Class+11+Wednesday,+February+13+(Kate+Amey+and+Kristin+Wallack)

1. Emotion Disorders/Disturbances (by Charlene, Andy, & Sandra) 2. Autism Spectrum Disorder (by Jenn, Nicole, & Gavin B.) 3. Attention Deficit Hyperactive Disorder (ADHD) (by Brandi, Olivia, & Tannis)
 * Three group presentations:**


 * NOTE**: After each presentation, each student had to write three comments about the given presentation. Two comments were to be a star and one was to be a wish. These comments are part of our collaboration efforts for our research projects.

__**Emotional Disturbances**__


 * Charlene read an exert from the book __'Inner City Girl in Me'__, the author is from Winnipeg, and is about a troubled girl who 9/10 years old. The group's point with this reading was that this girl with these emotional issues can be in our class.

//Definition// - A nice, crackling description of youth appears at the beginning of author Robert McCammon's 1991 novel Boy's Life: //"...we all start out knowing magic. We are born with whirlwinds, forest fires, and comets inside us..."// - Unable to cope with a myriad of situational, environmental, (possible biochemical) and other psychological factors that can combine and contribute to emotional disturbances.

//Disturbances// a.) Inability to learn that can't be explained by intellectual, sensory or health factors b.) Inability to build and/or maintain interpersonal relationships with peer/teachers c.) Inappropriate behavior or feelings in normal circumstances and situations d.) A general mood of unhappiness and/or depression that is pervasive e.) Tendency to develop physical symptoms and/or fears with personal or school problems

//Two Categories// 1) Externalizing - Attention Deficit Hyperactivity Disorder (ADHD) - Oppositional Defiance Disorder (ODD) - Conduct Disorder (CD) - Pervasive Developmental Disorder (PDD) 2) Internalizing - Substance abuse - Feeding & eating disorders - Anxiety & social withdrawn - Depression - Schizophrenia & psychosis

//Prevalence & Outcomes// - USA approxiamately 0.9% of the student population

//Stresses with Emotional Disorders// - Many things have been significantly associated with emotional disturbances and these include poverty, homelessness, family conflict, divorce, inconsistent child rearing practices, and sexual abuse. - People with ED often learn by observing those who model aggressive behavior (including from teachers) (text, p. 303). //Some Strategies// 1) School wide planning 2) Problem solving 3) Clear expectations and proactive school wide discipline (schools state their expectattions in positive terms) 4) Social support structures and options 5) Positive learning opportunities 6) Trust and safety
 * cooperative learning
 * having students write about desires for relationships
 * rope course and other outdoor adventure activities
 * peer buddies
 * circles of support
 * provide guidance to other student who may want to help

7) Skill Development
 * academic skills
 * social skills

8) Positive behavioral supports
 * Anticipate, don't take the bait, stay calm

9) Professional support 10) Collaboration with and support for families 11) Support ourselves: Networking for teachers 12) Students with ED can improve our class

//Services// In 1994, the US department of Education commissioned a group to develop a “**national agenda** for achieving better results for children and youth with serious emotional disturbance” to improve services for these students. These include: - Expanding positive learning opportunities and results - strengthening school and community capacity - valuing and address diversity - collaborating with families - promoting assessment of services - providing ongoing skill development and support - creating comprehensive and collaborate systems.

- In Winnipeg **Klinic Community Health Centre** __www. klinic.mb.ca__

//Conclusions// - We are the adults - Connect with students with ED before we educate them - They are our responsibility - Funding from MECY? Yes. - Andy's personal Story: » Student was starting fires, so he took a different approach then just yelling at him and asked "Do you know what different colors are in a fire and why?" Student reponded well to this, and they started talking. You can sometimes shift the wrong doing to learning, and resolve the conflict.
 * //- LISTEN—STATE ALOUD—RESPOND TO THEIR NEEDS.//**

//Definition// A complex neurological disorder that affects the functioning of the brain. It is a lifelong developmental disability that is characterized by impairments in communication and social interactions.
 * __Autism Spectrum Disorder__**

//Characteristics (combination of several developmental challenges)// //Causes// There is no proven cause but there are a number of possible reasons. For example, it is believed that Autism may be caused by genetics, environmental factors, metabolic disorders, viral infections, or complications during pregnancy.
 * communication disorders, delay in language where 50% have difficulty speaking
 * child or adult may have poor nonverbal contact, no eye contact
 * social interactions - sometimes spending time alone is preferred over with others, less responsive of social cues
 * sensory impairment - sensitive to areas of sight, hearing, touch, smell and taste to greater or lesser degrees
 * play - lack of spontaneity or imagination, do not imitate others, cannot play pretend games
 * behaviours - may be overactive or very passive, resist changes in their rountines

