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1Developmental sequences are [blank_start]predictable[blank_end]; the ongoing process of gaining mastery of each developmental [blank_start]skill[blank_end] within a specific area of development (i.e. [blank_start]gross motor[blank_end]). Development can be defined as the “ongoing [blank_start]growth[blank_end], change and acquisition of a range of [blank_start]skills[blank_end]”
- Apredictable
- Bskill
- Cgross motor
- Dgrowth
- Eskills
2Medical Model of Disability:
The [blank_start]impairments[blank_end] or differences should be “[blank_start]fixed[blank_end]” or changed, often through treatments or medical intervention; even when the difference does not cause an [blank_start]illness[blank_end].
-This model looks at what is “[blank_start]wrong[blank_end]” with the child and not what they [blank_start]need[blank_end].
-The model is seen as creating low [blank_start]expectations[blank_end], ignoring abilities and [blank_start]strengths[blank_end], leading to a lack of choice and [blank_start]control[blank_end] over one’s life.- Aimpairments
- Bfixed
- Cillness
- Dwrong
- Eneed
- Fexpectations
- Gstrengths
- Hcontrol
3Social Model of Disability:
-Disability is caused by societal [blank_start]organization[blank_end], NOT the person’s difference/[blank_start]impairment[blank_end]. This model looks at ways to remove [blank_start]physical[blank_end] barriers, [blank_start]attitudes[blank_end] and beliefs that prevent people from being independent or [blank_start]equal[blank_end] in society. Organizing society to give equal choice and [blank_start]control[blank_end] over one’s life.
-The goal of the social model of disability is to change [blank_start]attitudes[blank_end] toward disabled people. Recognizing that attitudes , based on [blank_start]stigma[blank_end], misinformation or [blank_start]stereotypes[blank_end] disable people (disablism), preventing equal opportunities to be a part of society.- Aorganization
- Bimpairment
- Cphysical
- Dattitudes
- Eequal
- Fcontrol
- Gattitudes
- Hstigma
- Istereotypes
4-Disability is now defined as “the interaction between an individual and their [blank_start]environment[blank_end]; it is not solely the characteristic of the child.”
-W.H.O definition: "Disabilities is an umbrella term, covering [blank_start]impairments[blank_end], activity limitations, and [blank_start]participation[blank_end] restrictions. An impairment is a problem in body [blank_start]function[blank_end] or structure; an activity limitation is a difficulty encountered by an individual in executing a [blank_start]task[blank_end] or action; while a participation restriction is a problem experienced by an individual in involvement in [blank_start]life[blank_end] situations. Thus disability is a complex phenomenon, reflecting an interaction between features of a person's [blank_start]body[blank_end] and features of the [blank_start]society[blank_end] in which he or she lives.- Aenvironment
- Bimpairments
- Cparticipation
- Dfunction
- Etask
- Flife
- Gbody
- Hsociety
5Risk factors are “[blank_start]Biological[blank_end] or [blank_start]environmental[blank_end] conditions associated with increased probability for [blank_start]cognitive[blank_end], social, affective and [blank_start]physical[blank_end] problems.”
- ABiological
- Benvironmental
- Ccognitive
- Dphysical
6Biological factors include...
- Apregnancy
- Bmaternal health
- Cfetus/child health
- Dprenatal exposure
- Echromosomal abnormality
7Environmental factors include...
- Ainfluences from physical or social factors
- Bextreme poverty
- Cneglect
- Dabuse
8Biological risk occurs when [blank_start]prenatal[blank_end], [blank_start]perinatal[blank_end] and [blank_start]postnatal[blank_end] events occur to increase likelihood of [blank_start]developmental[blank_end] concerns
- Aprenatal
- Bperinatal
- Cpostnatal
- Ddevelopmental
9Prenatal, perinatal, and postnatal--how old is the fetus/child during each stage?
- APrenatal (conception to birth)
- BPerinatal (12th week of pregnancy to 28th day of life)
- CPostnatal (28th day of life to first birthday)
10Environmental risk: Factors in the [blank_start]environment[blank_end] that can occur [blank_start]prenatally[blank_end], [blank_start]perinatally[blank_end] and [blank_start]postnatally[blank_end] that may lead to [blank_start]negative[blank_end] outcomes.
