Chapter 1 The Behavioral Approach
Introduction to Educational Psychology Thondike’s approach to the study of learning
1. Exploring Educational Psychology
 Psychology is the scientific of behavior mental
process.
 Educational psychology is the branch of
psychology that specialize in understanding
the teaching and learning in educational
setting.
HISTORICAL BACKGROUND
 The field psychology was founded by several
pioneers in psychology in the late nineteenth
century.
 The pioneers- William James, John Dewey, and
E. L Thorndlike-stand out in early century of
historical psychology.
William James
Soon after the first launching of his psychology
textbook , principles of psychology (1980),
William James (1842-1910) gave a series of
lecture called “Talks of Teachers” (James,
1899/1993) in which he discuss the applications
of psychology to educating children.
John Dewey
A second major figure in shaping the field of
educational psychology was john Dewey (1859-
1952), who became a driving force in practical
application of psychology.
E. l. Thorndike
(1874-1949), focused on assessment and
measurement and promote the scientific
underpinning of learning
Diversity and Early Educational Psychology
 The prominent figures in the early history of
educational psychology, as in most discipline,
were mainly White males, such as James,
Dewey, and Thorndike.
 Two pioneering African American
Psychologist, Mamie and Kenneth Clark,
conducting research on African American
children’s self-conceptions and identity (Clark &
Clark, 1939).
guided educational psychology through the first
half of twentieth century.
The Cognitive Revolution
However, the objectives spelled out in behavioral
approach to learning did not address many of the
actual goals and needs of classroom educators
(Hilgard,1996).
2. Effective Teaching
Because of complexity of teaching and
individual variation among student, effective
teaching is not “one size fits all”.
Professional Knowledge and Skills
Effective teacher have good command of their
subject matter a solid of teaching skills.
Subject-Matter Competence
 In their wish list of teachers characteristics,
secondary school student increasingly have
mentioned “teachers knowledge of their
subjects” (NAASP, 1997).
 Having a thoughtful, flexible, conceptual
understanding of subject matter is
indispensable for being an effective teacher.
Instrumental Strategies
 The constructive approach is a learned-
centered approach that emphasizes the
importance of individuals actively
constructing their knowledge and
understanding with guidance from the
teacher.
 The Direct Instruction Approach is a
structured, that teacher-centered approach
characterize by teacher direction and control,
high teacher expectations from students’
progress, maximum time spent by student on
academic task, and efforts by the teacher to
keep negative affect to a minimum.
Thinking Skill
Effective teacher model and communicate good
thinking skills, specially critical thinking, which
involves thinking and evaluating reflectively and
productively and evaluating the evidence.
Goal Setting and Instructional Planning Commitment, Motivation, And Caring

Whether constructive or more traditional, Being an effective teacher requires Commitment,

effective teacher don’t just “wing it” in the motivation, and caring, qualities that includes
classroom. They set high goals for their teaching having good attitude
and organize plans for reaching those goals
(Anderman & Dawson, 2011).

Developmentally Appropriate Teaching

Practice

Competent teachers have a good understanding

of children’s development and know how to
create instruction material appropriate for their
development levels (Bredekamp, 2011; NAEYC
2009).

Classroom Management Skills

An important aspect of being effective teacher is

keeping the class as whole working together and
oriented towards classroom task.

Motivational Skills

Effective teacher have good strategies for

helping student become self-motivated and take
responsibility for their learning ( Anderman &
Dawson, 2001)

Paying More Than Lip Service To Individual

Variation

Students will have varying levels of intelligence,

use different thinking and learning styles, and
have different temperaments and personality
traits

Working Effectively With Student From

Culturally Diverse Backgrounds

In this world of increasing intercultural contact,

effective teachers must be knowledgeable about
people from different cultural background
sensitive to their needs

