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FSIE COMPILATION OF REPORTS

(MIDTERM)

I. THE DEFINITION OF LEARNING DISABILITY (LD)

• Learning disability is a condition giving rise to difficulties in acquiring knowledge and skills to the level
expected of those of the same age, especially when not associated with a physical handicap.
• A Learning disability is a disorder that inhibits the ability to process and retain information. Because there are
numerous mental processes that affect learning, learning disabilities can vary dramatically.

Five of the most common learning disabilities in classrooms today

DYSLEXIA is a learning disorder that involves difficulty reading due to problems identifying speech sounds and
learning how they relate to letters and words (decoding).
 Also called reading disability, dyslexia affects areas of the brain that process language.
DYSGRAPHIA is a specific learning disability that affects written expression.
• Dysgraphia can appear as difficulties with spelling, poor handwriting and trouble putting thoughts on paper.
• Dysgraphia can be a language based, and/or non-language based disorder.
DYSCALULIA is a term referring to a wide range of life-long learning disabilities involving maths.
• It includes all types of maths problems ranging from an inability to understand the meaning of numbers, to an
inability to apply mathematical principles to solve problems.
ATTENTION DEFICIT/HYPERACTIVITY DISORDER. Students who have ADHD have difficulty paying attention
and staying on task
 While there is some debate as to whether or not ADHD is a learning disability in the most technical sense, there
is no doubt that it is a common learning impediment.
PROCESSING DEFICITS. When students have a processing deficit, they have trouble making sense of
sensory data.
 This makes it hard for students to perform in a traditional classroom without instructional supports.
These five learning disabilities can manifest with varying degrees of severity, and some students may
struggle with more than one. By understanding these disabilities, it is possible to find workable solutions so
that every student can succeed in the classroom.

II. THREE CRITERIA IN DETERMINING THE PRESENCE OF LEARNING DISABILITY

1. The presence of a problem. That is, a student must come forward and express a concern about his or her
academic performance.
2. Academic achievement level(s) significantly below expectations (i.e. lower or poor academic performance).
Severe discrepancy” between scores of intellectual ability and academic achievement as one condition of
eligibility for a pupil’s identification as having a specific learning disability (SLD).
3. On normed-referenced standardized testing, an overall or verbal IQ score that is at least in the average range, if
not higher, with some specific areas of academic achievement that are minimally one standard deviation below
measured intellectual ability level.
(This last criterion is often referred to as an aptitude achievement discrepancy.)
Exclusion or absence of mental retardation, sensory impairment and other disabilities
In order to determine the presence, we should know the absence of factors such “MENTAL RETARDATION”
and “SENSORY IMPAIRMENTS”
MENTAL RETARDATION: Intellectual disability (ID) also known as general learning disability and mental
retardation (MR) is a generalized neurodevelopmental disorder characterized by significantly impaired
intellectual and adaptive functioning. SEVENTY-FIVE to NINETY percent of the affected people have mild
intellectual disability.
(MR) - A developmental disability that first appears in children under the age of 18. it is defined as an
intellectual functioning level (as measured by standard tests for intelligence quotient (IQ) that is significant
limitations in daily living skills (adaptive functioning).
SENSORY IMPAIRMENT: It is defined as the inability to interpret outside stimuli such as VISUAL,
AUDITORY, VERBAL, SENSE OF TOUCH, TASTE OR SMELL or feelings of pain. This leads to absence
sensation and neuronal coordination. This impairments can be determined when the above mentioned senses
are no longer normal.
Need for Education Services
When it comes to determining the presence of learning disability, a child or a learner must be examined whether
which education service shall be given. We have many education services and they vary depending on people’s
needs. Anyone has his own full potential but there are some hindrance for others to obtain it, like those who
have learning disabilities.
There must be appropriate educational service to serve children with special needs to asses them to maximize
their full potential and to be part of the growing society regardless of the disabilities they have.
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III. ASSESSMENT OF LEARNING DISABILITY

A good diagnostic assessment for learning disabilities needs to address several important areas.

