Learning and Behavior DisordersYoung girl sitting at a school table leaning her head in her hand“Every day, in 100 small ways, our children ask, ‘Do you hear me?
Learning and Behavior DisordersYoung girl sitting at a school table leaning her head in her hand“Every day, in 100 small ways, our children ask, ‘Do you hear me? Do you see me? Do I matter?’ Their behavior often reflects our response.” ~ L.R. Knost
As we begin studying specific disabilities, we will think more about how we support the children rather than the causes of disabilities. In the previous units, we reviewed typical growth and development (similar to what you may have experienced in CHS111 Foundations of Early Childhood Education or a Child Development course in psychology). During the week ahead, we will learn to support children’s social and emotional well-being using positive responsiveness strategies based on understanding developmental and behavioral principles. “By the time a child is 17 years of age, they have heard “No” 150,000 times and only “Yes” 5,000 times” (Bailey, 2018). This certainly will impact today’s children and demonstrate why we, as teachers, must help children overcome these statements’ long-lasting effect. One of the most common causes of failure of inclusive placements for children with special needs is the challenge of dealing with difficult and challenging behavior. Early childhood educators must understand how such behaviors develop as well as a repertoire of strategies and resources available for preventing and managing these behaviors.Reference: Bailey, S. T. (2018). How to be the best parent. YouTube.
Objectives:
Describe the characteristics of a child with attention deficit hyperactivity disorder (ADHD), Autism Spectrum Disorder (ASD) various types of behavior disorders, and discuss intervention options. (NAEYC Standards: 1a,1b,1c, 2a, 3d, 4b,4c,4d, 5c)
Identify and describe positive social responsiveness strategies using developmental and behavior principles, to address children’s inappropriate behaviors that impact their overall availability for learning. (NAEYC Standards: 1a,1b, 2b,2c,3c,4b,4c,4d, 6c,6d)
Activities:
Read, view, and engage with Readings and Resources.
Actively participate in the Unit Discussion.
Complete and submit the Unit 4 Assignment Forum.
Item
Readings and Resources
Readings and ResourceseBook:Allen, K. E. & Cowdery, G. E. (2021). The exceptional child: Inclusion in early childhood education (9th ed.). Cengage Learning.
Chapter 8 – Learning and Behavior Disorders: This chapter examines attention deficit hyperactivity, learning disabilities, behavior disorders, and autism spectrum disorders and their effects on young children’s learning. It provides effective strategies to use when working with this population of students to ensure their success in inclusive settings.
Chapter 12 – The Developmental-Behavioral Approach: This chapter briefly analyzes behavioral principles with a major focus on positive social responsiveness. Positive reinforcement practices are described as the first and preferred approach to effective guidance.
Articles, Websites, and Videos:
This video is a presentation by Temple Grandin, a prominent author and speaker on autism and animal behavior. She was diagnosed with autism as a child and talks about how the mind of people with autism works. She shares her own personal struggles and experiences with being a person with autism.Watch VideoThe world needs all kinds of minds – Temple GrandinDuration: 19:44
User: TED-Ed – Added: 2/10/13
Optional Resources:
Connecticut State Department of Education (2011). Early childhood SRBI: Embedded strategies manual.
Helpful Websites and Organizations:
Autism Society of America
CHADD—Children and Adults with Attention Deficit Hyperactivity Disorder
Council for Children with Behavioral Disorders (division of CEC)
Center on the Social and Emotional Foundations for Early Learning (CSEFEL)
The Council for Children with Behavioral Disorders (CCBD)
Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI)
Watch VideoABA Therapy – PlayDuration: 3:15
User: Autism Behavioural Intervention Association – Added: 3/23/14
Watch VideoAutism: Floortime Therapy MethodDuration: 5:25
User: PBS39 – Added: 12/1/14
Watch VideoHow to Be the Best Parent | Simon T. Bailey | GoalcastDuration: 3:36
User: Goalcast – Added: 6/17/18Publisher’s PowerPoints of the Assigned Chapters: These are useful for previewing before reading the chapter and for review:
Allen_ExceptionalChild_GEC9e_PPT_CH08.pptx Allen_ExceptionalChild_GEC9e_PPT_CH08.pptx – Alternative Formats
Allen_ExceptionalChild_GEC9e_PPT_CH12.PPTX Allen_ExceptionalChild_GEC9e_PPT_CH12.PPTX – Alternative Formats
Discussion Board
Unit 4 DB: ADHD/ASD
Unit 4 DB: ADHD/ASDIf your first name begins with A-L, you will work on strategies to support children who have Attention Deficit Hyperactivity Disorder (ADHD).
If your first name begins with M-Z, you will work on strategies to support children who have Autism.Now that you have read the text and any other resources to gain an overview of both ADHD and Autism Spectrum Disorder (ASD), it is time for you to put all of your reading to practice. Your task is to provide appropriate teaching strategies to support the development of a student in your classroom who has the assigned disorder. By sharing strategies and resources, you will begin to develop a “Strategy Bag” so that when a child with one of these disorders enters your classroom, you will feel more confident in your ability to meet their needs. We acknowledge that children with these disorders are individuals, and not all of the children will exhibit the same concerns or characteristics. This is an opportunity to put theory into practice.Reflect on your personal and professional experiences and your new learning about your assigned disorder and share your understanding by responding to the following prompts:
Identify at least two (2) learning characteristics children with your assigned disorder present.
Describe two (2) specific strategies/approaches to address these areas.
State how you would get the family involved in the child’s educational program.
Explain why you believe children with this disorder should or should not be included in general education classrooms.
Regardless of the group to which you are assigned, the assignment is the same. Due to the complexity of this discussion, you will receive full credit when you provide your response to the prompt and comment on two other posts, one on your topic, one on the other topic.
Discussion Board
Unit 4 Assignment Forum: Visual Support
Unit 4 Assignment Forum: Visual SupportYour task for this assignment forum is to create a visual in PowerPoint for a child experiencing difficulty with a specific task or situation.
By the Friday deadline, share your work with the class in the Unit 4 Assignment Forum. By the Sunday deadline, review your classmates’ work and provide at least one (1) reply.
See the Unit 4 Assignment Forum Complete Instructions and Grading Rubric. Unit 4 Assignment Forum Complete Instructions and Grading Rubric. – Alternative Formats
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