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WGU 542
Praxis 0542
| Question | Answer |
|---|---|
| Students that most often fall in the Mild Disability category are: | Students with LD or OHI. Some students with ED may qualify. |
| Students that most often fall in the Moderate Disability category are: | Students with ED, MR and A. |
| Students with mild MR are considered those with an IQ range of: | An IQ range of 50 to 75. |
| Assessments are used for: | identification, placement and program decisions. |
| Assessments are used for: | evaluate skills, habits, & talents, link info to the assessment, measure progress in achievement & improve behaviors. |
| Criterion references test | formal measure evaluates on specified info, check knowledge by answering specific questions and does not compare one student to another |
| Curriculum based measure | eval progress and performance of skills in curriculum or student behaviors, teacher finds best way to assist child and to share with parents |
| Norm referenced test | formal tool – like MSA comparing student to others in same age group – helpful in developing curriculum and identifying intervention needs. |
| Performance assessment | informal measure by teacher to check student's knowledge, skills, and abilities |
| Standards-based assessment | formal eval –criterion or norm ref, measures progress of meeting goal from district or state - county benchmark |
| Achievement test | formal tool measures knowledge or proficiency in subject or topic |
| Active student response | frequency based used to determine student’s participation rate during instruction |
| Anecdotal record | informal measurement of teachers notes by observation of student work, performance,used in parent conferences |
| Aptitude test | formal measure standard/or norm references test–find ability to acquire skills/gain knowledge |
| Authentic assessment | informal method for comprehension and performance of skill – classroom assessment |
| Behavior assessment | variety of eval tools to track behaviors and document progress on BIP or self mange |
| Ecological based assessment | informal observation of interaction w/environment during regular schedule |
| Functional behavior assessment – FBA | gather info about problem behaviors of child used to eval need for behavior intervention and behavior plan |
| Differentiated Instruction | Using a variety of instructional strategies to meet the needs of diverse learners. |
| Incidental Teaching | a strategy tht teaches a skill or concpet during an event or situation in which it is presently occurring. |
| PreTeaching | helps students recall prior knowledge and background info as well as previous experiences about a topic. |
| Scaffolding | Stratagies that support a student as he aquires knowledge, skills or gains concepts |
| Sequencing | task is broken down into steps and student completes one step at a time until task is done. |
| IEP goals have a required format, adjusted across states. The goals should resemble the following: | condition, performance, criteria, assessment and standard. |
| PLEP | Present Levels of Educational Performance |
| Brain-Compatible Instruction | Use of brain research and the suggested techniques |
| Direct Instruction (DI) | Includes a set of designed instructional steps with demonstration, guided practice, and feedback essential. |
| Functional Curriculum Approach | Teaching basic life skills in a meaningful and practical manner |
| Learning Strategies Method | Giving students a set of methods to help them improve their own ability to learn |
| Multisensory Instruction | Including all the senses to make learning more effective |
| Precision Teaching | When a teacher or learner records responses on a standardized chart |
| Student-Centered Learning | Focus on student's developmental needs related to learning and her whole self |
| Task Analysis Approach | Breaking down tasks into smaller parts and teaching each as a seperate skill |
| Functional Behavior Assessment (FBA) | process of observation & discussion to gather info about a student's behavior & used to determine the need for behavior interventions and a behavior plan |
| Behavior Intervention Plan (BIP) | an individual program designed by using info from an FBA & stuctured to help a student to manage her behaviors. |
| Latency Recording | During an observation it is the measure of the amount of time between a request and a behavior |
| Setting Events | An occurance that influences a student's behavior and may alter the established IEP or BIP programs. |
| Self-Control (self-regulation) | an essential skill for students with mild to moderate disabilities, especially since most of their day is spent in inclusive settings |
| Group Strategies | each member is allowed equal status, all ideas are acceptable and the group priority ranks them together |
| Brainstorming | members share info and ideas discussing possiblities until a solution is agreed upon |
| Reach-in Model | services are brought into a gen ed classroom where a student with disabiities has access to the materials |
| Collaborative Teaming | occurs when two or more people work together to enhance a student's eduction program |
| IEP | Individualized Eduction Plan |
| LRE | Least Restricted Invironment |
| IDEA | Individuals with Disabilities Education Act |
| Pull-Out Model | Pulling SpEd student out of gen ed classroom |
| ESE | Exceptional Student Education |
| High-Incidence Disabilities | Disabilities that occur with the highest frequency such as LD, BD and MR |
| NBPTS | National Board for Professional Tracking Standards |
| Cross-categorical Approach | Grouping students with disabilities by similar education, not disability |
| Curriculum Compacting Stratagies | Allows students to test out of areas they already know |
| IDEIA | Individuals with Disabilities Education Improvement Act |
| FERPA | Family Education Rights and Privacy Act |
| FAPE | Free and Appropriate Public Eduction |
| PLEP may include the following info | academics, social-emotional, adaptive behavior, functional, pre-vocational-vocational, communication, behavior, motor, and health/medical |
| PLEP Academic | Measures current reading, written language, math and subject areas. |
| PLEP Social-Emotional | Determines social proficiency, attitude, and feelings about school, work, self and peers. |
| PLEP Adaptive-Behavior | Determines status of self-help skills |
| PLEP Functional | Measures ability to become independent in several different areas |
| PLEP Pre-vocational - vocational | Indicates interest, preferences, aptitude and abilities |
| PLEP Communication | Determines the ability to understand and use language, speech, and other non-verbal communication systems |
| PLEP Behavior | Indicates ability to identify and manage self in a variety of situations and places |
| PLEP Motor | assesses coordination and use of small and large muscles; includes visual and perceptual skills |
| PLEP Health/Medical | explains current status and historical situations or patterns |
| Suplemental Services | Services a sp ed student needs while in a gen ed setting |
| Related Services | Services a sp ed student needs such as speach therepy. |
| Benchmark | indicates the interim steps a student will take to reach an annual goal. They also serve as a measurement to monitor a student's progress & determine if the student is making sufficient progress towards attaining an anual goal. |
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