Ppt on autism standard deviation

SPECIAL EDUCATION DEPARTMENT AUGUST 23,2012 LISA HORTON, LEAD ASSESSMENT SPECIALIST LISD ELIGIBILITY AND EVALUATION REQUIREMENTS.

Disabilities 7. Traumatic Brain Injury 8. Orthopedic Impairment 9. Emotional Disturbance 10. Other Health Impairment 11. Speech or Language Impairment 12. Autism 13. Deaf Blind LISD : Identification of : SPECIFIC LEARNING DISABILITY (SLD) SLD will be based on an integrated model approach combining Response/80 Gc is 103. Additional testing to address Glr is needed. KABC and WISC-with a mean of 10 and standard deviation of 3, a factor or index would be non-unitary if there is a difference of 5 or more points./


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

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/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” (/


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

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/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” (/


DISABILITY RESOURCE DIRECTORY Kasey Davidson, Cody Knight, Alicia Smith, and Angel Roesch.

conception. Resource: AutismSpeaks.org Resources  http://www.aspergerssyndrome.org/ http://www.aspergerssyndrome.org/  http://www.autism-help.org/ http://www.autism-help.org/  http://www.autismspeaks.org http://www.autismspeaks.org  100 day tool kit  Screening information/an IQ score of approximately 70 or below, which represents two standard deviations below the mean (or below the average score for all people).  Statistically, two standard deviations below the mean equates to 2.5 percent of the entire/


Miranda Clark Advisor: Tina K. Veale, Ph. D. Eastern Illinois University Partial funding for this project was provided by the Honors Council of the Illinois.

create such a pattern. The HFA group scored the best. All groups were between one and two standard deviations below the mean. Most participants struggled to formulate language to describe what the pictured individuals were thinking/S. (2009). When asking questions is not enough: An observational study of social communication differences in high functioning children with autism. Journal of Autism and Developmental Disorders, 39, 432- 443. doi: 10.1007/s10803-008-0642-y Kaderavek, J. (2011). Language disorders/


Course Objectives Familiarize participants with the operation of the LoJack SafetyNet Program Instruct participants on how the program and system works.

Utilizes Proven Radio Frequency Technology Designed for those with cognitive conditions who wander Autism, Down syndrome, Alzheimer’s and other similar conditions Search and Rescue technology and/for a “Chirp” being emitted every second from the transmitter Signal Deviation .714 .711 .708 Signals can deviate Remember deviation can be 1 – 3 KHz (1-3 up or 1/the top of the tracker The Receiver - Headphone Jack The plug from any standard 1/8” headset fits into the headset receiving port located on the side of/


This ppt is complementary from the Author from his new text book

B6, and C, megavitamins, and magnesium treatment (designed to address supposed metabolic abnormalities in children with autism spectrum disorder) Copyright 2014 Jerome M. Sattler, Publisher, Inc. Prognosis for Children with ASD [1/, Inc. 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/


Asperger Syndrome Diagnostic Scale (“ASDS”) -Brenda Smith Myles, Stacey Jones Bock, Richard L. Simpson (2001) -Diana Kelly, PS 616 (9/08)

.14 confirms no practical relation. 9/24/200819 Discriminant Validity Correlated ASDS scores with GARS scores. GARS targets autism and ASDS targets AS. Correlational coefficient was not significant, magnitude reported as moderate. Thus, conclusions that ASDS / for each subscale converted in %ile rank and standards scores. (Mean of 10, standard deviation of 3). 9/24/200824 Profile Profile of Scores: scatter plot graphic plotting of subscale standard scores and ASQ. Provides visual assessment of likelihood of/


Developmental Check For Young Children

have been evaluated as having one of the school-age disabilities, such as vision impairment, communication disorder, or autism. Children in early childhood special education programs have disabilities that range from mild to severe. EI/ECSE SERVICES/. Developmental Red Flags conclusion Early Childhood Special Education eligibility The child has a developmental delay of 1.5 standard deviations or more below the mean in two or more of the following developmental areas: Communication , Adaptive, Physical/


Educational Planning for IDEA Disabilities Lisa Bilton, Exceptional Education Coordinator Tanuel Ford, Speech/Language Pathologist Kimberly Mountjoy, Vision.

