RECENT DEVELOPMENTS IN BEHAVIORAL, SOCIAL, AND CLINICAL ASSESSMENT OF CHILDREN 2015 JEROME M. SATTLER Power Point Presentation Primarily Based on Foundations

RECENT DEVELOPMENTS IN RECENT DEVELOPMENTS IN BEHAVIORAL, SOCIAL, AND BEHAVIORAL, SOCIAL, AND CLINICAL ASSESSMENT OF CLINICAL ASSESSMENT OF

CHILDRENCHILDREN20152015

JEROME M. SATTLERJEROME M. SATTLER

Power Point Presentation Primarily Based on Power Point Presentation Primarily Based on Foundations of Behavioral, Social, and Clinical Foundations of Behavioral, Social, and Clinical Assessment of Children, by Jerome M. Sattler, Assessment of Children, by Jerome M. Sattler,

Copyright © 2014 by Jerome M. Sattler Publisher, Inc.Copyright © 2014 by Jerome M. Sattler Publisher, Inc.

11 ADVANTAGES OF BEING 11 ADVANTAGES OF BEING

A SCHOOL PSYCHOLOGIST A SCHOOL PSYCHOLOGIST [1][1] Being called a psychiatrist, an MD Being called a psychiatrist, an MD

degree bestowed upon you without ever degree bestowed upon you without ever entering medical collegeentering medical college

Can fudge your own IQ!Can fudge your own IQ! Get to use big words like crystallized Get to use big words like crystallized

intelligenceintelligence


A SCHOOL PSYCHOLOGIST A SCHOOL PSYCHOLOGIST [2][2] Still get to play with blocks in your 40s, Still get to play with blocks in your 40s,

50s, etc50s, etc Carrying the test kits around gives you Carrying the test kits around gives you

chiseled pecs, biceps and deltschiseled pecs, biceps and delts You can honestly refer to yourself as You can honestly refer to yourself as

“psycho”“psycho”


A SCHOOL PSYCHOLOGIST A SCHOOL PSYCHOLOGIST [3][3] People don’t really know what you do People don’t really know what you do

(and in most cases are afraid to ask)(and in most cases are afraid to ask) ““Clinical opinion” = “My best guess”Clinical opinion” = “My best guess” You get to explain the normal curve to You get to explain the normal curve to

people who don’t fall under itpeople who don’t fall under it It reduces your desire to have childrenIt reduces your desire to have children You never have to actually teach those You never have to actually teach those

kids anythingkids anything

How Am I Going to Score How Am I Going to Score These?These?

Question: Before we start, what is your Question: Before we start, what is your name and address?name and address?

Answer: Answer: [email protected]

Question: What is your date of birth?Question: What is your date of birth?

Answer: July fifteenthAnswer: July fifteenth

Question (follow up): What year?Question (follow up): What year?

Answer: Every year.Answer: Every year.

mailto:[email protected]


Question: What are 12, 14, and 16?Question: What are 12, 14, and 16?

Answer: That’s easy; MTV, Fox, and Answer: That’s easy; MTV, Fox, and Cartoon network.Cartoon network.

Question: What is celebrated on Question: What is celebrated on Thanksgiving Day?Thanksgiving Day?

Answer: My cousin’s birthday.Answer: My cousin’s birthday.

Question: What is the capital of Greece?Question: What is the capital of Greece?

Answer: G.Answer: G.


Question: What are the four seasons?Question: What are the four seasons?

Answer: Baseball, football, basketball, and Answer: Baseball, football, basketball, and hockey.hockey.

Question: What are four other seasons?Question: What are four other seasons?

Answer: Mustard, ketchup, salt, and pepper.Answer: Mustard, ketchup, salt, and pepper.

Question: In what way are an orange and a Question: In what way are an orange and a pear alike?pear alike?

Answer: Both give me hives.Answer: Both give me hives.


Question: If I cut a pear in thirds, how many Question: If I cut a pear in thirds, how many pieces will I have?pieces will I have?

Answer: One.Answer: One.

Question: (Testing-of-limits) Are you sure I Question: (Testing-of-limits) Are you sure I will have only one piece?will have only one piece?

Answer: Yes, and I will have the other two Answer: Yes, and I will have the other two pieces.pieces.


Question: What does imitate mean?Question: What does imitate mean?

Answer: What does imitate mean?Answer: What does imitate mean?

Question: What would you do if you were Question: What would you do if you were lost in the woods?lost in the woods?

Answer: I’d use my cell phone, pager, or my Answer: I’d use my cell phone, pager, or my global positioning satellite device.global positioning satellite device.


Question: We want to see if you are eligible Question: We want to see if you are eligible for our memory training class. Repeat the for our memory training class. Repeat the following: 6Z4J5Y9A1P7W3D8G2S9T4K.following: 6Z4J5Y9A1P7W3D8G2S9T4K.

Answer: Huh?Answer: Huh?

Reply: You’re eligible.Reply: You’re eligible.

Question: What do you call a baby goat?Question: What do you call a baby goat?

Answer: Matilda would be a nice name.Answer: Matilda would be a nice name.

Psychology and Other Psychology and Other One-linersOne-liners

Does the name Pavlov ring a bell? My girlfriend came from Taiwan she has a

taipei personality I joined the Tourettes society today. It only

took a minute to swear me in. DNA: Association of National Dyslexics When choosing a path in life, try to avoid

the psychopaths

Psychology and Other Psychology and Other One-linersOne-liners

The road to ADHD is paved with bad attentions.

I think my therapist is seeing other people. I'm great at multitasking. I can waste time,

be unproductive, and procrastinate all at once.

Calendar Note: One again, we did not schedule this month's Apathetics Anonymous Meeting.

Psychology and Other Psychology and Other HumorHumor

[please enter a password]ilovedogs [password must contain at least one capital] iloveparisdogs

What if Google doesn't know?

Psychology and Other Psychology and Other HumorHumor

Contacting Your Phone ProviderTo wait a long time & get no help press 1To wait a long time & get no help press 2To wait a long time & get no help press 3Redirecting

Revised, New, or Revised, New, or Additional Assessment Additional Assessment

Measures Measures [1][1] Behavior Dimensions Scale, Second

Edition: School Version and Behavior Dimensions Scale, Second Edition: Home Version, p. 347

Conners 3rd Edition, p. 351 Conners Comprehensive Behavior Rating

Scales, p. 352 Social Skills Improvement System, p. 359


Measures Measures [2][2] Parenting Relationship Questionnaire, p.

366 Parenting Stress Index, Fourth Edition and

Parenting Stress Index, Fourth Edition–Short Form, p. 368

Koppitz Developmental Scoring System for the Bender Gestalt Test, Second Edition, p. 406

Beery VMI, p. 407


Measures Measures [3][3] Bruininks-Oseretsky Test of Motor Proficiency, Second Edition, p. 409

Multidimensional Anxiety Scale for Children, Second Edition, p. 439

Revised Children’s Manifest Anxiety Scale, Second Edition, p. 439

Children’s Depression Inventory, Second Edition, p. 442

Reynolds Child Depression Scale, Second Edition, p. 443


Measures Measures [4][4] Strengths and Difficulties Questionnaire,

p. 463 ADHD Questionnaire, p. 463 Attention Deficit Disorder Evaluation Scale,

Fourth Edition–Home Version,

p. 463 Attention Deficit Disorder Evaluation Scale,

Fourth Edition–School Version,

p. 463


Measures Measures [5][5] BASC–2 Progress Monitor, p. 463 Comprehensive Executive Function Inventory, p.

463 See Table 17-1 for examples of standardized

achievement tests Autism Diagnostic Observation Schedule, Second

Edition, p. 608 Autism Observation Scale for Infants,

p. 608 Autism Spectrum Rating Scale, p. 608


Measures Measures [6][6] Checklist for Autism Spectrum Disorder,

p. 608 Childhood Autism Rating Scale, Second

Edition, p. 608 PDD Behavior Inventory, p. 608 Psychoeducational Profile–Third Edition, p. 608 Scale of Pervasive Developmental Disorder in

Mentally Retarded Persons,

p. 608


Measures Measures [7][7] Screening Tool for Autism in Toddlers and Young Children, p. 608

Social Responsiveness Scale, p. 608 SCAT3 (Sport Concussion Assessment

Tool 3), p. 635 NEPSY–II, p. 665 NIH Toolbox, p. 669


Measures Measures [8][8] Also see the Resource Guide for revised questionnaires, semistructured interviews, observation forms, self-monitoring forms, FBA forms, ADHD forms, SLD forms, ASD forms, Instructional handouts, miscellaneous tables, and formal and informal measures of executive functions (p. 251 and p. 258 in Resource Guide)

Video LinkVideo Link

Fetal Alcohol Spectrum Disorders Fetal Alcohol Spectrum Disorders Prevention PSAPrevention PSA http://www.youtube.com/watch?http://www.youtube.com/watch?

v=mRf2Kjz0hAg&feature=share&list=Uv=mRf2Kjz0hAg&feature=share&list=UU7PjTlufhDCfET974TcMWmA&index=1U7PjTlufhDCfET974TcMWmA&index=188

10 Indicators of Child 10 Indicators of Child Well-Being Well-Being

by Ethnicity (%), 2012-by Ethnicity (%), 2012-2013 2013 [1][1]Abbreviations Used in the TableAbbreviations Used in the Table

NA = National AverageNA = National AverageEA = European AmericanEA = European AmericanAA = African AmericanAA = African AmericanAs = Asian AmericanAs = Asian AmericanHA = Hispanic AmericanHA = Hispanic AmericanAI = American IndianAI = American Indian

10 Indicators of Child Well-10 Indicators of Child Well-Being Being

by Ethnicity (%), 2012-2013 by Ethnicity (%), 2012-2013 [2][2]IndicatorIndicator NANA EAEA AAAA AsAs HAHA AIAI

Children in povertyChildren in poverty 2323 1414 4040 1515 3434 2424

Teens not in school Teens not in school and not workingand not working

88 66 1212 44 1010 88

Children not Children not attending preschoolattending preschool

5454 5151 5151 4848 6363 5353

Fourth graders not Fourth graders not proficient in readingproficient in reading

6666 5555 8383 4949 8181 6161



Eight graders not Eight graders not proficient in mathproficient in math

6666 5656 8686 4040 7979 6363

High school High school students not students not graduating on timegraduating on time

1919 1515 3232 77 2424 NANA

Low-birthweight Low-birthweight babiesbabies

88 77 12.812.8 8.28.2 77 NANA



Child and teen Child and teen death per death per 100,000100,000a, ba, b

2626 2525 3636 1414 2121 NANA

Children in single-Children in single-parent familiesparent families

3535 2525 6767 1717 4242 4343

Teen birth per Teen birth per 1,0001,000aa

2929 2020 4444 1010 4646 NANA

a a Not in percent.Not in percent.bb 2010. 2010.

