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Teaching diverse learners > Chapters 5 & 6 > Flashcards

Chapters 5 & 6 Flashcards

1
Q

resources in person’s environment that can be used for support, such as friends, family, co-workers

A

natural supports

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2
Q

Do Professionals agree or disagree about the definition, classification, and terminology of intellectual disabilities.

A

disagree

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3
Q

Does a person’s level of intellectual functioning remains stable throughout his/her life.

A

no

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4
Q

Is it difficult to pinpoint the cause of intellectual disabilities in many people?

A

yes

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5
Q

When do many authorities believe that it is appropriate to introduce vocational content to students with intellectual disabilities?

A

elementary school

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6
Q

What is he most significant change in the field of intellectual disabilities?

A

the fact that the name changed from mental retardation to intellectual and developmental disabilities.

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7
Q

mandated that “intellectual disability” replace “mental retardation” in many areas of the federal government

A

Rosa’s Law

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8
Q

Which groups of children are disproportionately identified as intellectually disabled by the public schools?

A

African American and Native American

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9
Q

A disability characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. This ability originates before age 18

A

intellectual disability

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10
Q

the social and practical intelligence used in people’s everyday lives; along with IQ, is considered in making a determination of intellectual disability

A

adaptive behavior

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11
Q

According to the AAIDD, can intellectual functioning and adaptive behavior can be improved

A

yes

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12
Q

What involves being able to “read” when someone is angry and not being gullible or easily tricked or manipulated?

A

social intelligence

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13
Q

What involves the ability to solve everyday problems, such as preparing meals, using transportation, making change, using the Internet, etc…

A

practical intelligence

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14
Q

resources and strategies that promote a person’s development, education, interests, and personal well-being; critical to the AAIDD’s conceptualization of intellectual disabilities

A

supports

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15
Q

AAIDD

A

American Association on Intellectual and Development Disabilities

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16
Q

What is the cognitive ability of a student with mild intellectual disabilities?

A

IQ of 50 to 70

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17
Q

What is the cognitive ability of a student with moderate intellectual disabilities?

A

IQ of 35 to 50

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18
Q

What is the cognitive ability of a student with severe intellectual disabilities?

A

IQ of 20 to 35

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19
Q

What is the cognitive ability of a student with profound intellectual disabilities?

A

IQ below about 20

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20
Q

What is the average (mean) score on an IQ test?

A

100

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21
Q

According to the hypothetical “normal curve,” approximately what percentage of the population is expected to have IQ scores between 0-70?

A

2.27%

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22
Q

In recent years, the percentage of cases in which the cause of intellectual disabilities is known has dramatically increased due to

A

the mapping of the human genetic code.

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23
Q

A common way to categorize causes of intellectual disabilities is to consider the

A

time at which the cause occurs.

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24
Q

any of several syndromes resulting from abnormal or damaged chromosomes; can result in intellectual disabilities

A

chromosomal disorders

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25
Q

A condition resulting from an abnormality with the 21st pair of chromosomes

A

down syndrome

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26
Q

a type of down syndrome in which the twenty-first chromosome is a triplet

A

trisomy 21

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27
Q

Claudia is a third grader with intellectual disabilities. She has thick epicanthal folds in the corner of her eyes, small stature, decreased muscle tone, speckling of the iris of the eye, a small oral cavity, and short, broad hands with a single palmar crease. These characteristics are typical of

A

Down syndrome.

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28
Q

Alzheimer’s disease has been linked to which cause of intellectual disabilities?

A

down syndrome

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29
Q

What is the name of the child in the video on down syndrome?

A

Bradley

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30
Q

Does the likelihood of having a child with Down syndrome increases with the age of the mother?

A

yes

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31
Q

A method of screening the fetus for developmental disabilities such as Down syndrome or spina bifida; a blood sample is take from the mother and analyzed

A

maternal serum screening (MSS)

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32
Q

A congenital midline defect resulting from failure of the bony spinal column to close completely during fetal development

A

spina bifida

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33
Q

A medical procedure that allows examination of the amniotic fluid around the fetus

A

amniocentesis

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34
Q

A method of testing the unborn fetus for a variety of chromosomal abnormalities, such as down syndrome; a small amount of tissue from the chorion is extracted and tested

A

chorionic villus sampling (CVS)

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35
Q

A method of screening for Down syndrome; fluid from behind the fetus’s neck and protein from the mother’s blood are analyzed

