Characteristics+Group+Grid

Be sure to provide citation information and references!
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"A disorder in one or more of the basic phychological processes involved in understading or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, read, write, spell or to do mathmatical calculations including conditions such as perceptual disabilities, brain disfunction, dyslexia and developmental aphasia." ||  || Health Issues Problems with sight and or hearing, speech impediments, etc. ||  || Learning disabilities include learning to write and read; relating to others, overall delayed functioning ||  || Communication problems: comprhension issues, sensory (hearing,vision) problems, issues with social interations and speech impediments. Behavoir issues: often hyperactive, moody, inattentive and disorganized ||  || "Emotional disturbance (includes schizophrenia but does not apply to children who are socially maladjusted unless it is determined that they have an emotional disturbance): A condition exhibiting one or more of the following characteristics over an extended 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 anxiety, unhappiness or depression; or e. A tendency to develop physical symptoms or fears associated with personal or school problems." ||  || Health Issues "Hyperactivity, Perceptual-motor impairments, Emotional Lability, Coordination problems, Disorders of Attention, Impulsivity, Disorders of attention, Disorders of Memory and Thinking, Academinc difficulties, Language deficitss and Equivocal neurological signs" pg. 63; __**Teaching In Today's Inclusive Classroom**__ ||  || "Disorders of Attention, Psychological process deficits and information-processing problems, Lack of cognitive strategies needed for efficient learning" pg. 64; **__Teaching In Today's Inclusive Classroom__** ||  || "Poor Motor Abilities, Oral Language Difficulties, Reading Difficulties, Written language problems, Social Skills Deficit" pg. 64; **__Teaching In Today's Inclusive Classroom__** ||  || [] __Teaching in Today's Inclusive Classroom__, Wadworth Centage Learning, Gargiulo, Richard and Debbie Metcalf. ||  ||
 * __LEARNING DISABILITIES__** ||
 * Federal Definition of the Disability – Major Components, Including Incidence and etiology
 * Typical Physical Characteristics of the Disability
 * Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning
 * Common Communication and/or Behavior Issues & Needs
 * References
 * Wisconsin Department of Public Instruction:** [|**http://dpi.wi.gov**]**)**
 * Children, Youth and Women's Health**: [|www.cyn.com/healthtopics.com])
 * Newcastle University Medical Student Teaching**: [] ||  ||
 * ==<span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">Emotional/Behavioral == ||
 * <span style="color: #990099; font-family: 'Arial','sans-serif'; font-size: 9pt;">Federal Definition of the Disability – Major Components, Including Incidence and etiology
 * <span style="color: #990099; font-family: 'Arial','sans-serif'; font-size: 9pt;">Typical Physical Characteristics of the Disability
 * <span style="color: #990099; font-family: 'Arial','sans-serif'; font-size: 9pt;">Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning
 * <span style="color: #990099; font-family: 'Arial','sans-serif'; font-size: 9pt;">Common Communication and/or Behavior Issues & Needs
 * <span style="color: #990099; font-family: 'Arial','sans-serif'; font-size: 9pt;">References
 * <span style="color: #990099; display: block; font-family: 'Arial','sans-serif'; text-align: center;"> ** Deaf/Hard of Hearing ** ||
 * <span style="color: #990099; font-family: 'Arial','sans-serif'; font-size: 9pt;">Federal Definition of the Disability – Major Components, Including Incidence and etiology

Deaf is a term denoting a partial or total lack of hearing. It may be present at birth (congenital) or may be acquired at any age thereafter. A person who cannot detect sound at an amplitude of 20 decibels in a frequency range of from 800 to 1,800 vibrations per second is said to be hard of hearing. The ear normally perceives sounds in the range of 20 to 20,000 vibrations per second. || <span style="color: #990099; font-family: 'Arial','sans-serif'; font-size: 9pt;"> || Health Issues Students may have partial hearing or none at all. || <span style="color: #990099; font-family: 'Arial','sans-serif'; font-size: 9pt;"> || -Student may not be able to keep up with classwide discussions or benefit from questions asked by other students. -acquiring basic English language skills is a tremendous challenge for most students who are deaf -hearing impaired students "level off" in their reading comprehension achievement at about the third grade level -inherently isolating, with considerable effect on the interaction with peers and teachers Students will need additional supports in the classroom such as; speakers, headphones, an interpreter, written instructions for all assignments and work, the teacher to speak