A primary need at the onset of the diagnostic process is the taking of a good history. While the diagnostic testing
can provide excellent evaluations of the current levels of functioning in the various areas assessed, it is also important
to have a detailed history of the development of the problems (including a developmental history with attention to
issues such as delayed speech and motoric milestones)
 any family history of similar conditions amongst blood relatives (many learning disabilities “run in families”
and are clearly related to genetic predispositions),
 and personal history for relevant events such as head injuries or other neurological insults and emotional
stressors (such as family break – ups, exposure to domestic violence or child abuse, reactions to changes tn the
family structure from additions or losses to the family, etc.)
 This background information is crucial to a thorough assessment, as the professional not only has to determine
if there are true educational deficits or impairments, but also to attempt to identify the cause of them in order
to determine the correct line of intervention.

The next stage of the assessment process is to obtain some current information regarding the child’s functioning
in the day – to – day life situations such as at school and at home. Depending upon the age and expressive verbal
skills of the child, a considerable amount of information may be obtained from a direct interview and asking specific
questions about their experiences and feelings in different situations. This helps to identify how the child sees him or
herself, as well as providing some insight into their self-esteem and approach to challenging situations

Typical Structure of an Evaluation for Learning Disability

An evaluation for LD usually consists of a combination of observation, interview, informal evaluations, and formal
evaluations. Again the specific procedures followed and tests administered will vary with the state of residence as well
as questions to be addressed. Almost all states will require some variation on this pattern of data.

Observations
Typically an observation will be completed by the evaluator while the student is in different environments. The goal is
to observe a number of different things such as independent work skills, social interactions, ability to initiate tasks,
problem-solving skills, ability to self-initiate, organizational skills, etc. Occasionally this will be done using a formal
instrument, but these are often done informally. The goal is often to discover if other factors are affecting the ability to
learn. For example, is the student having difficulty in initiating tasks because he is disorganized?

Interviews
Most evaluations for the presence of LD will involve an interview of the teachers working with the student as well as
the parent. The goal is to gain information about everyday performance and behavior of the student. These results
may indicate that a student is becoming increasingly frustrated, is often distracted and off-task, or working diligently to
meet expectations. This information can help tremendously in determining the subsequent steps in providing an
education for the student.
Interviews with the student are also helpful. They provide information about areas in which they feel competent, as
well as those areas that are frustrating to them. Older students may also have insight about specific areas that are
difficult for them, and most efficient ways for them to learn.

Informal Assessments
 Classroom Assessment.
 Systematic Observation
- Letter or sound Recognition
- Print Awareness
- Phonological Awareness
- Word Recognition
- Oral Reading Accuracy
 File review or Interviews
 These are as important as administering formal instruments to define levels of academic skill
 For development and identify the strengths and weaknesses in learning process.
 Assessment to identify a learning disability should integrate information from a number of sources including:
1. Family
2. Teachers
3. Counselors (If involve)
4. Learning assistance or other record
5. Any relevant medical reports
 It is important to intervene as early as possible, teachers should not wait for formal assessment to occur before
they put strategy on place.
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Formal Assessments
 It is done by a Psychologist
 It involves the usage of different instruments (Tools)
 Psycho-educational assessment reveal difficulties in the area of:
a. Perceptual and information processing
b. Language and auditory processing
c. Attention and other areas of executive function
d. Motor abilities and/or socials skills as well as reading writing and math
 Assessment in Reading
a. Identification of alphabets and knowing the sounds of letters
b. Word in isolation
c. Reading for meaning from a sentence
d. Fluency in reading
e. Does the child ignore punctuation while reading
f. Understanding written directions
g. Middle and high school should be assessed in reading rate
 Assessment in Writing
a. Proper pencil grip
b. Ability to retrieve alphabets representing sounds
c. The formation and legibility of numbers
d. Spelling as part of comprehension or essay writing.
e. Punctuation
f. Use of vocabulary and synonyms in a piece of free writing
g. Ability to present ideas in an understandable sequence
h. Speed writing
i. Ability to plan and organize a written text for a particular audience or purpose
j. A mixture of print and cursive appearance of uppercase in the middle of the word should be noted.
 Assessment of Math Skills
o Ability to recall math facts, procedures, rules or formulas
o Ability to maintain precision during mathematical work
o Ability to sequence and carry out successfully multiple steps.
o Understand the final goal of the math problem
o Ability to identify aspects of math situations
o Ability to remember and understand the vocabulary of math
o Ability to know when irrelevant information is added
o Ability to explain and communicate about math
o Ability to remember assigned values or definition in specific problems

Who conducts tests?

