PED 224

FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION

BACHELOR OF PHYSICAL EDUCATION

MIDTERM TOPICS
DIFFERENT TYPES OF
DISABILITY
GIFTEDNESS AND
INTELLECTUAL
DISABILITY
 GIFTEDNESS AND TALENT

With respect to all children, each gifted and/or talented child is an individual, with
a matchless developmental and learning characteristics. These are learners falling
two or more standard deviation above the mean or average, and they compose
16% of a given population. These students are labelled as above average, bright,
superior and high achievers. They belong to the group who are bestowed with
intellectual giftedness. Usually, they graduate with honors, topnotch achievers, and
obtain honors for exemplary academic accomplishment. Whereas, there are also
learners who may not be bestowed intellectually, but who, nonetheless,
demonstrate their talents in various aspects such as in visual or performing arts
(Inciong, Quijano, Capulong, Gregorio & Ginez, 2007) .
 GIFTEDNESS AND TALENT

The ability to identify a child as gifted and/or talented enables the teacher to
recognize his/her uniqueness, can take actions properly, and may make socio-
emotional adjustments or academic augmentations as the needs arise. In this
module, the central concepts on Giftedness and Talent, theories on human
intelligence, and the characteristics of gifted and talented persons are expounded.
Through the lessons and activities, learners are expected to obtain crucial
information on the nature of gifted and talented children and how to manage their
learning, learning environments and adjustments in partnership with their own
home and community as well.
 GIFTEDNESS AND TALENT

The ability to identify a child as gifted and/or talented enables the teacher to
recognize his/her uniqueness, can take actions properly, and may make socio-
emotional adjustments or academic augmentations as the needs arise. In this
module, the central concepts on Giftedness and Talent, theories on human
intelligence, and the characteristics of gifted and talented persons are expounded.
Through the lessons and activities, learners are expected to obtain crucial
information on the nature of gifted and talented children and how to manage their
learning, learning environments and adjustments in partnership with their own
home and community as well.
 ACTIVITY 1 (MIDTERM)

1. List down at least 10 most popular persons who were

noted as gifted and their area/s of giftedness.
2. List down at least 10 talented Filipinos and their particular
talent/s.
3. Describe a gifted and talented child in at least 5 words.
 GIFTEDNESS AND TALENT

THEORIES OF INTELLIGENCE
There are many theoretical concepts regarding
giftedness. The two most significant were those of Francoys
Gagné and Joseph Renzulli. Many other theories of intelligence
include the Theory of Successful Intelligence of Robert
Sternberg and Theory of Multiple Intelligences by Howard
Gardner (National Association for Gifted Children, 2020).
 GIFTEDNESS AND TALENT

1. Gagné.
The Differentiated Model of Giftedness and Talent claims a clear
difference between giftedness and talent. In Gagne’s paradigm, the word
giftedness expresses the possession and practice of inherent and naturally
exhibited innate abilities (called “gifts”) in at least one skill area to a point that
positions a child among the top 10% of his or her age peers.
In contrast, the word talent denotes the top-quality mastery of methodically
developed capabilities and knowledge in at least one area of human interest to a
level that ranks a child's attainment within the upper 10% of age-peers who are
active in that field or domain. His model organizes five skill dominions:
intellectual, creative, socio-affective, sensorimotor and "others" (e.g.
extrasensory perception)
 GIFTEDNESS AND TALENT

2. Renzulli.
Gifted behavior occurs if there is an interface
among three vital classes of human characteristics: (1) above-
average general and/or specific abilities; (2) high levels of task
commitment (motivation); and (3) high levels of creativity.
Gifted and talented children include those who have these
diverse assets; and are competent of establishing and of
applying them in whichever potentially essential discipline of
human performance.
 GIFTEDNESS AND TALENT

3. Strenberg
Intelligence is an unchanging competence of an
individual. Thus, with greater intellectual abilities, like in the
occurrence of gifted and talented, virtually each undertaking
can be attained at a superior degree of performance. The
triarchic theory of intelligence of Sternberg, has three major
aspects: (1) contextual, (2) experiential, and (3) componential.
 GIFTEDNESS AND TALENT

4. Gardner. The Multiple Intelligences

The Multiple Intelligence theory of Howard Gardner in 1983,
discards the concept of dominant intelligences, instead, it exhibits to
“each individual learning style”. Gardner, however, highlights that MI was
initially not an educational theory. It is a theory on how the mind is
structured and developed. In contrast with general intelligence which
indicates that there is one “computer” in the brain that settles whether an
individual will be capable or incapable at everything, he explains that our
minds possess 7, 8, 9 or even a dozen distinctive “computers”. Some
persons possess high-quality computers than others because of who their
parents are, where they resided and how they were educated..
 GIFTEDNESS AND TALENT

1. . Linguistic Intelligence means the capacity apply language to motivate,

entertain, persuade, inspire or express information.
2. Logical-Mathematical Intelligence refers to one’s skill to discover
configurations, sets,
and connections by controlling objects or symbols and to experiment in
regulated, systematic techniques.
3. Bodily-Kinesthetic Intelligence means the capacity to employ fine and
gross motor capacities in sports, performing arts, or arts and crafts creation.
4. Spatial Intelligence means capacity to recognize and mentally manipulate a
form/object, create tension, balance and composition in a visual or spatial
display.
 GIFTEDNESS AND TALENT

