A general pervasive mood of unhappiness or depression A tendency to develop

A general pervasive mood of unhappiness or depression

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A general pervasive mood of unhappiness or depression. 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 Information processing is impacted by emotional and behavioral disorders. Visual, olfactory, and auditory abilities function normally; however, perception of stimulus is altered. Effecting how the child interprets social interaction towards Aggression hyperactivity inattention poor peer relationships Clouded ability to communicate verbally or written due to externalization and/or internalization (Kirk et al, 2015, p 260) Transactional theory RtI Model Universal group behavior support; school-wide management strategies, setting rules and standards expected student behavior. Tier II activities for group interventions Tier III activities for individual interventions Functional Behavioral Assessments (FBA) – collection of methods for gathering information about a child’s behavior Applied behavior analysis Wraparound approach (Kirk et al, 2015 pp 262-268) Social Skills Positive Behavior Interventions and Supports (PBIS) Scaffolding Teaching self-determination (Kirk et al, 2015, pp. 126-129)
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EXCEPTIONALITY CHART 4 determined that they have an emotional disturbance. (Kirk et al, 2015, p. 5) EXCEPTIONALITY CHART EXCEPTIONALITY & DEFINITION CRITERIA FOR SERVICES CHARACTERISTICS GENERAL TEACHING METHODS/ INSTRUCTIONAL STRATEGIES/ TECHNOLOGY Hearing Impairment/Deaf A hearing impairment so severe that a child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects a child’s educational performance (Kirk, et al, 2015, p 5) A hearing loss is defined by the degree of loss, the type of loss, and the age at which the loss occurred. Hard of hearing is an impairment in hearing that is permanent or fluctuating and affects educational performance but not included under the definition of deafness. (Kirk et al, 2015, pp. 352-355). Hard of hearing- Post lingual hearing loss Prelingual deafness Moderate intellectual delays Speech delay Moderate hearing loss of 50 decibels (use of hearing aids) Language developmental delays Mild hearing loss Moderate hearing loss Severe hearing loss Profound hearing loss (Kirk et al, 2015, pp. 352-355) Use of hearing aids Speech-language therapy Audiometric testing RtI model Manual communication: American sign language, Cued speech, Pidgin Sign English, Signing Exact English, and finger spelling Alter Curriculum – design lessons to provide additional specialized skills. (Speech reading, manual communication, etc.) Use of assistive technology Use of caption on videos or movies viewed in classroom Allow student to use white boards to respond to questions instead of speaking Sign language interpreter (Kirk et al, 2015, pp. 371-378).
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EXCEPTIONALITY CHART 5
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