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chapter 9-
chapter 9
| Question | Answer |
|---|---|
| dyslexia | a category of learning disabilities involving a severe impairment in the ability to read and spell |
| Attention deficit hyperactivity disorder ADHD | a category of learning disabilities in which children display inattention and impulsive, inattention and may or may not have high levels of physical activity; boys more than girls, genetic & environmental, treated with stimulants and behavior mod; 2-10%, |
| Public Law 94-142 Education for All Handicapped Children Act | Legislation passed in 1975 requiring that all students with disabilities be given a free, appropriate public education; revised to IDEA-Individuals with disabilities education act and-2004 IDETA Individuals with Disabilities Education Improvement act |
| individualized education plan IEP | a written statement that spells out a program tailored to a child with a disability; mandated by IDEA (federal government) |
| least restrictive environment (LRE) | the concept that a child with a disability must be educated in a setting that is as similar as possible to settings of children who do not have disabilities; based on each individual |
| inclusion | educating a child with special needs in a regular classroom on a full time basis |
| NO Child Left Behind NCLB | a federal law which mandates general assessments of educational progress that includes students with disabilites |
| seriation (Piaget's concrete operational stage) | the cognitive ability to order stimuli along a quantitative dimension |
| transitivity (Piaget's concrete operational stage) | the ability to logically combine relations to understand certain, necessary conclusions |
| long-term memory | a relatively permanent and unlimited type of memory that increases with age during middle and late childhood |
| strategy | deliberate mental activities designed to improve the processing of information; does not occur automatically, but takes work and effort |
| elaboration | an important information processing strategy that involves engaging in more extensive processing of information |
| fuzzy trace theory | a theory that states that memory is best understood by considering two types of memory representation: verbatim memory and gist |
| critical thinking | a kind of thinking that is characterized by reflection, productivity, and evaluation of evidence |
| creative thinking | the ability to think in novel and unusual ways and to come up with unique solutions to problems |
| convergent thinking | a kind of thinking which produces one correct answer or solution to a problem;characteristic of the kind of thinking tested by standardized/conventional intelligence tests |
| divergent thinking | a kind of thinking which produces many different answers to the same questions |
| brainstorming | a technique in which people are encouraged to come up with creative ideas in a group;play off each other's ideas, and say practically whatever come to mind that seems relevant to a particular issue; hold off on criticizing others; ideas |
| metacognition | knowing about knowing; When children have first-order cognitive skills, they know bout the world, when they have second-order cognitive skills , they know something about their own knowledge |
| intelligence | problem solving skills and the ability to learn from and adapt to life's everyday experiences |
| intelligence quotient (IQ) | a person's mental age divided by their chronological age multiplied by 100; 100 is the average score |
| heritability | the fraction of the variance in a population that is attributed to genetics |
| culture fair tests | test of intelligence that are intended to be free of cultural bias |
| organic (retardation) | a kind of mental retardation that is caused by a genetic disorder or brain damage; organic refers to the tissues or organs of the body, indicating physical damage; their IQs range from 0-50 |
| cultural familial (retardation) | retardation that is characterized by no evidence of organic brain damage, but the individual's IQ is between 50 and 70; deficits result from the normal variation along the range of scores combined with below average intellectual environment |
| gifted | having above average intelligence (IQ 130 or higher)and/or superior talent for something; Characteristics include precocity, marching to one's own drummer, and a passion to master; gifted children tend to be more mature, fewer emotional problems |
| whole language approach | a way of teaching children how to read that is based on the idea that instruction should parallel children's natural language learning, children are taught to recognize whole words or even entire sentences, use context to guess meaning |
| phonics approach | a way of teaching children how to read that emphasizes phonics and the basic rules for translating written symbols into sounds |
| bilingualism | the ability to speak two languages |
| bilingual education | the strategy in education that teaches academic subjects in students' native language while slowly teaching English |
| ways to get children to exercise more | offer more physical activity programs run by volunteers at school facilities, improve physical fitness activities in schools, have children plan community and school activities that really interest them |
| ways to get children to exercise more | encourage families to focus more on physical activity and encourage parents to exercise more |
