. Memory efficiency decrease as level of disability increase. Memory strategies inefficient for ID. But can be taught to improve memory functioning. Memory problems in turn mean problems with observational learning, organization, selective attention, generalization, motivation and studying for test. Hard to select learning tasks. Deficit in understanding abstract concepts. “Above, always, other and different” Children with ID less motivated. Correlation betwn achievement and motivation. Degree of disability increase learning and memory become more severe. Moderate: learning is possible by using classical and operant conditioning. Severe to profound: taught simple academics, adaptive behaviour and vocational skills |
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INTELL: Academic
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largest learners: Mild. Wide range of skills and needs. Underachieve in all academic areas. Deficits similar to LD. in reading and all language arts. Mild. difficulty with basic counting, writing numerals. Great difference in comprehending arithmetic concepts that involve abstract notions and symbols. Can’t follow systematic strategies for solving word problems.
Moderate- limited intellectual ability. Difficulty working with abstract ideas. Problems generalizing learning to new situation. Academic work should be functional and relevant to everyday life and needs. Severe or profound - Challenges to successful adaptation. Modified plan of instruction. Requires life care and supervision. Basic living and self-help skills. |
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INTELL: Behaviour
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have high rate of behavioural disorders. 7-18% ADHD. Correlation between ---- and aggression. Problems choosing strategies to resolve conflicts. --- vulnerable to mental disorder. Increase rate of depressive disorders. Symptoms of loneliness, sadness. Down syndrome prone to more dementia and depression. Low IQ problems with perceiving understanding and responding to environment. Child withdrawl and displays characteristics of emotionally disturbed. Maladaptive behavior found in spectrum. 1. Aggression toward people and objects. 2. Self-stimulating. (stereotyped behaviour, repetitive movement) 3. Self-injuring. (conflicting harm one oneself)
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INTELL: Social
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This is elusive goal for child with ----. Not accepted by peers, trouble making friends, subject to teasing. In turn diminishes self-concept and problems with low self-esteem. Rejected because look different or show unusual behaviour. Diff social perception. Interpret social cues, generating strategies for solving social problems. Atypical patter in socialization. The more severe the lower the social interaction. Don’t see peers as source of support. Less intimacy, loyalty. Moderate - adaptive behaviour problem. Problem with social concept. Interpersonal skills. Emotional instability. Communication. progress at slower rate than norm development. Play behaviour - difficult to engage in group play. Passivity (DEF) disengagment from activity. This is afeature of ID. Participation in unstructured free play different. Passive traits translate in to periods of no play, solitary play, and less interactive play with peers.
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ADHD: Academic
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many children with --- are average or above average intelligence.
General characteristics magnified: inattention, impulsivity and hyperactive. Due to demand to perform, sit still, demonstrate knowledge and engage in tasks of teachers choosing. |
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ADHD: Behaviour
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Hyperactivity, inattention and impulsiveness play key role in development of antisocial behaviour. Exhibit violent reactions to fustrations. Use aggression to deal with difficult situations. Persistant pattern of behavioural and learning problems lead to lifetime of poor outcomes.
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ADHD: Social
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So common some experts think it should be included as defining characteristic. Problems understanding how to approach social situations. poor interaction behaviour (ex. interupt, not listening, lose temper. Unpopular with peers. Percieved as annoying. Described as bossy, intrusive. Teachers and other students respond to negative characteristics with aversion, critizism, rejection. Parallels between social, behavioural and psychological attributes of victims of bullying and children with ----
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ADHD: family
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Can cause discomfort and despair. Even when child is sleeping they show excessive activity and sleep problems.
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B': social and emotional
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“socialization” hard to define. Child with --- exhibit deficit in socialization. Social cognition, social competence and social skills. Show excessive aggression, defiance and development intense interpersonal problems with teachers, peers and parents. (more examples and details about conduct disorders.)
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B': communication
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Speech and language across all exceptional. Higher prevalence of children with -- among language delayed children. Special education service. For child with -- is speech and lang interventions. Relationship between language and B development is reciprocal. Behaviour problems impair peer group social interaction. In turn experiental deficits negative affect lang. development. Child who can’t communicate respond in frustration or anger. Teacher think child with -- communincate too well. Interrupt class, swear, aggressive lang, speak … to parents. Vent emotions. Use lang to control social situations.
