Sentences with phrase «emotional learning deficits»

Not exact matches

There are many reasons for teens to underperform at school, including a lack of motivation to do well, problems at home or with peers, poor work habits or study skills, emotional and behavior problems, learning disabilities (such as dyslexia), attention deficit hyperactivity disorder, mental retardation or below average intelligence and other medical problems, including anxiety and depression.

Trauma - informed teaching models have consistently positioned relationships as the conduit of learning; and self - regulation as a key skill to meet deficit areas of emotional and physical development (Wolpow et al., 2009).

The remaining 90 percent have been diagnosed with developmental disabilities such as emotional disturbance and specific learning disabilities, the most common of which are Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity Disorder (ADHD).

These disabilities can be accompanied by emotional, social, and behavioral disorders, including attention deficits, but they can not, in the federal definition, be the primary cause of the learning disabilities.

Many populations served by special education, including those identified with autism, emotional impairments, or students identified as not ready to learn, experience social competence deficits.

A typical classroom today consists of many students with severe behavioral problems, limited knowledge of English usage, emotional and psychological difficulties, learning disabilities and attention - deficit disorders.

Special education includes students with learning disabilities, intellectual disabilities, Attention Deficit Hyperactivity Disorder, autism, speech and language disabilities, emotional disturbances, and other qualifying medical diagnoses.

Exclusion factors such as mental retardation, sensory deficits, serious emotional disturbance, language minority children (where lack of proficiency in English accounts for measured achievement deficits), and lack of opportunity to learn should be considered.

At Lawrence School, we understand the unique needs — academic, social and emotional — of students with learning differences and attention deficits.

The program focused on helping teachers move past the deficit model: by the end of the trainings, teachers were expected to hold all students to high standards, provide equitable access to learning resources, embrace social - emotional learning, and center students» knowledge in lessons (Patton, 2011).

Through play, therapists may help children learn more adaptive behaviors when there are emotional or social skills deficits (Pedro - Carroll & Reddy, 2005).

A confluence of research has identified executive functioning deficits as a common characteristic of individuals with FASD.9 15 — 27 Damage to neurological structures, including the prefrontal regions of the brain, is a significant hypothesised cause for these deficits.28 29 Executive functions are defined as a set of cognitive processes responsible for orchestrating purposeful, goal - directed behaviour.15 30 31 These processes are responsible for the ability to plan, organise, attend, problem solve and inhibit responses.31 It is also suggested that the ability to self - regulate emotional responses and behavioural actions is interrelated with the construct of executive functioning.17 28 32 Deficits in executive functioning and self - regulation can lead to learning and behavioural problems that impact a child's educational outcomes as they struggle to cope with the complex demands of school lideficits as a common characteristic of individuals with FASD.9 15 — 27 Damage to neurological structures, including the prefrontal regions of the brain, is a significant hypothesised cause for these deficits.28 29 Executive functions are defined as a set of cognitive processes responsible for orchestrating purposeful, goal - directed behaviour.15 30 31 These processes are responsible for the ability to plan, organise, attend, problem solve and inhibit responses.31 It is also suggested that the ability to self - regulate emotional responses and behavioural actions is interrelated with the construct of executive functioning.17 28 32 Deficits in executive functioning and self - regulation can lead to learning and behavioural problems that impact a child's educational outcomes as they struggle to cope with the complex demands of school lideficits.28 29 Executive functions are defined as a set of cognitive processes responsible for orchestrating purposeful, goal - directed behaviour.15 30 31 These processes are responsible for the ability to plan, organise, attend, problem solve and inhibit responses.31 It is also suggested that the ability to self - regulate emotional responses and behavioural actions is interrelated with the construct of executive functioning.17 28 32 Deficits in executive functioning and self - regulation can lead to learning and behavioural problems that impact a child's educational outcomes as they struggle to cope with the complex demands of school liDeficits in executive functioning and self - regulation can lead to learning and behavioural problems that impact a child's educational outcomes as they struggle to cope with the complex demands of school life.16 20

The areas of testing address a variety of issues, such as evaluations for academic and learning difficulties, attention deficit problems, executive function struggles, developmental disorders, neurological conditions, memory concerns, emotional / behavioral problems, and mental health issues.

Describe how these core deficits disrupt the guided participation relationship between parent and child resulting in the loss of emotional connection, social engagement, and opportunities for learning

This training will focus on learning approaches & interventions that address the core struggle areas of these children which include: social skills deficits, emotional regulation issues, relationship development, & anxiety struggles.

ADD — Learning disabilities • Emotional Aspects of living with Attention Deficit Disorder and / or Learning Disabilities

Play therapists strategically utilize play activity to help children express difficult thoughts and feelings, learn more adaptive behaviors when emotional or social skills deficits are present, promote cognitive development and provide insight and resolution to inner conflicts or dysfunctional thinking.

Schools worldwide are turning to mindfulness and social and emotional learning as antidotes to rising stress, emotional dysregulation, and attention deficit.

In comparison to children with deficits in emotional development, children with a developed EC are more likely: 1) to sustain learning; 2) to engage in empathic and prosocial behaviours; 3) to express appropriate emotions in various contexts; 4) to use adaptive strategies to deal with negative / upsetting emotions (e.g., anger); and 5) to reduce several risk factors associated with psychopathology.

Two kinds of prevention programs designed to promote the social and emotional competencies of preschool children have shown positive impacts: universal programs, which are usually teacher - taught and directed toward the entire classroom to promote social learning and positive peer relations; and indicated programs, which focus on remediating skill deficits and reducing existing behavioural problems that may lead to peer difficulties in some children.