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EPSY > Unit 2 > Flashcards

Unit 2 Flashcards

1
Q

Preschool Age

A
  • gross-motor development; balance improves, running, jumping, climbing
  • fine-motor development; coordination of small movement, painting, coloring, legos, left or right handedness established
  • development is rapid
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2
Q

Elementary School

A
  • varies among students
  • taller, leaner, stronger
  • girls tend to be larger than boys (11-14)
  • development is steady
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3
Q

Adolescence

A
  • puberty can start around 10
  • acne, odor, oily skin
  • different rates, girls typically done by 15-16 and boys can grow until 19
  • out of sync with their peers, have to watch that
  • early maturation: boys; more popular and delinquent behavior
  • girls: negative…emotional difficulties
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4
Q

Play and Recess

A
  • play supports brain, language, and social development
  • provides opportunities for students to practice problem solving and cooperation, release tension
  • increase in obesity linked to inactivity
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5
Q

Obesity

A
  • childhood: has more than doubled in children and tripled in adolescence in the last 30 years
  • caloric imbalance, too few expended for amount consumed
  • more likely to be obese adults with health problems
  • adults: 35.7% are obese, heart disease, stroke, diabetes, certain types of cancer
  • can affect the future of healthcare and insurance rates
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6
Q

Causes of Obesity

A
  • modern work
  • not enough exercise
  • eating habits: portion sizes, bad junk good
  • too little sleep
  • not enough education about what causes obesity and how you can fix it
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7
Q

Anorexia

A
  • refusal to maintain body weight at or above a minimally normal weight for age and height
  • intense fear of gaining weight
  • typically middle aged white adolescent girls
  • depressive symptoms, obsessive-compulsive features
  • often appear as “model” students, perfectionistic, compliant, introverted
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8
Q

Bulimia Nervosa

A
  • recurrent episodes of binge eating; lack of control over eating during an episode
  • recurrent inappropriate compensatory behavior at least twice a week for 3 months
  • late adolescence or early adulthood
  • chronic or intermittent
  • depressive symptoms, mood disorders, anxiety, substance abuse
  • feel out of control and ineffective
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9
Q

Bronfenbrenner’s Bioecological Model of Human Development

A
  • individuals are active in their own development
  • mutual influence: individuals influence their environment and the environment influences the individual
  • changes in one part of the system affect other parts: traffic example
  • normative transitions (school entry, puberty, marriage) things that happen to everybody
  • non-normative transitions (death, illness, divorce)
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10
Q

Microsystem

A

-where you spend most of your time

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11
Q

Mesosystem

A

-relationship between microsystems: home and school such as teachers and parents on the same page

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12
Q

Exosystem

A

-one or more connections of setting that don’t affect the child directly; a child cannot affect on public policy, but public policy has an effect on the child

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13
Q

Macrosystem

A

-broad cultural blueprint; the child may not have been alive, but they know things that are important to our cultural values

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14
Q

Families in Social Context

A
  • 10% of children live with parents who have never married
  • half of kids who have parents who stay married
  • increasingly blended families and extended families
  • divorce (40-50% of first time marriages end in divorce)
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15
Q

Parenting Styles

A
  • authoritarian (low warmth, high control); controlling, do not allow children agency, not abusive, but not openly affectionate
  • authoritative (high warmth, high control); clear limitations/expectations and clearly enforced rules, but also affectionate
  • permissive (high warmth, low control); no clear limitations/high affection
  • rejecting/neglecting (low warmth, low control); no clear limitations/no affection or attention
  • good parenting and good teaching are related
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16
Q

Social Context for Development: Peers

A
  • big role in personal and social development, including achievement and motivation
  • crowd>clique (small groups)
  • peer culture: groups of children or adolescents with their own rules and norms
  • conformity to group rules
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17
Q

Child Abuse or Neglect

A
  • Children’s Defense Fund (takes care of court cases, 40% of cases do not get addressed, and 40-80% of cases involve parental substance abuse)
  • there are many government positions who also must act as mandated reporters, and they are required to report any kind of sign of abuse
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18
Q

Influences on Peer Status

A
  • parenting styles
  • match with classroom climate
  • birth order (later born children tend to be more popular)
  • cognitive skills
  • physical characteristics
  • behavior styles
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19
Q

Teaching Strategies to Enhance Peer Relationships

A

Do:

  • use cooperative grouping where kids work together
  • give assignments using different skills
  • find, recognize, and attribute competence

Don’t:

  • make students compete for grades
  • highlight differences or make struggles public
  • scapegoat or tease a kid
  • penalize a whole class for one kid’s actions
  • ever allow harmful teasing or bullying
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20
Q

What is Identity?

