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Praxis 0353 Cliffs

cliffs notes

Question	Answer
Five areas of Human Development and Behavior	Social-Emotional Development & Behavior, Language development & behavior, Cognition, physical development, adaptive behvior.
Description of social-emotional development and behavior	Primary area of human development that is the primary area of focus for students as it is important for students to have "a sense of self". impacted greatly by environment and early relationships b/w child and caregiver.
Description of language development and behavior	Area of human development and behavior whcih affects reading, listening, writing, all academic subject areas and social relationships. Also includes non verbal communication.
Description of cognition area of human development	area of human development. Mental skill development focuses on thinking & reasoning in all aspects of learning. mental skills include remembering, using abstractions, paying attention, problemsolving, making decisions, labeling&naming, organizing ideas
Description of physical development area of human development.	area of human development. 1st area of growth and learning a child experiences. Includes skills related to gross motor, fine motor, sensory-integration and perceptual motor.
Language	The systematic use of signs, sounds, or written symbols for the use of communication or expression
Receptive language	Ability to understand and comprehend information that is presented.
Expressive language	Ability to communicate thoughts, feelings and ideas through words, gestures, sign systems, assistive devices...
Articulation	Using movements of the mouth area to make speech sounds.
Pragmatics	Knowledge of successful and appropriate language use such as in conversation
Semantics	The meaning that language communicates; it governs vocabulary development
Syntax	A system of combining words into sentences with rules that govern how words work toegether in phrases, clauses and sentences.
Description of adaptive behavior of human development and behavior.	Area of human development & behavior. composite of abilities based on child's age and cultural mores of family. Normally aquired during daily routine and activites of early years. Include self-help skills such as feeding, dressing and toileting.
Four most basic types of exceptionalities.	Medical/ physicalEducationalSocialPsychological
basic stereotypical characteristics of Medical/physical disability	includes problems related to diseases, illnesses, trauma, genetics, fine and gross motor, sensory input and sensory perception.
basic stereotypical characteristics of Educational disabilites	Includes cognitive and meta-cognitive deficits, low academic achievement, poor memory, attention problems, hyperactivity and perceptual disorders.
basic stereotypical characteristics of psychological disabilites	Includes various behaviors, adaptive behavior deficits, disruptive behaviors and withdrawl.
12 disability catagories suggested in federal law for students 6-21	Autism, Deaf-Blindness, Emotional Distubance/Behavioral Disorder, Hearing Impairmant, Mental retardation, Multiple Disabilities, Orthopedic Impairment, Other health impairment, specific learning disability, speech/language impairment.
Autism	Syndrome related to neurological function, is evidenced by deficits in social interactions, communications& patterns of behavior; associated w/ pervasive development disorder PDD or Autism spectrum disorder ASD. differentiated by age of onset & severity.
Deaf-blindness	combination of both auditory adn visual disabilities that are teh cause of severe communication deficits & other learning problems. Individuals may need a combination of supplementary assistance.
Emotional Disturbance/ Behavioral Disorder	conditions that exhibit two or more of the following: an inability to learn, inability to maintain relationships, exhibition of inappropriate behaviors, pervasive moods, a tendensy to develop physical symptoms of fear.
Hearing Impairment	Condition that may adversly affect teh educational performance of students and includes deafness and hard of hearing.
Mental retardation	Defines an individual with significant subaverage general intellectual functioning concurrently with deficits in adaptive behavior manifesting during the developmental period and adversely affecting performance.
Multiple Disabilities	Combo of concomitant impairments (mental retardation-vision impairment, learning disability-physical impairment...)that causes severe educational conditions that can not be accomodated in sp ed programs for only one disablity
Orthopedic impairment	Physical impairment caused by such conditions as genetic anomalies, diseases, and trauma which adversly affects a student's educational performance
Other health impairment	related to diseases or chronic health conditions a student with limited strength, vitality, or alertness that adversely affects educational performance.
Specific learning Disablity	Disorder in one or more of the basic psychological processes involved in understanding or in using language and may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or do math.
Speech/language impairment	Communication disorders that affect the educational performance in an adverse menner, including stuttering, impaired articulation, language impairments, or voice impariments.
