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Early Childhood Special Education > Early Childhood Special Education > Flashcards

Early Childhood Special Education Flashcards

Study for WEST-E Early Childhood Special Education

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Early Childhood Education flashcards Sight Words (Ages 4-6) flashcards
1
Q

Practice Theory

A

Play serves to strengthen instincts needed for the future purpose
Help in practicing survival skills

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2
Q

Psychoanalytical Theory

A

Play allows children to suspend realities and switch roles from being the passive recipient of a bad experience to being one who gives out the experience

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3
Q

Paradoxical Theory

A

When children are playing they learn to operate simultaneously on two levels:

  • First level: They are engrossed in their pretend roles and focus on the make believe meaning of objects and actions
  • Second level: the reality of their own existence
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4
Q

Arousal Modulation

A

Play is caused by a need or drive in our central nervous system to keep arousal at optimal level

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5
Q

Cognitive Theory

A

Series of different stages during which thought process becomes similar to adults.
Children interact and construct new meanings of thought through their playing in the environment

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6
Q

Recreational Theory

A

Restore energy expended in work, energy can be regenerated by sleeping or engaging in activity which is very different from the work that caused the energy deficit.

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7
Q

Recapitulation Theory

A

Children re-enact the development stages of the human race in play (helps children rid themselves of primitive instincts that are no longer needed in modern life.

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8
Q

Constructive Play

A

When children have a specific objective, goal or purpose.

Children are involved with the intention of completing a project

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9
Q

Functional Play

A

When children use repetitive muscle movements with or without objects (running and jumping, manipulating objects)

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10
Q

Psychoanalytical Theory of Play

A

After being spanked by a parent, a child might spank a doll or pretend to punish a playmate. By reversing roles and being an active party, a child is able to transfer negative feelings to a substitute object or person.

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11
Q

Cognitive Theory

A

When children begin to engage in make believe play and use objects, meaning begins to become separated from objects. The substituted object, the stick, serves as a pivot for separating the meaning “horse” from the horse itself. As a result, children are able to think about meanings independently of the objects they represent.

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12
Q

Smilanksy Theory of Play Development

A

Includes functional play, constructive play, sociodramatic play and games with rules.
She also studied young children’s sociodramatic play in the Middle East and found that children from lower SES who engaged in sociodramatic play performed better on cognitive and language tests than children who did not engage in sociodramatic play from lower SES.

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13
Q

Froebel

A

Founder of the Kindergarten movement

Believed children learn through play and games

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14
Q

Parten’s Developmental Stages of Play

A

Solitary Play
Parallel Play
Associated Play
Cooperative Play

These are stages that provide insight to teachers in how the child is participating and what he is most likely utilizing in their play and learning.

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15
Q

Freud

A

Father of the psychoanalytical theory

Believed play could be cathartic for children in working out early childhood problems.

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16
Q

Piaget’s

Substages of the sensorimotor operation

A 
Reflexive
Primary circular reactions
Secondary circular reactions
Coordination of secondary schemata
Tertiary
 Symbolic
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17
Q

Early Intervention

A 
Related to child's development
All disability related services for a child below the age of three years.
Services include:
1. Audiology
2. Service Coordination
3. Family Training, counseling and home visits
4. Health Services
5. Medical Services
6. Nursing Services
7. Nutritional Services
8. Occupational Therapy
9. Physical Therapy
10. Psychological Services
11. Social Work Services
12. Special Instruction
13. Speech-Language Pathology
14. Transportation
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18
Q

Special Instruction

A

Design learning environments
Plan curriculum
Provide family with information and support
Enhance Child’s Development

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19
Q

Early Intervention

Eligibilty Requirements

A

Part C of PL 108-446:

  • Birth to 3 years experiencing delay in one or more of four areas (a child with a delay)
  • Birth to 3 years with a diagnosed physical or mental condition that has a high probability of resulting in developmental delay (a child with a high risk for delay)
  • At a state’s discretion, at-risk for a developmental delay ( a child who is at-risk for a delay)
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20
Q

Part B of PL 108-446

A

Students 3 years to 22 years who have been evaluated as having one of 14 different disabilities and because of the disability, need special education and related services.

  • Developmental Delay
  • Autism
  • Deaf-Blind
  • Deafness
  • Hearing Impairment
  • Mental Retardation
  • Multiple Disabilities
  • Orthopedic Impairment
  • Other Health Impairment
  • Serious emotional disturbance
  • Specific Learning Disability
  • Speech or Language Impairment
  • Traumatic Brain Injury
  • Visual Impairment
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21
Q

Special Education

A 
For Handicapped children 3-6 years
Related to academics
1. FAPE: Free and appropriate education
2. LRE: Least restrictive environment
3. IEP: Individualized Education Plan
4. Related Services
5. Parent Training
6. Varied Service Models
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22
Q

Brown v. Topeka, Kansas

A

.TBD

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23
Q

RTI

A

Response to Intervention

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24
Q

PL 94-142 (1975)

A

Education of all handicap children act

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25
Q

PL 99-457 (1986)

A

Part H

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26
Q

PL 101-476 (1990)

A

IDEA

Individuals with disabilities education act

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27
Q

PL 102-119 (1991)

A

All states agree to Part C

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28
Q

PL 105-17 (1997)

A

.TBD

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29
Q

PL 108-446 (2004)

A

.TBD

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30
Q

Brown v. Board of Education (1954)

A

separate but equal

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31
Q

PARC V. Penn (1972)

A

.TBD

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32
Q

MARC v. Maryland (1975)

A

.TBD

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33
Q

Board of Education v. Rowley (1982)

A

Free and appropriate education

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34
Q

Timothy W. v. Rochester (1985)

