Professional Documents
Culture Documents
File
Carlyn
Cogar
General
Information:
Name:
Intellectual
Disabilities
Definition:
According
to
the
AAIDD
(2013),
Intellectual
Disability
is
a
disability
characterized
by
significant
limitations
in
both
intellectual
functioning
and
in
adaptive
behavior,
which
covers
many
everyday
practical
and
social
skills.
This
disability
originates
before
the
age
of
18.
Intellectual
Functioning-
Intelligence-
refers
to
general
mental
capacity,
such
as
learning,
reasoning,
and
problem
solving
(AAIDD,
2013).
One
way
to
measure
intellectual
functioning
is
with
an
IQ
test.
Generally
an
IQ
test
score
of
around
70
or
as
high
as
75
indicates
a
limitation
in
intellectual
functioning.
(AAIDD,
2013)
Adaptive
Behavior-
The
collection
of
conceptual,
social,
and
practical
skills
that
are
learned
and
performed
by
people
in
their
everyday
lives,
standardized
tests
can
determine
limitations
in
adaptive
behavior
(AAIDD,
2013).
Fx:
704-875-9276
www.umarinfo.com
The
Arc,
North
Carolina
The
Arc
of
North
Carolina
is
committed
to
securing
for
all
people
with
intellectual
and
developmental
disabilities
the
opportunity
to
choose
and
realize
their
goals
of
where
and
how
they
learn,
live,
work,
and
play.
The
Arc
of
North
Carolina
is
an
affiliated
chapter
of
The
Arc
of
the
United
States.
The
Arc
of
North
Carolina
343
E
Six
Forks
Rd
Raleigh,
NC
27609
info@arcnc.org
800.662.8706
|
919.782.4632
Articles:
http://onlinelibrary.wiley.com/doi/10.1046/j.1365-
2788.2003.00464.x/full
https://arcmass.org/Portals/0/renamingMRIDDApril2007.pdf
www.tandfonline.com/doi/full/10.1080/19315864.2012.700684#.UoUAjShdVF
I
General
Information:
Name:
Attention
Deficit
Hyperactivity
Disorder
Definition/Characteristics:
According
to
the
National
Library
of
Medicine
(2013)
Attention
deficit
hyperactivity
disorder
(ADHD)
is
a
problem
of
not
being
able
to
focus,
being
overactive,
not
being
able
to
control
behavior,
or
a
combination
of
these.
For
these
problems
to
be
diagnosed
as
ADHD,
they
must
be
out
of
the
normal
range
for
a
person's
age
and
development.
Symptoms
of
ADHD
fall
into
three
groups:
Some
people
with
ADHD
have
mainly
inattentive
symptoms.
Some
have
mainly
hyperactive
and
impulsive
symptoms.
Others
have
a
combination
of
different
symptom
types.
Those
with
mostly
inattentive
symptoms
are
sometimes
said
to
have
attention
deficit
disorder
(ADD).
They
tend
to
be
less
disruptive
and
are
more
likely
not
to
be
diagnosed
with
ADHD.
Inattentive
Symptoms
Often
loses
toys,
assignments,
pencils,
books,
or
tools
needed
for
tasks
or
activities
Is easily distracted
Hyperactivity Symptoms
Talks excessively
Impulsivity Symptoms
Causes:
ADHD
usually
begins
in
childhood
but
may
continue
into
the
adult
years.
It
is
the
most
commonly
diagnosed
behavioral
disorder
in
children.
ADHD
is
diagnosed
much
more
often
in
boys
than
in
girls.
It
is
not
clear
what
causes
ADHD.
A
combination
of
genes
and
environmental
factors
likely
plays
a
role
in
the
development
of
the
condition.
Imaging
studies
suggest
that
the
brains
of
children
with
ADHD
are
different
from
those
of
children
without
ADHD.
Prevalence:
In
the
United
States,
The
American
Psychiatric
Association
states
in
the
Diagnostic
and
Statistical
Manual
of
Mental
Disorders
(DSM-IV-TR)
that
3%-7%
of
school-aged
children
have
ADHD.
However,
studies
have
estimated
higher
rates
in
community
samples.
According
to
the
CDC:
Parents
report
that
approximately
9.5%
of
children
4-17
years
of
age
(5.4
million)
have
been
diagnosed
with
ADHD
as
of
2007.