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B': academic
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Child with --- are academic underachievers. Level of functioning below grade level in all areas. Relationship btwn underachievement and externalizing behaviour. Reading disability and aggression. 6-24% of children with -- have reading problems. Non-compliance and uncotrolled child create problem in classroom management. Teachers react by instructing with less feedback, fewer dynamic work interactions. Non-compliance pattern of severe academic becomes cycle. Academic deficit worsen. Child react by withdrawing or lashing out in anger. Soon dislike learning process. Timid, passive behaviour. Interfere with development of potential. Difficult problems evoke different attitudes from teachers.
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B' cognitive
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intelligence and academic achievement negatively correlated with aggression and delinquency. # children with -- have IQ below average mean of 90. 95. Problems with cognitive process.
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Gift: Physical
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Don’t show advanced motor skills. Gap in development (dyssynchrony) might be able to read before having fine motor skills to write name. Tend to have superior physical traits. Walks sooner, larger at birth, fewer diseases.
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Gift: Academic
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Internal locus of control. Independence. Self-motivation. Learn more, faster and more easily that normal children. More adept at critically evaluating facts and arguments. Readily recognize relationships and comprehend meaning. Therefore can reason out problem.
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Gift: Behavior
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not always well behaved. May interupt, fail to listen, be argumentative, refuse to comply. Be critical. Need help in accepting failure. Be critical, higher energy that results in perpetual motion and disorganized work habits. Common trait PERFECTIONISM. Lack of stimulation can bore child. Dislikes drill sheets, repetition. Learning at faster pace than peers.
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Gift: SOCIAL AND EMOTIONAL
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At least or better well adjusted as peers. (Moderate) Tend to be liked by peers. Higher IQ: less pop. Harder to relate to peers. View themselves as more introverted, more inhibited.
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Gift: Ethical
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Develop strong concern of right and wrong. Have issue awareness. Sensitivity factor (doesn’t translate to people skills).
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HEAR: COGNITIVE
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--- group fits on the same curve of intelligence as rest of population.
Same thinking process. Meditator factor - language. |
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HEAR: COMMUNICATION
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Different in his acquistion and development of speech and language. Deficits vary. Results of factors: degree of hearing loss the training and use of residual hearing, child age, etiology of the impairment. family climate. .... of communication and education setting.
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HEAR: Academic
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Academic is close to acquisition of lang.
Residual hearing. Limit reading comprehension and oral. Acquiring reading and writting difficult. Mean reading score below norm. Same level in mechanical skills. Less in arithmetic and spelling. Less sucessful in math problem solving. |
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HEAR: Social
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Problems with communication produces barrier in social interaction.
Severe and profound result in social isolation. Misunderstood and underserved Hearing impairment misdiagnosed. Inappropriate response. Maybe classified as a learning or B. disorder Child with impairment. Diff in maintaining social interactions with peers. Higher emotional instability.Neurosis and maladjustment. Manifested: impulsive, irresponsible and dependent behaviour. Disregard feelings and misunderstand actions of others. High degree of egocentricity. Low frustration threshold. |
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HEAR: Play B'
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Initiate interactions less frequently.
Experience greater rejection. Engage in less dramatic play. Prefer solitary construct or play. |
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EYE: Motor
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Vision plays leading role in child’s first effort to independently explore the world.
Without vision: difficult to explore environment. Young child - no motivation to lift head or roll over. Less ability to orient self to external environment through reach, crawl, walk, maybe slower to walk and crawl. Older child- lower level of habitual physical activity. |
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EYE: Cognitive
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IQ = Normal.
Form different notions than child with sight. non verbal perspective. Content - lag behind Paidetain tasks such as classifications and conservation. Course traditional testing based on visual info |
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EYE: PERCEPTUAL
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--- - world of smell, taste, hear, and feel. Build knowledge through these expreiences.
Hearing is the only distance sense available. Must pay overall to tactile and auditory cues. Texture, weight, temp, shage and size - id object. Synthetic touch = tacticle exploration of small object ... fit in hand. Analytical touch - Explores various parts of object and mentally reconstruct them. |
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EYE: COMMUNICATION
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Verbal lang critical for info gathering.
Even before speech. Use vocalization to maintain social contact. Learn about person thru voices. Nervous speaker, touch , gestures accompany speech. Interpret meaning from nuances or variations of voice tone. |
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EYE: ACADEMIC
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Variable.
General performance peaks and valleys. Achieve higher in some academic areas and problems in others. |
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EYE: SOCIAL and EMOTIONAL
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Vision growth at 2 to 4 mth. Correspond to child noticing world.
Normal child - visuallly focus on parents. Eyes , smiling and shift gave. --- child - flat bland facial expression. Absence of expressive behaviour. Demonstrate special needs in areas: Self awareness Self-esteem Social skill because interfere with spontaneous social activity, social interaction and communication. imp affects ability: Social cues needed for modelling and feedback. Miss important non-verbal cues. Don’t have eye contact or smile. B. More likely to be rejected. |
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CYSTIC FIBROSIS
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No intellectual impairment.
