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Samenvatting School- En Pedagogische Psychologie
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Samenvatting School- En Pedagogische Psychologie
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KINDEREN EN JONGEREN MET GEDRAGS- EN EMOTIONELE PROBLEMEN......................................................111. WAT ZIJN GEDRAGS- EN EMOTIONELE PROBLEMEN?................................................................................................11
1.1 Terminologie............................................................................................................................................11
1.2 Aandachtspunten bij het definiëren van gedrags- en emotionele problemen (4)...................................11
1.2.1 Het ontwikkelingsperspectief...........................................................................................................................11
1.2.2 De continuümgedachte....................................................................................................................................11
1.2.3 De context........................................................................................................................................................ 11
1.2.4 De informant....................................................................................................................................................12
2. CLASSIFICATIE VAN GEDRAGS- EN EMOTIONELE PROBLEMEN......................................................................................12
2.1 Klinisch-psychiatrische classificatiesystemen...........................................................................................12
3. EPIDEMIOLOGISCH ONDERZOEK NAAR GEDRAGS- EN EMOTIONELE PROBLEMEN BIJ KINDEREN EN JONGEREN........................12
4. ETIOLOGIE VAN GEDRAGS- EN EMOTIONELE PROBLEMEN...........................................................................................13
4.1 Hoe zien verklaringsmodellen eruit?........................................................................................................13
5. DIAGNOSTIEK VAN GEDRAGS- EN EMOTIONELE PROBLEMEN.......................................................................................14
5.1 Onderkennende en classificerende diagnostiek.......................................................................................14
5.2 Verklarende diagnostiek..........................................................................................................................15
5.3 (Be)handelingsgerichte diagnostiek.........................................................................................................15
6. BEHANDELING VAN GEDRAGS- EN EMOTIONELE PROBLEMEN......................................................................................15
6.1 Algemene aspecten van behandeling......................................................................................................15
KINDEREN EN JONGEREN MET EEN LICHT VERSTANDELIJKE BEPERKING........................................................16
1. DEFINITIE EN CRITERIA VAN EEN VERSTANDELIJKE BEPERKING.....................................................................................16
1.1 Definitie....................................................................................................................................................16
1.2 Voldoening aan 3 criteria (AAIDD en DSM-5)..........................................................................................16
2. KINDEREN EN JONGEREN MET LVB IN DE VLAAMSE ONDERWIJS- EN ZORGSECTOR.........................................................17
3. KENMERKEN VAN KINDEREN EN JONGEREN MET EEN LVB.........................................................................................17
3.1 Sociaal-emotionele ontwikkeling.............................................................................................................18
4. IMPLICATIES VOOR DE DIAGNOSTIEK......................................................................................................................18
5. DIAGNOSTISCHE INSTRUMENTEN..........................................................................................................................18
6. BEGELEIDING....................................................................................................................................................18
6.1 Werkzame elementen bij begeleiding van LVB en zwakbegaafdheid (6)................................................19
6.1.1 Uitgebreide diagnostiek....................................................................................................................................19
6.1.2 Afstemmen van communicatie.........................................................................................................................19
6.1.3 Concreet maken van oefenstof.........................................................................................................................19
6.1.4 Structureren en vereenvoudigen van omgeving en leerstof.............................................................................19
6.1.5 Netwerk en generalisatie vergroten en verstevigen.........................................................................................20
6.1.6 Veilige en positieve leeromgeving....................................................................................................................20
LEZEN, SPELLING EN DYSLEXIE...................................................................................................................... 20
1. INLEIDING........................................................................................................................................................20
1.1 Leren lezen................................................................................................................................................20
1.2 Leren spellen.............................................................................................................................................21
1.2.1 Fonologisch principe.........................................................................................................................................21
1.2.2 Morfologisch principe.......................................................................................................................................21
1.2.3 Etymologisch principe.......................................................................................................................................21
1.2.4 Spellingstrategieën en spellingcategorieën......................................................................................................21
2. DEFINITIES EN BEGRIPPEN...................................................................................................................................22
2.1 Leerproblemen.........................................................................................................................................22
2.2 Indeling leerproblemen op basis van oorzaak.........................................................................................22
2.3 Dyslexie.....................................................................................................................................................23
2.3.1 Kernproblemen (4)...........................................................................................................................................23
2.3.2 Misvatting: woordblind.....................................................................................................................................23
2.3.3 Meer dan alleen problemen met lezen en spellen............................................................................................23
3. CLASSIFICATIE VAN DYSLEXIE: DIAGNOSTISCHE CRITERIA............................................................................................23
