SCHOOL-BASED PROGRAMS

1. Physical Environment Intervention

Preparing the Classroom Layout.
Setting the Rules and Expectations.
Establishing the Routines and Procedures

Creating a Positive Ambiance.

2. Behavior Management Techniques
a. Self-Management.
The student with EBD is trained to manage or control his behavior to avoid
disruptive outbursts through this technique.

Two types of self-management techniques:

Self-Monitoring. The student observes his behavior and records the
occurrence and non-occurrence of the target behavior.
Self-Evaluation. The child will compare his performance to a given standard
or goal.

b. Peer Mediation and Support

Peer Monitoring.
Positive Peer Reporting.
Peer Tutoring.
Peer support and confrontation.
3. Positive Reinforcement.
This technique was based on the operant conditioning of B.F.
Skinner(1904-1990) states that behavior can be shaped by giving or
delaying reinforcements.
Praise
Group Contingencies or Token Economy
Awards
4. Negative Reinforcement.
Planned Ignoring
b. Overcorrection
Three types of overcorrection:
1. In the restitution, the student must bring back the environment to its
previous condition and make it even better.
2. In positive practice, the student repeatedly practices the correct
behavior.
3. In negative practice, the student should repeatedly practice the
wrongly displayed behavior.
3. Time Out.
The student is being removed to a positive reinforcement because of
his undesirable behavior.
Implementing timeout:
a. Specify the behavior that may lead to time out.
b. Explain the rules to the class and post them in the classroom.
c. Give warnings to the students before giving the time-out.
d. Explain directions for going to timeout, proper behavior during the
timeout, and procedures for returning from timeout.
e. Keep a timeout logbook to monitor the student's behavior.
4, Punishment.
the theory under punishment is when the negative behavior
will decrease if it is pursued by something that the child
recognizes as negative like losing points in the token
economy.
Punishment should only be used for the following instances:
a. When the behavior is dangerous to the student or others.
b. When every other intervention has been appropriately
implemented and failed.
c. When the student is so noxious that it prevents them from
learning or forming meaningful social relationships.
Intellectual and
Developmental
Disabilities
(IDDs)
Intellectual Disability (ID) is a neurodevelopmental disorder
characterized by impairment of mental capacity.
Mental Retardation (MR). The word retarded was lifted from
the Latin word retardare meaning delay, slow, or hinder. This
makes the definition of mental retardation as a mental delay.
（
idiot (profound mental retardation), imbecile severe and
moderate mental retardation) and moron (mild mental
retardation).
Three main diagnostic criteria for intellectual disability:
1. Impairment of intellectual functioning.
2. Impairment in adaptive skills.
This adaptive skill is divided into three categories.
Conceptual skills
Social skills or interpersonal skills
Practical Life skills
3. The onset is between 0-18 years of age.
a. Mild Mental Retardation
IQ level 50-55 to approximately 70
Acquired academic skills until the last part of elementary years
Support oneself totally or partially at an adult level to some degree of
economic help
b. Moderate Mental Retardation
IQ level 35-40 to 50-55
Can be trained in self-help skills such as dressing, feeding, toileting, social
adjustment.
C. Severe Mental Retardation
IQ level 20-25 to 35-40
Master the basic self-help skills and some communication skills
d. Profound Mental Retardation
IQ level below 20 or 25
Results in severe limitation in self-care and communication
SIGNS AND SYMPTOMS
1. Physical Features.
2. Developmental Delay.
3. Problems in logical and abstract thought.
4. Behavior.
CAUSES OF INTELLECTUAL DISABILITY PRENATAL
CONTRIBUTIONS
1. Chromosomal Disorders
a. Down syndrome (Trisomy 21).
It is the most popular and best-known type of chromosomal abnormality
associated with mental retardation.

Characteristics of Down syndrome:

Epicanthal fold
Simian crease
Broad feet with short toes, short low-set ears, flat bridge of the nose, short
neck, small head, and protruding tongue
Poor muscle tone
Prone to respiratory problem
Visual problems such as crossed eyes and far or
shortsighted
Mild to Moderate hearing loss and speech difficulty
Heart problem
Gastrointestinal tract problems
Tendency to become obese
Leukemia
Thyroid problems
b. Fragile X Syndrome.
Common characteristics of the Fragile X
Syndrome:
Most boys have mental retardation.
One-third to half of the girls have
mental retardation and the rest have
either learning disability or normal IQ.
Attention deficit, hyperactivity, speech,
and language problems
Self-stimulatory behavior, anxiety, and
unstable mood
Autistic-like behavior
Large ears, long narrow face, prominent
forehead, large head, enlarged testicles,
and flat feet
Hyper extensive joints especially fingers
C. Prader-Willi Syndrome.
It was first recognized as a “syndrome” in 1956 by Prader, Labhart,
and Willi. It is now recognized as one of the most common
microdeletion syndromes and genetic causes of obesity.