• When evaluations are conducted, the evaluators are usually experts in several fields including education,
speech and language, audiology, and psychology. By conducting a series of tests, evaluations, and interviews,
they are working to understand what stands between your child and academic success. Findings from these
evaluations may reveal any of a number of issues, ranging from hearing loss or low vision to difficulties with
focus, use of language, or reading.
What Tests Are Used?
• Diagnosing a learning disability in public schools requires several types of tests. The IDEA requires that
a diagnosing of a learning disability is not made on the basis of a single test. Common tests used to diagnose a
learning disability include intelligence tests, achievement tests, visual-motor integration, and language testing.
• Intelligence tests (often called IQ tests) most commonly used to diagnose a learning disability include the
Wechsler Preschool and Primary Scale of Intelligence (WIPPSI), Wechsler Intelligence Scale for Children
(WISC), and the Wechsler Adult Intelligence Scale (WAIS).
• Achievement Tests
Common achievement tests used to diagnose a learning disability include the Woodcock-Johnson Tests of
Achievement (WJ), the Wechsler Individual Achievement Test (WIAT), the Wide Range Achievement Test
(WRAT), and the Kaufman Test of Educational Achievement (KTEA).
• Visual Motor Integration Tests
Visual motor integration tests are supplementary tests that many evaluators use to support a learning disability
evaluation. Common visual motor integration tests include the Bender Visual Motor Gestalt Test and the
Developmental Test of Visual Motor Integration. Findings from these tests may help to determine if your
child's brain is properly connecting visual cues to motor coordination.
• Language Tests
Commonly used language tests used in the diagnosis of learning disabilities include the Clinical Evaluation of
Language Fundamentals (CELF), Goldman Fristoe Test of Articulation, the Test of Language Development.
These tests explore your child's ability to understand spoken and written language and to respond verbally to
questions or cues.
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Self-Esteem & Emotional Status

Another area that should be included in almost all psycho – educational assessments is a systematic evaluation
of self – esteem and emotional status. Many students with learning disabilities have developed significant
problems with self – esteem and emotional reactions to prolonged frustration. Negative self – esteem and
childhood depressive reactions also seriously compromise the individual’s ability to apply themselves to
programming in an effective fashion. Therefore, when such emotional interferences are present (whether as a
primary problem or as a secondary reaction to the learning disability), it is imperative that we recognize these
as problems in their own right and initiate some intervention or provide assistance to help them begin the
process of developing improved self – confidence (e.g. encouraging the child to participate in some
extracurricular activities for self – esteem boosting success and “setting them up for success” in some areas).
In some cases, the emotional distress and disturbance may be of sufficient severity that formal professional
counselling and/or medical treatment of depression may be necessary. A combination approach of rebuilding
self – esteem as well as improving the educational programming at the same time is most often necessary and
critical for either aspect of the overall plan to succeed.