A

Nuchal translucency ultrasound

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36
Q

Fragile X syndrome occurs more often in

A

males

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37
Q

A condition in which the bottom of the X chromosome in the twenty-third pair of chromosomes is pinched off; can result in a number of physical anomalies as well as intellectual disabilities

A

Fragile X syndrome

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38
Q

Caused by inheriting from one’s father a lack of genetic material on the fifteenth pair of chromosomes; leading genetic cause of obesity; degree of intellectual disabilities varies, but the majority fall within the mildly intellectually disabled range

A

Prader-Willi syndrome

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39
Q

cessation of breathing while sleeping

A

sleep apnea

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40
Q

an abnormal curvature of the spine

A

scoliosis

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41
Q

A condition resulting from deletion of material in the seventh pair of chromosomes; often results in mild to moderate intellectual disabilities, heart defects, and elfin facial features; people affected often display surprising strengths in spoken language and sociability while having severe deficits in spatial organization, reading, writing, and math

A

Williams Syndrome

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42
Q

Deficiencies in enzymes used to metabolize basic substances in the body, such as amino acids, carbohydrates, vitamins, or trace elements; can sometimes result in intellectual disabilities

A

Inborn errors of metabolism

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43
Q

A metabolic genetic disorder caused by the inability of the body to convert penylalanine to tyrosine; an accumulation of phenylalanine results in abnormal brain development

A

Phenylketonuria (PKU)

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44
Q

A condition causing development of a small conical-shaped head; proper development of the brain is prevented, resulting in intellectual disabilities

A

microcephalus

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45
Q

A surgically placed shunt that drains excess fluid away from the brain is used to treat

A

hydrocephalus

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46
Q

A condition characterized by enlargement of the head because of excessive pressure of the cerebrospinal fluid

A

hydrocephalus

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47
Q

Fetal alcohol syndrome is classified as resulting from a/an

A

environmental hazard

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48
Q

A range of disorders in children whose mothers consume large quantities of alcohol during pregnancy

A

fetal alcohol spectrum disorders (FASD)

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49
Q

Abnormalties associated with the mother’s drinking alcohol during pregnancy; defects range from mild to severs, including growth retardation, brain damage, intellectual disability, hyperactivity, anomalies of the face, and heart failure

A

fetal alcohol spectrum (FAS)

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50
Q

A serious viral disease, which, if it occurs during the first trimester of pregnancy, is likely to cause a deformity in the fetus

A

Rubella (German measles)

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51
Q

Deprivation of oxygen

A

anoxia

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52
Q

Babies who are born weighing less than 5.5 pounds; usually premature

A

Low birth weight (LBW)

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53
Q

What are three perinatal causes to intellectual disabilities

A

anoxia, low birth weight, infections such as syphilis and herpes simplex

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54
Q

A venereal disease that can cause mental subnormality in a child, especially if it is contracted by the mother-to-be during the latter stages of fetal development

A

syphilis

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55
Q

A viral disease that can cause cold sores or fever blisters; if it affects the genitals and is contracted by the mother-to-be in the later stages of fetal development, it can cause mental subnormality in the child

A

herpes simplex

56
Q

before birth

A

prenatal

57
Q

during birth

A

perinatal

58
Q

after birth

A

postnatal

59
Q

causes of intellectual disabilities occurring after birth can be put into what two broad categories?

A

biological postnatal causes and psychosocial postnatal causes

60
Q

The ability to keep information in mind while simultaneously doing another task is

A

working memory (WM)

61
Q

a person’s ability to regulate her or her own behavior

A

self-regulation

62
Q

A person’s awareness of what strategies are needed to perform a task, the ability to plan how to use the strategies, and the evaluation of how well the strategies are working is

A

metacognition

63
Q

Joe tends to believe whatever he is told, even highly questionable statements or claims, despite any evidence. This tendency is

A

gullibility

64
Q

A collection of behaviors including cognitive, language, and social behaviors as well as psychopathological symptoms, that tend to occur together in people with a specific genetic syndrome

A

behavioral phenotype

65
Q

In functional academics, academics are taught in the context of

A

daily living skills

66
Q

Teaching that involves instructional prompts, consequences for performance, and transfer of stimulus control; often used with students with intellectual disabilities

A

systematic instruction

67
Q

What type of placement for students with intellectual disabilities would be most appropriate?

