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PSY 3010 - Week 5 Notes

by: Abigail Notetaker

PSY 3010 - Week 5 Notes PSY 3010

Abigail Notetaker

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About this Document

These notes were taken from Dr. Maasland's lectures during week 5. They cover Autism, ADHD, and Emotional Disabilities.
Psychology Applied to Teaching
Dr. Lindsay Masland
Class Notes
25 ?




Popular in Psychology Applied to Teaching

Popular in Psychology (PSYC)

This 4 page Class Notes was uploaded by Abigail Notetaker on Saturday October 8, 2016. The Class Notes belongs to PSY 3010 at Appalachian State University taught by Dr. Lindsay Masland in Fall 2016. Since its upload, it has received 17 views. For similar materials see Psychology Applied to Teaching in Psychology (PSYC) at Appalachian State University.


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Date Created: 10/08/16
PSY 3010 – Week 5 Notes  Teaching Strategies for Children with ADHD o Modify Schedules and Environments  ADHD students benefit from consistent schedules  Good to have schedules posted  Kids who are predominately hyperactive would benefit from a “cool­down area” in the classroom and/or manipulatives (e.g. Play­Doh), or letting the  kids stand in the back, sit on yoga balls, etc.  Rearrange your classroom so these students benefit o Make Attending Easier  Repeat instructions a lot and print them out (use both verbal and written  directions)  Give older kids a set “due” schedule o Help With Organization  Use an agenda calendar o Provide for Activity  Wiggle breaks, intentionally have activities where kids can get up and  move around o Reinforce Appropriately  Give rewards for desired behavior  Example: smiley face sticker, “good job” comments  Emotional Disability (ED) o 4 Parts, but need only 1 to qualify for special ed.   Unsatisfactory Relationships  Fights with teachers, has trouble making/keeping friends  Inappropriate Behaviors  Inappropriate behavior in normal behavior situations o Example: yells the “F Word” and flips over a desk when  the teacher picks someone else to do an activity that they  wanted to do  Unhappiness or Depression  In young kids, depression often looks like irritability or anger  Physical Symptoms or Fears  Example: Kid always needing to go to the office for throwing up.  May be because of School­phobia – they are so worried and/or  scared that they get sick o Criteria for ED  A condition in which one or more of the characteristics is evident:  Over a long period of time  To a marked degree (Example: throwing up every time a test is  give and missing the test)  Adverse affects the child’s educational performance o Strategies for Dealing with ED  Be alert for problems at home.  Connects closely to looking for signs of abuse  Be alert for suicidal signs  If they every say “I’m thinking about killing myself”  If they are talking about plans o “If someone were going to kill themselves, this would be a  good way to do it.”  Look out for death/suicide themes in their work o In their writing, art, etc.  When you see a sudden onset of depression o Gain/lose a lot of weight, tired all the time, etc.  DON’T WANT TO MAKE THIS A ROMANTIC OPTION!  Research shows when we do memorials, assemblies, etc. Kids are  more likely to “die by suicide”  Relevant and Engaging Teaching  If you can find a way to hook a kid’s interest, they are more likely  to want to come to school o Do an interest survey at the beginning of the year to find  out what students like so you can talk to them about that.  Take a Personal Interest in a Kid Who Has ED  Kids are better at coping when they know they have an adult who  cares o Go to the extra­curricular activies, etc.  Being Clear About Expectations  ED kids love to get into power struggles o AVOID THOSE  “During this activity, these are the things that are okay and these  things are not” geared toward that particular kid to help avoid  problems later on  TEACHING Interpersonal Skills  Kids may benefit from social skills groups  Autism Spectrum Disorders o Defining Characteristics:  Communication Difficulties  Verbal and Nonverbal o May not speak at all or have a few phrases they use o May be the opposite and talk a lot but not understand  pragmatics o May not understand nonverbal gestures, not understand  how close you should stand when talking  Impaired Social Interaction  Trouble making and maintaining conversations  Difficulty making friends o Kids with autism want friends but sometimes don’t  understand how to make them  Restricted or Repetitive Interests/Behaviors  Shows intense focus on one thing o Example of Restricted Interest: Kindergartener so focused on Thomas the Train that you have to relate everything  back to that in order to help them understand o Example of Restricted Behavior: banging their head on  the wall, flappy hands, rolling the wheels of a toy car  because it is satisfying and comforting to them o Asperger’s  Mainly have trouble with social situations and unusual response to sensory stimuli  Being distracted by the tag in their shirt  The hum of the projector being distracting  Hypersensitivity to the environment  Unusual response to sensory stimuli o Autism Spectrum Disorders: Causes  Brain Abnormalities  Differences in brain growth patterns o Growth happens very fast at first but then it doesn’t happen at the same rate as other kids  Genetic Differences  Environmental Factors  SOME drugs cause autism if mothers take them while they’re  pregnant  Sometimes when women get the flu during pregnancy they’ll have  an autistic baby  NOT VACCINES  The “evidence” that vaccines cause autism was proven to all be  false and the doctor who made these claims has since has his  medical license revoked but the idea of this has still stick around in our society. o Strategies for Working with Children with Autism  Maximize Consistency  Kids with autism sometimes flip out if you change the schedule on  them because they use routine for comfort  Use Visual Approaches to Instruction  Show schedule in pictures  Use Restricted Interests to Your Advantage  See the Thomas the Train example  Social Skills Practice


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