Traumatic brain injury	acquired injury to brain caused by external physical force that results in total or partial functional disability or psychosocial impairments that affects education performance. Doesn't include congenital, generative or birth induced injuries.
Visual impairment	Includes any impairment of vision (totally blind, functionally blind and low vision) that, even with correction, adversely affects a student's educational performance.
Gifted/talented	not include in sp ed, but are exceptional needs. includes students with high performance in general intellect, specific academic aptitude, creative or productive thinking, leadership abilities, visual or performing arts. not solely based on IQ.
Autism Incidence/ Prevalence	Most rapidly increasing category, condition affects boys 4times more often then girls. In past 10 years # of children served has increased more than 4 times previous rates, w/ 20-60 children per 10,000.
Communication Disorder Incidence/ Prevalence	2nd largest catagory. 18-20% Sp.Ed. Recieve services. Catagories of Mental Retardation, LD, Hearing Impaired,autism,etc. may include significant # students who need speech &Lang. services.Speech&lang impairments more common in males, most preK &early elem
Emotional Disturbance/ Behavioral Disorder Incidence/ Prevalence.	Estimates of 33% of the school pop. are regarded as having emotional & behavioral problems w/ about 3% requireing sp.ed. services. Differences in definitions cause numbers to vary. 4th largest cat. majority served are boys, but recently just as many girls
Gifted/talented Incidence/ Prevalence.	3-5 % of all school-age students with intelligence range of two standard deviations above the norm may qualify. If Highly talented is concidered then #s are 10-15%. though 2nd largest expceptional catagory, many believe under identified & underserved.
Hearing Impairment Incidence/ Prevalence.	1.2 % school-age children recieve services for this.may be under reported b/c many identified w/ other disabling conditions (ex LD, ED, mental retardation, vision impairment, speech disorder). even division of deaf & those who are hard of hearing
Learning Disability Incidence/ Prevalence	largest catagory served, about 3 million students/year, about 50% of school age population. #'s greatly grown past few years, may be result of definition changes & over representation of minority groups.
Mental Retardation Incidence/ Prevalence	calculations difficult to assess, due to varying attitudes to identify and service those who qualify.Current reportings are 10% of special ed. population (1% all students). Historically #'s were based on IQ so 3% would be expected to qualify.
other Health Impaired or Physically Disability Incidence/Prevalence	together these catagories support 8-9% of sp. ed. population. estimates of 20% total school age population affected by chronic medical conditions, but may not recieve services b/c condition does not affect their educational performance.
Multiple Disabilities MD (mild, moderate, profound and severe) Incidence/ Prevalence	no specific definition to base teh catagory, most professionals concider lowest 1% of school population may be in this catagory. Children in this catagory exhibit two or more conditions of disability, w/ one being a category of sensory impairment.
Traumatic Brain Injury Incidence/ Prevalence	most commonly ACQUIRED disability. head injuries are common in children, few recieve services for TBI b/c of brain's ability to recover & compensate, or b/c injuries are mild & no adverse affect on educational performance. Most served under other catagory
vision impairment Incidence/ prevalence	low incidence disability about 0.4% of children & very few recieve services. most who do fall under multipl disability.
Autism Causation/Prevention	Not a specific known cause, may be related to neuobiological conditions, abnormal brain development, genetics, multiple biological causes & environmental factors.
Emotional Disturbance/Behavioral Disorder Causation/Prevention	To major areas contribute: biological factors 9brain disorders, genetics, temperment) & environmental factors (home, community, school)
Hearing Impairment Causation/Prevention	many causes, but mostly genetic factors, illness, prematurity, disease, nise-induced.
Mental retardation Causation/Prevention	Causes classified as either biomedical, envirnmental, or unknown, and result form factors occurs either, prenatal, perinatal, or postnatal.
Orthopedic Impairments Causation/Prevention	Primarily related to illness, disease, trauma, accident, or injury.
Other health impairment Causation/Prevention	Primarily related to illness, disease, trauma, accident, or injury.
Specific Learning Disability Causation/Prevention	Cause is often unknown; however, the four most prevalent known causes are braing damage, heredity, biochemical imbalance, & environmental
speech/language Impairment Causation/Prevention	Many possible causes, most likely attributed to damage or dysfunction or spcific part of body, environmental factors, cognitive impairmants, hearing loss, brain injury, or disease.
traumatic brain injury Causation/Prevention	Primarily related to illness, disease, trauma, accident, or injury.