- Aenvironment
- Bprenatally
- Cperinatally
- Dpostnatally
- Enegative
11Environmental Risk includes...
- AOccupational Hazards i.e. radiation, lead, mercury
- BAccidents (car accidents, swimming, bathtubs, falls, etc)
- CPoverty
- DChild abuse (sexual, physical or emotional)
- EFamily Instability (separation, parental availability, parent health, job loss)
12Resilience: The ability to [blank_start]cope[blank_end] with adversity, to “[blank_start]persevere[blank_end]” and to adapt to [blank_start]change[blank_end]; expected or unexpected.
Assists in the ability as an individual or family to cope with [blank_start]stressful[blank_end] events.- Acope
- Bpersevere
- Cchange
- Dstressful
13Protective factors: “Conditions or [blank_start]attributes[blank_end] in individuals, families, communities or the larger society that help people deal more effectively with [blank_start]stressful[blank_end] events and mitigate or [blank_start]eliminate[blank_end] risk in families and communities.”
- Aattributes
- Bstressful
- Celiminate
14Protective Factors include...
- Askills
- Bresources
- Ccommunity programs
- Dpersonal attributes
- Epersonality traits
15Intrinsic protective factors are found [blank_start]within[blank_end] a [blank_start]person[blank_end]. May include [blank_start]personality[blank_end], temperament and [blank_start]abilities[blank_end].
- Awithin
- Bperson
- Cpersonality
- Dabilities
16External protective factors are things in the [blank_start]environment[blank_end] around a person. May include quality [blank_start]childcare[blank_end], a [blank_start]support[blank_end] system and appropriate [blank_start]housing[blank_end].
- Aenvironment
- Bchildcare
- Csupport
- Dhousing
17A part of resilience is to enhance or build the protective factors that exist within the individual, the family or the community. These include...
- ASense of control
- BCoping strategies
- CPredictable environments: home, childcare program, school
- DPositive outlook
- EWarm, secure family relationships
- FSense of being needed
- GAbility to seek out help/assistance
- HAvailable person/caring adult
- ITrusting relationship
18Protective factors in a child include...
- ACommunication skills
- BSocial skills
- CCognition & reasoning (problem-solving, creativity)
- DSense of control (autonomy & regulation)
- EEmpathy
- FSense of belonging
- GSense of being loved
19Protective factors in a family include...
- AQuality of relationships
- BCommunication skills
- CProblem-solving
- DTrust
- EFinancial security
- FSupport system/extended family
20Why is resiliency important? It affects...
- ASuccess in school & work
- BQuality of relationships
- CMental wellness
- DHealth
21How can ECEs promote resiliency in children?
- AModel coping behaviours
- BDifferentiate between reality and fantasy
- CTeach to express emotions and feelings
- DSupport parents
- EProvide clear, concrete and accurate information
- FDevelop problem-solving skills in every-day life moments
- GGive choices
- HGive responsibilities
- IPromote confidence in selves by supporting others
- JPositive role-model
22Mainstreaming:
-Students with disabilities are educated in a regular [blank_start]class[blank_end]; they are expected to [blank_start]adapt[blank_end] to the class routine, material and work at the same [blank_start]pace[blank_end] as their classmates.
-Schools that practice mainstreaming believe that students with special needs who cannot function in a regular classroom to a certain extent "[blank_start]belong[blank_end]" in the special education environment.
-Students may have access to the [blank_start]resource[blank_end] room when they are unable to accommodate or adapt to the classroom materials, routines or learning outcomes.
-Some [blank_start]accommodation[blank_end] may be made in the classroom; any individualized support or service is accessed [blank_start]outside[blank_end] the classroom.- Aclass
- Badapt
- Cpace
- Dbelong
- Eresource
- Faccommodation
- Goutside
23Inclusion:
-Inclusive education means that all students attend [blank_start]together[blank_end]; to learn, contribute and [blank_start]participate[blank_end] in all aspects of the life of the school.
