EDPS 265 EXAM 4: ch. 8, 12, & 13
Social and behavioral issues (for people with ADHD):
Behavioral inhibition and executive functioning: affects ability to self-regulate Emotional Self-Regulation- is being able to properly regulate one's emotions
Indiana ARTICLE 7 511 IAC 7-41-4 Deaf or hard of hearing Sec. 4. (a) "Deaf or hard of hearing", which may be referred to as a hearing impairment, means the following:
(1) A disability that, with or without amplification, adversely affects the student's: (A) ability to use hearing for developing language and learning; (B) educational performance; and (C) developmental progress. (2) The hearing loss may be: (A) permanent or fluctuating; (B) mild to profound; or (C) unilateral or bilateral (3) Students who are deaf or hard of hearing may use: (A) spoken language; (B) sign language; or (C) a combination of spoken language and signed systems.
Representative characteristics of ADHD:
*Inattention*: o fails to pay close attention to details, often makes careless mistakes o has difficulty sustaining attention to tasks or while playing o does not seem to listen when directly spoken to o fails to complete tasks *Hyperactivity*: o Fidgets or squirms, cannot sit still o Demonstrates inability to remain seated for periods of time o Runs or climbs excessively o Talks excessively *Impulsivity*: o Blurts out answers o Has difficulty waiting in line or his or her turn o Interrupts or intrudes on others—butts into convos or activities o Acts without thinking
Three Subtypes of ADHD:
-ADHD predominately inattentive type -ADHD predominantly hyperactive-impulsive type -ADHD combined type (most common)
Communication for individuals with hearing impairments:
-American Sign Language (ASL) -Cued Speech -Lip-reading (Speech-reading)
Functional vision evaluation:
-Because of the role that vision plays in the overall development of each child, this must be performed before all other educational evaluations. This is to ensure that each child will have access to the materials and equipment needed to participate and perform to the best of his or her abilities. Under the supervision of a teacher of students with visual impairments, each pupil must be observed in a variety of environments that occur throughout the student's daily routine. -should include travel within the school environment--playground, restroom, music room, lunchroom, and physical education sites. -overall, this is a collaborative effort of the educational team for purposes of program planning. -continuum of appropriate strategies in the educational and community settings
Types of Hearing Loss:
-Conductive hearing loss -Sensorineural hearing loss -Mixed hearing loss
Common Assessment tools (for students with ADHD):
-DSM-V (diagnostic and statistical manual of mental disorders, fifth edition -Rating scales >ADHD Rating Scale-IV
Mixed hearing loss:
-Hearing loss resulting from both conductive and sensorineural hearing impairments -combination of conductive, sensory, and neural hearing loss
Classroom accommodations to assist students with ADHD:
-Inattention -Impulsiveness -Motor activity -Academic skills -organization -compliance -mood -scoialization
Behavioral strategies (for students with ADHD):
-Multimodal interventions or concurrent treatments: combination of approaches -Multimodal interventions are the most effective for students with ADHD -self-regulation monitoring -Functional behavioral assessment -home-school collaboration -stimulant medication
Educational Approaches for individuals with Hearing Impairments:
-Oral/aural -Total communication -Bilingual/bicultural (bi-bi)
(BIG D) Deaf Culture:
-Refers to individuals who are deaf who share similar values, attitudes, and practices and view ASL as their natural language •Refers to members of the Deaf community who embrace Deaf culture, a unique subset of American society •*The term deaf (lowercase d) refers to the physical condition* •The language of American Deaf culture is ASL •Members of the Deaf community tend to view deafness as a difference in human experience rather than disability •The community may include family members of deaf people and sign-language interpreters who identify with Deaf culture and does not automatically include all people who are deaf or hard of hearing. •prefers term "deaf child" to hearing impaired •Due to cultural differences some behaviors can look out of place to hearing persons •Don't hold the hands of a person who uses ASL, this is like covering someone's mouth •Eye contact is necessary for communication •multitasking hinders communication •People using sign language may appear overly expressive because they can not convey mood in tone •The concept of privacy is view differently, there is no way to whisper in sign language, persons in Deaf culture may be more open about personal subjects
