Intro to El
Intro to El SPED 3700
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This 3 page Class Notes was uploaded by Lourdes Klocko on Wednesday September 30, 2015. The Class Notes belongs to SPED 3700 at Western Michigan University taught by Sarah Summy in Fall. Since its upload, it has received 19 views. For similar materials see /class/216765/sped-3700-western-michigan-university in Special Education at Western Michigan University.
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Date Created: 09/30/15
Chapter 10 Externalizing Disorders Externalizing Disorders Disorders tend to 39 or 39 J in their 39 39 acting out ADHDD SMIV Six Criteria for at least six months and to a maladaptive degree Inattention Hyperactivity Impulsivity specifics on pages 273274 Cause brainrelated andor environmental agents American Academy of Pediatrics In addition to the DSMIV criteria Determine that symptoms are present in two of more of the child s settings Determine that the symptoms adversely affect the child s academic and social functioning for at least 6 months Ensure that the evaluations are initiated by the primarycare physician Include assessment information from both parents and school professionals Include evaluation for coexisting disorders such as depression anxiety and learning disabilities Prevalence 35 Some studies as high as 20 ore common in males 61 Clinical Settingscomorbidity Assessment Developmental histories including data from home and school Clinical procedures Observations and recordings of behavior Etiology Brain related and genetic factors Environmental Agents 8 ADHD Intervention Medication Therapy able 103 Stimulant Medications Behavior Managem ent Cognitive Behavioral Techniques Combinations of Treatments 9 Teacher Interventions Classrooms should be organized and structured Rewards consistent Response cost reinforcements systems used Minor disruptions ignore Constant feedback from teachers is needed Tasks should be interesting and involve meaningful payoff Academic instructionmaterials should match child s ability Transition times should be closely supervised Close communication between parentsteachers Teacher expectations should be adjusted to meet the child s behavioral and academic skill levels Teachers should be educated regarding ADHD Conduct Disorder Conduct disorder is composed of a constellation of behaviors Best understood as a distinctive pattern of antisocial behavior that violates the rights of others fighting destroying property stealing lying Individuals with conduct disorders break rulesviolate norms across settings H 0 SPED 37005700 Chapter 10 notes 1 A disorder that is stable across time A disorder that runs in families 11 DSM IV Criteria Aggressionbullies threatens others fights uses a weapon cruel to peopleanimals forced sexual activity Destruction of propertyfire setting destroyed others property Deceitfulness or theft broken into housescarsbuildings often lies or cons others has stolen without victim present Serious rules violationsoften stays out at night without permission has run away is often truant DSMIV 1994 12 Oppositional Defiant Disorder Considered less severe than conduct disorder because they do not violate major norms or basic rights of others Behaviors include arguing with adults losing temper refusing adult requests blaming others for own mistakes deliberately annoying others 13 Three Paths in Developing CD Walker Colvin amp Ramsey 1994 COVERT defined by stealth and is usually directed toward property or self OVERTdefined by aggressive behavior and victimization of ot ers DI SOBEDIENTcharacterized by oppositional behaviors such as noncompliance with adult requests and rules 14 Prevalence of CD Increased in recent years Higher rates in urban vs rural environments 1987 range 410 Kazdin 1994 Males616 Females 29 APA Males average onset between 8 and 10 Females average onset 1315 Toth 1990 15 Etiology of CD and Aggression Patterson 1976 Coercion hypothesis of CD 16 Aggression Social learning hypothesisBandura Cognitive hypothesis Comprehensive Model 17 Types of Aggression Over aroused aggression state of heightened arousal Impulsive aggression Neurologically based unpredictable and most often manifested in brief episodes Affective aggression spawned by intense anger and rage suffered by children who have been abused violent episodes that may be dangerous Predatory aggression paranoia real or imagined Instructional aggression aggression to take advantage of others 18 DSM IV Predisposing Factors Parental rejection and neglect Inconsistent management with harsh discipline Early institutional living Frequent shifting of parental figures Physical or sexual abuse Lack of supervision Difficult infant temperament Large family size Association with delinquent peer group 19 Parenting Practices Harsh and inconsistent discipline Failure to monitor the child s whereabouts Failure to invest time and energy in the child s life SPED 37005700 Chapter 10 notes 2 Failure to use positive management strategies such as support and limit setting Inability to handle conflict Within the family Interventions Parent Training Family Therapy Parent Involvement in the School Program Social Skills Training Specific behavior management techniques Clearly defined rules multilevel PBS Implications for Teachers Involve families Aggressive behaviors are maintained by coercive interactions with others need to break the cycle Focus on teacher and peer related skills Limit setting Careful monitoring and a system of both positive and aversive consequences Aversive consequences Early intervention Social skills Neighborhood based programming Medications for comobidity SPED 37005700 Chapter 10 notes 3
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