-Inclusive education is about the [blank_start]development[blank_end] and design of schools, [blank_start]classrooms[blank_end], programs and activities so that all students learn and participate [blank_start]together[blank_end].- Atogether
- Bparticipate
- Cdevelopment
- Dclassrooms
- Etogether
24All children benefit from inclusive education. It allows them to...
- APositively affect both their school and community to appreciate diversity and inclusion on a broader level.
- BDevelop friendships with a wide variety of other children, each with their own individual needs and abilities.
- CFoster a school culture of respect and belonging. Inclusive education provides opportunities to learn about and accept individual differences, lessening the impact of harassment and bullying.
- DInvolve their parents in their education and in the activities of their local schools.
- EWork on individual goals while participating in the life of the classroom with other students their own age.
- FDevelop individual strengths and gifts, with high and appropriate expectations for each child.
25Restraint: The use of [blank_start]physical[blank_end] procedures by one or more individuals or [blank_start]mechanical[blank_end] devices to limit [blank_start]freedom[blank_end] of movement. Example: Holding an individual in an immobile position for a time.
- Aphysical
- Bmechanical
- Cfreedom
26Seclusion: Placement in an [blank_start]isolated[blank_end] area for an [blank_start]extended[blank_end] time and [blank_start]prevention[blank_end] from leaving the area. Example: Placing an individual in a locked room or closet, or where a person of authority blocks exiting this room.
- Aisolated
- Bextended
- Cprevention
27A learning disability is a disability that lacks [blank_start]clarity[blank_end] and global [blank_start]understanding[blank_end] of its definition.
LD is “manifested by significant difficulties in the [blank_start]acquisition[blank_end] & [blank_start]use[blank_end] of listening, speaking, [blank_start]reading[blank_end], [blank_start]writing[blank_end], reasoning and [blank_start]mathematics[blank_end] due to central nervous system dysfunction throughout the lifespan. May also have problems in [blank_start]self-regulation[blank_end], social perception, and social [blank_start]interaction[blank_end].- Aclarity
- Bunderstanding
- Cacquisition
- Duse
- Ereading
- Fwriting
- Gmathematics
- Hself-regulation
- Iinteraction
28Characteristics of learning disabilities...
- AUneven Growth Pattern: Irregular development across domains…. “peaks and valleys”
- BDifficulties in Academic Tasks: Can occur in wide range of tasks or may be specific to an area (writing, math, reading, speech, etc)
- CDiscrepancy Between Potential and Performance: Significant gap between abilities and output. Example: between testing results and academic performance
- DExclusions of Other Causes: Elimination of other diagnosis that may cause the LD
- EAverage or Above-Average Intelligence: IQ testing is within average to above average results
- FSocial Deficits: Social difficulties, especially when the LD is in area of non-verbal abilities
295 LD Classifications:
- ADysgraphia ~ disability in the ability to express thoughts in writing
- BDyscalculia ~ disability in ability to use and recall numbers or perform arithmetic
- CAgnosia ~ lack of knowledge in ability to recognize the importance of sensory stimuli
- DDyslexia ~ inability or severe difficulty in reading (decoding)
- ENon-verbal~ poor perceptual and processing skills (auditory and visual), difficulties with coordination and motor skills, social deficits
30Learning disabilities: what might you see in terms of language?
- APronunciation problems
- BLack of interest in storytelling
- CDifficulty recognizing or learning rhyming words
- DDifficulty understanding questions
- EDifficulty understanding and following simple (one-step) directions
- FDifficulty finding the right word to use when speaking
- GDifficulty learning new words; slow vocabulary growth
31Learning disabilities: what might you see in terms of emergent literacy skills?
