LEARNERS WITH

DIFFICULTY
WITH SELF-CARE
GROUP 6
 OBJECTIVES

At the end of the lesson the pre-service teachers can;

discuss clearly learners with difficulty with self-

care;
Share brielfly ideas about learners with difficulty
with self-care through four pics one word;

Identify correctly concepts in learners with

difficulty with self-care.
 A. DEFINITIONS
Self-care is frequently used to refer to a person's ability to perform daily living activities or
specific to body care such as washing oneself, brushing one's teeth, combing, trimming nails,
toileting, dressing, eating, drinking, and caring for one's health.

It is the practice of individuals looking after their own health using the knowledge and
information available to them

Children with special need, such students with those moderate to severe cognitive deficits ,
may struggle with basic daily activities and self-care.

Intellectual disability is a developmental disorder that includes deficits in intellectual and

adaptive functioning across domains of conceptual, social, and practical that occur during the
developmental period.
 A. DEFINITIONS
Activities of daily living (ADLs) is a term used by healthcare professionals to refer to the basic self-
care tasks an individual does on a day-to-day basis.
. An individual’s ability or inability to perform ADLs is often used by health professionals as a way of
measuring an individual’s functional status, especially that of older adults or those with disabilities.

EXAMPLE OF DIFFICULTIES WITH SELF-CARE

1. Be unable to coordinate movements to brush teeth.
2. Require extensive help to fall asleep.
3. Show limited motivation for independence in self-care, so they wait for adults to do it for them instead.
 A. DEFINITIONS

Everyone needs certain self-care skills to simply get through the day. Skills related to eating, dressing,
and personal hygiene are requirements for anyone wishing to live even a semi-independent life
What other problems can occur when you see difficulties with self care skills?

When a child has self care difficulties, they might also have difficulties with:
Following instructions
·Social skills
·Fine motor skills.
·Gross motor skills
 A. DEFINITIONS
Children with disabilities like Down Syndrome, cerebral palsy, and intellectual disabilities benefits from
ADLs and extra attention is necessary because these kids

1. May not develop imitation skills until much later than average—or not at all
2. May not develop the ability to understand and express themselves with spoken
language until much later than average—or not at all
3. May not develop the desire to "be just like" or impress someone else with their skills
and abilities
4. May find it difficult to follow spoken instruction—particularly when the instruction
includes multiple steps
5. May be unaware of what is "expected" or "normal" behavior
 B. IDENTIFICATION
The Individuals with Disabilities Education
Act of 2004 (IDEA)

Defines a student with a disability as one who has a physical or

mental impairment that substantially limits one or more major
life activities, who has a record of such an impairment, or who is
regarded as having such an impairment.
 B. IDENTIFICATION

Due to that, many Learners will have difficulty

with

SELF-CARE
 B. IDENTIFICATION
The Traditional Approach to measuring levels of severity of ID was
determined through the use of intellectual tests:

Mild level IQ 50-70

Moderate IQ 35-50
Severe IQ 20-35
Profound IQ below 20
 B. IDENTIFICATION
Intellectual Tests
It comprises mental, verbal, and performance tasks of graded
difficulty that have been standardized by use on a
representative sample of the population.

ex. Wechsler Preschool and Primary Scale of Intelligence (WIPPSI),

Wechsler Intelligence Scale for Children (WISC), and
the Wechsler Adult Intelligence Scale (WAIS).
 B. IDENTIFICATION
However, based to ....
American Psychiatric Association (2013)
Using measures of intelligence is only one aspect as adaptive
functioning also needs to Identify if a child has an intellectual
disability.
IQ Levels -determines the degree of severity of the disability.
 B. IDENTIFICATION

ID or IDD

is measured by direct observation,

structured interviews, and standardized
scales.
 B. IDENTIFICATION
AAMR Adaptive Behavior Scales
(ABS)
&
Vineland Adaptive Behavior Scales
(VABS)
 B. IDENTIFICATION
AAMR Adaptive Behavior Scale (ABS)
by (Lambert et al., 1993 in Heward 2013)

This cognitive evaluation system is designed to use or

designed to measure functional skills in children from birth to
adulthood that has cognitive disabilities, autism, or behavior
problems.
It assesses the child's self-sufficiency, community self-
sufficiency, and social adjustments.
 B. IDENTIFICATION
AAMR Adaptive Behavior Scale (ABS)
by (Lambert et al., 1993 in Heward 2013)

This cognitive evaluation system is designed to use or

designed to measure functional skills in children from birth to
adulthood that has cognitive disabilities, autism, or behavior
problems.
It assesses the child's self-sufficiency, community self-
sufficiency, and social adjustments.
 B. IDENTIFICATION
(Sawyer et al., 2002).
Assessing adaptive behaviors in preschoolers with
disabilities
The ABS includes five domains: communication, daily living skills,
socialization, play and leisure time activities, and motor abilities.
in the communication domain, there are items that assess verbal
and nonverbal language skills such as
ex: requesting help or giving information about objects or people
around them
 B. IDENTIFICATION
Vineland Adaptive Behavior Scale (VABS)
by (Sparrow et al. 2016)

This assesses adaptive skills across the domains of

communication, daily living skills, and socialization.
it evaluates an individual’s ability to live independently or
semi-independently.
 B. IDENTIFICATION
There are several ways to use the VABS to identify
learners with disabilities in terms of self-care skills.