10 Indicators of Child 10 Indicators of Child Well-Being Well-Being

by Ethnicity (%), 2012-by Ethnicity (%), 2012-2013 2013 [5][5] Source:Source:

Annie E. Casey Foundation. (2014). 2014 data book: State trends in child well-being (25th Ed.). Retrieved from http://www.aecf.org/m/resourcedoc/aecf-2014kidscountdatabook-2014.pdf

Paternal Age at Childbearing [1]

SampleAll individuals born in Sweden in 1973–2001 (N = 2,615,081)

ResultsOffspring of fathers 45 years and older, compared with offspring born to fathers 20–24 years old, were at heightened risk of

ADHD (13.13 times greater) Autism (3.45 times greater)


Results (Cont.)Bipolar disorder (24.70 times greater)Psychosis (2.07 times greater)Suicide attempts (2.72 times greater)Substance use problems (2.44 times greater)Failing a grade (1.59 times greater)Low educational attainment (1.70 times greater)


ConclusionsAdvancing paternal age is associated with increased risk of psychiatric and academic morbidity in childrenIn older fathers

Sperm may not develop fully Sperm may have some form of genetic

mutation


Conclusions (Cont.)Older fathers also may have been exposed to

Environmental toxins longer than younger fathers and

Long exposure to toxins may affect the DNA in the father’s sperm


SourceSourceD’Onofrio, B. M., Rickert, M. E., Frans, E., Kuja-Halkola, R., Almqvist, C., Sjölander, A., Larsson, H., & Lichtenstein, P. (2014). Paternal age at childbearing and offspring psychiatric and academic morbidity. JAMA Psychiatry. Advanced online publication. doi:10.1001/jamapsychiatry.2013.4525

Adverse Childhood Experiences (ACEs) California Study [1]

Year: 2008 to 2013 Representative sample of 27,745 adults Aim of study: Effects of childhood trauma

on later health problems Childhood trauma defined as experiencing

Physical abuse (19.9%; N = 5,521) Sexual abuse (11.4%; N = 3,163) Emotional abuse (34.9%; N = 9,683)

Adverse Childhood Experiences (ACEs) California Study [2]

Physical or emotional neglect (9.3%; N = 2,303)

Household dysfunctionMental illness (15.0%; N = 4,161)Incarcerated relatives (6.6%; N = 1,831)Mother treated violently (17.5%;

N = 4,855)Substance abuse (26.1%; N = 7,241)Divorce (26.7%; N = 7,408)

Findings of ACE Study [1]

38.3% experienced 0 ACE (N = 10,626) 21.7% experienced one ACE (N = 6,020) 23.3% experienced two to three ACEs

(N = 6,464) 16.7% experienced four or more ACEs

(referred to as polyvictimization) (N = 4,633)

Overall, at least 61.7% experienced one or more ACEs (N = 17,119)


Adults who suffered 4 or more ACEs (compared to those who did not) were 5.13 times likely to suffer from depression 2.42 times more likely to have chronic

obstructive pulmonary disease (COPD) 2.93 times more likely to smoke 3.23 times more likely to binge drink 7.4 times more likely to be alcoholic 12.2 times more likely to attempt suicide


Adults who suffered 4 or more ACEs (compared to those who did not) were (Cont.) 10.3 times more likely to inject drugs 2.4 times more likely to have a stroke 1.9 times more likely to have cancer 1.6 times more likely to have diabetes 21% more likely to be below Federal

Poverty Level


Adults who suffered 4 or more ACEs (compared to those who did not) were (Cont.) 27% more likely to have less than a

college degree 39% more likely to be unemployed


Source: Source: https://acestoohigh.files.wordpress.com/2014/11/hiddencrisis_report_1014.pdf

Development of Hispanic American Toddlers [1]

ParticipantsChildren born in 2001

N = 950 Hispanic American (HA) children

N = 3,600 native born European American (EA) children


MethodsBayleyInterviews with mothers at 9 months and 24 months of ageA variety of mother-infant interactions tasksCase history information and other scales used to gather data


FindingsCognitive rate of growth lower among most HA than EA toddlers4/5 of HA toddlers fell below the cognitive proficiency of EA toddlersGap significantly wider for HA toddlers of foreign-born mothers than of native-born mothers


Findings (Cont.)Children in families falling below the poverty line display significantly weaker cognitive growthChildren showed more robust cognitive development when their mothers

Had completed some college Engaged their children in daily reading

and storytelling


Findings (Cont.)These activities may serve as proxies for the mother’s

Steady interaction with the toddler Own language skills Caring and closeness that plausibly boost the

child’s cognitive growthEA mothers displayed praise and encouragement more frequently than HA mothers


SourceSource

Fuller, B., Bein, E., Kim, Y., & Rabe-Hesketh, S. (2015). Differing cognitive trajectories of Mexican American toddlers: The role of class, nativity, and maternal practices. Hispanic Journal of Behavioral Sciences. Advanced online publication. doi: 10.1177/0739986315571113

Life Expectancy Tied To Life Expectancy Tied To Education Education [1][1]

Life expectancy is 82 for individuals with Life expectancy is 82 for individuals with more than 12 years of educationmore than 12 years of education

Life expectancy is 75 for individuals with Life expectancy is 75 for individuals with 12 or fewer years of education12 or fewer years of education


Possible ReasonsPossible Reasons Those with less education:Those with less education:

Are likely to have more smoking‑related Are likely to have more smoking‑related diseases, such as lung cancer and diseases, such as lung cancer and emphysema—35% of Americans with an emphysema—35% of Americans with an 9th to 11th grade education smoke, while 9th to 11th grade education smoke, while only 7% with a graduate degree smokeonly 7% with a graduate degree smoke

Are likely to have lower incomesAre likely to have lower incomes


Possible Reasons (Continued)Possible Reasons (Continued) Are likely to live in areas that have their Are likely to live in areas that have their

own health threats, either through crime or own health threats, either through crime or poor housing conditionspoor housing conditions Are likely to have limited health insurance Are likely to have limited health insurance

and limited access to health servicesand limited access to health services Are more likely to agree with the Are more likely to agree with the

statement: “It doesn't matter if I wear a seat statement: “It doesn't matter if I wear a seat belt, because if it’s my time to die, I'll die.”belt, because if it’s my time to die, I'll die.”


Summary and RecommendationsSummary and Recommendations The less affluent and less educated are The less affluent and less educated are

also, invariably, less healthyalso, invariably, less healthy Disparities in health are a major challenge Disparities in health are a major challenge

in the United Statesin the United States Health is not a product of health care per Health is not a product of health care per

se, but of one's life course and se, but of one's life course and opportunitiesopportunities


Summary and Recommendations (Cont.)Summary and Recommendations (Cont.) The less educated must learn the The less educated must learn the

following: “It does matter. Life is uncertain, following: “It does matter. Life is uncertain, but that's no reason to surrender to fate”but that's no reason to surrender to fate”

Fighting poverty and improving education Fighting poverty and improving education are keys to increasing life expectancy are keys to increasing life expectancy among less‑advantaged Americansamong less‑advantaged Americans


Summary and Recommendations (Cont.)Summary and Recommendations (Cont.) Source:Source: Meara, E. R., Richards, S., & Meara, E. R., Richards, S., &

Cutler, D. M. (2008). The gap gets bigger: Cutler, D. M. (2008). The gap gets bigger: Changes in mortality and life expectancy, Changes in mortality and life expectancy, by education, 1981–2000. by education, 1981–2000. Health Affairs, Health Affairs, 27, 27, 350–360. 350–360.

Equity and Educational Opportunities In US

Schools [1] Office for Civil Rights, Civil Rights Data

Collection

Sample Statistics Year of study: 2009–2010 Representative sample Covering approximately 85% of nation’s

students

Equity and Educational Opportunities US

Schools [2]Key FindingsKey Findings

African-American students represent 18% of students in sample and35% of students suspended once46% of students suspended more than once39% of students expelled


Schools [3]Key Findings (Key Findings (Cont.Cont.))

Hispanic-American students represent 24% of students in sample and25% of students suspended once25% of students suspended more than once24% of students expelled



Asian-American students represent 6% of students in sample and3% of students suspended once1% of students suspended more than once2% of students expelled



American-Indian-American students represent 1% of students in sample and1% of students suspended once1% of students suspended more than once1% of students expelled



European-American students represent 51% of students in sample and36% of students suspended once29% of students suspended more than once33% of students expelled



Referred to Law Enforcement25% of European American students (51% in sample)42% of African American students(18% in sample)29% of Hispanic American students(24% in sample)



School Related Arrests21% of European American students(51% in sample)37% of African American students(18% in sample)35% of Hispanic American students(24% in sample)



Sex of Students ExpelledMales 74% (about 50% of sample)Females 26% (about 50% of sample)



Disability Status of Students Suspended

13% of students with disabilities covered by IDEA were suspended

6% of Non-IDEA students were suspended



Disability Status of Students (Cont.)Referred to Law Enforcement

Students with disabilities covered by IDEA 25% (but 12% of student population)

Non-IDEA students 75% (but 88% of student population)



English Language Learners Suspended7% (but 10% of student population)


Schools [13] Sources:Sources: http://

www2.ed.gov/about/offices/list/ocr/docs/crdc-2012-data-summary.pdf

http://www2.ed.gov/about/offices/list/ocr/docs/crdc-discipline-snapshot.pdf?utm_source=JFSF+Newsletter&utm_campaign=0f6e101c7e-Newsletter_July_2013&utm_medium=email&utm_term=0_2ce9971b29-0f6e101c7e-195307941

http://www2.ed.gov/about/offices/list/ocr/docs/crdc-2012-data-summary.pdf



Reducing Suspensions and Expulsions [1]

Education Development Center May 2011

Recommendations Schools and mental health, juvenile

justice, and law enforcement agencies Must collaborate to improve outcomes

for youth, especially those at risk for suspension or expulsion


Recommendations (Cont.)Schools and mental health, juvenile justice, and law enforcement agencies (Cont.)

Must employ improved information-sharing and data collection systems to identify, serve, and communicate about at-risk students


Recommendations (Cont.)State standards are needed to guide schools’ practices related to

Promoting students’ mental health Identifying students who need mental

health services Assisting students to access services


Recommendations (Cont.)School districts should

Focus on implementing, adapting, and evaluating evidence-based interventions

Have policies that require programs and services for at-risk youth

Consistently apply suspension and expulsion policies so that existing racial and ethnic disparities are not perpetuated


Recommendations (Cont.)School districts should (Cont.)

Identify effective strategies to engage and collaborate with parents

Provide support to enable expelled students to rejoin the school community (and community partners)


Source: Source: http://www.promoteprevent.org/sites/www.http://www.promoteprevent.org/sites/www.promoteprevent.org/files/resources/Califorpromoteprevent.org/files/resources/California_Action_Steps_May_2011.pdfnia_Action_Steps_May_2011.pdf

http://www.promoteprevent.org/sites/www.promoteprevent.org/files/resources/California_Action_Steps_May_2011.pdf



Outcomes in Serious Youthful Offenders [1]

Why do some serious adolescent offenders stop offending while others continue to commit crimes?

Investigators interviewed 1,354 young offenders in the US

Mean age = 16.2 years Years of offense: 2000 to 2003 Year of data collection: 2010


FINDINGSFINDINGSOther than those with substance abuse problems, those with behavioral health problems were at no greater risk than those without behavioral health problems for

Rearrest

or Engaging in antisocial activities


FINDINGS (FINDINGS (Cont.Cont.))More frequent aftercare services (e.g., frequent supervision and involvement in community activities) significantly reduced the odds of

An arrest

or Return to an institution during the 6-

month aftercare period


FINDINGS (FINDINGS (Cont.Cont.))Those with substance use disorders, in comparison with those without substance abuse, disorders had more negative outcomes


SourceSourceSchubert, C. A. & Mulvey, E. P. (2014). Behavioral health problems, treatment, and outcomes in serious youthful offenders. Retrieved from http://ojjdp.gov/pubs/242440.pdf

Executive Functions (EF; Appendix M,

pp. 246–262 in RG)

Executive Functions Executive Functions [1][1]

Cognitive abilities responsible forComplex goal-directed behaviorAdaptation to environmental changes and demandsDevelopment of social and cognitive competenceDevelopment of self-regulation of behavior


EF enable individuals to modulate, control, organize, and directCognitive activitiesEmotional activitiesBehavioral activities


EF help individuals Make personal and social decisionsDistinguish relevant from irrelevant materialFollow general rulesMake use of existing knowledge in new situations


EF important forDaily livingAcademic performanceWork-related activitiesSocial relationships

Primary Executive Functions

(RG, p. 247)[1]1. Planning and goal setting: ability to plan and

reason conceptually, monitor one’s actions, and set goals

2. Organizing: ability to organize ideas and information

3. Prioritizing: ability to focus on relevant themes and details

4. Working memory: ability to temporarily hold and manipulate information in memory

Primary Executive Functions

(RG, p. 247) [2]5. Shifting: ability to alternate between

different thoughts and actions, to devise alternative problem-solving strategies, and to be cognitively flexible

6. Inhibition: ability to inhibit thoughts and actions that are inappropriate for a situation

7. Self-regulation: ability to regulate one’s behavior and monitor one’s thoughts and actions

Developmental Aspects of Executive Functions [1]

EF most closely associated with the frontal lobes of the brain

Maturational changes in brain structure and function and in social experiences govern the development of EF (see Table M-1 on p. 249 in RG)


Begin to develop as early as 2 months of age Self-exploration Emerging understanding of volitional

actions At 1 year of age

Working memory Ability to detect another’s attentional and

intentional states


EF improves throughout development; gains noted in Working memory Strategic thinking and fluency Goal-directed behavior Monitoring of behavior Flexibility


EF improve throughout development gains in (Cont.) Understanding of emotions, intentions,

beliefs, and desires Deciphering of metaphors and

understanding of faux pas Processing speed Problem solving


Overall EF has elements Of uniformity—common evolution

across EF Of individuality and variation—unique

evolution across EF

Intelligence and EF Intelligence and EF [1][1]

Tests of intelligence correlate moderately—

about .40 to .60—with tests of EFWorking memory more closely related to fluid and crystallized intelligenceInhibition and flexibility less closely related to fluid and crystallized intelligence

Intelligence and EF Intelligence and EF [2][2]

Correlations moderate because IQ tests do not requireShifting between different tasksShifting between competing demandsUsing self-regulation strategies to maximize long-term objectivesInhibiting less favorable responses

Achievement and EF Achievement and EF [1][1]

Writing EssaysPlanning and defining the first stepRephrasing and paraphrasing one’s own work and the work of others (cognitive flexibility)Organizing and prioritizing Using accurate syntax


Reading ComprehensionPlanning what to read first and which sections to focus on mostOrganizing the material mentally by its most important pointsMonitoring one’s comprehension by summarizing material


Independent Studying, Completing Homework, and Long-Term Projects

Planning ahead (time management)Acquiring materials and information (information processing)Setting long-term goals (completing tasks)Self-regulation (balancing needs)


Independent Studying, Completing Homework, and Long-Term Projects

(Cont.)Self-monitoring (remembering to submit completed assignments by a specific time)Cognitive flexibility (ability to modify how one goes about doing projects)


Test-TakingPrioritizing and focusing on relevant themesManaging time to study and answer questions

How EF Are How EF Are Compromised?Compromised?

