Praxis 5543
Help!
|
|
||||
|---|---|---|---|---|---|
| show | info on functioning, category, inclusion degree
🗑
|
||||
| show | - how well student is doing with instruction in current placement - use for decisions on curriculum and instruction
🗑
|
||||
| show | 1. Sensorimoter - Birth to 24 months
2. Preoperational - Toddler to age 7
3. Concrete Operational - 7 to 12
4. Formal Operational - 13 to adult
🗑
|
||||
| 8 intelligences | show 🗑
|
||||
| show | 1. Biological Factors
2. Toxins
3. Brain injuries
🗑
|
||||
| show | 1. Planning - assess students needs and abilities
2. Managing - classroom environment
3. Delivering instruction
4. Evaluating instruction
🗑
|
||||
| 6 Stages for IEP evaluation | show 🗑
|
||||
| 4 Cross categorical disability categories | show 🗑
|
||||
| 3 Categories of physical disabilities | show 🗑
|
||||
| The inability to complete independent written assignments suggest a problem with _____ | show 🗑
|
||||
| show | - IDEA - Student must have a disability then require special ed services.
- Section 504 - Impairment that limits one or more major life activities. A student may not meet IDEA but may have a 504.
🗑
|
||||
| show | - Must score at or below 70 to 75 on IQ test
🗑
|
||||
| Motor speech disorder that affects the way a student plans to produce speech. Causes - stroke, tumor, head injury | show 🗑
|
||||
| show | 1. Attention span: Length of time on taks
2. Focus: Blocking out distracting stimuli
3. Selective attention: Discrimination of important stimulus characteristics.
🗑
|
||||
| show | Learning disability
🗑
|
||||
| Determining SLD involves achievement levels in 4 areas: | show 🗑
|
||||
| How long does the school have from request for evaluation until determine | show 🗑
|
||||
| show | Screening
🗑
|
||||
| show | multifactored evaluation
🗑
|
||||
| 4 components of ABC objective | show 🗑
|
||||
| show | - ADD
- ADHD
- gifted
🗑
|
||||
| links negative behavior to positive intervention | show 🗑
|
||||
| show | 1. if at initial IEP meeting or review team is aware of a behavior that impeds learning
2. student is suspended more than 10 days or change in placement
🗑
|
||||
| show | logical consequences based on 4 motivations of behavior
🗑
|
||||
| intellectual disabilities test on 3 areas: | show 🗑
|
||||
| show | - FAPE
- LRE
- IEP
- parental participation
- due process
- nondiscriminatory evaluation
🗑
|
||||
| 4 examples of positive behavior support | show 🗑
|
||||
| 5 early indicators of LD | show 🗑
|
||||
| show | - PLEP
- annual goals
- LRE statement
- how progress will be measured & reports go out
- special ed services and modifications
- participation/accomodations in state assessments
- date of services
🗑
|
||||
| show | contingent teaching
🗑
|
||||
| when teacher's lessons that are naturally engaging with naturally occurring consequences | show 🗑
|
||||
| show | - limited number of math problems
- only completing half
- exemption from a task
- provide diff task with same concept
🗑
|
||||
| show | Morphology
🗑
|
||||
| rules of language and communication | show 🗑
|
||||
| show | semantics
🗑
|
||||
| show | - word recognition
- reading comprehension
🗑
|
||||
| how morphemes and words are combined to make grammatical sentences | show 🗑
|
||||
| study of phonemes and how they are combined into words | show 🗑
|
||||
| show | - rhyming
- comparing/contrasting sounds
-substitute sounds
-blending
-identify initial, medial and ending sounds
🗑
|
||||
| show | visual perception
🗑
|
||||
| related services vs supplementary aids and services | show 🗑
|
||||
| humanistic approach that is based on a relationship with the student and understanding their, emotions as motives for how they react | show 🗑
|
||||
| show | visual spatial disabilties
🗑
|
||||
| show | auditory processing difficulties
🗑
|
||||
| disorder in one or more of the basic psychological processes involved in understanding or using language; may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. | show 🗑
