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Chapter 13
| Term | Definition |
|---|---|
| Traumatic brain injury (TBI) | injury to the brain (not birth trauma, degenerative diseases or conditions) resulting in disabilities or psychosocial maladjustments that affects educational performance- cognition, language, memory, attention, reasoning, abstract thinking, judgment, |
| Open head injuries | a brain injury in which there is an open wound in the head, such as a gunshot wound or penetration of the head by an object, resulting in damage to brain tissue |
| closed head injuries | damage to the brain that occurs without penetration of the skull; might be caused by a blow to the head or violent shaking by an adult |
| motor-speech disorder | loss or impairment of the ability to understand or formulate language because of accident or illness |
| chronic traumatic encephalopathy (CTE) | a degenerative brain disease caused by repeated brain injury, some of which might not been severe enough symptomatically to diagnose; symptoms can include early dementia, depression, risk of suicide, deficits in working memory |
| behavior modification | systematic control of environmental events, especially of consequences, to produce specific changes in observable responses. May include reinforcement, punishment, modeling, self-instruction, desensitization, guided practice, |
| behavior management | strategies and techniques used to increase desirable behavior and decrease undesirable behavior. May be applied in the classroom, home, or other environment |
| CHARGE syndrome | a genetic syndrome resulting in deaf-blindness, characterized by physical anomalies, often including coloboma, cranial nerves, heart defects, atresia of the choanae, retardation in growth and mental development |
| Coloboma | a condition of the eye in which the pupil is abnormally shaped and /or there are abnormalities of the retina or optic nerve; can result in loss of visual acuity and extreme sensitivity to light |
| Usher Syndrome | an inherited syndrome resulting in hearing loss and retinitis pigmentosa, a progressive condition characterized by problems in seeing in low light and tunnel vision; range of symptoms of hearing impairment, vision impairment, and balance problems |
| 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 | a condition characterized by problems in seeing at low levels of illumination; often caused by retinitis pigmentosa |
| tunnel vision | a condition characterized by problems in peripheral vision, or a narrowing of the field of vision |
| prenatal | the time before birth |
| rubella | 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) | the most frequently occurring viral infection in newborns; can result in a variety of disabilities, especially hearing impairment |
| postnatal | the time after birth |
| meningitis | a bacterial or viral infection of the linings of the brain or spinal cord; can cause a number of disabilities |
| Protactile ASL (PTASL) | an evolving language within the Deaf-Blind community; based on touch as the primary, if not only, mode of communicating |
| Braille | a system in which raised dots allow people who are blind to read with their fingertips; each quadrangular cell contains from one to six dots, the arrangement of which denotes different letters and symbols |
| adapted signs | using sign language in such a way as to help those who also have visual impairment communicate, such as holding the hands of the individual while guiding the individual to sign |
| orientation and mobility (O&M) | the ability to have a sense of where one is in relation to other people, objects, and landmarks and to move through the environment. |
| Assistance cards | a relatively small card containing a message the alerts the public that the user is deaf-blind and needs assistance in crossing the street |
| touch cues | tactual signals used to communicate with persons who are deaf-blind; can be used to signify a variety of messages |
| 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 | any repetitive, stereotyped activity that seems only provide sensory feedback. |
| self-injurious behavior (SIB) | behavior causing injury or mutilation of oneself, such as self-biting or head-banging; usually seen in individuals with severe and multiple disabilties |
| positive behavioral intervention and support (PBIS) | systematic use of the science of behavior to find ways of supporting desirable behavior rather than punishing the undesirable behavior |
| neonatal intensive care units (NICUs) | a special hospital unit that provides monitoring and care of newborns with severe physical problems. |
| developmentally appropriate practice (DAP) | educational methods for young children that are compatible with their developmental levels and that meet their individual needs |
| sheltered workshop | a facility that provides a structured environment for people with disabilities in which they can learn skills; can be either a transitional placement or a permanent arrangment |
| competitive employment | a workplace that provides employment that pays at least minimum wage and in which most workers do not have disabilities |
| self-determination | having control over one's life, not having to rely on others for making choices about one's quality of life; develops over one's life span. |
| person-centered plans | a method of planning for people with disabilities that places a person and the person's family at the center of the planning process |
| natural supports | resources in person's environment that can be used for support, such as friends, family and co-workers |
| job coach | a person who assists adult workers with disabilities, providing vocational assessment, instruction, overall planning, and interaction assistance with employers, family, and related government and service agencies |
| daily living skills | skills required for living independently, such as dressing, toileting, bathing, cooking, and other typical daily activities of adults without disabilities. |
Created by:
mrutledge197