Behavior that is sometimes normal and sometimes deviant
Psychological processing problem
Sudden onset of an extreme behavior problem
Socially unacceptable behavior
Externalizing and internalizing.
Withdrawal and disinterest.
Exterior and interior.
Hostility and aggression.
Less than 1%
Regular school attendance
Basic needs provided for
All of the above
Educational, hospital settings.
Homebound, individualized care.
Inclusion in regular public schools.
Specialized treatment in private settings.
Children with schizophrenia withdrew from the world at some point, while children with autism had no social connections to begin with.
Children with autism exhibited unique language patterns, such as echolalia.
Children with schizophrenia exhibited bizarre, repetitive physical movements.
Children with schizophrenia tended to deteriorate in their functioning over time, while children with autism did not.
Average intelligence but channeled their intellectual pursuits into obsessive preoccupation in narrow areas.
Above average intelligence but channeled their intellectual pursuits into obsessive preoccupation in narrow areas.
Below average intelligence but remarkable ability in a particular area.
Below average intelligence and a tendency toward violent, psychotic behavior.
It is often characterized by restricted, repetitive, stereotyped patterns of behavior, interests, and activities.
It is a nonpervasive disorder with onset before two years of age.
It implies a quantitatively measurable impairment of social interaction and physical development.
Related disorders must be identified at the same time a diagnosis of autism is made.
Childhood disintegrative disorder.
Pervasive developmental disorder.
A widening of the criteria used for diagnosis.
A greater awareness of autism in general.
Widespread use of vaccinations for babies.
"diagnostic subsitution" (diagnosing with autism rather than intellectual disability).
A condition present from birth
An inability to understand speech even with a hearing aid
A hearing loss of more than 90dB in at least one ear
A condition of old age
Have superior musical ability.
Have an extra sense that enables them to detect obstacles.
Make better use of acuity in their other senses.
Automatically develop superior powers of concentration.
Are dependent and helpless.
Have some vision.
Depend on guide dogs to take them where they want to go.
One of the most prevalent disabilities.
About average in prevalence compared to other sensory disabilities.
The least prevalent disability.
Increasing rapidly in prevalence.
Color perception and visual acuity.
Field of vision and depth perception.
Visual acuity and field of vision.
Depth perception and color perception.
Intellectual and health problems.
Intellectual and medical problems.
Medical or health problems.
Medical or cognitive problems.
Almost always in the range of mental retardation.
Clearly higher than the average for the general population.
Nearly the same as for the general population.
Difficult to assess due to difficulties in perception, movement, or response speed.
Turning child's face to the side.
Inserting an object between the teeth.
Allowing child to sleep or rest after the movements stop.
|Each of the following is a diagnostic criterion for ADHD EXCEPT|
Six or more symptoms persisting for at least six months to a degree that is maladaptive and inconsistent with developmental level
Some impairment from symptoms in at least two settings.
Some symptoms causing impairment were present before three years of age.
Clear evidence of significant impairment in social, academic, or occupational functioning.
Emotional or behavioral disorders
Other health impaired other health impaired
A medical exam.
A clinician interviewing parents.
Standardized assessment tests.
Teacher and parent rating scales.
Predominantly hyperactive-inattentive type.
Predominantly inattentive type.
Predominantly hyperactive-impulsive type.
Students who are gifted are protected by IDEA and so have the same rights to receive an appropriate education.
Similar services are mandated as are required by IDEA although the student generally does not need to have an IEP.
Schools must provide programs but they do not need to be individualized.
None; services are not required by federal law.
Superior intellectual ability.
Extraordinary capacity for leadership.
Exceptional creativity for music.
Superior athletic ability.
1 to 2%.
3 to 5%.
10 to 12%.
15 to 20%.