5. Musical Intelligence means ability to enjoy, perform or

compose a musical piece.
6. Interpersonal Intelligence refers to the capacity to
appreciate and relate well to others.
7. Intrapersonal Intelligence is one’s skill to understand
one’s inner feelings, aspirations and thoughts.
8. Natural Intelligence means the capability to characterize
and classify patterns in nature.
 DEFINITION OF GIFTEDNESS AND TALENT

1. The table show the changing concepts on Intellectual giftedness (Heward,

2003).
Old Concept Emerging Paradigm
Giftedness is high IQ Many Types of giftedness
Trait-Based Qualities-based
Subgroup elitism Individual excellence
Innate or Inborn Based on context
Test Driven Achievement-driven
Authoritarian Collaborative, Determined by consultation
School-oriented Field-and-domain oriented
Ethnocentric Diverse
 DEFINITION OF GIFTEDNESS AND TALENT

2. Federal or American Government’s Definition

The initial meaning of giftedness and talent are tailored in every
State of America. The usual explanation is that, "gifted and talented student" refers
to an elementary or secondary student categorized by experts as: (1) having
superior talent and execution, or displaying the potential for performing, at
amazingly high degree of achievement as compared with other students of a same
age, experience, or environment; (2) demonstrating high performance in
intellectual skills, creative, or artistic areas; (3) possessing an remarkable
leadership skills; or (4) outshining in particular academic area/s (Maryland, USA,
2020)
 CHARACTERISTICS OF GIFTED AND TALENTED CHILDREN AND YOUTH

Giftedness and talent differ according to social context.

Some learners excel in academics but may not display talents in arts.
Other students also exhibit remarkable talent in visual, and performing
arts, sports and athletics (Inciong & et al, 2007). Gifted persons are
those who shows excellent levels of ability (called exceptional ability to
reason and learn) and verified performance or attainment in top 10%
or rarer in one or more capacities. Skills cover any systematized area of
interest with its own symbol system (e.g., mathematics, music,
language) and/or set of sensorimotor skills (e.g., painting, dance,
sports) (National Association for Gifted children (2020).
 CHARACTERISTICS OF GIFTED AND TALENTED CHILDREN AND YOUTH

Highly gifted learners, based from studies, IQ score which is

higher than 145, or 35 to 55 points more or even greater than average
IQ scores of 90 to 110. The following are the qualities among highly
gifted students: (1) passionate intellectual curiosity, (2) delight with
words and concepts, (3) perfectionism, (4) demand for accuracy, (5)
learning in immense instinctive vaults, (6) extreme want for mental
stimulation, (7) trouble corresponding to the ideas of others, (8) early
ethical and existential matter, and (10) inclination to shyness (Inciong
& et al, 2007).
 CHARACTERISTICS OF GIFTED AND TALENTED CHILDREN AND YOUTH

At times, the traits of gifted and talented students are misunderstood as

bordering on abnormal behavior, antagonism, unfriendly behavior and the like. The
following characterizes young gifted and talented children:
 Extraordinary attainment and remembering of data – outstanding memory, learns
fast and effortlessly, and innovative mind.
 Brilliant perception and application of knowledge – unique use of information,
complex use of symbols and system-expressions, requires explanation for unexplained
circumstances, analyzes well in problem-solving-draws for prior knowledge and transmits
this to other areas.
 Excellent originator of knowledge (individual and creative attributes) – exactness:
determined to attain high-level ranks particularly in areas of talent and interest; display
readiness and focus; quality level of investigation and reflection; prolonged attention span
if interested; leadership- preferred and capacity to lead; intense desire to learn.
 CREATIVITY AS THE HIGHEST EXPRESSION OF GIFTEDNESS

Creative skill is regarded as crucial to the meaning of giftedness. As cited by Inciong,

et al (2007), creativity as the greatest demonstration of giftedness. The theory of
Sternberg advocates that artistic, perceptive persons are those who make inventions
that eventually transform society. There is no definite meaning for creativity. In the
studies of creativity, Guilford (1988) presents the elements of creative behavior.
 Fluency. Creative individual is proficient in generating various notions per unit of
time.
 Flexibility. A comprehensive range of facts, rare ideas, and unusual solutions are
created.
 Novelty/Originality. Least likelihood, unique expressions, and answers are used;
the creative person has unusual opinions.
 CREATIVITY AS THE HIGHEST EXPRESSION OF GIFTEDNESS

 Elaboration. The skill to give details is obvious.

 Synthesizing ability. The capability to connect different concepts.
 Analyzing ability. The skill to arrange ideas into larger, inclusive patterns. Ability to
remodel broken down symbolic structure into new ones.
 Ability to reorganize or redefine existing ideas. Adeptness in revising existing entity
into different design, purpose is evident.
 Complexity. Proficiency to use many correlated ideas at the same time is exhibited.