Comprehension  Perceptual Reasoning  Working Memory  Processing Speed Stanford-Binet-V  Mean score of 100  Standard deviation of 15  Provides an overall measure of cognitive functioning  An overall measure of cognitive functioning  Both/4  Language CASL, CELF-4, TOLD-3, OWLS IDEA Disabilities Approved Disabilities in TN Regulations Federal Disabilities  Autism  Deaf-Blindness  Deafness  Developmental Delay  Emotional Disturbance  Hearing Impairment  Mental Retardation  Multiple Disabilities/


1 Copyright © 2014, 2012, 2009 Pearson Education, Inc. Chapter 17 Testing Hypotheses About Proportions.

= 80  10 nq = (400)(0.80) = 320  10 Independence plausible The Normal model applies. Find the standard deviation of the model. Note: Use p and not to find standard deviation. 10 Copyright © 2014, 2012, 2009 Pearson Education, Inc. Using the Normal Model p = 0.20, = 0.17/1- 47 48 Copyright © 2014, 2012, 2009 Pearson Education, Inc. Practice In the 1980s it was generally believed that autism affected about 6% of the nation’s children. Some people believe that the increase in the number of chemicals in the /


Special Needs NJ, LLP Family Services: for families with “special” needs members Tutoring, ABA Therapy, Advocacy for IEP (Individualized Educational Plans)

(3) Performance on an individually administered test of intelligence that falls within a range of two to three standard deviations below the mean. # 3 Cognitively Impaired continued… ii. "Moderate cognitive impairment" corresponds to "trainable" /Analysis – One research-based method for supporting/teaching children with certain disabilities, most commonly with children with autism or autism spectrum disorders. ABAS II: Adaptive Behavior System, 2nd edition (test) Ability grouping: clusters students according/


The Exceptional Children’s Education Act Day Two Eligibility Criteria Summer 2014.

 Cognitive, and  Adaptive Skills, and  Academic Cognitive Criteria:  A full scale score of 2.0 or more standard deviations below the mean on individually administered measures of cognition; and This is typically an IQ score of 70 or below.  A / be forth coming SED- requires MTSS, FBA/BIP is necessary at tier 3, Social Maladjustment is an exclusionary factor Autism- No major changes SLD- Progress Monitoring is dependent on the concern; determining sufficient progress is dependent on the progress /


Integrating DIDs into Service Delivery (Understanding Cognitive & Adaptive Functioning Scores) Written and Presented by: Monica Durham, PsyD IDD Eligibility.

IQs (and the domains that comprise them) are stated. IQ scores are expressed as standard scores. On IQ assessments, the standard score has a mean of 100 and a standard deviation of 15. A score of 100 on an IQ test means the person scored at the/IDD) is based on the person scoring two standard deviations lower than the mean. Hence, an IQ of 69 is the cutoff to qualify for IDD (according to Medicaid). (The cutoff score is higher for people with Autism Spectrum Disorder or a Related Condition.) Practical use/


Evaluating for Developmental Delay Jimmy Treadway MD.

to the expected level for age (≥25% from the expected rate or a discrepancy of 1.5 to 2 standard deviations from the norm) Introduction n Global Developmental Delay (GDD) is a subset of DD defined as significant delay in/ disorder –Rhett’s disorder –Childhood Disintegrating disorder –Pervasive developmental disorder, not otherwise specified (PDD- NOS) Other diagnoses n Autism Spectrum Disorders –Occurs in ~1 in 150 to 1 in 500 children –Increasing incidence since 1970s—due to increased awareness/changes/