1
, 3.1 Achterstandscriterium..............................................................................................................................24
3.2 Hardnekkigheidscriterium of didactische resistentie...............................................................................24
3.3 Exclusiviteitscriterium (milde vorm).........................................................................................................24
3.4 Kritische kanttekeningen bij criteria.........................................................................................................25
4. COMORBIDITEIT................................................................................................................................................25
5. PREVALENTIE....................................................................................................................................................25
6. PROGNOSE...................................................................................................................................................... 26
REKENEN EN DYSCALCULIE: DEEL 1............................................................................................................... 26
1. INLEIDING........................................................................................................................................................26
2. ONTWIKKELING VAN AANTALLEN, HOEVEELHEDEN EN RELATIES..................................................................................26
2.1 Basisvoorwaarden....................................................................................................................................27
2.2 Aanleg voor rekenen................................................................................................................................27
2.3 Voorbereidende rekenvaardigheden........................................................................................................27
2.3.1 Piaget: rekenvoorwaarden (4)..........................................................................................................................27
2.3.2 Kritiek op Piaget................................................................................................................................................28
2.4 Tellen........................................................................................................................................................28
2.5 Ontwikkeling van getalbegrip..................................................................................................................28
2.6 Samenvatting...........................................................................................................................................28
3. SPECIFIEKE REKENVAARDIGHEDEN.........................................................................................................................28
3.1 Conceptuele kennis...................................................................................................................................29
3.2 Procedurele kennis...................................................................................................................................29
3.3 Feitenkennis.............................................................................................................................................29
4. DIDACTIEK.......................................................................................................................................................29
4.1 Realitistisch rekenen.................................................................................................................................30
4.2 Aangepaste didactiek voor zwakke rekenaars (4)...................................................................................30
5. WELK ADVIES ALS PC AAN LEERKRACHTEN GEVEN?..................................................................................................30
REKENEN EN DYSCALCULIE: DEEL 2............................................................................................................... 31
1. KENMERKEN.....................................................................................................................................................31
2. DEFINITIE EN CRITERIA........................................................................................................................................31
2.1 Definitie....................................................................................................................................................31
2.2 Criteria......................................................................................................................................................32
2.2.1 Achterstandscriterium......................................................................................................................................32
2.2.2 Hardnekkigheidscriterium of didactische resistantie........................................................................................32
2.2.3 Exclusiviteitscriterium (milde vorm).................................................................................................................32
3. COMORBIDITEIT................................................................................................................................................32
4. Prevalentie..................................................................................................................................................32
5. PROGNOSE EN VERLOOP.....................................................................................................................................33
M-DECREET EN ZORGCONTINUÜM IN DE LEERLINGENBEGELEIDING.............................................................33
1. INLEIDING........................................................................................................................................................33
2. M-DECREET.....................................................................................................................................................33
2.1 Wat doet het M-decreet?.........................................................................................................................34
2.2 Zorgcontinuüm in een school...................................................................................................................34
2.3 Vervanging door decreet leersteun..........................................................................................................34
3. ZORGCONTINUÜM IN DE LEERLINGENBEGELEIDING...................................................................................................34
3.1 FASE 0: Brede basiszorg voor alle leerlingen............................................................................................34
3.2 FASE 1: Verhoogde zorg voor sommige leerlingen (redelijke aanpassingen)..........................................34
3.3 FASE 2: Uitbreiding van de zorg voor de leerling.....................................................................................35
3.4 FASE 3: Individueel aangepast curriculum (school op maat)...................................................................35
4. ONDERSTEUNINGSNETWERK: UITGANGSPUNTEN (4)................................................................................................35
5. PROBLEMEN EN KRITIEK M-DECREET.....................................................................................................................35
6. FLEXIBELE LEERWEGEN.......................................................................................................................................36
2
, 6.1 Interne differentiatie of binnenklasdifferentiatie.....................................................................................36
