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Praxis 5543
| Term | Definition |
|---|---|
| What does a standardized test tell us in spec ed? | info on functioning, category, inclusion degree |
| CBM in special ed tells us.. | - how well student is doing with instruction in current placement - use for decisions on curriculum and instruction |
| Piaget's 4 stages of cognitive development | 1. Sensorimoter - Birth to 24 months 2. Preoperational - Toddler to age 7 3. Concrete Operational - 7 to 12 4. Formal Operational - 13 to adult |
| 8 intelligences | 1. Linquistic 2. Logical 3. Spatial 4. Kinesthetic 5. Musical 6. Interpersonal 7. Intrapersonal 8. Naturalist |
| 3 Primary causes of intellectual disabilities | 1. Biological Factors 2. Toxins 3. Brain injuries |
| 4 Principles for effective instruction | 1. Planning - assess students needs and abilities 2. Managing - classroom environment 3. Delivering instruction 4. Evaluating instruction |
| 6 Stages for IEP evaluation | 1. Screening 2. Pre-referral 3. Written request 4. Formal referral 5. Assessments 6. Formal conference |
| 4 Cross categorical disability categories | 1. Nonverbal learning disorder 2. Pervasive Development Disorder PDD 3. ADHD 4. Aspergers Syndrome |
| 3 Categories of physical disabilities | 1. Neuromotor impairments: brain injury, Cerebral Palsy, seizures 2. Orthopedic and musculoskeletal disorders: muscular dystrophy 3. Health impairments - diabetes, asthma |
| The inability to complete independent written assignments suggest a problem with _____ | organization |
| IDEA v. 504 | - IDEA - Student must have a disability then require special ed services. - Section 504 - Impairment that limits one or more major life activities. A student may not meet IDEA but may have a 504. |
| Intellectual disability criteria: | - Must score at or below 70 to 75 on IQ test |
| Motor speech disorder that affects the way a student plans to produce speech. Causes - stroke, tumor, head injury | Apoxia |
| Students with learning disabilities have problems with what 3 things? | 1. Attention span: Length of time on taks 2. Focus: Blocking out distracting stimuli 3. Selective attention: Discrimination of important stimulus characteristics. |
| A disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written | Learning disability |
| Determining SLD involves achievement levels in 4 areas: | - oral expression - listening comprehension - written expression - basic reading skills |
| How long does the school have from request for evaluation until determine | 60 days |
| evaluation of formal assessments and review of observations by parents/teachers | Screening |
| if preferral interventions do not work, the next step is a _____ | multifactored evaluation |
| 4 components of ABC objective | 1 state learner (who?) 2 id antecedent (preceding activity condition or stimuli) 3 id target behavior (what student will be doing when change is achieved) 4 id criteria for acceptable performance |
| 3 co-conditions of LD | - ADD - ADHD - gifted |
| links negative behavior to positive intervention | BIP |
| 2 Reasons a BIP is needed | 1. if at initial IEP meeting or review team is aware of a behavior that impeds learning 2. student is suspended more than 10 days or change in placement |
| cooperative discipline | logical consequences based on 4 motivations of behavior |
| intellectual disabilities test on 3 areas: | - academic achievement - intellectual - adaptive |
| 6 components of IDEA | - FAPE - LRE - IEP - parental participation - due process - nondiscriminatory evaluation |
| 4 examples of positive behavior support | -teaching expectations -rules and routines -data based to predict negative behavior -reinforcements |
| 5 early indicators of LD | - delay in fine and gross motor - auditory processing - visual processing - attention and hyperactivity - delay in language and communication |
| 7 IEP requirements of IDEA | - PLEP - annual goals - LRE statement - how progress will be measured & reports go out - special ed services and modifications - participation/accomodations in state assessments - date of services |
| when teacher gradually fading out support as students gain mastery | contingent teaching |
| when teacher's lessons that are naturally engaging with naturally occurring consequences | naturalistic teaching |
| 4 examples of modifications | - limited number of math problems - only completing half - exemption from a task - provide diff task with same concept |
| rules that govern how words are made into possessives and plurals | Morphology |
| rules of language and communication | Pragmatics |
| using and understanding words and sentences | semantics |
| 2 compenents of reading | - word recognition - reading comprehension |
| how morphemes and words are combined to make grammatical sentences | syntax |
| study of phonemes and how they are combined into words | phonology |
| 5 phonological awareness strategies | - rhyming - comparing/contrasting sounds -substitute sounds -blending -identify initial, medial and ending sounds |
| recognizing and interpreting what we see | visual perception |
| related services vs supplementary aids and services | - related services - services student needs other than special ed (OT, SLP, transportation) necessary for student to benefit from special ed - supplementary aids and services (supports - equipment, aids, tutors, assistive tech) |
| humanistic approach that is based on a relationship with the student and understanding their, emotions as motives for how they react | psychoeducational approach |
| The inability to identify, organize and interpret sensory data received by the individual through the eye | visual spatial disabilties |
| The inability to recognize a difference between phoneme sounds; also the difficulty in identifying words that are the same and words that are different when the difference is a single phoneme element (big - pig). | auditory processing difficulties |
