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NYSTCE EAS Exam > Ch3: Special Needs Identification and Response > Flashcards

Ch3: Special Needs Identification and Response Flashcards

1
Q

What is academic language?

A

the language of the classroom and learning

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2
Q

What is the discrepancy model?

A

bases the diagnosis of a learning disability on the gap between a child’s achievement and their expected achievement and can lead to diverse students or those with limited English proficiency being over-identified.

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3
Q

What gender is more likely to be placed in special education?

A

There are twice as many males in special education as there are females. Male children are often identified as having special needs related to their vision, hearing and speech. Further, boys are more likely to be identified as having a reading or written expression learning disability or to require services for emotional or behavioral disorders, including autism and attention disorders.

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4
Q

What is a special education referral?

A

a formal request for evaluation for special education eligibility, either by the student’s teacher or the request of the student’s parent/guardian

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5
Q

Once the parent or guardian provides permission, the special education evaluation must be completed within _____.

A

60 days

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6
Q

What is the next step in the special education referral process if a child is deemed eligible for services?

A

Once a child is determined to be eligible, the IEP team meets to design the student’s Individualized Education Program.

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7
Q

Which scenario depicts an aspect of the special education evaluation after initial referral?

A

A school psychologist administers various assessments to measure the student’s skills and functions.

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8
Q

After an evaluation for special education is complete, eligibility must be determined within _____ days.

A

30 days

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9
Q

What are learning disabilities?

A

disorders of the central nervous system that significantly impact functioning in one or more areas of learning.

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10
Q

What do learning disabilities impact?

A

specific learning disorders can refer to an impairment in reading, written expression or math

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11
Q

what is dyslexia?

A

difficulty with word recognition and spelling

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12
Q

what is dyscalculia

A

difficulty processing numerical information

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13
Q

What is the DSM-5-TR?

A

Dyslexia and Dyscalculia

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14
Q

What is the first criteria for DSM-5-TR diagnosis?

A

Criterion A states that at least one of the symptoms of learning difficulties has persisted for over 6 months.

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15
Q

What is the second criteria for DSM-5-TR diagnosis?

A

Criterion B refers to measurement of the affected academic skills that are significantly below expectation given the child’s age, and cause impairment in academic or everyday activities.

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16
Q

What is the third criteria for DSM-5-TR diagnosis?

A

Criterion C refers to age on onset occurring during the school-age years.

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17
Q

What is the fourth criteria for DSM-5-TR diagnosis?

A

Criterion D is a differential diagnosis and specifies that other disorders must be ruled out as causing the problems (e.g., another mental disorder, visual acuity problems, etc.).

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18
Q

What are the criteria looked at when addressing a learning disability in math?

A

Linguistic Skills ( ability to understand mathematical terms)
Perceptual Skills ( recognition of math symbols )
Attention Skills (ability to carry out details, such as carrying numbers)
Mathematical Skills ( ability to comprehend and carry out the arithmetic )

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19
Q

What is looked for in diagnosing Reading disabilities?

A

Reading accuracy, speed, or comprehension

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20
Q

What is looked for in diagnosing written expression (writing) disabilities?

A

grammar, spelling, paragraph structure, and handwriting abilities are assessed

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21
Q

A learning disability is commonly identified when

A

achievement is significantly lower than overall ability

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22
Q

In order to assess overall cognitive ability and achievement levels, clinicians use a combination of which tests?

A

IQ and Achievement

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23
Q

What is a Cognitive Disability?

A

an impairment of functioning in terms of intelligence and mental ability. Cognitive disabilities are also referred to as cognitive impairments or intellectual disabilities.

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24
Q

What do cognitive disabilities impact?

A

Cognitive disabilities can detrimentally impact the functional skills of a person in the realms of interpersonal communication, problem-solving, and comprehension, as well as many other psychological and social processes