6.2 Externe differentiatie................................................................................................................................36
6.3 Praktijken voor specifieke doelgroepen...................................................................................................36
6.4 Conclusie flexibele leerwegen..................................................................................................................37
ADHD........................................................................................................................................................... 37
1. KENMERKEN VAN KINDEREN MET ADHD...............................................................................................................37
2. CRITERIA VAN ADHD VOLGENS DE DSM-5...........................................................................................................38
3. KENMERKEN VAN ADHD OP VERSCHILLENDE LEEFTIJDEN..........................................................................................39
4. DIFFERENTIAALDIAGNOSE EN COMORBIDITEIT.........................................................................................................39
4.1 Differentiaaldiagnose...............................................................................................................................39
4.2 Comorbiditeit............................................................................................................................................40
5. PREVALENTIE....................................................................................................................................................40
6. CULTURELE EN MAATSCHAPPELIJKE INVLOEDEN.......................................................................................................40
7. ETIOLOGIE: RISICO- EN BESCHERMENDE FACTOREN..................................................................................................41
7.1 Risicofactoren op het niveau van het kind...............................................................................................41
7.1.1 Biologische en genetische kenmerken..............................................................................................................41
7.2 Risicofactoren op het niveau van de ouders en het gezin........................................................................41
7.2.1 Omgevingsfactoren...........................................................................................................................................41
7.3 (Neuro)psychologische factoren..............................................................................................................41
7.3.1 Executieve disfuncties.......................................................................................................................................41
7.3.2 Aversie van uitstel: delay aversion....................................................................................................................42
7.3.3 Verstoorde toestandsregulatie.........................................................................................................................42
7.4 Beschermende factoren...........................................................................................................................42
8. DIAGNOSTIEK...................................................................................................................................................42
8.1 Screening..................................................................................................................................................42
8.2 Formele diagnostiek.................................................................................................................................43
8.3 Kritische opmerking..................................................................................................................................43
9. PREVENTIE EN BEHANDELING...............................................................................................................................43
9.1 De behandeling van ADHD.......................................................................................................................43
9.2 Preventie..................................................................................................................................................43
9.3 Doelen van behandeling (4).....................................................................................................................43
9.4 Werkzame elementen in een behandeling (4).........................................................................................44
9.5 Drie bewezen therapievormen.................................................................................................................44
9.5.1 Psycho-educatie................................................................................................................................................44
A. Illustratie.......................................................................................................................................................... 44
9.5.2 Gedragstherapeutische behandeling: psychosociale interventies....................................................................45
A. Gedragsmodificatie van het kind......................................................................................................................45
B. Oudertraining...................................................................................................................................................45
C. Socialevaardigheidstraining van het kind..........................................................................................................45
D. Gedragsmodificatietechnieken op basis van het ABC-schema.........................................................................45
E. Gezinsinterventies............................................................................................................................................46
F. Gedragstherapeutische methodieken voor op school.......................................................................................46
9.5.3 Medicatie.......................................................................................................................................................... 46
9.5.4 Multimodale therapie.......................................................................................................................................47
9.6 Drie nieuwe, mogelijke behandelmethoden............................................................................................47
9.6.1 Eliminatiedieet..................................................................................................................................................47
9.6.2 Training van executieve functies met behulp van computergames..................................................................47
9.6.3 Neurofeedback.................................................................................................................................................47
9.7 Conclusie behandeling..............................................................................................................................48
INTEGRALE JEUGDHULP D1.......................................................................................................................... 48
1. INLEIDING........................................................................................................................................................48
2. WAARVOOR STAAT IJH?....................................................................................................................................49
3. DOELSTELLINGEN (6) VAN HET NIEUWE DECREET.....................................................................................................49