Inciong, et al (2007) cited a 30-year study, the 10 most common features of high-skilled adults
identified to have achieved further than their contemporaries in creative ventures: (1) pleasure
in deep thinking; (2) acceptance of mistakes; (3) devotion and enjoyment of one’s work; (4) clear
goal; (5) feeling contented as a less important, unique, and being less-skilled; (8) a sense of
commitment; and (10) the spirit to be creative.
 ASSESSMENT OF GIFTED AND TALENTED CHILDREN

Assessment of Gifted and Talented Children

Just like screening and identification, the following are utilized in assessing gifted and
talented students:
1. Pre-referral intervention. Teachers do the early identification by nominating learners
having the assets of giftedness and talent with the Teacher Nomination Form.
2. Multi-factored evaluation. Gathering of data through the following:
a) Group and individual intelligence tests
b) Performance in school-based achievement tests
c) Permanent records, previous grades, awards received
d) Portfolios of learner’s work
e) Parent, peer, self-nomination
 DIFFERENTIATED CURRICULUM AND INSTRUCTIONAL SYSTEM

1. A differentiated curriculum is adjusted in range and speed when used in SPED programs for gifted and
talented students.
2. Curriculum compacting. Adapting of regular curriculum by condensing content and skills that high ability
students are able to learn in a shorter amount of time.
3. Curriculum Enrichment or differentiated curriculum goes beyond “basic learning competencies” in which
gifted student access for advanced topics of interest and learn the content to a greater extent employing
higher order thinking skills.
4. Acceleration varies the speed or time allotment for students learn the competencies in the regular
curriculum, and for them to accommodate the enhancement process.
5. Horizontal enrichment expands the learning areas by adding more content not included in the grade level of
the regular curriculum. The students go beyond the grade requirements and move on to study the subjects in
the higher grades.
6. Vertical enrichment engages students to higher levels of learning and independent study, experimentation
and investigation of topics that interest them.
7. Self-contained classes are composed of high ability students, taught by trained special education teacher.
INTELLECTUAL
DISABILITY
 INTELLECTUAL DISABILITY

Internationally, the term “intellectual disability” is

slowly exchanging the term “mental retardation”. Advocates claimed
that the expression “mental retardation” has negative connotations,
insulting, and often causes disputes on the nature of the disorder and
those who have it (Federal Registry, 2013). The term “retarded”, comes
from Latin retardare, meaning “to make slow, delay or hinder.
Retarded was used to replace terms like idiot, moron, imbecile and also
feeble-minded. This was because it was not an offensive term before.
However, by the 1960s, the word was used to offend someone (Mental
Help.Net, 2020).
 INTELLECTUAL DISABILITY

Most children who are intellectually disabled may not

benefit from the formal academic activities inside the classroom. It is
therefore very important for pre-service teachers to be equipped with
the crucial knowledge as regards the perspectives of individuals with
intellectual disabilities, and to assist them in developing their own
potentials for self-development and productivity as well. Sufficient know-
how on intellectual disabilities enables the teacher to decide for
appropriate strategies and possible means to motivate the intellectually
disabled children to learn proper behaviors and to obtain adaptive
abilities or life-long skills for independent living and economic self-
sufficiency.
 INTELLECTUAL DISABILITY

Through this lesson, students are assumed to gain

understanding of the broader definition of intellectual disability;
assumptions of the presence of the condition; categories; causes and
etiological factors; and learning and behavior characteristics of children
with intellectual disabilities. The identification and assessment
measures as well as training approaches are also included.
 DEFINITION OF INTELLECTUAL DISABILITY

Intellectual disability means

significant limitations in present
functioning, significantly sub-
average in intellectual functioning
and limitations in adaptive
behavior. Intellectual disability
involves many inadequacies in
social and practical life skills. This
incapacity manifest before the age
of 18.
 DEFINITION OF INTELLECTUAL DISABILITY

Substantial limitations in present functioning indicates that the

individual is hard-up in doing daily tasks like taking care of self,
accomplishing routines at home and functions associated with other
adaptive skills areas.
 DEFINITION OF INTELLECTUAL DISABILITY

Significantly sub-average intellectual functioning connotes that the

child has considerable below average intelligence. Intellectual
functioning or intelligence—pertains to general mental ability, such as
learning, reasoning, problem solving, etc.
 DEFINITION OF INTELLECTUAL DISABILITY

Limitations in adaptive skills or behavior are manifested in the quality of daily

performance while coping with environmental hassles. Persons with intellectual disabilities
fail to meet the standards of self-sufficiency and social obligation required of his/her
chronological age and cultural group. Adaptive skill or behavior means set of intangible,
social, and useful skills that are acquired and applied by people in their daily lives.
 Conceptual skills—language and literacy; money, time, and number concepts; and self
direction.
 Social skills—interpersonal skills, social responsibility, self-esteem, gullibility, naïveté
(i.e., wariness), social problem solving, and the ability to follow rules/obey laws and to
avoid being victimized.
 Practical skills—activities of daily living (personal care), occupational skills, healthcare,
travel/transportation, schedules/routines, safety, use of money, use of the telephone.
 DEFINITION OF INTELLECTUAL DISABILITY

Age of Onset. This condition that there is indication of the disability

during the developmental period that in America is operationalized as
before the age of 18.
 CLASSIFICATION OF INTELLECTUAL DISABILITY BASED ON IQ LEVELS

A system of sub-categories or level of intellectual disabilities was

developed. Traditionally, the 4 levels have been based on IQ ranges that
are yet usually used today:
1. Mild intellectual disability with IQ scores from 55 to 70/75.
2. Moderate intellectual disability with IQ scores from 40 to 54
3. Severe intellectual disability with IQ scores from 25 to 39 , and
4. Profound intellectual disability with IQ scores below 25.
CLASSIFICATION OF INTELLECTUAL DISABILITY BASED ON SUPPORT LEVELS