towards them for the purpose of reading lips. These students may also need support or help with interations with the peers or other social behaviors. || <span style="color: #990099; font-family: 'Arial','sans-serif'; font-size: 9pt;"> || [] [] [] || <span style="color: #990099; font-family: 'Arial','sans-serif'; font-size: 9pt;"> || In the US, the criteria for legal blindness are: or Note that the definition of legal blindness differs from country to country and that the criteria listed above are for the US. (MedicineNet.com) || <span style="color: #990099; font-family: 'Arial','sans-serif'; font-size: 9pt;"> || For the lay person functional problems are of most concern i.e. what effects will this condition have for the person with a visual impairment and how will they access written materials. These effects will differ from person to person and from condition to condition. Below is a list of some common difficulties and suggestions for adapting materials to provide accessibility: (Demos) || <span style="color: #990099; font-family: 'Arial','sans-serif'; font-size: 9pt;"> || The blind child is often hesitant to explore because of fear of the unknown. He is also often discouraged from exploration by adults who are overprotective. Without concrete experiences, the child will not develop meaningful concepts or the language to describe or think about them. The blind child has limited ability to coordinate and organize elements into higher levels of abstraction, and to verify the information. Therefore, he constructs a reality that is different from the sighted child's. The process of establishing concept-defining attributes and relationships is more problematic for the blind child and less accessible to guidance. The blind child is continually involved in problem solving, but this process, which is essential to future development, is more difficult and less rewarding for him. (TSBVI) || <span style="color: #990099; font-family: 'Arial','sans-serif'; font-size: 9pt;"> || =Communication tips for teaching students who are blind or vision impaired= (Vision Austrailia) || <span style="color: #990099; font-family: 'Arial','sans-serif'; font-size: 9pt;"> || [|www.visionaustralia.org] [] [] [] || <span style="color: #990099; font-family: 'Arial','sans-serif'; font-size: 9pt;"> || Mental Retardation (Mild/Moderate) ** || Mental retardation is a developmental disability that first appears in children under the age of 18. It is defined as an intellectual functioning level (as measured by standard tests for intelligence quotient) that is well below average and significant limitations in daily living skills (adaptive functioning). Mental retardation occurs in 2.5-3% of the general population. About 6-7.5 million mentally retarded individuals live in the United States alone. Mental retardation begins in childhood or adolescence before the age of 18. In most cases, it persists throughout adulthood. A diagnosis of mental retardation is made if an individual has an intellectual functioning level well below average and significant limitations in two or more adaptive skill areas. Intellectual functioning level is defined by standardized tests that measure the ability to reason in terms of mental age (intelligence quotient or IQ). Mental retardation is defined as IQ score below 70-75. Adaptive skills are the skills needed for daily life. Such skills include the ability to produce and understand language (communication); home-living skills; use of community resources; health, safety, leisure, self-care, and social skills; self-direction; functional academic skills (reading, writing, and arithmetic); and work skills. (stateuniveristy) || <span style="color: #990099; font-family: 'Arial','sans-serif'; font-size: 9pt;"> || Some individuals with mental retardation have unique physical characteristics that mark them as retarded, including being short of stature or possessing unique facial characteristics associated with conditions related to their mental retardation. Others have a perfectly normal physical appearance. (mentalhelp) The specific major physical factors precipitating mental retardation include the following: Prenatal: Maternal malnutrition, acute maternal infections (e.g. Rubella), chronic maternal infections (e.g., Syphilis), maternal sensitization (e.g.,Rh factor), maternal dysfunction (e.g., hypertension,diabetes), anoxia, radiation, and drugs (including alcohol). Neonatal: Prematurity, apnea or asphyxia, birth injury. Postnatal: Traumatic head injury, brain tumors, infections (e.g. meningitis), toxins (e.g. lead).