GPC 355 Special Education Dean Owen, Ph.D., LPCC METU-NCC Spring 2014 The Developmentally Challenged And the Gifted Unit 9.

for IQ Stanford-Binet Fifth Edition (SB5) classification IQ Range ("deviation IQ")IQ Classification 145–160Very gifted or highly advanced 130–144Gifted/ Disease Control Asperger’s syndrome; Asperger’s syndrome: Like children with autism, children with Aspergers syndrome have difficulty with social interaction and communication. /the education of children who have been identified as gifted or talented. There is no standard global definition of what a gifted student is. "gifted“ = outstanding aptitude or /


MENTAL HEALTH AND THE LAW IN PENNSYLVANIA

Sweeney, Martin & Orr, LLC CONFIDENTIALITY OF RECORDS PROFESSIONAL AND VOCATIONAL STANDARDS Standards of Practice – Psychiatrists The American Psychiatrist’s Association – Principles of /following offenses committed against a child: Rape Sexual assault Involuntary deviate sexual intercourse Aggravated indecent assault Molestation Incest Indecent exposure Prostitution /Sweeney, Martin & Orr, LLC TREATMENT REQUIREMENTS Must be for an autism spectrum disorder; Must be medically necessary; Must be identified in /


Educational Psychology, Canadian Edition EDUCATIONAL PSYCHOLOGY REFLECTION FOR ACTION Canadian Edition EDUCATIONAL PSYCHOLOGY REFLECTION FOR ACTION Canadian.

identify Individuals typically have an IQ score that is two standard deviations above the average scoreIndividuals typically have an IQ score that is two standard deviations above the average score Teacher recommendations may be used in /hearing the whole question –Having difficulty waiting in line or for a turn Educational Psychology, Canadian Edition Autism Spectrum Disorder and Related Disorders AutismAutism –Impaired social responsiveness –Impaired communication –Stereotypic or ritualistic behaviour –/


Peeling Back the Layers to Create a Well-Written ETR State Support Team 13 Susan Burns, Deb McGraw With a special thanks to Sharon Rieke!!!

Autism Cognitive disability Deaf-blindness Deafness Emotional disturbance Hearing impairment Multiple disabilities Orthopedic impairment Other health impairment Specific learning impairment Speech or language impairment Traumatic brain injury Visual impairment Preschool Qualification For a preschooler to be eligible as a SWD (of any category): Is the delay substantiated by 2 Standard deviations/ of evidence as to how the child qualifies Standard Deviation results can not be the sole factor in determining/


1 South Carolina Alternate Assessment DTC-Alt Pretest Workshop 2012-13 Web-based Training South Carolina Department of Education American Institutes for.

Intellectual Disability – 100%Severe Intellectual Disability – 100% Moderate Intellectual Disability – 96.5%Moderate Intellectual Disability – 96.5% Autism – 36.9%Autism – 36.9% Mild Intellectual Disability – 30.8%Mild Intellectual Disability – 30.8% Traumatic Brain Injury – 26.7%/(skills that enable people to function effectively in their everyday lives) are at least 2 ½─3 standard deviations below the mean in two out of three domains. 22 Manual Features Initial Determination of Eligibility Participation /


Welcome to the Professional Association of Therapeutic Horsemanship International Riding Instructor Workshop.

Reactive Paperwork Please Paperwork Please (pg. 11) PATH Intl. Standards PATH Intl. Standards Precautions and Contraindications Precautions and Contraindications Copyright 2009. All rights reserved/of these riders are deviating from the ideal: How to correct and why? What aspects of these riders are deviating from the ideal: How/seen in: Anxiety Disorders Anxiety Disorders Depressive Disorders Depressive Disorders Autism Autism Obsessive-Compulsive Disorders (OCD) Obsessive-Compulsive Disorders (OCD) /


Kelly dunlap, Psy.s stephanie dyer, ed.s.

