Exceptionality

Name
Deaf / Hard of
Hearing

Definition &
AB Educ.
Code
Definition:

Characteristics
&/or
Observable
Behaviors
Characteristics:

-Little or no
functional
hearing, which
depends upon
visual, rather
than auditory,
communication.

-May have
difficulty with
speech, reading,
and writing skills

-Separated in
two categories:

-May use hearing

aids or other
sound
amplification
devices

1. Deaf
2. Hearing
Disabled
Codes:
1. Deaf:
-45 for ECS*
-Gr. 12
2. Hearing
Disabled:
-30 for ECS
-55 for Gr. 1Gr. 12

-May be skilled
lip readers

-May use
American Sign
Language as a
primary mode of
communication
-Can be
culturally deaf
(born with no
hearing) or latedeafened (lose
hearing later in
life)
-May also have
speech
impairments
Observable
Behaviors:
-Students who are
deaf or hard of
hearing tend to
have higher rates
of inattention,
aggression, noncompliance, and
depression
than students who
are not deaf or
hard of hearing

Teaching Strategies &

Resources
I know a boy who has
cochlear implants and
without them he cannot
hear anything. When he is
not wearing the implants,
he relies on visual cues
and vibrations. For
example, he cannot have a
standard alarm clock to
wake him up, he needs a
special one that vibrates
against his bed to wake
him up.
Strategies/Resources:
-Have student sit closer to
the front of the room to
ensure that the student can
see the teachers face.
This will help the student
to read facial expressions
and read lips in order to
help further the
communication lines
-Wear a special Phoonak
device while speaking
that can transmit
frequencies to the student
-Make sure that
Smartboard and other
screens are clearly visible
to the student to ensure
that the student can see
the boards and screens
with ease. Since the
student may not always
hear you, they need to be
able to see any visual
clues/information

Links &/or Sources

-Alberta Education. (2012/2013). Special Education Codin

AB: Alberta Education Inclusive Learning Supports Branc

-Alberta Education. (2012/2013). Special Education Statis

Education Code. Retrieved from
www.http://education.alberta.ca/admin/supportingstudent/
de.aspx

-Alberta Education: Standards for Special Education. (200

Components of Educational Programming for Students Wh
Hearing. Edmonton, AB: Alberta Education Special Progr

-Canadian Association of the Deaf. (2012, July 23). Defini

from www.cad.ca/definition_of_deaf.php

-Johns Hopkins University: Student Disability Services. (2

Hearing. Retrieved from www.
http://web.jhu.edu/disabilities/faculty/types_of_disabilities

-Deaf Alberta. 2014. Deaf Population. Retrieved from

www.http://deafalberta.ca/information-resources/deaf-pop

-University of California San Francisco. (2014). Instructio

Students Who are Deaf or Hard of Hearing. Retrieved from
http://sds.ucsf.edu/sites/sds.ucsf.edu/files/PDF/hearing.pdf

-Brice, Patrick. Gallaudet University. (2013). Raising and

Children. Retrieved from www.raisingandeducationgdeafc

Extra Notes: *ECS = Early Childhood Services

Exceptionality
Name
Anxiety

Definition and AB
Educ. Code
Definition:
-Anxiety disorders are
characterized by an
excessive and
persistent sense of
apprehension along
with physical
symptoms, such as
sweating, palpitations,
stomach aches and
feelings of stress.