(SOUTHERN ASSOCIATION OF INSTITUTIONAL DENTISTS) || <span style="color: #990099; font-family: 'Arial','sans-serif'; font-size: 9pt;"> || Persons with mental retardation viewed as inefficient learners. Not very self educable. (MSUM) || <span style="color: #990099; font-family: 'Arial','sans-serif'; font-size: 9pt;"> || With the following exceptions, there are no specific behavioral characteristics that are common to all individuals with mental retardation: (a) those characteristics previously described as associated with brain damage; (b) affection seeking and stubbornness that are sometimes associated with Down Syndrome; and (c) behaviors associated with the emotional and psychological problems that sometimes accompany retardation. || <span style="color: #990099; font-family: 'Arial','sans-serif'; font-size: 9pt;"> || [] [] [] [] || <span style="color: #990099; font-family: 'Arial','sans-serif'; font-size: 9pt;"> || "Traumatic brain injury (TBI), a form of acquired brain injury, occurs when a sudden trauma causes damage to the brain. TBI can result when the head suddenly and violently hits an object, or when an object pierces the skull and enters brain tissue. Symptoms of a TBI can be mild, moderate, or severe, depending on the extent of the damage to the brain." The severity of the injury can be determined by the Glasgow Coma Scale. "This 15-point test helps assess the brain injury by checking your ability to follow directions, to blink your eyes or to move extremities. The coherence of your speech also provides important clues." Abilities are scored numerically where higher scores mean milder injuries. The risk of traumatic brain injury is highest in young men ages 15 to 24. "According to the National Institutes of Health, half of all traumatic brain injuries are caused by collisions involving cars, motorcycles and bicycles. About 20 percent are caused by violence, such as gunshot wounds or incidents of child abuse. Traumatic brain injury can occur in infants and small children who have been shaken violently. Among older people, falls are the leading cause of traumatic brain injuries. " (NINDS) || <span style="color: #990099; font-family: 'Arial','sans-serif'; font-size: 9pt;"> || "A person with a mild TBI may remain conscious or may experience a loss of consciousness for a few seconds or minutes. Other symptoms of mild TBI include headache, confusion, lightheadedness, dizziness, blurred vision or tired eyes, ringing in the ears, bad taste in the mouth, fatigue or lethargy, a change in sleep patterns, behavioral or mood changes, and trouble with memory (instances of amnesia), concentration, attention, or thinking. A person with a moderate or severe TBI may show these same symptoms, but may also have a headache that gets worse or does not go away, repeated vomiting or nausea, convulsions or seizures, an inability to awaken from sleep, dilation of one or both pupils of the eyes, slurred speech, weakness or numbness in the extremities, loss of coordination, and increased confusion, restlessness, or agitation." (NINDS) In children who have brain injuries, they may lack the ability to communicate their symptoms. In these cases, most children exhibit a refusal to eat, appear listless and cranky, have altered sleep patterns, have a difference in school achievement, and a loss of interest in favorite toys and activities. Some individuals with traumatic brain injuries will experience at least one seizure during the first week after the injury. Epilepsy could continue to be a health issue. Also, infections of the brain tissue (including meningitis) are relatively common. (Mayo Clinic) || <span style="color: #990099; font-family: 'Arial','sans-serif'; font-size: 9pt;"> || Traumatic Brain Injuries tend to have significant effects on an individual's development and learning throughout their lifespan. Memory impairment is a common problem among individuals with a TBI. They have difficulty recalling information from their long-term memory, as well as remembering information for short periods of time. Many individuals have difficulty with remaining on-task and focused. Their concentration tends to falter, especially after an extended period of time, which could cause problems in the classroom (simliar to ADD). Individuals with a TBI could also have a visual, auditory, or language impairment (depending on what area of the brain their injury affects). Many individuals with a moderate or severe TBI have trouble planning ahead or judging situations correctly. They also have problems with concrete and abstract reasoning which could present problems in math or English courses. (Mayo Clinic) || <span style="color: #990099; font-family: 'Arial','sans-serif'; font-size: 9pt;"> || There are many, varied communication issues that are associated with behavioral needs in individuals with a TBI. Self-regulation of behavior is normally quite difficult after a traumatic brain injury. Social interaction and communication are also normally affected because these individuals typically have trouble controlling inappropriate behavior and abiding by social norms. Many environments could be viewed by the individual with a TBI as "hostile", thus leading the individual to exclude themselves or act inappropriately. As mentioned before, some people with a TBI have visual, auditory, or language impairments which affect their ability to communicate effectively with