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Social -Emotional

Social -Emotional. VIU EDPD 582. Comorbid Conditions & Gender. Gender Differences. What would you predict would be some of the differences between boys and girls and common social and emotional difficulties?. ADHD. Males 40 -45% ADHD Females 15- 20% ADHD.

casey-perez
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Social -Emotional

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  1. Social -Emotional VIU EDPD 582

  2. Comorbid Conditions & Gender

  3. Gender Differences • What would you predict would be some of the differences between boys and girls and common social and emotional difficulties?

  4. ADHD • Males • 40-45% ADHD • Females • 15-20% ADHD

  5. Oppositional Defiant Disorder • Males • 30% ODD • Females • 10% ODD

  6. Conduct Disorder • Males • Little over 20% • Females • 5% Conduct Disorder

  7. Depression • Males • 10% depression • Females • Little over 20% depression

  8. Generalized Anxiety • Males • Little over 20% generalized anxiety • Females • Almost 25% generalized anxiety disorder

  9. Risk Factors for students with LD’s

  10. Risk Factors for Student with LD’s • School Success: Students with poor reading drop out of school 1.5 times more than the general population. • The Mathew Effect: the down ward trajectory that poor readers experience as they progress through school. The gap widens over time and effects more subjects.

  11. Risk Factors for Student with LD’s • Employment: Without adequate reading skills students are limited for employment prospects. • Juvenile Delinquency: The rate of reading disabilities among juvenile delinquents is significantly higher than among general population. 34 % of incarcerated youth had reading problems.

  12. RTI & Social Emotional Learning

  13. SEL • Social Emotional Learning SEL • What is SEL? • Handout • www.casel.org

  14. Tier One • Whole Class SEL • Programs – handout • What SEL programs have you done in your classrooms?

  15. Tier Two • Small group pull out • Programs may build on the program in the tier one level to develop more intensity and or go more deeply to develop more skills for a specific issue.

  16. Tier Three • Pull out counseling • One on one • Intensive • Who would fit in this category?

  17. Cognition & Social Emotional

  18. Cognitive Profiles & Social & Emotional Functioning • Verbal and Language Skills • Grammatical errors, inappropriate use of tenses, difficulty following directions, limited vocabulary. • Low verbal skills are associated with anti-social functioning. • Language difficulties are associated with both verbal and reading comprehension • Effects social understanding and peer acceptance • Receptive & Expressive – Giving and getting the message

  19. Cognitive Profiles & Social & Emotional Functioning • Auditory Processing • Poor articulation making it difficult for peers to understand these students. This may be seen as cute when younger. • Social embarrassment from speech difficulties – may make them avoid social situations – which in turns leads to less practice with social interaction. • Difficulty with memory of phonemes so that similar sounding names or words are confused in conversation and are difficulty to remember. • May have difficulty ‘tuning out’ with surrounding noise – hard to focus on tasks or conversation.

  20. Cognitive Profiles & Social & Emotional Functioning • Visual-Spatial : • Orient objects in space in reference to distance, size, position, and direction. • May have an exceptionally poor sense of direction. • Physically clumsy • May misplace things, unable to find his things. • Confuses left from right • Difficulty telling time. • Finding their way home, to class or home particularly if from a new new place so they can’t use their usual route.

  21. Cognitive Profiles & Social & Emotional Functioning • Memory : • Confuse who’s turn is it next in a game • Constantly forgetting the score during game or sport. • Remembering all the rules in a game. • Difficulty remembering birth day, days of the week, their address and phone number.

  22. Cognitive Profiles & Social & Emotional Functioning • Executive Functioning • Planning, goal setting, self-monitoring and self-correcting • May be viewed as spacey, disrespectful or insolent. • Their chronic confusion, forgetfulness and disorganization may become irritating to peers. • My have little emotionally control decreasing their mental filter before they speak or act.

  23. Social Skills Understanding & Assessment • Social Skills are just that – a skill. Some learn this skill intuitively – others need specific instruction. • But how do we assess social skills?

  24. Social Skills Understanding & Assessment • Just as we would with academics with an error analysis --- patterns or common misunderstandings • Designing alternative strategies for their specific social challenge – with the student. • Work on one issue at a time • Handout

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