Students With Learning Disabilities or Emotional/Behavioral Disorders

by Bauer, Anne M.; Keefe, Charlotte H.; Shea, Thomas M.

• ISBN13: 9780130212252
• ISBN10: 0130212253
• Edition: 1st
• Format: Paperback
• Copyright: 2000-08-31
• Publisher: Pearson

Summary

Written to reflect the changing field of special education, this book presents current, practical information related to students with learning disabilities and emotional/behavioral disorders. The authors use a systems perspective to describe the characteristics of and issues related to students with high incidence disabilities. This is the first book available to combine discussion of these two disabilities.Chapter topics cover the nature of and assumptions regarding learning disabilities and emotional/behavioral disorders; developmental context; biological factors and temperament; cognitive, language, and social-emotional characteristics; family factors; school and classroom factors; cultural diversity and gender; screening to placement; supporting learning and behavior change; accommodating students in inclusive settings; adolescents and adults with learning disabilities or emotional/behavioral disorders; and prevention and early intervention of learning disabilities and emotional/behavioral disorders.For special education teachers.

Table of Contents

An Introduction to Learning Disabilities and Emotional/Behavioral Disorders	xx
Introduction	3	(1)
General Characteristics of Students with Learning Disabilities and Emotional/Behavioral Disorders	3	(12)
More Boys Than Girls Are Identified	6	(3)
Difficulty in School Achievement	9	(3)
Language Problems or Communication Disorders	12	(1)
Social Skills and Interactions Vary from Peers	12	(1)
Other Demographic Characteristics	13	(2)
The Evolution of Services	15	(4)
Orientation of this Text	19	(1)
The Size of the Population	19	(4)
The Number Identified	20	(3)
Summary Points	23	(1)
Key Words and Phrases	23	(1)
References	23	(7)
The Nature of and Assumptions Regarding Learning Disabilities and Emotional/Behavioral Disorders	30	(28)
Introduction	34	(1)
Ideas, Actions, and Outcomes	34	(3)
Conceptual Frameworks	37	(7)
A Student Problem Model: The Biophysical Perspective	37	(2)
A Student Problem Model: The Psychodynamic Perspective	39	(1)
A Student Problem Framework: The Behavioral Perspective	40	(1)
A Problem Solving Framework: The Ecological Perspective	41	(1)
An Emerging Problem Solving Approach: The Holistic Paradigm	41	(1)
Emerging ``Problem Solving'' Frameworks: Postmodern Approaches	42	(2)
Commonly Used Definitions	44	(6)
Learning Disabilities	44	(3)
Emotional/Behavioral Disorders	47	(3)
Our Assumptions	50	(2)
Summary Points	52	(1)
Key Words and Phrases	52	(1)
References	53	(5)
Developmental Context	58	(16)
Introduction	61	(1)
The Social Systems Perspective	61	(8)
Self	63	(1)
One-to-One Relationship	64	(2)
Interactions among Contexts	66	(1)
The Community, Work, and School	67	(1)
Society	68	(1)
The Transactional Nature of Development	69	(1)
Assumptions of a Social Systems Perspective	70	(1)
Summary Points	71	(1)
Key Words and Phrases	71	(1)
References	71	(3)
Biological Factors and Temperament	74	(30)
Introduction	77	(1)
Biological Issues	77	(5)
