words to know
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
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| FAPE | Free Appropriate Public EducationSped. and services provided free, under public supervision,meet standards of State ed. agency, and inc. appr. pre., elem., or sec. school. conformity IEP. ages 3-21, inc. children w/ dis. been suspended or expelled.
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| LRE | The Least Restrictive Environment- the educational setting where a child who has disabilities can receive a free appropriate public education (FAPE) designed to meet his or her education needs while being educated with peers without disabilities
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| IEP | A written plan and legal document that states a child's present level of functioning;special services; annual goals; short-term objectives; services provided; and the method of evaluation. 3-21 years of age who are eligible for special education
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| EHA | Education for All Handicapped Children Act, public law 94-142 1975. 1st compulsory special education law for free, approp. ed. for sped. 3-21 years old
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| Articulation | speech sounds. For instance, many young children sound like they are making a "w" sound for an "r" sound (e.g., "wabbit" for "rabbit") or may leave sounds out of words, such as "nana" for "banana."
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| Aspergers Syndrome | An autism related developmental disorder characterised by sustained impairment in social interaction and nonverbal communication and by restricted, repetitive, pedantic and stereotyped activities, interests, speech and routines.
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| Autism | Bio-neurological dis. is observable in early childhood with symp. of abnormal self-absorption,lack of response to others and lmtd ability to comm. and socialize. symp. incl. avoiding eye contact, sensory integration dysf., restricted, repetitive behavior
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| BD | Behavior disorder. mental health problems that lead to disruptive behavior, emotional and social problems. like adhd
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| BIP | behavior intervention plan.if child's behavior disrupts the classroom, communication, vision, hearing, behavior and/or mobility effect academic achievement. in iep to target behaviors
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| COTA | certified occupational therapy assistant provide rehabilitative services to persons with mental, physical, emotional, or developmental impairments.
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| CP | cerebral palsy. chronic conditions affecting body movement and muscle coordination. caused by damage to areas of the brain, usually during fetal development; before, during, or shortly after birth; or during infancy.disrupts brain ability to control move.
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| DD | Developmental disabilities are a diverse group of severe chronic conditions due to mental and/or physical imp. People with DD have prob. w/ language, mobility, learning, self-help, and independent living. DD begin during devel up to 22 years; lasts life.
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| Deaf/Blind | DD's. 90db or greater hear loss. eyesight cannot be corrected to a "normal" level.
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| ED | emotionally disturbed. 1 or more of charac. over long time:inability to build satis. interpersonal relat.; inappr. types of behavior under normal circ.; depr.; or a tendency to develop fears ass. with personal problems. Includes schizophrenic or autistic
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| Expressive Language | The process of formulating and sending a message is called expressive language. One way to express language is through speech. Other ways are through sign language, pointing to words and pictures on a communication board, or formulating written messages o
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| FBA | functional behavior assessment.Schools are required by law to use FBA when dealing with challenging behavior in students with special needs.und. why child behaves the way he or she does is the first, best step to developing strategies to stop the behavior
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| HH | hard of hearing. A hearing impairment is a full or partial decrease in the ability to detect or understand sounds
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| Manifestation Determination | by the IEP team (along with other necessary qualified personnel) to investigate whether there is a relationship between the student's action(s) of concern and his/her disability. is it reflection or result of disability.
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| OHI OT | Other Health impaired. Occupation therapy.a disability that may be characterized by limited strength, vitality or alertness, due to chronic or acute health problems, such as a heart condition that affects education.
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| PDD | pervasive developmental disorder. usually found in the early years of a child's life. Children with PDD have difficulty in areas of development or use of functional skills such as language, communication, social skills, and motor behaviors.
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| PT | physical therapy. School physical therapy focuses on a child's ability to move as independently as possible in the school environment
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| Receptive Language | the comprehension of language - listening and understanding what is communicated. understands literal and figurative lang.
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| SED | seriously emotionally disturber. any of these: inability to learn, make friends, inapp. behav., depressed, fears, schizophrenic, etc.
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| SL | Service learning is a method of teaching, learning and reflecting that combines academic classroom curriculum with meaningful service, frequently youth service, throughout the community.
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| LD | learning disability. a person has difficulty learning in a typical manner, usually caused by an unknown factor or factors
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| SLP | Speech-language pathology is the study of disorders that affect a person's speech, language, cognition, voice, swallowing (dysphagia) and sensory awareness.