FOCUS what gets our attention (for people with ADHD):
-Size( large things attract attention) -Intensity (bright and loud) -Novelty (new and unusual) -Incongruity (things that don't make sense in the context) -Emotion (strong emotion attract our attention) -Personal Significance (thins important to us)
Sensorineural hearing loss:
-The loss of sound sensitivity produced by abnormalities of the inner ear or nerve pathways beyond the inner ear to the brain. -Entails damage to the cochlea or involves abnormality or failure of the auditory pathway
Conductive hearing loss:
-The loss of sound sensitivity produced by abnormalities of the outer ear and/or middle ear. -results from abnormalities or complications of the outer or middle ear
Unilateral hearing loss vs Bilateral hearing loss:
-Unilateral hearing loss is present in one ear only -Bilateral hearing loss is present in both ears
Sensory Impairment:
-When your senses; sight, hearing, smell, touch, taste, and spatial awareness, is no longer normal -Encompasses: Visual and hearing impairments
Hard of Hearing:
-refers to a person who has a hearing loss but uses the auditory channel as the primary avenue for oral communication, with or without a hearing aid -students use their hearing to understand speech with the help of a hearing aid or other technology -many persons who are deaf do not view hearing loss as a disability
History of Hearing Impairment: ___________: First school for students with hearing impairments (American Asylum for the Education of the Deaf and Dumb)
1817
History of Hearing Impairment: _______: First college for the hearing impaired (today named Gallaudet University after Thomas Gallaudet)
1864
Brief History of Individuals with Attention Deficit Hyperactivity Disorder: -1930s -1940s and 1950s -1950s and 1960s -1960s -1980s
1930s- discovery of stimulant medications >Administration of stimulant medication to individuals who displayed ADHD-like characteristics produced a calming effect in their behavior 1940s and 1950s- research regarding distractibility issues >Scientists studied children with mental retardation with and without suspected brain injury in addition to children with cerebral palsy to research distractibility issues. The findings were turned into recommendations for teaching children who display ADHD-like characteristics. 1950s and 1960s- "*minimal brain injury*" >The term "minimal brain injury" grew and waned in popularity during this time 1960s- "hyperactive child syndrome" >lacked the element of brain injury 1980s- shift of focus to observable behaviors rather than speculating about brain injury >Development of ADHD label and criteria
A national survey indicated that about _____% of deaf or hard of hearing students had severe or profound hearing loss and about ____% had another disabling condition
41% 40%
Almost _________ students ages 6-21 were identified as having a hearing impairment and receiving a special education during the 2008-2009 school year
71,000
Approximately preschoolers were receiving a special education due to a hearing impairment.
8,400
audiogram:
A graphic representation of audiometric findings showing hearing thresholds as a function of frequency
Speech Recognition Threshold:
A measure of threshold sensitivity for speech. The SRT represents the softest sound level at which a listener can identify the stimuli 50 percent of the time.
Play audiometry hearing assessment:
A method for measuring hearing sensitivity in young children by rewarding correct responses; turning the evaluation situation into a game in order to maintain interest and cooperation.
Sound field system:
A system to assist students with hearing impairments in which the teacher wears a microphone that transmits a signal to a speaker strategically placed in the classroom rather than to a body-worn receiver
Tympanic membrane:
A thin, membranous tissue between the ear canal and the middle ear that vibrates when struck by sound waves; also called the eardrum
FM System:
A wireless system that allows the transmission of a signal from the teacher wearing a microphone to the student wearing a receiver, increasing the volume of the teacher's voice over the volume level of classroom noise.
