Vocabulary Flashcards
(125 cards)
1
Q
Characteristics of children with emotional disturbances
A
Lower academic performance, social skills deficit, disruptive classroom behavior, aggressive behavior, delinquency and withdrawn behaviors
2
Q
Characteristics of the family of an emotionally disturbed child
A
Abuse, lack of supervision, high rates of negative interaction, negative role models
3
Q
Characteristics of children with mild learning, intellectual, and behavior disabilities
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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
4
Q
Hyperactivity
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Rate of motor activity higher than normal
5
Q
Perceptual difficulties
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Visual, auditory, and perceptual problems
6
Q
Characteristics of mental retardatin/intellectual disabilities
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<70 on IQ test, limited cognitive ability, delayed achievement, difficulty in attending to relevant aspects of stimuli
7
Q
Autism is generally identified by
A
Age 3
8
Q
A child is said to have a specific disorder when
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A behavior occurs frequently and to a degree that impacts the learning and safety of themselves or others
9
Q
Theory promoting the use of “drug therapy”
A
The Biophysical Perspective (emphasizes the relationship between physical and biological factors)
10
Q
Oppositional Defiant Disorder
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Recurrent pattern of negative, defiant, disobedient, and hostile behavior towards authority
11
Q
Conduct Disorder
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Repetitive and persistent pattern of behavior in which the basic rights of others or major age appropriate social norms or rules are violated
12
Q
Morpheme
A
Smallest semantically meaningful unit of language
13
Q
Mean length of utterances
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Total number of morphemes/per 100 utterances
14
Q
5 components of Language Learning
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Phonology, Morphology, Syntax, Semantics, Pragmatics
15
Q
Phonology
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System of rules about sounds and sound combinations
16
Q
Phoneme
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The smallest unit of sound; by itself it does not have meaning
17
Q
Morphology
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Combining morphemes and free morphemes to make meaningful language
18
Q
Syntax
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Rules, commonly known as grammar, that govern how morphemes and words are correctly combined
19
Q
Semantics
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Language content and meaning
20
Q
Pragmatics
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The speaker’s intent, used to influence or control actions or attitudes of others
21
Q
3 types of antidepressants
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SSRI, Tri-cyclic, MAOI
22
Q
Dysphagia
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A medical condition that hampers swallowing
23
Q
1990, IDEA classified Autism as
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Separate Exceptionality category
24
Q
Criterion Referenced Test
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Individual’s performance is measured against mastery of curriculum criteria rather than other students
25
Error analysis
Mistakes on an individual's assessment are noted and categorized by type
26
Informal assessment
Non-standardized tests such as criterion referenced test and teacher-prepared test. No rigid rules or procedures
27
Latency
The length of time that elapses between the presentation of a stimulus and the response
28
Multiple baseline design
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
29
Norm-referenced test
An individual's performance is compared to the group that was used to calculate the performance standards
30
Strengths are weaknesses
An achievement test can be classified as a diagnostic if what can be delineated from results
31
Multidisciplinary evaluation
Used when instructional modifications in the regular classroom have not proven successful
32
2 purposes for multidisciplinary evaluation
1. Determine eligibility for SPED services
| 2. ID strengths and weaknesses for IEP planning
33
In a multidisciplinary evaluation, children must be evaluated in what language?
Their native language
34
Before a child can be evaluated, what must happen?
Parent must be notified and give consent
35
When will an evaluation occur at public expense?
If a due process hearing deems that the public agency's evaluation was inappropriate
36
Acculturation
Similar in educational, socioeconomic, and experiential background to those the student is being compared to
37
Admission, Review, and Dismissal Committee (ARD)
Multidisciplinary team that students suspected of having disabilities
38
How many days after the initial referral do schools have to complete the evaluation of the student?
60 calendar days
39
How frequently do re-evaluations occur?
30 calendar days
40
How frequently do re-evaluations occur?
Every 3 years
41
IEP's are updated
Annually
42
Eligibility for SPED Services
Determined based on criteria defined in federal law and state regulations
43
IDEA Learning Disability
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
44
IDEA Autism
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
45
IDEA Deaf-Blindness
Concomitant hearing and visual impairment that cannot be accommodated in special education programs solely for children with deafness or blindness
46
IDEA Auditory Impairment
An impairment in hearing that adversely affects a children's educational performance. Must include an optological exam
47
IDEA Emotional Disturbance
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
48
To be eligible for the category of ED according to IDEA, students must exhibit one or more of:
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
49
IDEA Mental Retardation
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)
50
IDEA Multiple Disabilities
Concomitant impairments that cannot be accommodated by the modifications and accommodations that would be applied to on disability on its own
51
IDEA Orthopedic Impairment
Severe orthopedic impairment that adversely affects the child's educational performance
52
IDEA Other Health Impairment
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
IDEA category that ADHD falls under
Other health impairment
54
Does deaf-blindness fall under "multiple disabilities"?
No, deaf-blindness is a category in itself
55
IDEA Speech Impairment
Communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment that affects education
56
IDEA Traumatic Brain Injury
An acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment
57
IDEA Visual Impairments
Impairment in vision that, even with correction, adversely affects the performance
58
Does a student have to be blind to fall into the category of Visually Impaired?
No, a student with partial sight could be included in this category
59
Non-Categorical (NCEC)
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
At what age can a NCEC diagnosis no longer be used?