A
  • organization of instincts, abilities, beliefs, and personal history into a consistent image
  • a personal schema
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21
Q

Erikson’s Psychosocial Theory of Development

A
  • constant search for identity, role of culture throughout life, connects personal to social development
  • State theory (8 stages):
  • developmental crisis: specific conflict whose resolution prepares the way for the next stage
  • crisis resolution: clearer identity formation
  • adequate resolution of crisis leads to greater personal and social competence
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22
Q

Erikson’s 8 Stages of Psychosocial Development

A
  • Trust v. Mistrust (0-1.5 years) feeding
  • Autonomy v. Shame/Doubt (1.5-3 years) toilet training
  • Initiative v. Guilt (3-6 years) independence
  • Industry v. Inferiority (6-12 years) school can make inferiority or failure if they don’t resolve it
  • Identity v. Role Confusion (teen years) peer relationships; possible false identities to fit in or to not make a choice
  • Intimacy v. Isolation (young adult) love relationships
  • Generativity v. Stagnation (middle adult) parent/mentor; supporting the next generation or feel stuck and useless
  • Ego Integrity v. Despair (late adult) reflection on and acceptance of life; sense of acceptance of oneself and sense of fulfillment versus despair
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23
Q

Marcia’a Theory of Identity Development

A
  • James Marcia elaborated on Erikson’s theory
  • two processes that lead to adolescent identity (GOAL)
  • crisis: old values and choices are reexamined
  • commitment: commit to certain value or role
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24
Q

Marcia’s Identity Status

A
  • identity diffusion: no exploration or commitment to aspects of identity
  • identity foreclosure: commitment without exploration
  • identity moratorium: exploration with no commitment
  • identity achievement: ULTIMATE GOAL; commitment to an identity is made after a period of exploration and questioning; doesn’t happen for most people until 20’s
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25
Q

Criticisms of Marcia’s Theory and Self Worth

A
  • How many people actually reach identity achievement during adolescence?
  • Life events trigger reorganization of identity through life
  • his theory was mainly based on identity in reference on deciding on a career; do we have multiple identities?
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26
Q

Identity and Self-Concept

A
  • self-concept: an individual’s knowledge and beliefs about themselves
  • overall concept, specific concepts (academic, sports)
  • cognitive structure like a schema
  • increasing complexity with development; young, positive optimistic views (I’m awesome at this); self reflection, social interaction, experiences
  • self concept foundation for social and emotional development
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27
Q

Moral Development

A
  • Theory of Mind: begins to develop between 2-3; an understanding that other people are people too, with their own feelings and beliefs
  • this leads to the realization that you can take a perspective on things
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28
Q

Kohlberg’s Theory of Moral Development

A

-tie to Piaget
3 Levels:
Preconventional: judgements are based on self-interest; avoid punishment, “I want it.”
-Conventional: judgements are based on traditional family values and social expectations
-Postconventional: judgements are based on more abstract and personal ethical principles not defined by laws; greatest good for greatest number

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29
Q

Criticisms of Kohlberg

A
  • stages not separate and consistent; situational
  • in real life, moral behavior is not the same as moral reasoning
  • does not account for cultural differences in moral reasoning
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30
Q

Gilligan’s “Ethic of Care”

A

4 Stages:

  • focus on self-interest
  • moral reasoning based on commitment
  • specific individuals and realtionships
  • principles of responsibility and care for all people
  • women more likely to use care orientation, but both make and female can use both orientations
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31
Q

Moral Behavior

A
  • initially external control then gradually internalize moral rules and principles
  • aggression: hostile, instrumental, overt (boys), relational (girls), cyber aggression
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32
Q

