Please enable JavaScript.

Coggle requires JavaScript to display documents.

Module 22 Unit 1 Activity 1, (Treatment for Language disorders,…

- - - - Children used to be treated as mini adults.
        
        Around the mid 19th century there was an increased focus on the upbringing of the child.
        
        In 1904, Stanley Hall’s book “Adolescence” solidified the recognition of adolescence as a distinct developmental period
        
        In 1907, Bagley published the first book on classroom management. This suggested that teachers give extra attention to students with inattention, instead of the typical drilling punishments.
        
        In 1908, the Children Act stopped children under 14 from being imprisoned
    - - Phrenology (Lombrosso) - Criminals could be identified by their physical brain abnormalities
        
        Mesomorph Physique (Sheldon & Glueck) - Criminals could be identified by their physical body type.
        
        Psychoanalytic Theory (Healy & Burt) - family life and poverty are risk factors for criminal activities
    - - Causes of Conduct Disorder
        
        Research shows an association with frontal lobe impairment. This interferes with their ability to plan, avoid harm, and learn from negative experiences. Frontal lobe impairment may be genetic, inherited or caused by brain damage because of an injury. A child may inherit personality traits that are usually shown in conduct disorder.
        
        High-risk factors: Having experienced abuse, parental rejection or neglect, Being diagnosed with other psychiatric disorders, Biological parents diagnosed with ADHD, alcohol use disorder, depression, bipolar disorder, or schizophrenia, Poor nutrition, Living in poverty, Maternal psychopathology, Poor parenting / lack of parental involvement, Inconsistent, overly harsh, or otherwise ineffective discipline, Exposure to violence, Peer delinquency, Having been subjected to physical, sexual, and/or emotional abuse, Lack of adequate parental or other adult supervision.
- - - - 1943: Dr. Leo Kanner conducts research on children who were thought to be "mentally retarded". He observed that these children had challenges with social interactions, speech development, transitions, and changes to schedules and routines. He also noticed that they engaged in echolalia (repetition of words or phrases) and were prone to ritualized and repetitive behaviors and actions. Kanner is the first to use the term autism as it is known today. The term "early infantile autism" was used. These children were often institutionalized without treatment.
        
        1944: Pediatrician Hans Asperger observes a group of children who fit the criteria of Kanner's description, with some notable differences. He observes that these children do not engage in echolalia, but "speak like adults" (ABA Centers of America).. ,
        
        1960: Psychiatrist Bruno Bettelheim conducts observations and determines that absentee or loveless parents are to blame for the development of early infantile autism. Parents were made to feel shame at having an autistic child since they were to believed to be responsible.
        
        1964: Psychologist Bernard Rimland disagrees with Bettelheim's theory. He authors and publishes several books about autism.
        
        1977: Research identifies genetics and brain development as primary causes of autism.
        
        1980: Asperger's work is made available to more through translation. Research continues and indicates that parental affection plays no role in the development of autism.
        
        1 more item...
  - - - These policies allow for early detection and intervention from the time of diagnosis.
        Fair and Appropriate Education mandates that educational institutions provide appropriate education for ASD children. This does not necessarily mean the best education or strategies. In order to ensure that ASD students have the best education, parents/caregivers, teachers, therapists, school psychologists, and administration must meet at least once a year. During the meeting, the parents have the right to accept of decline the proposed IEP. Parents should discuss with the child's primary care provider to determine the best methods, strategies, and accommodations in order to present these at the meeting. The cost of this evaluation must be undertaken by the school district. These accommodations and/or modifications must be free of charge for the parents in any school receiving public funding. They might include assistive technology, online subscriptions and programs, behavioral intervention, and teachers' aides.
        Teachers who need additional training for ASD students should attend professional development. The school cannot decline a students' IEP recommendations based on lack of teacher training.
        Within class, teachers should provide a visual schedule and maintain routines and habits in order to decrease the student's anxiety.
      - References (for impact on education)
        Winerman, L. (December 2004). Effective Education for Autism. American Psychological Association. Retrieved October 27, 2022 from https://www.apa.org/monitor/dec04/autism
        Your Child's Rights: Autism and School. (n.d.). AutismSpeaks. Retrieved October 27, 2022 from https://www.autismspeaks.org/autism-school-your-childs-rights
      - Current Trends and Issues
        
        Research is being conducted in regards to bilingual and multilingual learners with ASD.
        
        The impact of art therapy is being examined as beneficial to ASD since it allows and encourages sensory and emotional expression.
        
        Increases in ASD diagnoses have identified more prevalence among males.
        