Issues Related to Temperament	82	(2)
Common Biological Disorders	84	(6)
Tourette Syndrome	85	(1)
Attention Deficit Hyperactivity Disorder	86	(2)
Depression	88	(1)
Obsessive/Compulsive Disorder	89	(1)
Children Prenatally Exposed to Drugs and Alcohol	90	(1)
Interventions Related to the Biological Disorders	90	(5)
Medication	90	(5)
Diet	95	(1)
The Role of the Teacher in Biological Intervention	95	(3)
Summary Points	98	(1)
Key Words and Phrases	98	(1)
References	99	(5)
Cognitive, Language, and Social-Emotional Characteristics	104	(34)
Introduction	106	(1)
Issues Related to Learning Styles and Identification	107	(3)
The Issue of Choice	107	(1)
Multiple Intelligences	108	(2)
Cognitive and Metacognitive Issues	110	(6)
The Role of Memory	110	(3)
The Role of Metacognition	113	(1)
Motivation	113	(1)
Self-concept	114	(1)
Attention	115	(1)
Intelligence	115	(1)
Language and Communication Issues	116	(4)
Language Ability and Communicative Competence	118	(1)
Students with Emotional/Behavioral Disabilities	119	(1)
Interpersonal Interaction and Social Skills	120	(9)
Social Competence	122	(2)
Loneliness and Isolation	124	(2)
Aggression	126	(1)
Passive Aggression	127	(1)
Social Skills	127	(1)
Effect of Behavior	128	(1)
Summary Points	129	(1)
Key Words and Phrases	130	(1)
References	130	(8)
Family Factors	138	(34)
Introduction	140	(1)
Family Factors That May Put Children at Risk	140	(5)
Child Maltreatment	143	(2)
Family Interaction Patterns	145	(6)
Siblings	149	(2)
Needs Identified by Parents	151	(2)
Family Engagement in Education	153	(6)
Social Services	159	(6)
Summary Points	165	(1)
Key Words and Phrases	165	(1)
References	166	(6)
School and Classroom Factors	172	(38)
Introduction	175	(1)
Educational Services	175	(6)
Inclusive Education	177	(3)
Grade Retention	180	(1)
Students from Diverse Ethnic, Cultural, or Linguistic Groups	180	(1)
Classroom Issues	181	(10)
Teacher-Student Relationships	181	(3)
Teacher Beliefs	184	(2)
Teacher Language	186	(1)
The ``Place'': Curricula and Materials	186	(5)
Effective Instructional Strategies	191	(4)
Critical Pedagogy	191	(1)
Scaffolding	192	(1)
Structuring Instruction	193	(2)
Content-Specific Strategies	195	(5)
Literacy Learning	195	(2)
Reading	197	(1)
Mathematics	198	(1)
Accommodations	199	(1)
Summary Points	200	(1)
Key Words and Phrases	200	(1)
References	201	(9)
Cultural Diversity and Gender	210	(26)
Introduction	212	(1)
Cultural Diversity and Identification Issues	213	(14)
African American Learners	217	(1)
Hispanic American Learners	218	(1)
Native American Learners	219	(2)
Asian American Learners	221	(2)
Students with Limited English Proficiency	223	(1)
Assessment	223	(2)
Interactions in the Classroom	225	(2)
Gender Issues	227	(3)
Summary Points	230	(1)
Key Words and Phrases	230	(1)
References	231	(5)
Screening to Placement	236	(28)
Introduction	238	(1)
The Role of Screening in Identification	239	(5)
Rating Scales	240	(1)
Identification of a Learning Disability	241	(2)
Emotional/Behavioral Disorders	243	(1)
Activities for At-Risk Students	244	(3)
Referral Processes	247	(1)
Assessment Processes	248	(6)
The Nature of Assessment	248	(5)
Use of Report Cards	253	(1)
Special Education Eligibility and Placement Processes	254	(1)