//Assessment// //Incidence (in Canada)// //Trends// Trends are moving upwards. There are more individuals being diagnosed with Autism. One explanation is the environment.
 * Autism diagnostic observation schedule - professionals observe child for signs of Autism
 * Childhood autism rating scale - children are ranked from 1 to 4, 1 being normal and 4 being abnormal
 * Autism diagnostic interview (revised) - interview with parents about child's social skills
 * 1 in 200 Canadians are diagnosed with Autism
 * 1 in 165 children are diagnosed with Autism
 * Boys are 4 times more likely to be diagnosed with Autism
 * In the United States, 10% of the population living with Autism have a specialized skill such as memorizing

//Teaching Strategies//
 * Task analysis - where you take a complex task and break it down into smaller steps. This will reinforce the individual and overtime they will understand complex tasks.
 * Concrete examples, hands on
 * Use of visual aids or checklists
 * Schedules and structure in their learning and with playgroups, helps them practice their social skills
 * Social stories (at their own level)
 * Lunch bunch - support group at lunch
 * Task boxes - example showed is to ask a student to remove the clothespins from the box and then place them in the box. This will help them work on their fine motor skills.

//Services and Supports// There are two main categories: In-school team and the community
 * Manitoba Education and Citizenship and Youth - a diagnosis must be present, application forms for support are very lenghty
 * Autism Society of Manitoba
 * Autism Society of Canada - has a number of local societies, main goal is to raise public awareness
 * Manitoba Family Services and Housing - examples are respite, supply equipment to families which can be very expensive, need to be an eligible family to qualify for support
 * Manitoba Families for Effective Autism Treatment - goal is to promote quality for applied behaviour treatment
 * Community Living Manitoba - goal is to understand the types of support

//Questions Asked// Q: Is Autism caused by bad parenting? A: No but there was a myth that is was in the 1940s

Q: What is the age of onset? A: Average age is 18 months when characteristics start to show

__**Attention Deficit Hyperactive Disorder (ADHD)**__ //Definition// - "Persistent pattern of inattention and/or hyperactivity/impulsivity"

//Assessment// - Symptoms must occur for at least six months, with some having been present since before the age of 7 years. - There are three main symptoms: 1) Inattention 2) Impulsiveness/Hyperactivity 3) Combo of the 1) & 2)

//Incidence// - Underdispute - Reasons for dispute » No biological marker - Estimates range from 1% to 20% of school-aged children have ADHD, although the most commonly cited rate of incidence is 3% to 5% of school-aged children.

//Characteristics// » Varies between individuals - Inattentiveness - Impulsiveness - Overacting - Socially inappropriate behavior - Fidgets - Organization problems - Forgetfulness - Low self-esteem - Social conflicts - Daydreams - Creative Intelligence

//Causes// - No single cause - Non-genetic factors » Family structure » Parenting problem - Genetic factors » Heredity; actual gene factor unknown

//Trends/Issues// - Same thing right now - Mostly males with non-hispanic background

//Treatment// - Psychostimulants "treatment of choice" » 700% increase in stimulant use over the 1990s - Concerns about over diagnosis/over treatment » Dangers of over prescribing ADHD meds is the reduction in other steps being taken to help children, and inadequate monitoring.

//Impact on Learning// - Weaknesses in: » executive functioning » working memory » processing speed - Variability and inconsistency in performance - Negative attitudes stemming from negative attention from authoritative figure

//Strategies// - Clear, concise communication - Set a good example - Anticipate potential problems - Praise good behavior - Negotiate - Be consistent

//Famous People with ADHD// - Robin Williams, Jim Carrey, Pablo Picasso, Whoopi Goldberg, Will Smith, Prince Charles, Walt Disney, Albert Einstein, Micheal Jordan, Ozzy Osborne, Socrates, Napoleon, Cher, Olivia Bessass //Service & Supports// - For Parents (Addcoach4u, Wpg. 'Learning Disabilities Association' of MB - For Students (Mysummercamps) - For Teachers (ADHD Info Library, ADHD Basics)

//MECY// - No financial support from Manitoba Education, Citizenship, & Youth