| disorder in one or more of the basic psychological processes involved in understanding or using language; may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. | specific learning disabilities |
| An initiative from the Office of Special Education and Rehabilitation Services sponsored by Madeline Will in 1986 that t advocated the integration of general and special education into one educational system for all students. | regular education initiative |
| This term refers to a concomitant (combination) of impairments, which result in such severe educational problems that they cannot be accommodated in special education programs designed only for one of the impairments. | multiple disabilities |
| Children with speech disorders have problems with what 4 things? | - articulation - voice - fluency - any combination of these |
| difficulty using words singularly or in sentences indicates a problem with ____ | semantics |
| weakening and wasting away of muscles | muscular dystrophy |
| 5 characteristics of Autism | - impairs social interaction (eye contact, touch, relationships) - stereotypical behavior (flapping) - delay in development - resistant to change in routine - unusual response to sensory material |
| qualitative impairment in social interaction/lack of emotional reciprocity with an abnormal preoccupation to one area of interest or routines that has no language impairment but may be monotone | Asperger syndrome |
| 2 causes of emotional/behavioral disorder | - biological - environmental |
| disorder where child cannot correctly produce various sounds and sound combos of speech, such as substitutions, omissions, additions, and distortions | speech disorder |
| affects the way students plan to produce speech that are acquired from stroke/head injury and may consists of a difficulty to move muscles to make sounds | apoxia |
| loss of ability to speak | aphasia |
| continuing practice after students have gained mastery | overlearning |
| having a student feel safe and loved in the classroom environment | gentle teaching |
| 10 strategies for reading comprehension | -read in small chunks -ask questions - use predictions - use context clues -connect story to real life -involve senses make it multisensory - complete a project - watch a movie -repeat reading -read lower level text that is still appropriate |
| 8 types of intelligence | - linguistic - logical - spatial - kinesthetic - musical - interpersonal - intrapersonal - naturalist |
| 5 types of developmental delay | 1. cognitive development 2. physical development, incl vision and hearing 3. communication development 4. social/emotional 5. adaptive |
| difficulty in perceiving and understanding others | social cognition |
| 2 characteristics of student with specific learning disability | 1. average to above average intelligence 2. learning needs in listening, thinking, speaking, reading, writing, spelling, math |
| disorder that affects mostly males, linked to intellectual disability long narrow face, large ears, prominent forehead | Fragile X Syndrome |
| 12 Categories in IDEA | 1. hearing 2. visual 3. orthopedic 5. autism 6. learning disabilities 7. speech language 8. emotional 9. multiple 10. OHI 11. deaf/blindness 12. brain injury |
| Students with learning disabilities have what 3 main things? | 1. poor strategies for memorizing information 2. have insufficient metacognitive skills for recalling information 3. limited semantic memory capabilities |
| Students with learning disabilities have difficulty with what 3 main things? | 1. attention: length of time on task 2. focus: blocking out distracting stimuli 3. selective attention: discrimination of important characteristics |
| special education teacher's 4 role involved with IEPs | - to manage the IEP team - implement the IEP - provide accommodations to general education - support the student and other teachers. |
| 7 duties of special education teacher | - conduct assessments - plan for instructions - implement instruction & accommodations - monitor student progress - collaborate with team members - schedule and run IEP meetings - conduct transition assessments |
| 7 duties of special education teacher | - Train staff/students in advocacy - communicate w/parents - facilitate program activities - supervise paraprofessionals - manage behavior assessments/plans - participate in staff developments/workshops - keep current on research |
| services that focus on the child and the family and includes plans that are comprehensive and address multiple life domains across home, school, and the community | Wrap around services |
| a disability with siginificantly subaverage general functioning, existing with decifits in adaptive behavior and manifested in developmental period | Intellectual disability |
| impairment caused by congenital abnormality, disease, other causes (cerebral palsy, amputations, fractures, burns) | Orthopedic impairment |
| 10 main types of OHI listed in IDEA | - asthma - ADHD - ADD - diabetes - eplipesy - heart conditions - lead poisoning - leukemia - sickle cell anemia - tourettes |
| disorder in one or more of the basic psychological processes involved in understanding or using language that manifests in disability to listen, think, speak, read, write, spell, math not result of any other condition incl aphasia, brain injury | learning disability |
| a communication disorder such as stuttering, impaired articulation, language impairment or voice impairment | speech/language impairment |
| acquired injury to the brain caused by external force, resulting in total/partial disability or psychosocial impairment | Traumatic brain injury (TBI) |
| students with these 3 types of brain injuries do not qualify for TBI under IDEA | - Congenital - degenerative - birth trauma |
| plan that moves students to adult life that is based on individual needs and desires, such as daily living and functioning skills | Individual transition plan (ITP) |