The Individualized Education Plan, Individualized Family Service Plan, and Individualized Transition Plan	255	(3)
Summary Points	258	(1)
Key Words and Phrases	259	(1)
References	260	(4)
Supporting Learning and Behavior Change	264	(36)
Introduction	267	(1)
Components of an Intervention Plan	267	(3)
Behavioral Intervention	267	(2)
Cognitive Behavior Modification	269	(1)
Behavior Management Strategies	270	(4)
Positive Reinforcement	270	(1)
Extinction	271	(1)
Differential Reinforcement	272	(1)
Shaping	272	(1)
Contingency Contracting	273	(1)
Modeling	274	(1)
Positive Behavioral Support	274	(7)
The Role of Setting Events	281	(2)
Crisis Intervention Strategies	283	(3)
Life-Space Interviews	284	(1)
Classroom Conferences	284	(1)
Behavior Influence Techniques	285	(1)
Preventing Student-on-Student Aggression	286	(1)
Scaffolds, Scripts, and Self-Regulation Strategies	286	(2)
Instructional Strategies	288	(2)
Assistive Technology	290	(3)
Summary Points	293	(1)
Key Words and Phrases	293	(2)
References	295	(5)
Supporting Learning and Behavior Change: Class and School-Wide Interventions	300	(34)
Introduction	302	(1)
Characteristics of Teacher Stance	303	(3)
Effective Classroom Structures and Management Strategies	306	(18)
Social Skills Training	306	(5)
Cooperative Learning Structures	311	(3)
Learning Environment	314	(1)
Rules	315	(1)
Schedules	316	(2)
Transitions	318	(1)
Cueing	319
Procedures	310	(11)
Structuring Instruction	321	(1)
Arts Curriculum and Classroom Management	322	(2)
School-Wide Structures	324	(3)
School Suspension	326	(1)
Summary Points	327	(1)
Key Words and Phrases	327	(1)
References	328	(6)
Accommodating Students in Inclusive Settings	334	(18)
Introduction	336	(1)
Strategies to Facilitate Inclusion	337	(4)
Roles for Teachers in Inclusive Settings	341	(2)
Accommodation	343	(2)
Social Functioning in Inclusive Settings	345	(2)
Summary Points	347	(1)
Key Words and Phrases	347	(1)
References	348	(4)
Adolescents and Adults with Learning Disabilities or Emotional/Behavioral Disorders	352	(28)
Introduction	355	(1)
Characteristics and Issues of Adolescents and Adults	356	(7)
Adolescents	356	(1)
Academic Issues of Adolescents	356	(1)
Parental Expectations and Perceptions	357	(1)
Adults	358	(2)
Mental Health Issues	360	(1)
Graduation	361	(1)
Gender Issues	362	(1)
Vocational Education and Employment	363	(4)
Gender and Employment	365	(2)
Americans with Disabilities Act	367	(1)
Postsecondary Education	367	(3)
Transition from School to Work and Community	370	(2)
Adolescent and Adult Supports	372	(2)
Curriculum	372	(1)
Self-Advocacy	373	(1)
Summary Points	374	(1)
Key Words and Phrases	374	(1)
References	375	(5)
Prevention and Early Intervention of Learning Disabilities and Emotional/Behavioral Disorders	380	(23)
Introduction	382	(1)
Prevention	383	(1)
Early Intervention for Young Children Who Are At Risk	384	(5)
Conflict Resolution in Prevention	389	(1)
Family Intervention in Prevention	390	(3)
School Violence Prevention	393	(3)
Preventive Efforts Related to Contemporary Social Problems	396	(3)
Suicide	397	(1)
Drug and Alcohol Use and Abuse	398	(1)
Adolescent Pregnancy	398	(1)
Summary Points	399	(1)
Key Words and Phrases	399	(1)
References	400	(3)
Index	403