- ADifficulty understanding that written language is composed of phonemes (individual sounds) and letters that make up syllables and words
- BDifficulty learning the connection between letters and sounds
- CDifficulty recognizing and learning the letters of the alphabet
- DMinimal interest in print and limited print awareness
- ESlow speed in naming objects and colors
- FLimited phonological awareness (rhyming and syllable blending)
32LD--what you might see--cognition
- ATrouble memorizing the alphabet or days of the week
- BDifficulty with basic concepts, such as size, shape, and color
- CDifficulty with cause and effect, sequencing, and counting
- DPoor memory for what should be routine (everyday procedures)
33LD--what you might see--motor skills
- AClumsiness
- BDifficulty with or avoidance of drawing, coloring, tracing, or copying
- CAwkwardness with running, jumping, or climbing (delayed gross motor skills)
- DDifficulty with fine motor skills and manipulating small objects (stringing beads, tying shoes, buttoning)
- EPoor balance
34LD--what you might see--social behaviour
- ATrouble interacting with others, plays alone
- BHas difficulty following directions
- CHard to manage, temper tantrums
- DEasily frustrated
35LD--what you might see--attention and behaviour
- ADistractibility and inattention
- BDifficulty changing activities or handling disruptions to routines.
- CHyperactivity
- DImpulsivity
36Autism is a [blank_start]pervasive[blank_end] developmental disorder which can affect all areas of life. Individuals typically experience difficulties in their ability to [blank_start]communicate[blank_end] and relate to others ([blank_start]social skills[blank_end]). Spectrum refers to a [blank_start]continuum[blank_end] of impact on development, from [blank_start]mild[blank_end] to severe.
- Apervasive
- Bcommunicate
- Csocial skills
- Dcontinuum
- Emild
37PDD (which stands for [blank_start]pervasive developmental disorder[blank_end]) is a term used to describe disorders which result in an impairment in [blank_start]social[blank_end] interaction skills, [blank_start]communication[blank_end] skills, and the presence of stereotypical [blank_start]behaviours[blank_end], interests and activities.
Some disorders classified as a PDD are:
-[blank_start]Autism[blank_end]
-Childhood Disintegrative Disorder (CDD)
-[blank_start]Rhett’s Disorder[blank_end]- Apervasive developmental disorder
- Bsocial
- Ccommunication
- Dbehaviours
- ERhett’s Disorder
- FAutism
38Autism
Social-emotional behaviours include...- ADifficulty understanding the perspective of others
- BLacks social cues/boundaries
- CLacks understanding of context
- DOften uses toys in odd ways - lining up, spinning, etc.
- EMay lack imaginative play
- FMay display emotions that are incongruent with the situation
- GPlay may be repetitive/restrictive
- HFears may be strange
- IAvoidance or odd use of eye contact
- JLacks understanding of social cues
39Autism
Communication may look like...- ADevelops and understands gestures poorly
- BMay run, aggress, or be self-injurious to express frustration
- CInitiates communication infrequently
- DHas difficulty communicating socially
- EFollows a line of exchanges with difficulty
- FPerseverates on one topic, rambles
- GMay struggle to understand idioms, sarcasm, metaphors.
- HLacks comprehension of content and timing of communication
- IMay have problems answering even simple questions
- JHas difficulty understanding abstract concepts
40Autism
Learning/cognition may look like...- ADevelops unevenly within and across skill areas
- BRelies on cues and learned routines often
- CNeeds to be taught to make choices, decisions, and plans
- DOver selects one or more stimuli with failure to understand the whole
- EExhibits impulsivity and inconsistency
- FHas difficulty with abstract concepts
- GMay not generalize skills to other areas and places
- HHas difficulty with unstructured time and waiting
- IResists change in learning environment; perseverates
41Autism
Behaviour/sensory may look like...- AActs deaf and/or very sensitive to some sounds
- BMay avoid human contact in favour of touching objects
- CUses peripheral vision rather than straight on and/or avoids look
- DPerseverates on or has short attention to task
- EExplores environment by inappropriate methods such as licking, smelling, handling
- FMay stare or fixate on objects
- GExhibits repetitive body movements such as rocking, pacing, hand flapping
- HMay lack fear of real danger
- IResists change in routine
42Autism
Play skills of young children may look like...- ALack spontaneous & flexible play
- BDoes not incorporate new elements into routines
- CLack of pretense play
- DManipulates objects in stereotypical fashion (simple to complex routines)
- EPerseverates on routine/script
43Strengths of someone with autism may include...
- ALong-term memory – Ability to process and assimilate information presents a challenge yet, once this information has been recorded, long-term memory may be equivalent to others. Occasionally, long-term memory appears stronger in some areas, such as numbers and dates.
