Developmental Disabilities In Ontario 3rd Edition

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1. Developmental Disabilities Definition
2. Developmental Disabilities In Ontario 3rd Edition 2017
3. List Of Developmental Disabilities

A developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child's educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. (ii) Autism does not apply if a child's educational performance is adversely affected primarily because the child has an emotional disturbance, as defined in paragraph (c)(4) of this section.

(iii) A child who manifests the characteristics of autism after age three could be identified as having autism if the criteria in paragraph (c)(1)(i) of this section are satisfied. 'Autistic' means a pervasive developmental disability which significantly impacts verbal and nonverbal communication and social interaction that adversely affects a student's educational performance. Onset is generally evident before age three.

Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routine, unusual responses to sensory experiences and lack of responsiveness to others. The term does not apply if the student's adverse educational performance is due to emotional disturbance as defined in (c)5 below. A child who manifests the characteristics of autism after age three may be classified as autistic if the criteria in this paragraph are met. An assessment by a certified speech-language specialist and an assessment by a physician trained in neurodevelopmental assessment are required.

Developmental Disabilities Definition

Experts are focusing on more attention to early screening and identification. ASD is often not diagnosed until 2 years after initial signs appear.

The American Academy of Pediatrics has developed recommendations for the screening and diagnosis of young children. Early diagnosis is vital to early intervention. Early intervention leads to better outcomes. Three considerations that inform the assessment process are: Maintaining a developmental perspective.

Including information from multiple sources. Multidisciplinary assessments. Entrance Criteria Chronological Age Similar behavior repertoire Should take place at least 1 to 2 times per week At least ½ hour per session 1:1 ratio, gradually thinned One group facilitator 1-2 peer models Developing a new skill thru reinforcement (Shaping) Gradually taking support away (fading) Goes from a less restrictive to most restrictive model (prompting) A major life skill is crossing the street Clearly define the following: Objectives for each activity Level and types of prompting/fading Mastery criteria Individualized programs. Most restrictive- Least Restrictive 1. Full physical prompt: Hand over hand - You're taking control of the students hand or arm and you're physically taking control 2.

Developmental Disabilities In Ontario 3rd Edition 2017

Partial physical prompt: Light guidance - You're lightly touching her elbows if you want someone to stand up 3. Modeling - You go thru and you model the behavior and you wait until she responds - If she does not respond, you go back to partial by tapping her elbows and if she still doesn't you go back to full physical and you actually make her do it 4. Verbal Prompt( 1-2 times then go back) - Prompting her to do what she needs to do next by saying what she needs to do - The first time would be an SD- discriminative stimulus - If she didn't do it the first time, the second time would be the verbal prompt 5. Gestural Prompt - Discrete trial teaching (10 trials in a row) (8% or better for 3 consecutive settings) - Pointing to the color so she can get it right - Positional prompt- making the object closer 6. Independent The student does the skill on their own. Objective- referring only to observable characteristics of the behavior and assures that specific instances of the behavior can be observed and recorded reliably. Clear in that it should be readable and unambiguous so that experienced observers could read it and readily paraphrase it accurately.

List Of Developmental Disabilities

Complete-discriminates between what is and what is not an instance of the target behavior. 3 Guidelines to Test Your Definition Can you count the number of times that the behavior occurs in a given time period or how many minutes the behavior occurs? Answer should be YES!

Will a stranger know exactly what to look for when you tell him/her the target behavior you are trying to modify (i.e., can they see the child performing the behavior when it occurs)? Answer should be YES! Can you break down the target behavior into smaller behavioral components that are more specific and observable? Answer should be NO! Strong emphasis on defining problems in terms of behavior that can be measured in some way and use data gathered on changes of problem behavior to determine whether the behavior is being helped. Alter an individual's current environment which can include people, objects, and events that can affect behavior (i.e., stimuli) E.g., classroom furniture, instructional aides, and other students are all stimuli in a student's environment in a classroom Systematic application of learning principles and techniques to assess and improve behaviors (covert and overt) to enhance a person's functioning Behavior can be defined as 'any activity (i.e., muscular, glandular, or electrical) of an individual' (Martin & Pear, 2007).