IV. GREAT PEOPLE IN 20TH CENTURY

Influential People In Gifted Education
Plato- advocated identifying the gifted and providing special education in metaphysics, science, philosophy&
military leadership
Sputnik- gave impetus to the need for more advanced content in mathematics and science
Marland Report- was issued to Congress noting the deteriorating state of gifted and talented education
Johnsen- editor of Gifted Child Today, asked member of the editorial board and columnist to submit
manuscripts focusing on the identification of significant events in gifted education for the last volume of the
20th century.
Louis Braille- developed the eponymous writing system of raised dots that symbolize letters, facilitating
reading for the students as well
Edward Miner Gallaudet- founder of Gallaudet College, in Washington D.C. and created an environment of
higher learning for the deaf and hearing impaired people in a separate environment.
John F. Kennedy- advocated and signed legislation in support of people with intellectual disabilities and first
time funding was allocated specifically for the training of special education teachers.
Dr. Gunnar Dybwad- he encourage that intellectual and developmental disabilities were not merely a medical
matter but rather a civil rights issue.
Dr. Grace Fernald- pioneered what has come to be known as the “Fernald Technique,” a Visual Auditory
Kinesthetic Tactile (VAKT) instruction, the central focus of which is the use of these four modalities to teach
sight words holistically as opposed to sounding them out.
William James Sidis was an American with exceptional mathematical and linguistic skills. He is notable for his 1920
book The Animate and the Inanimate, in which he postulates the existence of dark matter, entropy and the origin of life
in the context of thermodynamic
Kim Ung-Yong is a South Korean professor, who once held the Guinness World Record for highest IQ score of 210.
Terence Chi-Shen Tao FAA FRS is an Australian-American mathematician who has worked in various areas of
mathematics. He currently focuses on harmonic analysis, partial differential equations, algebraic combinatorics,
arithmetic
Balamurali Krishna "Bala" Ambati is an American ophthalmologist, educator, and researcher. On May 19, 1995, he
entered the Guinness Book of World Records as the world's youngest doctor, at the age of 17 years, 294 days old
Shaira Ana Teresiana Luna is a Filipina photographer. She, among others, was known as a "gifted child" and a "Promil
kid", having been featured in Wyeth's infant formula ad in 1995
KIKO GALURA a gifted and a promil child, batang makata is now a book publisher.
James Flores a gifted and promil child, He is now comopleting his masters in Clinical Psycology, and helping bring out
in the every chilld as an Advocate for Gifted Kids.

V. CENTRAL CONCEPT OF GIFTEDNESS

First, “giftedness” is a label—nothing more. We are frequently asked whether such-and-such or so-and-so
child is gifted. The answer depends on the criteria one sets. But there is no one absolute or “correct” set of
criteria. Criteria for such labeling are a matter of opinion, nothing more, and there are many disagreements as
to how the label should be applied.
Second, the label can be applied in either a more general or a more specific way. The more general way
implies that giftedness is relatively general across many domains—that is, someone is either gifted or not.
On this view, someone who is gifted is gifted very broadly. The more specific way implies that giftedness is
something that is potentially limited to one or several narrow domains—for example, verbal skills; or within
the verbal domain, writing skills; or within the writing domain, fiction-writing skills. Indeed, relatively few
successful fiction writers are also successful nonfiction writers, and vice versa.
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Third, conceptions of giftedness can and do change over time and place. At times in the past, a child’s
ability rapidly to learn classical Greek and Latin might be viewed as an important sign of giftedness. Today,
such an ability generally would be relatively less valued. Similarly, the skills that lead a child to be labeled as
gifted might be different in a hunting and gathering village in rural Tanzania than in urban Los Angeles.
Fourth, conceptions of giftedness can be based on either explicit theories or implicit theories of
giftedness. An explicit theory is one proposed by a scientist or educator who has studied giftedness and has
arrived at a conception of giftedness that has been subject to some kind of empirical test. An implicit theory
is simply a layperson’s conception of a phenomenon. It has no explicit scientific basis. It might be looked at
as a “pragmatic” conception rather than as one based on rigorous research.
As we review conceptions of giftedness, keep in mind the four constraints above.

Gifted & Talented

Students, children, or youth who give evidence of high achievement capability in areas such as intellectual,
creative, artistic, or leadership capacity, or in specific academic fields, and who need services and activities
not ordinarily provided by the school in order to fully develop those capabilities.

‘Talented’ learners have particular abilities in art and design, music, PE or performing arts such as dance
and drama

“Gifted” learners have abilities in one or more subjects in the statutory school curriculum, other than art and
design, music and PE.”