A

self-contained class with some general education classes

68
Q

Research on class wide peer tutoring (CWPT) to help meet the instructional needs of students with mild intellectual disabilities in inclusive settings shows that, compared to teacher-led instruction, CWPT resulted in what three things?

A

improved academic performance for all students
increased amount of engaged academic time
positive acceptance from the teachers and students

69
Q

What kind of students would need accommodations for testing? What are some of the common accommodations that would be appropriate?

A

students with intellectual disabilities
extended or unlimited time,
breaking the assessment into smaller, more manageable portions over several days
reading directions and problems to students
allowing student to dictate responses or use a word processor

70
Q

What kind of students would need alternate assessments? What are some of the common strategies for assessing and what skills should be assessed?

A

Students who can’t be tested using traditional methods or who participate in an alternate curriculum
Alternate assessments should check for functional literacy, communication, leisure-recreation skills, domestic skills, and vocational skills.
The assessments can be done through direct observation, checklists, rating skills, and curriculum-based measures

71
Q

Effective programs for transitioning students with intellectual disabilities to adulthood focus on what three skills?

A

life skills, employment skills, self-determination skills

72
Q

What type of environment for people with intellectual disabilities teaches independent living in a more normal setting than a large institution?

A

community residential facilities (CRFs)

73
Q

What type of environment allows for people with intellectual disabilities to live in their own homes and receive services?

A

supported living

74
Q

A facility that provides a structured environment for people with disabilities in which they can learn skills; can be either a transitional placement or a permanent arrangement

A

sheltered workshop

75
Q

A workplace that provides employment that pays at least minimum wage and in which most workers are nondisabled

A

competitive employment

76
Q

a workplace where adults who are disabled earn at least minimum wage and receive ongoing assistance from a specialist or job coach; the majority of workers in the workplace are nondisabled

A

supported competitive employment

77
Q

A person who assists adult workers with disabilities, providing vocational assessment, instruction, overall planning, and interaction assistance with employers, family, and related government and service agencies

A

job coach

78
Q

Based on an assessment of the individual’s strengths, weaknesses, and interests, the job matches the person’s profile of interests and skills.

A

customized employment

79
Q

The ability to make personal choices, regulate one’s own life, and be a self-advocate is called

A

self-determination

80
Q

A motivational term referring to a condition in which a person believes that no matter how hard he or she tries, failure will result.

A

learned helplessness

81
Q

A method of planning for people with disabilities that places the person and his family at the center of the planning process

A

person-centered plan

82
Q

refers to individuals who show behavioral but not neurological signs of brain injury.

A

minimal brain injury

83
Q

The majority of states use the definition of learning disabilities that is endorsed by

A

federal government

84
Q

Why do some students get lower than average scores on IQ tests which then lessons the discrepancy between IQ and achievement?

A

poor reading skills

85
Q

The IQ-achievement discrepancy is a comparison between what two things?

A

scores on standardized intelligence and achievement tests

86
Q

What is the percentage of children between the ages of 6 and 17 years who have been identified as learning disabled by the public schools?

A

just under 5%

87
Q

Changes in the number of students in the learning disabilities category has been attributed to what three factors?

A

teachers’ reluctance to change teaching methods.
increase in poverty and stress on families and children.
poor diagnostic vulnerability of boys

88
Q

List two suggested factors as an explanation for why boys outnumber girls in the learning disabilities

A

greater biological vulnerability of boys.

other behavior by boys (hyperactivity) leads to referral.

89
Q

Research using neuroimaging suggests that some cases of learning disability are caused by

A

structural and functional differences in the brain.

90
Q

Research on the neurological basis of learning disabilities have been relatively consistent in what?

A

pointing to the left temporal lobe as being involved.

91
Q

A neuroimaging technique whereby radio waves are used to produce cross-sectional images of the brain.

A

Magnetic resonance imaging (MRI)

92
Q

An adaption of the MRI used to detect changes in teh brain while it is in an active state; unlike a PET scan, it does not involve using radioactive materials

A

Functional magnetic resonance imaging (fMRI)

Functional magnetic resonance spectroscopy (fMRS)

93
Q

A computerized method for measuring bloodflow in the brain; during a cognitive task, a low amount of radioactive dye is injected in teh brain; the dye collects in active neurons, indicating which areas of the brain are active.