- BAccuracy - Need for consistency often results in a high level of accuracy in the completion of familiar tasks.
- CStamina – While most likely related to the general characteristic of repetitive behaviours, this condition actually contributes to the ability to complete a task, even when arduous.
- DWell-developed gross and fine motor skills - While motor skills often develop slowly, these skills, once attained, may become well developed.
- EEnjoys routines –A strength in personal and vocational management.
44Rhett's Disorder
[blank_start]Degenerative[blank_end] disorder; affects only [blank_start]females[blank_end] and usually develops between six month and 18 month of age.
Characteristics may include: loss of [blank_start]speech[blank_end], repetitive hand wringing, body rocking, and social [blank_start]withdraws[blank_end].
May be severely to profoundly [blank_start]mentally handicapped[blank_end]. This disorder, along with childhood disintegrative disorder, is extremely [blank_start]rare[blank_end].- ADegenerative
- Bfemales
- Cspeech
- Dwithdraws
- Ementally handicapped
- Frare
45Childhood Disintegrative Disorder
Very rare; development appears typical for [blank_start]2+[blank_end] years before suffering a distinct [blank_start]regression[blank_end] in abilities.
Lose previously acquired functional skills in expressive or receptive [blank_start]language[blank_end], [blank_start]social[blank_end] skills or adaptive behaviour including bowel or bladder control, play, or [blank_start]motor[blank_end] skills.
Exhibit the social, communicative, and behavioural deficits observed in [blank_start]autism[blank_end] including loss of desire for social contact, diminished [blank_start]eye contact[blank_end], and loss of [blank_start]nonverbal[blank_end] communication.- A2+
- Bregression
- Clanguage
- Dsocial
- Emotor
- Fautism
- Geye contact
- Hnonverbal
46Fragile X Syndrome
An inherited abnormality of the X chromosome; causes deficits ranging from [blank_start]moderate[blank_end] to severe mental retardation to milder [blank_start]learning disabilities[blank_end] similar to those experienced by children with ADD.
-Features commonly associated: severe [blank_start]language[blank_end] delays, behaviour problems, autism or autistic-like behaviours, poor [blank_start]eye contact[blank_end], hand flapping and other self-[blank_start]stimulatory[blank_end] behaviours, hyperactivity, delayed [blank_start]motor[blank_end] development and poor sensory skills.- Amoderate
- Blearning disabilities
- Clanguage
- Deye contact
- Estimulatory
- Fmotor
47Tourette's Syndrome
Neurological, genetic disorder characterized by [blank_start]motor[blank_end] and [blank_start]vocal[blank_end] tics.
1 out of 10,000 people; the ratio between males and females is 3:1.
First signs appear by the age 11; [blank_start]obsessive-compulsive[blank_end] behaviours, emotional irritability, [blank_start]learning[blank_end] disabilities, poor attention span, hyperactivity & [blank_start]aggression[blank_end].
Muscular tics & muscle movements vary in that the present complex repetitive patterns are eventually replaced by other patterns.
Vocalization may be [blank_start]sounds[blank_end], words, [blank_start]echolalia[blank_end], echophraxia (involuntary repetition or imitation of the observed movements of another) and phalilalia (word or phrase is rapidly repeated).- Amotor
- Bvocal
- Cobsessive-compulsive
- Dlearning
- Eaggression
- Fsounds
- Gecholalia
48Prader-Willi Syndrome
[blank_start]Genetic[blank_end] disorder, which affects 1/12,000 births to 1/20,000 births.
Caused by a lack of genes on chromosome 15.
Individuals have feelings of [blank_start]hunger[blank_end], which cannot be satisfied, leading to severe [blank_start]obesity[blank_end].
[blank_start]Cognitive[blank_end] functioning is often impacted.- AGenetic
- Bhunger
- Cobesity
- DCognitive
49Williams Syndrome
Genetic disorder in which the elastin is missing from chromosome 7.
Prevalence is 1 out of 20,000 births.
Affects both genders.