Intellectual giftedness is a neurological, physiological, and even arguably morphologically related

phenomenon.
 On the neurological level studies show gifted individuals have more synaptic connections, more
parietal lobe activity, and a rewiring of the Pre frontal cortex.
 Physiologically, over excitabilities have been known to occur within gifted individuals (appearing
more pronounced the higher the level of giftedness) and individuals can be more susceptible to
overstimulation and overwhelming emotions.
 Morphologically head size tends be bigger, cranial circumference wider. In short giftedness is simply
a phenomenon occurring within the human condition. Genius however tends to be ascribed to
intellectually gifted (or not) folks who have made advancements and innovations in a general field or
discipline. Gauss (mathematics), Einstein (theoretical physics), john Coltrane (music), Benjamin
Banneker (engineering, surveying, inventing, calendar calculating, astronomy) etc.
 There are musical geniuses, mathematical geniuses, medical geniuses, artistic geniuses, scientific
geniuses, chess geniuses, healing geniuses (which may be very different from medical), spiritual
geniuses, inventing geniuses, and many more.

Gifted is a raw basis that may be used, but even if it isn’t put to use, still exists.
Genius is putting one’s abilities to exceptionally good use, even if no one knows about it.

So basically a gifted person is one who is genetically predisposed, while genius is one who applies such
gifts to the betterment of humanity.

VI. CHARACTERISTICS OF GIFTED AND TALENTED

The National Association of Gifted Children (NAGC) has published a factsheet outlining the characteristics
that a ‘gifted' child may exhibit. These include:

 Early speech and extensive vocabulary

 Good reasoning
 Extremely curious
 Wide general knowledge and interest in the world
 Very retentive memory
 Concentrates for long periods on subjects of interest
 Enjoys problem-solving, often missing out the intermediate stages in an argument and making original
connections
 Highly creative
 Facility with numbers
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VII. HUMAN INTELLIGENCE

Human intelligence, mental quality that consists of the abilities to learn from experience, adapt to new situations,
understand and handle abstract concepts, and use knowledge to manipulate one's environment.

Is the intellectual prowess of humans, which is marked by complex cognitive feats and high levels of motivation and
self-awareness? Through their intelligence, humans possess the cognitive abilities to learn, form concepts, understand,
apply logic, and reason, including the capacities to recognize patterns, comprehend ideas, plan, solve problems, make
decisions, retain information, and use language to communicate.

VIII. THE MULTIPLE INTELLIGENCES

1. Visual / Spatial Intelligence - creating and interpreting visual images; thinking in three dimensions. Core capacities
including mental imagery, spatial reasoning, graphic, artistic skills, and an active imagination. Visual Intelligence is
usually well developed in pilots, sculptors, painters, and architect.
2. Verbal / Linguistic Intelligence -using language to present your ideas, to express your feelings, or to persuade
others. Verbal/Linguistic Intelligence is usually well developed in novelists, journalists, poets and effective public
speakers.
3. Mathematical / Logical Intelligence -reasoning, logical thinking; handling mathematical problem. Logical
Intelligence is usually well developed in mathematicians, scientist, and detectives.
4. Bodily / Kinesthetic Intelligence -feeling and expressing things physically; doing hands-on work. Kinesthetic
Intelligence is usually well developed in athletes, dancers.
5. Musical / Rhythmic Intelligence -creating and feeling a rhythm to express a mood; detecting and analyzing musical
themes. This Intelligence enables us to recognize, create, reproduce and reflect on music, as demonstrated by
composers, musicians and vocalist
6. Intrapersonal Intelligence -understanding your own interior thoughts and feelings in a very clear way. This
Intelligence involves not only an appreciation of the self, but also of the human condition. It is evident in psychologist,
spiritual leaders, and philosophers
7. Interpersonal Intelligence -understanding the feelings, needs and purposes of others. It involves effective verbal and
non-verbal communication. it is evident in teachers, social workers, actors and politicians.
8. Naturalist Intelligence -understanding nature, classifying things, seeing patterns in the way nature works.
9. Existential Intelligence -tackling the questions about human existence. such us the meaning of life, why we die and
how did we get here.