Technologies That Amplify or Provide Sound:
Cochlear Implants: -A cochlear implant bypasses damaged hair cells and stimulates the auditory nerve directly -Tremendous controversy surrounds cochlear implants in the Deaf community because the Deaf community doesn't view deafness as a disability Wireless FM technology: -a radio link established between teacher and the child can solve problems caused by distance and noise Hearing Aids: -Hearing aids make sounds louder but not necessarily clearer -The earlier in life a child is fitted the more effectively he will learn to use hearing -To derive maximum benefit a hearing aid should be worn throughout the day -Different types of hearing aids: -In ear -Behind ear
Causes of Hearing Loss:
Congenital hearing loss is present at birth: -causes of congenital hearing loss -genetic/hereditary factors -down syndrome -usher syndrome -waardenburg syndrome Infections: -cytomegalovirus (CMV), rubella, ottis media Developmental abnormalities: -atresia--> body passage is abnormally closed or absent -a form of atresia affecting the ear (more often the right) is Microtia where the external ear is underdeveloped Acquired hearing loss appears after birth: -Adventitious (acquired) hearing loss: hearing loss that is acquired after birth, not inherited -Pre-lingual hearing loss before speech develops -Post-lingual hearing loss after speech develops Causes of acquired hearing loss--> Environmental/traumatic factors -Loud noise, low birth weight, prescription medication, head injuries
Lip-Reading (Speech-reading):
Decoding the language of a speaker by paying close attention to the face and mouth without being able to hear the speaker's voice
Educational Considerations for people with ADHD:
Doctor's office Effect: the abscense of symptoms of ADHD when the individual is evaluated in a structured environment such as physician's office Multimodal interventions: the use of concurrent treatment approaches with students who exhibit attention deficit hyperactivity disorder -It is not possible to determine accurate statistics regarding the educational placement of students with ADHD due to their inclusion in the Other Health Impaired category. -It seems a safe assumption that most students with ADHD receive some or all of their education in the regular education classroom. -"Because no two children with ADHD are alike, it is important to keep in mind that no single educational program, practice, or setting will be best for all children" (U.S. Department of Education, 2008b, p. 4). -It seems a safe assumption that most students with ADHD receive some or all of their education in the regular education classroom
Prevalence of ADHD: -statistics from 2013 -federal statistics of 2014 -are boys or girls ___times more likely to receive a diagnosis of ADHD?
In 2013, ADHD was believed to effect 3%-5% of school-aged children (estimated 1.5 to 2.5 million children Recent federal stats in 2014 suggest that 11% of school-age children have, at one time, been diagnosed with ADHD (estimated 6.4 million children) There has been an increase in recent years in the number of students identified in the OHI category Boys are 3 times more likely than girls to receive a diagnosis of ADHD
Supports and Technologies that Supplement or Replace Sound:
Interpreting: Signing the speech of a teacher or other speaker for a person who is deaf Speech-to-text translation: computer devices that translate speech to text Television, video, and movie captioning: printed text that appears at the bottom of the screen Text telephones: allows the user to send a typed message over telephone lines Alerting devices: phone ringing, baby crying, doorbell, fire alarm, school bell, alarm clock, Bluetooth options
Assessment of students with ADHD:
Multidimensional evaluation process: Involves parents, teachers, physicians, and school professionals Medical evaluation:Evaluate children aged 6-12 must meet DSM-V criteria, requires input from various settings, must consider coexisting disabilities Behavioral/educational evaluation: Rating scales are used to evaluate a students' behavior. Potential for bias exists due to the varying perceptions of multiple assessors.
Etiologies of ADHD: -Neurological dysfunction -Hereditary factors -Environmental factors
Neurological: Anatomical differences and brain chemistry imbalances may be contributing factors for ADHD. These regions control behaviors such as self-regulation and working memory. Hereditary factors: Family studies and twin studies seem to indicate that ADHD runs in families Environmental factors: Pre-, peri-, and postnatal traumas >Environmental factors can include: maternal drug or alcohol abuse, lead poisoning, low birth weight, premature birth
hearing sensitivity loss:
Poorer than normal auditory sensitivity for sounds; usually measured in decibels (dB) using pure tones.