Autism Insurance Legislation http://www.michigan.gov/autism http://autismallianceofmichigan.org/news-info/autism-legislation/ The Autism State Plan http://michigan.gov/autism The Autism Council Michigan Autism Council Purpose: Implementation of the Autism State Plan Autism State Plan: http://michigan.gov/autism/or below approximately 2 standard deviations below the mean as determined through intellectual assessment. (b) Scores approximately within the lowest 6 percentiles on a standardized test in reading /


Lecture 2: Statistical Overview Elizabeth Garrett Child Psychiatry Research Methods Lecture Series.

(  ): –The probability that we reject Ha given that it is true –The probability that we find no association between measles and autism when, in truth, one does exist. Note: Power = 1 -  Sample size dictates overlap Small samples Large samples Scenario 1: Scenario/will allow us to detect a 10% difference in mean MRI volumes of cerebellar vermis (400 versus 450, respectively) assuming standard deviations of 70 in each group.” 4 Statistical Plan 4.1 Primary outcome(s) 4.2 Statistical analysis 4.3 Sample size /


Eligibility Requirements Special Education Disability Categories.

 Orthopedic Impairment  Specific Learning Disability  Speech or Language Impairment  Traumatic Brain Injury  Visual Impairment Autism  The student has a developmental disability, generally evident before age 3, significantly effecting verbal and nonverbal communication,/The student has cognitive functioning at least (2) standard deviations (70), but not more than (3) standard deviations (55), below the mean.  Adaptive behavior is at least (2) standard deviations (70) below the mean.  Severe deficits/


The Biochemical Basis of Autistic Disorders : The Mercury, Androgen (Testosterone), & Glutathione Connection Mark R. Geier, MD, PhD, FABMG, FACE President.

IV autism and 62 normal subjects of same age, sex, weight (within 2 kg), and stage of puberty. Results showed that three of the nine autistic subjects had an abnormally high plasma testosterone concentration (over two standard deviations above the/. Results showed that three of the nine autistic subjects had an abnormally high plasma testosterone concentration (over two standard deviations above the mean for the comparison subjects), with values above that of the highest in the comparison subjects. Other/


Amblyopia and Strabismus: Latest Information on Patching, Strabismus and Research ACO PAEDIATRIC OPTOMETRY REFRESHER COURSE 2012 Lionel Kowal Melbourne.

subnormal binocular fusion; a type of nystagmus; dissociated vertical & horizontal deviations. Children at greatest risk are those who suffer cerebral lesions around /has a high long-term effectiveness, even in patients with amblyopia and autism. Esotropia surgery in poorer prognosis children Retrospective analysis of 24 children / outcomes were achieved in children with Down’s after strabismus surgery with standard surgical doses. The tendency toward overcorrection reported in children with developmental and/


Assessment of Mental Retardation & Giftedness: Two End of the Normal Curve Lecture 12/1/04.

of 15, a score below 70 is considered MR. The level of MR described by an IQ test depends on the standard deviation of the test. For an IQ test with a SD of 15, a score below 70 is considered MR. DSM/ Child, if appropriate Child, if appropriate Disability Categories in IDEA ’97 (every state has own definitions) Autism Autism Deaf-blindness Deaf-blindness Deafness Deafness Emotional Disturbance Emotional Disturbance Hearing Impairment Hearing Impairment Mental Retardation Mental Retardation Multiple/


Jeff Bradstreet MD FAAFP Director of Clinical Programs, ICDRC, Member, American College of Toxicology, Visiting Professor of Neuroscience, SCNM

of sexual behavior in autism suggest a variety of behavioral expression. However, the course of sexual development in autism is unplotted, leaving questions about the normalcy of specific behaviors. Even less is known about deviations of sexual development and the/ at their current age (13 through 28 years) and retrospectively at age 5 years using a standardized interview for autism. Results: Significant change over time in autistic behaviors, generally in the direction of improvement, was detected/