Intellectual disabilities are also categorized according to the level of support

that the person needs to allow him/her to perform to the greatest possible level.
The four classifications of intellectual disabilities based from the amount of desired
supports are:
1. Intermittent supports are on “as needed” basis, such as assistance at a particular
time like going to school or from home and vice-versa.
2. Limited support are constantly needed, although not on a daily basis.
3. Extensive support are demanded on a consistent basis; everyday sustenance are
necessitated in some environments, like daily home living tasks.
4. Pervasive support are daily extensive support, perhaps of a life-sustaining
nature required in multiple environments
CLASSIFICATION OF INTELLECTUAL DISABILITY BASED ON SUPPORT LEVELS

Categorizing intellectually disabled persons based on desired

supports is better since it underscores the services needed by the
person instead of a judgment principle like the IQ scorewhich cannot
explain desired services. Nevertheless, this change though important
and massive, cannot be instantly assumed.
Special Education does anymore utilize categories like “educable
mental retardation” and “trainable mental retardation”. Also, other
dishonoring terms are no longer in use such as follows: idiot, moron,
imbecile, mongoloid and feeble minded.
INTELLECTUAL DISABILITY AS ONE OF THE “DEVELOPMENTAL DISABILITIES”

"Developmental Disabilities" is an umbrella term that

includes intellectual disability and other disabilities that are manifested
during childhood. These are critical prolonged disabilities that can be
cognitive or physical or both. The disabilities emerge before age 22 and
are possible to be permanent. Many developmental disabilities are
mostly physical issues, such as cerebral palsy or epilepsy. In some
cases, disabilities are physical and intellectual like Down syndrome or
fetus “alcohol” syndrome.
 CAUSES AND CHARACTERISTICS OF INTELLECTUAL DISABILITIES

I. PRENATAL CAUSES OF INTELLECTUAL

DISABILITIES (Aruma, 2020)
1. Fragile X syndrome
Fragile X syndrome is the most common known cause of
an inherited intellectual disability worldwide. It is a
genetic condition caused by a mutation (a change in the
DNA structure) in the X chromosome. People born with
Fragile X syndrome may experience a wide range of
physical, developmental, behavioural, and emotional
difficulties, however, the severity can be very varied. Boys
are usually more affected than girls – it affects around 1 in
3,600 boys and between 1 in 4,000 – 6,000 girls.
 CAUSES AND CHARACTERISTICS OF INTELLECTUAL DISABILITIES

2. Down syndrome
Down syndrome is not a disease or
illness. It is a genetic disorder that exists if
someone is born with a full, or partial, extra copy
of chromosome 21 in their DNA. Down syndrome
is the most common genetic chromosomal
disorder and cause of learning disabilities in
children, but this can be quite different from child
to another. Physical characteristics associated with
Down syndrome may involve a slight upward slant
of the eyes, a rounded face, and a short stature.
 CAUSES AND CHARACTERISTICS OF INTELLECTUAL DISABILITIES

3. Developmental delay
A child may have a developmental delay if
the maturity rate is slow as compared to
other children of the same age. Some
development areas may be affected like
their ability to move, communicate, learn,
understand, or interact with other
children. Others may have delays in
learning to talk, move or behave
appropriately for their age but may
improve instantly as they grow.
 CAUSES AND CHARACTERISTICS OF INTELLECTUAL DISABILITIES

4. Prader-Willi Syndrome (PWS)

Prader-Willi syndrome (PWS) is an abnormality in the
genes of chromosome that affects 1 in 10,000 – 20,000
people. One symptom of PWS is a consistent and
insatiable hunger naturally activates at age two. Persons
with PWS have craving to eat because their brain (their
hypothalamus) don’t convey them that they are full,
hence, they constantly feel hungry. Persons born with
PWS may have distinct facial features like almond-
shaped eyes, a narrowing of the head, a thin upper-lip,
light skin and hair, and a turned-down mouth.
 CAUSES AND CHARACTERISTICS OF INTELLECTUAL DISABILITIES

4. Prader-Willi Syndrome (PWS)

Prader-Willi syndrome (PWS) is an abnormality in the genes of
chromosome that affects 1 in 10,000 – 20,000 people. One symptom of
PWS is a consistent and insatiable hunger naturally activates at age two.
Persons with PWS have craving to eat because their brain (their
hypothalamus) don’t convey them that they are full, hence, they
constantly feel hungry. Persons born with PWS may have distinct facial
features like almond-shaped eyes, a narrowing of the head, a thin upper-
lip, light skin and hair, and a turned-down mouth.
 CAUSES AND CHARACTERISTICS OF INTELLECTUAL DISABILITIES

5. Fetal alcohol spectrum disorder (FASD)

When an unborn fetus is exposed to alcohol, FASD
causes a number of disorders. When a pregnant
mother is alcoholic, the alcohol obstructs the
placenta from the mother’s bloodstream into the
baby’s, endangering the baby to similar absorptions
as the mother. Symptoms are varied such as
distinctive facial features, deformities of joints,
damage to organs such as the heart and kidneys, slow
physical growth, learning difficulties, poor memory
and judgment, behavioral problems, and poor social
skills. The World Health Organization suggests
prospective mothers must desist from alcohol.
 SIGNS OF INTELLECTUAL DISABILITY IN CHILDREN

Signs of intellectual disabilities among children vary and may appear during infancy, or they may
not be noticeable until a child reaches school age, depending upon the severity. Most common signs
of intellectual disability are:
 Rolling over, sitting up, crawling, or walking late
 Delayed talking or difficulty in talking
 Slow to master things like potty training in feeding, and dressing oneself.
 Trouble in recalling things and lacks ability to associate actions with consequences
 Behavior problems such as explosive tantrums
 Difficulty with problem-solving or logical thinking
Children having severe or profound intellectual disability, also suffer some health problems. These
involve seizures, mood disorders, anxiety, autism, motor skills impairment, vision or hearing
problems.
 CAUSES AND CHARACTERISTICS OF INTELLECTUAL DISABILITIES