Technological Skills

Conditions that support the effective use of

technology in education include vision and
support from educational leaders; teacher skilled
in using technology for learning: content
standard d and curriculum resources; assessment
of effectiveness of technology for learning; and
an emphasis on the child as and active,
constructive learner.
 Chapter 3
Moral Development
Domains of Moral Development
Concern ruled and conventions about just
interactions between people.
Kohlberg’s Theory
Lawrence Kohlberg (1976-1986) stressed that
moral development primarily involves moral
reasoning and occurs in stage.
KOHLBERG’S LEVEL 1 :
Preconventional Reasoning
The lowest level of reasoning in Kohlberg’s
theory is pre conventional reasoning, which
consist of two stages: punishment and obedience
(stage 1) and individualism, instrumental
purpose, and exchange (stage 2).
Stage 1 : Punishment and Obedience orientation.
moral thinking is often tied to punishment.
Example: Children and adolescent obey adults
because adults tells them to obey.
Stage 2 : Individualism Purpose, and Exchange.
 Individuals pursue their own interest but also
let other do the same.
 People are nice to other so that others so will
be nice to them in return.
KOHLBERG’S LEVEL 2:
Conventional Reasoning
Individuals at this level abide by certain standard
(internal), but they are the standards of others
(external), such as parents or the law of society.
Stage 3 : Mutual Interpersonal Expectations,
Relationship, and Interpersonal Conformity
 Individuals value trust, caring, and loyalty to
others as a basis of moral judgment.
 Children and adolescents often adopt their
patents’ moral standard at this stage, seeking
to be thought of by their parents as a “good
girl” or “good boy”.
Stage 4 : Social System Morality
Moral judgments are based on understanding to
social order, law, justice and duty.
Example: Adolescent may say that for a
community to work effective, it needs to be
protected by law that are adhered to by its
member
KOHLBEG’S LEVEL 3:
Post Conventional Reasoning
 Highest level in Kohlberg’s theory
 Morality is more internal.
Stage 5: Social Contract Or Utility And
Individual Rights.
Individuals reasons the values, rights, and
principles undergird or transcend the law.
Stage 6: Universal Ethical Principles.
The person has developed amoral standard base
on universal human rights.
CHEATING
 A moral development concern of teachers
whether students cheat and how to handle the
cheating if they discoverer it.
 Academic cheating can take many forms,
including plagiarism, using “cheat sheets”
during exam, copying from neighbor during a
test, purchasing papers, and falsifying lab
result.
PROSOCIAL BEHAVIOR
Caring about the welfare right of other, feeling
concern and empathy for them, and acting in a
way that benefits others are all components of
pro social behavior, which involve transcending
narrow self-interest and valuing the perspective
of others.
 MORAL EDUCATION THE FIGHT

 Is there a best way to educate students so they The basic idea is to promote empathy for among
will develop better moral values? Moral students and to disallow behaviors such as
education is mostly debated in educational circle. teasing, name-calling, and threats of any kind.
 We will study one of the earliest analyses of
moral education, then turn to some contemporary
values.

THE HIDDEN CURRICULUM

Conveyed by the moral atmosphere that is part of

every school- is created by school and classroom
rules, the moral orientation of teachers and
school administration, and text materials.

CHARACTER EDUCATION

Currently 40 to 50 states have mandates

regarding character education, a direct approach
to moral education that involves teaching
students basic moral literacy to prevent them
from engaging in immoral behavior and doing
harm to themselves.

VALUES CLASSIFICATION

 Means helping people to clarify what their live

form and what is worth working for.
 Students are encouraged to define their own
values and to understand others’ values.

COGNITIVE MORAL EDUCATION

Is an approach based on their belief that students

should learn to value idea such as democracy and
justice as their moral reasoning develops.

SERVICE LEARNING

A form of education that promotes social

responsibility and service to the community,
student engage in activities such as tutoring,
helping older adults, working in a hospital
assisting at a child-care center, or cleaning up a
vacant lot to make a play area.