Classical Conditioning

A
  • Pavlov

- learning of involuntary responses in relationship with new stimuli

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33
Q

Assignment

A
  • create an example of classical conditioning

- do the second assignment in the slides

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34
Q

Operant Conditioning

A
  • B.F. Skinner 1950; father of modern behaviorism
  • use of consequences to modify the occurrence of a behavior
  • rewards and punishment
  • antecedent, behavior, consequence
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35
Q

Consequence

A
  • result of a behavior (change to person of environment)
  • reinforcer (reward) strengthens behavior
  • punisher (suppresses a behavior)
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36
Q

Reinforcement

A
  • positive (not necessarily good, just something added)
  • negative (not necessarily bad, just something taken away)
  • reinforce a behavior, not a person
  • works best with student finds the reward to be interesting and valuable
  • be consistent
  • make sure to reinforce directly after behavior occurs
  • Intervention Central is a good website for this
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37
Q

Punishment

A
  • the last resort
  • removal punishment (taking something away desirable)
  • presentation punishment
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38
Q

Resources

A
  • Teacher’s Encyclopedia of behavior management
  • Champs
  • Discipline in the Secondary Classroom
  • all written by Randall S. Sprick
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39
Q

Approaches to Management

A
  • reinforcement is the best approach; teaches the child the desired behavior and is shown effective through research
  • punishment should be used sparingly, does not teach the child what to do or why, only what not to do; interferes with positive relationships; unintended side effects
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40
Q

Schedules of Reinforcement

A
  • ratio schedules: based on a number of responses (doing something 5 times and then getting a reward)
  • variable schedules: based on varying numbers of responses or time intervals (more like random reinforcement; usually works well)
  • start by reinforcing continuously and then switch to a fixed or variable schedule or perhaps fade all together
  • Example: Class Dojo, training pigeons to peck
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41
Q

Extinction

A
  • removal of reinforcement, behavior is extinguished; calling a friend who never returns your calls, stop calling; crying through the night
  • watch out for Extinction Burst (can result in severe tantrums)
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42
Q

Social Learning Theory (Social Cognitive Theory)

A
  • Albert Bandura
  • Bobo Doll Experiment
  • enactive learning (learning by doing)
  • observational learning (learning by observation and imitation of others, vicarious learning)
  • we may know more than we show
  • you can learn something, but not perform it until the situation and incentives are right
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43
Q

Applied Behavior Analysis

A

-application of behavioral learning principles to change behavior
3 Steps:
-clearly specify the behavior to be changed and not the current level (baseline)
-plan a specific intervention using antecedents, consequences, or both
-keep track of the results, and modify the plan if necessary

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44
Q

Encouraging Behavior

A
  • teacher attention is powerful for many students
  • students receive about three times more teacher attention for undesirable behavior than desirable
  • “Criticism trap” teachers believe that they are mildly punishing undesirable behavior when they are actually reinforcing it with attention
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45
Q

Premack Principle

A
  • high probability behaviors serve as reinforcers for low probability behaviors
  • doing what you need to do can be reinforced by doing what you like to do
  • finish work and then socialize
  • balance checkbook then TV
  • complete graph then surf the web
46
Q

Shaping

A
  • when a student cannot perform a task
  • involves reinforcing progress instead of waiting for perfection
  • useful for building complex skills, working toward difficult goals, increasing persistence, endurance, accuracy, or speed
47
Q

Positive Practice

A
  • practice correct behavior as soon and as much as possible
  • replace one behavior with another, academic and behavioral
  • ex: running in the hall, go back and walk quietly down hall
48
Q

Response Cost

A
  • withdrawing or removing reinforcers contingent on inappropriate behavior
  • teens: refuse homework, loss of privileges; break curfew, grounded; fail classes, loss of automobile
  • young children: access to TV, bedtime, etc.
49
Q

Managerial Strategies

A
  • group consequences: basing reinforcement ion the whole class
  • contingency contracts: the teacher draws up an individual contract with each student, describing exactly what the student must do to earn a particular privilege or reward (if…then)
  • token programs: students earn tokens (points, checks, holes punched in card) for both academic work and positive classroom behavior
  • be sure to emphasize learning and not just good behavior
50
Q