Boys
(13.2%)
were
more
likely
than
girls
(5.6%)
to
have
ever
been
diagnosed
with
ADHD
The
highest
rates
of
parent-reported
ADHD
diagnosis
were
noted
among
children
covered
by
Medicaid
and
multiracial
children.
Prevalence
of
parent-reported
ADHD
diagnosis
varied
substantially
by
state,
from
a
low
of
5.6%
in
Nevada
to
a
high
of
15.6%
in
North
Carolina.
This
site
is
designed
to
answer
any
and
all
questions
a
person
with
ADHD
or
a
family
member
might
have.
The
main
links
are
for
people
who
have
ADHD,
a
parent
or
guardian,
a
school
personnel
or
educator
and
health
care
professionals.
Has
tons
of
useful
information
and
links
that
can
answer
tons
of
questions.
Agencies:
ADHD
clinic:
Department
of
Psychology,
UNCG
The
mission
of
the
AD/HD
Clinic
is
to:
Give
clinical
practice
training
to
clinical
psychology
graduate
students
and
to
other
health
care
professionals
in
North
Carolina
Department
of
Psychology
The
University
of
North
Carolina
at
Greensboro
PO
Box
26170,
Greensboro,
NC
27402
Greensboro,
NC
27402-6170
VOICE
336.334.5014
FAX
336.334.5066
Wake
Forrest
Baptist
Health:
Psychiatry
and
Behavioral
Medicine
The
mission
of
this
program
is
to
improve
the
health
and
well
being
of
the
people
of
this
region
by
means
of
Patient
Care,
Education,
and
Research.
It
is
the
full
and
thoughtful
integration
of
these
three
elements
that
makes
academic
medical
centers
different;
it
is
the
dedication
to
placing
patient
care
first
that
identifies
the
best
of
these
centers.
Phone:
336-716-4551
Hours:
Monday
-
Friday
8
a.m.
-
5
p.m.
Location:
791
Jonestown
Road
Winston-Salem,
NC
27103
Articles:
Polanczyk,
G.,
Silva
de
Lima,
M.,D.,
Lessa
Horta,
B.,
Biederman,
J.,
Rohde,
L.
A.
(2007).
The
Worldwide
Prevalence
of
ADHD:
A
Systematic
Review
and
Metaregression
Analysis.
The
American
Journal
of
Psychiatry,
164,
942-948,
doi:10.1176/appi.ajp.164.6.942
http://ajp.psychiatryonline.org/article.aspx?Volume=164&page=942&jo
http://adc.bmj.com/content/90/suppl_1/i2.full
http://dx.doi.org/10.4236/ce.2013.47A2007
General
Information
Name:
Autism
Spectrum
Disorder
Definition:
The
term
"autism
spectrum
disorders
(ASDs)"
refers
to
a
wide
range
of
developmental
disorders
and
includes
five
classifications.
According
to
the
National
Institute
of
Mental
Health,
these
disorders
are
usually
first
diagnosed
in
early
childhood
and
range
from
a
severe
form,
called
autistic
disorder,
through
pervasive
development
disorder
not
otherwise
specified,
to
a
much
milder
form,
Asperger's
syndrome.
They
also
include
two
rare
disorders,
Rett
syndrome
and
childhood
disintegrative
disorder
(autismcenter.org).
Each
of
these
disorders
has
a
specific
set
of
characteristics
used
as
criteria
for
diagnosis
in
the
Diagnostic
and
Statistical
Manual
(DSM
IV)
of
the
American
Psychiatric
Association.
It
is
important
to
understand
that
individuals
can
share
common
characteristics
on
the
spectrum,
yet
ASD
is
unique
to
the
individual
and
will
be
different
for
every
person.
Aspergers
Syndrome- Asperger
syndrome
is
an
autism
spectrum
disorder
(ASD)
considered
to
be
on
the
high
functioning
end
of
the
spectrum.
Affected
children
and
adults
have
difficulty
with
social
interactions
and
exhibit
a
restricted
range
of
interests
and/or
repetitive
behaviors.