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| TBI | traumatic brain injury. outside blow to head. causes a host of physical, cognitive, emotional, and behavioral effects, and outcome can range from complete recovery to permanent disability or death
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| Tourettes Syndrome | an inherited neuropsychiatric disorder with onset in childhood, characterized by the presence of multiple physical (motor) tics and at least one vocal (phonic) tic
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| Intellectual disabilities | characterized by significantly impaired cognitive functioning and deficits in two or more adaptive behaviors with onset before the age of 18
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| People first language | when identifying a person with an impairment, the person's name or pronoun should come first, and descriptions of the impairment/disability should be used so that the impairment is identified, but is not modifying the person.
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| Adaptive skills | ability to apply skills learned in school to naturally occuring activites in daily life
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| Incidence | relative frequency of occurrence of something. a measure of the risk of developing some new condition within a specified period of time
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| Prevalence | the ratio (for a given time period) of the number of occurrences of a disease or event to the number of units at risk in the population
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| Multidisciplinary | the involvement of two or more disciplines or professions in the provision of integrated and coordinated services including evaluation and assessment activities, and the development of the IFSP
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| Interdisciplinary | two or more specialists having different disciplinary backgrounds working jointly and continuously to interlink their analyses
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| Transdiciplinary | emphasizes role of primary therapist acts as contact person for service provisions so # of prof. w/direct child contact is minimal
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| AAMR | american association of mental retardation. international association that promotes progressive policies, sound research, effective practices, and universal human rights for people with intel. disability
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| MR | Mental retardation is a generalized disorder, characterized by subaverage cognitive functioning and deficits in two or more adaptive behaviors with onset before the age of 18
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| DD | Developmental disability is a term used to describe life-long disabilities attributable to mental and/or physical or combination of mental and physical impairments, manifested prior to age 18
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| Chromosomal aberrations | any change in the normal structure or number of chromosomes; often results in physical or mental abnormalities
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| Trisomy | an extra chromosome occurs in group G. cause of Down Syndrome. attributed to mother's age
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| Fetal Alcohol Syndrome | Fetal alcohol syndrome, known as FAS, is a disorder characterized by growth retardation, facial abnormalities, and central nervous system dysfunction (CNS). FAS is caused by a woman's use of alcohol during pregnancy
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| Fetal Alcohol Affect | Moderate drinking of alcohol (1-2 drinks daily) during pregnancy can cause FAE in the baby, numerous developmental and behavioral problems. symptoms subtle early on and apparent when the child is older and has trouble with school and socialization
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| Neurological system | the Central Nervous System (CNS) and the Peripheral Nervous System (PNS).
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| Hydrocephalus | enlargement of the head due to the increased accumulation of Cerebrospinal fluid (CSF) in the brain. When children are not treated promptly, they will have below normal intelligence, physical disabilities and a variety of other medical problems
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| Information processing theories | like the computer, the human mind is a system that processes information through the application of logical rules and strategies.
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| Learning set | ability to learn how to learn
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| Generalization | an idea or statement that emphasizes the general characteristics rather than the specific details of a subject
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| Functional reading | teaching key sight word vocabulary that relates to tasks of daily living such as cooking, following a work schedule or grocery shopping
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| Learned helplessness | A tendency to be a passive learner who depends on others for decisions and guidance
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| Down syndrome | A disorder caused by the presence of an extra chromosome 21 and characterized by mental retardation and distinguishing physical features
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| Continuum of Placements | the varied instructional arrangements and settings provided by districts to meet the needs of children with disabilities based on the children’s individual education programs (IEP).
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| Vocation Rehabilitation Act | 1973 Title V, was put in place to correct the problem of discrimination against people with disabilities in the U.S. requires private employers to hire dis. and give accomodations
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| Section 504 | provided opportunities for children and adults with disabilities in education, employment and various other settings. It allows for reasonable accommodations such as special study area and assistance as necessary for each studen
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| Community Based Education | learners are encouraged to actively apply concepts and information, skills or attitudes to local situations.
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| Community Referenced Employment Preparation | focuses on activities to be accomplished in the community work setting instead of development of skills in classroom
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| Self Determination | The ability or right to make your own decisions without interference from others
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| Accomodation | These include techniques and materials that make learning easier without changing the basic curriculum.
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| Auditory and visual processing disorders | the processes of recognizing and interpreting information taken in through the senses of sight and sound.