ByMental disorderBrain injuryLearning disabilityAttention difficultiesFatigue

AnxietyStressDepressionMotivational deficits

Examples of Disabilities Where EF are Compromised

Planning: ASD, TBI, SLD Goal setting: ASD, TBI, SLD Inhibition: ASD, ADHD, TBI Self-regulation: ASD, ADHD, TBI, SLD Shifting: ADHD, TBI, SLD Prioritizing: SLD Working memory: TBI Organizing: ADHD, SLD

Assessment of EF Assessment of EF [1][1]

Neuropsychological tests (see Table M-2 on pp. 251–257 in RG)

Psychological tests (see Table M-2 on pp. 251–257 in RG)


Interviews with Child (see Table M-3 on pp. 258–259 in

RG) Parents (see Tables M-3 on pp. 258–

259 in RG and B-9 on pp. 40–43 in RG) Teachers (see Table B-15 on pp. 67–70

in RG)


General Assessment ConsiderationsGeneral Assessment ConsiderationsMeasures of information processing and Measures of information processing and academic skills are indirect measures of EFacademic skills are indirect measures of EFAmount and nature of EF involved in each Amount and nature of EF involved in each task variestask variesNo single measure provides an accurate No single measure provides an accurate estimate of all types of EFestimate of all types of EF


Observing child at school, home, and during the assessment (see Table M-3 on pp. 258–259 in RG)

Analyzing samples of the child’s schoolwork and written homework assignments (see Table H-8 on p. 137 in RG)

See Table L-18 (p. 242 in RG) for a checklist for rating EF


ConclusionConclusion A multifaceted, comprehensive A multifaceted, comprehensive

assessment is required for the assessment is required for the assessment of EFassessment of EF

Improving Deficits in EFImproving Deficits in EF

See pp. 259 and 260 in RG See Handout K-1 (for parents, begins on

p. 162) and Handout K-3 (for teachers, begins on p. 185) in RG

IDEA 2004—Sec. 614. EVALUATIONS

PROCEDURES (Chapter 1)[1]Assessment Considerations

Information about Functional Developmental Academic functioning

No single measure as the sole criterion for determination of a disabilityUse of technically sound instruments


PROCEDURES (Chapter 1)[2]Assessment Considerations (Cont.)

Selected and administered so as not to be discriminatory on a racial or cultural basisAdministered in the language and form most likely to yield accurate informationChild is assessed in all areas of suspected disability


PROCEDURES (Chapter 1)[3]Assessment Considerations (Cont.)

Consider information obtained from Parents Current classroom-based, local, or state

assessments Classroom-based observations Present levels of academic achievement Developmental needs of child

IDEA 2004 and Specific Learning Disabilities (SLD;

Chapter 16)[1]SEC. 602. DEFINITIONS

(30) SPECIFIC LEARNING DISABILITY— (A) IN GENERAL—The term “specific learning disability” means a disorder in 1 or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations.

IDEA 2004 and SLD (Chapter 16)[2]

SEC. 602. DEFINITIONS (Cont.)(B) DISORDERS INCLUDED—Such term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.

IDEA 2004 and SLD (Chapter 16)[3]

SEC. 602. DEFINITIONS (Cont.)(C) DISORDERS NOT INCLUDED—Such term does not include a learning problem that is primarily the result of visual, hearing, or motor disabilities, of intellectual disability, of emotional disturbance, or of environmental, cultural, or economic disadvantage.

Some Facts About SLD Some Facts About SLD [1][1]

In 2010, almost 5 million U.S. children ages 3–17 years had a SLD (8%).

About 2.4 million students diagnosed with SLD receive special education services each year, representing 41% of all students receiving special education

Approximately 80% of children with a SLD have a reading disorder


Approximately 7% of children with a SLD have an arithmetic disorder

Approximately 6% to 15% of children with a SLD have a disorder of written expression

The prevalence rate of SLD is higher for boys than for girls by a ratio of about 1.5 to 1 (9% vs. 6%)


Ethnic composition African American children (10%) European American children (8%) Asian American children (4%)

In families with incomes of $35,000 or less, the percentage of children with a SLD (12%) is twice that in families with incomes of $100,000 or more (6%)


Close to half of secondary students with SLD perform at more than three grade levels below their enrolled grade in essential academic skills (45% in reading, 44% in math)


Children in single-mother families are about twice as likely to have SLD as children in two-parent families (12% vs. 6%)

Children with poor health are almost five times more likely to have SLD than children in excellent or very good health (28% vs. 6%)

DSM-5DSM-5 The affected academic skills are substantially

and quantifiably below those expected for the individual’s chronological age

Cause significant interference with academic or occupational performance, or with activities of daily living

Confirmed by individually administered standardized achievement measures and comprehensive clinical assessment

Reasons for Poor Performance of Children with Readings Disorders

[p. 483-1]

Problem areasAttention and concentrationPhonological awareness Orthographic awarenessWord awarenessSemantic or syntactic awarenessRapid decoding

Possible Reasons for Poor Performance With Children with Readings Disorders [p.

483-2]

Problem areas (Cont.)Rapid naming Verbal comprehension Pragmatic awareness

Overall Comment on SLD [1]

Academic underachievement is a key characteristic usually shared by children with SLD

Language-based dysfunctions underlie many children with SLD

Reading disability most frequent disability


Examine patterns of cognitive and linguistic functioning

Don’t rely on somewhat arbitrary cutoff scores

Don’t depend exclusively on RTI Use the child’s unique pattern of abilities

and other assessment results to serve as the foundation for developing interventions


Important to evaluate Cognitive-academic deficits Information-processing and executive

functioning deficits Perceptual deficits Social-behavioral deficits See Table 16-1, p. 481 in main text for

list of deficits in each of above areas

SLD and English Language Learners (ELL)

[1]Assessment Considerations

Experiential background. Consider their: Length of residence in their new country Quality of instruction in school School attendance record Health history Family history

SLD and ELL [2]

Assessment Considerations (Cont.)Language ability of peers. Compare their language abilities with peers with similar

Linguistic/cultural backgrounds Exposure to second language

instruction

SLD and ELL [3]

Assessment Considerations (Cont.)Language ability of siblings. Compare their language abilities with those of their siblings when they were of the same age Typical difficulties in learning a second language. Compare their learning difficulties with those of other English language learners

SLD and ELL [4]

Assessment Considerations (Cont.)Linguistic proficiency. Compare their linguistic proficiency in their primary language and in EnglishAppropriate assessment battery

Standardized tests Checklists Language samples Interviews

SLD and ELL [5]

Assessment Considerations (Cont.)Appropriate assessment battery (Cont.)

Questionnaires Observations Portfolios Journals Work samples Curriculum-based measures Language-reduced measures

Reasons for Poor School Performance of ELL

Experiential differences Family expectations Limited English proficiency Stress associated with acculturation and

discrimination Cognitive styles and learning strategies

that differ from those of the majority group

Children with Reading Disorder

Children with reading disorder may have difficulties in cognitive, perceptual, and linguistic areas

See p. 483 in main text for a listing of these difficulties

Nonverbal Learning Disability [1]

Definition: A subtype of learning disability associated with a dysfunction in the right cerebral hemisphere


StrengthsStrengthsAuditory perceptual abilityReceptive languageVocabularyVerbal expressionRote verbal memoryAttention to small details


WeaknessesWeaknessesReading comprehensionInterpreting messages literallyMath abilityAbstract reasoning abilityCoordination and psychomotor skillsAbility to interact with others


Weaknesses (Weaknesses (Cont.Cont.))Ability to correctly perceive gestures, facial expressions, and other nonverbal social cuesAbility to adapt to changes and new situationsCommon senseSelf-esteem

IDEA 2004 and SLD [1]

Assessment ProcessA local educational agency shall not be required to take into consideration whether a child has a

Severe discrepancy between achievement and intellectual ability in various academic areas

But it may use a process that determines if the child responds to scientific, research-base intervention as a part of the evaluation procedures

IDEA 2004 and SLD [2]

Limitations of IDEA GuidelinesIDEA does not define how a severe discrepancy between achievement and intellectual ability should be determined.IDEA does not provide any guidance as to how the response to intervention process should be conducted.

Identifying SLD: RTI [1]

Problem-Solving Approach The teacher uses achievement test scores to identify children who are at riskThe teacher consults with others about needed instructional modificationsIf the interventions are not successful, the school support team considers possible causes and selects, implements, and evaluates interventions


Problem-Solving Approach (Cont.)If additional interventions not successful a comprehensive assessment will be needed


Standard Protocol ApproachInvolves intensive tutoring using a standard method of teachingAll children who have similar difficulties are given the same intensive instruction


RTI and Needed Implementation Decisions

Timing of the assessment (e.g., pre- and post-treatment, weekly, daily)Method for measuring responsivenessNorms (national norms, local norms, or norms for children who are at risk)Method for training teachers or tutors


RTI and Needed Implementation Decisions (Cont.)

Intensity of interventionsProcedures to use with culturally and linguistically diverse childrenNeed for a comprehensive evaluation for the identification of SLD


Comment on RTIHow does RTI help in distinguishing underachieving students from those with neurologically based SLD?Is RTI working effectively in diagnosing SLD?See discussion of RTI on pp. 494–496 in main text

Identifying SLD: Discrepancy Model

Simple difference method Regression method See pp. 496–497 in main text

Identifying SLD: Patterns of Strengths and

Weaknesses (PSW) Models [1]

Discrepancy-Consistency Model Aptitude-Achievement Consistency Model Cognitive Hypothesis Testing Model See pp. 497–498 in main text



PSW models assume that in children with SLD:There are strengths and weakness in academic areas and psychological processing areasThere is a relationship between areas of weakness in psychological processing and academic deficits



Determining Weaknesses

Below Average Academic Performance (Below 10th or 15th percentile rank)Classroom tests National standardized achievement testsState standardized testsSignificant intraindividual differences on cognitive ability subtests that relate to the academic deficits



Determining Weaknesses (Cont.)

Below Average Psychological Processing

(Below 10th or 15th percentile rank) Measures of phonological processingMeasures of working memoryMeasures of processing speedMeasures of rapid automatic naming.

Examples of Standardized

Achievement Tests [1] Phonological Awareness and Phonological

Memory Tests Rapid Naming and Retrieval Fluency

Tests Orthographic Processing Tests Print Awareness, Word Recognition, and

Decoding Tests Reading Fluency Tests

Examples of Standardized

Achievement Tests [2] Reading Comprehension Tests Reading Inventories Written Expression Tests Oral Language Tests Mathematics Tests See Table 17-1 on pp. 500–501 in main

text for a list of tests

Interviewing for SLD:Written Expression

See p. 504 in main text for interview questions

Interventions for SLD

Table 17-6 (p. 508 in main text) for young children with reading disorders

Table 17-7 (p. 508 in main text) for children with SLD

Table 17-8 (p. 509 in main text) for examples of metacognitive strategies for children with reading disorders

Older Adolescents and Young Adults with SLD [1]

Help with (by using role-playing and supervised job training): Filling out applications for collegeFinding job trainingReading want adsFilling out job applicationsInterviewing


Help with (by using role-playing and supervised job training): (Cont.)Following directions on the jobLearning job skillsTaking criticismFinishing work on timePaying attention on the jobWorking carefully


Help with (by using role-playing and supervised job training): (Cont.)Learning about their legal rights on the jobLearning how to advocate for necessary job accommodations


Adjustment and Employment Success

Consider:Abilities required in a particular careerAbility to set reasonable goalsAccess to appropriate guidanceAttitude toward life challengesAvailable support systems


Adjustment and Employment Success (Cont.)

Consider:Awareness of limitations and strengthsCoping skillsCognitive abilityFamily’s, peers’, and teachers’ attitudes toward them


Adjustment and Employment Success (Cont.)