|
||||
| show | regular education initiative
🗑
|
||||
| This term refers to a concomitant (combination) of impairments, which result in such severe educational problems that they cannot be accommodated in special education programs designed only for one of the impairments. | show 🗑
|
||||
| Children with speech disorders have problems with what 4 things? | show 🗑
|
||||
| show | semantics
🗑
|
||||
| weakening and wasting away of muscles | show 🗑
|
||||
| show | - impairs social interaction (eye contact, touch, relationships)
- stereotypical behavior (flapping)
- delay in development
- resistant to change in routine
- unusual response to sensory material
🗑
|
||||
| qualitative impairment in social interaction/lack of emotional reciprocity with an abnormal preoccupation to one area of interest or routines that has no language impairment but may be monotone | show 🗑
|
||||
| 2 causes of emotional/behavioral disorder | show 🗑
|
||||
| show | speech disorder
🗑
|
||||
| show | apoxia
🗑
|
||||
| loss of ability to speak | show 🗑
|
||||
| show | overlearning
🗑
|
||||
| having a student feel safe and loved in the classroom environment | show 🗑
|
||||
| show | -read in small chunks
-ask questions
- use predictions
- use context clues
-connect story to real life
-involve senses make it multisensory
- complete a project
- watch a movie
-repeat reading
-read lower level text that is still appropriate
🗑
|
||||
| show | - linguistic
- logical
- spatial
- kinesthetic
- musical
- interpersonal
- intrapersonal
- naturalist
🗑
|
||||
| show | 1. cognitive development
2. physical development, incl vision and hearing
3. communication development
4. social/emotional
5. adaptive
🗑
|
||||
| difficulty in perceiving and understanding others | show 🗑
|
||||
| show | 1. average to above average intelligence
2. learning needs in listening, thinking, speaking, reading, writing, spelling, math
🗑
|
||||
| show | Fragile X Syndrome
🗑
|
||||
| show | 1. hearing
2. visual
3. orthopedic
5. autism
6. learning disabilities
7. speech language
8. emotional
9. multiple
10. OHI
11. deaf/blindness
12. brain injury
🗑
|
||||
| show | 1. poor strategies for memorizing information
2. have insufficient metacognitive skills for recalling information
3. limited semantic memory capabilities
🗑
|
||||
| Students with learning disabilities have difficulty with what 3 main things? | show 🗑
|
||||
| show | - to manage the IEP team
- implement the IEP
- provide accommodations to general education
- support the student and other teachers.
🗑
|
||||
| 7 duties of special education teacher | show 🗑
|
||||
| show | - Train staff/students in advocacy
- communicate w/parents
- facilitate program activities
- supervise paraprofessionals
- manage behavior assessments/plans
- participate in staff developments/workshops
- keep current on research
🗑
|
||||
| services that focus on the child and the family and includes plans that are comprehensive and address multiple life domains across home, school, and the community | show 🗑
|
||||
| a disability with siginificantly subaverage general functioning, existing with decifits in adaptive behavior and manifested in developmental period | show 🗑
|
||||
| impairment caused by congenital abnormality, disease, other causes (cerebral palsy, amputations, fractures, burns) | show 🗑
|
||||
| 10 main types of OHI listed in IDEA | show 🗑
|
||||
| disorder in one or more of the basic psychological processes involved in understanding or using language that manifests in disability to listen, think, speak, read, write, spell, math not result of any other condition incl aphasia, brain injury | show 🗑
|
||||
| show | speech/language impairment
🗑
|
||||
| acquired injury to the brain caused by external force, resulting in total/partial disability or psychosocial impairment | show 🗑
