1 EXCEPTIONAL CHILDREN

Individual Differences  It is important to keep in mind that “intelligence” is

complex and that a person has many kinds of
1. Intelligence
abilities and strengths.
2. Language Aptitude
 An individual with strong academic performance
3. Motivation
4. Learning Strategies does not necessarily mean that s/he is a successful
5. Learning Styles second language learner
6. Personality
LANGUAGE APTITUDE
7. Learners Beliefs
8. Age of Acquisition 1. Phonemic coding - to identify and memorize new
sounds
INTELLIGENCE
2. Grammatical sensitivity - to understand the function
Intelligence has multiple types: of particular words in sentences
3. Inductive language - to figure out grammatical rules
 Traditionally, intelligence refers to the mental from language samples
abilities that are measured by an IQ (intelligence 4. Associative memory - to memorize new words
quotient) test. It usually measures only two types of
intelligence: verbal/linguistic and MOTIVATION & ATTITUDE
mathematical/logical intelligence.
Types of motivation (in terms of communicative needs):
 There are other types of intelligence such as spatial
intelligence, bodily-kinesthetic intelligence, musical
intelligence, interpersonal intelligence, and
intrapersonal intelligence.

Multiple Intelligences (Howard Gardner, 1993)

 Linguistic intelligence: speaking, using words,

writing, giving presentations, solving word
problems.
 Logical-mathematical intelligence: using numbers,
logic, calculations; learning and understanding Motivation in the classroom setting:
grammar rules.
 Spatial intelligence: drawing, painting, using color,  Motivating students in to the lesson.
art, graphics, pictures, maps, and charts.  Varying the activities, tasks, and materials to
 Bodily-kinesthetic intelligence: muscular increase students’ interest levels.
coordination, athletic skill, body language, drama  Using cooperative rather than competitive goals to
and theater. increase students’ self-confidence.
 Musical intelligence: using music, tones, hearing;  Creating a supportive and non-threatening learning
producing the intonation and rhythm of a language. atmosphere.
 Interpersonal intelligence: talking with other
people, understanding them, using language to
communicate.
 Intrapersonal intelligence: self-knowledge, self-
confidence, using language to analyze yourself.

LEARNING STRATEGIES
Conclusions:
2 EXCEPTIONAL CHILDREN
1. Cognitive Strategies
2. Metacognitive Strategies
3. Social and Affective Strategies
LEARNER PREFERENCES (LEARNING
STYLES)
Learning style : an individual’s natural, habitual, and
preferred way of absorbing, processing, and retaining
new information and skills (Reid 1995).
Types of learning styles related to L2 learning:
1. Perceptual learning styles: visual, aural/auditory, and
haptic (kinesthetic & tactile)
2. Cognitive learning styles:
 field-independent vs. field-dependent (tendency to
see the trees or the forest)
 Reflectivity vs. impulsivity
 right-brain dominance vs. left-brain dominance
 Tolerance of ambiguity
5.1 Perceptual learning styles:
 Visual learner: learns more effectively through the
eyes (seeing).
 Auditory (aural) learners: learns more effectively
through the ears (hearing).
 Haptic learner: learns more effectively through
touch and body movement (a combination of the
kinesthetic and tactile styles).
 Kinesthetic learner: learns more effectively through
concrete body experience (body movement)
 Tactile learner: learns more effectively through
touch (hands-on)
Cognitive learning styles (2): reflectivity vs. impulsivity
 Reflective learners tend to make a slower, more
calculated decision. They are usually more
systematic and more cautious in learning L2.
 Impulsive learners tend to make a quick guess at an
answer to a problem. They are usually more
intuitive and more willing to take risks in learning L2
3 EXCEPTIONAL CHILDREN

Cognitive learning styles (3): right-brain vs. left-brain

dominance

 The right brain perceives and remembers visual,

tactile, and auditory images. It is more efficient in
processing holistic, integrative, and emotional
information.
 The left brain is associated with logical, analytical
thought, with mathematical and linear processing of
information.

LEARNER BELIEFS
How to teach students?
 Virtually all learners, particularly older learner, have
strong beliefs about how their language instruction  that are behind others
should be delivered.  that less talented
 Learner beliefs are usually based on previous  that are slow learners
learning experiences and the assumption that a
Who is a Struggling (slow) Learner?
particular type of instruction is better than others
 Scores consistently low on achievement tests
Implications:
 Ability to learn below average same age peers
1) Learners’ preference for learning, whether due to  Difficulty following multi-step directions
their learning styles or to their beliefs about how  Functions ability significantly below grade level
language are learned, will influence the kinds of  Works well with “hand on” material
strategies they choose to learn new material.
Classroom Recommendations
2) Teachers can use this information to help learners
 Repitition
expand their repertoire of learning strategies and thus
 Differentiated Instructions
develop greater flexibility in their second language
 Environment Change Seating
learning.
 Peer Tutoring
PERSONALITY  Classroom Grouping

1. Extroversion vs. Introversion How to teach Slow Learners?

2. Self esteem
 Fun and comfortable
3. Inhibition
 Short work periods
4. Risk – taking
 Time out of seat
5. Anxiety
 Give short specific directions
AGE OF ACQUISITION  Reinforcement frequently
 Emphasize Strengths
1. Younger is better (particularly in phonological
 Repitition
achievement)
 Concrete
2. Older learners may well speak with an accent
 Challenging but allows success
because they want to keep their L1 identity
 Not too hard/easy
3. It’s more efficient to begin L2 after children’s
 Heterogeneous grouping
native language remines the primary language
 Cooperative Grouping
(eg. at age of 10-12)
 Task Simplify
4 EXCEPTIONAL CHILDREN

INDIVIDUAL DIFFERENCES AND TRAITS  The universalist view of ethics suggests that all
activities should be judged by the same
standards, regardless of the situation or culture.