Motor
development
may
be
delayed,
leading
to
clumsiness
or
uncoordinated
motor
movements.
limited
or
inappropriate
social
interactions
"robotic"
or
repetitive
speech
challenges
with
nonverbal
communication
(gestures,
facial
expression,
etc.)
coupled
with
average
to
above
average
verbal
skills
tendency
to
discuss
self
rather
than
others
inability
to
understand
social/emotional
issues
or
nonliteral
phrases
lack
of
eye
contact
or
reciprocal
conversation
obsession
with
specific,
often
unusual,
topics
one-sided
conversations
awkward
movements
and/or
mannerisms
Rett
Syndrome-
Unlike
other
forms
of
ASD,
Rett
syndrome
mostly
affects
girls.
In
general,
children
with
Rett
syndrome
develop
normally
for
618
months
before
regression
and
autism-like
symptoms
begin
to
appear.
Children
with
Rett
syndrome
may
also
have
difficulties
with
coordination,
movement,
and
speech.
Physical,
occupational,
and
speech
therapy
can
help,
but
no
specific
treatment
for
Rett
syndrome
is
available
yet.
Childhood
Disintegrative
Disorder- Childhood
disintegrative
disorder
is
also
known
as
Heller's
syndrome.
It's
a
very
rare
condition
in
which
children
develop
normally
until
at
least
two
years
of
age,
but
then
demonstrate
a
severe
loss
of
social,
communication
and
other
skills.
(www.mayoclinic.com,
2013)
Quick
Facts:
Autism
receives
less
than
5%
of
the
research
funding
of
many
less
prevalent
childhood
diseases
Boys are nearly five times more likely than girls to have autism
Prevalence:
Autism
statistics
from
the
U.S.
Centers
for
Disease
Control
and
Prevention
(CDC)
identify
around
1
in
88
American
children
as
on
the
autism
spectruma
ten-fold
increase
in
prevalence
in
40
years.
Careful
research
shows
that
this
increase
is
only
partly
explained
by
improved
diagnosis
and
awareness.
Studies
also
show
that
autism
is
four
to
five
times
more
common
among
boys
than
girls.
An
estimated
1
out
of
54
boys
and
1
in
252
girls
are
diagnosed
with
autism
in
the
United
States.
Only
1
of
every
10,000
to
22,000
girls
has
Rett
syndrome.
Even
rarer,
only
1
or
2
out
of
100,000
children
with
ASD
have
CDD.
Cause:
While
autism
research
has
made
great
strides
in
the
past
decade,
the
causes
of
autism
spectrum
disorders
(ASDs)
remain
unknown.
Family
and
twin
studies
lend
support
to
a
genetic
etiology,
and
other
studies
indicate
neurobiological
differences
in
the
anatomy
and
function
of
the
brain
in
individuals
with
autism.
The
Translational
Genomics
Research
Institute
(TGen)
and
SARRC
are
currently
working
to
find
the
cause
or
causes
of
ASDs.
(autismcenter.org,
2013)
Over
the
last
five
years,
scientists
have
identified
a
number
of
rare
gene
changes,
or
mutations,
associated
with
autism.
A
small
number
of
these
are
sufficient
to
cause
autism
by
themselves.
Most
cases
of
autism,
however,
appear
to
be
caused
by
a
combination
of
autism
risk
genes
and
environmental
factors
influencing
early
brain
development.
In
the
presence
of
a
genetic
predisposition
to
autism,
a
number
of
nongenetic,
or
environmental,
stresses
appear
to
further
increase
a
childs
risk.
The
clearest
evidence
of
these
autism
risk
factors
involves
events
before
and
during
birth.
They
include
advanced
parental
age
at
time
of
conception
(both
mom
and
dad),
maternal
illness
during
pregnancy
and
certain
difficulties
during
birth,
particularly
those
involving
periods
of
oxygen
deprivation
to
the
babys
brain.
A
growing
body
of
research
suggests
that
a
woman
can
reduce
her
risk
of
having
a
child
with
autism
by
taking
prenatal
vitamins
containing
folic
acid
and/or
eating
a
diet
rich
in
folic
acid
(at
least
600
mcg
a
day)
during
the
months
before
and
after
conception.
Characteristics:
ASD
can
be
associated
with
intellectual
disability,
difficulties
in
motor
coordination
and
attention
and
physical
health
issues
such
as
sleep
and
gastrointestinal
disturbances.
Some
persons
with
ASD
excel
in
visual
skills,
music,
math
and
art.
Autism
appears
to
have
its
roots
in
very
early
brain
development.
However,
the
most
obvious
signs
of
autism
and
symptoms
of
autism
tend
to
emerge
between
2
and
3
years
of
age.