Middle ear:
The air-filled space behind the eardrum that contains three tiny bones (ossicles) that carry sound to the inner ear. -From eardrum to malleus, incus, and stapes -air-filled cavity that contains the smallest bones in the human body -eustachian tube regulates the air pressure
Malleus:
The first and largest of the three middle ear bones for conducting sound to the inner ear. Also called the hammer, it is attached to the tympanic membrane.
Outer Ear:
The most visible (external) part of the ear, useful in funneling sound to the ear canal and in localizing the source of sound. -Pinna: external auditory canal and ends with the eardrum
Incus:
The second of the three middle ear bones for conducting sound to the inner ear, located between the malleus and the stapes; also called the anvil.
Inner Ear:
The snail-shaped part of the ear (cochlea) containing the organs of hearing and balance -sound is processed by the cochlea and interpreted by our brain
Stapes:
The third of the middle ear bones for conducting sound to the inner ear. It resembles a stirrup in shape and is sometimes called the stirrup. It is the smallest bone in the body.
Educational Approach: -Bilingual/bicultural (bi-bi)
This is a philosophy of teaching that recognizes the authenticity and importance of both hearing and Deaf cultures and incorporates elements of both in the classroom. Programs are modeled on English as a Second Language (ESL) programs. Considers ASL the natural language & English as a second language.
Multisensory Impairment (MSI)
This is a term used to describe students who have a combination of visual and hearing loss. They are sometimes referred to as deafblind, although many have some residual sight and/or hearing. The combination of the two sensory losses intensifies the impact of each.
Ossicular chain:
Three bones in the middle ear (malleus, incus, and stapes) that connect the eardrum to the inner ear and help to amplify sounds.
Behavioral inhibition:
a characteristic common in persons with attention deficit hyperactivity disorder; impacts executive functions. Typically affects the ability to (1) withhold a planned response, (2) interrupt an ongoing response, and (3) protect an ongoing response from distractions
American Sign Language (ASL):
a complete language, related historically to the French. This is the manual language used by the Deaf community in the United States. Consists of about 200 signs.
Fingerspelling:
a form of manual communication; different positions or movement of the fingers indicate letters of the alphabet
IDEA Definition: Deafness
a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects educational performance
Educational Approach: -Total communication
a method of interacting with individuals with language impairments using a combination of spoken language and signs, which includes sign language, voice, finger-spelling, lip-reading, amplification, writing, gesture and visual imagery. A multifaceted approach using whatever works for the child. - A method of communication for students with hearing impairments, designed to provide equal emphasis on oral and signing skills to facilitate communication ability.
Interpreter:
a professional who signs, gestures, and or finger-spells a speaker's message as it is spoken to enable individuals with hearing impairments to understand spoken language
Oral Interpreter:
a professional who silently repeats a speaker's message as it is spoken so that a hearing-impaired person can lipread the message
Cochlear implant:
a surgically implanted device that allows individuals who are deaf to hear environmental sounds and understand speech
Auditory trainer:
a type of amplification system used by children with hearing impairments in place of their hearing aids in educational settings
The large majority of persons with hearing loss are ______:
adults
Motor activity classroom accommodations (ADHD):
allow student to stand at time while working, supervise closely during transition times, provide opportunity for seat breaks, give extra time to complete tasks
Transliteration:
altering an interpreted message to facilitate understanding by a person who is hearing impaired
Educational Approach: -Oral/Aural
an approach to deaf education that emphasizes auditory training, articulation ability and lip-reading (speech-reading). Goal is to teach spoken English oral approaches: methods of instruction for children with hearing impairments that emphasize spoken language skills. Methodology attempt to use the child's residual hearing and employs auditory training and speechreading
IDEA Definition: Hearing Impairment
an impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance but is not included under the definition of "deafness" - Less than normal hearing (either sensitivity or speech understanding) resulting from auditory disorder(s).