Self-Management

A
  • students can apply behavior analysis on their own to manage their own behavior
  • teachers can encourage this by including students in: goal setting, keeping track of progress, evaluating accomplishments, giving their own reinforcers
51
Q

Positive Behavior Intervention & Supports (PBIS)

A
  • required by law for students with disabilities
  • broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior with all students
  • common set of expectations, taught to all students, reinforced by all adults and students
  • multiple tiers (school level, classroom, individualized support)
52
Q

Triarchic Reciprocal Causality

A
  • self-influences (personal variables, goals, outcome expectations)
  • achievement outcomes (behaviors, goal progress, motivation)
  • social influences (environment variables, models, feedback)
  • all directly affect each other
53
Q

Observational Learning

A
  • developmental status: as we age, we have longer attention, strategies, and info-processing capacity
  • model prestige and competence: competent, high status models are more likely to get our attention
  • vicarious consequences: info about appropriateness and likely outcomes; valued consequences motivate observers; a girl gets a 5 on an AP test, so everyone copies her method
  • outcome expectations: more likely to perform if believe appropriate and will result in rewarding outcomes
  • goal setting: more likely to attend to models who demonstrate behavious
  • self-efficacy
54
Q

How to Perform a Behavior in Observational Learning

A

-attention
-retention: mental rehearsal
-production: know how it should look, get feedback and coaching (pinterestfails)
-motivation and reinforcement (have the behavior or skill but don’t perform it is a motivation issue
3 Types of Reinforcement:
-direct (operant)
-vicarious: sees others reinforced
-self-reinforcement: life is filled with tasks that require self-regulation

55
Q

Teaching in Observational Learning (Modeling)

A
  • directing attention
  • encouraging existing behaviors
  • changing inhibitions
  • teaching new behaviors and attitudes
  • arousing emotion
56
Q

Self-Efficacy

A

-beliefs about our personal competence or effectiveness in a given area
-greater efficacy leads to greater effort, persistence, higher goals
-lower efficacy leads to task avoidance or giving up easily
4 Sources:
-mastery experiences: past successes and failures; attributed to effort, strategies, not luck
-vicarious experiences: seeing people like you succeed or reach a goal
-social persuasion: encouragement, informational feedback, and useful guidance from a trusted source
-physiological arousal: excitement equals increased self-efficacy, and anxiety decreases it

57
Q

Self-Concept

A

-global measures of your thoughts and feelings of yourself

58
Q

Self-Esteem

A

-judgement of self worth; emotional judgement

59
Q

Teacher Self-Efficacy

A
  • a teacher’s belief that he or she can reach even difficult students and help them learn
  • it predicts student achievement
  • work harder, persist longer, less likely to burn-out
  • it is higher when other teachers and administration have high expectations; when teachers receive help from co-workers; grows from real success with students
60
Q

Self-Regulated Learners

A

-academic skills and self-control, learning easier, greater motivation skills and the will to learn
-co-regulation: modeling, direct feedback, coaching
-shared regulation: students work together, reminders, prompts
3 Influences:
-knowledge: understand self, subject, task, learning strategy
-motivation: find things interesting because they value learning, intelligence malleable, focus attention, see purpose in tasks
-volition: willpower, persistence, self-discipline

61
Q

Self-Regulated Learning Cycle

A

-provide opportunities to identify and analyze the task at hand
-teach learning strategies
-encourage students to reflect
-assign complex tasks with multiple goals over extended time
-share control with students: choice results in increased motivation, models good decision making
-assign tasks that make students self-evaluate
-encourage collaboration
4 Parts
-analyzing the task: what, resources, standards for success
-setting goals and devising a plan: learning goal orientation, consequences with outcomes, previous experience with similar tasks
-enacting strategies to accomplish the task: examining given information, monitor products, cognitive load
-regulating learning (adjusting); meta cognition monitoring and control

62
Q

Cognitive Behavior Modification

A
  • focus on self-talk to regulate behavior

- listening, planning, working, checking

63
Q

Emotional Self-Regulation

A

-awareness of one’s emotions and feelings of others
-CASEL
Skills
-self-awareness: accurate assessment of feelings, values
-self-management: regulating emotions to handle stress, impulses
-social awareness: perspective/empathy for others; recognizing individual and group similarities
-relationship skills: healthy and rewarding relationships; ways to prevent and resolve conflict
-responsible decision-making: consider ethical standards, safety, social norms

64
Q

What is Motivation?

