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Chapter 6
| Term | Definition |
|---|---|
| Minimal Brain Injury | A term used to describe a child who shows behavorial but not neurological signs of brain injury; the term is not as popluar as it once was, primilarly because of its lack of diiagnostic utiliy |
| IQ-Achievement Discrepancy | Academic performance markedly lower than would be expected on the basis of a studnet's intellectual ability |
| Must Permit | Specifically requires that states must use RTI |
| 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 Reasonance Imaging (fMRI) | An adaptaion of the MRI used to detect changes in the brian while it is in anactive state; unlike a PET scan, it does not invovle using radioactive materials |
| Functional Magnetic Resance Spectroscopy (fMRS) | An adapation of the MRIused to detect changes in the brain while it is in an active state; unlike PET scan, it does not involove using radioactive materials |
| Position-Emission Tomography (PET) scan | 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; neuroimaging studies indicate it is responsbile for speech, language, and reading abilities and is dysfunctional in persons with reading disabilties. |
| Familiality Studies | A method of determinding the degree to which a given condition is inherited; looks at the prevalence of the condition in relatives of the person with the condition |
| Phonological Recoding | Unraveling the individual sounds of a word and then blending them together to say the word |
| Toxins | Poisions in the enviroment that can cause fetal malformations; can result in cogniive impariments |
| Heritability Studies | A method of determinding the degree to which a condition is inherited; a comparison of the prevalence of a condition in identical twins versus fraternal twins |
| Must Not Require | States must not require the use of a severe discrepancy between intellectual abiltiy and achievement |
| National Joint Committee on Learning Disabilities (NJCLD) | Composed of representatives of the major professional organizations invloved with students with learning disabilties, developed an alternative definition |
| Syntax | The way words are joint together to structure meaningful sentences; grammar |
| Semantics | The study of the meanings attached to words and sentences |
| Phonology | The study of how individual sounds make up words |
| Pragmatics | The study within psycholinguistics of how people use language in social situations; emphasizes the functional use of language rather than mehanics |
| Dyscalculia | Specific learning disabilites 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 serve probelms of inattention; hyperactivity, and / or impulsivity; often found in people with learning disabiltiies |
| Working Memory (WM) | The ability to remember infomration while also performing other cognitive operations |
| Retrieval of Infomration from Long-Term Memory (RLTM) | In contrast to short-term memory, which involoves remmebering something occuring just a few seconds ago, long-term memory involoves remmebering xomething longer ago; the length varies from one study to the next, from only about a mintue to serveral decade |
| 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 other; delayed or impaired in people with ADHD |
| Dyslexic | A term for reading disabilities; used more often by those in the medical profession than those who are educators |
| Self-Regulation | Refers generally to a person's ability to regulate his or her behavior; an area of difficulty for persons who have intellectual disabilities |
| Metacognition | One's understadning of the strategies availbale for learning a task and the regulatory mechanisms need to complete the task |
| Comprehesion Monitoring | The ability to keep track of one's own comprehension of reading materials and to make adjustments to comprehend better while reading; often deficient in students with learning disabilities |
| Nonverbal Learnig Disabilities | A term used to refer to individuals who have a cluster of disabilties in social interactions, math, visualspatial tasks, and tactual tasks |
| Locus of Control | Individuals believe that their lives are controlled by external factors such as luck or fate rather than by internal factors such asdetermination or ability |
| Learned Helplessness | A motivational term referring to a condition in which a person believes that no matter how hard he or she tries, failture will result |
| Self-Instruction | A type of cognitive training techniques that requires individuals to talk aloud and then to themselves as they solve probelms |
| Self-Monitoring | A type of cognitive training technique that requires individuals to keep track of their own behavior |
| Scaffolded Instruction | Teachers provide assistance to stundets when they are first learning tasks and then gradually reduce it so that eventually students do the task 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 (several times a week) read the same short passages aloud until they read at an appropriate pace with few to no errors |
| Content Enhancement | The modiciation of curriculum materials to make them more salient or prominent, e.g., graphic organizers and mnemonics |
| Graphic Organizer | 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 infomration |
| Directed Instruction | 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 Turoring (CWPT) | An instructional procedure in which all students i the class are invloved in tutoring and being tutored by classmates on specific skills as directed by their teacher |
| Peer-Assisted Learning Strategies (PALS) | Is a structured, class-wide peer-tutoring program designed to improve student skills in reading and mathematics. |
| Curriculum-Based Measurements (CBM) | A formative evaluation method designed to evluate performance in the curriculum to which students are exposed |
| Baseline Data Point | Used in CBM; the beginning score gathered before an intervention begins, e.g., the number of correct words per minute that a student reads before receiving a fluency intervention |
| Expected Growth | Used with CBM; the rate in 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 date point to the anticiapted end of instruction |
| Informal Reading Inentory (IRI) | A method of assessing reading in which the teacher has the student read progressively more diffcult series of word lists and passages |
| Transition Plan | A plan defined in a student's IEP that specifics the student's goals and services related to transitioning from high school to post-high school experiences. The individuals with Disabilties Education Act requires the IEP include the transition plan age 16 |
| Summary of Performance | 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. SOP's are designed to provide a summary of relevant information |
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Kynedi_davis