Characteristics &
Observable Behaviors
Characteristics and
Observable Behaviors:
-Phobias/panic attacks
-Social anxiety (easily
embarrassed, shy,
fearful of judgment
and evaluation)
-Excessive worry

-Anxiety disorders
have biological and
environmental causes,
and are usually treated
with therapy and/or
medication. Anxiety
disorders can coexist
with many other
disorders and
disabilities

-Feelings of self-doubt

Codes:

-Sleep deprivation
over/under arousal

-30 for ECS

-53 for Gr. 1 - 12

Teaching
Strategies &
Resources
Strategies:
-Develop
realistic goals
and chart
student
progress
-Conduct reality
checks with the
student to avoid
unrealistic
expectations

-Negative thoughts

-Help the
student to
accept and
prepare for
setbacks

-Prolonged sense of
tension

-Teach the
student positive
self-talk

-Sweaty palms
-Upset stomach

-Poor study habits and

a difficult time
retaining difficult
information and
organizing it
-Freeze- and - forget
when being tested
(may actually have
learned the material
but are unable to show
their learning)
-May choose either
extremely easy, or
extremely hard tasks
(have trouble making
wise choices)

-Allow for extra

time for
assignments
and tests
-Take time to
develop trust
with the student
-Provide a
routine, and
predictable
environment
-Allow for
movement
breaks during
class to reduce
feelings of
confinement
-Provide a
selection of
sensory tools
(fidgets) that
are available to
the student at
all times (ex.
stress ball,
string, stretch
objects, quiet
corner etc.)

Links &/or Sourc

http://education.alberta.ca/media/8258
ia.pdf

http://www.learnalberta.ca/content/inm
disorders.html

http://www.cprf.ca/publication/pdf/tea

http://www.worrywisekids.org/schools

http://www.learnalberta.ca/content/ins
nxiety.html

http://www.learnalberta.ca/content/inm
disorders.html

http://www.sbbh.pitt.edu/files/other/A
etter.pdf

http://www.worrywisekids.org/node/4

http://www.cmha.ca/mental_health/un
anxiety-disorders/#.VLsviYeTYoY

-Allow the
student to listen
to music
-Reduce
threatening
situations (such
as test taking),
find other ways
to summatively
assess, or
adjust the
environment to
be more
comfortable
(perform the
test outside of
the classroom,
isolated space
etc.)
-Seating
Arrangement
(place the
student beside
someone they
work well with)
-Avoid having
the student
stand/ present
in front of the
classroom
-Distract the
student from
worry by
engaging them
with positive
tasks, or humor
to reduce the
anxiety

Exceptionality

Definition and AB

Characteristics & Observable

Teaching strategies and resources

Links

Name
Depression

Educ code
Definition:

behaviors
Characteristics:

-Depression is an
imbalance of
serotonin a feelgood chemical in
the brains signalling
system.

-Represented by feelings of sadness,

loneliness, despair, low self-esteem, and
withdrawal from interpersonal contact
with others

-Types of
Depression:
1.Clinical
Depression: a
minimum of 5
symptoms
(depressed mood, or
loss of interest) are
present for at least 2
weeks
2.Depressive
Symptoms:
symptoms of
depression are
present but child does
not meet criteria
3.Dysthymic
Disorder:
mild/moderate
depression for at least
1 year Adjustment
Disorder with
Depressed Mood:
Depressed mood as a
result of a negative
experience this lasts
up to six months
-Depression affects
people at any age and
there are a number of
factors that
contribute to causing
and maintaining
symptoms of
depression
-Depression has been
linked to genetics.
Code:
-53

-Depression does not always show itself

in the same ways. Some individuals will
withdraw, some despair, while others
rage.
Observable behaviors:
-Some signs of depression to look out
for include: changes in eating and
sleeping habits (either too much or too
little), withdrawal, loss of interest in
activities, frequent absences from
school, agitation, lethargy,
procrastination, selfbullying, anxiety, tearfulness,
hopelessness, pessimism, difficulty
concentrating/remembering
details/making decisions, restlessness,
and agitation
-Warning signs of suicide include: a
switch from sadness to calmness, talking
about death, worsening clinical
depression, risk taking, losing interest in
things once cared about, and calling or
visiting loved ones.
-Important symptoms to look out for
are: Somatic complaints: headaches,
stomach aches and vague complaints.

