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chapter 6
| Term | Definition |
|---|---|
| Minimal brain injury | individuals who show behavioral but not neurological signs of brain injury |
| IQ achievement discrepancy | comparing scores on standardized intelligence and achievement test |
| Magnetic resonance imaging (MRI) | Neuroimaging technique where radio waves are used to produce cross-sectional images of the brain |
| Functional magnetic resonance imaging (FMRI) | Adaptation of the MRIi used to detect changes in the brain while it is an active state, does not involve using radioactive materials |
| Functional magnetic resonance spectroscopy (FMRS) | Adaptation of the MRI used to detect changes in the brain while it's in active state does not involve using radioactive materials |
| Positron emission tomography (PET) scans | Computerized method for measuring blood flow in the brain during a cognitive task a low amount of radioactive dye is injected in the brain the dye collects 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) left temporal lobe | A method of measuring the electrical activity of the brain |
| Familiarity studies | examine the degree to which a certain condition, such as a learning disability occurs in a single family |
| Heritability studies | compare the prevalence of learning disabilities and identical versus fraternal twins |
| Toxins | can result in a host of problems, such as headaches, poor memory, and even intellectual disabilities |
| Phonological recoding | a student must be able to break down a word into its individual sounds and then blend them to say the whole word |
| Syntax | Grammar |
| Phonology | the ability to break down words into their component sounds and blend individual sounds to make words |
| Semantics | word meanings |
| Pragmatics | Social use of language |
| Dyscalculia | specific learning disability in mathematics difficulty with remembering math facts, as well as word problems |
| Attention-deficit hyperactivity disorder (ADHD) | A condition characterized by severe problems of in a inattention, hyperactivity and or impulsivity often found in people with learning disabilities |
| Working memory (WM) | the ability to hold information in memory for a short period of time to solve problems |
| retrieval of information from long-term memory (RLMT) | In contrast to short-term memory long-term memory involves remembering something longer ago |
| Executive function (EF) | The ability to regulate one's behavior through working memory and her speech control of emotions and arousal levels and analyzing of problems and communication of problem solution to others delayed or impaired in people with ADHD |
| Self-regularization | Refers generally to a person's ability to regulate his or her own behavior an area of difficulty for persons who have intellectual disabilities |
| Metacognition | student's ability to think about their own thinking and is critical to learning, memory, and academic achievement |
| Comprehension monitoring | reading disabilities have problems, for example, being able to sense when they are not understanding what they are reading |
| Nonverbal learning disabilities | A term used to refer to individuals who have a cluster of disabilities and social interactions math visual spatial task and tactical task |
| Locus of control | Motivational term referring to how people explain their successes or failures |
| Learned helplessness | a tendency to give up on and expect the worst because they think no matter how hard they try, they will fail |
| Cognitive training | changing thought process, provides strategies for learning, and teaching itself in an initiative |
| Self-instruction | make students aware of the various stages of problem solving task while they are performing them and brings behavior under verbal control |
| Self-monitoring | students keep track of their own behavior, often through the use of two components self-evaluation and self-recording |
| Scaffolded instruction | teacher helps students when they are first learning a task and then generate reduce assistance so that eventually students do the task independently |
| Science of reading | Of how to effectively teach reading based on 40 years of converging evidence from research |
| Repeated readings | students repeatedly read the same short passage aloud until they are reading at an appropriate pace with few or no errors |
| POW | pick my idea, organize my thoughts, write and say |
| TREE | topic sentence, reasons, explain the reasons, ending |
| Content enhancements | materials more salient or prominent |
| Graphic organizers | visual devices that have lines, circles or boxes to organize information |
| Mnemonics | using pictures and or words to help remember information |
| Direct instruction (DI) | focuses on the details of instructional process |
| Task analysis | breaking down academic problems into their parts so the teachers can teach the students separately and then teach the students to put the parts together to demonstrate the larger skill |
| class wide peer tutoring (CWPT) | 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) | Based on research proven best practices and readings such as phonological awareness decoding and comprehension strategies involves the pairing of higher performing students with lower performing students |
| curriculum-based measurement (CBM) | Formative evaluation method designed to evaluate performance in the curriculum to which students are exposed |
| Baseline data point | Used in CBM the beginning score gathered before an intervention begins |
| Expected growth norms | Used with CBM the rate at which the average student is expected to learn given typical construction |
| 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) | Series of reading passages or word lists graded in order of difficulty |
| Transition plan | A plan to find and a student's IEP that's specifies the students goals and services related to transitioning from high school to post high school experience |
| Summary of performance (SOP) | Now required by federal law schools must develop an SOP for each student with a disability as a student exists secondary school whether by graduating or exceeding the age of eligibility |
Created by:
nmyers05