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| Autism | developmental disorder that appears in the first 3 yearsof life, and affects the brain's normal development of social andcommunication skills
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| Inherited developmental disability | small mutations, known as single nucleotide polymorphisms (SNPs) that can be passed through multiple generations
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| Intelligence tests | Tests that measure aptitude or intellectual capacities (Examples: Wechsler Intelligence Scale for Children (WISC-III-R) and Stanford-Binet (SB:IV).
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| Mentally processing | refers to the aspects of intellect and consciousness manifested as combinations of thought, perception, memory, emotion, will and imagination
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| Cognitive Behavior Modification | focuses on identifying dysfunctional self-talk in order to change unwanted behaviors. 1.self observation. 2.self talk. 3.learn new skills
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| Contingency management | An operant-conditioning technique in which the consequences of a response are manipulated in order to change the frequency of that response.
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| Developmentally delayed | infants and toddlers who have not achieved skills and abilities which are expected to be mastered by children of the same age. Delays can be in any areas: physical, social, emotional, intellectual, speech and language and/or adaptive development
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| Differential reinforcement of other behavior (DRO) | Reinforcement is delivered when the target behavior is not displayed for a specified period of time; any behavior other than the target behavior is specifically reinforced.
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| Discrepancy model | measure of how far a child has fallen behind peers, and that if the child is not so bright, then logically he should be falling behind his peers. learning disabled due to a discrepancy between scores on measures of intelligence and achievement
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| Dysacusis | difficulty in processing details of sound due to distortion in frequency or intensity, but not primarily a loss of the ability to perceive sound
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| Dyscalculia | specific learning disability involving innate difficulty in learning or comprehending mathematics
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| Dysgraphia | deficiency in the ability to write by hand, regardless of the ability to read, not a result of intellectual impairment.
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| Dyskinesia | movement disorder which consists of effects including diminished voluntary movements[1] and the presence of involuntary movements, similar to tics or chorea. Dyskinesia is a symptom of several medical disorders
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| Dyslexia | learning disorder that manifests itself as a difficulty with reading and spelling, not from poor vision or teaching
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| Dyslogia | difficulty in expressing ideas through speech caused by impairment of the power of reasoning (as in certain psychoses)
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| Dysnomia | difficulty or inability to retrieve the correct word from memory when it is needed. Dysnomia can affect speech skills, writing abilities, or both
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| Dysphagia | symptom of difficulty in swallowing. Although classified under "symptoms and signs" in ICD-10, the term is sometimes used as a condition in its own right. Sufferers are sometimes unaware of their dysphagia
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| Dysrhythmia | disturbance in the normal pattern of brain waves as recorded in encephalography (EEG). Dysrhythmias of different kinds may show up during migraine, sleep, overexcitement, etc. or abnormal heart beat
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| Extinction | the lowering of the probability of a response when a characteristic reinforcing stimulus is no longer presented
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| Hyperlexia | difficulties with comprehension of printed material beyond or even at the single-word level. Many hyperlexics also have trouble understanding speech.[1] Most or perhaps all children with hyperlexia also lie on the autism spectrum.
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| Modifications | changes in lesson plan to help the disabled child. example: extended test taking time
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| Negative reinforcement | Encouraging a behavior by the removal of an aversive consequence (eg, not losing recess if classwork is completed).
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| Neurological impairments | disorders that primarily relate to the central nervous system comprised of the brain and spinal cord.cerebral palsy, epilepsy, brain injury, multiple sclerosis, Tourette’s
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| Nonverbal Learning Disorder | characterized by a significant discrepancy between high verbal and lower performance scores on an IQ test, with deficits in motor, visual-spatial, and social skills.perception, coordination, socialisation, humor,
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| Operant conditioning | use of consequences to modify the occurrence and form of behavior
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| PBS | Positive behavior support, an evidence-based approach to reducing problem behavior and increasing prosocial behavior
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| Positive reinforcement | an increase in the future frequency of a behavior due to the addition of a stimulus immediately following a response. giving a dog a treat
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| Psychometry | the measuring of the time taken by mental processes and sensations
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| Punishment | any change in a human or animal's surroundings that occurs after a given behavior or response which reduces the likelihood of that behavior occurring again in the future
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| RtI | Response to Intervention (RTI). Use of research-based instruction and interventions to students who are at risk and who are suspected of having specific learning disabilities.
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| Satiation | effectiveness of a consequence will be reduced if the individual's "appetite" for that source of stimulation has been satisfied. Inversely, the effectiveness of a consequence will increase as the individual becomes deprived of that stimulus.