        References (for trends)
        Art Therapy for Autism: 8 Incredible Benefits. (2022). ABA Centers of Florida. Retrieved October 27, 2022 from https://abacentersfl.com/art-therapy-for-autism/
        Current Issues in Teaching Bilingual Children with Autism Spectrum Disorder. (n.d.) National Association of Special Education Teachers. Retrieved October 27, 2022 from https://www.naset.org/publications/autism-spectrum-disorders-series/current-issues-in-teaching-bilingual-children-with-autism-spectrum-disorder
- - - - Contemporary trends and issues: Trends in Neuroscience in Education offers some fresh perspectives on developmental dyscalculia.
        There is currently no generally agreed upon functional definition of developmental dyscalculia (DD). Researchers collected a wide range of educational and research issues that must be considered when applying neuroscience techniques to the study of developmental disorders of number.
      - Support services: Kids with dyscalculia need extra support to help them stay on track in math class, handle homework and deal with tests. Trying different types of support can help them find the right tools for their needs.Educational specialists or a math tutor, especially one who has experience working with students who learn differently, can help your child learn to approach math problems more effectively. Tutoring will also allow your child to practice his math skills in a slower, less stressful setting.
      - Description: Dyscalculia is a condition that makes it hard to do math and tasks that involve math. It’s not as well known or as understood as dyslexia. But some experts believe it’s just as common. That means an estimated 5 to 10 percent of people might have dyscalculia.
      - Laws associated the disability: The Office of Special Education and Rehabilitative Services (OSERS) released guidance to state and local educational agencies. This guidance clarifies that students with specific learning disabilities—such as dyslexia, dyscalculia, and dysgraphia—have unique educational needs. It further clarifies that there is nothing in the federal Individuals with Disabilities Education Act (IDEA) that would prohibit the use of the terms dyslexia, dyscalculia, and dysgraphia in a student’s evaluation, determination of eligibility for special education and related services or in developing the student’s individualized education program (IEP).
- - - - Contemporary trends and issues
        The clear reality based on an overwhelming amount of empirical research is that dyslexia falls along a continuum of severity.
        The identification of dyslexia could be based on a catastrophic failure to read and spell words. Yet, we would be forced to wait until a child is developmentally to the point when he or she would be expected to be able to read and spell.
        This model also forces us to set arbitrary cut points that represent black and white demarcations. In doing so, we turn a blind eye to the reality of dyslexia and adopt practices that give rise to a wait-to-fail model predicated on cut-points drawn on a normal distribution of test scores.
        Some of these children will readily respond to these efforts. In contrast, other children will require more intensive sustained intervention for them to achieve reading proficiency. It is this second group of children who we would triage for more intensive, sustained intervention and who are likely struggling to read due to something intrinsic (i.e., dyslexia).
      - Support services
        Special Education Services: The Individuals with Disabilities Education Act (IDEA) is a federal statute that ensures students with disabilities are provided a free appropriate public education (FAPE) that is designed to address their individual needs. FAPE refers to special education and related services that are provided without charge under public supervision. Students found eligible for special education services under IDEA are given an individualized education program (IEP) and guaranteed certain procedural safeguards, such as the right to file a complaint and request a due process hearing, to ensure they are provided FAPE.
      - Description: Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and
        decoding abilities. These difficulties typically result from a
        deficit in the phonological component of language that is
        often unexpected in relation to other cognitive abilities and
        the provision of effective classroom instruction. Secondary
        consequences may include problems in reading comprehension and reduced reading experience that can impede
        growth of vocabulary and background knowledge.
      - Laws associated the disability:
        Dyslexia falls under the IDEA eligibility category of specific learning disability (SLD), and each state or district may have its own criteria for determining eligibility under the SLD category. Dyslexia is not its own eligibility category; therefore, schools may use the broader SLD label rather than the more specific diagnostic term dyslexia. Parents can share with their schools that the U.S. Department of Education, Office of Special Education and Rehabilitative Services, clarified in a 2015 Dear Colleague Memo that “there is nothing in IDEA that would prohibit the use of the terms dyslexia, dyscalculia, and dysgraphia in IDEA evaluations, eligibility determinations, or IEP documents.”
- - - - Using the ‘Culture of Assessment’ outlines the assessment philosophy. This gives me the option to understand where the student is and the areas that need support. The Measure of Academic Progress (MAP) assessment is administered MAP data is used in decision-making along with other collected assessments and evidence. Additionally, as Learning Support I use additional diagnostic assessments to determine support, interventions, and/or base levels for IEP goals and needs. Supporting, guiding, and empowering diverse and inclusive learning, feeling successful and acting as lifelong learners. Depending on the students needs, I will accommodate and modify the curriculum and lesson to support their language development and meet their goals. Using different ways that parents, teachers and therapists we use to support and help children and adults with speech and language disorders: Augmentative and alternative communication, or more frequently referred to as AAC” includes all forms of communication a person uses (other than verbal speech) to express their wants, needs and desires. Which means we all use AAC all day, every day! If one option doesn’t seem like a good fit, there are so many communication modalities to trial so you can find the perfect fit for your child.
        