|
||||
| show | - Congenital
- degenerative
- birth trauma
🗑
|
||||
| plan that moves students to adult life that is based on individual needs and desires, such as daily living and functioning skills | show 🗑
|
||||
| 6 Effective instructional techniques | show 🗑
|
||||
| Children with Intellectual disabilities generally have issues with what 4 things? | show 🗑
|
||||
| show | - operational definition of behavior
- result of FBA
- interventions to be used
🗑
|
||||
| show | - power
- revenge,
- attention
- fear of failure
🗑
|
||||
| show | - teaching positive behavior
- not punishment
🗑
|
||||
| approach concerned with the mind, perception of reality and feelings, student must find a new way to react to the environment | show 🗑
|
||||
| show | eligibility
🗑
|
||||
| show | - frequency of chronic problem
- intensity of chronic problem
🗑
|
||||
| disorder that occurs when a child cannot understand what is being said to them | show 🗑
|
||||
| universal standard intelligence test | show 🗑
|
||||
| show | Woodcock-Johnston Scales of Independent Behavior
🗑
|
||||
| show | anoxia
🗑
|
||||
| show | hypoxia
🗑
|
||||
| show | responses that are measurable and observable
🗑
|
||||
| show | functional curriculum
🗑
|
||||
| helping disabled people lead normal lives to the best of their ability | show 🗑
|
||||
| teaching where one teacher works with individuals/small groups and the other teacher works with a larger group | show 🗑
|
||||
| show | complementary teaching
🗑
|
||||
| show | cooperative teaching
🗑
|
||||
| teaching strategy that allows teachers to consider needs of students | show 🗑
|
||||
| show | direct instruction
🗑
|
||||
| teaching where both teachers divide class into 2 groups and teach the same topics at the same time | show 🗑
|
||||
| show | station teaching
🗑
|
||||
| test used to measure the levels of functioning of children and their attention/planning. | show 🗑
|
||||
| test given as direct evaluations/assessments of academic skills and abilities | show 🗑
|
||||
| show | summative assessment
🗑
|
||||
| evaluation/assessment that focuses on what the student need to learn | show 🗑
|
||||
| show | Functional behavioral assessment (FBA)
🗑
|
||||
| show | No Child Left Behind (NCLB)
🗑
|
||||
| meeting held within 15 days of filing a due process complaint | show 🗑
|
||||
| show | Rehabilitation act
🗑
|
||||
| show | 16 years old
🗑
|
||||
| show | apraxia
🗑
|
||||
| show | dysrthymia
🗑
|
||||
| show | - ADHD
- Epilepsy
- Intellectual Disabilities
🗑
|
||||
| show | tooting
🗑
|
||||
| show | - face to face interactions
- supportive gestures
- positive interdependence
- individual/group accountability
- group processing
🗑
|
||||
| 4 stages involved in observable learning | show 🗑
|
||||
| show | profound intellectual disability
🗑
|
||||
| show | below 20 to 25
🗑
|
||||
| a mild intellectual disability has an IQ between ___ and ____ | show 🗑
|
||||
| a moderate intellectual disability has an IQ between ___ and ____ | show 🗑
|
||||
| show | 20/25 to 35/40
🗑
|
||||
| measures a person's social skills | show 🗑
|
||||
| show | Positive reinforcement
🗑
|
||||
| a diagnosis of intellectual disabilities requires evaluation results that give deficits in both ___ and ___ skills | show 🗑
|
||||
| access to academic rigor are realistic, but high expectations enable developmental disability (DD) students ____ | show 🗑
|
||||
| show | moral realism
🗑
|
||||
| show | potential and achievement
🗑
|
||||
| show | strong classroom community
🗑
|
||||
| show | - intelligence
- independent living skills
🗑
|
||||
| student's educational/behavioral difficulties are documented and explained during the ____ process. | show 🗑
|
||||
| For reauthorization, the IEP must describe _____ that are designed to _____ | show 🗑
|
Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Created by:
ashley029
Popular Standardized Tests sets