COPING WITH STRESS

 In service learning and integrative ethical

education, an important theme is getting student
to help others.
 There are times, though, when students need help
themselves, especially when they experience
stressful events.
 Social Contexts And Socioemotional
Development
Contemporary Theories
A number of theories address children’s
socioemotional development. This chapter will
focus on two main thing theories:
Bronfenbrenner’s Ecological Theory
(1917-2005), primarily focuses on social
contexts in which children live and the people
who influence their development.
Five Environmental Systems
(1995, Bronfenbrenner & Morris, 2006)
ecological theory consist of five interpersonal
interactions to broad-based of culture.
Microsystem
Environment we have direct social interaction
with such as family, friends, teachers, neighbors.
Mesosystem
Involves relationships between the microsystem
in one’s life. This means that your family
experience may be related to your school
experience.
Exosystem
 Is the setting in which there is a link between the
context where in the person does not have any
active role, and the context where in is actively
participating.
 Suppose a child is more attached to his father
than his mother. If the father goes abroad to
work for several months, there may be a conflict
between the mother and the child's social
relationship, or on the other hand, this event may
result to a tighter bond between the mother and
the child.
Macrosystem
The macrosystem setting is the actual culture of
an individual. The cultural contexts involve the
socioeconomic status of the person and/or his
family, his ethnicity or race and living in a still
developing or a third world country. For
example, being born to a poor family makes a
person work harder every day.
Chronosystem
Includes the transitions and shifts in one's
lifespan. This may also involve the socio-
historical contexts that may influence a person.
One classic example of this is how divorce, as a
major life transition, may affect not only the
couple's relationship but also their children's
behavior. According to a majority of research,
children are negatively affected on the first year
after the divorce. The next years after it would
reveal that the interaction within the family
becomes more stable and agreeable.
Erikson’s Life-Span Development Theory
(1968) eight stages of development unfold as
people go through the human life span.
Infancy (birth to 2 y.o )
Trust vs. mistrust a.k.a “Pa-cute-tan kuno and
padamihan ng likes ng baby pics mo sa social
media”
Toddlerhood (2-4 y.o)
Autonomy vs. shame and doubt a.k,a
“Paramihan ng toys, pamasko, ninong at ninang”
Early Childhood (5-8 y.o)
Initiative vs. guilt a.k.a “Padamihan ng Stars at
panalo sa pogs”
Middle Childhood (9-12 y.o)
Industry vs. inferiority a.k.a “Padamihan ng
crush at Pataasan ng grades
Adolescence (13-19 y.o)
Indentity vs. identity confusion a.k.a
“Padamihan ng BF/GF and Papressuran sa strand
and course na kukunin”
Early Adulthood (20-39 y.o)
Intimacy vs. isolation a.k.a Pagandahan and
papogian ng asawa and Pabonggahan ng Income)
Middle Adulthood (40-59)
Generativity vs stagnation a.k.a “Padamihan ng
Kabit & anak”
Late Adulthood (60 y.o above)
Integrity vs. despair a.k.a “Padamihan ng Sakit
& Pabonggahan ng libing”
Social Contexts Of Development
In Bronfenbrenner’s theory, the social contexts
in which children live important influence on
their development.
Families
Parents influence on children’s schooling and
achievement focuses on parenting styles,
coparenting, the changing family in a changing
society, and school-family linkage.
Parenting Styles
Baumrid says that parenting styles comes in four
main forms:
Authoritarian Parenting
 Restrictive and punitive
 Authoritarian parents exhort children to
follow their directions and respect them
Authoritative Parenting
 Encourage children to be independent but
still places limits and controls on their
actions.
Neglecful Parenting
 Which parents are uninvolved their
children’s lives.
 Children with neglectful parents develop
the sense that other aspect of their parents’
