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Chapter 6 - EDU2500
Study Stack for Chapter 6 of Exceptional Learners : An Intro. to Special Ed.
| Term | Definition |
|---|---|
| Minimal Brain Injury | A term used to describe a child who shows behavioral but not neurological signs of brain injury; the term is not as popular as it once was, primarily because of its lack of diagnostic utility; a term used to refer to children who exhibit inattention… |
| Slow Learner | Described the child’s performance in some areas but not in others, and intelligence testing indicated that the ability to learn existed. |
| Specific Learning Disability | A disorder in one or more of the basic psychological processes involved in understanding or using language, spoken or written, which disorder may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do math equations |
| IQ-achievement discrepancy | Academic performance markedly lower than would be expected on the basis of a student’s intellectual ability. |
| Magnetic Resonance Imaging (MRI) | A neuroimaging technique whereby radio waves are used to produce cross-sectional images of the brain; used to pinpoint areas of the brain that are dysfunctional. |
| Functional Magnetic Resonance Imaging (fMRI) | An adaptation of the MRI used to detect changes in the brain while it is in an active state; unlike a PET scan, it does not involve using radioactive materials. |
| Functional Magnetic Resonance Spectroscopy (fMRS) | An adaptation of the MRI used to detect changes in the brain while it is in an active state; unlike a PET scan, it does not involve using radioactive materials. |
| Positron-Emission Tomography Scans (PET) | A computerized method for measuring blood flow in the brain; during a cognitive task, a low amount of radioactive dye is injected in the brain; the dye collects in active neurons, indicating which areas of the brain are active. |
| Event-Related Potentials (ERPs) | The brain’s response resulting from a specific sensory, cognitive, or motor event. |
| Electroencephalograph (EEG) | A method of measuring the electrical activity of the brain. |
| Left Temporal Lobe | An area on the left side of the brain; neuroimaging studies indicate it is responsible for speech, language, and reading abilities and is dysfunctional in persons with reading disabilities. |
| Familiality Studies | A method of determining the degree to which a given condition is inherited; looks at the prevalence of the condition in relatives of the person with the condition. |
| Heritability Studies | A method of determining the degree to which a condition is inherited; a comparison of the prevalence of a condition in identical (i.e., monozygotic, from the same egg) twins versus fraternal (i.e., dizygotic, from two eggs) twins. |
| Toxins | Poisons in the environment that can cause fetal malformations; can result in cognitive impairments. |
| Phonological Recoding | Unraveling the individual sounds of a word and then blending them together to say the word. |
| Syntax | The way words are joined together to structure meaningful sentences; grammar. |
| Semantics | The study of meanings attached to words and sentences. |
| Phonology | The study of how individual sounds make up words. |
| Pragmatics | The study within psycholinguistics of how people use language in social situations; emphasizes the functional use of language |
| Dyscalculia | Specific learning disabilities in mathematics. Not all mathematics disabilities are alike; individuals with dyscalculia may have difficulty with number sense, math computation, problem solving, etc. |
| Attention Deficit Hyperactivity Disorder (ADHD) | A condition characterized by severe problems of inattention, hyperactivity, and/or impulsivity; often found in people with learning disabilities. |
| Working Memory (WM) | The ability to remember information while also performing other cognitive operations. |
| Retrieval of Information from Long Term Memory (RILM) | In contrast to short-term memory, which involves remembering something occurring just a few seconds ago, long-term memory involves remembering something from long ago; length varies from one study to the next, from only about a minute to several decades |
| Executive Functioning (EF) | The ability to regulate one’s behavior through working memory, inner speech, control of emotions and arousal levels, and analysis of problems and communication of problem solution to others; delayed or impaired in people with ADHD. |
| Self-Regulation | Refers generally to a person’s ability to regulate his or her own behavior (e.g., to employ strategies to help in a problem-solving situation); an area of difficulty for persons who have intellectual disabilities. |
| Metacognition | One’s understanding of the strategies available for learning a task and the regulatory mechanisms needed to complete the task. |