3
, 3.1 Inzetten op de vermaatschappelijking van jeugdhulpverlening..............................................................49
3.2 Organiseren van een tijdige toegang tot RTJ en NRTJ.............................................................................49
3.3 Waarborgen van continuïteit van de hulpverlening................................................................................49
3.4 Gepast omgaan met verontrustende situaties........................................................................................50
3.5 Voorzien in crisisjeugdhulp.......................................................................................................................50
3.6 Maximale participatie van minderjarigen en hun gezin..........................................................................50
4. WEGEN DOORHEEN HET NIEUWE JEUGDHULPLANDSCHAP..........................................................................................51
4.1 Rechtstreeks Toegankelijke Jeugdhulp (RTJ)............................................................................................51
4.1.1 Brede instap......................................................................................................................................................51
4.1.2 Probleemgebonden hulp..................................................................................................................................51
4.1.3 Multidisciplinair Team (MDT)...........................................................................................................................51
4.2 Jeugdhulp buiten toepassingsgebied IJH.................................................................................................52
4.3 Crisisjeugdhulp, bemiddeling en cliëntoverleg.........................................................................................52
4.4 Niet-Rechtstreeks Toegankelijke Jeugdhulp (NRTJ).................................................................................52
4.4.1 Toegangspoort..................................................................................................................................................53
4.4.2 Contactpersoon-aanmelder..............................................................................................................................53
4.5 Een toegangspoort met twee teams........................................................................................................53
4.5.1 Team indicatiestelling.......................................................................................................................................53
4.5.2 Team jeugdhulpregie........................................................................................................................................54
4.6 Gemandateerde voorzieningen................................................................................................................54
4.6.1 OCJ.................................................................................................................................................................... 55
4.6.2 VK..................................................................................................................................................................... 55
4.7 Gerechtelijke jeugdhulp...........................................................................................................................55
4.7.1 Sociale dienst jeugdrechtbank..........................................................................................................................55
4.8 Gemeenschapsinstellingen.......................................................................................................................56
4.8.1 Jeugddelict........................................................................................................................................................56
DCD............................................................................................................................................................. 57
1. KLINISCH BEELD................................................................................................................................................ 57
1.1 DCD: Developmental Coördination Disorder, Coördinatie-ontwikkelingsstoornis...................................57
1.2 Kenmerken en signalen bij baby- en peuterleeftijd..................................................................................57
1.3 Kenmerken en signalen op kleuterleeftijd................................................................................................57
1.4 Kenmerken en signalen op lagere schoolleeftijd......................................................................................57
1.5 Welke vakken op school kunnen problemen geven?...............................................................................58
1.6 De vertraagde en afwijkende motorische ontwikkeling..........................................................................58
2. CRITERIA......................................................................................................................................................... 58
2.1 Extra nuancering bij criteria.....................................................................................................................58
3. PREVALENTIE....................................................................................................................................................59
4. PROGNOSE...................................................................................................................................................... 59
5. DIAGNOSTIEK...................................................................................................................................................59
6. BEGELEIDING: TIPS............................................................................................................................................59
TAALSTOORNISSEN...................................................................................................................................... 60
1. INLEIDING........................................................................................................................................................60
1.1 Fasen van taalontwikkeling (4)................................................................................................................60
2. PROBLEMEN IN DE TAALONTWIKKELING.................................................................................................................60
2.1 Niet-specifieke en specifieke taalstoornissen: wat is de oorzaak?..........................................................60
2.1.1 Primaire spraak- en taalontwikkelingsproblemen: specifiek.............................................................................60
2.1.2 Secundaire spraak- en taalontwikkelingsproblemen: niet-specifiek.................................................................61
2.1.3 Schema............................................................................................................................................................. 61
2.1.4 Taalstoornissen en bijkomende problemen......................................................................................................61
3. CRITERIA: PRIMAIRE SPRAAK- EN TAALONTWIKKELINGSPROBLEMEN.............................................................................62
3.1 Vertraagde spraak- en taalontwikkeling.................................................................................................62
3.2 Ontwikkelingsdysfasie..............................................................................................................................62
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