EDU 221, fa2014, Chapter 8, CCC, Learning and behavior disorders,

1. Learning and Behavior
Disorders
Chapter 8 from The Exceptional Child: Inclusion in Early Childhood
Education; Allen, K. Eileen and Cowdery, Glynnis E.; 2015

2. Overview
• Learning and Behavior Disorders
• Are not the result of a primary disability
• Are diagnosed based on diagnostic criteria
• May be diagnosed by medical doctors, psychologists, neurologists, and/or
psychiatrists (but not teachers!)
• There is no actual medical test that can be used to make a diagnosis of these
disorders
• Parents or other primary caregivers are part of the diagnostic process
• Knowledge of typical development and developmentally appropriate
behaviors is crucial for working with children who have challenging or
inappropriate behaviors.

3. Attention Deficit Hyperactivity Disorder
(ADHD)
• Diagnosis of ADHD has 3 patterns of behavior
• Predominantly hyperactive-impulsive type
• Predominantly inattentive type
• Combined type (Allen and Cowdery, 2015)
• Certain behavior symptoms must manifest themselves prior to the
age of 12 for a diagnosis of ADHD
• ADHD may be diagnosed in conjunction with a diagnosis of autism
spectrum disorder (ASD)

4. Attention Deficit Hyperactivity Disorder
(ADHD) (cont.)
• There is no known specific cause of ADHD
• Boys are twice as likely as girls to be diagnosed with ADHD
• Additional disorders that may be present in children with ADHD are
learning disabilities, depression, oppositional defiant disorder (ODD) and
behavior disorders
• Current research suggests that combination of medication and behavior
management provide the best treatment for children with ADHD
• Parents and teachers inadvertently sabotage treatment with comments
that suggest a child has not taken his medication. Such comments send the
message that a child is not responsible for his behaviors.

5. Attention Deficit Hyperactivity Disorder
(ADHD) (cont.)
• Behavior management
• Must be individualized
• Should offer positive reinforcement for appropriate behaviors
• Note: Look at “the starting point for teachers” on p. 179 of your text
through the end of the section on behavior management. These
suggestions are not only appropriate for children with ADHD, but for
all children. This is key in your observations and in your
considerations for creating an inclusive environment for your Key
Assessment!

6. Learning Disabilities
• Approximately 20% of the population may have learning disabilities
• The term “learning disability” covers many disorders
• See the “Learning Disabilities Defined” section on p. 180 in your text.
• Note the “nondisadvataged ruling” on p. 180 in your text yet #s 4-6
under “genetic or environmental conditions” in the “Risk Indicators
for Learning Disabilities” table on p. 181 in your text.
• Learning disabilities are primarily related to academic performance,
yet there are many early signs for younger children at risk for a later
LD diagnosis

7. Learning Disabilities (cont.)
• Rather than being concerned about a specific diagnosis, it is more
beneficial to provide developmentally appropriate learning experiences
that will maximize a child’s development.
• Readiness or prerequisite skills are best provided through developmentally
appropriate experiences. Teachers plan formal experiences carefully and
utilize informal opportunities to support development.
• The sensory-motor difficulties, both gross motor and fine motor, remind us
of the interactions of all developmental domains in the holistic
development of each child. “Brain Gym” was popular several years ago and
speaks to many of these skills and their interaction with academic skills

8. Learning Disabilities (cont.)
• Additional at risk indicators
• Perseveration – repeating a behavior or words over and over
• Failure to generalize; the child is not able to perform a behavior across
settings
• Various visual and auditory perception problems – see text for vocabulary (pp.
184 – 185
• Language delays
• Social skills delays (again, think holistic development)

9. Response to Intervention (RTI)
• Once again, the law and the trend is toward helping children who may
exhibit a developmental delay rather than waiting for an official
diagnosis prior to the child being able to receive services.
• The success of RTI is dependent on the culture, knowledge, and
commitment of professionals and families; note the need for high-quality
instruction and support
• RTI is a tier-model that is data driven and provides intensive
interventions as needed.
• The Pre-K RTI model is based on the K-12 RTI model and is gaining
attention

10. Learning Disabilities (cont.)
• Recurring themes
• All children exhibit developmental problems as some time or another
• Teachers must be knowledgeable of typical development and normal ranges
of development
• Teachers must be aware of extreme problem behaviors that persist outside of
typical age ranges
• A first step for caregivers and teachers is to evaluate the learning
environment for meeting the needs of each child, including the child
exhibiting developmental problems.
• Teaching strategies, plans and activities must also be examined for
developmental appropriateness. Are plans and activities being created and
implemented to support the development in the identified problem area(s)?
• Many reminders are in the bulleted list on p. 188 in your text.

11. Behavior Disorders
• Behaviors are “extreme, chronic, and unacceptable” (Allen and Cowdery,
2015)
• The term “behavior disorders” places the emphasis on the behavior, the
observable part of a child’s problems.
• Unfortunately, insurance often does not pay for treatment for children (or
adults) with mental illness
• Children with mental illness are often the least understood and most
underserved of any other disability.
• TACSEI (Technical Assistance Center on Social Emotional Intervention)
provides some excellent resources for teachers and families of young
children with behavior disorders

12. Autism Spectrum Disorder (ASD)
• See criteria in Table 8-3 on p. 191 of your text
• Girls with autism generally have more severe symptoms, but boys are
4x more likely to be diagnosed with autism.
• “Autism Speaks” provides excellent information families and teachers.
• The jury is still out as to why the prevalence of autism has increased
so drastically.

13. ASD (cont.)
• Note the other problems that may accompany ASD on p. 195 in your
text
• Applied Behavior Analysis (ABA) – highly individualized
• Discrete trial teaching – requires task analysis
• Incidental teaching
• Pivotal response training
• Interventions teachers can implement on p. 197 – 198 and planning
questions on Table 8-4 on p. 199.
• Go back to p. 186 in your text and read the section on Autism
Therapy and Insurance. Do you know whether insurance pays for
behavior therapy for children with autism in NC?

14. Eating and Elimination Disorders
• Pica
• Food jags
• Encopresis
• Enuresis
• Final note: Continue to meet children’s individual needs and
specifically address problems that may arise through reflective,
intentional teaching.