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Chapter 6
Terms and Definition
| Question | Answer |
|---|---|
| Minimal brain injury | describe a child who shows behavioral but not neurological signs of brain injury |
| IQ- achievement discrepancy | academic performance markedly lower than would be expected |
| Magnetic resonance imaging (MRI) | is a medical imaging technique that uses strong magnets and radio waves to create detailed pictures of the brain and body |
| functional magnetic resonance imaging (fMRI) | an adaptation of the MRi used to detect changes in the brain while it is in an active state |
| functional magnetic resonance spectroscopy (fMRIS) | an adaptation of the MRi used to detect changes in the brain while it is in an active state |
| event-related potentials (ERPs) | the brain's response, responding to a specific sensory |
| electroencephalography (EEG) | a method measuring the electricity in your brain |
| left temporal lope | An area of the left side of the brain |
| familiality studies | a method demonstrating a degree which a given condition is inherited |
| heritability studies | a comparison of the prevalence of a condition in identical twins versus fraternal twins. |
| toxins | are agents that result in a host problem such as headaches, poor memory and even intellectual disability. |
| phonological recoding | unraveling a s person sound of a word and then blending them together to say the word |
| syntax | grammar |
| semantics | word meaning |
| phonology | the ability to break down words into their component sounds and blend individuals sounds together to make words. |
| pragmatics | study within psycholinguistics of how people use language in social situations |
| dyscalculia | specific learning disabilities in mathematics |
| attention deficit hyperactivity disorder (ADHD) | neurodevelopmental disorder that affects a student’s ability to pay attention, control impulses, and regulate activity level in ways that can interfere with learning and school performance. |
| working memory | ability to hold and manipulate information in your mind for a short period of time while completing a task |
| retrieval of information from long-term memory (RLTM) | he process of accessing and using information that has been stored in long-term memory |
| Executive functioning (EF) | the ability to regulate ones behavior through working memory, inner speech and control of emotions |
| self-regulation | ability to manage one’s thoughts, emotions, and behaviors in order to meet goals and handle everyday challenges |
| metacognition | refers to a student when they about their own thinking and it critical to learning, memory, and academic achievement |
| Comprehension monitoring | abilities used while one reads and attempts to comprehend textual materials |
| nonverbal learning disabilities | term used to refer to individuals who have a cluster of disabilities in social interaction |
| locus of control | a motivational term on how people explain their success and failures |
| learned helplessness | a motivational term to a condition in which a person believes no matter how hard they try they are still going to fail |
| cognitive training | a group of training procedures designed to change thoughts or though patterns |
| self-instruction | self-regulation strategy in which students talk themselves through a task using internal or spoken directions to guide their thinking and behavior |
| self-monitoring | students keep track on their own behavior |
| scaffolding instruction | teachers provide assistance to students when learning new skills |
| Science of Reading | body of research about how people learn to read and the most effective ways to teach reading |
| repeating readings | studies show they read the same passage until the read at an appropriate rate |
| content enhancement | the modification of curriculum materials to make them more salient or prominent |
| graphic organizer | visual tool that helps students organize information, ideas, and relationships to support understanding and learning |
| mnemonics | the use of memory enhancing to help a person remember something |
| Direct instruction (DI) | focus on details on the instructional process |
| task analysis | breaking down academic problems into their component parts so together in order to demonstrate the larger skill |
| peer assisted learning strategies | best practice strategies such as phonological reading and practicing, and decoding. |
| baseline data point | Used in CBM; the beginning score gathered before intervention begins |
| expected growth norms | the arte 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 statement |
| informal reading inventory (IRI) | a method of assessing reading in which the teacher has the student read progressively more difficult series of words and passages. |
| transition plan | A plan that is defined in an IEP that specific the student goals and services realted to transition to high school. |
| summary of performance (SOP) | document that describes a student’s academic achievement, functional performance, and recommended supports when they exit high school or special education services |
Created by:
giselleusc