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TExES Special Education 161 > Vocabulary > Flashcards

Vocabulary Flashcards

1
Q

Characteristics of children with emotional disturbances

A

Lower academic performance, social skills deficit, disruptive classroom behavior, aggressive behavior, delinquency and withdrawn behaviors

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2
Q

Characteristics of the family of an emotionally disturbed child

A

Abuse, lack of supervision, high rates of negative interaction, negative role models

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3
Q

Characteristics of children with mild learning, intellectual, and behavior disabilities

A

Lack of interest in schoolwork, preference for concrete over abstract lessons, weak listening skills, low achievement, possess areas of talent that are often overlooked, and high drop out rate

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4
Q

Hyperactivity

A

Rate of motor activity higher than normal

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5
Q

Perceptual difficulties

A

Visual, auditory, and perceptual problems

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6
Q

Characteristics of mental retardatin/intellectual disabilities

A

<70 on IQ test, limited cognitive ability, delayed achievement, difficulty in attending to relevant aspects of stimuli

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7
Q

Autism is generally identified by

A

Age 3

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8
Q

A child is said to have a specific disorder when

A

A behavior occurs frequently and to a degree that impacts the learning and safety of themselves or others

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9
Q

Theory promoting the use of “drug therapy”

A

The Biophysical Perspective (emphasizes the relationship between physical and biological factors)

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10
Q

Oppositional Defiant Disorder

A

Recurrent pattern of negative, defiant, disobedient, and hostile behavior towards authority

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11
Q

Conduct Disorder

A

Repetitive and persistent pattern of behavior in which the basic rights of others or major age appropriate social norms or rules are violated

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12
Q

Morpheme

A

Smallest semantically meaningful unit of language

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13
Q

Mean length of utterances

A

Total number of morphemes/per 100 utterances

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14
Q

5 components of Language Learning

A

Phonology, Morphology, Syntax, Semantics, Pragmatics

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15
Q

Phonology

A

System of rules about sounds and sound combinations

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16
Q

Phoneme

A

The smallest unit of sound; by itself it does not have meaning

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17
Q

Morphology

A

Combining morphemes and free morphemes to make meaningful language

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18
Q

Syntax

A

Rules, commonly known as grammar, that govern how morphemes and words are correctly combined

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19
Q

Semantics

A

Language content and meaning

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20
Q

Pragmatics

A

The speaker’s intent, used to influence or control actions or attitudes of others

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21
Q

3 types of antidepressants

A

SSRI, Tri-cyclic, MAOI

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22
Q

Dysphagia

A

A medical condition that hampers swallowing

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23
Q

1990, IDEA classified Autism as

A

Separate Exceptionality category

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24
Q

Criterion Referenced Test

A

Individual’s performance is measured against mastery of curriculum criteria rather than other students

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25
Q

Error analysis

A

Mistakes on an individual’s assessment are noted and categorized by type

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26
Q

Informal assessment

A

Non-standardized tests such as criterion referenced test and teacher-prepared test. No rigid rules or procedures

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27
Q

Latency

A

The length of time that elapses between the presentation of a stimulus and the response

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28
Q

Multiple baseline design

A

Measure a behavior, apply intervention and measure again, take away intervention and remeasure. This ensures that the change in behavior is related to the intervention

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29
Q

Norm-referenced test

A

An individual’s performance is compared to the group that was used to calculate the performance standards

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30
Q

Strengths are weaknesses

A

An achievement test can be classified as a diagnostic if what can be delineated from results

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31
Q

Multidisciplinary evaluation

A

Used when instructional modifications in the regular classroom have not proven successful

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32
Q

2 purposes for multidisciplinary evaluation

A
  1. Determine eligibility for SPED services

2. ID strengths and weaknesses for IEP planning

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33
Q

In a multidisciplinary evaluation, children must be evaluated in what language?

A

Their native language

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34
Q

Before a child can be evaluated, what must happen?

A

Parent must be notified and give consent

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35
Q

When will an evaluation occur at public expense?

A

If a due process hearing deems that the public agency’s evaluation was inappropriate

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36
Q

Acculturation

A

Similar in educational, socioeconomic, and experiential background to those the student is being compared to

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37
Q

Admission, Review, and Dismissal Committee (ARD)

A

Multidisciplinary team that students suspected of having disabilities

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38
Q

How many days after the initial referral do schools have to complete the evaluation of the student?

A

60 calendar days

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39
Q

How frequently do re-evaluations occur?

A

30 calendar days

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40
Q

How frequently do re-evaluations occur?