Excerpts

Preface "Things are changing too quickly. I can''t seem to keep up. Children are changing. Families are changing. Schools are changing. And society is changing."--(Jean H., teacher) "I was hired to teach girls and boys with learning disabilities. But every child in my caseload presents social and behavioral problems, as well as learning problems."--(Hector L., teacher) "There is not one student in this room who doesn''t have a learning disability, and they''re all classified as emotionally/behaviorally disordered. It is really frustrating trying to meet all their needs."--(Debra H., teacher) In our everyday interactions with general education and special education teachers in community schools and university classrooms, we hear these or similar comments over and over again. Teachers such as Jean, Hector, and Debra are not unique. They have thousands of colleagues who daily face the challenges of instructing students with learning disabilities and emotional/behavioral disorders. Their task is difficult. Jean H. is correct. Things are changing rapidly. Children are bringing more and more complex problems and issues through the classroom door. Teachers must confront and help their students resolve these problems and issues. Society, as those of us from the previous generation knew and experienced it, is vastly different today. Changes are occurring in the family, neighborhood, school, the development and management of knowledge, personal and societal values and standards, transportation, commerce, and the conduct of local, national, and international affairs. Schools are changing. The small intimate neighborhood school has given way to the large, impersonal community school. Teachers are no longer neighbors and friends, but professionals frequently living outside of the community they serve. Student populations are multicultural, multiracial, and multilingual and include learners with disabilities or at risk for disabilities, who are being increasingly included in general education classrooms and schools. Academic standards in the general education classroom are more demanding with the advent of state-wide testing. The imposition of higher standards has increased demands on teacher time. As a consequence, teachers have less time and energy to attend to those students who deviate from the norm academically or behaviorally, or who can''t keep up with their more talented peers. The extended, traditional nuclear family with father, mother, children, grandparents, aunts, and uncles has changed to a broad array of parenting structures, such as the neolocal nuclear family of mother, father, and children often living many miles from relatives, single-parent families, foster families, and blended families. The impact of poverty on families has increased. More mothers must work outside the home to sustain the family economically during the child-rearing years. More fathers are absent from home. The children in our classrooms and schools present a broad range of racial, cultural, linguistic, religious, economic, and social characteristics. There are more and more children of poverty and children who are maltreated, abused, and neglected in our schools. The number of children presenting learning disabilities and emotional/behavioral disorders has increased dramatically during the past twenty-five years, and continues to increase annually. Students with Learning Disabilities or Emotional/Behavioral Disordersresponds to a small part of the many and diverse problems confronting general education and special education teachers who are challenged by children and youth with learning disabilities and emotional/behavioral disorders. It offers an integrated perspective to understanding working with students with learning disabilities or emotional/behavioral disorders. We recognize the contribution of various conceptual models to the understanding of these students. In addition, we emphasize that learning disabilities and emotional/behavioral disorders are complex issues, and must be understood within the context in which they occur. The first section of the text introduces students with learning disabilities or emotional/behavioral disorders. Chapter One provides an overview of learning disabilities and emotional/behavioral disorders, followed by a description of the nature of assumptions regarding learning disabilities and emotional/behavioral disorders (Chapter Two). Chapter Three continues with a description of the developmental contexts in which students develop. In Chapter Four we present biological issues and a discussion of temperament, followed by a discussion of the cognitive, language, and social-emotional characteristics of students with learning disabilities or emotional/behavioral disorders (Chapter Five). In Chapter Six, family factors that put students at risk for learning disabilities or emotional/behavior disorders and family involvement are discussed. School and classroom issues and strategies follow in Chapter Seven. In Chapter Eight, issues related to cultural diversity and gender and identification as learning disabled or emotionally/behaviorally disordered are presented. In subsequent chapters we explore how students are identified and placed in special education (Chapter Nine) and how learning and behavior changes are supported for individuals (Chapter Ten) and for an entire class or school (Chapter Eleven). Chapter Twelve describes inclusive environments. In Chapter Thirteen, we discuss adolescents and adults with learning disabilities or emotional/behavioral disorders. The text concludes in Chapter Fourteen with a description of preventive efforts. Special thanks to Ann Davis, 'who supported this project, and Pat Grogg, whose smile we could feel through the telephone. Also, thanks to our reviewers who made this a better text with constructive comments and criticisms: Jeffrey P. Bakken, Illinois State University; Kathleen Briseno, College of DuPage (IL); Maryann Dudzinski, Valparaiso University (IN); Barbara K. Given, George Mason University (VA); Carol Moore, Troy State University (AL); and Susan Sperry Smith, Cardinal Stritch University (WI). Anne M. Bauer Charlotte H. Keefe Thomas M. Shea