IX. DEFINITION OF EMOTIONAL AND BEHAVIORAL DISORDER (EBD)

An emotional and behavioral disorder is an emotional disability characterized by the following:
(i) An inability to build or maintain satisfactory interpersonal relationships with peers and/or teachers. For
preschool-age children, this would include other care providers.
(ii) An inability to learn which cannot be adequately explained by intellectual, sensory or health factors. (iii)
A consistent or chronic inappropriate type of behavior or feelings under normal conditions.
(iv) A displayed pervasive mood of unhappiness or depression.
(v) A displayed tendency to develop physical symptoms, pains or unreasonable fears associated with personal
or school problems.
A child with EBD is a child who exhibits one or more of the above emotionally based characteristics of
sufficient duration, frequency and intensity that interferes significantly with educational performance to the
degree that provision of special educational service is necessary. EBD is an emotional disorder characterized
by excesses, deficits or disturbances of behavior. The child's difficulty is emotionally based and cannot be
adequately explained by intellectual, cultural, sensory general health factors, or other additional exclusionary
factors

Eligibility and Placement.

1. A child may be considered for placement in a program for children with EBD based upon an eligibility
report that shall include the following:
(i) Documentation of comprehensive prior extension of services available in the regular program to include
counseling, modifications of the regular program or alternative placement available to all children, and data
based progress monitoring of the results of interventions
(ii) Psychological and educational evaluations
(iii) Report of behavioral observations over a significant period of time;
(iv) Appropriate social history to include information regarding the history of the child’s current problem(s),
the professional services and interventions that have been considered or provided from outside the school;
and
(v) Adequate documentation and written analysis of the duration, frequency and intensity of one or more of
the characteristics of emotional and behavioral disorders.
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2. A child must not be determined to be a child with an Emotional and Behavioral Disorder if the primary
factor for that determination is:
a. Lack of appropriate instruction in reading, including the essential components of reading instruction;
b. Lack of appropriate instruction in math;
c. Lack of appropriate instruction in writing;
d. Limited English proficiency;
e. Visual, hearing or motor disability;
f. Intellectual disabilities;
g. Cultural factors;
h. Environmental or economic disadvantage; or
i. Atypical education history (multiple school attendance, lack of attendance, etc.).
3. The term does not include children with social maladjustment unless it is determined that they are also
children with EBD. A child whose values and/or behavior are in conflict with the school, home or
community or who has been adjudicated through the courts or other involvement with correctional agencies
is neither automatically eligible for nor excluded from EBD placement. Classroom behavior problems and
social problems, e.g., delinquency and drug abuse, or a diagnosis of conduct disorder, do not automatically
fulfill the requirements for eligibility for placement

X. CLASSIFICATIONS OF EMOTIONAL AND BEHAVIORAL DISORDER (EBD)

We can therefore divide children with EBD into two groups according to the type of behavior they exhibit,
i.e. children with predominantly externalizing behavior and children with predominantly internalizing
behavior.
Other classifications focus more on the severity of the problematic behavior. For instance Vojtova mentions
three groups of children that should be served by special education professionals.
-Children without considerable behavioral problems
Preventive activities and measures are being used in working with these children-for example prevention of
social pathologies and elimination of dangerous conditions in school environment.
-Children At Risk
Preventive activities and measures are being used together with assessment and counseling. These children
face many risk in their development on personality and social level. The concept of Children (youth) At-Risk
deals with the risk factors a child encounters while growing up. These risks are seen as potential barriers to
socialization and educational processes.
-Children with behavioral problems and EBD
Methods of assessment, counseling, and treatment are being used with these children.
For description of children with EBD see the definition of Council for Children with Behavioral Disorders or
Eli Bower’s definition above.
Still another classification divides children with emotional and behavioral disorders according to the
dominant character of behavior into three groups.
*Behavioral disorder resulting from conflict-dominant behavior: truancy, lies, stealing
*Behavioral disorder connected with violence-dominant behavior: aggression; bullying; robberies
*Behavioral disorder connected with addictions-dominant behavior: substance abuse, gambling addiction
Finally the classification proposed by Quay and Peterson describe six dimensions characterized by the
following behaviors:
1.Conduct disorders involve such characteristics as overt aggression, both verbal and physical;
disruptiveness; negativism; irresponsibility; and defiance of authority – all of which are at variance with the
behavioral expectations of the school and other social institutions.
2.Anxiety – withdrawal contrasts sharply with conduct disorder. It involves over anxiety, social , withdrawal,
seclusiveness, shyness, sensitivity, and other behaviors that imply a retreat from the environment rather than
a hostile response to it.
3.Attention problems – immaturitycharateristically involves preoccupation, short attention span, passivity,
daydreaming, sluggishness, and other behaviors not consistent with development expectations.
4.Socialized aggression – typically involves gang activities, cooperative stealing, truancy, and other
manifestations of participation In a delinquent subculture.
5.Psychotic behavior – is characterized by expressing far-fetched ideas, repetitive speech, and all kinds of
bizzare behaviors.
6. Motor excess, when the child is typically restless, unable to sit still, tense, unable to relax, and over
talkative.
Individuals may show behaviors characteristics of more than one dimension; that is, the dimensions are not
mutually exclusive. Actually, comorbidity – the co-occurrence of two or more conditions in the same
individual-is the rule, not the exception.
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Very rarely is there a single cause of EBD identified. More often we talk about combination of several
factors that lead to the development of EBD. The causes of EBD may be connected to the individuals and/or
to his/her social environment.
Specific emotional disturbances
 Anxiety disorders
 Bipolar disorder
 Conduct disorder
 Eating disorder
 Obsessive-compulsive disorder
 Psychotic disorder