lives are more important than they are.
Indulgent Parenting
 Which parents are highly involve with their
children but places few limits or restrictions
on their behaviors.
 Parents often let their children do what they
want.
Coparentring
 Parents support one another in jointly raising
a child.
The Changing Family and Changing Society
Increasing number of children being raised in
divorced families, stepparent families, and
families which parents work outside the home.
Working Parents
 Work can produce positive and negative
effects on parenting (Han, 2009).
 Parents who have poor working conditions,
such as long hours, overtime work, stressful
work, etc,. are likely to be more irritable at
home and engage in less parenting in their
counterparts who have better work
conditions in their jobs.
Children In Divorce Families
Children from divorce families show poorer
adjustment than their counterparts in non divorce
families.
School Family Linkages
Parents can serve as gate keepers and provide
guidance as children assumed more
responsibility for themselves.
Peers
 Children of about the same age or maturity
level- also play powerful roles in children’s
development and schooling.
 One of important functions of peer group is
to provide a source of information and
comparison about the world outside of the
family.
Peer Statuses
 Developmentalist have pinpoint five types
of peer status: popular children, average
children, neglected children, rejected
children and controversial children.
Friendship
 Influence children’s attitude toward school
and how successful they are in classroom.
 The importance of friendship was
underscored in two-years longitudinal study.
Schools
 Children spend many years as member of a
small society that exerts a tremendous
influence on their socioemotional
development
 Schools’ Changing Social Developmental
Contexts
Social contexts vary through the early childhood,
elementary school, and adolescents years.
EARLY CHILDHOOD EDUCATION
Developmentally Appropriate Practice (Dap)
 Is base in knowledge of the typical
development on children within an age span
(age-appropriateness) as well as the
uniqueness of the child (individual-
appropriateness).
The Montessori Approach
 Is a philosophy of education in which children
are given considerable freedom and
spontaneity in choosing activities.
 They allowed to move from one activity to
another as they desire.
3. Socioemotional Development
This section focused more on the individual
student themselves as we explore the
development of the self, morality, and coping
with stress.
The Self
 According to Italian playwright Ugo Betti,
When children says “I”, they mean something
unique, not to be confuse with other
 Psychologist often refers to that “I” as self.
Self-Esteem
 Refers to an individual’s overall view of
himself or herself.
 Also referred as self-worth or self-image.
Identity Development
 Another important aspect of the self is identity.
 Erik Erikson mentioned that the most
important issue in adolescence involves
identity development-searching for answer to
questions like these:
Identity Statuses
Canadian researcher James Marcia (1980,1998)
analyze Erikson’s concept of identity and
concluded that I is important to distinguish
between exploration and commitment.
Identity Diffusion
Occurs when individuals have not yet
experienced a crisis (that is, they have not yet
explored meaningful alternatives) or made any
commitments.
Identity Foreclosure
 Occurs when individuals have made a
commitment but not have yet experience a
crisis.
 This occurs when parents hand down
commitments to their adolescents, usually in
an authoritarian manner.
Identity Moratorium
Occurs when individuals are in the midst of a
crisis, but their commitments are either absent or
only vaguely define
Identity Achievement
Occurs when individuals have undergone a crisis
and have made a commitment.
Ethnic Identity
A person’s ethnic identity is an enduring aspect
of the self that includes a sense of membership in
an ethnic group, along with the attitudes and
feeling related to that membership.
 Gender
Exploring Gender Views
Gender refers to the characteristics of people as
