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Chapter 6
| Term | Definition |
|---|---|
| Minimal Brain Injury | A term used to describe a child who shows behavioral but not neurological signs of brain injury |
| National Joint Committee on Learning Disabilities (NJCLD) | composed of representatives of the major professional organizations involved with students with learning disabilities |
| 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 changed in the brain while itis an active state, unlike PET scan, it does not involve using radioactive. |
| Functional magnetic resonance spectroscopy (fMRS) | an adaptation of the MRI used to detect changes in the brain while it is an active state; unlike a PET scan, it does not involve using radioactive materials. |
| Position emission tomography (PET) scans | a computerized method for measuring blood flow in the brain, during a cognitive task, allow 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 brains response resulting from a specific sensory, cognitive, or motor event |
| Electroencephalography (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 in reading disabilities |
| Familiarity 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 prevalence of a condition in identical twins versus fraternal twins. |
| Toxins | poisons in the environment that can cause fetal malformation can result in cognitive impairment |
| Phonological recoding | unraveling the individuals 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 |
| semantic | the study of meanings attached to words and sentences |
| Phonology | the study of how individuals sounds make up words |
| pragmatics | the study within psycholinguistics of how people use language in social situations, emphasizes the functional use f language rather than the mechanics |
| 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 |
| Attention Deficit hyperactivity disorder (ADHD) | a condition characterized by sever problems of inattention, hyperactivity, and or impulses often found in people with learning disabilities |
| working memory (WM) | the ability to remember information while also performing other cognitive operations |
| Retrieval of info from long term memory (RLTM) | In contrast to short term memory, which involves remembering something occurring just a few seconds ago, long term memory involves remembering something longer ago, the length varies from one study to the next, from one study to the next. |
| executive functioning (EF) | the ability to regulate one's behavior through working memory, inner speech, control of emotional and arousal levels and analysis of problems and communication of problem solutions to others; delayed or impaired in people with ADHD |
| metacognition | ones understanding of the strategies available for learning a tasks and the regulatory mechanisms needed to complete the task. |
| metacognition | ones understanding of the strategies available for learning a tasks and the regulatory mechanisms needed to complete the task. |
| self-regulation | refers generally to a person's ability to regulate his or her own behavior, |
| 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 |
| metacognition | ones understanding of the strategies available for learning a tasks and the regulatory mechanisms needed to complete the task. |
| comprehension monitoring | the ability to keep track of ones 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 |
| cognitive training | a group of t5raining 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 problems |
| self monitoring | a ty5pe of cognitive training technique that requires individuals to keep track of their own behavior |
| science of reading | knowledge of hoe to effectively teach reading based on 40 years of converging evidence from research supports the explicit and systematic teaching of phonological awareness, decoding, fluency, vocab, and comprehension |
| 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 |
| content enhancement | the modification of curriculum materials to make them more salient or prominent graphic organizers and mnemonics |
| graphic organizers | a way of enhancing content with visual displays using lines, circles, and boxes to organize information |
| repeated reading | students repeatedly read the same short passages aloud until they read at an appropriate pace with few or no errors |
| 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 info |
| baseline data point | used in CBM the beginning score gather before an intervention begins (number of correct words per minute that a student read 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 pint 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 set of words or passages |
| transition plan | a plan defined in a student IEP that specifies the students' goals and services related to transitioni8ng from high school to post high school experiences |
| summary of performance (SOP) | now required 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 ( summary of relevant info, assessments, accommodation) |
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