Consider:Motivation and perseverancePresence of comorbid disordersSelf-concept

Functional Functional Behavioral Behavioral

Assessment Assessment (FBA; Chapter (FBA; Chapter

13)13)

Functional Behavioral Functional Behavioral Assessment Assessment [1][1]

A comprehensive, multimethod, and multisource approach designed to help you Arrive at an understanding of the

relationship between the problem behavior and the specific environmental events

Develop a behavioral intervention plan (BIP)


Need to considerType of problem behaviorConditions under which the problem behavior occurs


Need to consider (Cont.)Probable reasons for the problem behavior

Biological Social Cognitive Affective Environmental

Functions served by problem behavior

Guidelines for Guidelines for Conducting FBA Conducting FBA [1][1]

1. Define the problem behavior See Tables F-1, F-2, and F-3 (pp. 113–

118 in RG) for FBA forms


2. Perform the assessment. Review

Prior psychological or psychoeducational evaluations

Teachers’ comments on report cardsDisciplinary recordsAnecdotal home notesMedical reportsPrior interventions and results


2. Perform the assessment. (Cont.) Conduct systematic behavioral

observations (see Chapters 8 and 9) Interview student, teacher, parents, and

others as needed (see Chapters 5, 6, and 7)

Conduct other formal and informal assessments as needed


3. Evaluate assessment results and also consider the questions on p. 416 in main text


4. Develop hypotheses to help explain relationship between problem behavior and situations in which problem behavior occurs

5. Formulate a behavioral intervention plan

6. Start the behavioral intervention as soon as possible

7. Evaluate the effectiveness of the behavioral intervention

Assessing Problem Behavior

Through Observations See Chapters 8 and 9 in main text See Tables C-1 and C-2 (pp. 78–80 in

RG)


Through Interviews [1] See Chapters 5, 6, and 7 in main text See Table B-1 (p. 20 in RG) Examples of questions to ask a student

(See pp. 417–418 in main text) Example of questions to ask a teacher (See (See

p. 418 p. 418 in main text))


Through Interviews [9] See Table B-15 (p. 67 in RG) to interview

teacher See questionnaires in Tables A-1, A-2,

and A-3 (pp. 1–17 in RG) for parent, child, and teacher to complete

See Table B-9 (p. 40 in RG) to interview parent

Formulating Hypotheses Formulating Hypotheses About Problem BehaviorAbout Problem Behavior

See guidelines on pp. 419–420 in main text for formulating hypotheses

Monitoring the Behavioral Intervention

Plan (BIP) See p. 423 in main text for a list of

questions to aid in monitoring the BIP

Bullying and Cyberbullying (Appendix N in

RG)

Court Strikes Down Cyberbullying Law [1]

Decision On July 1, 2014, New York Court of

Appeals (5 to 2) struck down an Albany, NY law that made cyberbullying a crime

Court said that the law violates the First Amendment of the US Constitution

Law made it a crime to engage in cyberbullying against any minor or person


Cyberbullying defined in the law as: Any act of communicating by mechanical or

electronic means, includingPosting statements on the internet or

through a computer or email networkDisseminating embarrassing or sexually

explicit photographsDisseminating private, personal, false or

sexual information


Cyberbullying defined in the law as: Or sending hate mail with no legitimate

private, personal, or public purpose With the intent to

HarassAnnoyThreatenAbuseTaunt


Cyberbullying defined in the law as: With the intent to (Cont.)

IntimidateTormentHumiliateOr otherwise inflict significant

emotional harm on another person


Case Marquan W. Mackey-Meggs, a 15-year-old

student, was the first to be charged under the Albany law

He posted photos on Facebook of other teenagers with captions that included graphic and sexual comments

Majority of the court ruled that the law was not drafted properly


Source:Source: People v. Marguan M., NY Slip OP 04881

(NY. Ct. App. 2014)

Are Anti-Bullying Laws Unconstitutional or

Unneeded?[1] MLA Jansen, a Calgary Associate

Minister, says bullying laws do not necessarily address the complexities of the issue “It’s much more effective to teach

people resilience so they can stand up to bullying and encourage others to stand up too.”

Are Anti-Bullying Laws Unconstitutional or

Unneeded? [2] Source:

http://www.thestar.com/opinion/commentary/2014/02/10/more_antibullying_laws_not_the_answer_in_alberta_steward.html




Examples of Bullying Examples of Bullying [1][1]

See Table N-1 (p. 264 in RG) for examples of types of bullying

Effects of Bullying [1]

Physical and mental health Of victim Of victim’s peers, family, schools,

community, and society Short- and long-term psychological, academic,

and physical consequences for Victim Perpetrator Bystanders


Short-Term EffectsPhysical effectsBehavioral effectsEmotional effects See Table N-4 on p. 269 in RG for signs of distress displayed by victims of bullying


Long-Term Effects: Research StudyLong-Term Effects: Research StudySample: British children (N = 7,771)

Bullied at ages 7–11 years Followed up at ages 23–50 years


Long-Term Effects: Reasearch Study (Long-Term Effects: Reasearch Study (Cont.Cont.))Results:

At age 23 years and at age 50 years, victims, in comparison to their nonvictimized peers, had higher rates of DepressionAnxiety disordersSuicidality


Long-Term Effects: Research Study Long-Term Effects: Research Study ((Cont.Cont.))

Results (Cont.): At age 50 years, victims also had poor

Social relationshipsEconomic hardshipQuality of life


Long-Term Effects: Research Study Long-Term Effects: Research Study ((Cont.Cont.))

Conclusion: Children who are bullied at a young age

are at risk for a wide range of social, health, and economic problems nearly four decades after victimization


Long-Term Effects: Research Study (Long-Term Effects: Research Study (Cont.Cont.))Source: Takizawa, R., Maughan, B., & Arseneault, L. (2014). Adult health outcomes of childhood bullying victimization: Evidence from a five-decade longitudinal British birth cohort. American Journal of Psychiatry, 171(7), 777–784. doi: 10.1176/appi.ajp.2014.13101401

Dear Colleague Letter Aug. 20, 2013 [1]

US Dept of Education

Office of Special Education and Rehabilitative Services

Melody Musgrove, Ed. D., Director, Office of Special Education Programs

Michael K. Yudin, Acting Assistant Secretary


Students with disabilities are disproportionately affected by bullying

Bullying may prevent students from receiving free and appropriate education under IDEA

IEP Team needs to determine whether students’ needs have changed as a result of bullying


If so, what extent additional or different special education or related services are needed

If students with a disability engaged in the bullying, IEP Team needs to address the inappropriate behavior

IEP Team needs to study environment where bullying occurred to see if changes are warranted

Rate of Victimization Students with Disabilities [1]

Rate for all students between 15% to 28%

Rate for students with disabilities 25% to 34% Elementary school 25% Middle school 34% High school 27%

Rate is 1 to 1½ times higher than for all students


Highest rates for students with Emotional disturbance 39% to 52% Other health impaired 29% to 40%

Highest rates for repeated victimization Autism spectrum disorder (in elementary

and middle school) Orthopedic impairments (in high school)


Source: Source: Blake, J. J., Lund, E. M., Zhou, Q., Kwok, O., & Benz, M. R. (2012). National prevalence rates of bully victimization among students with disabilities in the United States. School Psychology Quarterly, 27(4), 210–222. doi:10.1037/spq0000008

Various Roles in Bullying

Bully who takes the initiative Follower who joins in Reinforcer who encourages the bully or

who laughs at the victim Intervener who tries to stop the bullying Bystander who looks on but does not

participate Victim who is the object of the bullying

Characteristics of Bullies [1]

Attempt to Control Dominate Subjugate others Through the use of power

Bullies aim to disempower their victims by undermining their worth and status


Two key components of bullying Repeated harmful acts An imbalance of power


Their families Less cohesive (low parent-child

involvement, warmth, and affection) More conflictual (angry, hostile parent-

child interactions) Less organized More disadvantaged

Characteristics of Characteristics of Victims Victims [1][1]

Displays vulnerability or insecurity Dresses differently and doesn’t conform to

the norm Has learning, speech, or other physical or

mental disabilities Has low self-esteem


Has physical attributes that differ from the norm Overweight Underweight Very short Very tall

Has poor communication skills Has poor social skills


Is a member of an ethnic or religious group viewed as different

Is bright, talented, or gifted Is clumsy or immature


Is or is perceived to be Lesbian Gay Bisexual Transgendered

Is new to the school Is nonasssertive and refuses to fight Is physically weak


Is annoying, provocative, or aggressive Is richer or poorer than the majority of

classmates Is shy, reserved, timid, or submissive Is the smallest or youngest child in school

Children with Special Children with Special Needs Needs [1][1]

May also act as bullies if they:May also act as bullies if they:Want to protect themselves from further Want to protect themselves from further victimizationvictimizationFeel extremely anxious and have limited Feel extremely anxious and have limited frustration tolerancefrustration toleranceCannot size up a situation realistically and Cannot size up a situation realistically and distinguish good-natured kidding from distinguish good-natured kidding from bullyingbullying

Bullying and Children with Disabilities [1]

Students with disabilities are disproportionately affected by bullying

Bullying may prevent students from receiving free and appropriate education under Individuals with Disability Education Act (IDEA)

Individualized Education Program (IEP) Team needs to determine whether students’ needs have changed as a result of bullying

Bullying and Children with Disabilities [2]

If needs have changed, what extent additional or different special education or related services are needed?

If students with a disability engaged in the bullying, IEP Team needs to address the inappropriate behavior

IEP Team needs to study environment where bullying occurred to see if changes are warranted

Children with Disabilities Children with Disabilities [1][1]

May also act as bullies if they:May also act as bullies if they:Want to protect themselves from further Want to protect themselves from further victimizationvictimizationFeel extremely anxious and have limited Feel extremely anxious and have limited frustration tolerancefrustration toleranceCannot size up a situation realistically and Cannot size up a situation realistically and distinguish good-natured kidding from distinguish good-natured kidding from bullyingbullying


May also act as bullies if they: (May also act as bullies if they: (Cont.Cont.))Feel they are being pushed too far or feel Feel they are being pushed too far or feel that their resources are exhaustedthat their resources are exhaustedFail to realize that their “playful” behavior Fail to realize that their “playful” behavior can hurt others can hurt others


Bullying may have harmful effects on children Bullying may have harmful effects on children with disabilities:with disabilities:Limit motivation to achieve and lower their Limit motivation to achieve and lower their gradesgradesInterfere with their compliance with Interfere with their compliance with treatment regimens and use of assistive treatment regimens and use of assistive technologytechnologyIncrease frequency and strength of their Increase frequency and strength of their symptomssymptoms

“Welcome to My Life” by Simple Plan[1]

Lyrics (Partial)

Do you ever feel like breaking down?Do you ever feel out of place,Like somehow you just don't belongAnd no one understands you?Do you ever wanna run away?Do you lock yourself in your roomWith the radio on turned up so loudThat no one hears you're screaming?

“Welcome to My Life” by Simple Plan[2]

No, you don’t know what it’s likeWhen nothing feels all rightYou don’t know what it’s likeTo be like me

“Welcome to My Life” by Simple Plan [3]

To be hurtTo feel lostTo be left out in the darkTo be kicked when you’re down

To feel like you’ve been pushed aroundTo be on the edge of breaking downAnd no one’s there to save youNo, you don’t know what it’s likeWelcome to my life

Bullying and Morality Bullying and Morality [1][1]

Bullying has been described as an Bullying has been described as an immoral action because it humiliates and immoral action because it humiliates and oppresses innocent victims (Gini, Pozzoli, oppresses innocent victims (Gini, Pozzoli, & Hauser, 2011)& Hauser, 2011)

Bullies have adequate moral competence–Bullies have adequate moral competence–that is, they have knowledge of right and that is, they have knowledge of right and wrong and an understanding of moral wrong and an understanding of moral normsnorms


But paradoxically they do not have moral But paradoxically they do not have moral compassion–that is, emotional awareness compassion–that is, emotional awareness and sensitivity about their moral infractionsand sensitivity about their moral infractions

In fact, bullies may disregard the harmful In fact, bullies may disregard the harmful effects of their actions and blame the effects of their actions and blame the victim for causing the bullying behaviorvictim for causing the bullying behavior


Source: Source: Gini, G., Pozzoli, T., & Hauser, M. (2011). Bullies have enhanced moral competence to judge relative to victims, but lack moral compassion. Personality and Individual Differences, 50(5), 603–608. doi:10.1016/j.paid.2010.12.002

Factors That May Lead to Bullying

See Table N-2 on p. 265 in RG

Differences Between Bullying and

Cyberbulling [1]BullyingBullying

Victim can hide from bully when at homeVictim can hide from bully when at homeEvent is discrete and audience limitedEvent is discrete and audience limitedBully is present, not anonymous, and can Bully is present, not anonymous, and can see suffering of victimsee suffering of victimBully has opportunities for empathy and Bully has opportunities for empathy and remorseremorse


Cyberbulling [2]Bullying (Bullying (Cont.Cont.))

