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Chapter 6
| Term | Definition |
|---|---|
| Minimal brain injury | 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, impulsivity, and hyperactivity |
| IQ-achievement discrepancy | Academic performance markedly lower than would be expected on the basis of a student's intellectual ability. |
| magnet 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 (PET) scans | A computerized method for measuring bloodflow 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; neuro-imaging 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 twins versus fraternal twins |
| Toxins | Poisons in the environment that can cause fetal malformations; can result in cognitive impairments |
| phonological recoding | Unraveling the individual sounds of a work and then blending them together to say the word |
| sematics | the study of the meanings attached to words and sentences |
| syntax | The way words joined together to structure meaningful sentences; grammar |
| phonology | The study of how individual sounds make up words |
| pragmetics | The study within psycholinguistics of how people use language in social situations; emphasizes the functional use of 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, 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 (RLTM) | In contrast to short-term memory, which involves remembering something occurring just seconds ago, long-term memory involves rembering something longer ago; the length varies from one study to the next, |
| 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 solutions to others; delayed or impaired in people with ADHD. |
| Self-regulation | Refers generally to a person's ability to regulate their own behavior (to employ strategies to help in a problem-solving situation); an area of difficulty for persons who have intellectual disabilties |
| comprehension monitoring | the ability to keep track of one's own comprehension of reading material and to make adjustments to compregend 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 task, and tactual tasks. |
| locus of control | motivational term referring to how people explain their successes or failures; people with internal locus of control believe that they are the reason for success or failure, people with external locus of control believe that outside forces influence how t |
| 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 problems. |
| self-monitoring | A type of cognitive training technique that requires individuals to keep tract 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 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 (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) | involves the pairing of a higher performing student with a lower performing student, with the pairs then participating in highly structured tutoring sessions. The students take turns being the "coach" and the "reader" |
| 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 |
| baseline data point | Used in CBM; the beginning score gathered before an intervention begins (the number of correct words per minute that a student reads before receiving a fluency intervention |
| expected growth norms | Used in 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 adn the types of errors the student makes |
| 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 Individuals with Disabilities Education Act requires that the IEP include the transition plan |
| summary of performance (SOP) | a mandatory document for students with disabilities leaving HS with a diploma or aging out. requires academic achievement, functional performance, and provides recommendations to help meet postsecondary goals. It serves as a bridge between HS and adult |
Created by:
mrutledge197