| Comprehension Monitoring | The ability to keep track of one’s own comprehension of reading material and to make adjustments to comprehend better while reading; often deficient in students with learning disabilities. |
| Nonverbal Learning Disabilities | A term used to refer to individuals who have a cluster of disabilities in social interaction, math, visual-spatial tasks, and tactual tasks. |
| Locus of Control | A motivational term referring to how people explain their successes or failures; people with an internal locus of control believe that they are the reason for success or failure, whereas people with external locus of control believe that outside forces… |
| Learned Helplessness | A motivational term referring to a condition in which a person believes that no matter how hard he or she tries, failure will result. |
| Cognitive Training | A group of training procedures designed to change thoughts or thought patterns. |
| Self-Instruction | A type of cognitive training technique that requires individuals to talk aloud and then to themselves as they solve a problem. |
| Self-Monitoring | A type of cognitive training technique that requires individuals to keep track of their own behavior. |
| Scaffolded Instruction | Teachers provide assistance to students when they are first learning tasks and then gradually reduce it so that eventually students do the tasks independently. |
| Science of Reading | Knowledge of how to effectively teach reading based on 40 years of converging evidence from research; supports the explicit and systematic teaching of phonological awareness, decoding, fluency, vocabulary, and comprehension. |
| Repeated Readings | Students repeatedly (several times a week) read the same short passages aloud until they read at an appropriate pace with few or no errors. |
| Content Enhancement | The modification of curriculum materials to make them more salient or prominent, e.g., graphic organizers and mnemonics. |
| Graphic Organizers | A way of enhancing content with visual displays using lines, circles, and boxes to organize information. |
| Mnemonics | The use of memory-enhancing cues to help one remember something; techniques that aid memory, such as using rhymes, songs, or visual images to remember information. |
| Direct Instruction (DI) | A method of teaching academics, especially reading and math; emphasizes drill and practice and immediate feedback; lessons are precisely sequenced, fast-paced and well-rehearsed by the teacher. |
| Task analysis | The procedure of breaking down an academic task into its component parts for the purpose of instruction; a major feature of direct instruction. |
| Classwide Peer Tutoring (CWPT) | An instructional procedure in which all students in the class are involved in tutoring and being tutored by classmates on specific skills as directed by their teacher. |
| Peer-Assisted Learning Strategies (PALS) | Based on research-proven, best practices in reading, such as phonological awareness, decoding, and comprehension strategies. PALS involves the pairing of a higher performing student with a lower performing student, with pairs then participating in… |
| Curriculum-Based Measurement (CBM) | A formative evaluation method designed to evaluate performance in the curriculum to which students are exposed; usually involves giving students a small sample of items from the curriculum in use in their schools; proponents argue that CBM is preferable… |
| Baseline Data Point | Used in CBM; the beginning score gathered before an intervention begins, e.g., the number of correct words per minute that a student reads before receiving a fluency intervention. |
| Expected Growth Norms | Used with CBM; the rate at which the average student is expected to learn given typical instruction. |
| Aim Line | Used in CBM; based on expected growth norms, a line drawn from the baseline data point to the anticipated end of instruction. |
| Informal Reading Inventory (IRI) | A method of assessing reading in which the teacher has the student read progressively more difficult series of word lists and passages; the teacher notes the difficulty level of the material read and the types of errors the student makes. |
| Mathematics Dynamics Assessment (MDA) | An informal assessment that can occur during learning; allows the teacher to design effective instruction to meet the unique needs of students with learning disabilities. |
| Transition Plan | A plan defined in a student’s IEP that specifies the student’s goals and services related to transitioning from high school to post-high school experiences. The IDEA requires that the IEP include the transition plan before the age of 16. |
| Summary of Performance (SOP) | Now requires by federal law, schools must develop an SOP for each student with a disability as the student exits secondary school whether by graduating or exceeding the age of eligibility. SOPs are designed to provide a summary of relevant information… |
Created by:
ABaughn