-Meet with the student and parents to

discuss how the school can support the
students needs relating to depression
-Increase positive, formative feedback to
student to promote confidence.
-Set small, attainable goals with the
student help the student selfmonitor
progress
-Coach the student on proactive behavior
in the classroom: initiating contact with
other students, asking for help, speaking
up in class
-Teach assertiveness as an alternative to
passivity or anger.

Albert
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Exceptionality
Name
FASD Fetal
Alcohol Spectrum
disorder

Definition & AB
EDUC. Code
Definition:
-FASD is a variety
of physical
changes, and
neurological
and/or
psychometric
patterns of brain
damage associated
with fetal
exposure to
alcohol during
pregnancy.
-This brain
damage can result
in a range of
structural,
physiological,
learning and
behavior
disabilities in
individuals
Code:
-42 for more
severe
-44 for less
severe

Characteristics &
Observable
Behaviors
Characteristics:
-FASD is
characterized by
delayed growth,
intellectual and
behavioral disabilities,
and facial
characteristics.
-It is also
characterized
physiologically by a
high threshold for
pain, inability to feel
hunger or thirst,
difficulty perceiving
different
temperatures, and an
inability to balance.
-Three key features
evaluated in the
diagnosis: small eye
slit openings
(palpebral fissures),
flattened vertical
columns of the upper
lip (philtrum) and a
thin upper lip.
-FASD can also lead
to the diagnosis of
other learning
disabilities such as
ADHD.
-Students with FASD
commonly have
difficulty sequencing,
with memory,
difficulty
understanding cause
and effect
relationships, and they
have weaker
generalizing skills.
-FASD varies greatly
on a case to case basis
Behaviours:
-Can struggle with
distinguishing right
from wrong.
-Can be very daring,

Teaching Strategies &/or

Resources
Teaching Strategies:
-Kinesthetic learning activities
-Think, pair, share with movement (eg.
musical chair style, find partner according
to shirt colour etc.)
-Out of your seat LA activities like skits
and tableaus
-Employ the use of fidgets to help them
focus on what youre saying/doing.
-Routines
-Slow down instructions and provide
visual, written and tactile accompaniments
whenever possible
-Maintain a positive relationship with the
student
-Use body language and smiles actions
speak can speak louder than words for
these students

Links & Sources

Chapter 1: What is FASD?
https://education.alberta.ca/media/414085/fasd1
f.pdf
Chapter 2: Key concepts for planning effective
education programs
http://education.alberta.ca/media/414088/fasd2.
pdf
Chapter 3: Organizing for instruction
http://education.alberta.ca/media/414096/fasd3.
pdf
Chapter 4: Creating a positive classroom
climate
http://education.alberta.ca/media/414099/fasd4.
pdf
Chapter 5: Responding to students needs
http://education.alberta.ca/media/414102/fasd5.
pdf

and is more likely to

participate in risky
behaviors
-Fidgets frequently
has a need to keep
their hands busy.
-May struggle with
abstract concepts
-Coordination can be
off with poor spatial
judgements.
-May have difficulties
with social situations
and skills
-Great deal of
difficulty focusing
attention
-Is prone to anger
outbreaks, tantrums,
yelling or becoming
extremely upset (due
to increased anxiety)
-Self-esteem can be
very low.
-May struggle with
impulse control
-May appear
immature
-Prone to depression
and poor judgment

Exceptionality
Name
ASDAutism Spectrum
Disorder

Definition and
Code
Definition:
-A student/child
with a severe
physical, medical
or neurological
disability,
including autism,
is one who:
a) has a medical
diagnosis of a
physical
disability,
b) specific
neurological
disorder or
medical condition
which creates a
significant impact
on the childs
ability to function
in the school
environment.
c) requires
extensive adult
assistance &
modifications to
the learning
environment in
order to benefit
from schooling.
Code:
-44

Characteristics &
Observable
Behaviors
-Difficulties in social
interaction, verbal &
nonverbal
communication &
repetitive behaviors.
-ASD can be
associated with
intellectual disability,
difficulties in motor
coordination &
attention & physical
health issues such as
sleep. Some persons
with ASD excel in
visual skills, music,
math and art.
-Preoccupation with
one specific interest
or object, so has
difficulty changing
topics.
-May rely on behavior
to communicate. Ex.
Use aggression or
destruction to
communicate that a
task is too difficult.