II. Perinatal (during birth) Causes of

Intellectual Disabilities (Inciong & et al,
2007).
1. Intrauterine disorders are maternal
anemia, premature birth, abnormal type of
birth presentation, umbilical cord accidents
and multiple gestation in the case of twins,
triplets, quadruplets, and anoxia or stopping
oxygen supply to the brain. Improvements in
fetal monitoring and the advent of caesarian
births have lowered the possibilities of
perinatal causalities (Inciong & et al, 2007).
 CAUSES AND CHARACTERISTICS OF INTELLECTUAL DISABILITIES

2. Neonatal disorders are

intracranial hemorrhage, neonatal
seizures, respiratory disorders,
meningitis, encephalitis, and head
trauma at birth.
 CAUSES AND CHARACTERISTICS OF INTELLECTUAL DISABILITIES

III. Postnatal (after birth) Causes of Intellectual Disabilities

1. Head injuries such as cerebral concussion, contusion or laceration
2. Infections such as encephalitis, meningitis, malaria, German measles, rubella
3. Demyelinating disorders like post infectious disorders, post immunization disorders
4. Degenerative disorders like Rett syndrome, Huntington disease, Parkinson’s disease
5. Seizure disorders such as epilepsy, toxic-metabolic disorders such as Reye’s syndrome,
lead or mercury poisoning
6. Malnutrition particularly proteins and calories deficiency
7. Hypoconnection syndrome
8. Environmental deprivation such as psychological inadequacy, child abuse and
abandonment, chronic deficiency of social stimulation
 ENVIRONMENTAL AND OTHER CAUSES OF INTELLECTUAL DISABILITIES

Intellectual disability may be caused by environmental

aspects or other causes.
Causes are varied but can include:
 Problems during pregnancy such as viral or bacterial infections
 Malnutrition, exposure to alcohol, other drugs, toxins such as lead or
mercury
 Complications from illnesses such as meningitis, measles or
whooping cough
 Complications during birth, trauma and other unknown causes
 ASSESSMENT PROCEDURES TO DETERMINE THE PRESENCE OF
INTELLECTUAL DISABILITY

In the Philippines, services from clinicians like school

psychologists, or psychometricians are scarce. Teachers do the initial
assessment to determine from among the regular students who requires
SPED services. Initial assessment is done through teacher nomination.
Teachers are vital source of information on the learning and behavior
attributes. A checklist of learning and behavior disorders of SPED children
is used. If a child exhibit at least half of the traits in the checklist, the final
assessment follows. The guidance counselor or SPED teacher manages the
suitable assessment tools from SPED Division of DepEd.
 ASSESSMENT PROCEDURES TO DETERMINE THE PRESENCE OF
INTELLECTUAL DISABILITY

A complete diagnosis is required if a child is believed to have a

developmental disability like intellectual disability. A thorough assessment is
crucial in deciding a child’s eligibility for SPED services. This also helps in
designing educational program and other services needed for the child and the
family. More intensive observation and evaluation of the child’s mental and
adaptive skills, analysis of medical history on the mother’s condition during
pregnancy, other causative factors, and the child’s present level of functioning.
The evaluation report of the gathered information is provided as
basis for instruction and related services. The inclusion of families in
managing children’s education poses new challenges. Nevertheless, their
involvement is crucial to the members of the team in decision making.
EMOTIONAL AND
BEHAVIOURAL
DISORDERS
AUTISM SPETRUM
DISORDERS
 EMOTIONAL AND BEHAVIORAL DISORDERS

How much do you know about Autism/Autism Spectrum Disorder

(ASD) and Emotional and Behavioral Disorders (EBD)? Most often,
when classroom pupils or students exhibit extreme and recurring
misbehaviors, they are reprimanded, brought to the guidance office or
to the principal’s office. Teacher’s last resort is to call for parent’s
meeting for consultations. When persistent misbehaviors become
disruptive or intimidating, perhaps this situation calls the teacher’s
attention for a more serious observation and may consider symptoms
of either autistic syndromes or emotional-behavioural disorders..
 EMOTIONAL AND BEHAVIORAL DISORDERS

The child with autism either makes a little eye contact or none at all;
usually turns eyes away with someone who wishes to converse with
him/her (Otsimo, 2016). Emotional and Behavioral Disorder is a
general terminology in which a number of individual diagnoses like
Anxiety Disorder, Manic-Depressive Disorder, Oppositional-Defiant
Disorder, and more are included (Loveless, 2020).
 AUTISM SPECTRUM DISORDER

Definition of Autism as a Complex Developmental Disability

Autism causes a person to establish repetitive behavioral patterns and
often destructs their social interactions with other people. It diagnosed
in childhood if symptoms manifest before 3 years of age, according to
the American Autism Association. Many people autism suffer
devastating social problems while others are able to function
independently.
 AUTISM SPECTRUM DISORDER

Autism Spectrum Disorder is an umbrella term, which means

extensive variety of signs and severities in ASD that cause many
neurodevelopmental problems. The American Psychiatric Association’s
guidelines for diagnosis, known as the Diagnostic and Statistical
Manual of Mental Disorders (DSM-V) presents the following disorders
to the category of ASD:
- Asperger syndrome
- childhood disintegrative disorder
- pervasive developmental disorders not otherwise specified
 AUTISM SPECTRUM DISORDER

For various ASD condition, persons exhibit common behavior

deficiency in social situations and display of restrictive or repetitive
behaviors (Medical New Today, 2020).

