Disabilities+411

Based on Chapter 3 and the information we discussed in class, here are some highlights on the five highlighted disabilities.

Features: Functional Behavioral Assessment (FBA) and Behavioral Intervention Plan (BIP) Area to Target (Read from the textbook)
 * - Autism**
 * Restricted social interaction
 * Impaired communication skills
 * Persistent pattern of stereotypical behaviors, interests, and activities

Features:
 * - Emotional Disturbances**
 * Inability to learn that is not explained by intellectual, sensory, or health factors
 * Inability to develop or maintain interpersonal relationships with peers or teachers
 * Age-inappropriate behaviors
 * Pervasive mood of unhappiness or depression
 * Tendency to exhibit physical symptoms or fears associated with school or personal problems
 * THESE KIDS ARE ACTING OUT A LOT BECAUSE THEY ARE INTERNALIZING CERTAIN EMOTIONAL ISSUES


 * - Intellectual Disabilities (ID)**
 * These students will not be in your classroom... they will be in self-contained.
 * They have low IQ scores and have limitations in mental ability that influence daily living and adaptation to the environment in several areas of functioning


 * - Specific Learning Disabilities**
 * These students have above average intelligences (as opposed to ID students)
 * Weakness in overall problem solving due to neurological disorder that impacts how they process certain information, storing information, retrieving information, or expressing information.
 * Refer to Table 3.4 and Table 3.5


 * - ADHD**
 * Students with ADHD have less activity in areas of the brain devoted to planning, sustained attention, and impulse control and that certain chemicals in their brain are not performing adequately.
 * Three types: predominantly hyperactive-impasive (impulsive loud behaviors), predominantly inattentive (can't tune out their environment), combined
 * Often is combined with other disabilities

Core interventions in ADHD
 * Education of parents and teachers about ADHD
 * Medical management of the disorder
 * Behavior intervention and strategies to manage impulsivity
 * Interventions to target weak academic progress