Education > Summary > EDUC 521SaraDunn_Exceptionality Chart EXCEPTIONALITY CHART SARA DUNN EDUC 521 PROFESSOR KATHY KEAFER (All)

EDUC 521SaraDunn_Exceptionality Chart EXCEPTIONALITY CHART SARA DUNN EDUC 521 PROFESSOR KATHY KEAFER

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EXCEPTIONALITY & DEFINITION CRITERIA FOR SERVICES CHARACTERISTICS GENERAL TEACHING METHODS/ INSTRUCTIONAL STRATEGIES/ TECHNOLOGY Autism Spectrum Disorder “A variety (or spectrum) of related disorders that affect a child’s social development and ability to communicate and that include unusual behavioral manifestations such as repetitive motor movements” (Kirk, et al, 2015, p.143). DSM-5 An individual must meet criteria A, B, C, and D: A. Persistent deficits in social communication and social interaction across contexts, not accounted for by general developmental delays. B. Restrictive, repetitive patterns of behaviors, interests, or activities. C. Symptoms must be present in early childhood (but may not become fully manifest until social demands exceed limited capacities). D. Symptoms together limit and impair everyday functioning. (Kirk, et al, 2015, p146)  Lack of Theory of the Mind (the ability of human beings to understand the thinking and feelings of other people that’s necessary for understanding, predicting, and shaping the behavior of others).  Acting out or aggressive behavior due to limited ability to communicate.  Hypersensitivity to sensory stimuli  Trouble with important thinking skills like decisionmaking, problem solving, executive function, and the more complex mental processes of reasoning and evaluation.  Difficulty with a range of motor skills such as gross motor, fine motor, and motor planning. (Kirk, et al, 2015, pp. 148-150)  Early intervention and early diagnosis  Naturalistic intervention Peermediated instruction and intervention  Social narratives of social stories; Comic strip conversations  Prompting; visual supports  Creating Structure  Improving Social Skills  Functional Behavior Assessment  Assistive Technology (voice output communication aids)  Focused Intervention Practice  Comprehensive Treatment Models (TEACCH, EIBI) (Kirk, et al, 2015, pp. 154-161) Emotional/Behavioral Disability “…a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance: An individual must meet at least one of the following criteria: ) (A) An inability to learn that cannot be explained by intellectual, sensory, or health factors. (B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. (C) Inappropriate types of behavior ◾Hyperactivity (short attention span, impulsiveness); ◾Aggression or self-injurious behavior (acting out, fighting); ◾Withdrawal (not interacting socially with others, excessive fear or anxiety); ◾Immaturity (inappropriate crying, temper tantrums, poor coping skills); and ◾Learning difficulties (academically performing below grade level). Students who suffer from Emotional and Behavioral Disorders, or EBD, often find it very difficult to control their behavior and focus on their work in the classroom. EBD students also commonly lack the impulse control and the emotional balance that is necessary to handle social interactions with other students effectively. 1. Keep class rules/activities simple and clear

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