Visual Impairment	Damages or changes in the optical, muscular, or nerve system, which may be related to diseases, trauma, malnutrition or genetics
Some disabilities are preventable through the folowing:	Proper& early medical care, appropriate mother & child nutrition, Advances in medical treatments, Genetic counceling for families, testing such as PKU & amniocentesis, Environmental improvements, Early intervention & Parent training programs, vaccines.
Duration (as pertains to behavior intervention)	The measure of the length of time a student engages in a particular behavior.
Degree of severity (as pertains to behavior intervention)	the measure of how problematic or complicated a particular behavior is.
Extinction (as pertains to behavior intervention)	A reinforcement for a previously reinforced behavior is withheld, so the behavior will decrease until it no longer exists.
Frequency (as pertains to behavior intervention)	The amount of time (how often) that a behavior reoccurs.
Intensity (as pertains to behavior intervention)	The dgree to which a behavior is repeated
Maintenance (as pertains to behavior intervention)	The extent that a previously learned behavior continues after the intervention to support it has been ended.
4 key purposes of IDEIA	all children w/ disability are guarenteed FAPE, assist all states in establishing intervention services for infants/toddlers w/ disabilities, ensure educators/parents have tools to imporve educaiton of disabled, to assess effectiveness of education.
6 major principles included in IDEIA	1.Zero reject(child find system) 2.Non-bias testing(non discriminatory identification& evaluation) 3.FAPE based on IEP & included related services 4.LRE 5.Due process procedures(Procedural safegaurds) 6.parent/student participation (shared decision making
other provisions of IDEIA	services to children 5>, participation/accomodation in high stakes test, related services/Assitive Technology to benefit from sped, federal funding to states for sped programs, tuition reinburcement for private school placement.
IDEA-1997 reathurized to IDEIA 4 changes	Paperwork reduction, short-term objectives &benchmarks eliminated form IEP, Implementation of multiyear (3year) IEP, Focus on highly qulified teacher to aligen IDEA w/ NCLB
IDEIA-Part B section includes areas of...	students age 3-21, educational programs in public school settings, educators, staff...providing services, yearly evaluation & annual review of student's program, participation in transition services form Part C, IEP describing studnets needs
IDEIA-Part C section includes areas of...	students birth-3yrs., child/family services in natural environment (ex home), service/case manager to coordinate the neccessary services, evaluation 2x/yr w/ regualr reviews, Participation in transition to Part-B, IFSP to describe child's/family's needs.
Section 504 (rehabilitation act of 1973)	Focused on prohibiting discrimination in education, employment, and other community settings; requiring compliance by any recipient of federal funds.
ADA (Americans with disabilities Act-1990)	based on Section 504, extends civil rights to individuals w/ disabilites to be accommodated in an appropriate and nondiscriminatory manner in private sector employment, public services, public accommodations, transportation, and telecommunications.
NCLB	all children to be proficient in all subject matter by 2014, imposes requirement that all teachers must be "highly qualified" 4 principles 1.stronger accomodations for children 2.<flexibility in federal funds 3.<parent options 4.<researched curriculum
FERPA (Family Educaiton Rights & Privacy Act)	Protects teh privacy of all students' educational records & applies to any school recieving federal funds.
Gifted & talented Children's Education Act 1978	funding to support needs of exceptional students.
Education Consolidation act 1982	merged teh federal office of Gifted and Talented with other federal programs and states recived block grants to determine which programs & students to support.
Jacob K Javits Gifted and Talented Student Education Act-1988	federal funds for economically disadvantaged, who demonstrate Limited English proficiency or have a disability while also identified G/T
Because IDEIA is up to powers of state many issues have been repeatedly tried in courts	-Assessment & identification - FAPE opportunities -LRE definitions -related services implementations -Discipline -Student's and parents rights -Medically related conditions
1954, Brown v. Board of Education	Ordered education must be on equal terms for all Children
1967, Hobson v. Hansen	Determined teh tracking of regular & special ed students by intelligence schores was discriminatorily unconstiturional for some populations of students & could not be used
1972, Mills v. Board of Educaiton	Determined that financila problems cannot be a reason for the lack of appropriate progams to children w/ diasabilites
1972, Pennsylvania Association for Retarded Citizens v. the Commonwealth of Pennsylvania	Established the right to all children w/ mental retardation to a free public educaiton.
