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Praxis > Spec Ed: CK & Applications (5354) > Flashcards

Spec Ed: CK & Applications (5354) Flashcards

1
Q

How to identify an intellectual disability

A
  • Deficits in intellectual functioning: reasoning, problem-solving, abstract thinking, judgement, academic learning and learning from experience.
  • Difficulty with adaptive functions for personal independence and social responsibility,
  • Onset of one or the other or combo of the above during developmental period.
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2
Q

Five types of feedback

Carl Rogers

A
  1. Evaluative
  2. Interpretive (confirmation or clarification)
  3. Supportive (communicates encouragement)
  4. Probing (targeted requests for specific information)
  5. Understanding (communicates sympathy and empathy for the source of the message)
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3
Q

Types of schedules of reinforcement in the classroom:

Continuous Reinforcement

A

EX: Every time a child raises their hand they received a sticker

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4
Q

Types of schedules of reinforcement:

Variable Interval Schedule

A

EX: Health inspector or secret shopper. Employees know that they come, they just don’t know when.

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5
Q

Types of schedules of reinforcement:

Intermittent Reinforcement

A

Delivering reinforcers at random times that doesn’t follow a pattern. EX: Slot machines

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6
Q

Types of schedules of reinforcements:

Fixed Ratio Schedule

A

a response is reinforced after a specified number of responses. Ex: Rat receives food after pressing lever 5 times. and will continue to receive food at the same fixed number of actions.

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7
Q

Types of schedules of reinforcements:

Variable Ratio Schedule

A

a response is reinforced after an unpredictable number of responses.

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8
Q

Types of schedules of reinforcement:

Fixed interval schedule

A

Ex: School store every tuesday

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9
Q

What are the different ways of recording observations?

A
  • Frequency counts (Tallies or time/event sampling)
  • Checklists of skills or milestones
  • Running record (formal or informal)
  • Work samples
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10
Q

What is a Functional Behavior Assessment (FBA)?

A

Helps identify problem behaviors. Then predicts the occurrence/non occurrence. Determines if the behavior is maintained across time and what the antecedent and consequences that contribute to the behavior.

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11
Q

What is the Woodcock-Johnson Psycho-Educational Battery used for?

A
  • assesses academic achievement and cognitive development.
  • Identifies learning problems
  • can determine giftedness
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12
Q

Direct Instruction Step 1:

Introduction/Review

A
  • Sets the stage for learning by engaging the students and activating prior knowledge and builds on previous lessons.
  • States lesson objectives.
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13
Q

Direct Instruction Step 2:

Present the new material

A

Clear guided instructions in lecture form and visual demonstration of skills or steps needed to understand the lesson.

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14
Q

Direct Instruction Step 3:

Guided Practice

A

Teacher and students practice concepts together. Students attempt the new skill with assistance. Teacher corrects mistakes and reteaches if necessary.

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15
Q

Direct Instruction Step 4:

Feedback and correctives

A

Correct wrong answers or encourage confidence in learning the lesson.

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16
Q

Direct Instruction Step 5:

Independent Practice

A

Ready to apply the new learning on their own with repetition to help integrate the new information. The unitization becomes automatic.

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17
Q

Direct Instruction Step 6:

Evaluation/Review

A

Collect student data to determine understanding through formative assesments.

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18
Q

(8) Components of the IEP

A
  1. Current skill level
  2. Annual Goals
  3. Progress tracking
  4. SPED services
  5. Duration of services
  6. Participation in mainstream classrooms
  7. Testing adaptations
  8. Transitional goals & services
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19
Q

IEP Component #1:

Current skill level

A

provides description of the child’s current academic skill levels. Explains how their disability affects their progress in gen ed curriculum. Assessment of functional performance, motor skills, behavior and social skills.

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20
Q 
IEP Component #2:
Annual Goals (Most essential componenent)
A

Goals for academic, behavior, mobility that are updated once a year. Objectives are measurable and regular evaluations help to track progress.

21
Q

IEP Component #3:

Progress Tracking

A

State how progress will be measured

i.e., testing, feed back reports, data collecting

22
Q

IEP Component #4:

Special Education Services

A

Describes the student’s SPED program and how it’s designed to fit their needs. for example, separate instructions time, one on one aides, faculty training to help teachers support the student.

23
Q

IEP Component #5:

Duration of services

A

Projected beginning and end dates of any services that the IEP team proposes. Includes frequency and where services are delivered

24
Q

IEP Component #6:

Participation in mainstream classroom

A

Least restrictive environment and details how a child will join mainstream environment whenever appropriate.

25
Q

IEP Component #7:

Testing Adaptations

A

Determine if student’s will participate in state and local achievement tests. Specifies any testing accommodations. Determines need and rationale for modified tests.

