Lecture 4.docx

4 Pages
154 Views

Department
Education - Special Education, School Psychology and Early Childhood Studies
Course Code
EEX 2000
Professor
Penny Cox

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Description
th 1/28/14 (Period 4, 35 MC questions~Scenarios+history) Feb. 4 th Movie Review (due feb.11) + Homework Assignment turned in on Feb. 4  Emotional/Behavioral Disabilities  Deal with patterns of behavior that negatively affect a person’s ability to function.  Causes can be environmental, genetic, combined  Characteristics  Externalized behaviors, poor social relationships, difficulty coping with behavioral demands, inappropriately express needs and wants  Internalized behaviors; don’t directly affect others: anxiety, social withdrawal, mood disorders.  Emotional/behavior disorders: depression, bipolar, schizophrenia  Autism Spectrum Disorders  Autism 1 in 88 individuals (CDC) Number 1 disorder.  1911: ‘Autism’term was first used for adults with schizophrenia  1943: Leo Kanner: “early infantile autism”  1940s-60s: Bruno Bettelheim(blamed parents; took idea of ‘refrigerator mothers’[mothers who were cold to their children])- Popularizes theorizes causes of autism  1960s: Experts start to believe autism is neurological/biochemical: NOT the result of poor parenting.  1960s: Bernard Rimland: Refutes popular ideas and leads the advocacy movement.  1997: IDEAestablishes autism as separate category in special education.  Autisim Spectrum Disorders  Pervasive developmental disorder- not otherwise specified  Childhod disintegrative disorder  Rhett’s Syndrome  Asperger’s Syndrome  Autistic disorder/Autism  Temple Grandin: Thinking in Pictures  DiagnosingAutism  Observations/Interviews: Apply DSMV criteria, developmental History  Difficult to diagnose because  Behaviors are not unique to people with autism  Not one distinguishing characteristic or marker  Degrees of variation among people  Diagnosis must consider  Communication  Socialization  Activities and range of interests.  Communication  Language skills vary from none to very
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