Transcript
INTRODUCTION TO EXCEPTIONALITIESSPED 23000
INSTRUCTOR: BRIAN FRIEDT
Students with cognitive disabilities
This week
Turning point in the course: (More or less) the rest of the way, we’re talking about
the characteristics of specific disabilities.
Predictable pattern moving forward: Definitional clarity Prevalence Causal factors Identification Instructional implications
Definitional clarity
Cognitive deficits Below 70 in Ohio Below 75 in Ohio, (standard error and clinical
judgment)
Adaptive skill deficits Two or more areas Contextually dependent
Many different ways to refer to the same thing Mental retardation Intellectual disability Developmental disability Cognitive disability (Ohio’s preference and our own)
Definitional clarity
There is a cut-off scoreDisability exists on a continuum
Book makes “mild, moderate, severe” distinction (p. 149) Law does not
AAIDD makes level of support distinction (p. 148) Law does not
For all disability definitions (the boilerplate), refer to: http://www.edresourcesohio.org/ogdse/glossary
Prevalence
Prevalence
Outside general education less than 21% of the day: 15%
Outside general education between 21% and 60% of the day: 44%
Outside general education more than 60% of the day: 41%
Causal factors
Use the book for specifics! Pre-natal
Chromosomal disorders Environmental
Peri-natal Anoxia Low birth weight
Post-natal TBI (I disagree.) Environmental
Despite all that, cognitive disabilities are likely to be idiomatic (AAIDD reports 40-50%).
Identification
Identification through: IQ test Adaptive behavior assessment
(Adaptive skills)
In general: the skills that people need to function in their daily lives
Conceptual Language, literacy, money, self-direction, time Academic or proto-academic
Interpersonal Responsibility, gullibility, victimization, rules The interaction of the person and the world
Practical Self-care, ADL, stable environment, leisure, employability Ability to maintain oneself
Characteristics/instructional implication
Gap widens over timeLow cognitive ability result in deficits in:
Memory Attention Language development and use Maintenance/generalization Motivation/persistence
(Early childhood)
Early intervention Campbell and Ramey (1997) report positive effects for
intellectual and academic achievement through age 12.
Love et al. (2005) report significant cognitive and language development gains and decreases in aggressive behavior for students engaged in Early Head Start
As with many disabilities, might be labeled a delay
Deviation from developmental timeline
(Elementary grades)
Academic demands reveal cognitive disabilityIncreased gap between typically developing
peers and students with cognitive disabilityIdentification contingent on manifestation of
delay in classroom setting
(Middle/high school)
Widening gap means identification has happened
Diverging needs Access to general education curriculum Functional curriculum
Vocational training Life skills Functional academic skills
TRANSITION, TRANSITION, TRANSITION!
Instruction
Generalization and maintenance are hard. Authentic material Planning (see Baer and Stokes, 1977)
Direct instruction (systematic instruction) Fading prompts Explicit
ABAFunctional curriculum
Instruction
ModificationOAA and OGT
Alternate assessment Excused from high stakes consequences of tests
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