Professor Anne O’Hare ARICD 15 International Scientific Meeting Birmingham 2013 Current Perspectives on Child Development in the 21 st Century Cognitive.

specific lower limits calculated by subtracting twice the residual standard deviation from the linear regression line Autism and Reactive Attachment Disorder: some research evidence Social relationship difficulties in autism and reactive attachment disorder; improving diagnostic validity through/ms) gap only Results: Links to Clinical Markers Significant correlation between hassle scores and standardized social scores Significant correlation between Daily Hassles Score and Social Score showing that mothers /


This community assessment was carried out in collaboration with The DREAM Partnership, Cumberland/Perry IDD Program, Dauphin County IDD Program, and the.

without oversight –Be able to manage their medical situation –Structure out of class time safely QuestionAverage Standard Deviation Strongly Agree/Agree Make decisions about daily living without oversight2.221.2722% Manage their medical situation2.311/., & Hodapp, R. M. (2010). Family perspectives on post-secondary education for students with intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 45(3), 339-346. Grigal, M., Hart, D., & Lewis, S. (2011). A prelude to /


A Training Module for Early Interventionists VT-ILEHP ASD LEND Program 2010.

sure all items in each subscale have been rated  Add raw scores for each item & total these  Find %ile rank and standard score for each subscale  Standard score (SS) of 7 or higher on a subscale indicates a very likely possibility of Autism (based on a mean of 10; standard deviation (SD) of 3)  SS of 4-6 on a subscale indicates a possibility of/


Session 4 Print as an outline uses as a jigsaw activity.

I Q is usually determined by the where they fall on normal curve need to fall two standard deviations below the mean Levels of Mental Retardation Mild Mental Retardation Moderate Mental Retardation Severe Mental Retardation Profound Mental/children receive. Most sensory integration activities work with childrens vestibular, proprioceptive and tactile sensory systems. Autism 25% of children with autism have typical intelligence 75% have mental retardation As a result, some people refer to autistic students/


Testing Students with Disabilities Office of Assessment Update Suzanne Swaffield Anne Mruz November 2012 1.

Intellectual Disability – 100% Severe Intellectual Disability – 100% Moderate Intellectual Disability – 96.5% Moderate Intellectual Disability – 96.5% Autism – 36.9% Autism – 36.9% Mild Intellectual Disability – 30.8% Mild Intellectual Disability – 30.8% Traumatic Brain Injury – 26.7% / (skills that enable people to function effectively in their everyday lives) are at least 2 ½─3 standard deviations below the mean in two out of three domains. 39 Manual Features 40 Introduction Introduction Description of/


PSYCHOLOGY from inquiry to understanding CHAPTER THIRD EDITION Copyright © 2014, © 2011, © 2009 by Pearson Education, Inc. All Rights Reserved Research.

We Need Research Designs In the early 1990s, an autism treatment was developed called "facilitated communication." The developers thought that autism was a motor disorder. The facilitator sat next to child with autism and guided the childs hand over a keyboard, /Variability—sense of how loosely or tightly bunched scores are Range—difference between the highest and lowest scores Standard deviation—measure that takes into account how far each data point is from the mean Understanding Psychology: from Inquiry to/


Bulletin 1508 Training 2009 Revision Spring/Summer 2009 Part 2.

may be characterized by delays, deviances, arrests – Bold text for emphasis – Expansion/elaboration of terms § 701. Autism (cont’d.) Screening for sensory processing difficulties – Now in Screening Activities, § 305. Additional Procedures for Evaluation/ Formal assessment of student progress during instruction – Evidence of pattern of strengths and low achievement Standard deviation requirements remain same Severe discrepancy requirement removed Kindergarten removed § 719. Specific Learning Disability (cont’/


The Exceptional Children’s Education Act Day Two Eligibility Criteria Summer 2014.