A

Every 3 years

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41
Q

IEP’s are updated

A

Annually

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42
Q

Eligibility for SPED Services

A

Determined based on criteria defined in federal law and state regulations

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43
Q

IDEA Learning Disability

A

A disorder in one or more of the basic psychological processes involved in understanding or in using language - spoken or written - which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations

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44
Q

IDEA Autism

A

A developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance

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45
Q

IDEA Deaf-Blindness

A

Concomitant hearing and visual impairment that cannot be accommodated in special education programs solely for children with deafness or blindness

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46
Q

IDEA Auditory Impairment

A

An impairment in hearing that adversely affects a children’s educational performance. Must include an optological exam

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47
Q

IDEA Emotional Disturbance

A

Must exhibit one or more defined characteristic for a prolonged period of time and to a marked degree that adversely affects a child’s educational performance

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48
Q

To be eligible for the category of ED according to IDEA, students must exhibit one or more of:

A
  1. An inability to learn that cannot be explained by other factors
  2. An inability to build or maintain relationships
  3. Inappropriate behavior or feelings under normal circumstances
  4. A general pervasive mood of unhappiness or depression
  5. Tendency to develop physical symptoms associated with personal or school issues
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49
Q

IDEA Mental Retardation

A

Intellectual functioning 2 standard deviations below the mean and exhibits deficits in at least two areas of adaptive functioning (communication, self-care, interpersonal skills, etc)

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50
Q

IDEA Multiple Disabilities

A

Concomitant impairments that cannot be accommodated by the modifications and accommodations that would be applied to on disability on its own

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51
Q

IDEA Orthopedic Impairment

A

Severe orthopedic impairment that adversely affects the child’s educational performance

52
Q

IDEA Other Health Impairment

A

Having limited strength, vitality, or alertness - including a heightened alertness to environmental stimuli - that results in limited alertness (due to chronic health problems, affects performance)

53
Q

IDEA category that ADHD falls under

A

Other health impairment

54
Q

Does deaf-blindness fall under “multiple disabilities”?

A

No, deaf-blindness is a category in itself

55
Q

IDEA Speech Impairment

A

Communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment that affects education

56
Q

IDEA Traumatic Brain Injury

A

An acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment

57
Q

IDEA Visual Impairments

A

Impairment in vision that, even with correction, adversely affects the performance

58
Q

Does a student have to be blind to fall into the category of Visually Impaired?

A

No, a student with partial sight could be included in this category

59
Q

Non-Categorical (NCEC)

A

Students between the ages of three and five who may meet eligibility requirements under the disability of MR, ED, LD, or AU. Temporary diagnosis

60
Q

At what age can a NCEC diagnosis no longer be used?

A

After age 5

61
Q

Describe the difference between Formal and Informal Observation

A

Informal Observations are based on anecdotal reports from parents, teachers, and others. Formal Observations are those in which someone other than the child’s teacher observes the student in a variety of settings and makes notes of performance and participation

62
Q

Performance Based Assessment

A

Requires a student to perform a task rather than select an answer from a pre-determined list of options

63
Q

Portfolios

A

A selected collection of student work that demonstrates strengths and weaknesses

64
Q

Age Equivalent and Grade Equivalent Scores

A

Age Equivalent are expressed in years and months. Grade Equivalent are expressed as grade level and grade month

65
Q

Standard Score

A

Indicates how far a particular score is from the average score for that test

66
Q

Ecological Assessments

A

Assess students in real-life context

67
Q

Functional Behavior Assessment

A

A procedure which tries to identify the problem behavior, to determine the function of the behavior, and to develop interventions to teach alternatives to the behavior

68
Q

First step in a Functional Behavioral Analysis

A

Identify and agree upon the primary behavior that needs to be changed

69
Q

Second step in a Functional Behavioral Analysis

A

Gather data on the occurrence of the target behavior, identify frequency, intensity, and where the behavior is most likely to take place

70
Q

Third step in a Functional Behavioral Analysis

A

Develop a hypothesis about what function the behavior serves and choose an intervention that serves the same function

71
Q

Fourth step in a Functional Behavioral Analysis

A

Evaluate the effectiveness of the chosen intervention

72
Q

Accommodations

A

Changes to the school environment or the use of necessary equipment to overcome a disability

73
Q

How much time should students with disability spend in general education classrooms?

A

As much time as possible, so long as it benefits the student

74
Q

Co-Teaching

A

Both the Special Education teacher and the General Education teacher actively teach in the general education class

75
Q

In Class Support/Support Facilitation

A

General Education teacher is responsible for instruction and the Special Education teacher works with the student with disability

76
Q

Consultant Teaching

A

The Special Education teacher does not directly work with the students with disabilities, but provides support for the General Education teacher

77
Q

FACES

A

A six module approach to teaching functional, age-appropriate skills within integrated school settings and non-school settings

78
Q

Who decides what version of the TAKS a student will take?