1979, Armstrong v. Kline	Ordered schools to provide extended school year services to students with disabilities who may regress over long periods w/o attending formal school programs.
1979, Larry P. v. Riles	Ruled that IQ tests could not be used as the primary or sole basis of placing students in special programs.
1982, Board of Education of the Hudson School District v. Rowley	Upheld that each child w/ a disability has the right to an individualized program and supportive services deemed appropriate & necessary.
1983, Abrahamson v. Hershman	Ruled that the training and education for a student with multiple disabilities required in private residential placemnet would be supported through district funds.
1984, Department of Educaiton v. Katherine D.	Ruled that homebound insturction for a student w/ multiple health problems did not comply w/ LRE &required the studnet be place in a class w/ non-disabled childre & recieve related medical services
1984, Irving Independent School District v. Tatro	Forced the school to provide non-physician required medical services to allow a physically impaired student to attend school
1988 Honig v. Doe	Ruled students with disabilites not be excluded for misbehavior that is disability related, but services could cease if the behavior was not related to the disability
1989, Timothy v. Rochester School District	Upheld that all children w/ disabilities must be provided a FAPE w/o exception
1993, Zobrest v. Catalina School District	Determined that a student in a parochial school should be provided the assistance of a related service pertaining to the disability & these findings did not violate the constitution of the separation of church and state.
1993, Oberti v. Board of Education	Ruled to support a family perference to educate a child with mental retardation in the general education classroom
1998, Foley v. Special School Districts of St. Louis County	Affirmed that public schools are not obligated to provide special education services if parents choose to place their child in private schools.
1999, Cedar Rapids v. Garrett F.	Ruled that medical services neccessary to a studnet with a disability to access & benefit from sp.ed. must be provided by the school as long as teh service does not require a physician
Handicapism	term used to describe the biased reatctions to those with disabilities
Transition	moving from one major program to another
Inclusion	begun in 1990- a philosophy that students w/ exceptional needs should be placed in classrooms along w/ students who are non-disabled so they may recieve general education instruction with supportive services.
Transition Plan	must begin at age 16 for a studnets with a disablity, must outline the activities and resources needed to support the student's movement from school to adulthood.
Areas to be incorporated in transition plan	-Postsecondary education -Integrated or supported employment -Vocational training -Continuing and adult education -Adult services -independent living -Community participation -recreation and leisure activities
Majority age	state laws determine age that a parent may not be involved in educational programming unless invited by teh student or if decided in court proceeding.
Cognitive theory	acquire new information based on prior knowledge. Gesalt & Piaget. examines internal mental processes that include problem solving, memory, lang. Focuses on how people understand, analyze & solve problems.Inst. must be students level. learning strategies.
Constructionist theory	Learning is an active process in which learner must be involved(reinforces learning). Include Inquiry-based Learning most often used in sci. and math
Psychodynamic theory	.Brucke, Jung & Freud.Individuals personality & reactions to situations are result of interactions w/in mind, genetic construction, emotional state & environment. human behavior &relationships shaped by both conscious/unconscious influences
Behavioral Theory	Skinner. ABC model of instruciton (Anticedent, behavior, consequence) Led to development of IEP, use of Funcitonal Behavior Assessments (FBA), a behavior intervention plans(BIP) Promote direct or expicit instruction
Sociological theory	Bandura. observation to gain knowledge. Educators should provide models and demonstration so student learn through observation.
Ecological theory	how humans develop w/in their specific environments. Social esperiences and culture affect and individual's development & future success.
Therapeutic theory	Collaborative aproach of related services (pt, ot, slp)
Medical Theory	clinical therapy and support from medical practitioners & other medical professionals may aid the educational team in making appropriate decisions. Medical issues should be concidered when developing IEP
Early Intervention	states are encouraged to establish interagency services for <3 and are mandated to implement services for children in early childhood settings age 3-5. Identification/placement varies by state but federal label is Developmentally Delayed.