Common characteristics of Prader-Willi Syndrome:

Mental retardation and impaired body control
Hypotonia and poor motor control
Short stature, narrow forehead, and small hands and feet
Insatiable appetite and low metabolism
High pain tolerance and low sensory input
Behavior difficulties such as temper tantrums, stubbornness,
noncompliance, and resistance to change
Shows signs of obsessive-compulsive disorder Osteoporosis
Thick viscous saliva
Fair skin and light-colored hair
D. Williams Syndrome.
It is a rare disorder characterized by a deletion of chromosome 7 which
can result in physical and developmental problems including mental
retardation.

The most common symptoms are the following:

Elfin-like facial features
Moderate to mild retardation
Impulsive and outgoing personality
Limited spatial skills and motor control
Blood vessel and heart problems
Hypercalcemia - high blood calcium level
Feeding problems, low birth weight, slow weight gain,
and Kidney and dental problems
Hyperacusis - sensitive hearing
METABOLIC AND NUTRITIONAL DISORDERS
1. Galactosemia. Infants cannot process galactose; it is
similar to the sugar found in milk. Some indicators
that an infant has this disorder are jaundice,
vomiting, cataracts, liver damage, and mental
retardation.
2. Phenylketonuria (PKU). Infants' bodies are unable
to process protein. They have insufficient liver
enzymes necessary to produce phenylalanine which
is present in milk and other high-protein food
products.
DEVELOPMENTAL DISORDER OF THE BRAIN FORMATION
Cranial malformations can also result in mental retardation.
Microcephaly is one of the most common conditions with a
small head and severe retardation.
The opposite of this is the hydrocephalus wherein it appears
the enlargement of the cranial cavity because of the
interference of the flow of cerebrospinal fluid.
Another example is Anencephaly in which the large portion
of the brain does not develop. All three cranial
malformations can lead to mental retardation.
INFECTIONS
1. Rubella or German measles.
2. Sexually-transmitted disease.
3. Rh incompatibility.
4. Toxoplasmosis.
5. Cytomegalovirus.
MATERNAL BEHAVIOR
Pregnant women who are reckless with their
behavior can endanger the fetus in their womb.
Smoking, using illegal drugs, and drinking alcoholic
beverages can harm the central nervous system and
can lead to serious damage such as mental
retardation, physical deformities, heart defects,
attention disorder, and behavioral problems.
PERINATAL CAUSES
if the mother has a difficult and prolonged delivery or the
umbilical cord was damaged, this can lead to anoxia
(oxygen deprivation) or hypoxia (insufficient oxygen).
the obstetrical or birth trauma wherein the incorrect use
of forceps can lead to damage to an infant's skull due to
excessive pressure.
the delivery position may also cause a problem.
precipitous birth can also be distressing to the mother and
the infant. This is fast labor that can only last less than
three hours. This may cause fetal injury or a head injury
since the infant passes through the canal too quickly.
POSTNATAL CAUSES
1. Infections
2. Environmental Factors Toxins
Toxins
Adverse living condition
3. Traumatic Brain Injury (TBI)
Common signs of TBI are the following:
a. Difficulty in reading, writing, planning,
understanding, and sequencing
b. Problems in speaking, seeing, hearing, and using
other senses
c. Problems in short-term and long-term memory
d. Changes in mood, anxiety, and depression
e. Problems in balancing and walking
f. Seizures
STRATEGIES AND TECHNIQUES
Since intellectual disability is not a disorder, there is
no cure. Children with this kind of disability are
capable of learning. Parents, teachers, and other
professionals should work hand in hand on how to
explore different options to train these individuals to
become independent and self-sufficient.
SCHOOL-BASED PROGRAMS
1. Multi-sensory Approach.
2. Task Analysis
Brushing teeth and hand washing are examples of task analysis:
Washing hands: Brushing Teeth:
a. Open the faucet. a. Wet the toothbrush with water.
b. Wet hands. b. Put toothpaste on the toothbrush.
C. Turn off the faucet. c. Brush the teeth up and down.
d. Rub hands with soap d. Brush teeth in front and back.
e. Rinse e. Rinse the mouth with water.
f. Turn off the faucet
g. Dry hands
3. Experiential Learning.
4. Thematic Unit Approach.
5. Montessori Approach.
Students with moderate to severe intellectual disabilities are
prioritized in special classes. The following areas were
prioritized within the curriculum for students with intellectual
disabilities:
a. employability d. self-regulation and self-direction
b. social skills e. self-care and daily living skills
C. communication f. basic skills in literacy and numeracy
g. independent functioning in the community
Children with intellectual disability struggles at acquiring
cognitive skills.
Basic principles to consider when working with students with
intellectual disabilities:
a. Provide plentiful cues and prompts to enable the learner to manage
each step in a task.
b. Make all possible use of cooperative group work, and teach children
the necessary group-working skills.
C. Frequently assess the learning that has taken place against the
child's objectives in the curriculum.
d. Use additional helpers to assist with the teaching
(aides, volunteers, parents).
e. Involve parents in the educational program when
possible.
f. Most importantly, do not sell the students short by
expecting too little from them.
Thank You!