finals Flashcards
(136 cards)
1
Q
Skills that help students make decisions and direct their own behavior to achieve their goals are
A
self-advocacy skills
2
Q
As students move up through the grades in school, the level of independence expected by teachers
A
increases for all students
3
Q
Learning strategy instruction begins by
A
assessing how well students can currently use the strategy
4
Q
controlled materials
A
are relatively free of complex vocabulary
5
Q
example of a guided practice question
A
what will you do first
6
Q
The WARF strategy helps
A
students increase and/or adjust their reading speed
7
Q
The SCROL strategy helps
A
teach students to use text headings to aid comprehension and helps them find/remember important information
8
Q
reciprocal teaching
A
a way to teach students to comprehend reading material by providing them with teacher and peer models of thinking behavior and then allowing them to practice these with their peers
9
Q
pre-skills needed to utilize most note-taking strategies
A
differentiating main ideas and details
10
Q
graphic organizer designed to help students organize their writing is a
A
pattern guide
11
Q
common characteristic of students with disabilities is
A
lack of organization
12
Q
students can be best taught to use self monitoring by
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demonstrating the process, practice, and feedback
13
Q
learning strategies
A
techniques, principles, and rules that enable a student to learn to solve problems and complete tasks independently (stresses why and when)
14
Q
controlled materials
A
generally are materials at the students reading level, of high interest, and relatively free of complex vocabulary and concepts
15
Q
guided practice
A
means giving students verbal cues when they are first attempting a skill
16
Q
provide guided and independent practice with
A
controlled materials, guided practice, give specific and encouraging feedback, praise work that is praiseworthy, encourage students to take responsibility
17
Q
identifying words in textbook reading
A
break apart words and put them back together, pre skills needed: knowing sound vowels make and prefixes and suffixes meanings
18
Q
WARF acronym
A
widen eye span, avoid skip backs, read silently, flex reading rate
19
Q
vocabulary strategies
A
able to break apart words and understand the meaning
20
Q
scroll acronym
A
survey, connect, read, outline, look back
21
Q
PARS
A
simplified textbook reading strategy that is good for younger children
22
Q
PARS acronym
A
preview, ask, read, summarize
23
Q
CAPS
A
self-question strategy that guides students as they look for these important story elements
24
Q
CAPS acronym
A
characters, aim of story, problem that happens, solved problem
25
POSSE
includes many reading practices that have been shown to aid reading comprehension, such as graphic organizers etc.
26
POSSE acronym
predict ideas, organize the ideas, search for the structure, summarize the main ideas, evaluate your understanding
27
SLiCK
designed to help students comprehend digitally recorded textbooks
28
SLiCK acronym
set it up, look ahead through the chapter, comprehend, keep it together
29
RUDPC
strategy for helping students derive important information from a webpage
30
RUDPC acronym
read the title, use user to skim, decide you need page, print, copy bibliographic information
31
SLANT
designed to increase student involvement in class lectures or discussions
32
SLANT acronym
sit up, lean forward, activate thinking, name key info, track the talker
33
TASSELL
recommended for students who have trouble maintaining their level of attention
34
TASSELL
try not to doodle, arrive prepared, sit near front, sit away from friends, end daydreaming, look at teacher
35
CUES
strategy for taking lecture notes that has been validated for use in middle school inclusive science classes
36
CUES acronym
cluster main points, use teacher cues, enter important vocab, summarize quickly
37
POWER
writing strategy
38
POWER acronym
planning, organizing, writing, editing, revising
39
TAG
help in peer editing process
40
TAG acronym
tell what you like, ask questions, give suggestions
41
COPS
self peer editing strategy
42
COPS acronym
capitalized, overall appearance, punctuation, spelling
43
W-W-W what=2 how =2
help elementary students write stories
44
STAR
teach older students with disabilities to solve math problems
45
STAR acronym
search, translate, answer, review
46
LAMPS
used to aid to help remember the steps in regrouping or carrying addition
47
SLOB
helps teach subtraction
48
self instruction
learners are taught to use language to guide their performance, talk themselves through a task
49
self monitoring
students watch and check themselves to make sure they have performed target behaviors
50
self questioning
form of self instruction in which students guide their performance by asking themselves questioning
51
the keyboard method
mnemonic device that uses visual imagery to make definitions and factual information more meaningful
52
recommended strategy for taking objective tests
consider all the alternatives
53
recommended accommodation for test administration
give extended time to finish tests
54
graphic rubric
helps students judge the quality of their own work
55
standards based grading model
used for differentiating report card grades
56
performance based assessment
provides students with opportunities to demonstrate mastery through performance of a task
57
portfolio
purposeful collection of student work that exhibits the students efforts, progress, and achievement in one or more areas
58
portfolios for students with special needs
students need to be taught to select and evaluate portfolio pieces
59
accommodations before the test
study guide, practice test, tutoring, teach test-taking skills, mnemonic devices, keyword method, rehearsal strategy, organization, etc.