Collaborative teaming	team members work together to enhance the educational programs by contributing expertise to implement & support an appropriate program. 3 different ways 1.coordination 2.consulation 3.co-teaching
COORDINATION of team members	team communicates &cooperates so student services are ensured delivery. May not directly share expertise, info & ideas, but do provide updates on the progress of the student.
CONSULATION of team members	professionals directly communicate &share expertise to improve services to students. they share strategies & methodstohelp student access educational program
CO-TEACHING of team members	effective for inclusion setting.2 or more teachers work together to plan activites, deliver instruciton& assess students then additional supports are provided to all students in classroom thereby improving achievement
multidisciplinary team	professionals with defined roles, work independently. Not encouraged, promotes fragmentation of student progress. team members may conduct seperate assessments, seperate delivery services, work w/ families seperate. lack of communication
transdisciplinary team	Independent assessments, team works to promote communication& collaboration. uses more formal communicaiton efforts by meeting together to share info. team members implement their portion of progress, while remaining in contact w/ other members.
continuum of services	provision of IDEIA that relates to a range of placement & service options for students
Least Resrtictive Environment	the setting for service delivery that most closely resembles a regular school program while meeting the student's exceptional needs.
LRE options	-Gen.ed.class (inclusive model)-Gen.ed.class (consultative model)-Co-teaching setting (collaborative model)-resource rm(pull-in, integrated model)-Self-contained (seperate, segregated model)-seperate school (private setting)-Residential-Homebound-Hospital
Natural environment	recomended environment, setting that would typically be selected if teh child did not have a disablity
Related services	under IDEIA students w/ disabilities must be provided additional servicesin order to access and benefit from sp. ed. A component of IEP
Accomodations	Instructional supports or services neccessary. May not change curriculumbut reduce barriers.EX.braille writer, preferential seating,additional time,book on tape,note taker,oral rather then written report
Modifications	actual changes made to curriculum,environment,or expectations. Often imposed when task is above student's ability level EX. selecting limited math prob.,completing 1/2 spelling words,providing different task w/same concept
Adaptations	used in reference to facilities & equipment, may be required under 504. Make changes in how student accessed environment or instructional delivery. EX,wheelchair accessibility, head gear on computers, specialized furniture, daily picture chart.
Due Process	under IDEIA ensure schools follow the procedures set forth in the law for assessment,identification,placement,instructional services...If parents feel FAPE is not followed they can file for due process hearing.
Complaint process or mediation	most states encourage parents to discuss solutions w/ school team or appointed mediator prior to requesting due process hearing. Right to reasonable legal fees may be awarded to prevailing party depending on outcome.
Behavioral-based curriculum	Demonstrates student interactions in the environment in order to instruct students in functional and age appropriate skills
Cognitive-development curriculum	Provides age appropriate activities that are discovery-based and interactive, such as DAP
Life skills curriculum	Uses functional skills training to support transition into the community
Social skills curriculum	Improves social skills areas such as engaging in personal interactions, following directions, handling situations, increasing self-competence, and utilizing appropriate behaviors
Functional curriculum	Helps develop knowledge &skills to support independence in school, community, employment, personal, social, and daily living situations
Purpose of IEP	to guide the instruction of a student w/ disability in the LRE and measure program accountability.
7 components of IEP	1.Present level educ. performance 2.measurable annual goals,may include obj.3.method to measure progress4.related services &supplementary aid5.involvement in gen ed6.accomodations&participation in state/district testing7date,frequency&duartion of services
Pupose of IFSP	support for the entire family of an infant who exhibits a developmental delay
components of IFSP	present edu. performance(overall functioning across all developmental abilites),general goals for family's/child's needs, progress reviewed 6mths. Transition services. law allows IFSP for pre-school age & IEP for children 2yo transitionsing w/in 1yr
Individual transition plan ITP	required in addition to IEP for studnet age 16 and over.Areas addressed include employment, continued ed., daily living, health, leisure, comuunication, &self determination/advocacy
Enrichment	Extends teh lesson for those capable or more
Remediation	using strategies to teach&reinforce skills to those needing more practice.