Bystanders can interveneBystanders can interveneBully may gain status by showing abusive Bully may gain status by showing abusive powerpower


Cyberbulling [3]CyberbullyingCyberbullying

Victim cannot hide from bully when at homeVictim cannot hide from bully when at homeEvent can be continuous and audience Event can be continuous and audience potentially largepotentially largeBully is invisible, may be anonymous, and Bully is invisible, may be anonymous, and cannot see suffering of victimcannot see suffering of victimBully has few opportunities for empathy and Bully has few opportunities for empathy and remorseremorse


Cyberbulling [4]Cyberbullying (Cyberbullying (Cont.Cont.))

Bystanders have little opportunity to Bystanders have little opportunity to interveneinterveneBully lacks opportunity to show his or her Bully lacks opportunity to show his or her abusive power immediatelyabusive power immediately

CyberbulliesCyberbullies

But…But…

Cyberbullies are not a new class of Cyberbullies are not a new class of bullies—they also may engage in overt bullies—they also may engage in overt aggressive and social bullyingaggressive and social bullying

Incidence of Bullying [1]

Sound statistics difficult to obtain Victims may be reluctant to report

Fearing retaliation Feeling shame at not being able to

stand up for themselves Fearing they would not be believed Not wanting to worry their parents

Incidence of Bullying [2]

Victims may be reluctant to report (Cont.) Having no confidence that anything would

change as a result Thinking their parents’ or teacher’s advice

would make the problem worse Fearing their teacher would tell the bully

who told on him or her Thinking it would be worse to be thought

of as a snitch

USA Cyberbullying Surveys

In 2010 11% of children ages 10–17 years harassed online Majority (69%) being female

1999–2000 6% of online users were harassed

Over a 10-year period, online harassment increased by about 83%

Jamey Rodemeyer Jamey Rodemeyer [1][1]

On Sept. 8, 2011 Jamey Rodemeyer, a 14 On Sept. 8, 2011 Jamey Rodemeyer, a 14 year old, wrote on his website: “No one in year old, wrote on his website: “No one in my school cares about preventing suicide, my school cares about preventing suicide, while you're the ones calling me [gay slur] while you're the ones calling me [gay slur] and tearing me down.”and tearing me down.”

A day later he wrote: “I always say how A day later he wrote: “I always say how bullied I am, but no one listens. What do I bullied I am, but no one listens. What do I have to do so people will listen to me?"have to do so people will listen to me?"


Then he posted the lyrics to a song by the Hollywood Then he posted the lyrics to a song by the Hollywood Undead:Undead:

““I just wanna say good bye, disappear with I just wanna say good bye, disappear with no one knowingno one knowing

I don't wanna live this lie, smiling to the I don't wanna live this lie, smiling to the world unknowingworld unknowing

I don’t want you to try, you've done enough I don’t want you to try, you've done enough to keep me goingto keep me going

I'll be fine, I'll be fine, I'll be fine for the I'll be fine, I'll be fine, I'll be fine for the very last time”very last time”



About 10 days later, on Sept. 18, 2011 About 10 days later, on Sept. 18, 2011 Jamey Rodemeyer committed suicide.Jamey Rodemeyer committed suicide.

Why are Bystanders Reluctant to Report

Bullying? [1] They know that bullying is wrong but . . .They know that bullying is wrong but . . .Don’t want to raise the bully’s wrath and Don’t want to raise the bully’s wrath and become the next targetbecome the next targetDon’t want to be thought of as a snitch and Don’t want to be thought of as a snitch and be rejected by their peersbe rejected by their peersMay wrongly believe that they are not May wrongly believe that they are not responsible for stopping the bullyingresponsible for stopping the bullyingMay think that bullying is acceptableMay think that bullying is acceptable

Why are Bystanders Reluctant to Report

Bullying? [2] May assume that school personnel don’t May assume that school personnel don’t care enough to stop the bullyingcare enough to stop the bullying

May feel guilty for not reporting the May feel guilty for not reporting the bullyingbullying

May have heightened anxiety, depression, May have heightened anxiety, depression, or substance abuse or substance abuse

May become bullies themselves because May become bullies themselves because they think that this is a way to become part they think that this is a way to become part of a groupof a group

Why do Some Bystanders Intervene?

Are victim’s friendsAre victim’s friends Believe that their parents expect them to Believe that their parents expect them to

support victims support victims Believe that it is the moral and proper thing Believe that it is the moral and proper thing

to doto do Believe that their peer group supports their Believe that their peer group supports their

actionsactions

QuotesQuotes

The bully survives on your silence.

—Christine Farrell Crotty Bystanders who are helpless in the

presence of another student’s victimization learn passive acceptance of injustice.

—Linda R. Jeffrey, DeMond Miller, and Margaret Linn

Assessment of Bullying

See Tables B-17 to B-20 in RG (pp. 71–75) for four semistructured interviews on bullying

Helping Victims of Bullying [1]

Help them develop:Help them develop:Problem solving skillsProblem solving skillsConflict resolution skills Conflict resolution skills Emotional regulation skills, including how Emotional regulation skills, including how to handle anxiety, depression, and angerto handle anxiety, depression, and anger

Helping Victims of Bullying [2]

Help them develop: (Help them develop: (Cont.Cont.))Self-adequacy skills, including Self-adequacy skills, including assertiveness skills and ability to say “no” or assertiveness skills and ability to say “no” or “stop that”“stop that”Ability to know when to go to a safe room Ability to know when to go to a safe room when under severe stresswhen under severe stress

Helping Bullies Helping Bullies [1][1]

Change habitual patterns of thought and Change habitual patterns of thought and action that support bullyingaction that support bullying Develop new skillsDevelop new skills Challenge old beliefsChallenge old beliefs Replace impulsive with reflective Replace impulsive with reflective

decision-making decision-making

Helping Bullies Helping Bullies [2][2]

Helping children who are bulliesHelping children who are bullies Develop anger management skillsDevelop anger management skills Develop empathy skills and appreciate Develop empathy skills and appreciate

the harm they cause their victimsthe harm they cause their victims Recognize that they can engage in Recognize that they can engage in

responsible and moral behaviorresponsible and moral behavior Give up self-justifying mechanisms, Give up self-justifying mechanisms,

egocentric reasoning, and distortions in egocentric reasoning, and distortions in moralitymorality

Effective Strategies To Effective Strategies To Counter Bullying In Schools Counter Bullying In Schools

[1][1] Designing comprehensive intervention Designing comprehensive intervention

strategies involving students, teachers, strategies involving students, teachers, administrators, families, and communitiesadministrators, families, and communities

Building bullying prevention programs Building bullying prevention programs based on principles of science and based on principles of science and supported by scientifically valid evidence supported by scientifically valid evidence of effectivenessof effectiveness


[2][2] ApplyingApplying school discipline rules, policies, school discipline rules, policies,

and sanctions fairly and consistentlyand sanctions fairly and consistently Implementing policies at all levels, Implementing policies at all levels,

including primary, junior, intermediate, and including primary, junior, intermediate, and high schoolhigh school


[3][3]

Motivating students, teachers, Motivating students, teachers, administrators, and parents to understand administrators, and parents to understand thatthat Bullying is a serious and preventable Bullying is a serious and preventable

problemproblem Antibullying programs must be given a Antibullying programs must be given a

chance to workchance to work They themselves can make a difference They themselves can make a difference


[4][4]

Motivating students, teachers, Motivating students, teachers, administrators, and parents to understand administrators, and parents to understand that (that (Cont.Cont.)) Having a defender means that victims Having a defender means that victims

may be less likely to be bullied in the may be less likely to be bullied in the futurefuture


[5][5] Presenting strategies that are clear, Presenting strategies that are clear,

relevant, and comprehensible to both relevant, and comprehensible to both teachers and students teachers and students

Encouraging bystanders to report bullyingEncouraging bystanders to report bullying

Effective Strategies To Effective Strategies To Counter Bullying In Counter Bullying In

Schools Schools [6][6] PartneringPartnering with law enforcement and with law enforcement and

mental health agencies to identify and mental health agencies to identify and address serious cases of bullying address serious cases of bullying

Assessing the frequency of bullying, the Assessing the frequency of bullying, the effectiveness of any intervention program, effectiveness of any intervention program, and making adjustments as needed (see and making adjustments as needed (see Delaware Attorney General, n.d.; Delaware Attorney General, n.d.; Hamburger et al., 2011; Safe School Hamburger et al., 2011; Safe School Survey, 2003)Survey, 2003)


Schools Schools [7][7] Delaware Attorney General. (n.d.). Bully

Worksheet Questionnaire. Retrieved from http://attorneygeneral.delaware.gov/schools/bullquesti.shtml

http://attorneygeneral.delaware.gov/schools/bullquesti.shtml




Schools Schools [8][8] Hamburger, M. E., Basile, K. C., Vivolo, A.

M. (2011). Measuring bullying victimization, perpetration, and bystander experiences: A compendium of assessment tools. Atlanta, GA: Centers for Disease Control and Prevention, National Center for Injury Prevention and Control. Retrieved from http://www.cdc.gov/violenceprevention/pdf/BullyCompendiumBk-a.pdf


Schools Schools [9][9] Safe School Survey. (2003). Safe School

Survey sample menu. Retrieved from https://sdfs.esc18.net/Sample_Surveys/SSM.asp

https://sdfs.esc18.net/Sample_Surveys/SSM.asp

https://sdfs.esc18.net/Sample_Surveys/SSM.asp

Meta-Analysis of School-Based Anti-Bullying

Programs [1] Objective

Meta-analysis of 13 studies (N = 19,619) published in 2005 to 2010 that examined anti-bullying programs conducted in several countries

Results School-based anti-bullying programs

have a small to moderate effect on victimization


Programs [2] Conclusion

Best results were when anti-bullying programs hadTraining in emotional controlPeer counselingEstablishment of a school policy on

bullying


Programs [3] Source: Lee, S., Kim, C. J., & Kim, D. H. (2013). A

meta-analysis of the effect of school-based anti-bullying programs. Journal of Child Health Care. Advanced online publication. doi: 10.1177/1367493513503581

Bystander Intervention

Needs to be taught in early school grades Education needs to be continued in later

school grades Accompanied by programs that encourage

peer support for victims of bullying

10 Tips for Parents 10 Tips for Parents [1][1]

1.1. Talk often with your child, listen carefully, and Talk often with your child, listen carefully, and note any changes in your child’s behaviornote any changes in your child’s behavior

2.2. Talk about what bullying and cyberbullying Talk about what bullying and cyberbullying means. See such websites as means. See such websites as www.stopbullying.gov and and www.stopbullyingnow.com

3.3. Remind your child that real people with real Remind your child that real people with real feelings are behind screen names and profilesfeelings are behind screen names and profiles

http://www.stopbullying.gov/

http://www.stopbullyingnow.com/


Tell your child:Tell your child:

4.4.To tell you when he or she is being bullied To tell you when he or she is being bullied and discourage your child from bullying and discourage your child from bullying othersothers

5.5.To tell a member of the school staff if he or To tell a member of the school staff if he or she sees a child being bulliedshe sees a child being bullied

6.6.To refuse to join in if he or she sees To refuse to join in if he or she sees another child being bulliedanother child being bullied


Tell your child: (Tell your child: (Cont.Cont.))

7.7.To learn about the school’s rules and To learn about the school’s rules and sanctions about bullying and cyberbullyingsanctions about bullying and cyberbullying

8.8.To post only information that he or she is To post only information that he or she is comfortable with others seeing, and never to comfortable with others seeing, and never to share passwords with anyone except you share passwords with anyone except you and another close family memberand another close family member


Tell your child: (Tell your child: (Cont.Cont.))