Telecommunication device for the deaf (TDD):
an instrument for sending typewritten messages over telephone lines to be received by a person who is deaf or severely hearing impaired as a printed message. Sometimes called TT, TTY, or TTD
organ of corti:
an organ of hearing found within th ecochlea
Organization classroom accommodations (ADHD):
ask for parental help in encouraging organization, allow student to have extra set of books at home, provide organization rules, give assignments one at a time
Genetic/Hereditary factors of Hearing Impairement: -autosomal dominant: -Autosomal recessive -X-linked
autosomal dominant: A genetic form of inheritance involving the non- sex-linked chromosomes in which the individual has one normal and one abnormal gene in a gene pair. autosomal recessive: A genetic form of inheritance involving the non-sex- linked chromosomes in which both genes of a gene pair must be affected for the trait to be expressed. X-linked: A pattern of inheritance involving the X chromosome, one of an individual's two sex chromosomes.
Manual communication:
communication methods that utilize fingerspelling, signs, and gestures
Attention Deficit Hyperactivity Disorder:
described as "a persistent pattern of inattention and/or hyperactive impulsivity that is more frequent and severe than is typically observed in individuals at a comparable level of development." (American Psychiatric Association, 2000) -IS NOT a separate disability category; it is in the Other Health Impaired (OHI) category in IDEA -students with this may be eligible for special education or Section 504 services -students may struggle with school routines and expectations due to their tendency to appear inattentive or distractible. -students may find that they have a hard time concentrating and complying with requests that their classmates do not hyperactive child syndrome: a historical term commonly used to describe youngsters who exhibit impulsivity, inattention, and/or hyperactivity
Assistive listening devices:
devices such as FM or sound field systems that improve the clarity of what is heard by an individual with hearing impairment by reducing background noise levels
Social and emotional issues (for people with ADHD): -Comorbidity
difficulties making and maintaining friendships, range of emotional difficulties -Comorbidity: ADHD frequently co-exists with other disabilities and G&T -learning disabilities -emotional disorders comorbidity: The simultaneous existence of two or more conditions within the same person
Central hearing disorder:
difficulty in the reception and interpretation of auditory info in the absence of a hearing loss
IDEA states that Other Health Impairment means:
having limited strength, vitality, or alterness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that— (i) Is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome; and (ii) Adversely affects a child's educational performance. [§300.8(c)(9)]
Adventitious (acquired) hearing loss: hearing loss that is acquired after birth, not inherited -Pre-lingual hearing loss before speech develops
hearing loss that is acquired after birth, not inherited
Academic skills classroom accommodations (ADHD):
if reading is week; provide additional reading time; use previewing strategies; select text with less on a page; shorten amount of required reading; avoid oral reading
Impulsiveness classroom accommodations (ADHD):
ignore minor inappropriate behavior, acknowledge positive behavior of nearby students, increase immediacy of rewards and consequences, seat student near role model or near teacher
Otitis media:
infection of the middle ear space, causing conductive hearing loss
executive functions:
internal regulation of one's behavior through control of emotions, inner speech, working memory, arousal levels, and motivation. Considered impaired in individuals with attention deficit hyperactivity disorder
deaf:
limited or absent hearing for ordinary purposes of daily living
_______ are more likely than ________ to experience hearing loss:
males are more likely than females
Socialization classroom accommodations (ADHD):
praise appropriate behavior, encourage cooperative learning tasks with other students, monitor social interactions, praise student frequently
Compliance classroom accommodations (ADHD):
praise compliant behavior, supervise student closely during transition times, provide immediate feedback, seat student near teacher
Self-regulation or Self-control:
process of activating and sustaining thoughts, behaviors and emotions in order to reach a goal
Mood classroom accommodations (ADHD):
provide reassurance and encouragement, conference frequently with parents to learn about student's interests and achievements outside of school
Inattention classroom accommodations (ADHD):
seat student in quiet area, seat student near good role model, reduce amount of hw, pair written instructions with oral instructions
Deaf:
students use vision as the primary sensory mode for learning and communication
atresia:
the absence of closure of the ear canal; can be congenital or acquired from injury or disease
oval window:
the link between the inner ear and the middle ear
cochlea:
the shell-or spiral- shaped structure in the inner ear that is responsible for hearing
Cued Speech:
used by some deaf children and their teachers/parent, that uses hand shapes near the mouth to help make lip-reading easier
What is the measurement of hearing impairment?