The
Red
Flags:
No babbling by 12 months
No words by 16 months
More
Characteristics
of
ASD:
Communication:
Speech
that
sounds
different
(e.g.,
"robotic"
speech
or
speech
that
is
high-
pitched)
Social skills:
Reacting
to
the
world
around
them:
Being
either
very
sensitive
or
not
sensitive
enough
to
touch,
light,
or
sounds
(e.g.,
disliking
loud
sounds
or
only
responding
when
sounds
are
very
loud;
also
called
a
sensory
integration
disorder)
Sleep problems
Websites:
1. Autism
Speaks
www.autismspeaks.org
Autism
Speaks
has
grown
into
the
world's
leading
autism
science
and
advocacy
organization,
dedicated
to
funding
research
into
the
causes,
prevention,
treatments
and
a
cure
for
autism;
increasing
awareness
of
autism
spectrum
disorders;
and
advocating
for
the
needs
of
individuals
with
autism
and
their
families.
2. Autism
Society
www.autism-society.org
The
Autism
Society,
exists
to
improve
the
lives
of
all
affected
by
autism.
They
strive
to
increasing
public
awareness
about
the
day-to-day
issues
faced
by
people
on
the
spectrum,
advocating
for
appropriate
services
for
individuals
across
the
lifespan,
and
providing
the
latest
information
regarding
treatment,
education,
research
and
advocacy.
3. Autism
Today
www.autismtoday.com
With
over
2,500
pages
of
content
which
is
growing
daily,
Autism
Today
is
the
largest
autism
resource
online
and
one
of
the
leading
autism
and
Aspergers
resource
distributor
in
the
world.
The
Autism
Today
website
aims
to
be
the
premier
information
dispenser
to
the
autism
community
worldwide.
4. National
Institute
of
Mental
Health
www.nimh.nih.gov
The
mission
of
NIMH
is
to
transform
the
understanding
and
treatment
of
mental
illnesses
through
basic
and
clinical
research,
paving
the
way
for
prevention,
recovery,
and
cure.
Has
information
on
treatment,
diagnosis,
and
clinical
trials
about
many
different
illnesses
including
ASD.
5. Center
for
Disease
Control
www.cdc.gov/autism
CDC
is
committed
to
continuing
to
provide
essential
data
on
ASDs,
search
for
risk
factors
and
causes,
and
develop
resources
that
help
identify
children
with
ASDs
as
early
as
possible.
Agencies:
iCan
House
iCan
House
is
a
place
created
to
help
the
Winston
Salem
community
focus
what
they
CAN
do
by
providing
social
opportunities
for
those
with
developmental
disabilities
and
social
skills
deficits...while
also
creating
hope
for
those
who
love
them.
www.icanhouse.org
862
W.
4th
St.
Winston-Salem,
NC,
United
States
27101
Phone
office
at
336.723.0050
Fax
office
at
336.723.0525
ABC
of
NC
Winston
Salem
Program
The
mission
of
the
ABC
program
is
to
provide
effective
instruction
based
on
each
childs
individualized
needs
in
a
fun,
natural
environment
and
recreational
setting.
ABC
of
NC
Child
Development
Center
offers
a
summer
education
program
to
children
ages
3-12
with
Autism
Spectrum
disorders.
The
program
combines
the
fun
and
variety
of
experiences
offered
by
a
typical
summer
day
camp
with
evidence-
based
educational
programs
for
children
with
Autism.
3904
Old
Vineyard
Road
Winston-Salem,
NC
27104
www.abcofnc.org
(336)
251-1180
Articles:
Roksana,
S.,
Stephen,
H.,
Ala,
T.,
Majid,
G.
(2010)
Paternal
age
increases
the
risk
for
autism
in
an
Iranian
population
sample.
Molecular
Autism
1,
DOI:
10.1186/2040-2392-1-2
www.molecularautism.com/content/1/1/2
Carayol,
J.,
Schulenburg,
G.
D.,
Dombroske,
B.,
Genin,
E.,
Rousseau,
F.,
and
Dawson,
G. (2011) Autism
risk
assessment
in
siblings
of
affected
children
using
sex-specific
genetic
scores.