| negative consequences of obesity in children | pulmonary problems, high blood pressure, hip problems, elevated cholesterol levels, low self esteem, depression, sleep apnea, high cholesterol, diabetes, |
| criteria for classifying a learning disability (LD) | child has normal intelligence or above, child has difficulties in at least one academic area and usually several, child's difficulty is not attributable to other diagnosed problems or disorders; 8% of us children |
| Piaget's Cognitive -mental abilities associated with concrete operations | seriation, Classification, reversibility |
| forms of intelligence according to Sternberg also called Triarchic theory of intelligence | analytical intelligence, creative intelligence, practical intelligence |
| analytical intelligence-Sternberg | ability to analyze, judge, evaluate, compare, and contrast |
| creative intelligence-Sternberg | ability to create, design, invent, originate, and imagine |
| practical intelligence-Sternberg | ability to use, apply, implement and put into practice; street smarts |
| Gardner's 8 types of intelligence | verbal, mathematical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, musical skills, naturalistic; Vinie Met Sally @ Burger King Making Icees In Nashville |
| IDEA-Individuals with Disabilities Act | this act spells out broad mandates for services to all children with disabilities. These include (a)evaluation and eligibility determination (b) appropriate education and the IEP (c) the least restrictive environment (LRE) |
| Individual differences | the stable, consistent ways in which people are different from each other |
| 1905 scale | developed by Binet and Simon it consisted of 30 questions on topics ranging from the ability to touch one's ear to the ability to draw designs from memory and define abstract concepts |
| mental age (MA) | an individual's level of mental development relative to others |
| normal distribution | a symmetrical distribution with most scores falling in the middle of the possible range of scores and a few scores appearing toward the extremes of the range |
| Wechsler Scales | developed by David Wechsler. provide an overall IQ score but they also yield several composite indexes (verbal comprehension index, the working memory index, and the processing speed index) determine where child is strong or weak; scores on # of subtests |
| Three types of Wechsler tests | WPPSI-III Wechsler Preschool and Primary Scale of Intelligence 3rd edition. 2 years 6 months to 7 yrs 3 mnths. WISC-IV Wechsler Intelligence Scale for Children-Fourth Edition-children and adolescents 6 -16 years of age and the WAIS-III for adults |
| 3 types of intelligence tests | Binet Tests Stanford Binet Tests Wechsler Scales |
| Flynn Effects | the worldwide increase in intelligence test scores that has occurred over a short time frame is named after the researcher who discovered it. Due to increasing levels of education and explosion of available info |
| mental retardation | a condition of limited mental ability in which an individual has a low IQ, 55-70 Mild 89% fall here,40-54 Moderately (second grade level 6%),25-39 severe 3.5 (require extensive supervision) less than 1% fall below 25 profoundly mentally retarded; 70-84 bl |
| metalinguistic awareness | refers to knowledge about language, such as knowing what a preposition is or the ability to discuss the sounds of a language |
| subtractive bilingualism | go from being monolingual in the home language to bilingual in that language and in English, only to end up monolingual speakers of English |
| two strategies for improving the processing of information | creating mental images & elaborating on information |
| metamemory | knowledge about memory |
| Individual differences | differences between individuals that are stable over time; stable, consistent ways in which people are different from each other |
| heritability | the fraction of the variance in a population that is attributed to genetics; 1.00 is the highest degree of heritability and correlations of .70 and above suggest a strong genetic influence; helps answer the ? how strong effect of genetics on intelligence |
| Cautions of IQ test | avoid sterotyping and expectations, know that IQ is not a sole indicator of competence and use caution in interpreting an overall IQ score |
| DSMIV-TR (current) | Diagnostic and Statistical Manual of Mental Disorders |
| Scientific Thinking | kids tend to asking fundamental questions about reality, emphasis on causal mechanisms, influenced by chance events than by overall patterns; maintain old theories regardless of evidence |
| Autism Spectrum Disorder (ASD) aka Pervasive developmental disorder PDD | range from classical autism to Asperger's syndrome (AS) diagnosed in 1-3 year olds, AU seen in 2-5 per 10,000, seen more in boys than girls, |
| ARD-Admission, Review, and Dismissal | The ARD Guide is produced to implement Texas Education Code (TEC) Section 26.0081 requiring the Texas Education Agency (TEA) to create a comprehensive, easily understood document which explains the individualized education program (IEP) process for a stud |
| Learning Disabilities (LD) | difficulty learning that involves understanding spoken/written language in reading, writing, spelling, listening &/or math. seen in 8% of children, genetic or environmental; boys more than girls |
| ADA | America Disability Act |
