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Praxis352
Special Education Test
| Question | Answer |
|---|---|
| Instruction supports or services needed by student to access instruction, such as a braille writer, preferential seating or books on tape. This does not change curriculum or subject covered. | Accommodations |
| Changes made to the curriculum, environment, or the expectations in order to meet the student's needs such as limiting the number of math problems or exemption from certian tasks. | Modifications |
| More widely used in reference to facilities and equipment needed by a student during instruction, such as wheelchair accessibility, special furniture or posting a daily picture chart. This may also be reflected under a 504. | Adaptations |
| Teacher specifically provides additional support. | Direct Instruction |
| Addresses the different abilities, strengths & needs of various learners & their style of learning. | Differentiated Instruction |
| Nine areas of learning to be addressed in classrooms. | Multiple Intelligence Strategies |
| A student assisting another student with a disability in his studies. | Peer Tutoring |
| Everything in the environment, in learning & in products, should be accessible to everyone. | Universal Design |
| Any item, high or low tech, piece of equipment or product system used to remove barriers/solve problems for students w/disabilities. | Assistive Technology |
| Supports students w/oral language problems. | Augmentative Technology |
| Suports all students, but especially helpful for those w/physical disabilities, hearing and visual impairments/ | Assistive Technology |
| Provides drills & practice for students who have problems in basic skill areas & motivation. | Instructional Technolgy |
| For students with reading problems. | Oral Reading Software |
| Supports students w/written expression deficits. | Word Processing Software |
| Skills or techniques that maybe used to assist a student in learning the curriculum. Ex-visual clues, flip charts and color coded words. | Strategies |
| The breakdown of a task into component parts. | Chained Response |
| Allows student to remember and organize large amounts of information. | Chunking |
| Strategy that supports a student as she needs help and eventually fades out as she gains mastery. | Contingent Teaching |
| Teaching students how to learn instead of teaching the particular content. | Learning Strategy Approach |
| Technique where a visual, auditory or tactile cue is presented to facilitate the completion of a task. | Prompting |
| Application of a learned behavior or skill to another setting. | Response Generalization |
| Observing student to see what he can do, assisting till he understands the how and why and can perform himself. (direct instruction, tutoring, modeling and independance) | Scaffolding |
| Goals are broken into smaller steps & sequenced while keeping the learner's pace in focus. | Task Analysis |
| Functional Behavior Assessment | FBA |
| Behavior Intervention Plan | BIP |
| Inappropriate behavior considered more damaging & serious than others. | Acting out Behavior |
| Determine how & why a student responds to certain events, situation or the environment the way he does. | Applied Behavior Analysis (ABA) |
| Applied Behavior Analysis | ABA |
| Public school placement when student can not function in a traditional setting. | Alternative School Placement |
| A stimulas used in behavior management & behavior modifications that occurs prior to the behavior & establishes the reson for the behavior. | Antecendent |
| Stratigies or actions used to extinguish, change or redirect an inappropriate behavior. (Positive reinforcement, negative reinforcement, aversive intervention) | Behavior Intervention |
| an evaluation tool that lists specific observable behaviors to assess the severity, frequency & type of exhibited behaviors. | Behavioral Rating Scales |
| Stumulas that follows a behavioral action used in behavior management or modification to increase or decrease the behavior. | Consequences |
| Written agreement between teacher and student. | Contingency Contract |
| Strategy which a function or task is broken down into steps that are rewarded immediately in a trail by trail basis. | Discrete Trial Training |
| Use of imitation by a student to set in place the desired behaviors. | Modeling |
| Student is motivated to used desired behavior to avoid a negative consequence. | Negative reinforcement |
| Behavior continues beyone typical end point - student demonstrates difficulty switching tasks. | Perseveration |
| Student is motivated to use desired behavior bacause of an obtainable reward | Positive reinforcement |
| Behavior selected for intervention. Behavior modification = undesireable behavior, behavior management = positive behavior. | Target Behavior |
| Professionals work together and used expertise of one other. | Collaboration |
| Includes communication and cooperation between professionals for ensured delivery to students. | Coordination |
| Professionals work together/share methods and strategies. | Consultation |
| 2 or more teachers work together to plan, instruct and assess students. | Co-teaching |
| Professionals work independently of each other. | Multidisciplinary |
| Professioanls conduct independent assessments but communicate and collaborate. | Interdisciplinary |
| High level of coordination and envolvement between professionals. | Transdisciplinary |
| This plan must be in place by student's 16th birthday and part of formal IEP. | Individual Transition Plan (ITP) |
| Individual Transition Plan | ITP |
| The 4 key areas of an ITP | Post secondary education, employment, independent living and community envolvement. |
Created by:
cmporter
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