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Physical Activity for Individuals with Disability Test 3 Study Guide Fall 2016 Chapters 6, 9, 14,15,16 Physical, Emotional Behavioral Disorders (EBD), ASD (Autism spectrum) 1. Three Categories of Physical Disability and how to define each. 2. Causes of particular physical disabilities: ie, Cerebral Palsy, spina bifida, scoliosis, etc. 3. What are the four Neuromotor Hard signs of CP (Spasticity, etc.-characteristics) 4. Why was the Europeds SUIT therapy making great progress for children with CP? 5. Why is aquatics mentioned over and over for Physical Disabilities? Benefits? Effects of water on responses and activities? 6. Teaching Focus for various physical disabilities 7. Why are stretching and strengthening exercise mentioned so much for CP in particular? 8. How did the Europeds and SUIT therapy work to improve mobility and function of kids with CP? (from the web review and discussion) 9. What guidelines are there for students with CP in Physical education and exercise? 10. What Curriculum Adaptations would you expect to make for a student with CP? 11. Why is it particularly critical for you to know about spinal cord injuries and traumatic brain injuries if you are going to be a Jr. High and High School P.E. teacher? 12. Know the different categories of Spina Bifida; which is most common and severe? 13. What teaching strategies need to be considered for any student in a wheelchair? 14. What are some of the other secondary conditions or health issues you should be aware of for any student in a wheelchair? (common problems; overlapping health conditions, etc.) 15. What specific, possibly serious effects related to intense exercise must be considered for any student with a spinal cord injury above T6? (hint: hypo and hyper) EBD and ASD 16. IDEA definitions 17. What is the continuum of conduct and emotional disorders? 18. Causes of conduct and emotional disorders 19. Responsibilities of a teacher of a child with an emotional/conduct disorder? 20. Behavior management strategies? 21. PRINCIPLES of GOOD TEACHING 22. KEYS to behavior management of children with conduct/emotional disorders 23. Be able to write a scenario of conflict resolution, precision request, 24. Rules for giving behavioral cues or directions 25. Guidelines for choosing games for children with emotional disorders 26. Ideas for managing the environment to alleviate problems with students with EBD 27. What is the purpose and steps of verbal mediation; conflict resolution; active listening 28. ADHD: characteristics, problems in education; where classified under IDEA 29. Comorbidity of ADHD and other disorders 30. Most Commonly recognized Characteristics of ASD (Autism Spectrum Disorder) 31. Trends in Autism and theorized Causes of Autism 32. Teaching strategies for children with Autism, curriculum ideas 33. Difficulties in learning for children with Autism 34. Intervention strategies of modeling, prompting, task signals, and chaining. 35. Guidelines for using Reinforcement for students with autism or emotional disorders 36. What is the single, most effective way to control group behavior? Explain 37. Disruptive behaviors or situations a teacher must immediately respond to 38. Give an example of what a teacher should do to extinguish 3 of the above undesirable behaviors. 39. HOMME's 9 rules for Consistent Management 40. What is an Alpha statement, and why use them? 41. Explain why it is important to use concrete ideas and directions with a child with autism.
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