| Austim symptoms | impairment in social interactions, verbal & Non verbal communication, stereo typical behaviors (repetitive behaviors/restricted interests) |
| Asperger's Syndrome (AS) | seen as a mild form of AU with pragmatic language impairment, restricted interests & social impairments |
| Adjustment disorders (predictable reaction) | the development of emotional or behavioral symptoms in response to an identifiable stressor occurring withing 3 months of the onset of the stressor. Marked by distress that is in excess of expected from exposure to stressor & impairment in functioning |
| Adjustment disorders (predictable reaction) | symptoms do not persist for more than an additional 6 months. considered Acute if the disturbance lasts less than 6 months; Chronic if it last 6 months or longer |
| diagnostic criteria | indicate what symptoms must be present (and for how long) in order to qualify for a diagnosis well as those symptoms that must not be present (called exclusion criteria) in order for an individual to qualify for a particular diagnosis |
| Texas public school nutrition policy | applies to foods of minimal nutritional value (FMNV),any type of candy and also restricts the provision of “competitive foods,” including foods and beverages not provided by school; implamented-TDA restrictions for birthdays, parties and classroom snacks |
| adult attention span | less than 2 minutes |
| body growth and change | height 2"-3" per year; weight 5-7lbs; muscle mass & strength increase, ossification of bones, head and waist circumference decrease in relation to body height; girls at age 11- 4 ft 10 1/2 and boys 4ft 9 in; boys have more muscles cells |
| Brain development | brain volume stabilizes, signigicant changes in structures especially prefrontal cortex (improved attention, reasoning, & cofnitive control) cortical thickness increase,synaptic pruning, shifts of focal areas from large to small |
| motor development | gross motor skills become smoother and more coordinated; boys better gross motor, girls better fine motor; due to increased myelination |
| Brasllton | ped. dr. who developed tests that measure reflexion correlated w/IQ; |
| Apgar score | The test is generally done at one and five minutes after birth, and may be repeated later if the score is and remains low.The five criteria (Appearance, Pulse, Grimace, Activity, Respiration) are used as a mnemonic learning aid. |
| 3 types of neurons | motor, sensory, interneurons |
| Overweight Children | Obesity-children over 97th percentile Overweight-children over 95th percentile At-risk overweight-children over 85th percentile decline in exercise from 80% to 20% in 30 years; NCLB act increased testing in school so decreased focus on exercise; |
| Mensa Organization | Organization for people whose IQ is over 135- Membership of Mensa is open to persons who have attained a score within the upper two percent of the general population on an approved intelligence test that has been properly administered and supervised. |
| changes in prefrontal cortex 6-11 year | aka Executive suite-improved attention, reasoning, and cognitive control |
| motor development examples | 6 years-hammer, paste, tie shoes 7-steadier hands, prefer pencil to crayon; reversal of letters less common 8-10- fine motor coordination develops to the point which children write rather than print 10-12 show manipulative skills similar to adults |
| Myelination | of neurons in the CNS makes fine motor skills more steady, precise & easy |
| Mental health services | 80% of mental health services now being done in the schools |
| Leading causes of death in children | Motor vehicle accident-prevention begins with education about safety (helmets, padding etc Caner- 1-330 before 19 get cancer and leukemia most common at 39% of all children cancer |
| High blood pressure | 75% goes undetected in children 25% mostly like in Latin 14%-less likely to have High blood pressure in Asian children |
| ACCOMMODATION VS MODIFICATION | accommodation-same level of difficulty as normal students just presented in a different format modification-simpler educational material; changes the demand |
| Autism Spectrum symptoms | limited eye contact, Avoidance of physical contact,Inappropriate facial expressions emotional responses, inflexibility in routines,Repetitive movements like hand flapping,Delay in the development of speech,and speech without communicative gestures, |
| Autism Spectrum symptoms | Difficulty or inability to converse,Unusual interests with certain objects, one symptom before age 3 |
| Gardner's-Verbal | ability to think in words and use language to express meaning-authors, journalists, speakers |
| Gardner's Mathematical | ability to carry out mathematical operations; speakers scientist, engineers, accountants |
| Gardner's Spatial | ability to think three-dimensionally |
| Gardner's Bodily-Kinesthetic | ability to manipulate object and be physically adept |
| Gardner's Musical | sensitivity to pitch, melody, rhythm, and tone-composers, musicians, sensitive listeners |
| Gardner's Interpersonal | ability to understand and interact effectively with others-successful teachers and mental health professionals |
| Gardner's Intrapersonal | ability to understand oneself-theologians and psychologist |
| Gardner's Naturalists | ability to observe patterns in nature and understand natural and human-made systems-farmers, botanist, ecologist, landscapers |
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