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| Socially maladjusted |
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| Collaboration | act of working jointly
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| Comprehensive Assessment |
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| Congenital Disabilities | a disability a person was born with
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| Cooperative Teaching | a service delivery model in which two (or more) educators or other certified staff, contract to share instructional responsibility
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| Criterion-Referenced Test | An assessment that measures a student’s performance according to specified standards or criteria rather than in comparison to the performances of other test takers.
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| Cultural and Linguistic Bias |
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| Evaluation | systematic determination of merit, worth, and significance of something or someone using criteria against a set of standards.
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| Feedback | response to an inquiry or experiment
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| Formative Evaluation | a type of evaluation which has the purpose of improving programs
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| IEP/IFSP Teams | IFSP team consists of the parents, service coordinator and other related service providers,IEP team consists of parents, the student, regular education teachers, special education teacher, school district rep., and other related service providers
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| Intelligence Quotient | a measure of a person's intelligence as indicated by an intelligence test; the ratio of a person's mental age to their chronological age
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| Mediation | a form of alternative dispute resolution (ADR) or "appropriate dispute resolution", aims to assist two (or more) disputants in reaching an agreement.
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| Norm-Referenced Test | a type of test, assessment, or evaluation which yields an estimate of the position of the tested individual in a predefined population, with respect to the trait being measured
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| Protection in Evaluation Procedures | …to protect students…ensure that procedures are fair,equitable and nondiscriminatory
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| School-wide Student-Study Team | school-wide early identification and intervention process to identify student's strengths and weaknesses and create improvement plan
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| Screening | is the investigation of a great number of something (for instance, people) looking for those with a particular problem or feature
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| WISC-IV | Identifies key cognitive strengths and weaknesses related to learning disabilities, executive function, attention disorders, TBI, intellectual disability, and giftedness.
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| ADA | the Americans with Disabilities Act-1990 protects diabled with obligations on private sector employers, public services, accomodations and transportation to prevent discrimination. those not covered by sec. 504 b/c don't collect fed. funds
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| FERPA | Family Educational Rights and Privacy Act of 1974 defines who may and may not see student records.
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| IDEA | Individuals with Disabilities Education Act. ensures services and education to children with disabilities
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| IEE | Independent Education Evaluation. Assessment of your child’s needs for a IEP by another professional not employed by the same school district that formed the original evaluation.
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| IFSP | Individualized Family Service Plan is a written plan for the child's and family's services in the Early Intervention Program that the family develops with a team of qualified personnel and Early Intervention Official
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| IQ | a measure of a person's intelligence as indicated by an intelligence test; the ratio of a person's mental age to their chronological age (multiplied by 100))
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| LEA | a public board of education or other public authority within a State which maintains administrative control of public elementary or secondary schools in a city, county, township, school district, or other political subdivision of a state
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| OSEP Office of Special Education Programs | dedicated to improving results for infants, toddlers, children and youth with disabilities, ages birth through 21, by providing leadership and financial support to assist states and, through them, local school districts.
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| OSERS Office of Special Education | improving results for people with disabilities of all ages. OSERS supports parents, individuals, school districts and states in three main areas in three offices: special education (OSEP), vocational rehabilitation (RSA) and research (NIDRR).
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| PL 94-142 | Education of All Handicapped Children Act. This was the original federal law establishing the rights of children with disabilities to receive a free, appropriate public education in the least restrictive setting
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| Prior Written Notice | the school needs to provide this before changing the student's iep
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| Procedural safeguards | Recourse for parents who are in disagreement with decisions made at the local level (eg, mediation, due process hearing, complaints, etc
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| SEA | state education agency. a formal governmental label for the state-level government agencies within each U.S. state responsible for providing information, resources, and technical assistance on educational matters to schools and residents
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| Section 504 of the Vocational Rehab Act | Section 504 is a federal law that prohibits discrimination on the basis of documented disability, history of a disability, or the appearance of having a disability
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| SLD | Specific Learning Disability. in understanding language, spoken or written, that may be an imperfect ability to listen, think, speak, read, write, spell, or to do math. calc., incl perceptual dis., brain injury,, dyslexia and develop. aphasia
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| Aim line | marks the path a teacher will need to take in order to move a student from her current, baseline level of performance, to the performance criterion described in a behavioral objective, within a designated time period
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| Alternative teaching | 1 teacher manages major group of children while other has small group pulled aside
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| Collaboration | working together
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| Differentiated instruction | involves providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching materials so that all students within a clsrm can learn effectively, regardless of diff in ability
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| Direct instruction | the explicit teaching of a skill-set using lectures or demonstrations of the material, rather than exploratory models such as inquiry-based learning.