males and females.
Gender Identity involves a sense of one’s own
gender, including knowledge, understanding, and
acceptance of being male or female.
Gender Stereotype, Similarities, and
Differences
Gender Stereotype
 Broad categories that reflect impressions and
beliefs about what behavior is appropriate for
females and males.
 Considering the categories of “masculine” and
“feminine”.
Gender Similarities and Difference
Academically relevance Domains
The Brain does gender matter when it comes to
brain structure and activity? Human brains are
much alike, whether the brain belongs to male or
a female.
Female brain are smaller than male brains, but
female have more folds.
An area of the parietal lobe that functions in
visual spatial skills tends to be larger in males
than females
Physical Performance in general, boys
outperform girls in athletic skills such as
running, throwing, and jumping.
Intelligence no gender difference occurs in
overall intellectual ability, but gender difference
do appear in some cognitive areas, such as math
and verbal skills.
Math and Science Skills in the national
assessment of Educational Progress in the United
States, Fourth- and Eight-grade boys continue to
slightly outperform girls in math through 2007.
Verbal Skill a major review of gender
similarities and difference conducted in the
1970s concluded that girls have better verbal
skills than boys do.
Educational Attainment with regard to school
achievement, girls earn better grades and
complete high school at a higher rate than boy.
Relationship Skills Sociolinguist Deborah
Tannen (1990) says boys and girls grow up in
different worlds od talks- parents, siblings, peers,
teachers, and other talk to boys and girls
differently.
Prosocial Behavior Girls view themselves as
more pro social and empathic.
Aggression One of the most consistent gender
differences is that boys are more physically
aggressive than girls.
Emotion and its Regulation Girls are more
likely to express their emotions openly and
intensely than boys, especially in displaying
sadness and fear.
Gender Controversy
Controversy swirls about such similarities and
differences. Evolutionary psychologist such as
David Buss (2008) argue that gender are
extensive and caused by the adoptive problems
faced across evolutionary history.
Gender-Role Classification
Not very long ago, it was accepted that boys
should grow up to be masculine and girls to be
feminine. In the 1970s, however, as both females
and males became dissatisfied with burdens
imposed by their stereotypic roles, alternatives to
femininity and masculinity were proposed.
Gender in Context
 Earlier we said that the concept of gender-role
classification involves categorizing people in
terms of personality traits.
 Lets now further explore gender in context.
Helping Behavior and Emotion the stereotype
that females are better than males at helping.
Culture the importance of considering gender in
contexts is most apparent when examining what
culturally prescribed behavior for females and
males in different countries around the world.
 Multicultural Education
Multicultural education education that values
diversity and includes the perspectives of a
variety of cultural groups on an regular basis.
Empowering Students
Empowerment refers to the providing people
with intellectual and coping skills to succeed and
make this more just world.
Culturally Relevant Teaching
 Is an important aspect of multicultural
education.
 It seeks to make connections with the learner’s
cultural background
Technology Connections with Students
Around the World
Traditionally, students learned within the walls
of their classroom and interacted with their
teacher and the other students in the classrooms.
With advance telecommunications, students can
learn with and from teachers around the world.
Reducing Bias
Children especially benefits if they learn early in
their lives to show respect for individuals from
ethnic group other than their own. For example,
in early childhood, teachers need to directly
confront any hint of racism or discrimination in
children’s interactions.