The Level of independence demonstrated

ex: feeding oneself or brushing one's teeth.

The Quality of participation

ex: able to demonstrate how to brush his teeth but only if
someone else holds his toothbrush for him while he does it.
 B. IDENTIFICATION
T Shilpa, Chatterjee, & Dutta (2017),

who studied the effect of learning disabilities on self care. They

used Vineland Adaptive Behavior Scale (VABS) to measure the
adaptive behavior of children with learning disabilities and
found that children with learning disabilities have lower scores
on self care than those without learning disabilities
 B. IDENTIFICATION
Vimala & Shivaprasad (2018),

who studied the impact of a child's age on his/her self-care

abilities using VABS scale and found that there is a significant
difference in self-care abilities among different age groups of
children.
 B. IDENTIFICATION
Ramesh Kumar & Sangeetha (2019),

who studied the impact of gender on self-care abilities using

VABS scale and found that there is no significant difference
between boys and girls when it comes to their ability in taking
care of themselves.
 B. IDENTIFICATION

OTHER RELATED STUDIES THAT USES BOTH

ABS AND VABS SCALES
 B. IDENTIFICATION
1st Study by P. O'Hagan et. al (2015).
Their study will focus on identifying learners with disabilities
through their performance on self-care tasks in an educational
setting.
2nd Study by K.M. Wheeler (1999).
Her study focuses on identifying learners with disabilities through
their performance on self-care tasks in their home environment.
 B. IDENTIFICATION
The purpose of both studies is to determine if there are any
differences between learners with disabilities who live at home
and those who live in an educational setting when it comes to
self-care tasks such as:

Dressing oneself or brushing teeth without assistance from

another person or device such as a toothbrush or brush holder.
 B. IDENTIFICATION
(Wang et al., 2014)
Determining if there was any difference between males and females
in terms of self-care abilities.

To achieve this goal, a sample size of 200 students from grades 4-9 were
selected from a school that had both boys and girls.

The results showed that males scored higher than females on both tests.
Also, there were no significant differences found between the scores
obtained by boys and girls in these two tests
 B. IDENTIFICATION
Self-care is a critical aspect of adaptive behavior that can be
measured through the AAMR Adaptive Behavior Scale (ABS) and
Vineland Adaptive Behavior Scales (VABS).
and because these scales are been used as a standard set of
items that have been tested extensively with children with
disabilities,
It has been shown that self-care skills can be learned and
improved upon through practice
(Brock & Roper, 2006; Brown et al., 2010).
 C. LEARNING
CHARACTERISTICS
Students who have difficulty with self-care oftentimes reach
developmental milestones at a later age compared to typically
developing peers. Due to cognitive difficulties, children with Intellectual
Disability (ID) may also have deficits in the areas of reasoning,
planning, judgment, and abstract thinking.

Depending on the level of support needed, a student with ID learns

adaptive skills at a slower pace, resulting in delay, compared to same
aged typically developing students.
 What are Adaptive
Developmental Delays?
Adaptive Developmental Delays

It refers to conditions in which children have not reached age-appropriate

life skills.
Adaptive skills are essential to independent living. Without age-
appropriate adaptive development, children may have difficulty
participating full in school or even attending birthday parties and
sleepovers.
Self-care skills are often building blocks of the refined physical control
needed to complete everyday tasks.
 They benefit from modeling and can imitate well.
Include the use of video-based intervention.

The majority of people with ID

are classified as having mild intellectual disabilities.

They are slower in all areas of conceptual

development and social and daily living
skills
 Can young people with intellectual and developmental
disabilities be known for their strengths?

A study conducted by Carter et al. (2015) investigated the strengths and positive traits
of transition-age youth with intellectual disability and/or autism, as reported by their
parents.
This mixed-method study explored the strengths of 427 youth and young adults with
intellectual disability and/or autism (ages 13-21) from the vantage point of their parents. Using
the Assessment Scale for Positive Character Traits–Developmental Disabilities (ASPeCT-DD),
parents identified numerous strengths across multiple domains and factors (e.g., interpersonal
qualities, personality traits, coping capacities, skills and abilities).

