Cognitive Development and Positive Behavior Supports

create a visual (e.g., Venn diagram, poster, or chart) with the following:

First, identify which disability you have chosen for the focus of this course (intellectual disability) is the one I’ve chosen. Next, using information found in your text (Chapters 2 and 3)

Describe the early childhood characteristics of this disability (generally ages three to five).

Describe the school-aged characteristics of this disability (generally ages five through eighteen).
Describe the manifestations in behavioral social skills in the learning environment.
Next, compare these traits with the characteristics of at least two other disabilities.
Finally, after reviewing the components of PBS, describe how applications of behavioral science, multicomponent interventions, lifestyle outcomes, and systems change apply to the characteristics of the disability you have chosen.

Table of Contents

Text

Cohen, L. G., & Spenciner, L. J. (2009). Teaching students with mild and moderate disabilities: Research-based practices (2nd ed.). Upper Saddle River, NJ: Pearson Education.

Lavoie, R. (2007). Helping the socially isolated child make friends (Links to an external site.). Retrieved from http://www.ldonline.org/article/19272/
Reeve, C. (2013, October 29). Easy method for collecting and analyzing data (Links to an external site.) [Blog post]. Retrieved from http://www.aspecialsparkle.com/2013/10/an-easy-method-for-collecting-and.html
SMART behavior change outcome (Links to an external site.). (n.d.) Retrieved from http://www.healthedpartners.org/ceu/sm/smart_behavior_change_outcome_objectives.pdf

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