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Training in adaptive behavior is a key component of any educational program, but is critically important for children with special needs. The US Department of Education has allocated billions of dollars ($12.3 billion in 2008) for special education programs aimed at improving educational and early intervention outcomes for children with ...
Emotional and behavioral disorders (EBD; also known as behavioral and emotional disorders) [1] [2] refer to a disability classification used in educational settings that allows educational institutions to provide special education and related services to students who have displayed poor social and/or academic progress.
Externalizing disorders (or externalising disorders) are mental disorders characterized by externalizing behaviors, maladaptive behaviors directed toward an individual's environment, which cause impairment or interference in life functioning.
An emotional or behavioral disability is a disability that impacts a person's ability to effectively recognize, interpret, control, and express fundamental emotions. The Individuals with Disabilities Education Act of 2004 characterizes the group of disabilities as Emotional Disturbance (ED). This term is controversial, as it is seen by some as ...
Some symptoms that a child with intellectual disability might show are continued infant-like behavior, a lack of curiosity, the inability to meet educational demands, learning ability that is below average, and the failure to meet developmentally appropriate intellectual goals.
The Questions About Behavior Function (QABF) measure is a widely used indirect assessment tool designed to assist mental health practitioners in assessing the function of maladaptive behaviors in individuals diagnosed with a developmental disability.
Theories about the cause of self-injurious behavior in children with developmental delay, including autistic children, include: [89] Frequency or continuation of self-injurious behavior can be influenced by environmental factors (e.g., reward in return for halting self-injurious behavior). This theory does not apply to younger children with autism.
Intensive, sustained special education programs and behavior therapy early in life often improves functioning and decreases symptom severity and maladaptive behaviors; [60] claims that intervention by around age three years is crucial are not substantiated. [61] No known medication relieves autism's core symptoms of social and communication ...