ILTS 155: Learning Behavior Specialist Exam Questions with Answers Latest | Graded

ILTS 155: Learning Behavior Specialist Exam Questions with Answers Latest | Graded. SPED - 15-20% of students aged 6-17 recieve special education services; these students are very much like their peers, the only difference being that they have an intellectual, emotional, behavioral or physical deficit that interferes with their ability to learn effectively Physical Impairments - can develop during pregnancy, birth or infancy Can develop later in life from an injury or disease Often affects the cariopulmonary and musculoskeltal systems Fatigue - lack of phsyical stamina. Poor endurance, chronic illness Deficient or impeded motor skills - Physical limitations due to difficulties moving normally. Limited mobility and ability to explore the environment. Limited self-care abilities. Progressive weakening and degeneration of muscles Frequent speech and language effects - potential echolalia communication may be prevented psychological or emotional problems with a physical disability - may display maladaptive behavior, may require social adjustments, may necessitate long-term medical treatment, may experience embarrasing side effects from certain diseases or treatment May exhibit erratic or poor attendance patterns Children's physical growth and development affect their learning - Ability to sit and attend Need for activity Relationship between their physical abilities and self-esteem The degree to which physical involvement in an acitivity affects learning Emotional Disability - A child is considered emotionally disturbed if they exhibit one or more of the following behaviors over a long period of time and to a marked degree that adversely affects their educational performance Emotional Disability behaviors: - -Inability to learn that cannot be explained by other intellectual or health factors -Inability to maintain satisfactory interpersonal relationships -Inappropriate behaviors -General pervasive mood of unhappiness or depression -Physical symptoms or fears associated with personal or school problems -- schizo children covered under this definition -- social maladjustment must be accompanied by one other condition to satisfy definition of SED ILTS 155: Learning Behavior Specialist Exam Questions with Answers Latest | Graded Diagnosing ED: DSM V - Axis I= Principal Psychiatric Diagnosis (overanxious disorder) Axis II= Developmental Problems (mental retardation) Axis III= Physical/medical disorders (asthma) Axis IV= psychosocial stressors (divorce) Axis V= Level of Functioning (Global assessment functioning) Assessing behavior: Externalized - aggressive behaviors expressed outwardly towards others -Hyperactive impulsive and easily distracted (e.g. hitting, cursing, cruelty to animals) Internalized - Tendency to withdraw inward to the self (depression, phobias, elective mutism) Degree of disturbance - Mild= not destructive, aware of behavior, usually able to relate to other Moderate= ocassionally destructive, occassionaly aware of behavior, usually unable to relate to others Severe= usually destructive, usually not aware of behavior, unable to relate to others Cognitive Development Progression: Ages 6-12 - Begin to develop ability to think in CONCRETE WAYS -what should be done in the presence of the object and events that are to be used -- Combine (addition) -- Separate (subtract or divide) --Order (abc or sort) -- Transform (change 25 pennies into a quarter) Ages 12-18 - -Begin to develop more complex thinking skills such as abstract thinking, ability to reason from known principles, ability to consider many POV, ability to think about the process of thinking Early Adolescence - Begins to demonstrate use of formal logical operations in HW. Begins to question authority and societal standards, begins to form and verbalize opinions on topics usually related to their own life (parental rules should change) Middle Adolescence - Questions and analyzes more extensively Begins to develop own identity, forming personal code of ethics, thinking long term to form plans and goals Uses systematic thinking that begins to influence relationships Late adolescence - Develops idealistic views on specific topics Debates and develops intolerance of opposing views Begins to focus on making career decisions and emerging role in adult society Thinks more globally instead of egocentrically How to encourage healthy cognitive development - -Include adolescents in discussions on a variety of topics and issues -Encourage them to share ideas and thoughts -Encourage them to think independently and develop their own ideas -Encourage them to set goals and think about future -Offer praise for good decisions and assist in re-evaluation of poor decisions Communication Competence - an interaction