9.9.To take Internet harassment seriously To take Internet harassment seriously because it is harmful and unacceptable because it is harmful and unacceptable

10.10.That you may review his or her online That you may review his or her online communications if you think there is reason communications if you think there is reason for concern about his or her safetyfor concern about his or her safety

10 Tips for Teachers 10 Tips for Teachers [1][1]

1.1. Explain to students the difference Explain to students the difference between playfulness and bullying or between playfulness and bullying or crueltycruelty

2.2. Let students know that bullying is Let students know that bullying is unacceptable and against school rules unacceptable and against school rules

3.3. Tell students, whether they are victims or Tell students, whether they are victims or bystanders, to report bullying or bystanders, to report bullying or cyberbullying immediately to a member of cyberbullying immediately to a member of the school staffthe school staff


4.4. Emphasize the difference between Emphasize the difference between tattlingtattling and and tellingtelling on someone who is bullying on someone who is bullying another studentanother student

5.5. Identify and intervene upon undesirable Identify and intervene upon undesirable attitudes and behaviors that could be attitudes and behaviors that could be “gateway behaviors” to bullying and “gateway behaviors” to bullying and cyberbullyingcyberbullying

6.6. Watch for signs of bullying and cyberbullying Watch for signs of bullying and cyberbullying and stop either one immediately and stop either one immediately


7.7. Listen receptively to parents who report Listen receptively to parents who report bullying or cyberbullying bullying or cyberbullying

8.8. Report all incidents of bullying and Report all incidents of bullying and cyberbullying to the school administrationcyberbullying to the school administration

9.9. Always respond to requests of help from Always respond to requests of help from victims of bullying and make sure that victims of bullying and make sure that they know that being bullied is not their they know that being bullied is not their fault fault


10.10. Closely monitor students’ use of Closely monitor students’ use of computers at school and become familiar computers at school and become familiar with cyberbullying and its dangers with cyberbullying and its dangers

ResourcesResources Strategies for Preventing and Dealing with

Bullying, Cyberbullying, and Other Internet Issues in RG Handout K-2 for parents (pp. 177–184) Handout K-4 for teachers (pp. 210–217)

Bullying Preventions Programs and Other Resources Exhibit N-2 (pp. 274–275)

Concluding CommentConcluding Comment

John Palfrey (2010), a professor of law at John Palfrey (2010), a professor of law at Harvard Law School, pointed out that “No Harvard Law School, pointed out that “No one federal law will prevent tragedies from one federal law will prevent tragedies from happening. Most of the time, we have the happening. Most of the time, we have the laws on the books that we need. It’s a laws on the books that we need. It’s a commitment to teaching and mentoring, to commitment to teaching and mentoring, to being supportive and to being tough where being supportive and to being tough where we have to be, that can help.”we have to be, that can help.”

Video Links Video Links

President Obama speaking at White President Obama speaking at White House conference on bullying: House conference on bullying: http://youtu.be/kM0WDkevgrY http://youtu.be/kM0WDkevgrY

Jamey Rodemeyer Jamey Rodemeyer http://youtu.be/-Pb1CaGMdWk http://youtu.be/-Pb1CaGMdWk

StopBullying.gov Webisode 11: Power in StopBullying.gov Webisode 11: Power in Numbers Numbers http://youtu.be/WwD0Zgk8jGA http://youtu.be/WwD0Zgk8jGA

Views from the Teacher’s Views from the Teacher’s Desk (Notes from Desk (Notes from

Parents to Teachers) Parents to Teachers) [1][1]

Please excuse ray friday from school. He has very loose vowels.



Please excuse my daughter’s absence. She had her periodicals.



Please excuse mary for being absent yesterday. She was in bed with gramps.



Dear school: please ecsc's john being absent on jan. 28, 29, 30, 31, 32

and also 33.



Please exkuce lisa for being absent she was sick and i had her shot.

Autism Spectrum Autism Spectrum Disorder Disorder

(ASD; Chapter (ASD; Chapter 22)22)


Bringing the Early Signs of Autism Bringing the Early Signs of Autism Spectrum Disorders Into FocusSpectrum Disorders Into Focus http://youtu.be/YtvP5A5OHpUhttp://youtu.be/YtvP5A5OHpU

DSM-5 Definition

A neurodevelopmental disorder characterized by persistent deficits in social communications and social interactions and by repetitive or restricted behaviors, interests, and activities

Prevalence Rates of ASD in

Four Countries [1]Research Study

Western Australia, Denmark, Finland, and Sweden Compared rates of ASD in 2000 and 2011 in children aged 10 years


Four Countries [2]

Found increases in ASD diagnoses 96% in Finland 121% in Western Australia 175% in Denmark 354% in Sweden

Source: See next slide


Four Countries [3]Atladottir, H. O., Gyllenberg, D., Langridge, A., Sandin, S., Hansen, S. N., Leonard, H., Gissler, M., Reichenberg, A., Schendel, D. E., Bourke, J., Hultman, C. M., Grice, D. E., Buxbaum, J. D., & Parner, E. T. (2014). The increasing prevalence of reported diagnoses of childhood psychiatric disorders: a descriptive multinational comparison. European Child and Adolescent Psychiatry. Advanced online publication. doi: 10.1007/s00787-014-0553-8

Some Facts about ASD [1]

In 2011–2012, about 1 in 50 children in the United States had a diagnosis of ASD, with a prevalence rate of about 2% for children ages 6–17 years

ASD occurs in all ethnic and socioeconomic groups

Parents of children ages 6–17 years with ASD reported that 58.3% of cases were mild, 34.8% were moderate, and 6.9% were severe


ASD is almost five times more common among boys (3.23%) than among girls (.70%)

Approximately 40% of children with ASD do not speak

Approximately 25% to 30% of children with ASD begin speaking at 12 to 18 months of age but then stop speaking


Before child’s first birthday, parents may have concerns about child’s Social, communication, and fine-motor

skills Vision and hearing


Children with higher IQs Tend to show fewer symptoms Usually are identified as having an ASD

at a later age


Children with other developmental disorders, such as Language disorder or Intellectual disability

may also exhibit behaviors that suggest a possible ASD (see Table 22-1 on p. 601 in main text)

Lifetime Costs of ASD Lifetime Costs of ASD in USA and UK [1][1]

Research StudyResearch Study Aim of study:Aim of study: Conduct a literature review Conduct a literature review

on the cost of ASD for individuals and on the cost of ASD for individuals and families.families.

Year:Year: 2013 2013 Countries:Countries: United States and United United States and United

KingdomKingdom


FindingsFindings

Costs associated with ASD:Costs associated with ASD:Special education servicesSpecial education servicesLoss of parental productivityLoss of parental productivityResidential care as adultsResidential care as adultsSupportive living services as adultsSupportive living services as adultsIndividual productivity costsIndividual productivity costsMedical costsMedical costs


ResultsResultsIndividuals with ASD Individuals with ASD andand with intellectual with intellectual disability:disability:

$2.4 million in United States$2.4 million in United States $2.2 million in United Kingdom$2.2 million in United Kingdom

Individuals with ASD Individuals with ASD and and without intellectual without intellectual disability:disability:

$1.4 million in United States $1.4 million in United States $1.4 million in United Kingdom$1.4 million in United Kingdom


CommentCommentWhat are the most effective interventions What are the most effective interventions that make the best use of scarce societal that make the best use of scarce societal resources?resources?How can we best coordinate services across How can we best coordinate services across many different service systems?many different service systems?How can we best deal with the enormous How can we best deal with the enormous effect of ASD on children, their families, their effect of ASD on children, their families, their schools, and society?schools, and society?


SourceSourceBuescher, A. V. S., Cidav, Z., Knapp, M., & Mandell, D. S. (2014). Costs of autism spectrum disorders in the United Kingdom and the United States. JAMA Pediatrics. Advanced online publication. doi:10.1001/jamapediatrics.2014.210

Why Are More Children Diagnosed with ASD?

Greater public awareness More clearly defined public policies Availability of more extensive social

services and education Availability of better and more sensitive

diagnostic tools

Etiology of ASD Etiology of ASD [1][1]

Genetic Causes Identical twins are more likely to have ASD than nonidentical twinsIncreased rates of ASD among siblings and first-degree relativesASD tends to occur about 10% of the time in children who have genetic or chromosomal disorders


Genetic Causes (Cont.) Genetic mechanisms may produce an excessive number of brain cells in the prefrontal cortexOlder fathers may pass on significantly more random genetic mutations to their offspring than younger fathersOlder mothers are at a 30% higher risk of having a child with ASD than younger mothers


Autism Occurrence by MMR VaccineAutism Occurrence by MMR Vaccine

FindingsFindingsNN = 95,727. = 95,727.Years of study = 2001-2012Years of study = 2001-2012Results showed that children receiving the Results showed that children receiving the MMR vaccine did not have an increased risk MMR vaccine did not have an increased risk of ASD regardless of whether older siblings of ASD regardless of whether older siblings had ASDhad ASD


Reference

Jain, A., marshall, J., Buikema, A., Bancroft, T., Kelly, J. P., & Newschaffer, C. J. (2015). Autism occurrence by MMRVaccine status among U.S. children with older siblings with and without autism. Journal of the American Medical Association, 313(15), 1534–1540. doi: 10.1001/jama.2015.3077


Environmental FactorsSome children with ASD have spontaneous DNA mutationsAdverse fetal environment may place the fetus at increased risk for developing ASD

Antibodies in the mother’s blood during pregnancy may interfere with fetal brain development by attacking healthy tissue


Environmental Factors (Environmental Factors (Cont.Cont.))Toxic chemicals in the environment

Lead and mercury can interfere with normal brain development in the fetus


Environmental Factors (Environmental Factors (Cont.Cont.)) Variations in brain structure and function

are thought to play a role in ASD Rate of growth of the amygdala (an

almond-shaped mass of nuclei located deep within the temporal lobe of the brain) may be abnormal and disproportionate to total brain growth in very young children with ASD


Environmental Factors (Environmental Factors (Cont.Cont.))

Research Study on ASD and

Prenatal PesticidesSample: 970 children (developmental delay, normal development, and ASD) studied during 1997–2008


Environmental Factors (Environmental Factors (Cont.Cont.))Results: Residential proximity to organophosphate pestisides at some point during gestation was found to be associated

With a 60% increased risk for ASD Highest during the 3rd trimester


Environmental Factors (Environmental Factors (Cont.Cont.))Organophosate pestisides are variety of organic compounds that contain phosphorus and often have intense neurotoxic activityConclusion: Results strengthen evidence linking neurodevelopmental disorders with gestational pesticide exposure, particularly, organophosphates


Environmental Factors (Environmental Factors (Cont.Cont.))Source: Shelton, J. F., Geraghty, E. M., Tancredi, D. J., Delwiche, L. D., Schmidt, R. J., Ritz, B., Hansen, R. L., & Hertz-Picciotto, I. (2014). Neurodevelopmental disorders and prenatal residential proximity to agricultural pesticides: The CHARGE study. Environmental Health Perspectives. Advanced online publication. doi:10.1289/ehp.1307044


Environmental Factors (Environmental Factors (Cont.Cont.))

Research Study on ASD and Prenatal Exposure to Selective Serotonin Reuptake

Inhibitors ((SSRIs)Sample: 968 mother-child pairsResults: Prenatal exposure to SSRIs (antidepressants like Prozac and Zoloft) in boys may increase their susceptibility to ASD (effect stronger in boys than girls)


Environmental Factors (Environmental Factors (Cont.Cont.))Conclusion: Research findings, however, remain inconsistent about the relationship between SSRIs and ASD


Environmental Factors (Environmental Factors (Cont.Cont.))Source: Harrington, R. A. Lee, L-C., Crum, R. M., Zimmerman, A. W., & Hertz-Picciotto, I. (2014). Prenatal SSRI use and offspring with autism spectrum disorder or developmental delay. Pediatrics, 133(5), e1241–e1248. doi: 10.1542/peds.2013-3406

DSM-5 Diagnostic Criteria

for ASD [1]A. Persistent deficits in social communication and social interaction across multiple contexts

1. Deficits in social-emotional reciprocity

2. Deficits in nonverbal communicative behaviors used for social interaction

3. Deficits in developing, maintaining, and understanding relationships


for ASD [2]B. Restricted, repetitive patterns of behavior, interests, or activities1. Stereotyped or repetitive motor movements, use of objects, or speech2. Insistence on sameness, inflexible adherence to routines, or ritualized patterns of verbal or nonverbal behavior


for ASD [3]B. Restricted, repetitive patterns of behavior, interests, or activities (Cont.)3. Highly restricted, fixated interests that are abnormal in intensity or focus4. Hyperreactivity or hyporeactivity to sensory input or unusual interest in sensory aspects of the environment

Features Associated with ASD [2]

Regression in development Difficulties in eating or sleeping Aggressive behavior (toward themselves

like self-injurious behavior or toward other people)


Savant skills Ability to calculate extremely difficult

mathematical equations without a calculator but not calculate the correct change when purchasing items

Ability to draw highly accurate and detailed perspective drawings

Ability to sing with perfect pitch


Savant skills (Cont.) Ability to state the day of the week for a

date far in the past or future Ability to play a piano concerto after

hearing it once

Early Identification Early Identification InstrumentInstrument

Modified Checklist for Autism in Toddlers, Revised with Follow-Up (M-CHAT-R/F)

Robins, Fein, & Barton, 2009 A 2-stage parent-report screening tool to

assess risk of ASD Available for free download for clinical,

research, and educational purposes http://mchatscreen.com/Official_M-CHAT_

Website_files/M-CHAT-R_F_1.pdf

Research on Signs of ASDRelated to Age [1]

