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Kyndall Carroll-Ch13
| Term | Definition |
|---|---|
| Traumatic Brain Injury (TBI) | Injury to the brain resulting in total or partial disability or psychosocial maladjustment that effects educational performance. |
| Open Head Injuries | A penetrating head wound from a fall, gunshot, assault, vehicular accident, or surgery. |
| Closed Head Injuries | Brain damage caused by internal compression, stretching, or other shearing motion of neural tissues within the head. |
| Motor-Speech Disorder | Loss of ability to understand and formulate language due to brain injury. |
| Behavior Modification/Behavior Management | Systematic strategies and control of environment to assist a student in growing positive behaviors. |
| CHARGE Syndrome | A number of physical anomalies present at birth including structural defects resulting in difficulty swallowing or breathing. |
| Coloboma | Condition in which a child is born with an abnormally shaped pupil and/or abnormalities of the retina or optic nerve. |
| Usher Syndrome | Hearing impairment and retinitis pigmentosa. |
| Retinitis Pigmentosa | A hereditary condition resulting in degeneration of the retina; causes a narrowing of the field of vision and affects night vision. |
| Night Blindness | Problems seeing in lowlight. |
| Tunnel Vision | Narrowing of the field of vision. |
| Prenatal | Before birth |
| German Measles | Rubella |
| Congential Cytomegalovirus (CMV) | Rubella |
| Rubella | Prenatal condition referred to as CMV and German Measles |
| Postnatal | After birth |
| Meningitis | Postnatal condition that can cause deaf-blindness. |
| Braille | System of raised dots allow blind people to read with their fingertips. |
| Touch Cues | Special educator providing information by touching the hands or face of the student. |
| Adapted Signs | The use of sign language to help those who also have vision impairments to communicate (holding hands to guide signs). |
| Orientation and Mobility (O&M) | Ability to have a sense of where one is in relation to other people, objects, and landmarks and to move through the environment. |
| Augmentative and Alternative Communication (AAC) | Alternative forms of communication that do not use the oral sounds of speech or that augment the use of speech. |
| 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 | Repetitive, stereotyped behavior that seems to have no immediately apparent purpose other than providing sensory stimulation. |
| Self-injurious Behavior (SIB) | Repeated physical self-abuse. |
| Positive Behavioral Intervention and Support (PBIS) | Use of the science of behavior to support desirable behavior rather than punishing the undesirable behavior. |
| Neonatal Intensive Care Units (NICUs) | Special unit in a hospital designed to provide around the clock monitoring and care for newborn babies. |
| Developmentally Appropriate Practice (DAP) | The practice of using educational methods that are at the 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 in which they can learn skills. |
| Competitive Employment | Workplace that provides employment that pays at least minimum wage and most workers do not have disabilities. |
| Self-Determination | Having control over one's life. |
| Natural Supports | Resources in a person's environment that can be used for support. |
| Job Coach | Person who assists adult workers with disabilities in work. |
| Daily Living Skills | Skills required for living independently. |
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kyndallcarroll