others. (Brain Injury Lawyers) || <span style="color: #990099; font-family: 'Arial','sans-serif'; font-size: 9pt;"> || [|National Institute of Neurological Disorders and Stroke] [|Mayo Clinic] [|Brain Injury Lawyers] || <span style="color: #990099; font-family: 'Arial','sans-serif'; font-size: 9pt;"> || "Autism spectrum disorder (ASD) is a range of complex neurodevelopment disorders, characterized by social impairments, communication difficulties, and restricted, repetitive, and stereotyped patterns of behavior. Autistic disorder, sometimes called autism or classical ASD, is the most severe form of ASD, while other conditions along the spectrum include a milder form known as Asperger syndrome, the rare condition called Rett syndrome, and childhood disintegrative disorder and pervasive developmental disorder not otherwise specified (usually referred to as PDD-NOS). Although ASD varies significantly in character and severity, it occurs in all ethnic and socioeconomic groups and affects every age group. Experts estimate that three to six children out of every 1,000 will have ASD. Males are four times more likely to have ASD than females. " (NINDS) || <span style="color: #990099; font-family: 'Arial','sans-serif'; font-size: 9pt;"> || The physical and emotional symptoms of autism typically last throughout a person's lifetime. Some people with autism remain mute throughout their lives. However, the majority of individuals with autism develop spoken language and all eventually learn to communicate in some way. Some children with mild autism may exhibit slight delays in language acquisition or have great difficulty in sustaining a conversation. In addition, their body language may be hard to interpret. Facial expressions, movements, and gestures may not match what they are saying. Also, children with autism may have trouble with tone of voice. What they are saying might not match the tone they are using. Although children with autism usually appear physically normal, odd repetitive motions may set them apart from other children. These behaviors might be extreme and highly apparent or more subtle. Repetitive behavior sometimes takes the form of a persistent, intense preoccupation. These strong interests may be unusual because of their content or because of the intensity of the interest. (Autism Speaks) Health Issues Epilepsy occurs in as many as 39% of people with autism. It is more common in children who also have cognitive deficits. There are different types and subtypes of seizures and a child with autism may experience more than one type. They could have large “grand mal” seizures, “petit mal” seizures, or subclinical seizures (which may only show up in an EEG). "Grand mal" seizures normally have detrimental effects on language, cognition, and behavior. "A small number of children with autism may also have an identifiable neurogenetic condition such as Fragile X Syndrome, Angelman's Syndrome, Tuberous Sclerosis, Chromosome 15 Duplication Syndrome or another chromosomal abnormality." Many children with autism also have gastrointestinal (GI) problems. "Surveys have suggested that between 46% and 85% of children with autism have problems such as chronic constipation or diarrhea." Also, sleep problems are common in children and adolescents with autism. Some children with autism have abnomalities in melatonin regulation. Some also have pica, which is an eating disorder involving eating things that are not food. Many children with autism also experience unusual responses to sensory stimuli (vision, hearing, touch, smell, taste, movement, and position). This means that while information is sensed normally, it may be perceived much differently. (Autism Speaks) || <span style="color: #990099; font-family: 'Arial','sans-serif'; font-size: 9pt;"> || Children with autism differ greatly in their abilities and disabilities. Some may be of average to above-average intelligence, while others may be below average. "The common thread in autism is the presence of a developmental disability; more specifically, a disorder of communication that manifests itself differently in each person." Students with autism typically struggle with "academics, communication and language skills, social skills, self-help skills, behavior, and leisure skills". Generally, individuals with autism respond well to highly structured, specialized education programs designed to meet the individual's needs. Children with autism tend be inattentive and unfocused on specific tasks. They also imitate the language and actions of others which could present problems for classroom management. They have difficulty in social interactions that involve play or imaginative tasks. They also struggle with language comprehension and functional communication. Like most children, they have a natural tendency to respond to visual structure, routines, schedules, and predictability (so this would be a good thing to incorporate in the classroom). Children with autism typically enjoy using technology and can greatly benefit from assistive devices. (Autism Society of America) || <span style="color: #990099; font-family: 'Arial','sans-serif'; font-size: 9pt;"> || The Autism Society of America lists some common communication and behavioral issues associated with children who have autism: [|Autism Society of America] [|Autism Speaks] [|National Institute of Neurological Disorders and Stroke] || <span style="color: #990099; font-family: 'Arial','sans-serif'; font-size: 9pt;"> ||