Characteristics include “[blank_start]elfin[blank_end]” like features and some [blank_start]cognitive[blank_end] delays.- Aelfin
- Bcognitive
50-Our brain is the [blank_start]control centre[blank_end] for our body
-Babies’ brains are not fully [blank_start]developed[blank_end] at birth
-Early brain development impacts [blank_start]all areas[blank_end] of adult life
-90% of post-natal growth occurs before age [blank_start]5[blank_end]- Acontrol centre
- Bdeveloped
- Call areas
- D5
51What is behaviour? [blank_start]All[blank_end] behaviour is [blank_start]communication[blank_end].
- Acommunication
- BAll
52What is the child (using their behaviour) trying to tell us? (4 possibilities)
- AProtest
- BRequest
- CSensory Feedback
- DAttention-Connection
(Children seek attention or connection with an adult for three very basic reason: 1. To get basic needs met, 2. When hurt or sick, 3. When needing a connection with their “big” person to ensure their safety and security)
53What leads to challenging behaviours? 5 things
- AHealth
- BEnvironment and how others behave
- CSensory
- DAbility to communicate
- ELearning style and other factors related to the disability
54Prevention of challenging behaviours...
- ASensory-motor experiences help to promote a sense of calm, regulation, and support brain and body development
- BDevelop a relationship; learn what their super powers are
- CFrequent snacks and meals; helps to prevent blood sugars from rising and falling rapidly
- DEnsure healthy sleep and rest habits
55Proven strategies for helping a child with challenging behaviours...
- AGive meaning for the desired behaviour or expectation; don’t assume children always know why they should behave a certain way
- BModel problem-solving aloud; this will help to promote resiliency
- CRemain close-by; a child can easily become dysregulated even when they seem calm
- DProximity…. go to the child who is struggling. This will help to promote regulation in context of a relationship
- EAttune to their needs; provide a solution rather than expecting the dysregulated child to problem-solve
1. Label the behaviour
2. Link it to the emotion or (function of behaviour)
3. Provide a solution
56Signs and symptoms of anxiety
- A#1 symptom is…. Stomach ache
- BPerfectionist/looks obsessive
- CDifficulty demonstrating skill/knowledge
- DInflexible/unable to change easily (code shifting)/perseverates
- EPoor coping
- FClingy/over-dependent
- GHeadaches/stomach/pain
- HSleep problems
- IFidget/nervous habits
- JIrritable/cries easily
57Common behaviours of an anxious child include...
- APushing/hitting/pinching
- BWithdrawal
- CRefusals to eat, play or follow instructions
- DClinging to an adult
- ECrying
58Positive Stress—brief increases in [blank_start]heart[blank_end] rate, mild elevations in stress [blank_start]hormone[blank_end] levels
Tolerable Stress—serious [blank_start]temporary[blank_end] stress responses buffered by [blank_start]supportive relationships[blank_end]
Toxic Stress—prolonged activation of the [blank_start]stress response systems[blank_end] in the absence of positive [blank_start]relationships[blank_end]- Aheart
- Bhormone
- Ctemporary
- Dsupportive relationships
- Estress response systems
- Frelationships
593 Types of Down Syndrome...
- AMosaicism:
-Faulty distribution of chromosomes later in cell division
-Some typical cells and some with a trisomy presentation (triplicate)
-2% of those diagnosed with DS - BTrisomy 21:
-3 chromosomes instead of 2 on the 21st chromosome
-14 different types of Trisomy 21 (93%) - CTranslocation:
-Only part of chromosome 21 is triplicate
-5% of those diagnosed with DS
- AMosaicism:
60Down Syndrome
Physical characteristics include...- Afloppiness (hypotonia)
- Bbelow-average weight and length at birth.
- Ctheir palm may have only one crease across it.
- Dbroad hands with short fingers.
- Ea flat back of the head.
- Feyes that slant upwards and outwards.
- Gsmall mouth with a tongue that may stick out.
- Hsmall nose and flat nasal bridge.
61Down Syndrome
Health implications may include...- AThe Heart – around 1 in 3 babies with DS will have a congenital heart defect.
- BDental – the milk teeth erupt later and stay longer, suffering more wear and tear – this in turn makes gum disease more common.
- CMuscle tone – very poor in infants and can cause problems with sucking and weight gain.