Components Of Emotional Intelligence

 Self-awareness

 Managing emotions

 Self-motivation

 Empathy for others

 Interpersonal skills

Characteristics Of Creative Leaders

Personality
 Perseverance when facing obstacles
 Psychological characteristics  Self-confidence
 Stable over time and across situations  Willingness to take risks
 A set of characteristics, rather than one trait  Willingness to grow and openness to new
 Makes the person unique and different from experiences
others  Tolerance for ambiguity

Abilities and Skills Three Categories Of Leadership Skills

 Ability, or aptitude, is a stable natural talent for 1. Technical skills

doing something mental or physical. 2. Interpersonal skills
 A skill is an acquired talent that a person 3. Conceptual skills
develops related to a specific task.

Values and Value System

Values are long-lasting beliefs about what is

worthwhile and desirable

Factors that affect values include:

 Culture
 Personality
 Gender
 Ethnicity
 Generational differences

Views of Ethics

 The relativist view of ethics suggests a belief

that what is right or wrong depends on the
situation or the culture.
5 EXCEPTIONAL CHILDREN

The Perception Process How do we perceive?

ATTENTION • We store a ‘model’ or memory of objects.

• The Perceived • The process of perceiving involves ‘matching’

• The Perceiver what our senses are experiencing to one of our
‘models.’
ORGANIZATION
• Perception is an active pattern-matching
• Patterns process.
• Schemas
• Scripts • We recognize the world because of our
historical store of information.
PERCEPTION
• We create our own unique world, our own
interpretation of reality.
Comprehending Perception Barriers to Social Perception
We all have a different store of knowledge. -interpreting information about another person
We all therefore interpret the world around us • Selective perception
differently. • Stereotyping
• First-impression error
Understanding relies upon the speaker and his
audience having the same perception of the • Implicit personality theory
required outcome. • Self-fulfilling prophecies

Perception is a 'Learned Experience'

It is the “awareness” of the external world (or some Personality Theories

aspect of it, through one or more of our senses Trait Theory - understand individuals by breaking
and, the interpretation of these by our mind. down behavior patterns into observable traits
Understanding Psychodynamic Theory - emphasizes the
Understanding is achieved by interpreting current unconscious determinants of behavior
experience using past experience as a source of Humanistic Theory - emphasizes individual growth
reference, and establishing a context upon which to and improvement
base this new information. In other words:
Integrative Approach - describes personality as a
• We are only able to understand today in terms composite of an individual’s psychological
of, and because of, our past experiences. processes
• Yet, we also know that 'Today' is unlike
'Yesterday'.
• We inherit Yesterday's patterns and need them
to interpret what our senses are experiencing in
the present.
• These patterns are simultaneously essential
and yet out of date.