Early Identification

(Around ages 2–5 years)

Impairments inNonverbal communicationPretend playInflexible routinesRepetitive motor behaviors

Research on Signs of ASD Related to Age [2]

Later Identification

(Around ages 5–8 years)

Impairments inPeer relationsConversational abilityIdiosyncratic speech


Authors concluded that the number of diagnostic behaviors are inversely associated with the age of identification of children with ASD


Source: Source: Maenner, M. J., Schieve, L. A., Maenner, M. J., Schieve, L. A., Rice, C. E., Cunniff, C., Giarelli, E., Kirby, R. Rice, C. E., Cunniff, C., Giarelli, E., Kirby, R. S., Lee, L.-C., Nicholas, J. S., Wingate, M. S., Lee, L.-C., Nicholas, J. S., Wingate, M. S., & Durkin, M. S. (2013). Frequency and S., & Durkin, M. S. (2013). Frequency and pattern of documented diagnostic features pattern of documented diagnostic features and the age of autism identification. and the age of autism identification. Journal Journal of the American Academy of Child & of the American Academy of Child & Adolescent Psychiatry, 52Adolescent Psychiatry, 52(4), 401–413. (4), 401–413. doi:10.1016/j.jaac.2013.01.014doi:10.1016/j.jaac.2013.01.014

Disorders Comorbid with ASD [1]

Medical Asthma Skin allergies Food allergies Ear infections Frequent severe headaches Sleep disorders Sensory processing problems Feeding disorders


Psychiatric Disorder Social anxiety disorder ADHD Oppositional defiant disorder Anxiety disorder Language disorder Depressive disorder


Neurological disorders Chromosomal Genetic disorders

Intellectual Functioning of Children with ASD [1]

About 50% to 62% have IQs of 70 or above “Low functioning” used to describe those

with IQs of 69 or below “High functioning” used to describe

those with IQs of 70 or above IQs tend to be stable No specific cognitive profile


No cognitive profile can reliably distinguish children with ASD from children with other disorders

But children with ASD have relative strengths on some Wechsler subtests Block Design Matrix Reasoning Picture Concept


And have relative weaknesses on other Wechsler subtests Comprehension Vocabulary Symbol Search Coding

IQs may improve as a result of intensive early interventions


Children with ASD have higher IQs when they have Adequate conversational speech or Social relationships


Poorly developed language skills in children with ASD include Imitation Sequencing Organization Seeing relations between pieces of

information


Poorly developed language skills in children with ASD include (Cont.) Identifying central patterns or themes Distinguishing relevant from irrelevant

information Deriving meaning from the bigger

picture


Relatively well-developed skills in children with ASD include Perceptual discrimination Retrieval of visual knowledge Visual reasoning Attention to visual detail Rote memory


Children with ASD and savant abilities tend to have low IQs

Children with ASD usually have Selective memory deficits rather than

widespread and all-encompassing ones

Observing Children with Observing Children with ASD ASD

[pp. 606[pp. 606–607; 1]607; 1]Areas to Observe

Use of Eye contact Facial expressions Gestures Vocalizations

Interactions with others Interactions with examiner

Observing Children with Observing Children with ASD ASD

[pp. 606[pp. 606–607; 2]607; 2]Areas to Observe (Cont.)

Transitions Use of language Play Motor behavior Attention and activity level Awareness of social cues and

expectations

Tips for Testing Children with ASD [1]

Adapt the environment Select a room in a quiet area Have comfortable lighting Wear little or no perfume or cologne Change room if sensory stimuli are distracting

(e.g., child is screaming, avoiding, or covering ears)

Use tangible rewards (e.g., food reinforcers with permission or games)


Use frequent breaks Make sure you have the child’s attention

when you speak Talk slowly Use short and simple phrases Be concrete Avoid complex grammatical forms Repeat or rephrase sentences


Avoid reliance on purely auditory cues Use visual cues when possible to help

children understand language Use simple written to-do lists Use a picture schedule of activities

Learn about Child’s Communication Skills

Ask parents and teachers for advice on how to best work with the child

Observe the child in his or her classroom See list of questions on p. 607 in main text Under no condition should you use

facilitated communication to interview a child with ASD (see pp. 607–608 in main text)

Assessment Measures for ASD

See p. 608 in main text

Useful ASD Forms Useful ASD Forms [1][1]

Table J-1. Observation Form for Recording Behaviors That May Reflect Autism Spectrum Disorder and Positive Behaviors (p. 155 in RG)

Table J-2. Modified Checklist for Autism Disorder in Toddlers (M-CHAT) (p. 157 in RG)

Table J-3. Autism Spectrum Disorder Questionnaire for Parents (p. 158 in RG)

Useful ASD Forms Useful ASD Forms [2][2]

Table J-4. Checklist of Possible Signs of an Autism Spectrum Disorder (p. 160 in RG)

Table J-5. DSM-5 Checklist for Autism Spectrum Disorder (p. 161 in RG)

Evaluating Assessment Information

See questions in Table 22-3 for evaluating assessment information in cases of ASD (pp. 609–610 in main text)

Interventions for Children with ASD [1]

See pp. 609–614 in main text for a discussion of interventions for ASD

See Handouts K-1 to K-4 (pp. 162–217 in RG) for parents and teachers

Interventions are designed to improve Communication skills Executive functions skills Problem-solving skills Organizational skills


Interventions are designed to improve (Cont.) Interpersonal and social skills Learning readiness skills Academic skills Motor skills


And to reduce Restricted behaviors Repetitive behaviors Intense behaviors and interests that

interfere with functioning or cause harm to the individual or to others

Alternative ASD Therapies [1]

The Following ASD Therapies Are Not Supported By Research

Auditory integration training (listening through headphones to electronically modified music, voices, or sounds)Chelation (heavy metal removal)Gluten- and casein-free diets (gluten is a protein found in wheat and other grains, and casein is a protein found in milk and milk products)


The Following ASD Therapies Are Not Supported By Research (Cont.)

Herbal remedies (e.g., St. John’s wart, ma huang, kava kava)Hyperbaric oxygen chamber treatment (use of a pressure chamber to administer oxygen at higher pressure than in the atmosphere)



Intravenous immunoglobulin (injection of pooled antibodies separated from the plasma of multiple donors)Manipulation or craniosacral massage (physical manipulation of the skull and cervical spine)



Melatonin treatment (a nutritional supplement used to promote sleep)Vitamins A, B6, and C, megavitamins, and magnesium treatment (designed to address supposed metabolic abnormalities in children with ASD)

Prognosis for Children Prognosis for Children with ASD with ASD [1][1]

Many behaviors associated with ASD may change, diminish, or completely fade over time

However, communication and social deficits may continue in some form throughout life


More favorable prognosis is for children with ASD who have Early and intensive intervention Some communicative speech before 5

years of age IQs above 70


Prospect for employment is not encouraging In 2009 about 53% worked for pay

outside the home since leaving high school

Traumatic Brain Traumatic Brain Injury (TBI; Injury (TBI; Chapter 23)Chapter 23)

TBI TBI [1][1]

Approximately 1 million children in the US each year sustain head injuries from Falls Physical abuse Recreational accidents Motor vehicle accidents

Approximately 75% of TBIs are mild Still, TBI account for 30.5% of all injury-related

deaths among children

TBI TBI [2][2]

TBI in infants under the age of 1 year associated with Physical abuse

Shaken baby syndromeThrown infant syndrome

TBI in toddlers and preschoolers associated with Falls Physical abuse

TBI TBI [3][3]

TBI in children over the age of 5 years associated with Bicycle injuries Motor vehicle injuries Sports-related accidents and injuries

TBI TBI [4][4]

Children under 20 years who are treated in emergency departments for TBI sustain their injuries from Sports and recreation activities 30% Motor vehicle collisions 20%

Observable Effects of TBI in Children [1]

TBI may produce physical, cognitive, and behavioral symptoms (see Table 23-2 on p. 632 in main text)

Contact health care provider if a child shows any of these symptoms after sustaining a head injury Changes in play Changes in school performance Changes in sleep patterns


Contact health care provider if any of these symptoms show after a child sustains a head injury (Cont.) Convulsions or seizures Persistent headaches Inability to recognize people or places Irritability, crankiness, or crying more

than usual


Contact health care provider if any of these symptoms show after a child sustains a head injury (Cont.) Lack of interest in favorite toys or

activities Loss of balance or unsteady walking Loss of consciousness Loss of newly acquired skills


Contact health care provider if any of these symptoms show after a child sustains a head injury (Cont.) Poor attention Refusal to eat or nurse Slurred speech Tiredness or listlessness Vomiting Weakness, numbness, or decreased coordination

Effects of TBI Related to Several Factors

Location, extent, and type of brain injury Child’s age Child’s preinjury

Temperament Personality Cognitive and psychosocial functioning

Type, promptness, and quality of treatment

School Problems in Children After Concussions [1]

Study

SampleN = 349 students and parents sampled 4 weeks post injuryAges 5 to 18Sample divided

Continuing to experience problems following head injuries

Fully recovered


ResultsSeverity of the concussion symptoms directly related to the degree of academic problems among all grade levels88% not fully recovered still had problems with

Concentration Headaches Fatigue


Results (Cont.)77% of those same children had problems

Taking notes Doing homework (needing more

time) Studying for exams


Summary and RecommendationsSchool professionals need to monitor children with symptoms of concussion because children’s school work is compromisedSchool systems and medical professionals need to work together to support students in the recovery phase


Summary and Recommendations (Cont.)High school students have more learning problems than middle or elementary school childrenSupports are particularly necessary for older students because they face greater academic demands than their younger peers


SourceSource

Ransom, D. M., Vaughan, C. G., Pratson, L., Sady, M. D., McGill, C. A., & Gioia, G. A. (2015). Academic effects of concussion in children and adolescents. Pediatrics, 135(6), 1043–1050. doi:10.1542/peds.2014-3434

Sports-Related Concussions [1]

About 40 to 50 million children in US participate in organized sports


Incidence of mild TBI in children who participate in sports is high—about 1,275,000 annually Football (22.6%) Bicycling (11.6%) Basketball (9.2%) Soccer (7.7%) Snow skiing (6.4%)


Rates of Concussion Highest in full-contact sports (e.g.,

football, boy’s lacrosse, ice hockey, rugby)

Moderate in moderate-contact sports (e.g., basketball, soccer)

Lowest in minimal contact sports (e.g., volleyball, baseball, softball)


Consider the cumulative effects of sports-related concussions

Possibility of long-term permanent damage in the form of chronic traumatic encephalopathy

See Table 23-3 for list of symptoms of a possible concussion (p. 636 in main text)


If one or more of these symptoms are present, adults on the scene should Call 911 Contact the child’s parents immediately

This is especially critical because concussions can result in an intracranial hemorrhage, which is life-threatening

Brief Mental Status and Follow-UP Examinations

Use SCAT3 (see p. 635 in main text) Or ask questions on p. 636 in main text Ask follow-up questions on p. 636 in main

text Refer child to a health-care provider if

coaching staff or parents report that the child shows any of the symptoms on p. 637 in main text

Rehabilitation Programs in Schools [1]

When child returns to school note the behaviors shown on p. 637 in main text

Consider guidelines shown on p. 638, 640 in main text and in Exhibit 23-2 on p. 639 in main text in setting up a rehabilitation program

Rehabilitation Programs in Schools [2]

Help teachers carry out appropriate strategies forReducing or eliminating barriers to learningReintegrating the child into the classroomEstablishing objectivesUsing effective instructional proceduresGive teachers Handout K-3 (pp. 185–209 in RG)

Protecting Children from Protecting Children from TBI TBI

See list of suggestions on pp. 643–644 in main text

Research should continue to focus on ways to reduce the severity and occurrence of sports-related injuries

NIH Toolbox [1]

A set of royalty-free neurological and behavioral tests designed to assess in children and adults between the ages

3–85 years Cognitive functions Sensory functions Motor functions Emotional functions

NIH Toolbox [2]

See Table 24-7 on pp. 670–671 in main text

NIH Toolbox tests are also available in Spanish

See reference—National Institutes of Health and Northwestern University (2012)— for link to tests

Attention‑Deficit/Hyperactivity

Disorder (ADHD; Chapter 15)

Definition of ADHD

A neurobehavioral syndrome marked by inattention and/or hyperactivity and impulsivity (DSM-5)


How to Recognize ADHD Symptoms in How to Recognize ADHD Symptoms in ChildrenChildren http://youtu.be/1GIx-JYdLZs

Some Facts about ADHD [1]

In 2011 about 6.4 million children ages

4–17 years had parent-reported ADHD (about 11% of the U.S. population)

69% were taking medications (3.5 million children)

A 42% rate of increase from 2003 to 2011 Boys were more than twice as likely as

girls to have ADHD (12.1% vs. 5.5%)

Some Facts about ADHD [2]

Incidence in different ages Children younger than 10 years (6.8%) Children ages 11–14 years (11.4%) Children ages 15–17 years (10.2%)

33.2% fail to graduate from high school on time vs. 15.2% of children without any psychological disorder

DSM-5 Diagnostic Criteria for ADHD

Two main types of symptoms Inattention Hyperactivity and impulsivity

Three types of ADHD Combined presentation Predominately inattentive presentation Predominately hyperactive/impulsive

presentation

Disorders Comorbid With ADHD

[1] Children with ADHD represent a

heterogeneous population Often display a diversity of behavior

problem and have a comorbid disorder


[2] Disorders Comorbid with ASD

Oppositional defiant disorder (about 40% to 50%)Conduct disorder (about 25%)Disruptive mood dysregulation (majority of children)Specific learning disorder (50% or more)Anxiety disorder (about 30%)


[3] Disorders Comorbid with ASD (Cont.)

