educ 521 exceptionality chart liberty universityeduc 521 exceptionality chart liberty universityeduc 521 exceptionality chart liberty universityeduc 521 exceptionality chart liberty university
EXCEPTIONALITY CHART
EXCEPTIONALITY &
DEFINITIONCRITERIA 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, p. 146)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 decision-making, 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 Peer-
mediated 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 “The term behavioral disorder
implies that the child is A condition exhibiting one or more of the following characteristics over a long period
of time and to a marked degree Information processing is impacted Child’s perspective of stimulus may be affected Transactional theory
RtI (Response to Intervention) Model
Universal Tier I – rules should be causing trouble for someone else. A serious emotional disturbance can be merely a manifestation of personal unhappiness” (Kirk et al, 2015, p. 247).that adversely affects a child’s educational performance:
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 or feelings under normal circumstances.
d.A general pervasive mood of unhappiness or depression.
e.A tendency to develop physical symptoms or fears associated with personal or school problems.
The term includes schizophrenia.
The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance.
(Kirk et al, 2015, p. 5)(Visual, olfactory, and auditory abilities)
Anxiety Stress
Social relationships Communication abilities
Poor decision making
Aggression
Trouble concentrating
Poor memory
Low self-confidence
(Kirk et al, 2015, pp. 260-261)followed schoolwide
Positive Behavioral Interventions and Supports (PBIS)
Targeted Tier II activities for group interventions
Intensive Tier III activities for individual interventions
Functional Behavioral Assessments (FBA)
Applied Behavior Analysis (ABA)
Wraparound approach
Universal Design for Learning (UDL)
Social Skills training
(Kirk et al, 2015 pp. 262-269) EXCEPTIONALITY CHART
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