Differentiate	curriculum based on needs of child
acceleration	som g/t students may need curriculum w/ modified pace.
Two distinct methods of providing instruction	Explicit instruction (teacher provides info &content to support learning process)Implicit instruction (focus on studnet as an active & involved learner who constructs knowledge by using previously learned info
ability grouping	placement of students in educational activities according to performance and academic achievement levels.
active studnet response	a measure of the engagement of the learner in tasks and activities
authentic learning	instruction using real-world projects and activities to allow students to discover and explore in a more relevant manner
chained response	Breaking down of a task into component parts so a student finishes the task by starting w/ 1st step in sequence & performing each component progressively until task is completed.
chaining	a technique in which studnet performance is reinforced so the studnet will continue to perform more complex tasks in sequence.
chunking	a strategy that allows a studnet to remember & organize large amounts of informaiton
Cloze procedure	the use of semantic and syntactic clues to aid in completing sentences
concept generalization	the ability for students to demonstrate concept knowledge by applying the info. to other settings w/o prompts form teacher
content enhancements	techniques used to aid in the organization &delivery of curriculum such as guided notes, graphic organizers, mnemonics, and visual displays
contigent teaching	a strategy for helping a studnet and eventually fading out the support as he gains mastery
diagnostic-prescriptive method	Individualizing instruciton to develop strengths and remediate weaknesses
direct measurement	checking on student achievement during a period for a specific opportunity to perform and recording the response
facilitated groups	students engage in active learning with lessons designed and overseen by the teacher but managed by the students
fluency building	a measure that encourages practice of skills to improve the accuracy and rate of use.
mediated scaffolding	a procedure that provides cues and prompts while gradually removing them so students can perform and respond independently
mnemonics	a strategy that enhances memory through key words, acronyms, or acrostics
modeling	a method that helps make a connecitons between the material to be learned and the process to learn it by acting our sequences while students observe and then imitate the task
multiple intelligence strategies	Nine areas of learning addressed in classroom instruction: linguistic, logical-mathmatical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalistic, and existential
naturalistic teaching	procedures that involve activities interesting to students with naturally occuring consequences
precision teaching	An approach that identifies the skills to be taught and uses direct daily measure of the student's performance to acquire the skills
remediation	a program technique to teach students to overcome an exceptionality through traingin and educaiton
response cards	a method that allows all students to answer simultaneously by usitn signs, cards, or items held up to demonstrate responses
scaffolding	applying stages to learning content& tasks by 1st observing teh student to see what she can do then helping her understand the how/why until she can perform byself (tutoring, modeling, direct inst. independence)
strategic instruction	A planned, sequential instruction to show similarities and differences between acquired and new knowledge.
time trial	a procedure that improves fluency of new skills through time limits
transfer of stimulus control	providing instructional prompts to aid correct responses
universal design	the concept that everything in the environment, in learning and in products, should by accessible to everyone.
Functional academics	basic educational concepts that may be useful in daily life, such as basic reading using survival sight words, basic math involving $ &time, basic writing like name, address, and telephone number
functional curriculum	the skills necessary to perform adequately in the community and is most often used w/ students woh have mental retardation, autism, and other moderate to sever conditions
functional skills	the independent living skills considered important for self-care, social circumstances, employment, vocational situations, recreational activities
functional language	the skills used to make a baskic need or desire known
functional literacy	level of communication & language that a person needs to live independently in the community
Augmentative and slternative communication (AAC)	A set of strategies that aid a student to meet communication needs through symbols and other transmission devices.
Augmentative technologyk	supports students with disabilities who have oral language problems
facilitated communication	A type of communication in which a person provides assistance to a student by pointing to symbols or letters
instructional technology	Provides drill and practice for students who have problems in the basic skill areas and with motivation issues
oral reading software	for use with students who exhibit reading problems
voice recognition system	replaces the keyboard and the input device
voice synthesizer	converts text from a computer into sound
word processing software	to support students with written expression deficits
7 steps of assessment process	1.Pre-referral 2.screening 3.referral 4.Evaluation and identification 5.Instructional program planning 6.Placement 7.Review and evaluation
Pre-refferal	helps the teacher to more specifically identify a student's problem areas. Student is provided interventions to determine any benefit from them
Screening	Professionals provide a quick & simple test that covers basic skills & gathers additional info that may detect a student needing more comprehensive evaluaiton & possible sp ed services
Referral	Professionals use info. from a variety of sources, conduct an obsevation to study classroom performance & behaviors & then refer for futher evaluations.