to administer such an instrument.  A deficiency in academic achievement, either as indicated by scores 2.0 or more standard deviations below the mean in formal measures of language, reading and math, or a body of evidence on informal measures / be forth coming SED- requires MTSS, FBA/BIP is necessary at tier 3, Social Maladjustment is an exclusionary factor Autism- No major changes SLD- Progress Monitoring is dependent on the concern; determining sufficient progress is dependent on the progress monitoring/


Chapter 4—Learner Differences and Learning Needs

years and on, there are no differences in general intelligence in the standard measures. But, by the end of grade school, females perform better /Emotional or behavioral difficulties Emotional and behavioral disorders are behavior or emotions the deviate so much from the norm that they interfere with the child’s /to students needing Braille material in order to learn. Autism Spectrum disorders and Asperser syndrome Autism /Autism spectrum disorders is a developmental disability significantly affecting verbal /


U.S. Department of Education Office of Special Education Programs

intervention programs was noted, with effect sizes averaging between one-half and three-quarters of a standard deviation. The ability of early intervention programs to minimize declines in development was identified as a /language effectively solely by observing peer models. More explicit intervention is typically required. Autism Spectrum Disorder (ASD) Autism Spectrum Disorders Autism Spectrum Disorders (ASD) Neurodevelopmental disorders characterized by impairments in three domains: Socialization /


1 WACs - Disabilities Defined … a student eligible for special education.…has been evaluated and determined to need special education because of having.

under when the service is required to allow the student to benefit from specially designed instruction 4 1 - Autism Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, / demonstrates a delay on a standardized norm referenced test…that is at least: (A) Two standard deviations below the mean in one or more of the five developmental areas; or (B) One and one-half standard deviations below the mean in two /


SW 644: Issues in Developmental Disabilities Intellectual Disability: Definition, Classification and Assessment Lecture Presenter: Lara S. Head, Ph.D.

Entitled or not entitled Development of Definition  1961: AAMR introduces term “mental retardation”  1973: Introduction of standard deviation to describe intellectual disability as well as 18 as upper age limit for initial manifestation of intellectual disability  1980s:/ Fragile X photographs www.fragilex.org/photogallery/photogallery.htm  www.taaproject.com/media/the-taap-video/ -- Autism Acceptance Project www.taaproject.com/media/the-taap-video/  www.taaproject.com/media/video-vault/the-reason-the/


Developmental & Disruptive Disorders of Childhood and Adolescence

to determine risk. Temper dysregulation with Dysphoria (TDD) Communication Disorders (Language, Speech, Social Communication) Autism Spectrum Disorder (inclusive of PDD & Aspergers) Deleting specific categories of Schizophrenia Attention Deficit Hyperactivity Disorder-Age/ in the home or community is not significantly impaired. Significantly impaired intellectual functioning two or more standard deviations from the mean. Deficient academic achievement below the 4th percentile in two areas: basic reading,/


Why Consider Single-Case Design for Intervention Research: Reasons and Rationales Tom Kratochwill February 12, 2016 Wisconsin Center for Education Research.

Review “pilot” What Works Clearinghouse (WWC) Single-Case Design Standards WWC design standards (Single-Case Designs) WWC evidence criteria (Visual Analysis) Summarize/Trend: Slope of the best-fit line within a phase  Variability: Deviation of data around the best-fit line  Data Overlap: Percentage of data/Wolery, M. (2010). Effects of weighted vests on the engagement of children with developmental delays and autism. Focus on Autism and Developmental Disabilities, 25, 3 – 11. Reichow, B. R., Barton, E. E., /


WVDE State Update Speech-language Pathology Services in WV Schools

Service Delivery Scheduling TABLE OF CONTENTS……… MANAGEMENT OF SPECIAL POPULATIONS Auditory Processing Disorder (APD) Autism Childhood Apraxia Cochlear Implant Deaf/ Hard of Hearing Dysphagia English Language Learners PROGRAM IMLEMENTATION Assistive /or pictures, IntelliKeys, sign language Any deviation from the standard administration must be reported in the evaluation report.   A comprehensive assessment combines standardized (norm-referenced) and non-standardized (descriptive or authentic) assessments to /