- DEyes – squints are very common and need to be corrected, by wearing glasses or surgically
- EEars –prone to ear infections particularly ‘glue ear’.
- FUpper respiratory tract infections –prone to more coughs, colds and ear infections due to their relatively narrow ear and nasal passages
- GLeukaemia – around 1 in 100 children may develop leukaemia, onset is usually between the ages of 1 and 4 years.
- HHypothyroidism – (under active thyroid) causes lethargy, lack of concentration, weight gain, dry coarse skin, memory impairment and intolerance of cold.
62Down Syndrome
Language development may look like...- ASpoken language is delayed relative to cognitive development - develop spoken language skills more slowly than their non-verbal mental abilities. May be described as having a specific speech and language delay.
- BSame developmental order and pattern - Studies indicate that children with Down syndrome develop spoken language skills and learn vocabulary and grammar in the same order as other children.
- CDifficulties speaking clearly - Typically babble like other children; use more gestures for longer than other children with a similar level of understanding.
- DWeakness in learning grammar - Learning to understand and use grammar developing more slowly than vocabulary. Studies suggest that, while development is slower, young people with Down syndrome can continue to learn grammar and sentence structures through the teenage years.
- EStrength in learning vocabulary - Often learn to understand what early words mean (comprehension) at a rate that might be expected for their level of non-verbal understanding (cognition). However, they are usually slower to learn to say the words (production). Generally understand (receptive) more than they share (expressive).
- FGood early communication skills - Most are eager to communicate and their early non-verbal communication skills are good; making eye-contact, taking turns in babble games, developing joint attention, and using gestures. Tend to use early gestures effectively, and continue to use them for longer than typically developing children.
63Quality of back & forth connectedness builds a baby’s brain
-Needed for children to:
regulate their [blank_start]emotions[blank_end]
develop [blank_start]language[blank_end]
develop [blank_start]motor[blank_end] skills- Aemotions
- Blanguage
- Cmotor
64Soothing & calming a child through [blank_start]serve[blank_end] and [blank_start]return[blank_end] exchanges helps the child learn that [blank_start]relationships[blank_end] & connections with others are essential.
[blank_start]Neuropathways[blank_end] are created in the context of [blank_start]relationships[blank_end], i.e. Responsive and [blank_start]consistent[blank_end] caregiving- Aserve
- Breturn
- Crelationships
- DNeuropathways
- Erelationships
- Fconsistent
65Sensory integration...
- AResponsible for sensing danger and keeping us safe
- BIntegration of information
- CEmotional regulation
- DRegulates and manages our stress response
66Protective Factors (3)
- AAvailable and consistent care-giving
- BBasic needs are met
- CViolence-free home
67Anxiety can be protective: Intensifies your [blank_start]senses[blank_end] (sight, sound, smell); Prepares you for [blank_start]action[blank_end] (flight, fright and fight)
There is an optimal level (desirable) of anxiety to increase [blank_start]functioning[blank_end] (protection)
Anxiety may be an underlying [blank_start]characteristic[blank_end] of a [blank_start]developmental[blank_end] disability or disorder
Anxiety may be a result of “[blank_start]poor fit[blank_end]” (the gap between a person’s needs and the [blank_start]support[blank_end] provided).- Asenses
- Baction
- Cfunctioning
- Dcharacteristic
- Edevelopmental
- Fpoor fit
- Gsupport
68An anxiety response may look like...
- AEyes wide
- BRepetitiveness
- CFists
- DMuscle tension
- ELouder
- FIncreased movement
- GFidgety
- HRed-faced/ears/neck
69Trauma is an individual’s [blank_start]experience[blank_end] of the event, not necessarily the [blank_start]event[blank_end] itself that is traumatizing.
- Aexperience
- Bevent
704 different types of trauma:
- AVicarious
- BChronic
- CAcute
- DSystem induced (i.e. hospitalization)
71Traumatic events may include...
- APhysical, emotional or sexual abuse
- BMedical trauma, injury, illness
- CExposure to war, Refugee
- DNatural disaster
- ETraumatic loss
- FDomestic violence
- GAbandonment & neglect
- HCommunity violence & victimization
72Risk factors for trauma include...
