Week five cd sped_23000

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