Common Signs of Autism

 Social impairment and communication difficulties

 Repetitive and characteristic behaviors

 AUTISM SPECTRUM DISORDER

Types of Autism Spectrum Disorders

1. Autistic Disorder. Children with autistic disorder commonly have serious language
delays, social and communication difficulties, and strange behaviors and interests.
Others also have intellectual disability.
2. Asperger Syndrome. Children with Asperger syndrome have milder symptoms of
autistic disorder. They may have social difficulties and uncommon behaviors and
interests. However, they do not experience difficulties with language or intellectual
disability.
3. Pervasive Developmental Disorder – Not Otherwise Specified. This is also called
“atypical autism,” or PDD-NOS. People with PDD-NOS usually have less and slighter
symptoms than those with autistic disorder. The symptoms may display only social
and communication problems
 EARLY WARNING SIGNS OF AUTISM

The symptoms and attributes of autism may exhibit themselves in a

wide variety of mixtures, from mild to severe. There are many signs, by
one year of age with any child who:
 does not pinpoint
 does not engage with others
 has little or no eye contact
 does not babble or begin to use words
 EARLY WARNING SIGNS OF AUTISM

Just like any person, an individual with autism has a distinctive personality and blending of traits. She or he
processes and responds to information in unique ways. In some cases, aggressive and/or self-injurious
behavior may be present. Persons with autism may also exhibit some of the following behaviors:
 Insistence on sameness; resistance to change
 Trouble in conveying needs; uses gestures or pointing instead of words
 Restating words or phrases in place of normal, responsive language
 Laughing, crying, exhibiting distress for reasons not clear to others
 Prefers to be alone; aloof manner, tantrums, and difficulty in maximizing with others
 Little or no eye contact and may not want to cuddle or be cuddled
 Unresponsive to typical teaching and verbal cues; inappropriate attachments to objects
 No real fear of danger and apparent over-sensitivity or under-sensitivity to pain
 Imbalanced gross/fine motor skills, manifest physical over-activity or extreme underactivity
 Spins objects and sustained odd play; acts if deaf although hearing tests in normal range
 AUTISM SYMPTOMS: A RANGE OF SIGNS AND BEHAVIORS

1. Social Communication Impairments

Every person with ASD demonstrate social communication deficiencies. In the
early years of life, striking signs include lack of needed eye contact and inability
to start or respond to mutual attention (i.e., sharing social experiences with an
interaction partner).
2. Speech/Language Impairments
A person with ASD may have struggles in receptive and expressive language.
Receptive language is grasping of language (e.g., following directions), while
expressive language means verbal expression of thoughts to other persons.
Some individuals with ASD can verbalize their thoughts, while others cannot, so
they need a communication device
 AUTISM SYMPTOMS: A RANGE OF SIGNS AND BEHAVIORS

3. Restricted Repetitive and Stereotyped Patterns of Behavior, Interests,

and Activities
While persons with ASD may enjoy same events as same-age peers, but the
amount and center of interests may differ. This may be because some have
limited range of behavior options, or they feel contented in repetitively doing
certain tasks. Behaviors include:
 Inflexible or repetitive motor movements such as hand flapping or finger
flicking;
 Use of objects such as spinning coins or lining up toys, or use of speech such
as echolalia (delayed or instant imitating of heard words), use of “you” when
referring to self or stereotyped use of words or phrases.
 AUTISM SYMPTOMS: A RANGE OF SIGNS AND BEHAVIORS

4. Executive Function Impairments

Executive functioning pertains to higher thinking skills such as: attention
working memory, planning, reasoning, sequencing, and flexible thinking.
Among normally developing children, these abilities are beneficial for social
interactions, academics, self-regulation, and activities of daily living.
5. Common Learning Characteristics
Even if no two persons with ASD are alike, many reveal common learning
characteristics. Teachers involved in working with children with ASD need
basic information about these characteristics and how these affect learning.
EMOTIONAL AND
BEHAVIOURAL
DISORDERS
 EMOTIONAL AND BEHAVIORAL DISORDERS
(INTRODUCTION)

There are some school children who often display unfavorable

and improper behavior that violates classroom rules and school
regulations. Learners with behavioral problems disrupt the flow of the
classroom, affecting not only their own learning but also the learning of
their classmates. These learners frequently make troubles and fight with
others and have difficulty to build and maintain interpersonal relationship
with their parents, siblings, classmates and school authorities. Most often,
others may reprimand, punish dislike or even reject these children.
Misbehaviors may also prompt other students to avoid going to school or
class if the behaviors are aggressive or troublemaking and cause other
students to feel unsafe, thus, results to an issue of bullying.
 EMOTIONAL AND BEHAVIORAL DISORDERS
(INTRODUCTION)

As a future teacher, your knowledge about Emotional and

Behavioral Disorders (EBD) may allow you to take appropriate actions and
decisions in dealing with your future students manifesting maladjusted
behaviors and emotional disturbances. In your future teaching, your insights
regarding adaptive and maladaptive behaviors will help you make necessary
classroom modifications in promoting and rewarding positive behaviors among
students with EBD.
In this lesson, discussions and learning activities, generate the vital
information about the meaning, classifications, etiological factors, psychological
and behavioral characteristics of children with EBD. Assessment and SPED
strategies in managing children and youth with EBD are likewise presented.
 DEFINITIONS OF EMOTIONAL AND BEHAVIORAL DISORDERS