 * <span style="color: #990099; font-family: 'Arial','sans-serif'; font-size: 9pt;">Typical Physical Characteristics of the Disability
 * <span style="color: #990099; font-family: 'Arial','sans-serif'; font-size: 9pt;">Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning
 * Characteristics Found in the Classroom:**
 * Difficulty following verbal directions
 * Difficulty with oral expression
 * Some difficulties with social/emotional or interpersonal skills
 * Will often have a degree of language delay
 * Often follows and rarely leads
 * Will usually exhibit some form of articulation difficulty
 * Can become easily frustrated if their needs are not met which will lead to some behavioral difficulties
 * Sometimes the use of hearing aids leads to embarassment and fear of rejection from peers || <span style="color: #990099; font-family: 'Arial','sans-serif'; font-size: 9pt;"> ||
 * <span style="color: #990099; font-family: 'Arial','sans-serif'; font-size: 9pt;">Common Communication and/or Behavior Issues & Needs
 * <span style="color: #990099; font-family: 'Arial','sans-serif'; font-size: 9pt;">References
 * <span style="color: #990099; display: block; font-family: 'Arial','sans-serif'; text-align: center;"> ** Blind/Vision ** ||
 * <span style="color: #990099; font-family: 'Arial','sans-serif'; font-size: 9pt;">Federal Definition of the Disability – Major Components, Including Incidence and etiology
 * Legal blindness:** The criteria used to determine eligibility for government disability benefits and which do not necessarily indicate a person's ability to function.
 * Visual acuity of 20/200 or worse in the better eye with corrective lenses (20/200 means that a person at 20 feet from an eye chart can see what a person with normal vision can see at 200 feet);
 * Visual field restriction to 20 degrees diameter or less (tunnel vision) in the better eye.
 * <span style="color: #990099; font-family: 'Arial','sans-serif'; font-size: 9pt;">Typical Physical Characteristics of the Disability/Health Issues
 * Some people will have central vision loss which will lead to a dependence on large print or speech output.
 * Some people may have peripheral field loss, which only allows them to see a small 'tunnel', making it necessary to scan in order to see the whole screen. For these people good layout is essential e.g. left justification and still images.
 * Some people may have hemianopia which means they are unable to see one half of their visual field. They may have difficulty locating line beginnings, and may miss information on one side of the screen, especially if there is an empty space.
 * Glare is a common problem for many people with eye disease, so most will elect to work with a dark background and light print.
 * Good contrast is essential.
 * Constant print size is important, people who have eye problems are often slow to adapt to different print sizes.
 * People who rely on high correction in their spectacle lens will have a very definite and often very short focal length, so may work very close to the monitor.
 * Many people are unable to focus on moving images.
 * <span style="color: #990099; font-family: 'Arial','sans-serif'; font-size: 9pt;">Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning
 * <span style="color: #990099; font-family: 'Arial','sans-serif'; font-size: 9pt;">Common Communication and/or Behavior Issues & Needs
 * Identify yourself
 * Use the student's name
 * When talking in a group/ classroom address people by name.
 * Explain to the student about what is going to happen
 * Explain sudden noises
 * Don't shout. People who are blind or vision impaired are not deaf.
 * When seating a person who is blind or vision impaired guide their hand to the back of the chair and allow them to seat themselves.
 * Talk about what you are doing
 * Show the student where things are placed and let the student pick up and feel objects, where appropriate.
 * Don't move objects without telling the student
 * Don't leave doors ajar. Close or open them fully.
 * If you are leaving, tell the student where you are going, who is still with them and when you will be back
 * Give clear directions, don't talk about "here" and "there"
 * Speak directly to the student not through another person
 * It's OK to use words like "look" and "see"
 * It's OK to refer to colour when talking to the student.
 * Let the student have hands-on experiences whenever possible. Don't force the student to touch new things if they are unsure about them.