Molecular
Autism
2,
doi:10.1186/2040-
2392-2-17
www.molecularautism.com/content/2/1/17
www.molecularautism.com/content/3/1/13
General
Information
Name:
Specific
Learning
Disability
Definition:
Specific
learning
disability
means
a
disorder
in
one
or
more
of
the
basic
psychological
processes
involved
in
understanding
or
in
using
language,
spoken
or
written,
that
may
manifest
itself
in
an
imperfect
ability
to
listen,
think,
speak,
read,
write,
spell,
or
to
do
mathematical
calculations,
including
conditions
such
as
perceptual
disabilities,
brain
injury,
minimal
brain
dysfunction,
dyslexia,
and
developmental
aphasia.
Specific
learning
disability
does
not
include
learning
problems
that
are
primarily
the
result
of
visual,
hearing,
or
motor
disabilities,
of
mental
retardation,
of
emotional
disturbance,
or
of
environmental,
cultural,
or
economic
disadvantage
(www.sped.dpi.wi.gov,
2013).
Learning
disabilities
is
not
the
only
term
used
to
describe
these
difficulties.
Others
include:
Incidents
after
birth.
Serious
illness,
head
injuries,
poor
nutrition
and
exposure
to
toxins
such
as
lead
can
contribute
to
LD.
may
have
trouble
learning
the
alphabet,
rhyming
words,
or
connecting
letters
to
their
sounds;
may make many mistakes when reading aloud, and repeat and pause often;
may
have
trouble
remembering
the
sounds
that
letters
make
or
hearing
slight
differences
between
words;
may
have
trouble
organizing
what
he
or
she
wants
to
say
or
not
be
able
to
think
of
the
word
he
or
she
needs
for
writing
or
conversation;
may
not
follow
the
social
rules
of
conversation,
such
as
taking
turns,
and
may
stand
too
close
to
the
listener;
may
not
be
able
to
retell
a
story
in
order
(what
happened
first,
second,
third);
or
If
a
child
has
unexpected
problems
learning
to
read,
write,
listen,
speak,
or
do
math,
then
teachers
and
parents
may
want
to
investigate
more.
The
same
is
true
if
the
child
is
struggling
to
do
any
one
of
these
skills.
The
child
may
need
to
be
evaluated
to
see
if
he
or
she
has
a
learning
disability
(www.nichcy.org,
2011).
Websites:
1. National
Center
for
Learning
Disabilities
www.ncld.org
NCLD
improves
the
lives
of
all
people
with
learning
difficulties
and
disabilities
by
empowering
parents,
enabling
young
adults,
transforming
schools,
and
creating
policy
and
advocacy
impact.
This
web
site
has
tons
of
information
and
resources.
The
site
is
organized
so
that
you
can
browse
by
stage
or
browse
by
age.
2. National
Dissemination
Center
for
Children
with
Disabilities
http://nichcy.org/disability/specific/ld
Resources
and
information
for
people
that
have
an
LD
or
know
someone
who
has
one,
parents
as
well
as
teachers.
This
website
has
a
list
of
publications
as
well
as
links
to
information
on
specific
learning
disorders.
3. National
Center
on
Learning
Disabilities
www.nrcld.org
NRCLD's
goal
is
to
help
educators,
policymakers,
and
parents
understand
the
complexity
and
importance
of
making
sound
decisions
regarding
whether
a
child
has
a
specific
learning
disability.
Their
research
in
this
area--including
studies
of
the
role
of
and
best
practices
associated
with
responsiveness
to
intervention--is
the
foundation
underlying
all
of
the
materials
available
on
this
site.
4. Public
Schools
of
North
Carolina
www.ec.ncpublicschools.gov/disability-resources/specific-learning-disabilities
The
Specific
Learning
Disabilities
Program
serves
as
a
resource
to
local
education
agencies,
charter
schools,
and
state
operated
programs.
The
consultant
for
the
Specific
Learning
Disabilities
Program
is
involved
with
program
planning,
development,
and
training
to
strengthen
the
quality
of
education
for
students
with
www.jpgmonline.com/article.asp?issn=0022-
3859;year=2011;volume=57;issue=1;spage=20;epage=30;aulast=Karande
www.indianjmedsci.org/article.asp?issn=0019-
5359;year=2007;volume=61;issue=7;spage=398;epage=406;aulast=Karande
www.ccsenet.org/journal/index.php/jedp/article/view/30710/18329
General
Information
Name:
Emotional
and
Behavioral
Disorders
Definition:
According
to
the
U.S
Department
of
Education
(2013),
Emotional
disturbance
means
a
condition
exhibiting
one
or
more
of
the
following
characteristics
over
a
long
period
of
time
and
to
a
marked
degree
that
adversely
affects
a
child's
educational
performance:
(A)
An
inability
to
learn
that
cannot
be
explained
by
intellectual,
sensory,
or
health
factors.
