Transcript Learning and Behavior Disorders

Physical Disabilities and Health Problems
and
Learning and Behavior Disorders
(text: chapter 7 & 8)
Learning Objectives:
 Define and describe physical disabilities
 List the types of physical disabilities
 Describe some ideas for programming
 Lots ways in which materials & environments can be adapted
 List and describe several learning and behavior disorders
Education ABC’s…Week 6:
 OT=Occupational Therapy
 PT=Physical Therapy
 ASD=Autism Spectrum Disorder
 PDD=Pervasive Developmental Disorder
 PDD-NOS=Pervasive Developmental Disorder
Not Otherwise Specified
 SDI=Specially Designed Instruction
 TSS=Therapeutic Staff Support
 Physical activity and good health are important for optimal
learning and early development.
 Young children’s learning is activity-based; therefore, if they are
unable to participate in activities due to a physical disability, their
learning and overall development are affected.
 Physical Disabilities
 referred to as physical challenges
 refers to conditions that interfere with normal functioning of bones, joint
and muscles
 Children’s Literature-Rolling Along with Goldilocks and the Three
Bears
Types of Physical Disabilities
Cerebral Palsy
Spinal cord
injuries
Muscular
Dystrophy
Hip Dysplasia
(most common physical disability
in children)
Juvenile
Rheumatoid
Arthritis
Ideas for Programming
 early intervention is the key
 team approach:
 that includes and supports parents & teachers
 uses trained professionals (PT’s & OT’s/physical & occupational therapists)
 family service coordinator to help family with resources
 adapt equipment for each child’s specific disability
 mobility devices (i.e. wheelchairs, braces, walker)
 positioning devices (i.e. wedges, bolsters and prone-board to help maintain
standing position)
Ideas for Programming
 adapt materials for classroom & home use
 universal design-an approach to the design of all products & environment to be as
usable as possible by as many people as possible regardless of age, ability or situation.
 manipulative materials (i.e. materials mounted on a board fastened to the wall, use of
Velcro, flannel, magnetic boards, pegs on puzzle pieces)
 creative materials-adaptation of crayons & markers (push through a ball for an easier
grip), taping paper down to table
 self help devices-suction cups, shelf liners, Velcro to replace buttons/zippers
 adapt the classroom & home environment
 wheelchair accommodations
 handrails & railings
 ramps & floor coverings (carpeting-warm & comfy play area)
 eye level materials
Lecture Supplements
 Article- “Guidelines for Adapting Toys…”
 Video-Playground for Inclusion
(www.youtube.com)
http://www.youtube.com/watch?v=aWLN0TvDUHo&feature=player_detailpage
www.youtube.com 4/5/07 (2:23 min)
 Cedar Beach Playground, Allentown, PA
Cedar Beach Playground, Allentown, PA
ACTIVITY-Adapting materials
Using the following “areas,” brainstorm ways to adapt
classroom/home materials or the classroom/home environment to
meet the needs of children with physical disabilities.
 Art area
 Block/manipulative area
 Pretend play area
 Gross motor area/outdoor area
 Large group activities
 Personal hygiene routines
Answers:
Art area
Block/manipulative
area
• Build up handles, melt small crayons into large cups, Dycem mats
for stability, suction cups, Velcro
• Velcro, encourage activities that cross midline, large containers,
scoops
Pretend play area
• Dress up clothes w/Velcro, simple dress-up items that are easy to
put on/take off, proper positioning that encourages self-dressing
Gross motor/outdoor
area
• Weight in the “vehicles” to encourage weight bearing & sensory
feedback, Velcro on bike pedals, deflated balls for easier throwing,
textured balls
Large group activities
• Best seating possible to use sight, hearing, and body to help
maintain attention, seated at same level as others, use of objects
w/Velcro or magnets, adapted musical instruments with straps,
belts, and Velcro
Personal hygiene
routines
• Adaptive utensils, cut-out cup, Velcro clothing, toothbrush and/or
hairbrush with Velcro strap
For Homework:
Physical “Abilities” Awareness
(orange worksheet=5pts)
Video
“ABC: What Would You Do? Parking Spot”
http://vimeo.com/1970559
Health Problems & Examples
 For the most part, health problems do not necessarily interfere
with growth & development, but for those children who are
chronically ill, it does interfere because they tend to miss school
frequently and miss out on learning opportunities.
 Examples:
 Asthma
Heart problems
Diabetes
Seizure disorders
 Cystic Fibrosis
 Hemophilia
 Leukemia
 Sickle-cell anemia
 Undernourishment
AIDS
Obesity
Learning and Behavior Disorders
 Many developmental problems are linked to disorders associated
with learning & behavior.