A
  • internal state that arouses, directs, and maintains behavior
  • what drives your actions, thoughts, and emotions
  • engagement and investment-related constructs
65
Q

Intrinsic Motivation

A
  • seek out activities and challenges because they’re satisfying
  • associated with positive outcomes
66
Q

Extrinsic Motivation

A
  • do things because of reward or punishments not the activity itself (for the grade, to avoid being punished, pleasing someone like a teacher or parent)
  • associated with negative emotions, poorer achievement
67
Q

Different Views on Motivation

A
  • Behavioral: rewards and incentives; extrinsic
  • Humanistic: intrinsic sources of motivation; intrinsic; individuals have a desire to reach full potential
  • Cognitive: people are active, curious, we want to solve relevant problems; intrinsic
  • Social-Cognitive: expectancy x value; both int/ext
  • Sociocultural: identity, company we keep; intrinsic
68
Q

Maslow’s Hierarchy of Needs

A
  • lower needs need to be met before higher needs can be addressed
  • what broke up me and Sean
69
Q

Self-Determination Theory

A
  • autonomy, competence, relatedness
  • need to feel competent, have control over our lives, and be connected
  • in the classroom: autonomy supportive environments; controlling environments; “must and should” undermines intrinsic motivation; focus on “why”
  • belonging/relatedness; more engagement in school, important for at-risk students
70
Q

Goal Orientation

A
  • goals that increase motivation are specific, moderately difficult, and able to be reached in the near future
  • set small goals so students can experience success
  • mastery goals: task goals, learning goals; focus on improvement and learning, deeper processing
  • performance goals: ego goals, ability goals; comparison to others, doing things to look smart, pick tasks that are too easy, cheat, work hard only on graded assignments
71
Q

Performance Approach Goals

A
  • associated with high self-efficacy
  • an entity view of ability
  • a strong internal focus on control
  • high utility/instrumental value
  • strong self-image involvement
72
Q

Performance Avoidance Goals

A
  • goal to avoid failure or looking incompetent

- low self-efficacy; lack of support; strong self-image involvement

73
Q

Work Avoidance Goals

A
  • feel successful when they don’t have to try hard, work is easy and can “goof off”
  • associated with lack of support, low cost for not trying, low relational value, low self-image involvement
74
Q

Social Goals

A
  • to be connected to others or be part of a group

- associated with lack of intrinsic interest; unmet prior needs; motivated with tasks for highly relational value

75
Q

Mastery Learning Goals

A

-to improve oneself and to challenge oneself

76
Q

Epistemological Beliefs

A
  • beliefs about the structure, stability, and certainty of knowledge; how best learned
  • structure of knowledge: simple or complex
  • stability/certainty of knowledge: fixed or evolve
  • ability to learn: fixed (innate) or changeable
  • speed of learning: learning quickly or over time
  • nature of learning: what does learning mean? memorization? integration?
77
Q

Incremental Ability View

A
  • we are more motivated by tasks for which we have an incremental view of ability (effort/learning)
  • ex: I did well on my math test because I studied.
78
Q

Entity Ability View

A
  • we are less motivated by tasks for which we have an entity view of our ability (inherent/unchangeable)
  • Ex: I did poorly on my test because I’m bad at math.
  • teachers that hold these views are quicker to form judgements and slower to change opinions based on these judgements
79
Q

Attribution Theory

A

-how explanations, justifications, and excuses influence motivation and behavior
-why did I do well on my test?
-why did I fail my quiz?
3 Dimensions
-locus: internal or external
-stability: whether cause same across time and in different situations; ex: talent stable, effort changes
-controllability: whether can control the cause; ex: effort controllable, innate talent is not
Expectancy x Value:
-stability: expectations for the future
-internal/external: whether hope or better outcomes next time
-controllability: feelings of shame/guilt or pride
-the greatest motivational problems arise when the students attribute failures to stable, uncontrollable causes

80
Q

Learned Helplessness

A

-belief that what happens in your life is uncontrollable

81
Q

Self-Worth

A
  • mastery-oriented: increase skills and abilities; failure doesn’t threaten sense of self-worth/competence
  • failure-avoiding: only as smart as your last game/grade/performance; low self-efficacy
  • failure-accepting: low ability, can’t do anything about it
82
Q

What is intelligence?