(B)
An
inability
to
build
or
maintain
satisfactory
interpersonal
relationships
with
peers
and
teachers.
(C)
Inappropriate
types
of
behavior
or
feelings
under
normal
circumstances.
(D)
A
general
pervasive
mood
of
unhappiness
or
depression.
anxiety disorders;
conduct disorders;
eating disorders;
psychotic disorders.
Impulsive
Inattentive, distractible
Preoccupied
Poor concentration
Often
speaks
out
with
irrelevant
information
or
without
regard
to
turn
taking
rules
Can not apply social rules related to others personal space and belongings
Emotional
or
behavioral
disorders
can
be
divided
into
three
groups
that
are
characterized
by:
Externalizing behaviors
Internalizing behaviors
Externalizing
Behaviors
Some
typical
examples
are
hyperactivity,
a
high
level
of
irritating
behavior
that
is
impulsive
and
distractible,
and
persistent
aggression.
Young
children
who
have
serious
challenging
behaviors
that
persist
are
the
most
likely
to
be
referred
for
psychiatric
services.
Three
common
problems
associated
with
externalizing
behavior
are
hyperactivity,
aggression,
and
delinquency.
ADHD
and
emotional
or
behavioral
disorders
often
occur
in
combination.
Internalizing
Behaviors:
Internalizing
behaviors
are
typically
expressed
by
being
socially
withdrawn.
Examples
of
internalizing
behaviors
include
Anorexia or bulimia
Depression
Anxiety
Serious
eating
disorders
that
usually
occur
during
students'
teenage
years
are
anorexia
and
bulimia.
These
disorders
occur
because
of
individuals'
(typically
girls')
preoccupation
with
weight
and
body
image,
their
drive
for
thinness,
and
their
fear
of
becoming
fat.
Among
the
components
of
depression
are
guilt,
self-blame,
feelings
of
rejection,
lethargy,
low
self-esteem,
and
negative
self-image.
Anxiety
disorders
may
be
demonstrated
as
intense
anxiety
upon
separation
from
family,
friends,
or
a
familiar
environment;
as
excessive
shrinking
from
contact
with
strangers;
or
as
unfocused,
excessive
worry
and
fear.
Low
Incidence
Disorders
Some
disorders
occur
very
infrequently
but
are
quite
serious
when
they
do
occur.
Schizophrenia,
sometimes
considered
a
form
of
psychosis
or
a
type
of
pervasive
developmental
disability
is
an
extremely
rare
disorder
in
children,
although
approximately
1
percent
of
the
general
population
over
the
age
of
18
has
been
diagnosed
as
having
schizophrenia
(education.com,
2013).
When
it
occurs,
it
places
great
demands
on
service
systems.
It
usually
involves
bizarre
delusions
(such
as
believing
one's
thoughts
are
controlled
by
the
police),
hallucinations
(such
as
voices
telling
one
what
to
think),
"loosening"
of
associations
(disconnected
thoughts),
and
incoherence.
Schizophrenia
is
most
prevalent
between
the
ages
of
15
and
45,
and
experts
agree
that
the
earlier
the
onset,
the
more
severe
the
disturbance
in
adulthood
(Newcomer,
1993).
Websites:
1. Pacer
Center:
Champions
for
Children
with
Disabilities
www.pacer.org
EMOTIONAL
OR
BEHAVIORAL
DISORDERS
PROGRAM
The
Project
for
Parents
of
Children
with
Emotional
or
Behavioral
Disorders
was
originally
organized
to
assist
parents
and
families
in
understanding
their
rights
and
responsibilities
in
accessing
educational
and
mental
health
services
for
their
children.
At
that
time,
state-provided
services
were
extremely
limited
in
nature
and
scope,
and
seldom
involved
families
in
making
decisions
about
their
children's
needs.
2. National
Dissemination
Center
for
Children
with
Disabilities
www.nichcy.org/disability/specific/emotionaldisturbance#causes
Resources
and
information
for
people
that
have
a
behavior
disorder
or
know
someone
who
has
one,
parents
as
well
as
teachers.