Teaching Strategies
-Provide visual support
to ensure students
understand schedules,
where to find class
materials &
expectations.
-Use visual
supplementation like
pictures and concrete
objects in addition to
oral instruction.
(Writing with Symbols
2000 is a word
processing program that
creates visuals to
correspond with words
typed).
-Use different colored
folders, binders or bins
for different subject
areas or tasks. Model or
illustrate what is
expected of students.
Create a sequence of
pictures to set out steps.
-Create kinesthetic
activities over paper
and pen activities.
-Reduce stimuli and
redirect students
attention. Mark areas of
classroom to be used for
certain activities (e.g.
quiet time, group work).
-Present only text you
want to read, instead of
a whole book. Highlight
keywords in the text.
-Develop & implement
consistent management
practices to disruptive
behavior.

Links &/or Sources

Alberta Education
http://education.alberta.ca/media/825847/spedcodingcriteria.pdf
http://education.alberta.ca/admin/supportingstudent/diverselearni
ng.aspx
http://education.alberta.ca/media/512925/autism3.pdf
http://www.learnalberta.ca/content/inmdict/html/autism.html
Other Provincial Guides for Teachers of Autistic Children
http://www.edu.gov.on.ca/eng/general/elemsec/speced/asdfirst.pd
f
http://www.bced.gov.bc.ca/specialed/docs/autism.pdf
Learning Styles and Autism:
http://www.autism.com/understanding_learning
http://www.autismspeaks.ca/about-autism/what-is-autism/

Exceptionality
Name
Selective Mutism

Definition &
Code
Definition:
-Often linked
to an
underlying
anxiety
disorder.
-Children with
selective
mutism can
speak
normally in
certain
situations,
such as at
home or when
alone with
their parents.
However, they
may be unable
to speak in
other social
situations,
such as at
school or at
places outside
their home.
Code:
-53

Characteristics & Observable

Behaviors
Characteristics and/or Observable
Behaviors:

Teaching Strategies &

resources
Teaching Strategies and/or
Resources:

-90% of children with selective mutism

also have social phobia or social
anxiety.

-Include literature about anxiety

in the classroom library.
Some books are: Shy Charles by
Rosemary Wells, Shy Guy by
Giles Tibo, and Understanding
Katie by Dr. Elisa Shipon Blum.

-Children with selective mutism have a

fear of speaking and of social
interactions.
Some students may not be completely
mute they may prefer to whisper.
Children with selective mutism may
stand motionless for long periods of
time and appear expressionless or
unemotional.
-The majority of children with selective
mutism have a genetic predisposition to
anxiety.

-Give them a pen to contribute or

a pointer to show group important
part of the textbook, novel, etc.
-Acknowledge but do not dwell
on the anxiety: Students may feel
more anxious when asked to
describe their feelings.

-Other characteristics include

separation anxiety, tantrums,
moodiness, inflexibility, extreme
shyness from infancy on, irritability,
and stubbornness

Links & sources

Links and/or Sources:
Learn Alberta Medical/Disability
Information for Classroom Teachers:
http://www.learnalberta.ca/content/inm
dict/html/selective_mutism.html
Special Education Coding Criteria
(2012/2013) (Page 3):
http://education.alberta.ca/media/82584
7/spedcodingcriteria.pdf
Alberta Education: Special Education
Statistics:
http://education.alberta.ca/admin/suppo
rtingstudent/schoolleaders/stats/bycode.
aspx
Learning Challenges: Selective
Mutism: Suggestions for Teachers
(Association of Chief Psychologists
with Ontario School Boards):
http://www.acposb.on.ca/LearnChall/M
UTISM.html
Selective Mutism Organization:
Classroom Strategies for Teachers of
Selectively Mute Children Gail
Kervatt
http://www.selectivemutism.org/resourc
es/library/School%20Issu

