Question | Answer |
Instruction supports or services needed by student to access instruction, such as a braille writer, preferential seating or books on tape. This does not change curriculum or subject covered. | Accommodations |
Changes made to the curriculum, environment, or the expectations in order to meet the student's needs such as limiting the number of math problems or exemption from certian tasks. | Modifications |
More widely used in reference to facilities and equipment needed by a student during instruction, such as wheelchair accessibility, special furniture or posting a daily picture chart. This may also be reflected under a 504. | Adaptations |
Teacher specifically provides additional support. | Direct Instruction |
Addresses the different abilities, strengths & needs of various learners & their style of learning. | Differentiated Instruction |
Nine areas of learning to be addressed in classrooms. | Multiple Intelligence Strategies |
A student assisting another student with a disability in his studies. | Peer Tutoring |
Everything in the environment, in learning & in products, should be accessible to everyone. | Universal Design |
Any item, high or low tech, piece of equipment or product system used to remove barriers/solve problems for students w/disabilities. | Assistive Technology |
Supports students w/oral language problems. | Augmentative Technology |
Suports all students, but especially helpful for those w/physical disabilities, hearing and visual impairments/ | Assistive Technology |
Provides drills & practice for students who have problems in basic skill areas & motivation. | Instructional Technolgy |
For students with reading problems. | Oral Reading Software |
Supports students w/written expression deficits. | Word Processing Software |
Skills or techniques that maybe used to assist a student in learning the curriculum. Ex-visual clues, flip charts and color coded words. | Strategies |
The breakdown of a task into component parts. | Chained Response |
Allows student to remember and organize large amounts of information. | Chunking |
Strategy that supports a student as she needs help and eventually fades out as she gains mastery. | Contingent Teaching |
Teaching students how to learn instead of teaching the particular content. | Learning Strategy Approach |
Technique where a visual, auditory or tactile cue is presented to facilitate the completion of a task. | Prompting |
Application of a learned behavior or skill to another setting. | Response Generalization |
Observing student to see what he can do, assisting till he understands the how and why and can perform himself. (direct instruction, tutoring, modeling and independance) | Scaffolding |
Goals are broken into smaller steps & sequenced while keeping the learner's pace in focus. | Task Analysis |
Functional Behavior Assessment | FBA |
Behavior Intervention Plan | BIP |
Inappropriate behavior considered more damaging & serious than others. | Acting out Behavior |
Determine how & why a student responds to certain events, situation or the environment the way he does. | Applied Behavior Analysis (ABA) |
Applied Behavior Analysis | ABA |
Public school placement when student can not function in a traditional setting. | Alternative School Placement |
A stimulas used in behavior management & behavior modifications that occurs prior to the behavior & establishes the reson for the behavior. | Antecendent |
Stratigies or actions used to extinguish, change or redirect an inappropriate behavior. (Positive reinforcement, negative reinforcement, aversive intervention) | Behavior Intervention |
an evaluation tool that lists specific observable behaviors to assess the severity, frequency & type of exhibited behaviors. | Behavioral Rating Scales |
Stumulas that follows a behavioral action used in behavior management or modification to increase or decrease the behavior. | Consequences |
Written agreement between teacher and student. | Contingency Contract |
Strategy which a function or task is broken down into steps that are rewarded immediately in a trail by trail basis. | Discrete Trial Training |
Use of imitation by a student to set in place the desired behaviors. | Modeling |
Student is motivated to used desired behavior to avoid a negative consequence. | Negative reinforcement |
Behavior continues beyone typical end point - student demonstrates difficulty switching tasks. | Perseveration |
Student is motivated to use desired behavior bacause of an obtainable reward | Positive reinforcement |
Behavior selected for intervention. Behavior modification = undesireable behavior, behavior management = positive behavior. | Target Behavior |
Professionals work together and used expertise of one other. | Collaboration |
Includes communication and cooperation between professionals for ensured delivery to students. | Coordination |
Professionals work together/share methods and strategies. | Consultation |
2 or more teachers work together to plan, instruct and assess students. | Co-teaching |
Professionals work independently of each other. | Multidisciplinary |
Professioanls conduct independent assessments but communicate and collaborate. | Interdisciplinary |
High level of coordination and envolvement between professionals. | Transdisciplinary |
This plan must be in place by student's 16th birthday and part of formal IEP. | Individual Transition Plan (ITP) |
Individual Transition Plan | ITP |
The 4 key areas of an ITP | Post secondary education, employment, independent living and community envolvement. |