        “AC means all of the ways that someone communicates besides talking. People of all ages can use AAC if they have trouble with speech or language skills. Augmentative means to add to someone’s speech. Alternative means to be used instead of speech. Some people use AAC throughout their life. Others may use AAC only for a short time, like when they have surgery and can’t talk.
        
        There are a lot of different types of AAC. No-tech and low-tech options include things like
        
        gestures and facial expressions,
        
        writing,
        
        drawing,
        
        spelling words by pointing to letters, and
        
        pointing to photos, pictures, or written words.
        
        High-tech options include things like
        
        using an app on an iPad or tablet to communicate and
        
        using a computer with a “voice," sometimes called a speech-generating device” (ASHA, 2022). Augmentative and Alternative Communication (AAC) - ASHA
- - - - In 1798, a Scottish doctor, Sir Alexander Crichton, noticed some people were easily distracted and unable to focus on their activities, these symptoms began early in life. We now call this attention deficit hyperactivity disorder (ADHD).
      - In 1902, Sir George Frederic Still discussed the mental conditions of 15 children who were notably more impulsive, and had problems with attention and self-control.
      - In 1932, German doctors Franz Kramer and Hans Pollnow described a condition called hyperkinetic disease, where children couldn’t stay still, had difficulty following rules, and getting along with other kids.
      - In 1937, Charles Bradley, the medical director of Bradley Hospital in East Providence, RI, noticed that a stimulant called Benzedrine caused some children to behave better and improved their school performance.
      - In 1936, Benzedrine had been approved by the FDA.
      - In 1944, Methylphenidate is the stimulant doctors most often prescribe for children and adults with ADHD.
      - In 1954, Methylphenidate was marketed as Ritalin.
      - In 1968, ADHD was included in the American Psychiatric Association’s "Diagnostic and Statistical Manual of Mental Disorders second edition". Then, it identified the condition as hyperkinetic reaction of childhood.
      - In 1980, the APA renamed the condition attention deficit disorder (ADD) and created two variations: ADD with hyperactivity and ADD without hyperactivity.
      - In 1987, the APA changed the name to attention deficit hyperactivity disorder (ADHD), which combined inattentiveness, impulsivity, and hyperactivity into a single type.
      - In 1994, the DSM recognized that ADHD symptoms don't always go away when children become adults.
      - In 2002, the first non-stimulant medication for ADHD was released, these include drugs like atomoxetine and guanfacine, which are also used to treat high blood pressure. Stimulants, like Ritalin and other types of methylphenidates are still the most common way to treat ADHD today. Other treatments are in the works.
    - - (June 22, 2019). Adult Attention-Deficit/Hyperactivity Disorder (ADHD). Mayo Foundation for Medical Education and Research (MFMER). https://www.mayoclinic.org/diseases-conditions/adult-adhd/symptoms-causes/syc-20350878
      - References
      - (2022). Succeeding in College with ADHD. CHADD https://chadd.org/for-parents/succeeding-in-college-with-adhd/
- - - - Nonverbal learning disabilities (NVLD) is a term that refers to challenges with a specific group of skills. These skills aren’t language-based like reading and writing are. They’re nonverbal skills, and they include motor, visual-spatial, and social skills.
      - NVLD isn’t an official diagnosis. But the challenges are real and can have an impact on learning and on working. They also make social interaction very hard.
      - People with these difficulties often have strong verbal skills. But they may not know when someone’s being sarcastic. They may talk a lot, but not share in a socially appropriate way. There’s also a physical aspect. People with NVLD often have problems with coordination.
      - These are lifelong struggles, but they aren’t related to intelligence. With support, people may improve these skills and learn social strategies that can help. Still, they’re often misunderstood and judged, and they may have a hard time fitting in.
- - - - When writing an essay, children with NVLD may have trouble organizing their ideas, identifying supporting facts, and writing topic or transition sentences. In history, they may be able to easily recall the facts of a timeline, but may not be able to understand or explain the cause and effect relationships between elements of the timeline.
      - Children with NVLD may also have difficulty learning math in school, including learning to tell time, the value of coins, greater-than and less-than relationships, understanding fractions and ratios, identifying and describing geometric shapes, and reading graphs and charts.
      - Children with NVLD may have trouble with fine-motor skills and learning to use tools and utensils, and may have poor handwriting. They are interested in social relationships and have the capacity for empathy, but some children with NVLD complain that they do not have satisfying friendships. They may feel isolated from others socially, even though they want friendships. Children with NVLD can have trouble understanding humor or sarcasm, which may contribute to their social problems. Children with NVLD also may have difficulty dealing with new situations that they haven’t seen or encountered before.
      - Poor spatial skills paired with good language skills is the essential feature required for a diagnosis of NVLD.