-Some student with Selective Mutism

may also have DSI (Sensory
Processing Disorder) that affects
sensory communication and interaction
(lights, smells, taste, touch )

What you need to know about helping

children and youth with Selective
Mutism: Information for Parents and
Caregivers CHEO:
http://www.cheo.on.ca/uploads/Selectiv
e%20Mutism/Selective%20Mutism
%20ENG.pdf

-20-30% of students with Selective

mutism may also have a slight
speech/language impairment
-Physical Symptoms of the anxiety can
include, tummy ache, nausea,
vomiting, joint pains, headaches, chest
pain, shortness of breath, and diarrhea
-Other symptoms associated with
selective mutism can include excessive
shyness, withdrawal, dependency upon
parents and oppositional behavior.

Exceptionality

Definition & Code

Characteristics & Observable

Teaching Strategies

Links

Name
ELL - English
Language
Learner
Or
ESL - English as
a Second
Language

Definition:
-students who first
learned to speak,
read, and/or write in a
language other than
English. Their
language proficiency
excludes those from
full participation in
learning experiences
provided in Alberta
schools.
-They often have
grown up in homes
where another
language is spoken,
or they have recently
immigrated to
Canada.
-ESL is used
interchangeably
with ELL (English
Language Learner).
Code:
-There is no
exceptionality code
for English Language
Learners.

Behaviors
-Some ELLs have no formal
education, such as refugee children,
so they may not be socialized in a
school setting.
-These students have significant
gaps in their learning and have had
limited opportunities to develop
age- appropriate language and
literacy skills.
-ELLs needs may extend beyond
schooling. They may have
experienced great difficulties, and
may still carry the burden of
separation and loss.
-Interpersonal communication skills
take about 2-3 years to develop.
Academic language proficiency can
take 5-7 years to fully develop.
-You need to identify the
proficiency of language to
accurately identify and assess the
students learning needs. This can
be done at:
http://www.learnalberta.ca/content/
eslapb/

-Use visual aids flow charts,

graphic organizers, venn
diagrams, tables, wordless
picture books
-Guided reading practice
reading skills in small groups
of same level
-Cooperative learning have
ELL students work with those
who have English as their first
language
-Provide a safe, welcoming
environment - provide
opportunities to learn the
cultural practices and beliefs of
the ELL and their English
peers. Provide opportunities for
students to continue to develop
their home language.
-Differentiation of assessment
use a variety of assessment
strategies to emphasize the
students strengths
-Instruction should be
predictable teachers should
try to maintain a routine to
lower anxiety
-Parent workshops and family
events make the school an
open, welcoming environment

Alberta Education. (2010). English

Language Learners (ELL) Retrieved
from
http://education.alberta.ca/media/123400
5/12_ch9%20esl.pdf

Alberta Education. (2007). English as a

Second Language: Guide to
Implementation Kindergarten to Grade 9.
Retrieved from
http://education.alberta.ca/media/507659/
eslkto9gi.pdf

Alberta Education. (2010). Alberta

Initiative for School Improvement (AISI)
Project Synopsis. Retrieved from
http://education.alberta.ca/aisi/cycle4pdfs/
40180.pdf
Alberta Education. (2008). A Review of
the Literature on English as a Second
Language (ESL) Issues. Retrieved from
http://education.alberta.ca/media/903123/
esl_litreview.pdf
Teaching Refugees with Limited Formal
Schooling | Toward a Brighter Future.
(n.d.). Retrieved from
http://teachingrefugees.com/

Ontario Ministry of Education. (2009).

