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chapter 4
study stack for chapter 4
| Question | Answer |
|---|---|
| stage approach theory | traditionally, researchers and clinicians have suggested parents go through a series of stages after learning they have a child with a disability |
| the role of guilt | parents that have a child with disability feel responsible that they are responsible for it |
| dealing with the public | parents feel criticism from others about how they deal with their child |
| dealing with child's feelings | parents face delicate task of talking with their child about their disability |
| dealing with extended family members feelings | often overlooked is the child with a disability impact on extended family members |
| parental reaction to stress | the way parents respond to stress when it comes to their child |
| changing views of parental adjustment | people always assume that parents that have a child with a disability are stressed, however that is not the case all the time |
| wraparound service systems | involving not only using educational services but also available community resources |
| family system theory | assume that treatment and educational programs will be more likely to succeed if they take into account the relationships and interactions between family members |
| family characteristics | include basic information about the family, such as type and severity of the disability the family's size culture, background, socioeconomic status, coping styles, and special conditions |
| family interaction | reflect family cohesion and adaptability, important determinants of the "health" of a family |
| cohesion | refers to degree to which individual family member is free to act independently of other family members. |
| adaptability | refers to degree to which families are able to change their modes of interaction when they encounter unusual or stressful situations |
| family functions | are the numerous routines in which families engage to meet their many and diverse needs - economic, daily care, social, medical, educational. |
| family life cycle | several family theorists have noted that the impact of a child with a disability on the family changes over time |
| ethnicity and social support | research shows evidence of familial and religious support and ethnic minority families |
| Parental support groups | one common type of support especially with families with diagnosed children and parental support groups that consist of parents and children with the same disabilities |
| parent centers | the U.S. department of education has established more than one hundred parent training information centers and community parent resource centers |
| behavioral parent training (BPT) | focuses on the child's behavior as a way to relieve stressful situations in the family |
| family activity settings | routines that families engage in such as mealtimes, seasonal celebrations, visits to relatives, shopping, going on vacations, and eating in restaurants |
| mindfulness specifically for parents of children with disabilities | Given the abundant evidence that parents of children with a disability are vulnerable to experience stress, anxiety, and depression |
| mindfulness combined with positive behavior support (MBPBS) | Singh's most recent iteration of his mindfulness regimen for parents of children with disability's is a combination is some of Kabat-Zinn's MBSR techniques and strategies included in positive behavior sports |
| Parent teacher conference | can be an effective way for teachers to share information with parents |
| home note programs | sometimes referred to as home-contingency programs home note programs are a way of communicating with parents having them reinforce behaviors that occur at school. |
| traveling notebooks | go back and force between school and home less formal than home notes are appropriate for students who see multiple professionals. |
| due process hearing | a non court proceeding held before an impartial hearing officer. |
Created by:
prooker