This
website
has
a
list
of
publications
as
well
as
links
to
information
on
specific
learning
disorders.
3. Education
.com
www.education.com
Great
site
for
educators,
has
links
for
special
education
teachers
that
have
questions
about
many
different
kinds
of
disorders.
This
site
has
links
to
work
sheets,
activities,
as
well
as
articles
and
research.
4. National
Alliance
on
Mental
Illness
www.nami.com
NAMI
is
the
National
Alliance
on
Mental
Illness,
the
nations
largest
mental
health
organization
dedicated
to
building
better
lives
for
the
millions
of
Americans
affected
by
mental
illness.
NAMI
advocates
for
access
to
services,
treatment,
supports
and
research
and
is
steadfast
in
its
commitment
to
raise
awareness
and
build
a
community
for
hope
for
all
of
those
in
need.
NAMI
is
the
foundation
for
hundreds
of
NAMI
State
Organizations,
NAMI
Affiliates
and
volunteer
leaders
who
work
in
local
communities
across
the
country
to
raise
awareness
and
provide
essential
and
free
education,
advocacy
and
support
group
programs.
www.docsdrive.com/pdfs/ansinet/jas/2009/1388-1392.pdf
www.mdpi.com/1660-4601/9/5/1908
Strine,
T.
W.,
Lesesne,
C.
A.,
Okoro,
A.
C.,
McGuire,
L.,
Chapman,
D.
P.,
Balluz,
S.
L.,
Mokdad
A.
H.,
(2006)
Emotional
and
Behavioral
Difficulties
and
Impairments
in
Everyday
Functioning
Among
Children
With
a
History
of
Attention-Deficit/Hyperactivity
Disorder.
Center
for
Disease
Control.
3(2)
www.cdc.gov/pcd/issues/2006/apr/05_0171.htm
References
American
Association
on
Intellectual
and
Developmental
Disabilities
(2013).
Retrieved
from
www.AAIDD.org
The
Arc:
For
People
with
Intellectual
and
Developmental
Disabilities
(2013).
Retrieved
from
www.thearc.org
Education.com
(2013).
Behavioral
disorders,
Autism
Spectrum
Disorder.
Retrieved
from
www.education.com
Medline
plus:
A
service
of
the
U.S
National
Library
of
Medicine
(2013).
Attention
Deficit
Hyperactivity
Disorder.
Retrieved
from
www.nlm.nih.gov/medlineplus/ency/article/001551.htm
Center
for
Disease
Control
and
Prevention
(2013).
Attention
Deficit/
Hyperactivity
Disorder,
Autism
Spectrum
Disorder,
Behavioral
Disorders.
Retrieved
from
http://www.cdc.gov/ncbddd/adhd/data.html
Southwest
Autism
Research
and
Resource
Center
(SARRC)
(2013)
About
Autism.
Retrieved
from
www.autismcenter.org
American
Speech-Language-Hearing
Association
(2013).
Autism
Spectrum
Disorder.
Retrieved
from
www.asha.org/public/speech/disorders/Autism.htm
The
Mayo
Clinic
(2013).
Childhood
Disintegrative
Disorder.
Retrieved
from
www.mayoclinic.com
Wisconsin
Department
of
Public
Instruction
(2013)
Federal
Definition/Criteria
for
Specific
Learning
Disabilities.
Retrieved
from
www.sped.dpi.wi.gov
Twenty-Ninth
Annual
Report
to
Congress
on
the
Implementation
of
the
Individuals
with
Disabilities
Education
Act,
Parts
B
and
C.
2007.
(2007)
U.S
Department
of
Education.
Vol
2
and
3
National
Dissemination
Center
for
Children
with
Disabilities
(2011)
Learning
Disabilities.
Retrieved
from
www.nichcy.org
National
Center
for
Learning
Disabilities
(2013)
What
are
Learning
Disabilities.
Retrieved
from
www.ncld.org
U.S
Department
of
Education
(2013)
Code
of
Federal
Regulations,
Title
34,
Section
300.7(c)(4)(i).
Retrieved
from
www.idea.ed.gov/explore/view/p/,root,regs,300,A,300%252E8,
National
Alliance
on
Mental
Illness
(2013)
Emotional
and
behavioral
disorders.
Retrieved
from
www.nami.org