Supporting English Language Learners
with Limited Prior Schooling. Retrieved
from
http://www.edu.gov.on.ca/eng/document/
manyroots/ell_lps.pdf

Exceptionality
Name
Gifted and
talented

Definition and
Code
Definition:

Characteristics &
Observable
Behaviors
Characteristics:

-Gifted or talented
exceptionalities are
difficult to define
because they are
expressed in a
variety of ways.

-Unusual alertness,
even in infancy

-Essentially, a child
diagnosed as gifted
or talented displays
advanced
achievement
beyond their years
in one or several
areas.

-Excellent memory

-Gifted students do
not always have
strengths in every
area indeed, some
may have learning
disabilities in
addition to their
area of giftedness:
these students are
known as twiceexceptional.
-Students may
experience social
and emotional
problems,
particularly during
their adolescent
years. Regardless,
their needs are just
as immediate and
real as other
exceptional
learners.
Code:
-80

-Rapid learning puts

thoughts together
quickly

-Unusually large
vocabulary and
complex sentence
structure for age
-Advanced
comprehension of
word nuances,
metaphors and
abstract ideas
-Enjoys solving
problems, especially
with numbers and
puzzles
-Often self-taught
reading and writing
skills as preschooler
-Thinking is abstract,
complex, logical, and
insightful
-Longer attention
span and intense
concentration
-Learn basic skills
quickly and with little
practice
-Asks probing
questions
Puts idea or things
together that are not

Teaching Strategies
Teaching strategies:
-Flexible Pacing Allow
students to move through
the curriculum at a different
rate.
-Alternative Learning
Environments There are
many examples of
alternative learning
environments, including:
cluster grouping pull-out
classes out-of-grade
placement seminars and
special projects
International Baccalaureate
(IB) Advanced Placement
(AP) Post-secondary
courses /dual enrollment.

Links
Alberta Education Links: Special Education Statistics:
http://education.alberta.ca/admin/supportingstudent/schoolleaders
/stats/bycode.aspx
Planning for Students who are Gifted:
https://education.alberta.ca/media/525558/ipp92.pdf Supporting
Every Student:
http://education.alberta.ca/admin/supportingstudent.aspx
Students who are Gifted:
http://education.alberta.ca/media/1234009/13_ch10%20gifted.pd
f
The Journey: A Handbook for Parents of Children Who are
Gifted and Talented:
https://education.alberta.ca/media/448831/journey.pdf IPP
http://www.greatpotentialpress.com
http://www.macleans.ca/news/canada/no-room-for-gifted-kids/

-Tiered Assignments create

multiple tiers within
assignments to allow
students to achieve same
outcomes in a variety of
ways based on personal
level of ability. Higher tiers
increase complexity,
abstractedness, openendedness, or pace.

http://www.nagc.org/resources-publications/resources/my-childgifted/common-characteristics-gifted-individuals
http://www.nsgt.org/giftedness-defined/#1
Guide to implementation page 139-140

typical
-Desire to organize
people/things through
games or complex
schemas

Exceptionalit
y
Name
LD Learning
Disabled

Definition &
Code
Definition:
-Learning
disabilities include
various disorders
that may affect the
acquisition,
organization,
retention,
understanding, or
use of verbal or
non-verbal
information.
-Learning
disabilities range
in severity and
interfere with the
acquisition and
use of oral
language, reading,
writing, and
problem solving.
-Learning
disabilities affect a
person all day, not
just at school.
Code:

Characteristics &
Observable
Behaviors
-Individual students
with a learning
disability can have
very different profiles.