A
  • academic knowledge vs “street smarts”
  • single entity vs. multiple abilities
  • innate vs. environment
  • is intelligence predictive of later achievement
83
Q

Theoretical Construct of Intelligence

A
  • unobservable/abstract
  • most theories about the nature of intelligence include: the capacity to learn; the total knowledge a person has acquired; ability to adapt
84
Q

History of Intelligence

A
  • Binet & Simon created first IQ test to identify school aged children with mental retardation
  • Binet-Simon scale became the Stanford-Binet
  • Yerkes: Army Alpha and Army Beta
  • Wechsler tests (WAIS, WISC-IV, WPPSI)
85
Q

Spearman’s Intelligence Theory (1927)

A
  • one ability; generalized intelligence
  • intelligence is explained by one main ability: general intelligence “g”
  • performance on tasks also includes specific abilities
86
Q

Cattell & Horn’s Intelligence Theory

A
  • intelligence is composed of two separate abilities
  • fluid intelligence (mental efficiency): nonverbal and culture free; problem solving, abstract thinking, reasoning;
  • crystalized intelligence: dependent on exposure; acquired skills and knowledge of facts; culturally appropriate application
87
Q

Carroll’s Hierarchal Intelligence Theory

A
  • combined Spearman and Cattell & Horn
  • fluid intelligence: general reasoning, quantitative, reasoning
  • crystallized: oral fluency, writing ability, language
  • general memory and learning: associative, visual memory, memory span
  • g, broad abilities, specific abilities
88
Q

Gardner Multiple Intelligences Theory

A
  • intelligence is “the ability to solve problems and create products or outcomes that are valued by culture
  • be careful with this theory; there is little research and support; talents overlap
89
Q

Sternberg’s Triarchic Theory of Intelligence

A
  • analytical intelligence: problem-solving skills
  • creativity: insight
  • practical intelligence: common sense; adaptability
90
Q

Measuring Intelligence

A
  • IQ; intelligence quotient; started over mental age/chronological age x 100
  • individual IQ tests; administered by a one-on-one trained psychologist
  • group IQ tests: given to whole class at once; less likely to yield accurate results
  • IQ predicts success in school, but is less predictive of success in life when level of education is taken into account
  • IQ tests are designed that 100 is the average
91
Q

Where Does Intelligence Come From?

A
  • support for genetic contribution; heritability studies; genes establish range of behavior
  • support for environmental contributions; Hart and Risley (spoken language, SES, and IQ); Romanian orphanages (neglect, early experiences, and IQ)
  • intelligence is malleable
  • genes and environment are about 50/50
92
Q

Does IQ Matter?

A

-yes, but social skills, emotional intelligence, interpersonal awareness all matters too

93
Q

Gender Intelligence

A
  • girls tend to score higher on verbal tests
  • boys tend to score higher on mental rotation of objects; scores more variable
  • research is inconclusive; academic socialization and teacher treatment of students may play a role
94
Q

Reschly’s Surgeon General’s Warning on IQ

A
  • her dad wrote this
  • IQ tests are best seen as predicting performance in school and reflecting the degree which children have mastered middle class cultural symbols; not innate-genetic capacity and scores are not fixed
95
Q

The Flynn Effect

A
  • IQ scores have continued to rise since early 1900’s, so to keep 100 as the average, tests are more difficult
  • intelligence isn’t necessarily intelligence, it’s how well you think in the modern world of classification
96
Q

IQ Issues

A
  • not innate capacity
  • concerns over test bias
  • use of scores (language barriers)
  • Pygmalion Effect: (pig-MAIL-ion) when a teacher thinks that a student will be likely to succeed in the year, the teacher treats them nicer and pays more attention to them, actually increasing how much they learn
97
Q