60
mnemonics
impose an order on information to be remembered using words, poems, rhymes, jingles, or images to aid memory
61
keyword method
uses visual imagery to make material more meaningful to students and hence easier to remember
62
rehearsal strategy
saying information out loud, repeating it, checking it for accuracy, and repeating
63
modified test reconstruction
modifying the test is necessary
64
accommodations during the test
alternative forms of questions, alternative ways of administering tests, alternative test site
65
accommodations after a test
changing letter or number grades, have grading rubics, have grading criteria, alternatives to letter and number grades (pass/fail), competency checklist
66
competency checklist
concepts students have learned
67
differentiated report cards
report cards that have individualized provisions for students to clarify the meaning of their grades
68
daily activity logs
student activities and achievement to provide ongoing information about students
69
separate grades
based on different grading element and corresponding set of criteria
70
avoid giving zeros
not giving zeros on missing grades
71
report student progress more frequently
give grades out more often
72
standards-based grading model
a way of individualizing report card grades for students with disabilities relevant to goals on IEP
73
progress on IEP objectives
students grade is based on the measurable goals and objectives and progress monitoring components of the IEP
74
Individualized grading
legal for students with disabilities as long as modification appear on IEP
75
performance based assessment
provides students to demonstrate their mastery of a skill or concept through performance of a task
76
authentic learning tasks
tasks that are presented within real world contexts and lead to real world outcomes
77
portfolio assessment
method of evaluation in which a purposeful collection of student work is used to determine student effort, progress, and achievement in one or more areas
78
when creating a same-age tutoring program
do not randomly pair students
79
low intrusion techniques
are most suited to minor misbehaviors
80
functional behavior assessment
set of procedures designed to improve educators understanding of a problem behavior
81
primary strategy for increasing appropriate behavior is called
reinforcement
82
negative reinforcement
increase in behavior to avoid a response
83
verbal praise is an example of
a social reinforcer
84
satiation
a student who receives the same reward over time may no longer find it rewarding
85
preferred approach to behavior management
increasing positive behaviors through the use of reinforcers
86
in order to to use cognitive behavior management with special needs students, teachers must
discuss the strategy with the student and present a rationale for its use
87
when using self reinforcement, students
self-evaluate and then judge whether they have earned a reward
88
positive behavior supports (PBS)
research based, systemic approaches designed to enhance the learning environment and improve outcomes for students
89
levels of PBS
primary prevention, secondary prevention, tertiary prevention
90
primary prevention
designed to create school wide and classroom environments that address the needs of approximately 80% of students
91
secondary prevention
group level, designed to quickly and efficiently address student behavior problems in order to prevent them from becoming more serious, addresses additional 15% of students
92
tertiary prevention
individual level, includes intensive interventions for 5% or so of students whose behavior problems are chronic and exceptionally serious
93
most important between teachers and students
trust and respect
94
critical strategy for preventing behavior problems is to provide instruction that is
relevant, interesting, individualized, and active
95
instructional environments conducive to learning
effective classroom communication, effective teaching methods, fostering positive student interactions
96
how can you promote positive group behavior
implement peer-mediated instruction, use group contingencies,
97
peer mediated instruction
structured and interactive systems in which students teach each other
98
peer tutoring
pairs of students are given formal roles for promoting each others achievement
99
peer assisted learning strategies (PALS)
helps students learn reading and math
100
Classwide peer tutoring
All the students in a class take on the roles of tutor into the intern to follow a set of clear steps for helping each other learn
101
same age tutoring
pairing students who are both high achievers rather than low and high
102
reciprocal tutoring
both students alternate between the tutor and tutees roles
103
cross-age tutoring
older students tutor younger students
104
supporting peer tutoring programs
training program should be implemented for all peer tutors
105
cooperative learning
student centered instructional approach in which students work in small, mixed ability groups with a shared learning skill
106
cooperative learning characteristics
positive interdependence, face to face interactions, individual accountability, stresses interpersonal skills
107
positive interdependence
either they reach their goal together, or no one is able to achieve it
108
group contingency
goal is to promote positive behavior by allowing students to earn a group reward based on the performance of particular students
109
small group contingency
class is rewarded based on the performance of a selected group of students
110
whole group contingency
reward is based on the performance of all class members
111
two examples to address minor student misbehaviors
catch em being good and make high probability requests first
112
catch em being good
when student is behaving according to expectations, you acknowledge and reward the behavior
113
make high probability requests first
make several simple requests the student is likely to complete prior to making the targeted request
114
managing surface behaviors
teachers initial response to student behavior often determines whether a problem situation develops and how intense it is (minor misbehaviors)
115
functional behavior adjustment (FBA)
problem solving process implemented for any student with a disability who has chronic, serious behavior problems, must be in (IEP)
116
anecdotal recording
written notes of a students actions or words, gathered while they happen or shortly thereafter
117
antecedents-behaviors-consequences analysis
process of anecdotal recording
118
event recording
count how many times it occurs in a given time, when problem is discrete
119
permanent product recording
keep samples of work as a means or measuring behavior
120
duration recording
length of time the behavior lasts
121
time sampling
involves periodic observation of a student
122
positive reinforcement
respond to a behavior with a consequence that makes it more likely for the behavior to occur again
123
negative reinforcement
any increase in behavior to avoid a consequence
124
types of reinforcers
social reinforcers, activity reinforcers, tangible reinforcers, primary reinforcers
125
activity reinforcer
involve activities such as games for consequences
126
tangible reinforcer
prizes or objects students can retrieve consequences
127
primary reinforcer
foods or other objects students can retrieve consequences
128
punishment
removing something desirable and presenting a negative negative or aversive consequences, does not follow PBS
129
differential reinforcement of incompatible behaviors
reinforcing a positive behavior that is incompatible with a negative behavior
130
removal punishment
taking away something desired
131
response cost
taking away a privilege, points, or some other reward
132
presentation punishment
presenting negative consequences to students
133
overcorrection
student is directed to resolve problem
134
physical punishment
physical consequence
135
behavior contract
agreement between the teacher and a student that clearly specifies the expectations, the consequences, and rewards
136
cognitive behavior management
students are taught to monitor their own behavior, make judgements about its appropriateness, and change it as needed
