| attention deficit hyperactive disorders | Behavior, diagnosed by a qualified professional, characterized by inattention, impulsivity, and unusual or excessive activity.
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| autism | A lifelong developmental disability that is neurologically based and affects the functioning of the brain; disabilities vary from mild to severe and include deficits in verbal and nonverbal communication, problems with reciprocal social interaction, and a restrictive set of activities and interests.
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| collaborative consultation | A teaching partnership that often accompanies cooperative or team teaching and is characterized by a consultative relationship in which both special and general educators discuss academic and social behavior problems in the general classroom to meet the needs of all children.
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| communication disorders | Individuals characterized by specific impairments in speech and/or language (see Table 7.2).
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| curriculum casualty | A school situation in which a child's needs clash with the learning and behavioral expectations of the educational system.
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| emotional or behavior disorders | Characterized by significantly different psychosocial development from one's peers, including hyperactivity, aggression, withdrawal, immaturity, and learning difficulties.
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| exceptionality | An umbrella term to describe all who receive special education-children with disabilities as well as children who are gifted.
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| external locus of control | A pattern of attributing events to factors outside one's control; a characteristic of children with learning disabilities; see locus of causality.
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| externalizing problems | The kinds of difficulties a majority of children with emotional and behavioral disorders experience, including argumentative, aggressive, antisocial, and destructive actions; contrast with internalizing problems.
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| giftedness | Individuals identified with a minimal IQ score of about 130 and above-average academic achievement, usually 2 years above grade level.
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| interindividual variation | Differences in developmental needs from one child to the next; see intraindividual variation.
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| internalizing problems | The kinds of problems some children with emotional and behavioral disorders experience, including depression, withdrawal, anxiety, and obsession; contrast with externalizing problems.
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| intraindividual variation | The unique pattern of strengths and needs related to each child's physical, cognitive, social, and emotional growth; see interindividual variation.
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| mental retardation | Characterized by a lower than normal level of intelligence and developmental delays in specific adaptive behavior.
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| multimodal approach | A teaching method effective with children having an attention deficit disorder that combines educational support, psychological counseling, behavioral management at school and home, and medical management using a psychostimulant.
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| self-evaluation | A cognitive strategy that encourages children to record their performance and compare it to their target goals.
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| self-instruction | A cognitive strategy that encourages children to use internal speech to guide them through a task in a step-by-step manner; see inner speech.
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| specific learning disabilities | A wide range and varying degrees of characteristics children exhibit that classify them as exceptional and require special accommodations for learning situations.
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2002 McGraw-Hill Higher Education