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Chapter 6 Study
Mr. King Chapter 6 Study Stack
| Term | Definition |
|---|---|
| Minimal Brain Injury | Individuals who show behavioral but not neurological signs of brain injury. |
| IQ-Achievement Discrepancy | A comparison between scores on standardized intelligence and achievement tests. |
| Magnetic Resonance imaging (MRI) | A noninvasive imaging technique that uses magnetic fields and radio waves to create detailed images of the brain’s structure. |
| Functional Magnetic Resonance Imaging (fMRI) | A type of MRI that measures brain activity by detecting changes in blood flow while a person performs tasks. |
| Functional Magnetic resonance spectroscopy (fMRS) | A neuroimaging method that measures chemical changes in the brain to study brain metabolism and neural functioning. |
| Positron-Emission Tomography Scan (PET) | An imaging technique that uses radioactive tracers to show how the brain is functioning by measuring metabolic activity. |
| Event-Related Potentials (ERPs) | Brain responses measured by EEG that are directly related to specific sensory, cognitive, or motor events. |
| Electroencephalograph (EEG) | A device that records electrical activity of the brain through electrodes placed on the scalp. |
| Left Temporal Lobe | A region of the brain involved in language processing, including understanding spoken language and phonological processing. |
| Familiality Studies | Research that examines whether a disability occurs more frequently within families than in the general population. |
| Heritability Studies | Studies that estimate the extent to which genetic factors contribute to differences in a trait or disorder. |
| Phonological Recoding | The process of translating written symbols into spoken sounds during reading. |
| Syntax | The rules that govern sentence structure and word order in a language. |
| Semantics | The meaning of words and sentences. |
| Phonology | The sound system of a language, including how sounds are organized and used. |
| Pragmatics | The social rules of language use, such as taking turns and using language appropriately in context. |
| Dyscalculia | A learning disability that affects a person’s ability to understand and perform mathematical calculations. |
| Attention Deficit Hyperactivity Disorder (ADHD) | A neurodevelopmental disorder characterized by inattention, impulsivity, and/or hyperactivity. |
| Working Memory (WM) | The ability to temporarily hold and manipulate information for learning and problem-solving. |
| Retrieval of Information from Long Term Memory (RLTM) | The process of accessing stored knowledge and experiences from long-term memory. |
| Executive Functioning (EF) | Higher-order cognitive processes that include planning, organization, impulse control, and flexible thinking. |
| Self-Regulation | The ability to manage one’s behavior, emotions, and thinking to achieve goals. |
| Locus of Control | A person’s belief about whether outcomes are controlled by their own actions (internal) or by external factors. |
| Learned Helplessness | A condition in which individuals believe they cannot control outcomes due to repeated failure experiences. |
| Self-Instruction | A strategy where individuals guide their own behavior through internal or spoken self-talk. |
| Self-Monitoring | A strategy in which individuals track their own behavior or performance to improve learning. |
| Scaffolded Instruction | Instruction that provides temporary supports which are gradually removed as students gain independence. |
| The Science of Reading | A body of research on how children learn to read, emphasizing phonics, phonemic awareness, fluency, vocabulary, and comprehension. |
| Repeated Readings | An instructional strategy in which students read the same passage multiple times to improve fluency. |
| POW | Pick my idea, Organize my notes, Write and say more. |
| TREE | Topic Sentence, Reasons, Explain the reasons, Ending. |
| Content Enhancement | A way of making materials more salient or prominent. |
| Graphic Organizer | A visual tool used to organize information and show relationships between concepts. |
| Mnemonics | Using pictures and/or words to help remember information. |
| Direct Instruction (DI) | A structured, explicit teaching approach that includes modeling, guided practice, and immediate feedback. |
| Task Analysis | Breaking a complex skill into smaller, teachable steps. |
| Classwide Peer Tutoring (CWPT) | A structured peer tutoring approach where students alternate roles as tutor and learner across the class. |
| Peer-Assisted Learning Strategies (PALS) | A peer tutoring system that focuses on reading and math skills using structured activities. |
| Curriculum-Based Measurement (CBM) | A method of monitoring student progress using brief, frequent assessments aligned with the curriculum. |
| Baseline Data Point | The initial performance level measured before instruction or intervention begins. |
| Expected Growth Norms | Benchmarks that indicate typical rates of improvement over time. |
| Aim Line | A line on a CBM graph showing the expected rate of progress from baseline to goal. |
| Informal Reading Inventory (IRI) | An assessment used to determine a student’s reading level and instructional needs. |
| Transition Plan | A component of the IEP that outlines goals and services to help students move from school to adult life. |
| Summary of Performance (SOP) | A document provided at graduation or exit that summarizes a student’s academic achievement and functional performance. |
Created by:
chandlerhayes14