usually measured in decibels (dB) using pure tones
List the 3 types of Brian functions that self-regulation skills depend on:
working memory, mental flexibility, and self-control. These functions are highly interrelated, and the successful application of executive function skills requires them to operate in coordination with each other.
Educational Placement of Children with Hearing Impairments:
•Approximately three-fifths of children who are deaf or hard of hearing attend local public schools •About 40% of all students with hearing loss go on to college education -52% in regular classrooms -Indiana School for the Deaf: school in Indianapolis, Opened in 1843
Characteristics: Social Functioning (for hearing impairment)
•Behavioral difficulties in school and social situations more likely in children with hearing loss than children with normal hearing •Reports of feelings of depression, withdrawal, and isolation frequently reported by children and adults who are deaf with acquired hearing loss •The extent to which a child with hearing loss successfully interacts depends on others' attitudes and the child's ability to communicate in some mutually acceptable way
How can you encourage Emotional Self-Regulation?
•Create a climate of trust--> avoid unnecessary comparisons, Follow through with fair consequences •Help students recognize and express feelings--> provide a vocabulary of emotions, be descriptive about your own emotions, encourage students to journal about their feelings •Help students recognize feelings of others >Encourage perspective taking •Provide coping strategies >Discuss different ways to handle intense emotions >Model strategies—talk about how you handle intense emotions •Help students recognize cultural differences in emotional expression >Have students discuss how they show emotions in their family >Teach students to ask others how they are feeling
Characteristics: English Literacy and Speaking Skills While every child is different, students with hearing loss tend to: (for hearing impairment)
•Have small vocabularies than their peers with normal hearing and the gap widens with age •Learn concrete words more easily than abstract words •omit endings of words •Have difficulty differentiating questions from statements •May have atypical speech •are unable to monitor their own speech
Characteristics: Academic Achievement (for hearing impairment)
•Intellectual development for people with a hearing impairment is more a function of language development than cognitive ability •Students with hearing loss have difficulty with all areas of academic achievement, especially reading and math •Academic performance must not be equated with intelligence •Educational achievement typically 3-4 years below grade level
Characteristics of Students with Hearing Loss Levels of functioning are influenced by:
•Type and degree of hearing loss •Age of onset •Attitudes of parents and siblings •Opportunities to acquire a first language •The presence or absence of other disabilities
Effective Inclusive Practices for Students with Hearing Impairments:
•access to HI specialists, such as teachers of the deaf, speech and language therapists and audiologists •these people can advise on how hearing aids and cochlear implants should be cared for and the use of any sound systems that needs to be in place to enhance students' hearing •improving the acoustics within a classroom, including using carpet, putting rubber tips on chair legs, using soft furnishings such as tablecloths and curtains, placing acoustic tiles such as carpet tiles on the walls, and keeping down external noise •Being aware of where the speaker is standing when talking; standing in front of a window, for example, will create glare which prevents students from seeing the teacher clearly; ensuring the teacher faces students and speaks clearly •Allow the child to move around the room in order to clearly see the speaker •Do not turn away to write on the board •Rephrase if the child does not understand rather than repeat the same words over and over. •ensuring students can see classmates as much as possible and especially when they are speaking •a recommended classroom configuration is a U-shape •providing opportunities for hands-on learning and providing visual resources, to support students' understanding of what is being said •Use as many verbal cues as possible. Take time to explain things. Give context clues- a written word, picture or object to set the stage.