Depressive disorder (about 20%)Substance use disorder (minority of children)Obsessive-compulsive disorder (minority of children)Autism spectrum disorder (minority of children)

ADHD and Conduct Disorder [1]

A distinct subtype and may have a genetic basis

Increased risk for Antisocial behaviors Substance abuse Peer rejection Low self-esteem Depression Personality disorders


Increased risk for (Cont.) Difficulties in processing social

information Suspension from school


Parents and Familial Factors Parents face increased stress,

frustration, and despair Families tend to be nonintact and of low-

income Mothers are unhappy Parents are uninterested in their

children’s activities

Children with ADHD at Adulthood

Adults haveLess education, including fewer college degreesLower incomes Higher divorce ratesMore antisocial personality disordersMore substance-related disorders Increased risk for criminal behavior

Other Types of Deficits in ADHD

Cognitive deficits Including deficits in executive functions; see

Appendix M in RG (p. 246) Social and adaptive functioning deficits

Difficulty assuming responsibility Motivational and emotional deficits

Limited interest in achievement Motor, physical, and health deficits

Fine and gross-motor deficits

Etiology of ADHD [1]

No single cause but likely multiple factors Genetic factors

Runs in families Neurological factors

Different brain structures Imbalance or deficiency in one or more

neurotransmitters


Prenatal factors Exposure of the fetus to

Nicotine Alcohol Other drugs Maternal psychosocial stress during

pregnancy Postnatal exposure to toxic substances

Lead, methylmercury, and pesticides


Study of Acetaminophen Use Study of Acetaminophen Use During PregnancyDuring Pregnancy

Sample: Danish children (N = 64,322) whose mothers used acetaminophen during pregnancy (data from the Danish National Birth Cohort during 1996-2002)Results: Children were at higher risk for receiving a diagnosis of ADHD


Study of Acetaminophen UseStudy of Acetaminophen Use

During Pregnancy (During Pregnancy (Cont.Cont.))Source: Liew, Z., Ritz, B., Rebordosa, C., Lee, P.-C., & Olsen, J. (2014). Acetaminophen use during pregnancy, behavioral problems, and hyperkinetic disorders. JAMA Pediatrics. Advanced online publication. doi:10.1001/jamapediatrics.2013.4914

Assessment of ADHD [1]

Comprehensive history Review of the child’s cumulative school

records Attendance history Reports of behavioral problems School grades Standardized test scores Number of schools attended


Review of relevant medical information Review of previous psychological

evaluations Interviews with parents, teachers, and child Observations of child in classroom and

playground Administration of rating scales to parents,

teachers, and child


Administration of psychological tests to child

See Appendix G (pp. 119–126) in RG for additional assessment forms

See pp. 460–465 in main text for additional information about assessment of ADHD

Evaluation of ADHD Assessment Findings [1]

Presence of inattention, hyperactivity, and impulsivity

Number, type, severity, and duration of symptoms

Situations in which symptoms are displayed

Verbal abilities Nonverbal abilities

Evaluation of ADHD Assessment Findings [2]

Short- and long-term memory abilities Other cognitive abilities

See Table L-18, p. 242 in RG for an executive functions checklist

Comorbid disorders Social competence Adaptive behavior Educational and instructional needs

Comment on Assessment of ADHD [1]

Diagnosis of ADHD is not easy Restlessness, inattention, and overactive

behavior are common in children Parents may find it difficult to judge child’s

behavior Rating scales usually do not provide for a

functional analysis of the variables that interact with children’s behaviors


Teachers tend to assign more symptoms consistent with ADHD to younger children than to older children

Symptoms of ADHD can be displayed In different ways across different

settings In different relationships


A comprehensive assessment requires a multi-method approach with Multiple informants Multiple contexts Multiple psychological tests Multiple use of rating scales See Table 25-1 in Chapter 25 (pp. 697–701

in main text) for questions to consider in preparing a report

Interventions for ADHD Interventions for ADHD [1][1]

Pharmacological Approximately 70% to 80% of children

who exhibit hyperactive symptoms respond positively to stimulant medications


Behavioral Positive reinforcement

Verbal praise Withdrawal of reinforcement

Time outA response-cost program

Point systemToken economy


Behavioral (Cont.) Contracts between parents/teachers and

children Stipulate desired and expected behaviors

at home and/or at schoolConsequences for failure to perform the

desired behaviors Cognitive-behavioral

Self-monitoring programs


Family Parent training programs

Educational Teaching new skills Establishing routines Promoting attention Improving study skills Improving memory


Educational (Cont.) Improving listening skills See Handout K-3 for suggestions (pp.

185–209 in RG)


Alternative interventions that have little scientific support

Dietary interventions Antimotion sickness medicines Manipulation of bones in the body Exercises to improve eye tracking Enhancing the ability to hear certain

frequencies of sound Neurofeedback

INTELLECTUAL INTELLECTUAL DISABILITYDISABILITY

(ID; Chapter 18)(ID; Chapter 18)

American Association on Intellectual and Developmental

Disabilities (AAIDD) Definition “Intellectual disability is characterized by

significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. This disability originates before age 18” (AAIDD, 2010, p. 5).

AAIDD Definition of Intellectual Functioning

“. . . an IQ score that is approximately two standard deviations below the mean, considering the standard error of measurement for the specific assessment instruments used and the instruments’ strengths and limitations” (AAIDD, 2010, p. 27)

AAIDD Definition of Adaptive Behavior

“. . . approximately two standard deviations below the mean of either (a) one of the following three types of adaptive behavior: conceptual, social, and practical or (b) an overall score on a standardized measure of conceptual, social, and practical skills” (AAIDD, 2010, p. 27)

Age of Onset

Limitations must be manifest prior to the age of 18 years

ID Categories Not Used

AAIDD classification system does not use categories (e.g., mild, moderate, severe, profound) to classify intellectual disability, but the World Health Organization does recommend their use (See slide later in presentation)

AAIDD and Other Considerations [1]

1. Limitations in present functioning must be considered within the context of community environments typical of an individual’s age, peers, and culture

2. Valid assessment considers cultural and linguistic diversity as well as differences in communication, sensory, motor, and behavioral factors

AAIDD and Other Considerations [2]

3. Limitations often coexist with strengths; individuals with intellectual disability have gifts as well as limitations

4. An important purpose of describing limitations is to develop a profile of needed supports

5. The life functioning of individuals with intellectual disability generally will improve with appropriate supports over a sustained period (AAIDD, 2010, p. 7, with changes in notation)

DSM-5 [1]

Definition similar to AAIDD Adds two related diagnostic categories

Global developmental delay for children under the age of 5 years when evaluation is not possible

Unspecified intellectual disability for children over the age of 5 years when assessment is not possible

DSM-5 [2]

Diagnosis of ID does not rule out the coexistence of other disorders

A diagnosis of intellectual disability is inappropriate when an individual is meeting the demands of his or her environment adequately

World Health Organization’s Working

Group on ICD-11 Severity level of intellectual developmental

disorder needs to be considered 85% in mild level 10% in moderate level 3.5% in severe level 1.5% in profound level

See Tables 18-1 and 18-2 on p. 520 in main text for severity levels and adaptive behavior examples

Some Facts about ID [1]

Prevalence about 1% in general population

During the 2009–2010 school year, 463,000 children between ages 3–21 years in special education programs

Prevalence about 7.1% in special education population

Some Facts about ID [2]

More males than females receive diagnosis 1.6:1 for mild ID 1.2:1 for severe ID

Mild ID more common in rural areas and in low-income groups

Correlation between measured intelligence and adaptive behavior ranges from about .30 to .50

Etiology of ID Etiology of ID [1][1]

Genetic disorders Chromosomal anomalies Cranial malformations Perinatal disorders Postnatal disorders Unknown causes See Table 18-3 on pp. 523–528 in main text

for a list of disorders and conditions associated with ID

Co-Occurring Disorders Co-Occurring Disorders with IDwith ID

Attention-deficit/hyperactivity disorder Depressive and bipolar disorders Anxiety disorders Autism spectrum disorder Stereotypic movement disorder Impulse control disorders Major neurocognitive disorder

Support Areas and Goals for ID

See Table 18-4 on p. 532 in main text

Concluding Comment on ID [1]

Measures of intelligence and adaptive behavior are for example used to Determine eligibility for disability

benefits by Social Security Administration

Determine whether an individual can stand trial and whether a defendant can be sentenced to death

Concluding Comment on ID [2]

Evaluation of intellectual disability thus has extremely far-reaching consequences

Additional Resources Additional Resources [1][1]

Morgan, E., Salomon, N., Plotkin, M., & Cohen, R. (2014). The school discipline consensus report: Strategies from the field to keep students engaged in school and out of the juvenile justice system. New York, NY: The Council of State Governments Justice Center. Retrieved from http://csgjusticecenter.org/wp-content/uploads/2014/06/The_School_Discipline_Consensus_Report.pdf#page=10


Williams, S. T. (2008). Mental health screening and assessment tools for children: Literature review. Retrieved from http://humanservices.ucdavis.edu/academy/pdf/final2mentalhealthlitreview.pdf


Willamette Education Service District. (n.d.). Student threat assessment. Retrieved from http://www.wesd.org/siis/safe/threat

Synapse. (2013). Acquired brain injury: The facts (4th ed.). Retrieved from https://synapse.org.au/media/71265/acquired_brain_injury_-_the_facts_-_forth_edition__2013_.pdf


Also see SPsych Everything for valuable links https://sites.google.com/site/spsycheverything/ (Also on www.sattlerpublisher.com)

Spelling Chequer Spelling Chequer [1][1]

Eye halve a spelling chequerEye halve a spelling chequerIt came with my pea seaIt came with my pea seaIt plainly marques four my revueIt plainly marques four my revueMiss steaks eye kin knot sea.Miss steaks eye kin knot sea.Eye strike a key and type a wordEye strike a key and type a wordAnd weight four it two sayAnd weight four it two sayWeather eye am wrong oar writeWeather eye am wrong oar writeIt shows me strait a weigh.It shows me strait a weigh.

Spelling Chequer Spelling Chequer [2][2]

As soon as a mist ache is maidAs soon as a mist ache is maidIt nose bee fore two longIt nose bee fore two longAnd eye can put the error riteAnd eye can put the error riteIts rare lea ever wrong.Its rare lea ever wrong.Eye have run this poem threw itEye have run this poem threw itI am shore your pleased two noI am shore your pleased two noIts letter perfect awl the weighIts letter perfect awl the weighMy chequer tolled me sew.My chequer tolled me sew.

Children Learn What They Children Learn What They LiveLive

by Dorothy Law Nolte by Dorothy Law Nolte [1][1] If children live with criticism,If children live with criticism,

They learn to condemn. They learn to condemn. If children live with hostility, If children live with hostility, They learn to fight. They learn to fight. If children live with ridicule, If children live with ridicule, They learn to be shy. They learn to be shy. If children live with shame, If children live with shame, They learn to feel guilty. They learn to feel guilty. If children live with encouragement, If children live with encouragement, They learn confidence. They learn confidence.

Children Learn What They Children Learn What They LiveLive

by Dorothy Law Nolte by Dorothy Law Nolte [2][2]

If children live with tolerance,If children live with tolerance, They learn to be patient. They learn to be patient. If children live with praise, If children live with praise, They learn to appreciate. They learn to appreciate. If children live with acceptance, If children live with acceptance, They learn to love. They learn to love. If children live with approval, If children live with approval, They learn to like themselves. They learn to like themselves.

Documents

RECENT DEVELOPMENTS IN BEHAVIORAL, SOCIAL, AND CLINICAL ASSESSMENT OF CHILDREN 2015 JEROME M. SATTLER Power Point Presentation Primarily Based on Foundations