Individual with Disabilities Act (IDEA) of America describes emotional

disturbance as a disorder showing one or more of the following
characteristics in a prolonged period of time and to a large degree that
negatively impact a child’s academic functioning (Council for Children
with Behavioral Disorders, 2020).
 CHARACTERISTICS AND BEHAVIORS OF CHILDREN WITH EMOTIONAL
DISTURBANCES

1. Incapacity to learn that cannot be justified by intellectual, sensory, or

health factors.
Instances may include, but are not restricted to: disorders in thinking, reasoning,
and/or perception; constant depressive symptoms; anxiety disorders (school
phobia, obsessive-compulsive disorder or tendencies); and other major disorders
in thought or affect affecting school performance.
2. Inability to foster or sustain pleasing personal relationships with peers
and teachers.
Examples may incorporate constant fear-driven evading of others, social
withdrawal, isolation, bizarre patterns of interpersonal dealings, too much
attention seeking (either getting needless approval or negative attention).
 CHARACTERISTICS AND BEHAVIORS OF CHILDREN WITH EMOTIONAL
DISTURBANCES

3. Inacceptable forms of behavior or moods under ordinary situations

Examples: catastrophic reactions to routine occurrences, hallucinations,
disorganized speech, delusions, extreme social withdrawal or isolation,
excessive preoccupation with fantasy, bizarre and/or non-purposeful
emotional responses and actions in normal circumstances.
4. General persistent mood of loneliness or depression
Examples: unusually self-destructive thoughts or behavior, feelings of guilt,
fixations on death/suicide, perverse preoccupation, chronic feelings of
extreme sadness, excessive crying, and signs of depression (loss of interest
or pleasure, slowed thinking or action, inattention, memory deficits, etc.).
 CHARACTERISTICS AND BEHAVIORS OF CHILDREN WITH EMOTIONAL
DISTURBANCES

5) Inclination to develop fears associated with personal or school

problems.
Examples: compulsive complaints connected with psychosocial
stressors, senseless fears or phobic reactions, and morbid beliefs.
 CHARACTERISTICS AND BEHAVIORS OF CHILDREN WITH EMOTIONAL
DISTURBANCES

Emotional Behavioral disability includes schizophrenia. The term does not apply to
students who are socially maladjusted, unless it is determined that they have an
emotional disturbance under (5).
A person’s physical, social, or cognitive skills may be affected depending on the type
of mental disorder involved. Some of the characteristics and behaviors seen in
children who have an emotional disturbance include:
 Hyperactivity (short attention span, impulsiveness);
 Aggression or self-injurious behavior (acting out, fighting);
 Withdrawal (not interacting socially with others, excessive fear or anxiety);
 Immaturity (inappropriate crying, temper tantrums, poor coping skills) ; and
 Learning difficulties (academically performing below grade level).
 EMOTIONAL SIGN AND SYMPTOMS

1. Heightened emotions. Children with behavioral disorders display

some behaviors related to heightened emotions. These include crying,
sitting alone, or hiding their eyes and/or head.
2. Anger. Student seem angry or irritated, with limited frustration
tolerance. They usually argue, have temper tantrums and rebel against
rules and authority.
3. Lack of engagement. For children with behavioral disorders, it is
common to be extremely quiet when in a social setting. They may also
be extremely soft-spoken or not speak at all.
 EMOTIONAL SIGN AND SYMPTOMS

4. Difficulty with relationships. A general signal of emotional disorders

illustrates how the student interacts with others. They find it hard to engage
in peer and adult relationships, even to eat, sleep, or sit beside someone else.
5. Depression. Children usually show signs of unhappiness that may lead to
depression if left untreated.
6. Inability to learn. For no health or physical problems, students with
emotional disorders may lag in school performance and find it difficult to
process new material.
7. Unbalanced responses. Students may exhibit inappropriate responses to
normal incidents and may seem to be overreacting.
 SPECIFIC EMOTIONAL DISTURBANCES AND POSSIBLE TREATMENTS

As mentioned, emotional disturbance is a commonly used

umbrella term for a number of different mental disorders. The
following are some of the most common of these.
1. Anxiety Disorders. Anxiety that can be excessive, persistent,
seemingly uncontrollable, and overwhelming. The core characteristic of
irrational fear: generalized anxiety disorder (GAD), obsessive-
compulsive disorder (OCD), panic disorder, posttraumatic stress
disorder (PTSD), social anxiety disorder (also called social phobia),
and specific phobias.
 SPECIFIC EMOTIONAL DISTURBANCES AND POSSIBLE TREATMENTS

2. Bipolar Disorder, also known as manic-depressive illness, is a

critical medical condition that triggers dramatic mood swings from
very “high” and/or being irritable to sad and hopeless, and then back
again, frequently with periods of normal temper in between. Serious
changes in energy and behavior come along with changes in mood. For
persons with bipolar disorder, mood swings and associated symptoms
may be calmed over time through medication and psychosocial
treatment.
 SPECIFIC EMOTIONAL DISTURBANCES AND POSSIBLE TREATMENTS