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25
What are the three levels of Cognitive Disability?
Mild (IQ 55-70) Moderate (IQ 30 to 55) Severe (IQ less than 30)
26
What are mild cognitive disabilities?
Most common with 85% of individuals diagnosed fitting in this category
27
What is a moderate cognitive disability?
Very limited in the ability to be independent (30 to 55 IQ)
28
What is Sever Cognitive Disability?
less than 4% of diagnosed fall into this category, serve impacts on functional ability and may need person to feed, bathe, and dress them, and potentially need supervision day and night to be safe
29
What is Trisomy 21 (down syndrome)?
Individuals having a full or partial extra copy of chromosome 21
30
What is Fragile X Syndrome?
defect f the X chromosome, most commonly observed in males as it females tend to have at least one well formed X chromosome. Signs and symptoms of FXS include delayed speech/language development, large ears, a long forehead, and behavioral disorders.
31
What is Fetal Alcohol Syndrome (FAS)?
FAS is caused by an unborn child being exposed to alcohol during the pregnancy. Signs and symptoms of FAS can include: low birth weight, learning disabilities (especially with math), delayed speech/language development, smaller than average head size, behavioral disorders, and comorbid medical disorders involving cardiac, renal, or bone problems
32
What is Prader-Willi Syndrome?
caused by a mutation in the fifteenth chromosome. Inherited from the father's side. Includes symptoms of excessive and uncontrolled eating and obesity.
33
How are Intellectual Disabilities diagnosed?
Intellectual functioning (measured by IQ) and adaptive functioning (observes various behaviors depending on child age and developmental milestones)
34
What is the 1990 The Americans with Disabilities Act
designed to attempt to prevent the discrimination against Americans with disabilities in education, employment, and transportation
35
What is articulation?
occurring on the phonetic level, is concerned with with the acts of producing consonant and vowel sounds
36
What are some signs of an individual struggling with articulation?
stuttering, incorrectly pronouncing sounds, substituting sounds, etc
37
What are the 7 levels to articulation therapy?
Isolation, Syllables, Words, Phrases, Sentences, Reading, Conversation
38
Isolation Level (1) of Articulation Therapy
verification that a student can make an individual sound by having them produce, mimic, and observe their sound making
39
Syllable Level (2) of Articulation Therapy
the pairing of individual sounds with a vowel
40
Word Level (3) of Articulation Therapy
where students practice saying words, specifically words containing the sound they were struggling with
41
Phrase Level (4) of Articulation Therapy
several words are put together (not complete sentences)
42
Sentence Level (5) of Articulation Therapy
students begin to speak in complete sentences, putting together words and phrases
43
Reading Level (6) of Articulation Therapy
Students read aloud so the teacher can see if the students can smoothly articulate all words in a story without difficulty. Must achieve 80% accuracy
44
Conversation Level (7) of Articulation Therapy
Where students should have almost effortless conversation, with only occasional errors
45
When would a student require articulation therapy?
It is needed when the student has difficulty producing one or more sounds
46
What is Response to Intervention (RTI)?
an ongoing, proactive, educational measure that identifies students' needs in the classroom setting and adjusts the programming accordingly with a three-tier response to support students and promote educational success. RTI gives struggling students the chance to succeed by putting in place interventions prior to a special education referral.
47
Using ________ teachers can determine what students need additional support.
Universal Screening
48
When may a student warrant special education referral after RTI?
If they move through all three RTI Tiers and show no marked improvement
49
Is RTI a SPED process?
No, but it makes referral easier if necessary
50
What is Progress Monitoring?
use of a standardized education tool to determine if a student is making growth toward an academic or social-emotional goal based on the interventions. This may occur weekly or bi-weekly.
51
What is Curriculum Based Measurement?
the regular testing of student skills based on the expectations of the school's curriculum.
52
Why is progress monitoring necessary?
The point of using frequent progress monitoring tools is to decide if what is being tried is actually working. If it is not, the RTI team should return to the drawing board and reroute the student's path using different interventions.
53
What Happens in RTI Tier 1 Intervention (Broadest) ?
Generalized screenings and interventions. Assessment is comprehensive rather than skill specific and given universally. Allows for teachers to look at entire class and see what students are performing well or not. Great for baseline.
54
What happens in RTI Tier 2 Intervention
About 15% of students will require this more targeted intervention. Parents will become involved. Purpose is to give students who are not meeting grade level standards the opportunity to catch up via small group or specialist interventions.
55
What happens in RTI Tier 3 Intervention?
Only 5% of general education students will require this, and specific skills should be worked on using research based programs.
56
What is the overall goal of RTI?
To exhaust all educational interventions before referring a student for special education.
57
Why is RTI called a data-driven process?
Because through universal screenings and progress monitoring, decisions concerning students at risk of school failure can be made based on data.
58
The screening of all students is known as _____.
Universal Screening
59
Why is RTI often erroneously mistaken for accommodation services?
Because RTI is focused on streamlining the accommodation services referral process.
60
What is PBIS (Positive Behavioral Interventions and Supports) ?
a behavior management system that focuses on rewarding desirable behaviors instead of punishing students for undesirable behaviors
61
Why is PBIS Important
prevents and reduces problem behaviors, while simultaneously teaching replacement behaviors
62
What is the Individuals with Disabilities Education Act of 2004 (IDEA)
only 'scientifically research-based interventions' can be used with students who have special needs
63
How does PBIS and SPED interact
PBIS is a scientifically research-based intervention, and it was created with help from the Office of Special Education Programs (OSEP).
64
Why is it important to use scientifically research-based interventions with special needs students?
It is important because the Office of Special Education Programs mandates that they are used for addressing behavior issues in students with special needs.
65
How are appropriate behaviors taught?
Modeling, Direct Instruction, and Role Pay. Desirable behaviors should be taught explicitly just like any other subject in school
66
Why is PBIS considered a proactive approach?
PBIS is proactive because it focuses on preventing problem behaviors. By rewarding good behavior it prevents 'bad' behavior from occurring.
67
Why do you need to collect baseline and final data in PBIS?
This data lets us know if the PBIS plan is working
68
What is an intervention?
activities that may be used to help students become more successful or decrease negative behavior.
69
What is a behavior contract?
agreement made between the student and the teacher and some cases school administration when student has not been on their best behavior.
70
What is a Behavior Intervention Plan (BIP)
a formal document that identifies the nature of the behavior, such as fighting or oppositional defiance, when the incidents are more prone to happen, and steps to take in order to reduce their occurrences. The BIP may indicate replacement behaviors that the student can choose in order to be successful, as well as rewards that can be used if the student does not demonstrate the behavior over a period of time.
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