Teaching Strategies
-Avoid sarcasm and
rhetorical questions

Links
F.A.T city workshop Richard Lavoie
Coursepack Chapter 1

-Use teacher wait time

Textbook Chapter 4

-LD often
encompasses cooccurring conditions
that can include
problems in listening,
concentrating,
speaking, reading,
writing, reasoning,
math, or social
interaction.
-Learning disabilities
are due to genetic,
other congenital and/or
acquired neurobiological factors and
can also appear in
association with such
medical conditions as
sensory impairments,
or other disabilities
such as
communication
disorders and
emotional behavioral
disorders.

-54
Some examples
include:
dyslexia severe
impairment of a
students ability to
read and spell
dysgraphia
characterized by
difficulties in
handwriting, spelling,
or composition
dyscalculia
impairment of the
ability to pick
appropriate strategies
for mathematics

-Avoid yelling because

yelling causes anxiety,
and anxiety affects
learning.
-Utilize think-pairshare activities
-Have multi-sensory
and multi-modal lesson
plans.
-Respond positively to
correct and incorrect
answers.
(positive reinforcement)
-Repetition of
questions, directions,
instructions, steps, etc.
for understanding

Guide to implementation pages: 127, 131, 133

Special Education Coding Criteria
http://education.alberta.ca/media/6606660/spedcodingcriteria_2010
-2011.pdf

disnomia word
binding problems
-Students with LD can
also experience
difficulties retrieving
academic and
everyday information.

-Learning disabilities
may also cause
difficulties with
organizational skills,
social perception, and
social interaction.
Exceptionality
Definition & Code
Characteristics &
Teaching Strategies
Name
Observable Behaviors
EBD Emotional
Definition:
-Characteristics which
-Specifically identify the
http://www.gallaudet.edu/clerc_cent
Behavioral
identify an individual as
behavior which needs to
_resources/info_to_go/educate_child
Disorder
having a behavior disorders
be changed.
%283_to_21%29/students_with_dis
-Many terms are
(including ADHD,
are demonstrated in a variety
Create a baseline of the
ehavioral_disorders.html
used to describe
ODD, CD)
of
settings,
with
little
observed
behavior.
emotional,
consideration or
Closely examine the
Canadian Mental Health Association
behavioral or
understanding
of
social
or
information
in
the
mental disorders.
cultural rules.
baseline and evaluate
Alberta Education diverse learning n
what has been observed
-a condition
-Disrupts classroom activities
and documented
Canlearn society take 10
exhibiting one or
more of the
following
characteristics
over a long period
of time and to a
marked degree
that adversely
affects a child's
educational
performance
-An inability to
learn that cannot
be explained by
intellectual,
sensory, or health
factors
-An inability to
build or maintain
satisfactory
interpersonal
relationships with
peers and teachers
-A general
pervasive mood of
unhappiness or
depression
-A tendency to
develop physical
symptoms or fears

-Impulsive
-Inattentive, distractible,
preoccupied
-Does not follow or appear to
care about classroom rules
-Resistance to change and
transitions in routines
-Often speaks out with
irrelevant information or
without regard to turn taking
rules
-Demonstrates aggressive
behavior
-Intimidates and bullies other
students
-consistently blames others
for their dishonesty
-Difficulty working in groups
-Cannot apply social rules
related to others personal
space and belongings
-Often manipulative of
situations

-Develop short and long

term goals for the student.
In the plan create a
reward system to be used.
Such as: give student a
check mark for every 15
minutes behavior is
appropriate. When the
student receives 8 checks
they may have 10 minutes
of computer time.
-Re-evaluate the plan for
effectiveness. Has the
behavior reduced
occurrence in a variety of
settings?
-Make modifications in
the behavior plan to
reinforce the desired
outcome.
-A behavior modification
chart is a widely accepted
tool to help a child
visually understand the
key behavior expectations
and track their progress.
-Have a routine set for
students to establish a
structured environment.

associated with
personal or school
factors.

-Prepare hands-on
activities and activities
that involve movement

Code:

-Write directions and

steps on the board

-ADHD isnt
coded

-Use positive
reinforcement with all
students

-ODD and CD fall

under code 42.