Issues-Centered Education Increasing Tolerance

In this approach, students are thought to Development of tolerance and respect for
systematically examines issues that involve individuals from diverse ethnic group is an
equity and social justice. important aspect of multicultural education.

Improving Relationship among Children from
Different Ethnic Group
A number of strategies and programs are
available to improve relationship among children
from different ethnic group.
The School and Community as a Team
Yale psychiatrist James Comer (1988, 2006,
2010) stresses that a community team approach
is the best way to educate children.

The Jigsaw Classroom

When social psychologist Elliot Aronson was a

professor at the University of Texas at Austin,
the school system contracted him for ideas to
reduce the increasing racial tension in
classrooms. Aronson (1986) developed the
concept jigsaw classroom, which involves
having students from different cultural
background.

Positive Personal Contact With Others from

Different Cultural Background

Contact by itself does not always improve

relationship. For ex. Busing ethic minority
students to predomainantly non-Latino White
school, or vice versa, has not reduced or improve
after interethnic relations.

Perspective Talking

Exercise activities that help students see other

people’s perspective can improve interethnical
relationship.
 Sociocultural Diversity Prejudice, Discrimination, and Bias

Culture The negative schooling experiences of many

Refers to the behavior patterns, beliefs, and all
other products of a particular group of people
that are passes on from generation to generation.
Individualist and Collectivist Cultures
ethnic minority children that Kozol described
may involve prejudice, discrimination, and bias.
Prejudice an unjustified negative toward an
individual because of the individual’s
membership in a group

Individualism Refers to the sets of values that Diversity and Difference

gives priority to personal goals rather than to
group goals.
Collectivism consist of sets of values that
support the group.
Socioeconomic Status (SES)
Refers to the group of people with similar
occupational, educational, and economic
characteristics.
Historical, economic, and social experiences
produce both prejudicial and legitimate
difference among various ethnic groups.
Bilingualism
Throughout the world, many children speak
more than one language.
Learning a Second Language

The Extent of Poverty in America
In a report on the state of America’s children, the
Children’s Defense Fund (1992) described what
life like for all too many children.
U.S. students are far behind their counterparts in
many developed countries in learning a second
language.
Bilingual Education

Educating Students from Low-SES A current controversy related to bilingualism

Backgrounds involves the millions of U.S. children who come
from home in which English is not the primary
Children in poverty often face problems at home language.
and at school that compromise their learning.

Ethnicity

 The word ethnic comes from the Greek word

that means “nation”.
 Refers to a shared pattern of characteristics
such as cultural heritage, nationality, race,
religion, and language.

Immigration

Nowhere is the changing tapestry of American

culture more apparent than in the changing
ethnic balances among America’s citizens.

Ethnicity and Schools

 Educational segregation is still a reality for

children of color in the United States.
 The schools experiences of students from
different ethnic group.
 Educational issues involving children with
disabilities

Children Who Are Gifted

Children with above average intelligence

(usually as an IQ of 130 or higher) and/or
superior talent in some domain such as art,
music, or mathematics.

Nature-Nurture Issue, Developmental

Changes, And Domain-Specific Giftedness

Three important issues emerge in the education

of children who are gifted:

(1)What roles do nature and nature play in

giftedness?
(2) What characterized developmental change in
giftedness?
(3) To what extent is giftedness domain-
specified?

Nature-Nurture Issue- Individuals who are

gifted recall that they had sigh of high ability in a
particular area at a very young age, prior to or at
the beginning of formal training.

Developmental Changes and Domain

Specified Giftedness In Lewis Terman’s (1925)
classic research on children with superior IQs
(Average = 150 in Terman research), the
children typically became experts in a well-
established domain, such as medicine, law, or
business.

Educating Children Who Are Gifted

 Increasingly, experts argue that the education

of children who are gifted on the Unites States
required a significant overhaul.