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| Instructional scaffolding | provision of sufficient support to promote learning when concepts and skills are being first introduced to students. supports gradually removed as students learn it
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| One teach-one drift | one teacher intructs the class while the other intermingles among students giving specialized assistance
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| One teach-one observe | one teacher primarily manages classroom while the other observes and collects data, student characteristics, etc.
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| Parallel teaching | class is divided in half, each teacher taking similar number of students to teach same information but in different manner
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| Precision teaching | type of instruction that directly measures student performance on a daily basis. students given probes each day to measure learning
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| Station teaching | both teachers deliver instruction in teaching stations.students can work independently at 3rd station or with volunteer, student, or paraprof.
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| Task analysis | process of breaking a learning task down into its component parts and teaching each part as a distinct skill
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| Team teaching | two teachers actively involved in managing instruction with whole class. both responsible for teaching subject content areas
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| Negative reinforcement | increasing probability of behavior by removing an unpleasant consequence like excusing student from quiz after completing 5 assignments in a row
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| Punishment | presenting consequence that decreases probability of behavior in future
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| Contingency | eventuality: a possible event or occurrence or result
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| Token economy | a form of behavior therapy that has been used in some mental institutions; patients are rewarded with tokens for appropriate behavior and the tokens may be cashed in for valued rewards
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| Social competence | competencies and skills related to interaction, e. g. social judgment, empathy, and the repertoire of communicative behavior
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| Emotional intelligence | describes the ability, capacity, skill or (in the case of the trait EI model) a self-perceived ability, to identify, assess, and manage the emotions of one's self, of others, and of groups
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| With-it-ness | the ability to at all times be perceptually and cognitively aware of what is occurring in one's classroom.
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| Intrinsic motivation | the learner’s drive comes from within
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| Extrinsic motivation | Motivation that is imposed on the learner from the outside through external rewards and punishments
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| FBA | functional behavior assessment A process, of identifying problem behaviors and why a student engages in behaviors that impede with learning, and understanding the behavior in the context in which it is observed, and how the behavior relates to the envir
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| Externalizing | an unconscious defense mechanism, where an individual "projects" his own internal characteristics onto the outside world, particularly onto other people: fighting, lying, disrupting, etc
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| Internalizing | anxiety, worry, crying, shy, timid, bashful
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| Seductive objects | valuables or toys that students want to handle, steal, or grab. removing these relieves pressure of burgeoning self-control system
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| Signal interference | silent gestures by the teacher to quiet a class like eye contact, snapping fingers, frown, etc without disturbing the class
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| Restructuring | changing a lesson that is floundering.
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| Administrative Law Judge | an official who presides at an administrative trial-type hearing to resolve a dispute between a government agency and someone affected by a decision of that agency.
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| Annual review | idea requires school board officials to review iep annually and reevaluation every three years
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| Appeal | in the case of manifest determination , an expedited hearing must be held within 20 days and decision within 10 days of hearing
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| Case law | results from court opinions; also referred as common law
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| CFR | Code of Federal Regulations. repository regulations promulgated by various federal agencies to implement laws passed by congress
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| Compensatory damages | a judicial award that is intended to compensate a plaintiff for an actual loss
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| Evaluation team | group of individuals who perform assessments on the student to determine whether child has disability and wat sped services required
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| Expulsion | long-term exclusion from school, generally for disciplinarry purposes. exclusion more than 10 days
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| Holding | part of court's decision that applies the law to the facts of the case
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| Independent hearing officer | impartial third party decision maker who conducts an administrative hearing and renders a decision on merits of dispute
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| Injunction | equitable remedy forbidding a party from taking contemplated action, restraining party from continuing action or requiring party to take action
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| In loco parentis PL | a term used in situations where school officials act in place of child's parents
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| Reevalutaion | complete reassessment of student
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| Special Education State Level Review Officer | impartial person responsible for reviewing decisions of independent hearing officer from adminstrative due process proceeding under idea
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| Suspension | short-term exclusion of student from school, less than 10 days for disciplinary purposes
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| Tort | a civil wrong, other than breach of contract, committed against someone's person or property
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| USC | United States Code. the official compilation of statutes enacted by congress
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| Denial | parents deny degree of disability or differences exist
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| Blame | parents blame others for disability like physicians
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| Fear | parents anxiety turns into fear with unknowns of child's disabilty
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| Rejection | underexpectations of achievement, setting unrealistic goal, escape, reaction formation
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| Self-fulfilling prophecy | child becomes aware of parental attitude of underexpectation and grows self-worthlessness and acts accordingly
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| Respite care | provision of short-term relief (respite) from the tasks associated with caregiving
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| ARC | organization that works on behalf of people with intellectual disabilities and their families, advocating rights of people w/disabilities at all levels of govt.