XI. CHARACTERISTIC OF CHILDREN AND YOUTH WITH EMOTIONAL AND BEHAVIORAL

DISORDER
Social skills are the skills we use to communicate and interact with each other, both verbally and non-
verbally, through gestures, body language and our personal appearance. Human beings are sociable creatures
and we have developed many ways to communicate our messages, thoughts and feelings with others.
An interpersonal relationship is a strong, deep, or close association or acquaintance between two or more
people that may range in duration from brief to enduring. This association may be based on inference, love,
solidarity, regular business interactions, or some other type of social commitment.
*Antisocial personality disorder is a particularly challenging type of personality disorder characterized by
impulsive, irresponsible and often criminal behavior.
Exploit, manipulate or violate the rights of others
Lack concern, regret or remorse about other people's distress
Behave irresponsibly and show disregard for normal social behavior
Have difficulty sustaining long-term relationships
Be unable to control their anger
Lack guilt, or not learn from their mistakes
Blame others for problems in their lives
Repeatedly break the law

Externalizing disorders (or externalizing disorders) are mental disorders characterized by

externalizing behaviors, maladaptive behaviors directed toward an individual's environment, which cause
impairment or interference in life functioning.
An internalizing disorder (or internalizing disorder) is one type of emotional and behavioral disorder, along
with externalizing disorders, and low incidence disorders. One who has an internalizing disorder will keep
their problems to themselves, or internalize the problems.
Aggression and violence are terms often used interchangeably; however, the two differ. Violence can be
defined as the use of physical force with the intent to injure another person or destroy property, while
aggression is generally defined as angry or violent feelings or behavior. A person who is aggressive does not
necessarily act out with violence. Issues with aggression and violence or their effects can be addressed in
therapy with the help of a mental health professional.
*Hyperactivity
*Aggression or self-injurious behavior
*Withdrawal
*Immaturity
*Learning Difficulties

XII. ASSESSMENT PROCEDURES AND INTERVENTION PROCEDURES THAT MINIMIZE BEHAVIOR

PROBLEMS
• A functional behavior assessment (FBA) can help figure out the cause of problem behaviors.
• Behavior interventions are steps teachers take to stop problem behaviors at school.
• What is Behavior Intervention Plan?"
behavior intervention plan (BIP) is a plan that designed to teach and reward positive behaviors. This can help
prevent or stop problem behaviors in school. The BIP is based on the results of the FBA.
Behavior interventions are steps teachers take to stop problem behaviors at school.
* Disrupting the class
* Showing aggression toward the leader or other children
* Acting unresponsive or withdrawn
* Refusing to do classroom work
* Using inappropriate or harassing language