Abnormal Psychology, Twelfth Edition

specific area of academic, language, speech or motor skills e.g., arithmetic or reading Not due to mental retardation, autism, physical disorder, or lack of educational opportunity Individual usually of average or above average intelligence © 2012 John Wiley / Developmental Disorder 4/12/2017 Intellectual Developmental Disorder Proposed DSM-5 criteria: Intellectual deficit of 2 or more standard deviations in IQ below the average score for a person’s age and cultural group, which is typically an IQ/


AP Psych Exam Review Walenga.

the mean. Tells you whether scores are packed together or dispersed. Increase variability = increase in standard deviation The variance is the average of the squared differences of each score from the mean. To /triarchic theory Analytical Creative Practical Gardner / multiple intelligence Emotional intelligence Creativity Divergent thinking Convergent thinking Mental retardation Autism spectrum disorder Savant syndrome Testing Binet and IQ [Mental age (MA) / Chronological age (CA)] X 100/


Pervasive Developmental Disorders

Rating Scale (CARS) observational assessment-15 items-score of 30-36=mild-mod Autism Pervasive Developmental Disorders Screening Test (PDDST) Autism Behavior Checklist (57 item checklist) PDDs: Assessment III- Diagnostic Assessment Structured Evaluation- ‘gold standard’ ADI-R (Autism Diagnostic Interview - Revised) a comprehensive parent interview ADOS (Autism Diagnostic Observation Schedule) a semi structured interactive assessment conducted with the child PDDs: Assessment III Neuropsychological & Language/


Week 5 Early Childhood IEP’s, Secondary Transition Plans, Eligibility Categories, Adverse Effect, Need for Specially Designed Instruction.

Autism Diagnosis of an Autism Spectrum Disorder (Caution with school based diagnosis) Consider academic, cognitive and adaptive scores/skills Cognitive Impairment Full Scale IQ Score at or below 70 Deficits in Adaptive functioning in at least 2 areas Adverse Effect Need for Specially Designed Instruction Developmental Delay Ages 3-10 (must be changed prior to 10th birthday At least 2 standard deviations/ Language One must produce a standard score 1.5 Standard deviations below the mean The 2 procedures/


Board Review 4/30/2013. Which topic would you prefer for our final board review? A. Emergency Care B. Disorders of the Eye.

program  Age > 3: refer to public school early childhood program  Concern about global delay or autism  further diagnosis and evaluation by development specialist  Educate parents  Language-rich environment, child-directed conversation,/ English  Oral aural  Intellectual disability  Formerly known as mental retartdation  Deficient performance (at or below 2 standard deviations from the mean)  Intellectual skills  Functional skills  Self help  Adaptive behavior  Learning disability  Normal/


Evaluation & Assessment

of development – so at 16th or higher percentile. Mild: At or between 1.1 and 1.4 standard deviations below the mean OR at or between the 8th and 15th percentiles Not Significant: Children who score at or/experienced staff. Special Considerations For children with unique challenges Hearing Impairment Visual Impairment Significant gross and fine motor involvement Autism Extremely premature infants Children with unique challenged in the following areas require a different set of evaluations and assessment /


Sociology CHAPTER 19-HEALTH AND MEDICINE Prof.Dr. Halit Hami ÖZ Kafkas Üniversitesi/Kafkas University Kars, Turkey

vaccine (MMR stands for measles, mumps, and rubella), are linked to autism. The autism connection has been particularly controversial. Download for free at http://cnx.org/content/IV, personality disorders represent “an enduring pattern of inner experience and behavior that deviates markedly from the expectations of the culture of the individual who exhibits it” /to people over 65 years old as well as people who meet other standards for disability, and Medicaid, which provides services to people with very low /


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