 6 Examples of disorders:
1. Attention deficit hyperactivity disorder (ADHD)
2. Learning disabilities
3. Behavior disorders
4. Pervasive developmental disorders
5. Other forms of autism spectrum disorder
6. Eating & elimination disorders
Attention Deficit Hyperactivity Disorder (ADHD)
 3 patterns of behavior indicate ADHD
 predominantly hyperactive-impulse type-no inattention
 predominantly inattentive-type-often called ADD, no hyperactive-impulsiveness
 combined type-displays both inattentive and hyperactive-impulse behavior
 average age of onset is between 3 and 4 years old
 behaviors are a continuous problem, not just the result of a temporary situation
 evidence of significant impairment in social, cognitive, academic or occupational
functioning
 research has yet to identify a specific cause; possible genetic transmission
 intervention strategies include: medication, behavior management (rewarding
positive behaviors) or a combination of both
 special diets such as the Feingold diet (removal of artificial food coloring/food
additives), have found no clinically significant differences
Learning Disabilities (LD)
 Definition-a disorder in one or more of the basic psychological
processes involved in understanding or using language, spoken or
written, which may manifest itself in the imperfect ability to listen,
think, speak, write, spell or do mathematical calculations
 It does NOT include children who have learning problems due to
visual, hearing or motor handicaps, intellectual disability, emotional
disturbance, environmental, cultural, or economic disadvantage or
second language learning
 Warning signs (risk indicators)-pg 181 of textbook
A few certain behaviors that may indicate
a learning disability…
 lack of prerequisite/readiness skills
 sensory-motor difficulties
 gross motor
 fine motor
 cognitive disorders
 visual perception problems
 auditory perception problems
 language delays
 social skills deficit
 Behavior Disorders (BD)
 behavioral disorders include: severe depression, anxiety (excessive fear, worry or uneasiness,
phobias, panic disorders, obsessive compulsive disorder, post-traumatic stress syndrome)
 Autism Spectrum Disorder (ASD)
 a group of childhood disorders usually evident by the age of 3
 newly released DSM-5 (2013) encompasses previously referred to terms such as early
infantile autism, childhood autism, Kanner’s autism, high-functioning autism, Asperger’s
disorder pervasive developmental disorder (not otherwise specified), & childhood
disintegrative disorder
 the change indicates that the symptoms of these disorders represent a continuum from mild
to severe
 identifiable characteristics include:
 1) deficits in social communication
 2) deficits in social interaction
 3) restricted repetitive behaviors, interests, & activities
 autism is 4x more common in boys; however, girls tend to have more severe symptoms &
greater cognitive impairment
 prevalence is 1 in 88 children in the US have been identified as having an ASD
 research has shown possible links of ASD and both genetics & environmental factors
 mutations in DNA of older fathers
 exposure to pesticides & air pollution to pregnant mothers and during the 1st year of life
Videos
 WWYD? - Child With Autism Insulted By Customer! (Published on
Feb 16, 2013) (8:11min)
 http://www.youtube.com/watch?v=l2hBsNpCfd0
 Fox 45 Cover Story - Autism Research at Kennedy Krieger Institute
(2006) (5:08min)
 http://www.youtube.com/watch?v=oMsW_S6H41k
 Be My Hero - Autism research (Published on May 10, 2012)-
Manitoba, Canada (3:34min)
 http://www.youtube.com/watch?v=iNw3mXLreck
 Autism Awareness for Typical Peers/Classmates (5:22min)
 http://teachertube.com/viewVideo.php?title=Autism_Awareness_for_
Typical_Peers_Classmates&video_id=130048
Other Forms of Autism Spectrum Disorders
Rett’s disorder
Attentiondeficit/hyperactivity
disorder
• rare (1 in 10-15, 000), found in girls (99%),
children have normal development up to 18
months old then start to lose abilities, esp.
gross motor and language skills
• repetitive hand gestures & wringing of the
hands is common
• being overly focused or easily distracted are
common behaviors observed in individuals
with ASD
Interventions
 Applied behavior analysis (ABA)
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an intervention method used with children with autism
intensive, one-on-one child-teacher interaction for up to 40 hrs per week
approach is individualized to meet the needs of the child and the family
reduces the number of inappropriate behaviors and increases communication, language
and appropriate social behavior
 Dietary-gluten-free (substance found in the seeds of various cereal plants) and
casein-free (principle protein in milk) due to allergies;
increase in vitamin
B6 (due to an insufficiency of a specific vitamin-mineral in the normal diet)
 Chelation-(unproven theory)
 removal of heavy metals from the child’s blood
 based on the premise that there is a link between thimerisol (was found in certain
vaccines) and autism
Article-The Mystery of Autism
Interventions & Parental Involvement
 Parental involvement is a major factor in the success of
treatment.
 Parents are involved in intervention and work with
teachers/therapists to identify behaviors to be changed and skills to
be taught. This is important for the quality of life for the child and
his/her family.
 Parents are trained to deal with behaviors and teach new skills so
that intervention is carried across various environments and
throughout the day.
Eating & Elimination Disorders
 Pica-a craving for nonfood substances (dirt, chalk, paper, paint)
 Soiling & wetting-intertwined with anxiety, fear, and other
emotional reactions; unpredictable & hard to control accidents
CONNECT MODULE 1:
Week 6: (~30 minutes)
A. Step 3: Evidence (Research)
1. Handout 1.3-Research summary on embedded interventions
2. Activity Sheet 1.9-Apply the research to practice
B. Step 3: Evidence (Policies)
1. Handout 1.4-Policy advisory – the law on inclusive education
2. Audio Clip 1.1-Interview with Rud Turnbull (2:05min)
3. Activity Sheet 1.10-Know your rights
C. Step 3: Evidence (Experience-based knowledge)
1. Handout 1.5-Views on embedded interventions
2. Handout 1.6-Partnering with families on embedded
interventions
3. Video Clip 1.18-Using video for REALLY watching (1:53 min)
4. Activity Sheet 1.11-Improve communication with families
about embedded interventions
Kassandra Case Study:
 Watch Kassandra video a 2nd time
 Transfer written observation notes onto actual
blank observation worksheets. **HOMEWORK**
 If time permits, hand out individual “role” packets
 HOMEWORK Kassandra Observation Notes transferred to Checklist
Homework:
 Bring in 1 child’s toy (ages 9 months to 5 yrs) for activity
next week
 Complete Physical Abilities Awareness worksheet
 Read 2 IFSP/IEP articles in preparation for next
week’s lecture
 Read Chapter 10 text pages
 Print out lecture notes for Ch.10