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A diagnosable condition via the Diagnostic and Statistical Manual, 5th Edition (DSM-v), and an area of student need involving persistent problematic gambling within a 12-month period, resulting in distress with at least four of the following:

1. Gambles with increasing amounts of money to achieve the desired excitement.
2. Restless/irritable when attempting to cut down or stop gambling.
3. Repeated unsuccessful efforts to cut back or stop gambling.
4. Preoccupied thoughts of gambling.
5. Often gambles when feeling distressed.
6. After losing money, often returns to recoup losses.
7. Lies to conceal the extent of gambling.
8. Gambling has jeopardized a significant relationship, job or education.
9. Relies on others for money to relieve financial situations caused by gambling.

An alternative overall score to the Full Scale Intelligence Quotient (FSIQ) for the Wechsler Intelligence Scale for Children (WISC). The GAI is a useful estimate of a student’s overall ability if better overall indicator of a student’s functional ability If a great deal of difference exists between the four scores that make up the FSIQ: verbal comprehension, perceptual reasoning, processing speed and working memory.

A formal exceptionality, identified by an Identification Placement and Review Committee (IPRC), in the category of Intelligence.

Outlining assistive technology software programs support the writing process by collecting ideas and information in any order and then providing organization choices for sentence and paragraph development.

Grief management skills are positive ways of coping with loss and the associated negative feelings. Grief management skills can include: acknowledging emotions, being prepared for fluctuating emotions, understanding that the process is individualized, seeking out support from others, taking care of physical self, monitoring for depression.

An area of student need, involving gross (large) physical motor skills.

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