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Chapter 13
| Term | Definition |
|---|---|
| Traumatic Brain Injury (TBI) | injury to the brain resulting in total or partial disability or psychosocial maladjustment that affects educational performance |
| Open Head Injuries | involve a penetrating head wound from causes like a fall, gunshot, assault vehicular accident or surgery. |
| Closed Head injuries | have no open wound but may have brain damage by internal compression, str4etch9ng or shearing motion of neural tissues within the head. |
| motor speech disorder | loss or impairment of the ability to understand or formulate language because of accident or illness |
| behavior modification | systematic control of environmental events, to produce specific changes in observable responses |
| behavior management | strategies and techniques used to increase desirable behavior |
| CHARGE syndrome | is characterized by a number of physical anomalies present at birth (Structural defects resulting in difficulty in swallowing or breathing.) |
| Coloboma | refers to a condition in which the child is born with abnormally shaped pupil and or abnormalities of the r4etina or optic nerve |
| Usher syndrome | characterized by hearing impairment and retinitis pigmentosa |
| Retinitis pigmentosa | can result in vision problems starting in infancy, early childhood or teen eras with the condition becoming worse. |
| Night blindness | problems seeing in low light |
| tunnel vision | narrowing field of vision |
| prenatal | time before birth |
| rubella (Germane measles) | a serious viral disease, which, if it occurs during the first trimester of pregnancy is likely to cause a deformity in the fetus |
| Congenital cytomegalovirus (CMV) | can cause intellectual disability and/ or deaf blindness (viral infections in newborns) |
| postnatal | time after birth |
| meningitis | a bacterial or viral infection of the linings of the brain or spinal cord, can cause a number of a disabilities |
| Protractile ASL | hold promise for substantially improving the means of communication for people in the deaf-blind community |
| braille | a system in which raised dots allow people who are blind to read with their fingertips |
| touch cues | tactual signals used to communicate with persons who are deaf-blind, can be used to signify messages |
| adapted signs | using sign language in such ways to help those who also have visual impairment communicate, such as holding hands of the individual while guiding the individual to sign. |
| orientation and mobility | the ability to have a sense of where one is in relation to other people, objects and landmarks and to move through the environment |
| assistant cards | usually small and can be help up by the person who is deaf-blind at a busy or unfamiliar intersection |
| augmentive and alternative communication (ACC) | manual or electronic means by which such a person expresses wants and needs, shares information, engages in social closeness or manages social etiquette |
| functional behavioral assessment (FBA) | evaluation that consists of finding out the consequences, antecedents and setting events that maintain inappropriate behaviors |
| positive behavioral support (PBS) | positive reinforcement procedures intended to support a student's appropriate or desirable behavior |
| self- stimulation | any repetitive, stereotyped behavior that seems to have no immediately apparent purpose other than providing sensory stimulation |
| self-injurious behavior (SIB) | is repeated physical self-abuse, such as biting, scratching or poking oneself, head banging. |
| positive behavioral intervention and support | systematic use of the science of behavior to find ways to support desirable behavior rather than punishing the undesirable behavior |
| neonatal intensive care units (NICUS) | are the equivalent of intensive care units for older children and adults providing around the clock monitoring of bodily functions |
| developmentally appropriate practice (DAP) | refers to the practice of using educational methods that are developmental levels of the child that meet the child's individual needs |
| sheltered workshop | a facility that provides a structured environment for people with disabilities |
| competitive employment | work alongside workers who do not have disabilities |
| self determination | having control over ones life, having to rely on others for making choices about ones quality of life, develops over ones life span |
| person centered plans | focus on the students preferences and those of the family in planning for the future |
| natural supports | professionals first try to find available resources already existing in the workplace or community |
| job coach | a person who assists adult workers with disabilities |
| daily living skills | skills required for living independently, such as dressing, toileting, bathing, cooking and other daily activities of adults without disabilities. |
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