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| AAMR | promotes policies, practices, research and human rights for people with intell. disab.
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| Social capital | social networks and adult relationships that nurture children during their development
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| NICHCY | National Information Center for Children and Youth with Disabilities provides ed. info and technical assistance to parents, advocates,and professionals
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| CHIP | Children's Health Insurance Program. eligible working families are those whose income is too high to qualify for Medicaid but too low to afford private coverage
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| WIC | Special Food Supplemental program for Woman, Infants, adn Children fed. grant program which authorizes specific amount of funds each year
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| screening | determine if child has disabilities to refer for more testing
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| child find | directs parents to screening services in community open to infants, toddlers, etc. for free
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| student assistance team | sat. gen ed teachers and sped teachers enabled to help each other with recommendation to inst. and assessment
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| referral | the interventions tried and the student responses
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| determining eligibility | team recommends this. examine assessment info to make determination
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| program planning | determine current level of functioning and plan instructional program
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| monitoring individual progress | determine if student is making progress and if to modify instruction if no progress
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| program evaluation | assess progress and overall quality of school program
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| assisstive technology | any item, equipment, or system to increase maintain or improve functional capability of students
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| assistive technology service | assists students in selecting, acquiring and using ass. tech. devices
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| assessment strategies | individualized activities or routines the teacher follows
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| universal design | designing products usable by people with widest possible range of functional capabilities
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| reliability | consistency or stability of test performance
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| standard eror of measurement | the amount of error with test scores, items, samples and test times
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| correlation | extent to which 2 or more scores vary together
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| cut score | prespecified scores determine how to select students
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| consequential validity | extent to which assess. instrument promtes intended consequences
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| correlation coefficient | correlation between tests, items, scoring procedure, observation, behavior rating
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| item response theory | technical information about tests. determines how well instrument differentiates between individuals
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| test-retest reliability | administering same test to same student twice and correlatingscores to get reliability coefficient
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| validity | most important consideration when developing evaluating and interpreting tests
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| language dominance | individuals preferred language
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| alternate form reliability | 2 forms of test with same knowledge to get equivalent form reliability
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| content vailidity | measures extent which test items reflect content domain of test
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| language proficiency | level of expertise in a language
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| split-half reliability | administering a test to group of students, dividing test items in 1/2 and correlating scores on the 2 tests
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| internal consistency reliability | estimate of interrelatedness of response to test items
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| criterion-related validity | extent to which scores from 1 test relate to scores on another test
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| interscorer/interrater/interobserver reliability | measure of extent to which 2 or more scores, observers, or raters agree on how to score a test
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| predictive vailidity | standard for forcasting student performance or behavior from test score
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| standardized sample | subgroup of large group that represent large group
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| population | larger group from which sample of individuals is selected and to which individual comparisons are made
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| evaluation | process of establishing a value judgement based on collection of actual data
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| stakeholders | individuals interested in results of evaluation-teachers, therapists, parents, etc.f
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| internal evaluator | a teacher or administrator trained in research design, measurement and evaluation
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| external evaluator | hired specifically for purpose of completing evaluation
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| formative evaluation | an evaluation ongoing during period of program implementation-can make adjustment b4 end of program
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| summative evaluation | evaluation done at end of program
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| quantitative data | info that can be assigned a number or score-survey and rating scales
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| qualitative data | descriptive rather than numeric-interview, discussion, observation written answers, etc.