After age 5
61
Describe the difference between Formal and Informal Observation
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
Performance Based Assessment
Requires a student to perform a task rather than select an answer from a pre-determined list of options
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Portfolios
A selected collection of student work that demonstrates strengths and weaknesses
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Age Equivalent and Grade Equivalent Scores
Age Equivalent are expressed in years and months. Grade Equivalent are expressed as grade level and grade month
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Standard Score
Indicates how far a particular score is from the average score for that test
66
Ecological Assessments
Assess students in real-life context
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Functional Behavior Assessment
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
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First step in a Functional Behavioral Analysis
Identify and agree upon the primary behavior that needs to be changed
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Second step in a Functional Behavioral Analysis
Gather data on the occurrence of the target behavior, identify frequency, intensity, and where the behavior is most likely to take place
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Third step in a Functional Behavioral Analysis
Develop a hypothesis about what function the behavior serves and choose an intervention that serves the same function
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Fourth step in a Functional Behavioral Analysis
Evaluate the effectiveness of the chosen intervention
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Accommodations
Changes to the school environment or the use of necessary equipment to overcome a disability
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How much time should students with disability spend in general education classrooms?
As much time as possible, so long as it benefits the student
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Co-Teaching
Both the Special Education teacher and the General Education teacher actively teach in the general education class
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In Class Support/Support Facilitation
General Education teacher is responsible for instruction and the Special Education teacher works with the student with disability
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Consultant Teaching
The Special Education teacher does not directly work with the students with disabilities, but provides support for the General Education teacher
77
FACES
A six module approach to teaching functional, age-appropriate skills within integrated school settings and non-school settings
78
Who decides what version of the TAKS a student will take?
The ARD committee
79
Options for TAKS testing
TAKS Standard, TAKS- Accommodated, TAKS-Modified, TAKS-Alternative
80
No Child Left Behind
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
ARD Committee Tasks
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
Setting that largest number of students receiving SPED Services
General Classroom
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Least Restrictive Environment
Closest to normal educational setting
84
Continuum of Services
Matching the needs of the student with an appropriate placement on an individual basis
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Assumptions regarding Continuum of Services
1. A child should be placed in a setting as close to regular setting as possible
2. Program Exit should be a goal
86
Cascade of Services of Level
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
Age a statement of required transition services included in the IEP
16
88
Areas to be addressed in Transition Statement
Instruction, related services, development of employment, community experience, activities of daily living, functional vocational evaluation
89
Modifications
Adjustments to the General Education Classes including adjusting amount of work or type of task required
90
Self-Advocacy
Effectively communicating one's own rights, needs, and desires and taking responsibility for decision-making that impacts one's life
91
Sane Messages
Classroom Behavior Interventions that describe and model appropriate behavior. E.g. When you talk during silent reading, you disturb everyone in class
92
Stages of Learning
Acquisition, proficiency, maintenance, generalization, adaptation
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Acquisition Stage of Learning
Introduction of a new skill
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Proficiency Stage of Learning
Practice under supervision to achieve accuracy and speed
95
Maintenance Stage of Learning
Continued practice without instruction
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Generalization Stage of Learning
Application of the new skill in new settings and situations
97
Adaptation Stage of Learning
Modifications of the task to meet new needs and demands of varying situations
98
Process Approach to Writing
Process for writing that requires students to progress through the stages of planning, drafting, revising and sharing
99
Planning/Prewriting Stage
In this stage students write outlines, brainstorm, mind map, list ideas, etc
100
Drafting Stage
In this stage students work alone or in groups to begin collecting and organizing ideas
101
Revising/Editing Stage
In this stage students share their work by reading aloud and getting feedback that will help make revisions
102
Sharing/Publication Stage
In this stage students are encouraged to share their work aloud and in printed form
103
Peer Tutoring vs Cooperative Learning
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
Things to consider when choosing and activity
Appropriate level of difficulty, meaningful, relevant
105
Adaptive Life Skills
Skills that people need to function independently at home, school, and in the community
106
Best way to collect information about a child's adaptive behavior skills in the home
Through an interview conducted by a educational diagnostician, school psychologist, counselor using a formal adaptive behavior assessment rating scale
107
Priming
Previewing information or activities that a student is likely to have problems with before they begin work on that activity
108
The Adult Performance Level
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
Transfer of Learning
This occurs when experience with one task influences the performance on another task
110
Positive Transfer
When experience enhances learning in a new situation
111
Negative Transfer
When experience hinders learning in a new situation
112
Fastest growing minority in school
Hispanic Children
113
Percent of Limited English Proficiency (LEP) students that are Hispanic
75%
114
Self-Fulfilling Prophecy
The idea that one's expectations can have a direct effect on the outcome
115
Free Appropriate Public Education (FAPE)
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
Contingency
The planned, systematic relationship that is established between a behavior and a consequence
117
Contingency Management
Systematic use of reinforcement and punishment intended to develop, maintain, and change behavior
118
Behavioral Chaining
A procedure where individual responses are reinforced for occurring in sequence to form a complex behavior
119
Antiseptic Bouncing
Having a student temporarily leave the classroom without punishment. E.g. Asking a student to run an errand or deliver a message
120
Self-Concept
The collective attitudes or feelings that one holds about oneself
121
Best method for feedback
Frequent, Positive, Immediate
122
IDEA requires what if a child's placement is modified for disciplinary reasons?
Functional Behavior Analysis
123
Behavior Intervention Plan
Plan used to reinforce or teach positive behavior skills
124
Individualized Family Service Plan (IFSP)
Early intervention services and planning for an infant/toddler to three years old and their family
125
Critical factors to meet transition needs of children with disabilities and their families to form culturally and linguistically diverse groups
1. Collaboration
2. Communication
3. Community context
4. Continuity
5. Family concerns
