Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Chapter 6
Chapter 6 terms
| Term | Definition |
|---|---|
| Minimal brain injury | Refers to individuals who show behavioral but not neurological signs of brain injury |
| IQ-achievement discrepancy | A comparison between scores on standardized intelligence and achievement tests |
| Must not require | Something is forbidden, disallowed or required to be avoided |
| Must permit | A person or organization is strictly required to allow, authorize, or make possible a specific action |
| Magnetic resonance imaging (MRI) | Powerful magnets, radio waves, and a computer to create detailed pictures of the body's internal structures like organ, soft tissues, bone, and blood vessels |
| Functional magnetic resonance imaging (FMRI) | A non-invasive, safe imaging technique that maps brain activity by detecting changes in blood flow |
| Functional magnetic resonance spectroscopy (FMRS) | A non-invasive, specialized MRI technique that tracks dynamic changes in brain metabolism |
| Position-emission tomography (PET) scans | Advanced nuclear imaging tests that use radioactive tracers to visualize metabolic activity in tissues and organs |
| Event-related potentials (ERPs) | A transient fluctuation in the brains electrical field generated by neural activity and induced, in language studies, by the presentation of a visual or auditory language stimulus |
| Electroencephalograph (EEG) | A noninvasive, painless diagnostic test that records the brains continuous electrical activity using small, metal electrodes attached to the scalp |
| Left temporal lobe | A critical brain region, typically dominant for processing language, verbal memory, and semantic knowledge |
| Familiality studies | Examine the degree to which a certain contition such as a learning disability, occurs in a single family |
| Heritability studies | Estimate the portion of variation in a trait within a population attributable to genetic differences rather than environmental factors |
| Toxins | Agents that can result in a host of problems, such as headaches, poor memory, and even intellectual disability |
| Reading disabilities | Students who experience problems with phonological awareness, decoding, reading fluency, vocabulary, and reading comprehension |
| Syntax | Grammar |
| Semantics | Words meanings |
| Phonology | The ability to break words into their component sounds and blend individual sounds together to make words |
| Pragmatics | The social uses of language |
| Dyscalculia | A specific learning disability in mathematics |
| Attention deficit hyperactivity disorder (ADHD) | A common neurodevelopmental disorder characterized by persistent patterns of inattention, impulsivity, and/or hyperactivity that interferes with functions or development |
| Working memory (WM) | The ability to hold and manipulate information in real-time |
| Retrieval of information from long-term memory (RLTM) | Challenges in rapidly accessing stored facts, such as math calculations or vocabulary |
| Executive functioning (EF) | An umbrella term covering cognitive processes that are necessary to control and regulate one's behavior |
| Self-regulation | A broad term referring to the ability to regulate one's own behavior |
| Metacognition | Refers to a person's awareness of what strategies are needed to perform a task |
| Comprehension monitoring | Refers to the abilities used while one reads and attempts to comprehend textual material |
| Nonverbal learning disabilities | They are characterized by significant challenges with visual-spatial, motor, and social skills, despite having strong verbal skills |
| Locus of control | These individuals believe that their lives are controlled by external factors such as luck or fate rather than by internal factors such as determination or ability |
| Learned helplessness | A tendency to give up and except the worst because they think no matter how hard they try, they will fail |
| Cognitive training | Involves changing thought processes, providing strategies for learning and teaching self-initiative |
| Self-instruction | To make students aware of the various stages of problem-solving tasks while they are preforming them and to bring behavior under verbal control |
| Self-monitoring | Students keep track of their own behavior, often through use of 2 components: self-evaluation and self-recording |
| Scaffolded instruction | Teachers provide assistance to students when they are first learning tasks, then gradually reduce assistance so that eventually students do the tasks independently |
| Instructional approaches for reading | Phonological awareness, phonics, fluency, vocabulary, and comprehension |
| Science of reading | Knowledge of how to effectively teach reading based on 40 years of converging evidence from research conducted by educators, psychologists, and cognitive scientists |
| Repeated readings | Students repeatedly read the same short passages aloud until they are reading at an appropriate pace with few or no errors |
| Instructional approaches for writing | Self-regulation strategy |
| Instructional approaches for math | More structure and teacher direction |
| Instructional approaches for social studies | Textbook-based learning |
| Content enhancement | Research-based instruction routines that help teachers structure lessons to highlight critical information, improve comprehension, and encourage active participation in |
| Graphic organizers | Are visual devices that employ lines, circles, and boxes to organize information |
| Mnemonics | Using pictures and/or words to help remember information |
| Direct instruction (DI) | A highly structured, teacher-led educational model that uses carefully planned, scripted lessons with small learning steps |
| Task analysis | Involves breaking down academic problems into their component parts so that teachers can teach the parts separately and then teach the students to put the parts together in order to demonstrate the larger skill |
| Classwide peer tutoring (CWPT) | All students in the general education classroom routinely engage in peer tutoring for a particular subject matter |
| Peer-assisted learning strategies (PALS) | Pairing higher performance students with lower performance students to help them |
| Curriculum-based measurement (CBM) | To determine students' responsiveness to RTI |
| Baseline data point | The initial, pre-intervention measurement of a subject's performance, behavior, or state |
| Expected growth norms | Personalized, data-driven benchmarks that define a realistic rate of academic progress based on student's specific starting point |
| Aim line | Line of a graph to show where students should be preforming at a given point in time |
| Informal reading inventory (IRI) | A series of reading passages of word lists graded in order of difficulty |
| Transition plan | A living, strategic document outlining the goals, timeline and steps necessary to manage organizational change from school to adulthood |
| Summary of performance (SOP) | Mandatory document for special education students in their final year of high school, outlining their academic achievement and functional performance |
Created by:
user-2015856