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|
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| focus groups | informal way of collecting info-group of people provide feedback on program
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|
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| family-centered philosphy | requires that teachers attempt to create opportunity for family to acquire knowledge necessary to strengthen functioning of family
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|
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| early childhood team | parents, family service coordinator representatives of various disciplines who assess, design, implement, monitor, evaluate early intervention services
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| developmental domains | physical, cognitive, communication, social-emotional, adaptive development
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| young children | birth through 8
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| false negative | a child w/disability passes screening b/c of sensitivity of screening instrument, lack of training of examinor
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| false positive | a child w/o disability is sent for further testing
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|
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| person-centered planning | student engages w/parents or educators during tests. planning &service delivery process encourages student to take active role in transition
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|
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| transition | change in status from behaving as student to adult in community
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|
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| curriculum-based vocational assessment (cbva) | plans and develops vocational education opportunities for student w/disability
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|
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| transition services | coordinated set of activities for student with outcome-oriented process that promotes change from school to adulthood
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|
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| self-determination | the students hopes and dreams influence type of tests that transition team implements
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|
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| concurrent validity | the extent which results of 2 different tests administered at same time correlate with each other
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|
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| construct validity | extent which a test measures a particular trait, construct or psychological characteristic like achievement and cognitive ability
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|
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| out-of-level | using lower grade level test for higher grade level student
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|
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| standardized test | a test with test manual prescibes administration, scoring and interpretation procedure for strict following
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|
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| standardization sample | subgroup of large group that is representative of the large group
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|
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| nominal scale | represents lowest level of measurement. a naming scale. each value is a name not with innate value like hair color or jersy number
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|
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| ordinal scale | orders items in a scale or continuum like ordering students according to class rank
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| interval scale | order items on scale with distance between items equal like farenheit scale
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|
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| ratio scale | all characteristics or ordinal and interval scale but also has absolute zero like heigh and weight scale
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|
||||
| frequency distribution | organizes test scores according to how oftern they occur
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|
||||
| normal curve | bell curve. most scores fall in middle
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|
||||
| skewed distribution | majority of scores occur at one end of curve
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|
||||
| mean | average
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|
||||
| median | middle number
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|
||||
| mode | most frequently
🗑
|
||||
| standard deviation | degree to which various scores deviate from the mean
🗑
|
||||
| raw score | number of items a student answers correctly without adjustment for guessing
🗑
|
||||
| percentage score | percent of test items answered correctly
🗑
|
||||
| derived scores | family of scores that alow us to make comparisons between test scores
🗑
|
||||
| developmental scores | scores that have been transformed from raw scores and reflect average performance at age and grade levels
🗑
|
||||
| interpolation | process of estimating the scores of students within the ages and grades of norming sample
🗑
|
||||
| extrapolation | process of estimating the performance of students outside the ages and grades of normative sample
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|
||||
| developmental quotient | estimate of rate of development
🗑
|
||||
| percentile rank | point in a distribution at or below which scores of a given percentage of students fall
🗑
|
||||
| standard score | name given to a group or category of scores. helps compare one child's performance on several tests and compare to other student's performance
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|
||||
| deviation IQ | scores are frequently used to report the performance of students on norm-referenced standardized tests like WISC-III has mean of 100 and standard deviation of 15
🗑
|
||||
| normal curve equivalents (NCE) | type of standard score with a mean of 50 and standard deviation of 21.06
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|
||||
| stanines | bands of standard scores that have a mean of 5 and a standard deviation of 2
🗑
|
||||
| basal level | point below which the examiner assumes that the student could obtain all correct responses and it is the point at which the examiner begins testing
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|
||||
| ceiling level | point above which the examiner assumes that the student would obtain all the examiner stops testing