Impact family. Everyday activites depend on the current health status of the ill child. |
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DIABETES
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Can participate in all school activities. Average range in intelligence. Affected areas L skills in visio-spatial area of cognitive functioning and math. Emotional and physical development... depend on reaction of others to the condition.
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CANCER
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Physical and emotional problems. Special benefit from education at all stages of their illness. Need the satisfaction of being normal, productive learners and should attend school even in the terminal stages of the illness.
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ASTHMA
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No negative affect on school performance. But absentee can be a problem. Emotional difficulties.
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CEREBRAL PALSY
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Damage to motor system impede normal development. Intellectual disabiltiy. Learning, sensory loss, epilepsy and emotional and B disorders.
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SPINA BIFIDA
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Normal range of intelligence. (occulta). (Menigocele)
Myelomenigocele - Intelll disabilities. Perceptual and cognitive dysfunction. Interfer with physical growth and development. No learning difficulties. But social and psychological barrier |
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EPILEPSY
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Affect process of info. Learning problems. Psychological and social adjustment problems. B. disturbances. Poor self-esteem.
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TBI
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persistent lang problems. Attention retention, auditory and recent memory. Problems in planning, organizing and initiating activities. May have prob with physical layout of school.
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SCHIZO: Cognitive
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no intell impairments.
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SCHIZO: Language
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regress
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SCHIZO: Motor
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Lag in motor development. Prior to onset. Deficit in gross motor and fine. Skills learned may regress.
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SCHIZO: Social and Emotional
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Profound effect to monitor and test reality. and ability to sustain interactions between environment.
Withdrawl from world. Apathy. Wide variety of mood, thought and B. Hallucinations (auditory) and systematic delusions. |
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AUT: Motor
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May show grace and normal motor skills. But might not be able to toliet or dress self.
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AUT: Cognitive
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Poor cognitive development. Affect child ability to learn
B prob. Interfere with attention and motivation. Moderate to severe range of intellect dis. Diff from mental retardation: Autistic savant rare. |
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AUT: Perceptual
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Abnormal responses to visual stimuli. May try to smell objects. May elicit: indifference, distress or intense fascination. Faulty modulation of sensory input. Potentially overwhelmed by sensory input. Or child is overselective. Fixated on one particular stimuli.
Self stimulation. Social stigmatizing B. decrease child response in school. |
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AUT: Language
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deviance in quality and pattern. Lack awareness to use lang as tool.
Neologisim - non-words or words that are obviously peculiar. Lang = diff in speech. process to learn speech abnormal. Acquisition of 1st word delayed. Vocab .... grows diff than other children. New words appear and old forgotten. Spontaneous speech usage. Echolia - lang. characteristic in verbal autistc. Rpeat... parot like. |
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AUT: Play B
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Related to play. Delay in all forms of play. Especially symbolic play. Difference in topography , pleasure and complexity.
Repetitive, obsessive, mechanical Absence of coop and pretend play. not intrinsic. Ignore toy. Engage in stereotypic, self stimulating body movement. |
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AUT: Social
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Impairment core symptom.
Live in own isolated world. Social devel min. Respond to people with aloofness. Diff: predicting thoughts, feelings and B of other. “thepry of mind” Impair relationship with family. Don’t gratify needs thru personal relationship. Aggressive stimulating B. |
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S&P: Physical
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Deficits prevent them from interacting with environment. Very late in reaching developmental milestones.
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S&P: Cognitive
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--- involving mental retardation ... low level of cognitive functioning.
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S&P: Communication
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Learning to communicate is not simple or naturally occurring task. Developmental lags in speech and lang. Two groups. Presymbolic. Don’t use signs, words or pictures for communication. They may not possess a recognizable communication system or may use gestures such as pointing , touching or moving objects. Minimally symbolic: communication efforts may consist of intentional byt ifishycrativ and non-conventional patterns such as reaching and leading.
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S&P: Academic
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Matrix of factors: quality of education, age education begins, age of onset of conditions. nature of the combination of disabilities, and severity of each condition. Family response, educational setting, amt of integration with typical peers, related services avail for both child and family. Will require specialized services and modified curricula. Most, Attainment and mastery of basic skills is tentative.
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S&P: Social And Emotional
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Onset of attachment B and social interactions may be very delayed from beginning of life. Disrupt natural interchange between caregiver and child. Periods in hospital, feeding problems and inability to maintain wakeful state... hinder development.
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