 Under challenged children who are gifted can

become disruptive, skip classes, and lose
interest in achieving.
Learners who are Exceptional
Children with Disabilities
Approximately 14 percent of all children from 3
to 21 years of age in united states received
special education or related services in the 2006-
2007 school year.
Learning Disabilities
Bobby’s second-grade teacher compains that his
spelling Is awful. Eight-year-old Tim says
reading is really hard for him, and a lot of times
the words don’t make much sense. Each of these
students has a learning disability.
Characteristics and Identification
A child with learning disability has difficulty in
learning that involves understanding or using
spoken language, and the difficulty can appear in
listening, thinking, reading, writing, and spelling.
Reading, Writing, and Math Difficulties
The most common academic areas in which
children with a learning disability have problems
are reading, writing, and math.
Dyslexia
A serve impairment in the ability to read and
spell. Approximately 80 percent of children with
a earning disability suffer from dyslexia.
Dysgraphia
Difficulty in hand writing. Children with
dysgraphia may write very slow, their writing
may be virtually illegible, and they may make
numerous spelling error because of their inability
to match up sounds and letters.
Dyscalculia
Also know as developmental arithmetic
disorder, dyscalculia is a learning disability that
involves difficulty in math computation.
Causes and Intervention Strategies
The precise cause of learning disabilities have
not yet been determined. However, some
possible causes have been proposed.
Attention Deficit Hyperactivity Disorder
(ADHD)
A disability in which children show one or more
of the following characteristics over period of
time.
Characteristics of Attention Deficit
Hyperactivity (ADHD)
 Inattention
 Hyperactivity
 Impulsivity
 For an ADHD diagnosis, onset of these
characteristics is required, and the
characteristics must be debilitating for
the child.
Diagnosis and Developmental Status
The number of children diagnosed and treated
for ADHD has increased substantially, by some
estimates doubling in the 1990s. A national
survey found that 7 percent of U.S. children 3 to
17 years of age had ADHD.
Causes and Treatment
Definitive causes of ADHD have not been
found. However, a number of causes have been
proposed.
Mental Retardation
A condition with onset before 18 that involves
low intelligence (usually below 70 on traditional
individually administered intelligence test) and
difficulty in adapting to everyday life.
Determination
Genetic factor, brain damage, and environmental
factors are key determinants of mental
retardation.
Determinants
Genetic Factor the most common identified
form of mental retardation is Down Syndrome,
in which genetically transmitted.
Brain damage a Environmental Factor
Brain damage can result from many different
infections and environment hazard. Infection in
pregnant mother-to-be, such as rubella (German
measles), syphilis, herpes and AIDS, can cause
infection that can develop in childhood.
Physical Disorder
Physical disorder in children includes orthopedic
impairments, such as cerebral palsy, and seizure
disorder.
Orthopedic Impairments children with
orthopedic impairments disorder suffer
restricted movement or lack of control over
movement due to muscle, bone, or joint
problems.
Seizure Disorder- The most common seizure
disorder is Epilepsy, a neurological disorder
characterized by recurring sensorimotor attacks
or movement convulsion.
Sensory Disorder
Sensory disorder includes visual and hearing
impairments. Visual impairments include need
for corrective lenses, low vision, and being
educationally blind.
Visual Impairments a small portion of students
(about 1 in every 1,000 students) have very
serious visual problems and are classified as
visually impaired.
Hearing Impairments a hearing impairments
can make learning very difficult for children.
Children who are born deaf or experience a
significant hearing loss in first several years of
life usually do not develop normal speech and
hearing language.
Speech and Language Disorder
A number of speech problem (such as articular
disorders, voice disorders, and fluency disorders)
and language problems (difficulties in receiving
information and expressing language).
Articular Disorder- problem in pronouncing
sound correctly.
Voice Disorder- Disorder producing speech that
hoarse, harsh, too loud, too high-pitched, or too
low-pitched.
Fluency Disorder- Disorder that often involve
what is commonly referred to as “stuttering”
Language Disorder- Significant impairments in
receptive or expressive language
Expressive Language- The ability to use
language to express one’s thought and
communicate with other.
Specific Language Impairments (SLI)-
Involves problems in language development that
are mot accompanied by other obvious physical,
sensory, or emotional problems; in some cases,
the disorder is called developmental language
disorder.
Autism Spectrum Disorder (ASD)
Also called pervasive developmental disorders,
they range from pervasive disorder labeled
autistic disorder to the milder disorder called
Asperger syndrome. Children with these disorder
are characterized by problems in social
interaction, verbal and nonverbal
communication, and repetitive behaviors.
Autistic Disorder- a severe autism spectrum
disorder that has its onset in the first three years
of life and includes deficiencies in social
relationships, abnormalities in communication,
and restricted, repetitive, and stereotype patters
of behavior
Asperger syndrome- A relatively mild (ASD) in
which there relatively good verbal language, a
restrictive range of interest and relationship, and
frequent repetitive routines.
Emotional and Behavioral Disorder
Serious, persistent problems that involve
relationship, aggression, depression, fears
associated with personal and school matters, and
other inappropriate socioemotional
characteristics.
Aggressive, Out-of-control Behaviors- Some
children classified as having serious emotional
disturbance engage in disruptive, aggressive,
defiant, or dangerous behavior and are removed
from the classroom.
Depression, Anxiety, and Fear- Some children
turn their emotional problems inward, in which
case their depression, anxiety, or fear may
become so intense and persistent that their ability
to learn is significantly compromised.