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|
||||
| true score | score an individual would obtain on a test if there were no measurement errors
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|
||||
| confidence intervals | a range within which the true score can be found
🗑
|
||||
| chronological age | the precise age of the student in years and months
🗑
|
||||
| observation | a systematic process of gathering information by looking at students and their environments
🗑
|
||||
| anecdotal record | a brief narrative description of an event that observer felt was important to record
🗑
|
||||
| running record | a description of events written as they occur
🗑
|
||||
| event recording | or frequency recording. is procedure which observer records a behavior each time it occurs during a given period
🗑
|
||||
| duration recording | a measure of the length of time a specific event or behavior persists
🗑
|
||||
| percentage duration rate | finding percent of time the behavior occurs
🗑
|
||||
| intensity recording | a measure of degree of a behavior
🗑
|
||||
| latency recording | a measure of amount of time between a behavior or event and beginning of prespecified or target behavior
🗑
|
||||
| interval recording | an observational method that involves recording of specific events during a prespecified time interval
🗑
|
||||
| category recording | a system of recording behavior in discrete groupings
🗑
|
||||
| rating scales | measure degree which a student exhibits a prespecified behavior
🗑
|
||||
| descriptors | provide detailed information regarding each of the levels of rating scale
🗑
|
||||
| error of omission | to leave out information that is helpful or important to understanding a student's behavior
🗑
|
||||
| error of commission | including information that did not acutally occur
🗑
|
||||
| error of transmission | occurs when observers record behaviors in an improper sequence
🗑
|
||||
| observer drift | occurs when observer shifts away from original objectives of the observation
🗑
|
||||
| predetermined expectation | bias about observation
🗑
|
||||
| reactivity | refers to adjustments that individuals make in behaviors during an observation
🗑
|
||||
| checklist | consists of a number of characteristics or behaviors arranged in a consistent manner that allows evaluator to check presence or absence of characteristic or behavior
🗑
|
||||
| questionaires | consist of set of questions designed to gather information
🗑
|
||||
| conferencing | involves meeting with parents, teachers, therapists, or professionals in other agencies to shar info, concerns, or ideas about common issues
🗑
|
||||
| collaborating | involves commitment on individuals part to work cooperatively with other toward common goal
🗑
|
||||
| performance-based assessment | describes 1 or more approaches for measuring student progress, skills and achievements
🗑
|
||||
| authentic assessment | similar to performance assessment except student completes knowledge, skills, in real-life context
🗑
|
||||
| portfolio | systematic collection of student's work
🗑
|
||||
| exhibition | display of student's work demonstrates knowledge, abilities, skills, and attitudes concerning one project or unit of work
🗑
|
||||
| rubric | assessment scale that identifies the area of performance and defines various levels of achievement
🗑
|
||||
| analytic scoring | reports an independent score for each of the criteria of assessment scale
🗑
|
||||
| holistic scoring | type of scoring in which teacher assigns a single score to the student's work
🗑
|
||||
| benchmarks | examples of student work that illustrate each scoring level on the rubric either analytic or holistic
🗑
|
||||
| anchor papers | student papers that represent writing at different levels of performance
🗑
|
||||
| consequential validity | extent to which an assessment instrument promotes the intended consequences
🗑
|
||||
| hypothesis generation | interpreting results of testing that provides an explanation of a student's performance and behavior based on the collected assessment data
🗑
|
||||
| examiner bias | can be personal bias or result of formal training like from theory or philosophy
🗑
|
||||
| achievement testing | the assessment of past learning that is usually result of formal and informal educational experiences
🗑
|
||||
| curriculum-based assessment (cba) | an approach to linking instruction with assessment
🗑
|
||||
| probe | a diagnostic technique that modifies instruction in order to determine whether an instructional strategy is effective
🗑
|
||||
| error analysis | to identify patterns of error students make in their work and understand why students make the errors and provide targeted instruction to correct them
🗑
|
||||
| literacy | involves being able to read, write, think, and communicate
🗑
|
||||
| phonemic awareness | involves skills of recognizing separating, blending, and manipulating phonemes
🗑
|
||||
| phonics | involves knowing how specific spoken sounds relate to particular written letters
🗑
|
||||
| reading fluency | involves reading letters, sounds, words, and text passages quickly, automatically, accurately, and smoothly
🗑
|
||||
| syntax | relates to flow of language and knowledge of rules for connecting words into meaningful sentences and simple sentences into complex ones
🗑
|
||||
| reading comprehension | involves being able to obtain meaning from a text, understand what is read, connect info within context of text and relate what is being read to what is already known
🗑
|
||||
| extinction | a reinforcement for a previously reinforced behavior is withheld, so behavior will decrease until no longer exists
🗑
|
||||
| continuum of services | range of placement and service options for students with special needs, where to receive services, what necessary services
🗑
|
||||
| behavioral-based curriculum | demonstrates student interactions in environment in order to instruct students in functional and age appropriate skills
🗑
|
||||
| cognitive development curriculum | provides age appropriate activities discovery-based and interactive
🗑
|
||||
| social skills curriculum | improves social skills like personal interactions, following directions, handling situations, etc.
🗑
|
||||
| coaching | giving students hints to enhance learning by performing task or gaining skill
🗑
|
||||
| cueing | stimulus or reminder for student to perform correct response
🗑
|
||||
| incidental teaching | teaches a skill during an event in which it is presently occurring
🗑
|
||||
| abc analysis | determining antecedent, behavior, and consequence of a behavior as well as function
🗑
|
||||
| dibels | a measurment system to assess child's skill levels in phonological awareness, alphabetic principles, and oral reading fluency
🗑
|
||||
| cloze procedure | to build comprehension and language skills by supplying passage with missing elements
🗑
|
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.
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Created by:
hmay