INTAKE INTERVIEWING AND REPORT WRITING

6 EXCEPTIONAL CHILDREN
Chapter Orientation
• Mental health treatment begins with an intake
interview
• You’ll need to simultaneously and efficiently gather
nuanced information about clients while also
establishing and maintaining rapport
• This chapter takes you on a metaphorical walk
through the intake interview process
What’s an Intake Interview?
The intake interview is the first meeting between client
and therapist.
It’s an initial assessment involving:
• problem identification (or diagnosis)
• goal-setting
• treatment planning
The intake can blend right into the treatment process
Intake Interviewing and Report Writing
Initial questions for reflection:
Have you ever written or read an intake report?
What do you suppose is the essential content to cover
and report on using this interview approach?
What are your initial assumptions about this process?
Three Overarching Objectives
Initial questions for reflection:
Identifying, evaluating, and exploring the client’s chief
complaint (and goals)
Obtaining info related to interpersonal behavior and
psychosocial history
Evaluating clients’ current life situation and functioning.
Identifying, Evaluating, and Exploring Client Problems
and Goals
• The chief complaint is the client’s reason for seeking
help. It answers the question: “Why are you here?”
• Client problems are intrinsically linked to goals . . .
Even if clients can see their goals
• Reframing client problems into goals facilitates
hope and initiates a positive goal-setting process
• Problem and Goal Assessment includes:
 Prioritizing and Selecting Client Problems and
Goals
 Analyzing Client Problems and Goals
 Using Questionnaires and Rating Scales
 Therapeutic Assessment the Behavioral ABCs
Prioritizing and Selecting Client Problems and Goals
• Most clients arrive with a variety of specific
complaints or vague symptoms
• Problems need to be analyzed and prioritized
• Problem prioritization should be collaborative
• Follow the client’s lead first
Analyzing Client Problems and Goals
Extensive questioning may be needed:
• When did the problem or symptoms first occur?
• Where were you and what exactly was happening
when you first noticed the problem?
• How have you tried to cope with or eliminate this
problem?
• What have you done that was successful?
• What else has been helpful?
Analyzing Client Problems and Goals II
Consider these question categories:
• Antecedent or Triggering Questions
• Questions Focusing on the Problem Experience
• Coping Questions
• Questions that Stimulate Client Reflections on the
Problem
Using Questionnaires and Rating Scales
Many questionnaires are available:
7 EXCEPTIONAL CHILDREN
• MMPI-2-RF
• BDI-2
• OQ-45
Collaborative and Therapeutic Assessment
Stephen Finn’s model includes:
• The clinician collaborates
• Data are contextualized
• Assessment is intervention
• Clients are described, not labelled
• Clinicians respect client complexity
Obtaining Background and Historical Information
• Symptoms occur in the context of individual clients
who come from family systems, neighborhoods,
ethnic cultures, and who simultaneously hold
multiple individual and collective identities
• Sources of info:
 The client’s personal or psychosocial history
 Observations and reports of client interpersonal
behavior
Shifting to the Personal or Psychosocial History
• A possible bridge from problem exploration to
personal or psychosocial history is the why now
question:
• “I’m clear on why you’ve come for counseling, but
I’d like to know more about is why you’ve chosen to
come for counseling now”
• This gets at precipitating events
Shifting to the Personal or Psychosocial History II
Nondirective historical leads are open questions or
prompts that give clients control over what they talk
about
“Where would you like to start?”
Directive historical leads help clients focus what they’ll
be talking about
This might include early memories or a structured
psychosocial history
Shifting to the Personal or Psychosocial History III
• You may run into child abuse or other emotional
topics
• If so, lend a supportive and empathic ear
• You can also listen for ways your client was strong
during difficult times
Evaluating Interpersonal Behavior
You have five potential data sources
Client self-report of
• past relationship interactions (e.g., childhood)
and (b) current relationship interactions
• Clinician interpersonal observations during the
interview
• Psych assessment data
• Past psychological records/reports.
• Information from collateral informants.
Evaluating Interpersonal Behavior II
Clients have:
• Internal working models that guide their
interpersonal behaviors
• Cognitive therapists call these client schema or
schemata
• Adlerian therapists call these lifestyle or style of life
• Psychoanalytic therapists call these core conflictual
relational themes (CCRT)
Assessment of Current Functioning
• Shift back to the present with a role induction and
specific question
• Moving from the past to the present may be
challenging
• There are many strategies and techniques for
helping clients regain emotional control
Helping Clients Regain Emotional Control
• Focus on the present or immediate future
• Ask clients what’s emotionally soothing
• Change to a more positive issue
• Give a compliment and suggestion
• Acknowledge the negative while reviewing positives
• Engage in a centering activity
8 EXCEPTIONAL CHILDREN

15 Minute Activity • Your supervisor

• Get in small groups
• Discuss what helps you regain emotional control
• Talk about how you’d like a clinician to address this
during an initial interview
• Report back
Reviewing Goals and Monitoring Change
• Your agency administrator
• Your client’s attorney
• Your client’s former spouse
• Your client’s insurance company
• Your professional colleagues
• Your professional association’s ethics board
• Your local, state or professional ethics board

• any therapists pose future-oriented questions The Ethics of Report Writing

toward the end of an intake
• If therapy is successful what will change?
• How do you see yourself changing in the next
several years?
• What personal (or career) goals are you striving
toward?
Follow record keeping guidelines, and:
• Consider how to handle collateral information and
informants
• Use non-discriminatory language
• Be prepared to share intake reports with clients

Factors Affecting Intake Interview Procedures Basic Writing Guidelines

• Client registration forms • Don’t use jargon, codes or shorthand

• Institutional setting • Length and style of report
• Theoretical orientation • Timeliness
• Professional background and affiliation

Brief Intake Interviewing

• Rely on registration forms and questionnaires to

gather information
• Use more questions and allocate less time for client
self-expression.
• Reduce time spent on psychosocial history and
interpersonal behavior.

The Intake Report

These issues are reviewed in the text:

• Remembering Your Audience

Before You Write
• The Ethics of Report Writing
• Choosing the Structure and Content of Your Report • Single space the body of the report; add a return
• Writing Clearly and Concisely between headers
• Bold important headers; italicize the rest
• Use 1” margins
Remembering Your Audience • Try to keep your reports under 8 pages
• For class, under 5 pages
This could include:
Writing Clearly and Concisely
• Your client
9 EXCEPTIONAL CHILDREN

Tips include:

• Write the report as soon as possible

• Write an immediate draft without worrying about
perfect wording or style
• Then, review and revise
• Follow an outline
• When writing the report, use reported, revealed,
stated, indicated, or said in every sentence
• Get clear information from your supervisor or
employer about intake report writing expectations
• Check out sample reports
• Report writing becomes easier with practice