Higher ratings of strengths were predicted by greater involvement in community activities and
use of speech as the primary mode of communication. Lower ratings of strengths were
associated with several variables, including not using speech as a primary mode of
communication, exhibiting challenging behaviors, having autism and not currently living
together.
 Using quantitative and qualitative measures, the study
yielded the following positive traits of the youths:

They have positive outlooks in life

Shows positive relations with others

Have active coping skills

Have acceptance coping skills

Similarly, Carter, Brock, and Trainor (2014) found that 90 parents of

high school students with severe disabilities identified multiple
areas of strength that existed alongside areas of need in different
educational and transition domains (e.g., employment,
communication, interpersonal relationships).
 The relationships among siblings are salient and distinctive in
several ways (Hodapp, Sanderson, Meskis, & Casale, 2017;
White & Hughes, 2017).

Sibling relationships are among the most enduring interpersonal

connections people with disabilities have, typically outlasting relationships
involving educators, service providers, and even parents.

The nature of these relationships often focus more on companionship than

caregiving.

The contexts within which siblings spend time together can also vary from
those of others within or beyond the family.
 D. GENERAL
EDUCATIONAL
ADAPTATIONS
 TASK ANALYSIS

A task analysis is used to break complex tasks into a sequence of

smaller steps or actions.
As task analyses are developed, it is important to remember the
skill level of the person, the age, communication and processing
abilities, and prior experiences in performing the task. When
considering these factors, task analyses may need to be
individualized.
 TASK ANALYSIS
GUIDLINES ON HOW TO DO TASK ANALYSIS

1. Define target behavior or task

2. Identify the required skills needed to successfully complete the task
3. identify the necessary materials to perform the task
4. Observe an able and competent person perform the task
5. List the needed steps in sequential prder to complete the task
 DIRECT INSTRUCTIONS

The teacher models how the step is done then

allows the student to try the steps with guidance
and prompts until he/she is able to do the task
independently.
 FORWARD CHAINING
One of three procedures used to teach a
chain of behaviors
Forward chaining involves teaching the
learner the first step in the sequence then
providing assistance and prompts, then
gradually fading. When the learner
successfully executed the first step without
assistance the next step in the chain will
be taught in a similar manner as the the
first steps until the whole sequence is
learned without assistance.
 FORWARD CHAINING
.

Some advantage of forward chaining it that is

conducted according to the natural order in which
the individual responses comprising skills or
tasks occur in everyday situations. Also, this
process is the easiest chaining type to teach staff
to implement.
BACKWARD CHAINING
Backward chaining is the same idea as
forward chaining except that you start with
requiring the learner to complete the last
step of the behavior chain with assistance.

The teacher can either prompt the learner

through the entire sequence, without
opportunities for independent responding,
until he gets to the final step (and then
teach that step), or the teacher can initiate
the teaching interaction by going straight to
the last step.
BACKWARD CHAINING
An advantage with backward chaining is
that it allows the learner to experience the
results up front. The final step is usually the
one that gives the most gratification, so
having mastered it will give the child
confidence and satisfaction.

.
 VIDEO BASED-INTERVENTION
Video-based intervention is a broad term used here to be inclusive of
procedures that involve presenting video footage as the independent variable for
intervention.

The use of video-based intervention including video modeling and video

prompting for teaching daily living skills, such as brushing teeth, setting a table ,
washing dishes, and etc. has been found effective for learners with intellectual
and learning difficulties (Rayner 2011, Bellini & Akullian 20017 cited in Heward
2013).

Video modelling- is an evidence-based intervention that promotes the

development of target skills - modelled by either self, peer, or an adult,
presented through a video medium; this strategy is often implemented to
assist students with autism in acquiring new skills.
 Three types of Video Modelling:

Video-self modeling(VSM)- Involves filming the target skill being

modelled by the target individual(Corbett & Abdullah, 2005).

Point of view modelling(POVM)- Involves focusing on the target skill from the
perspective of the target individual. More specifically, the video presents the
target skills as if the observer were completing the skill him/herself(Shrestha et al., 2013).

Video prompting- Involves videotaping a multistep target skill, with each

distinct step recorded separately. During intervention, the video is paused after
each step, giving the observer the chance to attempt at a time(Shrestha et al., 2013).
PROS & CONS OF USING VIDEO MODELING
PROS
Both convenient and cost effective intervention
Potential for systematic repetition
Presence of a variety of examples
Use of models in more than one intervention
Flexibility of video editing

CONS
Required prerequisite skills
Depend greatly on a structured learning environment which promotes
observational learning
Video may not serve as reinforcement
 REFERENCES
https://www.verywellfamily.com/learning-disability-tests-in-public-schools-
2161894#:~:text=Intelligence%20tests%20(often%20called%20IQ,Adult%20Intelligence%20Scale%20(WAIS).

https://www.sciencedirect.com/topics/psychology/backward-
chaining#:~:text=Use%20backward%20chaining%20(i.e.%2C%20breaking,Provide%20a%20reinforcer.

https://www.sciencedirect.com/topics/psychology/forward-
chaining#:~:text=Forward%20chaining%20involves%20teaching%20the,order%20to%20earn%20a%20reinforcer
.
Thank You
FOR JOINING TODAY'S CLASS