skills learned Low Self-Esteem Great memory from
Insconsistent Withdrawn personal experiences academic deficits Information- processing difficulties Lack of Meta- Cognitive Strategies . easily frustrated - antsy – easily frustrated - Good with electronics easily edgy antsy – edgy Show empathy frustrated inappropriate topics / inappropriate Resilient - antsy – language / tone topics / language / Respond well to routines edgy often behind in curriculum tone inappropri deficits in pragmatic often behind in Emotional Disturbance ate topics / communication curriculum (aka Behavior Disorders)
language / may give up easily deficits in
tone does not follow directions pragmatic often consistently communication behind in easily frustrated - antsy – may give up curriculum edgy easily deficits in inappropriate topics / does not follow pragmatic language / tone directions communica often behind in curriculum consistently tion deficits in pragmatic may give communication up easily may give up easily does not does not follow directions follow consistently directions consistently
Academic Social and/or Behavioral Physical Possible
frustrated - edgy inappropriate Imagination antsy – edgy inappropriate topics / language Enthusiastic inappropriat language / tone often behind in Spontaneous e topics / often behind in curriculum curriculum Increase energy language / deficits in pragmatic deficits in tone communication pragmatic often behind may give up easily communication (ADHD)
in does not follow directions may give up
curriculum consistently easily deficits in does not follow pragmatic directions communicat consistently ion may give up easily does not follow directions consistently Academic Socially immature and/or Tired – chronic pain, Perseverance deficits hesitant with peers irritability, loss of Empathy Other Health Impairments &
Frequently Overly dependent on vomiting, Advocates for absent or parents/caretakers (learned Physical weaknesses themselves and others tardy helplessness) – pale, withdrawn Quiet in Avoid being singled out/resist appearance, weight classes, but drawing attention to themselves loss/gain, demanding sluggishness in other Visible physical ways attributes – walk different, curled hand, bent over, oxygen tank, walker Smaller stature Academic Social and/or Behavioral Physical Possible Characteristics Characteristics Characteristics Strengths wide ability difficulty relating to others - focuses and becomes an expert Subject matter range - extreme aloneness specific food preferences experts average/high IQ become fixated on specifics need for structure & sameness Excel working Autism Spectrum Disorder uneven skill lack sense of humor sleep difficulties alone lack of spontaneous actions and Highly skilled development may be resistance to physical Offers new (High-functioning)
- varied imagination (concrete) touch
viewpoints strengths & temper tantrums, aggression, / embrace weaknesses property destruction extra sensitive to sensory exceptional rote obsessive, bizarre, repetitive experiences - noises, clothes, memory behaviors - rock, hand flap, twirl, textures, touch temperature communication hum, gaze, spin objects, click deficits (mutism & echolalia) disorganized learn concretely
learns more socially awkward doesn’t understand social Focus on
Intellectual Disability
slowly – needs often extra friendly rules/pragmatics independence
more repetition lacks appropriate social skills for deficits in adaptive behavior – Compassionate academic getting teacher’s attention everyday life skills Good with deficits often easy to please socially immature Routines Mild
Learns may have difficulty controlling
concretely emotions difficulty persistent remembering Becomes fixated on certain topics directions & overly dependent on expectations parents/caretakers (learned take longer to helplessness) accomplish tasks