ACES 1

Question 1

general fund of vocabulary

Answer 1

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Question 2

receptive vs expressive language

Answer 2

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Question 3

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Answer 3

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Question 4

vocalization

Answer 4

“they would respond to his vocalizations and gestures if they could clearly understand nicks intentions and then they’d model his speech for him. What was most important was successful communication and that language would eventual.”

SLP Barry Prizant

Question 5

emotional signals

Answer 5

the dad could see that communication in speech was too frustrating based on his speech and language level was too frustrating to do all the time.

Question 6

gesture

Answer 6

he would point to juice or point to some snack he wanted. people who were working with his family said we have to make nick use his words.

Question 7

repetetive motor behaviors

Answer 7

“We do know that children with autism who sometimes have repetitive motor behaviors such as flapping their hands, they do it under states of excitement, sometimes they do it under states of stress to decrease the stress. It’s a physiological expression of their emotional experience.”

Question 8

neurotypical

Answer 8

“when a brother or sister who is neurotypical is developing, maybe a younger brother or sister, and they see their abilities actually pass the abilities of an older brother or sister whose on the autism spectrum.”

Question 9

communicative signals

Answer 9

“Due to the neurologically based disability, the communication abilities of a child on the spectrum are difficult to read; they’re clearly trying to communicate but they might have problems communicating clearly through speech through gestures. and people have difficulty reading their signals.”

Question 10

selective mutism

Answer 10

“sibling stopped talking so he could get more attention than his sibling with a developmental disability”

Question 11

slp

Answer 11

speech language pathologist

Question 12

ACES acronym stands for

Answer 12

Academic Careers and Essential Skills

Question 13

adaptive behaviors

Answer 13

“The student’s ability to
carry out functional life skills such as grooming, dressing, eating, keeping safe, and socializing (known as
adaptive behaviors) will be well below age expected levels.”

Question 14

curriculum and instruction

Answer 14

ACES Program classes follow the New York State Learning Standards. Principles
of Universal Design for Learning (UDL) and essential skill building are a part of the program.

Question 15

episodic memory

Answer 15

Episodic memory is defined as the ability to recall and mentally reexperience specific episodes from one’s personal past and is contrasted with semantic memory that includes memory for generic, context-free knowledge.

“Jennifer’s mother participated in the CSE review meeting and stated that she sees steady but slow progress in the development of Jennifer’s academic skills and base of knowledge. Parent noted that Jennifer has a strong episodic memory and retains knowledge well. Parent wants Jennifer to improve her ability to follow multi-step directions, develop self-advocacy and assertiveness, and improve her awareness of safety issues in the community. Parent was in agreement with the recommended program.”

Question 16

ambulatory

Answer 16

Jennifer is a 17 year old student who is currently attending the ACES program at John Dewey high school. She is ambulatory and shares a full time paraprofessional with other students from her class. She relies on her paraprofessional to give her directions throughout the day so she participates safely and efficiently in all school activities.

Question 17

Jennifer balance

Answer 17

Jennifer is a 17 year old student who is currently attending the ACES program at John Dewey high school. She is ambulatory and shares a full time paraprofessional with other students from her class. She relies on her paraprofessional to give her directions throughout the day so she participates safely and efficiently in all school activities.

Question 18

semantic memory

Answer 18

includes memory for generic, context-free knowledge.

Question 19

ACES program

Answer 19

Academic, Career, and Essential Skills (ACES) Programs are special education classes that support
students who are classified with Intellectual Disability (ID) or Multiple Disabilities (MD) and who participate in New
York State Alternate Assessment (NYSAA).

Question 20

intellectual disability

Answer 20

An intellectual disability describes someone who has a below-average intelligence quotient (IQ) and who lacks the skills needed for daily living. This condition is often formerly known as, “mental retardation.” This term has been widely rejected by most individuals and is rarely used anymore because of the shameful manner in which it was often used.

There are two key components within this definition: a student’s IQ and his or her capability to function independently, usually referred to as adaptive behavior.

Question 21

Intelligence Quotient (IQ) for someone with an intellectual disability

Answer 21

IQ (intelligence quotient) is measured by an IQ test. The average IQ is 100, with the majority of people scoring between 85 and 115. A person is considered intellectually disabled if they have an IQ of less than 70 to 75.

Question 22

developmental disability

Answer 22

Developmental disabilities are those that appear before 22 years of age. They are life-long disabilities that affect one or both physical and cognitive functioning. Some of these disabilities are physical, like blindness from birth for example. Others are both physical and intellectual disabilities, such as Down syndrome, cerebral palsy, or other genetic causes. Developmental disabilities are a group of conditions due to an impairment in physical, learning, language, or behavior areas . These conditions begin during development in youth.

Question 23

What are the physical disabilities of down syndrome?

Answer 23

The student with Down syndrome may have problems such as heart defects, respiratory problems and eye defects, and may variously exhibit the following characteristics: auditory and visual impairment, delayed fine- and gross-motor skills, difficulties with thinking and reasoning and applying knowledge in new situations, limited concentration span, poor auditory memory, speech and language impairment and sequencing difficulties.

Question 24

New

York State Alternate Assessment (NYSAA)

Answer 24

NYSAA is part of the New York State testing program that measures the attainment of the State’s learning standards in the areas of English language arts (ELA), mathematics, and science for all students with the most severe disabilities in Grades 3-8 and high school.