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Module 2 Strand G1

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Module 2 Strand G1
Typical Behaviours and Interactions of LD Students

Reading Assignment: Bender text, Chapter 8

Snapshot: Bender’s Introduction to LD students in classroom settings:

  • Only within the last decade have students with LD been studied in classroom settings. Ecological inventories sound familiar? How about classroom autopsies?
  • As teachers, teacher supporters and administrators, we must have some understanding of the research that investigates the manifestations of LD characteristics in classroom settings
  • Sadly, regardless of grade level, every teacher of LD students must understand their educational characteristics, their interactions within the settings (especially h.s. settings)
  • Many LD students develop secondary emotional / social problems as a result of continued years of frustration / school failure (especially in the "less protective" h.s. settings)
  • Some evidence of increased risk for depression and suicide among adolescents with disabilities
  • Caution: no matter how successful an elementary program has been for a student, if that student reaches secondary school only to experience failure, the total school experience has been unsuccessful and can lead to unfortunate results!

Adaptive Behaviour (ability to adapt to environment):

  • task-oriented behaviour
  • disruptive behaviour
  • hyperactive behaviour
  • interaction with teachers and peers

(Weller and Strawser, cited in Bender, add):

  • pragmatic language usage in classes

Major Issue around Adaptive Behaviour:

  • ability (inability) of LD students to adapt to demands of classroom settings
  • various inappropriate behaviour may result from inappropriate adaptive response

Assessing adaptive behaviour in LD students

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Weller-Strawser Adaptive Behaviour Scale (cited in Bender)

Elementary Scale

Secondary Scale

  • only tool specifically designed for LD population
  • discriminates severity of problem
  • measures adaptive functioning in four areas
  • provides awareness of adaptive capabilities
  • identifies most commonly-found adaptive behaviour
  • enhances placement options of students
  • identifies specific behaviour which may be addressed with specialized programming and environmental changes
  • subtests  include Social Coping, Relationships, Pragmatic Language, Production
  • 35 test items on both elementary and secondary scales

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