between cognitive competence, social knowledge and language competence. communication problems from deficits in any of these areas: Language Theory - Number of morphemes per 100 sentences= Mean Length of Utterance (MLU) Stage L of Language theory - MLU= 1.5-2 Developmental Features= 14 basic morphemes ex: in, on, articles, possessives Stage LI - MLU= 2-2.5 Developmental Features= beginning of pronoun use and auxillary verbs Stage LII - MLU= 2.5-3 Developmental Features= beginning of questions and negative statements Stage IV - MLU= 3-3.5 Developmental Features= use of complex (embedded) sentences Stage V - MLU= 3.5-4 Developmental Features= Use of compound sentences Language Components - child progresses through developmental stages through each component Phonology - system of rules about sounds and sound combinations for a language Phonemes - by themselves do NOT have a meaning, they must be combined with other phonemes Phonological problems - Developmental delays in acquiring consonants Reception problem= misinterpreting words when a new constant is substituted Morphemes - smallest unit of language that convey a meaning Include root words (dog) and affixes (ing) Problems with morphemes - -failure to use inflectional endings in their words -inconsistent use of certain morphemes -delays in learning certain morphemes such irregular past tense Syntax - Grammar; how words and morphemes are correctly combined Six Stages Stage 1 of syntax - birth-2 learning the semantic system Stage 2 - 2-3 simple sentences contain subject and predicate Stage 3 - 3-4 question words, word order changed to ask questions, uses AND to combine simple sentences, begins to embed words in basic sentences Stage 4 - 4-7 Complete sentences and awareness of appropriate semantic functions of words and differences within same grammatical class Stage 5 - 7-20 Learns complex sentences and ones the imply commands, requests, and promises Problems with syntax - -using sentences that lack length or complexity typical for that age -difficulties understanding or creating complex and embedded sentences Semantics - language content (objects, actions, relations between objects) Stage 1 of semantics - birth-2 children learning meaning as they learn first word- sentences are one-worded but vary according to the context ex: "doogie" can mean "this is my dog" or "the dog is barking" stage 2 - 2-8 Progresses to 2-worded sentences about concrete actions; as more words are learned sentences get longer stage 3 - 8 on word meaning relate directly to experiences, operations, and processes; vocabulary defined by child's experiences not the adult's at about age 12 child reaches adult semantic level Problems with semantics - -limited vocabulary -inability to understand figurative language (only interprets literally) -Failure to perceive multiple meanings words; when a meaning changes due to context there is incomplete understanding of what is read -Difficulty understanding linguistic concepts, verbal analogies, and logical relationships; possessives, spatial, temporal -Misuse of transitional words such as although and regardless Pragmatics - speakers intent; used to influence actions or attitudes of others Communicative Competence - depends on how well one understands that language rules but also social rules of communication such as taking turns or using correct tone Problems with pragmatics - -Failure to respond correctly to indirect request after 8 yrs -Trouble reading cues that listener doesnt understand -Interruptions or monopolizing conversation -Immature speech -Difficulty staying on topic Problems with Language by grade level: Pre-K and Kindergarten - -Immature speech -Cant follow certain direction or answer certain questions correctly -Word retrieval problems -Difficulty differentiating between sounds and the letter associated with it -Participate in non-play Elementary language problems - -continuing problems with sound discrimination -difficulty with logical relationships: temporal or spatial -side steps word retrieval problems by using fillers or descriptors -Slow speech -Inability to process words' multiple meanings -Pragmatic problems show up in social situations Secondary language problems - -Lacks ability to use or understand higher-level syntax, semantics and pragmatics -Receptive or expressive language delays impair ability to learn effectively -Inability to organize or categorize information Communication Theory - how we transfer information and share it with another person Language theories of communication - -Behaviorism= language is a result of situations surrounding the child -Nativism= language is determined at birth and is an innate characteristic -Interactionist= language is a result of predetermined skills and environment Problems caused by language deficits - -Reading -Convey meanings or draw conclusions -Comprehension Ways to communicate - -Orally -Sign language -Written -braille -use of technological aids -Picture symbol system Gross motor skills - large muscle movements Fine motor skills - small muscle movements Typical Development of motor skills: Birth-6 weeks - movement of arms and legs. begin to lift head, sudden jerking movements 6 weeks-3 months - stabalize head on own, muscle control begins 3 months-6months - begins support own weight on arms, begins to roll over, can sit up on own or when propped with support 6 months-9 months - sits alone, scoots, stands with support, rolls over, grasps things, tries to hold things 9 months-1 year - crawling, walking, pushing up to stand, rudimentary picking up 1-2 - walking, kicking, and rolling balls, learning stairs, using utensils, putting things in containers, using crayons, stacking blocks, tries to take things apart 2-3 - running, jumping with two feet, using stairs alone, short balancing on one foot, scribbling, beginning to use scissors, stringing beads 3-5 - throwing, catching, hopping, skipping, climbing, learning to bike, pouring, buttoning, zipping, correct way of holding pen 5-7 - pushing swings, jumping rope, swimming, visual motor coordination evolves, long periods of balancing, drawing shapes letters and words, drawing recognizable pictures, tying shows **whatever is not this is considered atypical Potential Causes of Disability - -Problems in fetal brain dev -Genetic: learning disabilites in family, suggesting there is some genetic link -Environment: ex: less use of langauge by parents, greater likelihood of langauge disability -Substance Abuse: low birth weight correlated with learning disorders, FAS and drug use can cause low wieght as well as hyperactivity and physical defects -Complications during pregnancy or delivery -Toxins in environment: cadmium, lead and radiation Emotional Disturbance and Behavioral Disorder - -lower academic performance -social skill deficits -aggressive behaviors -Delinquincy: legal term describing truancy and actions that would be criminal if they were committed by adults -Withdrawn Behaviors: can manifest as childish behaviors as well as isolationist; preferring to play with younger children, fake sick, daydreaming, clinging to teachers -Schizo and Psychotic behaviors: hallucinations, delusions, incoherent thoughts (onset 15- 45; the younger the more severe) Gender and EDBD - boys= identified as having more emotional and behavioral problems: ADD/HD, autism, childhood psychosis, problems under control (aggression), mental retardation and language/learning disabilities girls= problems with over control (phobias, withdrawal) Age and EDBD (emotional distubance and behavioral disorder) - entering adolescence, girls experience rate of affective disorders (bulimia, depression, anorexia, anxiety) 2X higher than boys Family characteristics and EDBD - -abuse/neglect -lack of supervision -overly punitive and/or lack of discipline -lack of parental interest -negative role models -lack of proper healthcare and/or nutrition Mild learning and behavioral disabilities - -Lack of interest in school -Prefer concrete over abstract lessons -Weak listening skills -Limited verbal and/or writing skills -REspond better to active over passive learning tasks -Have talents often overlooked by teacher -Prefer to receive special help in regular class -higher drop out rate than regular ed students -Achieve in accordance to teacher expectations -Require modification in instruction and are easily distracted Learning Disability - -Hyperactivity -Perceptual Difficulties: visual and auditory -Perceptual motor impairments: trouble integrating the two systems -Disorders of memory and thinking: trouble problem solving, poor awareness of metacognitive skills -Impulsiveness -Academic problems in reading, math, writing or spelling Intellectual Disability - -IQ 70 or below -Limited cognitive ability: delays in academics, particuarly language -Deficits in memory related to poor initial perception or inability to apply stored info to relevant situations -Impaired formulation of learning strategies -Difficulty in attending to relevant aspects of stimuli: slow reaction times Autism - -Apparent sensory deficit -Severe affect isolation: does not engage in reciprocal social interaction (hugs, smiles) -Self stimulation: repeated, ritualistic behavior and actions -Tantrums and self-injurous behavior -Echolalia: parrot talk- repeating what they hear -Severe deficits in behavior and self-care skills Students with disabiites may demonstrate... - -Difficulty with social skills -Diccultuy in academic skills -Difficulty with independence or self-help skills *** while they experience similar difficulties across all disabilites, the causes are very different