 * Ask if the student needs help rather than assuming. The student needs to become independent.
 * Don't leave the student unless they know where they are
 * Don't push or steer the student, let them take your hand or elbow
 * <span style="color: #990099; font-family: 'Arial','sans-serif'; font-size: 9pt;">References
 * <span style="color: #990099; display: block; font-family: 'Arial','sans-serif'; text-align: center;"> **
 * <span style="color: #990099; font-family: 'Arial','sans-serif'; font-size: 9pt;">Federal Definition of the Disability – Major Components, Including Incidence and etiology
 * <span style="color: #990099; font-family: 'Arial','sans-serif'; font-size: 9pt;">Typical Physical Characteristics of the Disability/Health Issues
 * <span style="color: #990099; font-family: 'Arial','sans-serif'; font-size: 9pt;">Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning
 * Attention to the task is essential for learning
 * Difficult for students with MR to attend to the meaningful dimension of the task.
 * Learning curves differ for MR--the period of time from the initiation of trials to indication that they had begun to learn the discrimination was longer.
 * Once the learning had occurred and the student is asked to repeat the task (second stage of learning) there was no difference.
 * Cannot attend to as many of the dimensions simultaneously as those without MR.
 * Performance needs a greater amount of time and practice before it improves--once it does rate is close to normal.
 * Zeaman and House found that MR tend to fewer dimensions than non-retarded whereby brighter subjects more likely to attend to dimensions that have been critical to solving similar in the the past and to ignore those dimensions which are irrelevant.
 * <span style="color: #990099; font-family: 'Arial','sans-serif'; font-size: 9pt;">Common Communication and/or Behavior Issues & Needs
 * <span style="color: #990099; font-family: 'Arial','sans-serif'; font-size: 9pt;">References
 * ==<span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">Traumatic Brain Injury == ||
 * <span style="color: #990099; font-family: 'Arial','sans-serif'; font-size: 9pt;">Federal Definition of the Disability – Major Components, Including Incidence and etiology
 * <span style="color: #990099; font-family: 'Arial','sans-serif'; font-size: 9pt;">Typical Physical Characteristics of the Disability/Health Issues
 * <span style="color: #990099; font-family: 'Arial','sans-serif'; font-size: 9pt;">Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning
 * <span style="color: #990099; font-family: 'Arial','sans-serif'; font-size: 9pt;">Common Communication and/or Behavior Issues & Needs
 * <span style="color: #990099; font-family: 'Arial','sans-serif'; font-size: 9pt;">References
 * ==<span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">Autism == ||
 * <span style="color: #990099; font-family: 'Arial','sans-serif'; font-size: 9pt;">Federal Definition of the Disability – Major Components, Including Incidence and etiology
 * <span style="color: #990099; font-family: 'Arial','sans-serif'; font-size: 9pt;">Typical Physical Characteristics of the Disability
 * <span style="color: #990099; font-family: 'Arial','sans-serif'; font-size: 9pt;">Typical Learning Characteristics and/or Effects Of The Disability On Development And Learning
 * <span style="color: #990099; font-family: 'Arial','sans-serif'; font-size: 9pt;">Common Communication and/or Behavior Issues & Needs
 * Insistence on sameness; resistance to change
 * Difficulty in expressing needs; using gestures or pointing instead of words
 * Repeating words or phrases in place of normal, responsive language
 * Laughing (and/or crying) for no apparent reason; showing distress for reasons not apparent to others
 * Preference to being alone; aloof manner
 * Tantrums
 * Difficulty in mixing with others
 * Not wanting to cuddle or be cuddled
 * Little or no eye contact
 * Unresponsive to normal teaching methods
 * Sustained odd play
 * Spinning objects
 * Obsessive attachment to objects
 * Apparent over-sensitivity or under-sensitivity to pain
 * No real fears of danger
 * Noticeable physical over-activity or extreme under-activity
 * Uneven gross/fine motor skills
 * Non-responsive to verbal cues; acts as if deaf, although hearing tests are in normal range || <span style="color: #990099; font-family: 'Arial','sans-serif'; font-size: 9pt;"> ||
 * <span style="color: #990099; font-family: 'Arial','sans-serif'; font-size: 9pt;">References **