Evaluation & identification	comprehensive evaluation by professionals to determine the student's disablity & possible eligibility.Timelines and multifactored assessment.
Instructional Program planning	assessment info used for program planning in order to create goals, determine placement& make plans for instrucitonal delivery. IEP creation
Placement	After team designs instructional program (IEP) decisions about the LRE and specifications about the services are made and the program is implemented.
Review & evaluation	Monitoring progress of a student according to IEP is required in order to develop regualr progress reports adn adjust IEP. Review of sutdent achievement & progress is conducted using various approaches, such as formal, informal or alternative measurements
Achievement test	A formal tool used to measure student knowledge or proficiency in a subject or topic area.
Active studnet response	A frequency-based measure used to determine a student's participation rate during an instructional period.
Anecdotal record	An informal measurement of teacher notes based on observation of student work and performance, often used in parent conferences.
aptitude test	A formal measure of standardized or norm-referenced tests that evaluate a student's ability to acquire skills or gain knowledge.
Authentic assessment	An informal method of determining a student's comprehension and performance of a skill, particularly used in classroom assessments of specific criteria
Behavior assessment	A variety of behavior evaluation tools are availabe to track student behavirs and to document progress on a behavior intervention plan or on the use of self-management techniques
Criterion-based measure	Evaluates student progress & performance of skills based on the curriculum and lessons presented, helping teachers determine how to assist the student and share with parents.
Criterion-referenced test	A formal measure that ecaluates a student on specified info., most often used to check a srudent's knowledge on subject areas by answering specific questions & does not compare one student to another.
Curriculum-based measure	Evaluates students progress and performance of skills based on the curriculum and lessons presented, helping teachers determine how to assist the student and share with parents
Ecological-based assessment	the informal observation of the student interacting with the environment during a regular schedule.
Functional Behavior Assessment (FBA)	Process of gathering info. aobut a problem behavior and used to evaluate the need for behavior intervention and a behavior plan
Intelligence test	A norm-referenced test used to assess a student's learning abilities or intellectual capacity as it measures cognitive behaviors.
Norm-referenced test	Formal tool referred to as a standardized test is used when comparing a student to other peers in the same age group, primarily helpful in developing curriculum and identifying interventions needed.
standards-based assessment	Formal evaluation and either a criterion-referenced or norm-referenced test, it measures progress toward meeting goals or standards as previously established by district or state
summative evaluation	informal procedure is used to assess student achievement and teacher instruction
Techniques to help individualize management	-make comfortable and safe environment -involve students in creating rules -avoid power struggles and confrontations -implement and track behavior plans -Develop expectations for appropriate behaviors -use immediate feedback and consistent reinforcement
Applied Behavior Analysis (ABA)	method of behavior scrutiny to determine how/why a studentresponds to certain events, situations, or the environment. Allows for a training component of rewards and reinforcement to help the studnet learn the target behavior
behavior rating scale	An evaluation tool that lists specific observable behaviors to asses the severity, frequency, and type of exhibited behaviors completed by staff, parents, or students
contingency contract	Written agreement between the studnet and the teacher that outlines the expected performance and the consequences or reinforcers used
manifestation determination	team review of the relationships between a student's inappropriate behavior and the disability, required under IDEIA when a student violates a code of conduct.
response generalization	Application of a learned behavior or skill to another setting
role of sp ed teacher	to manage the IEP team, implement the IEP, provide accommodations to general education and support the student and other teachers.
role of general ed teacher	teacher is to instruct students in the gen. ed curriculum according to district/state standards, while implementing accommodations, modifications, or adaptations for exceptional students.
specific duties of special ed teacher	-conduct assessments -plan for specifically designed instruciton -implement instruciton &accommodations -progress monitor -comunicate w/ team -schedule and run IEP meetings -conduct transition assessment and create ITP -train staff &studnets in advocacy..

Created by: boofiejo

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