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Tyler Pollock Ch. 13
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; may affect cognition, language, memory, attention, reasoning, abstract thinking, judgement, problem solving, and ect. |
| open head injuries | A brain injury in which there is am 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 trauma, 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 consquences, to produce specific changes in observable responses. |
| behavior management | Strategies and techniques used to increase desirable behavior and decrease undesirable behavior. May be |
| CHARGE syndrome | A genetic syndrome resulting in deaf-blindness; characterized by physical anomalies, often including coloboma, cranial nerves, heart defects, atresia of the choane, retardation in growth and mental development, genital abnormalities, &/or hearing loss. |
| 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 resulgt in loss of visual acuity and extreme sensitivity to light. |
| Usher syndrome | An inherited syndrome resulting in hearing loss & retinitis pigmentosa, a progressive condition characterized by problems in seeing in low light & tunnel vision; there are three different types: hearing impairment, vision impairment, & 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 byh 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 (german 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) | The most frequently occuring 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 comtains from one to six dots, the arrangement of which denotes different letters and symbols. |
| touch cues | Tactual signals used to communicate with persons who are deaf-blind; can be used to signify a variety of messages. |
| 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 inividual while guiding the inividual 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 that alerts the public that the user is deaf-blind and needs assistance in crossing the street. |
| 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, 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 to 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 disabilities. |
| functional behavioral assessment (FBA) | Evaluation that consists of finding out the consquences, and setting events that maintain inappropriate behaviors. |
| 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; positive reinforcement procedures that are intended to support a student's appropriate or desirable behavior. |
| neonatal intensive care units (NICUs) | A special unit in a hospital designed to provide around-the-clock monitoring & care of newborns who have severe physical problems, similar to an intensive care unit for older children & adults. |
| developmentally appropriate practice (DAP) | Educational methods for young children that are compatible with their developmental levels & that meet their individual needs; coined by the National Association for the Education of Young Children. |
| 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 permanent arrangement. |
| 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 the person & 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, & co-workers. |
| job coach | A person who assists adult workers with disabilities, providing vocational assessment, instruction, overall planning, & interaction assistance with employers, family, & related government & service agencies. |
| daily living skills | Skills required for living independently, such as dressing, toileting, bathing, cooking, & other typical daily activities of adults without disabilities. |
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