3. Conduct Disorder pertains to a group of behavioral and emotional

problems in teenagers. Children and youth with such condition have
troubles obeying rules and behaving in a socially suitable manners.
Some of the behaviors may include:
 aggression to people and animals;
 destruction of property;
 deceitfulness, lying, or stealing; or
 truancy or other serious violations of rules.
 SPECIFIC EMOTIONAL DISTURBANCES AND POSSIBLE TREATMENTS

4. Eating Disorders are indicated by excesses in eating behavior—either too much

or too small, or moods of risky sorrow about body weight or shape. Females tend to
develop an eating disorder than males. Anorexia nervosa and bulimia nervosa are
the two most popular forms of eating disorders.
 Anorexia nervosa is indicated by self-starvation and intense loss of weight.
 Bulimia nervosa implicates a series of binge eating, then self-induced vomiting.
Both of these disorders are potentially life-threatening.
 Binge eating is also an eating syndrome described as consuming excessive
amounts of food, while feeling incapable of controlling how much or what to eat.
 SPECIFIC EMOTIONAL DISTURBANCES AND POSSIBLE TREATMENTS

5. Obsessive-Compulsive Disorder. This is actually considered an

anxiety disorder described by recurring unwanted thoughts
(obsessions) and/or repetitive behaviors (compulsions).
Repetitive behaviors (hand-washing, counting, checking, or cleaning)
are often performed with the hope of preventing obsessive thoughts or
making them go away.
 SPECIFIC EMOTIONAL DISTURBANCES AND POSSIBLE TREATMENTS

6. Psychotic Disorders is an umbrella term pertaining to severe mental

disorders that results to abnormal thinking and perceptions. The two
main symptoms are delusions and hallucinations. Delusions are
deceiving thoughts, like believing that somebody is plotting against you.
Hallucinations are false suspicions, such as hearing, seeing, or feeling
something that does not exist. Schizophrenia is a psychotic disorder.
 CAUSES OR ETIOLOGIES OF EMOTIONAL AND BEHAVIORAL DISORDERS

1.Biological factors
Here are some biological factors that can cause emotional disturbance:
 Prenatal exposure to drugs or alcohol; bodily illness or incapacity
 Poor nourishment lifestyle; brain damage and hereditary factors
 CAUSES OR ETIOLOGIES OF EMOTIONAL AND BEHAVIORAL DISORDERS

2. Home Life
Problem at home is regarded the number one cause of anxiety for a teenager. Family life
concerns linked with emotional disturbance comprise:
 Poverty; broken homes; or some other emotional upset
 Conflicting rules or expectations and inconsistent and unhealthy discipline
 Parents lack of concern for the teen that leads to neglect or absence of guardianship
 Poor role modeling of family members like being violent, getting in trouble with the law
 Family members physically maltreat or molest the teen
 When encouraging discussions are at low level of and negative interactions of in the family
are at high degree.
 The family has a negative mindset toward school or education
 CAUSES OR ETIOLOGIES OF EMOTIONAL AND BEHAVIORAL DISORDERS

3. School
There are circumstances in school that may cause of emotional
disturbance in teens, such as:
 Teachers are incapable of handling teenager’s class, conceiving a
negative environment.
 When school is unresponsive to student diversities or cultural
concerns.
 Policies are changeable
 IDENTIFICATION AND ASSESSMENT PROCEDURES

Some terms in these criteria must be operationally defined to be useful for assessment and identification of EBD.
These include:
1. A long period of time
The behaviors that are typically associated with EBD are often linked with diagnostic categories used by
psychologists, psychiatrists, and other health-related professionals. In DSM-IV, the standard diagnostic manual for
these professionals, the commonly used duration criterion is a pattern of symptoms present for at least six
months. While some disorders (schizophrenia form disorder, acute-stress disorder, adjustment disorder) use
more brief time spans, it is recommended that the 6 month benchmark be used in standard practice to
differentiate a standing pattern of emotion or behavior from more transient and reactive/acute conditions.
Ask:
 How long have the problem behaviors existed?
 How does the student’s developmental level and progress contribute to the duration of the problem behavior?
 Is this part of a recurring pattern of behavior problems (multiple acute episodes)?
 Can the behavior be best explained by a short-term, environmental event?
 IDENTIFICATION AND ASSESSMENT PROCEDURES

2. Marked degree
To determine the disability, the emotional or behavioral pattern under investigation
must vary substantially from among those of the student’s peer group.
Significant differences: may be detected in more than one aspects of behavior.
Frequency: the behavior is radically displayed more frequently than is typical for a
student of similar age and development.
Duration: the behavior persists in a longer extent of time during occurrence than is
typical.
Intensity: the behavior is more extensive than usual, in certain behavioral
antecedents. Instances covers loudness, degree of physical aggression, or level
wherein behavior seems to be ridiculous or out of control.
 IDENTIFICATION AND ASSESSMENT PROCEDURES

3) Adversely affects educational performance

Important areas of educational function should be regarded. These
include social aspects, school involvement and attendance, and
performance in non-academic and extracurricular activities, purposeful
communication, and health/fitness skills identified in the Washington
Essential Academic Learning Requirements (EALR’s). Not included,
however, are failure to join in extracurricular activities because of
disciplinary action as a result of normal school misbehavior.
 IDENTIFICATION AND ASSESSMENT PROCEDURES

4) Requires specially designed instruction

To qualify for SPED services, a well-defined evidence of undertaken
interventions in the general curriculum should be documented. When
students’ behavior constantly hinder the educational performance,
despite intervention efforts and applying suitable and comprehensive
strategies, they may necessitate individually planned instruction.