26
Q

IEP Component #8:

Transitional Goals and Services

A

Starting around age 14, transitional goals are put into place for help transition beyond grade school and into independent application

27
Q

Collaborative Teaching: One teach, one assist

A

One teachers gives main instruction, while one teacher supports the students in their academic, behavior and motor needs.

28
Q

Collaborative Teaching: One teach, one observe

A

One teachers is lead instructor while the other one observes to gather specific info on student learning (academic, behavior, social skills) while in the classroom. Meant to only be used occasionally.

29
Q

Collaborative Teaching Strategy: Station Teaching

A

Small group instruction with one teacher at each station. Activities at each station function independent of each other. This allows for closer monitoring.

30
Q

Collaborative Teaching Strategy: Parallel Teaching

A

Co-teachers divide the class in half and teach their half the same lesson. Timing and pace need to be considered. Maximizes participation and reduces behavior problems.

31
Q

Collaborative Teaching Strategy: Alternative/Differentiated

A

One teacher manages a large group while another one takes a small group for a specific instructional purpose. Can be used for remediation, enrichment or assessment.

32
Q

Collaborative Teaching Strategy: Team- Teaching

A

Both teachers are in front of the students as the lead instructor

33
Q

What is the Individuals with Disabilities Education Act? (IDEA)

A

all children with disabilities are entitled to free appropriate education to meet their needs and prepare them for further education, employment and independent living.

34
Q

IDEA Procedural Safeguards

A
  • Prior written notice 10 school days of initiation or refusal of services
  • parental consent for initial evaluation, but public school and seek due process if guardians are non-responsive or non-compliant. IEP’s start immediately with consent.
  • Independent Education Evaluation (IEE) conducted by 3rd party at no cost to guardian.
  • Confidentiality of info
  • Access rights to records.
35
Q

What is PLAAFP and what is it used for?

A

Present Levels of Academic Achievement and Functional Performance.
Identifies strengths and weaknesses, what helps a child learn, what limits or interferes with learning.
Objective data from current evaluations
How the disability affects inclusion.

36
Q

How to use punishment-oriented techniques in the classroom:

A 
Loss of recess time
extra homework
loss of privileges
detention
moving seats
37
Q

What is Metacognitive approach and how can it be used in teaching?

A

-helping children realize that they possess knowledge by helping them become aware of their own thinking by demonstrating out loud your thinking. teaching awareness of strategies and problem solving skills.

38
Q

What does IDEA require that schools provide for students with disabilities?

A
  • Free Appropriate Public Education (FAPE)
  • Least Restrictive Environment
  • Learn side by side with peers
39
Q

What Specialists can diagnose?

A 
Speech-Language Pathologist
Occupational Therapist
Pediatrician
Psychiatrist
Clinical/School Psychologist
Audiologist
Neurologist
Neuropsychologist
Educational Consultant/Therapist
Learning Disabilities Specialist
40
Q

What learning objectives are measurable and challenging?

A
  • Skill or behavior to be performed. “Student can identify…”
  • Conditions in which the student will perform the skill/demonstrate the knowledge. “At the end of this module, student will be able to…”
  • information on the criteria used to measure performance.
41
Q

What is the Vineland Adaptive Behavior Scale?

A

-Standardized assessment tool that utilizes semi-structured interview to measure adaptive behavior and supports the diagnosis of intellectual and developmental disabilities, and developmental delays

42
Q

How to use Group-Contingency Techniques in the classroom?

A

Set common behavioral expectations for the entire class/group and then provide a positive outcome when student engages in expected behavior.

Token economies -marble jar for class to fill for a planned reward.

43
Q

Evaluative Feedback

A

summative, a grade.

44
Q

Descriptive Feedback

A

verbal or written feedback - formative assessment

45
Q

Instructional strategies that are age appropriate:

A
  • Acknowledge
  • Encourage
  • give specific feedback
  • model attitudes
  • demonstrate
  • Create or add challenge
  • ask questions to provoke thinking
  • give assistance
  • provide info
  • give clear directions
46
Q

Instructional strategies that facilitate maintenance and generalization of concepts.

A
  • Teach skills in a natural setting and multiple settings
  • involving multiple people in teaching the skill
  • utilize student’s strengths
  • shift from artificial cues to natural ones
  • involve peers
47
Q

Criterion-Referenced Test:

A

Measures student performance against a fixed set of pre-determined criteria of learning standards

48
Q

What is elaborated feedback?

A

Communicating performance but going deeper with a growth mindset approach

49
Q

Instructional strategies that support transition goals:

A
  • high quality/inclusive environments
  • clear expectations
  • family involvement
  • building self-determination skills
  • building strong communication with families
  • classroom visits
  • visual supports-assistive technology

Praxis (1 decks)

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