A

The ARD committee

79
Q

Options for TAKS testing

A

TAKS Standard, TAKS- Accommodated, TAKS-Modified, TAKS-Alternative

80
Q

No Child Left Behind

A

Signed into law in 2002. NCLB addresses accountability of school personnel for student achievement with the expectation that every child will demonstrate proficiency in Reading, Math, Science

81
Q

ARD Committee Tasks

A
  1. Discuss functional level and results from assessment
  2. Sets goals the student should work towards
  3. Establishes supports, services, and modifications that will be made to help meet those goals
  4. Determines how those services will be given and in what setting
82
Q

Setting that largest number of students receiving SPED Services

A

General Classroom

83
Q

Least Restrictive Environment

A

Closest to normal educational setting

84
Q

Continuum of Services

A

Matching the needs of the student with an appropriate placement on an individual basis

85
Q

Assumptions regarding Continuum of Services

A
  1. A child should be placed in a setting as close to regular setting as possible
  2. Program Exit should be a goal
86
Q

Cascade of Services of Level

A
  1. Regular classroom
  2. Regular classroom + supportive services
  3. Regular classroom + part-time special class
  4. Full-time special class (self-contained)
  5. Special stations (special schools)
  6. Homebound
  7. Residential
87
Q

Age a statement of required transition services included in the IEP

A

16

88
Q

Areas to be addressed in Transition Statement

A

Instruction, related services, development of employment, community experience, activities of daily living, functional vocational evaluation

89
Q

Modifications

A

Adjustments to the General Education Classes including adjusting amount of work or type of task required

90
Q

Self-Advocacy

A

Effectively communicating one’s own rights, needs, and desires and taking responsibility for decision-making that impacts one’s life

91
Q

Sane Messages

A

Classroom Behavior Interventions that describe and model appropriate behavior. E.g. When you talk during silent reading, you disturb everyone in class

92
Q

Stages of Learning

A

Acquisition, proficiency, maintenance, generalization, adaptation

93
Q

Acquisition Stage of Learning

A

Introduction of a new skill

94
Q

Proficiency Stage of Learning

A

Practice under supervision to achieve accuracy and speed

95
Q

Maintenance Stage of Learning

A

Continued practice without instruction

96
Q

Generalization Stage of Learning

A

Application of the new skill in new settings and situations

97
Q

Adaptation Stage of Learning

A

Modifications of the task to meet new needs and demands of varying situations

98
Q

Process Approach to Writing

A

Process for writing that requires students to progress through the stages of planning, drafting, revising and sharing

99
Q

Planning/Prewriting Stage

A

In this stage students write outlines, brainstorm, mind map, list ideas, etc

100
Q

Drafting Stage

A

In this stage students work alone or in groups to begin collecting and organizing ideas

101
Q

Revising/Editing Stage

A

In this stage students share their work by reading aloud and getting feedback that will help make revisions

102
Q

Sharing/Publication Stage

A

In this stage students are encouraged to share their work aloud and in printed form

103
Q

Peer Tutoring vs Cooperative Learning

A

In peer tutoring, the teacher trains the peer tutors who in turn work with their peers who need extra practice. In cooperative learning students work together in small groups and the focus is on team work and shared goals.

104
Q

Things to consider when choosing and activity

A

Appropriate level of difficulty, meaningful, relevant

105
Q

Adaptive Life Skills

A

Skills that people need to function independently at home, school, and in the community

106
Q

Best way to collect information about a child’s adaptive behavior skills in the home

A

Through an interview conducted by a educational diagnostician, school psychologist, counselor using a formal adaptive behavior assessment rating scale

107
Q

Priming

A

Previewing information or activities that a student is likely to have problems with before they begin work on that activity

108
Q

The Adult Performance Level

A

A curriculum that has been adapted for teaching secondary level SPED students; blends practical academic development with applications to the various demands of community living in adulthood

109
Q

Transfer of Learning

A

This occurs when experience with one task influences the performance on another task

110
Q

Positive Transfer

A

When experience enhances learning in a new situation

111
Q

Negative Transfer

A

When experience hinders learning in a new situation

112
Q

Fastest growing minority in school

A

Hispanic Children

113
Q

Percent of Limited English Proficiency (LEP) students that are Hispanic

A

75%

114
Q

Self-Fulfilling Prophecy

A

The idea that one’s expectations can have a direct effect on the outcome

115
Q

Free Appropriate Public Education (FAPE)

A

Special Education Services that are provided at public expense must meet standards of that state’s educational agency. Must be available to preschool, elementary, and secondary levels and must follow IEPs

116
Q

Contingency

A

The planned, systematic relationship that is established between a behavior and a consequence

117
Q

Contingency Management

A

Systematic use of reinforcement and punishment intended to develop, maintain, and change behavior

118
Q

Behavioral Chaining

A

A procedure where individual responses are reinforced for occurring in sequence to form a complex behavior

119
Q

Antiseptic Bouncing

A

Having a student temporarily leave the classroom without punishment. E.g. Asking a student to run an errand or deliver a message

120
Q

Self-Concept

A

The collective attitudes or feelings that one holds about oneself

121
Q

Best method for feedback

A

Frequent, Positive, Immediate

122
Q

IDEA requires what if a child’s placement is modified for disciplinary reasons?

A

Functional Behavior Analysis

123
Q

Behavior Intervention Plan

A

Plan used to reinforce or teach positive behavior skills

124
Q

Individualized Family Service Plan (IFSP)

A

Early intervention services and planning for an infant/toddler to three years old and their family

125
Q

Critical factors to meet transition needs of children with disabilities and their families to form culturally and linguistically diverse groups

A
  1. Collaboration
  2. Communication
  3. Community context
  4. Continuity
  5. Family concerns

TExES Special Education 161 (1 decks)

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