| 6 Effective instructional techniques | 1. anticipatory set (gain interest) 2. explain purpose of lesson 3. model 4. check for understanding 5. guided practice 6. independent practice |
| Children with Intellectual disabilities generally have issues with what 4 things? | - memory - attention - generalization - motivation |
| BIP includes 3 main parts: | - operational definition of behavior - result of FBA - interventions to be used |
| cooperative discipline is based on 4 motivations of behavior: | - power - revenge, - attention - fear of failure |
| goal of PBS is teaching ____ not ____ | - teaching positive behavior - not punishment |
| approach concerned with the mind, perception of reality and feelings, student must find a new way to react to the environment | psychoeducational approach |
| with the info from multifactored evaluations, ____ is determined | eligibility |
| 2 ways of getting a diagnosis of emotional/behavioral disorder | - frequency of chronic problem - intensity of chronic problem |
| disorder that occurs when a child cannot understand what is being said to them | receptive language disorder |
| universal standard intelligence test | Wechsler Intelligence Scale for Children |
| test that measures child's independent behavior | Woodcock-Johnston Scales of Independent Behavior |
| condition where is an absence of oxygen supply to an organ's tissues | anoxia |
| condition where there is a decrease of oxygen to the tissue | hypoxia |
| active student response | responses that are measurable and observable |
| process where experiences and activities are selected for each student to gain skills they will need | functional curriculum |
| helping disabled people lead normal lives to the best of their ability | normalization |
| teaching where one teacher works with individuals/small groups and the other teacher works with a larger group | alternative teaching |
| teaching where 2 teachers share classroom duties | complementary teaching |
| teaching where a special education teacher is paired with a general education teacher | cooperative teaching |
| teaching strategy that allows teachers to consider needs of students | differentiated instruction |
| teaching strategy believed to reduce factors that disrupt productive learning | direct instruction |
| teaching where both teachers divide class into 2 groups and teach the same topics at the same time | parallel teaching |
| teaching where 2 teachers instruct 2 equally divided groups and teach different topics at the same time | station teaching |
| test used to measure the levels of functioning of children and their attention/planning. | cognitive assessments (CAS) |
| test given as direct evaluations/assessments of academic skills and abilities | Curriculum Assessments (CBA) |
| evaluation/assessment of what student has learned | summative assessment |
| evaluation/assessment that focuses on what the student need to learn | formative assessment |
| evaluation used to figure out what a child is behaving in a particular manner | Functional behavioral assessment (FBA) |
| national legislation that mandates all school tests on a yearly basis to chow continued improvement of children in order to retain federal financial funding | No Child Left Behind (NCLB) |
| meeting held within 15 days of filing a due process complaint | resolution meeting |
| act that provides protection for people with disabilities | Rehabilitation act |
| mandatory age for student participation in transition services | 16 years old |
| condition that causes girls to lose fine/gross motor skills, speech, language, and eyesight | apraxia |
| heart condition that causes irregular heartbeats that can cause the heat to stop beating | dysrthymia |
| Children with ASD are likely to also have what 3 other conditions? | - ADHD - Epilepsy - Intellectual Disabilities |
| positive peer review behavioral strategy where students provide praise to their peers | tooting |
| 5 elements of cooperative learning approach | - face to face interactions - supportive gestures - positive interdependence - individual/group accountability - group processing |
| 4 stages involved in observable learning | - attention - retention - initiation - motivation |
| a ___ intellectual disability includes characteristics such as heavy mental and sensory motor deficiencies with a minimum amount of basic communication skills | profound intellectual disability |
| a profound intellectual disability has an IQ below ___ and ____ | below 20 to 25 |
| a mild intellectual disability has an IQ between ___ and ____ | 50/55 to 70 |
| a moderate intellectual disability has an IQ between ___ and ____ | 35/40 to 50/55 |
| a severe intellectual disability has an IQ between ___ and ____ | 20/25 to 35/40 |
| measures a person's social skills | Vineland Adaptive Behavior Scale (VABS) |
| ____ has been found most effective in increasing a desired behavior | Positive reinforcement |
| a diagnosis of intellectual disabilities requires evaluation results that give deficits in both ___ and ___ skills | intellectual and adaptive skills |
| access to academic rigor are realistic, but high expectations enable developmental disability (DD) students ____ | higher achievements |
| strict and unwavering adherence to rules | moral realism |
| The most common indicator that a student has a learning disability is the difference between measures of ___ and ___ | potential and achievement |
| Teachers can create supportive learning environments by building a ____ for students | strong classroom community |
| Cognitive functioning is a student's ____ and adaptive functioning is a student's ____ | - intelligence - independent living skills |
| student's educational/behavioral difficulties are documented and explained during the ____ process. | pre-referral |
| For reauthorization, the IEP must describe _____ that are designed to _____ | goals designed to meet child's educational needs |
Created by:
ashley029
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