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Essay / Research Paper Abstract
4 pages in length. The natural developmental process of learning and behavioral abilities can sometimes be interrupted by unforeseen impediments that preclude the child following any conventional standards. When this hindrance occurs, certain practices and procedures help to realign the child with the particular level of development typical of a given stage, not the least of which includes evaluation and prescreening. Bibliography lists 7 sources.
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4 pages (~225 words per page)
File: LM1_TLCLearnBeh.rtf
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procedures help to realign the child with the particular level of development typical of a given stage, not the least of which includes evaluation and prescreening as a form of
intervention. "At present, no clear distinction can be made in the early years between the children whose problems may persist from those who will make adequate progress with time.
Therefore, young children who demonstrate difficulties in early development may or may not be at risk for LD, nevertheless, screening, evaluation, enhanced learning opportunities, and possibly intervention services should
be provided" (Council for Learning Disabilities, 2007, p. 63). It is critical for a number of entities to become intimately involved in the correct and ongoing administering of screening
and evaluation methods as a precursor to learning and behavioral developmental problems, inasmuch as "a range of environmental, biological, genetic, and perinatal conditions may be associated with adverse developmental outcomes"
(Council for Learning Disabilities, 2007, p. 63). Such programs as Early Screening Project, Dynamic Indicators of Basic Early Literacy Skills, Curriculum-Based Measurement of Oral Reading Fluency, Systematic Screening for
Behavioral Disorders represent formal methods for first establishing and then maintaining a school-wide system of early identification and intervention (Smith, 1999). Secondarily - but just as critical a component
to the overall success of this system - is gaining the involvement of family members, determining the integrity of each, keeping a close eye upon student progress and assessing
the social validity of these approaches. At-risk children face considerably more challenges than other kids in that they have to struggle just to
achieve a modicum of understanding, yet they are also expected to perform at the same emotional, psychological, social and academic level as those students without learning or behavioral issues.
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