- ADifficult or stressful pregnancy
- BTrauma
- CNeglect
- DAbuse
- EEarly hospitalization
- FDifficult birth
73Result of chronic trauma: Even when NO [blank_start]EXTERNAL THREAT[blank_end] EXISTS the person is in a [blank_start]CONSTANT[blank_end] STATE OF [blank_start]ALARM[blank_end]
- AEXTERNAL THREAT
- BALARM
- CCONSTANT
74Complex trauma
Exposure to [blank_start]multiple[blank_end] or prolonged traumatic events which leads to...
Impacts on child’s ongoing [blank_start]development[blank_end] which leads to...
Child’s brain-based [blank_start]stress[blank_end] response system appears to become [blank_start]permanently[blank_end] changed which leads to...
Children focus attention on the need to ensure [blank_start]safety[blank_end]- Amultiple
- Bdevelopment
- Cstress
- Dpermanently
- Esafety
75Trauma protective factors include...
- AParental Resilience
- BKnowledge of parenting and child development
- CNurturing and attachment/social and emotional competence of children
- DConcrete support in times of need
- ESocial connections
76Impact of Trauma
Effects can be…
-[blank_start]Neurological[blank_end]: Changes in the brain
-[blank_start]Biological[blank_end]: Physical Changes
-[blank_start]Psychological[blank_end]: Changes in how we think and/or perceive
-[blank_start]Social[blank_end]: Changes in how we behave- ANeurological
- BBiological
- CPsychological
- DSocial
77Chronic stress can be toxic to developing brains. Possible sources of toxic stress:
- AExposure to violence
- BParental mental illness
- CParental substance abuse
- DNeglect
- EAbuse
- FPoverty
78Studies have shown that [blank_start]neglect[blank_end] may be more detrimental to children’s early brain development than [blank_start]physical[blank_end] and [blank_start]sexual[blank_end] abuse combined.
- Aneglect
- Bphysical
- Csexual
79Trauma or toxic stress
Repeated exposure to [blank_start]stress[blank_end] hormones (Cortisol, adrenaline) leads to...
Changes in the Stress [blank_start]Response System[blank_end] which leads to...
Takes less [blank_start]stimuli[blank_end] to activate it.
-Traumatized children may come to view [blank_start]adults[blank_end] as a potential source of threat rather than a source of [blank_start]comfort[blank_end] and support- Astress
- BResponse System
- Cstimuli
- Dadults
- Ecomfort
80Signs and symptoms of dissociation (body prepares to be injured)
- ACatatonia
- BFainting
- CPsychotic Symptoms
- DDe-realization
- ESuspension of Time
- FCompliant
- GNumb
- HAvoidant
81Signs and symptoms of hyperarousal (body prepares to flee or fight)
- AFight: Terror
- BFlight: Panic
- CFreeze: Fear
- DFlock: Affiliate
- ETachycardia
- FAlarm Response
- GImpulsivity
- HHypervigilance
82Behaviours we often see—what trauma can look like
- ARejecting support from peers and adults
- BRegressive behaviours (behaving much younger than their age)
- CHostility and coldness/anger
- DDifficulty calming down after outbursts
- EPhysical and emotional reactivity
- FDifficulty being redirected
- GActing guarded and anxious
- HProblems with change and transitions
- IPerceiving danger everywhere
- JInability to trust other people
833 Critical Pillars of Intervention
- ACoping skills
- BHealing relationships
- CFelt safety
84What do care providers need to know?
Children who have lived with toxic stress may have:- AInsecurity over food, safety, or relationships
- BInability to discuss their emotional feelings
- CReluctance to turn to others for help (trust)
- DDifficulty regulating their arousal
- E“Hair trigger” emotional responses
85Establishing “Felt” Safety (Physical and Emotional Safety)
Caregiver’s attributes that create safe environments include...- AConsistency
- BTransparency
- CHonesty
- DAvailability
- EPredictability
- FReliability
Informationen
- Beschreibung
- Early Childhood Education Quiz am Ohne Titel, erstellt von Hannah E am 25/11/2019.
- Autor
- Hannah E
- Sprache
- English
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