Learning Styles

A
  • DON’T DO IT
  • learning styles: the characteristic ways a person approaches learning and studying
  • research does not support idea that matching learning style to instruction/studying has any effect on achievement
  • like medical malpractice
  • learning preferences: individual preferences for particular learning modes and environments
  • value in having students thinking about how they learn
98
Q

Diversity and Labels

A
  • are labels good? they are opportunities for special programs; help teacher develop appropriate instructional strategies
  • labels bad? stigmatizing; self-fulfilling prophecies; description (label) inappropriately becomes the explanation
99
Q

Difference Between Disability and Handicap

A
  • disability is the inability to do something specific such as see or walk
  • handicap is a disadvantage in certain situations
100
Q

Person-First Language

A
  • “students with…” NOT special education student/epileptic student
  • alternative to labels that describe a complex person in one or two words, implying that the condition is the most important part of the person
101
Q

Special Education Law

A
  • passed in 1975; known as PL 94-142; states must provide a Free and Appropriate Public Education (FAPE); zero reject (all means all); each state/district has obligation to “child find”
  • nationally, 13% of students (6-21) receive special education services
  • twin law to NCLB; both focused on scientific-based research
102
Q

Principles of Special Education Law

A
  • least restrictive environment
  • Individualized Education Plan (IEP) written by team; present level of performance, annual goals (short-term goals too); services to be provided; extent of participation in required testing; when older, transition plan
  • provisions for student and parent rights
103
Q

Section 504

A
  • not all students covered by IDEA; 2 requirements: must have a disability according to IDEA criteria and demonstrate educational need
  • 504 part of civil rights law preventing discrimination against people with disabilities in programs that receive federal funds (including public schools)
  • team develops 504 accommodations (fewer rules, no money attached)
104
Q

Learning Disabilities

A
  • controversy over this category; what does LD mean?
  • in general, performance below what would expect given their other abilities
  • most commonly difficulty with reading
  • early identification critical
  • students appear to benefit from learning strategy instruction
105
Q

ADHD

A
  • 1 in 10 children diagnosed with ADHD; problems persist into adulthood for about 50% of those diagnosed
  • pervasive pattern of inattention, impulsivity, and/or hyperactivity that is more frequent and severe than is typically observed in individuals at a comparable level of development
  • Drug Treatment Controversy: those who are not medical professionals should refrain from suggesting pharmaceutical treatment
  • students benefit from approaches that combine motivation training with instruction in learning and memory strategies and behavior modification
  • if you suggest medication in an IEP meeting, then the school is automatically responsible for paying for it
106
Q

Communication Disorder

A
  • speech disorder: inability to produce sounds effectively for speaking
  • articulation disorders: production difficulties (substitution, distortion, omission of sounds)
  • voicing disorders: inappropriate pitch, quality, loudness, or intonation
  • here, too, intervention important; great progress possible
107
Q

Emotional and Behavioral Disorders

A
  • IDEA: emotional disturbances as inappropriate behaviors, unhappiness, or depression, fear, anxiety
  • overlap in symptoms among high incidence disability categories
  • benefit from behavioral interventions, teaching of social skills
  • early identification important
  • respond to structure and organization in environment, schedules, activities, and rules
108
Q

Intellectual Disability

A
  • formerly Mental Retardation
  • disability characterized by significant limitations in both intellectual functioning and adaptive behavior as expressed in conceptual, social, and practice adaptive skills
  • generally IQ score below 70
109
Q

Autism Spectrum Disorders

A
  • ASD
  • developmental disability affecting verbal and nonverbal communication and social interaction, evident before age 3
  • early and intense intervention is important; focus on communication and social relationships
110
Q

Response to Intervention

A
  • now referred to as MTSS
  • the practice of using evidence-based instruction to address student needs while monitoring progress over time in learning and behavioral domains
  • came about because of: dissatisfaction with achievement results and outcomes; expensive and disjointed programs in general, remedial, and special education; concerns about effectiveness of special education, overrepresentation, and problem with how students are identified for LD
111
Q

Gifted and Talented Students

A
  • learn easily and rapidly and retain what they have learned
  • use common sense and practical knowledge
  • use a large number of words easily and accurately
  • creative or make interesting connections

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