Ch.+7+additional+resources

chapter 7 Attention Deficit Hyperactivity Disorder and Related Disorders Learning Objectives 1. Describe the reasons for early identification and intervention of young children with learning disabilities. 2. Describe the precursors of learning disabilities in the early childhood years. 3. Explain the basic concepts underlying theories of motor development. 4. Discuss how problems in perceptual processing relate to learning disabilities. 5. Describe the features of IDEA–2004 that support early childhood special education. 6. Describe the phases of the assessment of young children and the types of assessment measures at each stage. <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;"><span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: auto;">7. Discuss early intervention strategies for motor development and perceptual processing. <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;"><span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: auto;">8. Explain phonological awareness and its role in learning to read. <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;"><span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: auto;">9. Describe the programs and types of placements for providing services to young children and their families. <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;"><span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: auto;">10. Discuss the use of computer technology with young children with learning disabilities. <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">Key Terms AND Definitions <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">Students should take note of the following terms as they appear in this chapter. Students who have difficulty should refer to the glossary in Appendix E of the text or to the text page on which the term is discussed. <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">auditory blending<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; font-weight: normal; text-decoration: none; vertical-align: auto;"> The ability to synthesize the phonemes of a word in recognizing the entire word. In an auditory blending test, the individual sounds of a word are pronounced with separations between each phoneme sound. The child must combine the individual sounds to say and recognize a word. <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">auditory discrimination<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; font-weight: normal; text-decoration: none; vertical-align: auto;"> The ability to recognize a difference between phoneme sounds; also the ability to identify words that are the same and words that are different when the difference is a single phoneme element (e.g., big–pig). <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">Child-Find<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; font-weight: normal; text-decoration: none; vertical-align: auto;"> Ways of finding young children with disabilities in the community. <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">children at risk<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; font-weight: normal; text-decoration: none; vertical-align: auto;"> Children at risk for poor development and learning failure. Three categories of risk are: established risk, biological risk, and environmental risk. <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">developmental delay<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; font-weight: normal; text-decoration: none; vertical-align: auto;"> A term designating a child’s slowness in a specific aspect of development, such as cognitive, physical communication, social/emotional, or adaptive development. Considered a noncategorical assessment term for identifying a child with disabilities for services. <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">developmental indicators<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; font-weight: normal; text-decoration: none; vertical-align: auto;"> Early signs of problems in young preschool children. <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">Head Start<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; font-weight: normal; text-decoration: none; vertical-align: auto;"> A preschool program intended to provide compensatory educational experiences for children from low-income families who might otherwise come to school unprepared and unmotivated to learn. Head Start is sponsored by the Office of Child Development. <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">individualized family service plan<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; font-weight: normal; text-decoration: none; vertical-align: auto;"> The IFSP is a plan for young children ages birth to age 3 that includes the family as well as the child. The IFSP may also be used for children ages 3 to 6. <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">kinesthetic perception<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; font-weight: normal; text-decoration: none; vertical-align: auto;"> Kinesthetic perception is obtained through body movements and muscle feeling. <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">occupational therapist<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; font-weight: normal; text-decoration: none; vertical-align: auto;"> A therapist who is trained in brain physiology and function and who prescribes exercises to improve motor and sensory integration. <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">Part B<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; font-weight: normal; text-decoration: none; vertical-align: auto;"> The part of IDEA–2004 that refers to regulations for children with disabilities in reference to early childhood; Part B can provide services for children ages 3 through 9. <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">Part C<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; font-weight: normal; text-decoration: none; vertical-align: auto;"> The part of IDEA–2004 that covers infants and toddlers, from birth through age 2. <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">perceptual modality concept<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; font-weight: normal; text-decoration: none; vertical-align: auto;"> The notion that individuals have preferred channels for learning (e.g., auditory or visual). Information on the child’s perceptual strengths and weaknesses is used in planning instruction. <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">perceptual-motor theory<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; font-weight: normal; text-decoration: none; vertical-align: auto;"> The theory that a stable concept of the world depends on being able to correlate perceptions and motor learning. <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">phonological awareness<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; font-weight: normal; text-decoration: none; vertical-align: auto;"> A child’s recognition of the sounds of language. The child must understand that speech can be segmented into syllables and phonemic units. <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">screening<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; font-weight: normal; text-decoration: none; vertical-align: auto;"> A type of assessment using ways to survey many children quickly to identify those who may need special services. <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">sensory integration theory<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; font-weight: normal; text-decoration: none; vertical-align: auto;"> A theory expounded by occupational therapists emphasizing the relationship between the neurological process and human behavior. The theory highlights three sensory systems—tactile, vestibular, and proprioceptive. <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">tactile perception<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; font-weight: normal; text-decoration: none; vertical-align: auto;"> Tactile perception is obtained through the sense of touch via the fingers and skin surfaces. <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">visual discrimination<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; font-weight: normal; text-decoration: none; vertical-align: auto;"> Visual discrimination refers to the ability to differentiate one object from another. <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">visual perception<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; font-weight: normal; text-decoration: none; vertical-align: auto;"> The identification, organization, and interpretation of sensory data received by the individual through the eye. <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">Major Points <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;"><span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: auto;">1. What are the benefits of early intervention? <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">//<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">Answer: // <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;"><span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: auto;">2. What are the two parts of IDEA–2004 for young children with disabilities? <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">//<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">Answer: // <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;"><span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: auto;">3. What kinds of perceptual problems should be considered for young children with special needs? <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">//<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">Answer: // <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;"><span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: auto;">4. What are the phases of early identification and assessment? <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">//<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">Answer: //