A

Positron emission tomography (PET) scans

94
Q

A method of measuring the electrical activity of the brain

A

Electroencephalography (EEG)

95
Q

An area on the left side of the brain; neuroimaging studies indicate it is responsible for speech,language, and reading abilities and is dysfunctional in persons with reading disabilities

A

left temporal lobe

96
Q

list three possible causes of learning disabilities

A

Learning disabilities tend to run in families.
Premature birth can result in learning disabilities.
Toxins

97
Q

What poses the most difficulty for most children with learning disabilites?

A

reading

98
Q

refers to the ability to gain meaning from print- the ultimate goal of reading

A

reading comprehension

99
Q

When writing creatively, students with learning disabilities tend to

A

use less complex sentence structures than their peers.

100
Q

Students with learning disabilities have what type(s) of memory problems?

A

short term memory or working memory and retrieval of information from long-term memory.

101
Q

According to the video on working memory, how many weeks does she suggest that the training should take to be effective?

A

6 weeks

102
Q

What term refers to a student’s ability to think about his own thinking and is critical to learning, memory, and academic achievement?

A

metacognition

103
Q

Individuals who have a cluster of disabilities in social interaction, math, visual-spatial tasks, and tactual tasks are referred to as having

A

nonverbal learning disabilities

104
Q

What term refers to the tendency to give up and expect the worst because they think that no matter how hard they try, they will fail?

A

learned helplessness

105
Q

A motivational term referring to how people explain their successes or failures

A

locus of control

106
Q

Cognitive training involves what three things?

A

changing thought processes.
providing strategies for learning.
teaching self-initiative.

107
Q

Making students aware of the stages of problem-solving tasks while they are performing them and bringing them under verbal control is

A

self-instruction

108
Q

students keep track of their own behavior, through self-evaluation and self-recording

A

self-monitoring

109
Q

teachers provide assistance to students when they are first learning tasks, and then gradually reduce assistance so that eventually students do the tasks independently.

A

scaffolded instruction

110
Q

a cognitive teaching strategy whereby the student gradually assumes the role of co-instructor for brief periods

A

reciprocal teaching

111
Q

Repeated readings is a technique specifically used to improve

A

reading fluency

112
Q

Effective writing instruction involves teaching systematic strategies for

A

planning, revising, editing

113
Q

What approach to mathematics instruction is most efficient for students with learning disabilities?

A

teacher directed

114
Q

A way of making materials more salient or prominent

A

content enhancement

115
Q

Visual devices that employ lines, circles, and boxes to organize information are

A

graphic organizers

116
Q

A method of teaching academics, especially reading and math; emphasizes drill and practice and immediate feedback; lessons are precisely sequence, fast-paced, and well-rehearsed by the teacher

A

direct instruction

117
Q

The procedure of breaking down an academic task into its component parts for the purpose of instruction

A

task analysis

118
Q

The most common placement for students with learning disabilities is

A

general education classroom

119
Q

Name three practices typical of curriculum-based assessment

A

frequent observation of child’s behavior.
testing completed by classroom teacher.
use of curriculum the student has been exposed to.

120
Q

An informal reading inventory is primarily used to

A

estimate the appropriate difficulty level of reading materials.

121
Q

How often do you mark a text when giving an IRI?

A

every 60 seconds

122
Q

when do you stop an IRI?

A

when the student has reached a frustration level

123
Q

The most common testing accommodations for students with learning disabilities are

A

extended time and small group administration.

124
Q

Rather than talking about identification of learning disabilities at the preschool level, educators emphasize

A

prediction

125
Q

the ability to read effortlessly and smoothly

A

reading fluency

126
Q

a learning disability in handwriting, spelling, and composition

A

dysgraphia

127
Q

a reading disability

A

dyslexia

128
Q

a learning disability in math

A

dyscalculia

129
Q

grammar

A

syntax

130
Q

to make your oral reading sound like slope language with appropriate intonation and expression

A

prosody

131
Q

the ability to break words into their component sounds and blend individual sounds together to make words

A

phonology

132
Q

the ability to convert the printed words to spoken words and is highly depended on phonemic awareness

A

decoding

133
Q

word meanings

A

semantics

134
Q

an understanding that the speech flow can be broken down into smaller units of sound units such as words, syllables, and phonemes

A

phonological awareness

135
Q

an understanding that specific words can be broken down into individual sounds

A

phonemic awareness

136
Q

the social uses of language

A

pragmatics

Teaching diverse learners (6 decks)

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