A

.TBD

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35
Q

Components of Individualized Family Service Plan (IFSP) for Early Intervention

A 
1. Statement of Present Levels of  Development:
	physical
	cognitive
	language/speech
	psychosocial
	self-help
  1. Family concerns, priorities and resources regarding child’s development
  2. Outcomes for the child and family including criteria, timelines, and procedures to determine progress
  3. A statement of specific EI services including frequency, intensity, location, method of delivery, and payment arrangements if any.
  4. Statement of other needed services, including those not required under Part C
  5. Statement of the natural environments in which EI services will be delivered including a justification for not providing them in a natural envirnoment
  6. The projected dates for the initiation of services and anticipated duration of services.
  7. The identification of a service coordinator who is responsible for the implementation of the plan and coordination with other agencies and persons
  8. Transition Plan to support toddler transition from Early intervention to Part B or other program
  9. Parent consent to services. Parent may refuse services or a service without placing the provision of other services in jeopardy.
36
Q

Development

A

An orderly progression of age related accomplishments that build one upon the other and proceed from simple to complex

37
Q

Product v. Process

A

Product is the result and process is how to get the result

38
Q

4 Views of Typical/Atypical Development

A

Defect View

Difference View

Delayed View

Difference/Delay

39
Q

Causes of Atypical Development

A 
-Environmental 
	radiation
	hyperthermia
	heavy metals (mercury, lead)
	passive smoke
	poverty
-Prenatal Maternal Infections
	syphillis
	rubella
	congenital herpes
	cytomegalovirus (CMV)
	toxoplasmosis
-Chromosomal and Genetic Abnormalities
-Neural Tube Defects
-Maternal Health
-Teratogens
	sedatives
	tranquilizers
	analgesics
	narcotic
	epidural
-Regional Anesthesia
40
Q

Annual Goal/Objectives

A

A measurable statement in the IFSP or IEP of the child’s performance relative to a need (as defined by results of assessment) and the end of an academic year. There must be at least one goal for every area of need.

41
Q

Structure of Objectives

A
  1. Statement of exactly what is expected of the child, as well as the conditions under which it is to occur, in objective behavioral terms that anyone can understand
  2. The absolute level of proficiency that must be achieved
  3. The number of times the level of proficiency must be exhibited as well as the conditions under which it is to occur.
42
Q

Task Analysis

A

Breaking down a task (behavior, skill, milestone, etc.) into its component parts (simpler steps) in order to create a sequence of related targets for instruction

43
Q

Backward Chaining

A

TBD

44
Q

Forward Chaining

A

TBD

45
Q

Intrinsic Reward

A

TBD

46
Q

Writing Task Analysis

A
  • Write what the student WILL do, not what the teacher will do
  • Write the setting with the envirinment in mind
47
Q

Learning

A

A relatively permanent change in behavior potential that occurs as a result of reinforced practice.

48
Q

Antecedents

A 
what happens before:
well written goals and objectives
task analysis
materials
what to say to a child
49
Q

Formula for Performance

A

TBD

50
Q

Teaching

A

The careful arrangement of antecedents and consequences to increase the probability of correct responses

A-R-C

51
Q

A-R-C

A

Antecedents
Responce
Consequence

52
Q

Antecedents

A

Anything that precedes and sets the occasion for a response to occur

  • powerful determiners of performance
  • a skill is not mastered until it is under the control of natural cues (antecedents)
  • antecedents should be arranged to reduce the likelihood of errors during learning.
53
Q

Distal Antecedents

A
  • Reinforcement history
  • Developmental history
  • both affect how the child interacts with the environment
54
Q

“Environment” refers to:

A
  • materials (past associations, complexity, responsivity, descrepancy)
  • people
  • setting (including childcare)
55
Q

Natural v. Instructional Cues

A
  1. For a given skill, what is the natural cue (ex. verbal direction)
  2. Can the child perform the skill with only the natural cue?
  3. If not, the what is necessary to teach her to do so. (ex. get in the natural environment and teach them the skill)
56
Q

CBI

A

computer based instruction

57
Q

4 Consequent Strategies

A
  1. Positive Reinforment
  2. Negative Reinforcement
  3. Exinction
  4. Punishment
58
Q

Positive Reinforcement

A

When the effect of administering (giving) a consequence is to increase the likelihood that the behavior will occur again.

59
Q

Negative Reinforcement

A

When the effect of removing or taking away an event contingent upon the occurance of a targeted behavior is to increase the probability of its occurance in the future.

60
Q

Exinction

A

When the effect of removing or taking away an event that has been given contingent upon the occurance of a target behavior is to decrease the probability of its occurance in the future.

61
Q

Punishment

A

When the effect of administering (giving) a consequence contigent upon the occurence of a targeted behavior is to decrease the probability its occurance in the future

62
Q

Arguements against punishment

A
  1. Generalized depression of other behavior
  2. Teacher loses “positive” value
  3. Over time, satiation occurs-more is required
  4. Use of punishment has a stigmatizing effect
63
Q

Special case consequences

A
  1. Positive practice: physical exercise
  2. Over correction: restore situation to better than it was
  3. Time out
  4. Response cost: point system, stickers
64
Q

Types of Positive Reinforcement

A
  1. Differential Reinforcement of Other Behaviors (DRO)

2. Differential Reinforcement of a Low Rate Behavior (DRL)

65
Q

Elements of Activity-Based Early Childhood Education

A
  • Child-directed
  • Training is embedded in both routine and planned activites
  • Issues regarding activity-based instruction
66
Q

Child Directed

A
  • child selects behavior
  • rewards are intrinsic
  • actions of the teacher are primarily responsive (teacher follows the child’s lead)
67
Q

Embedded Training

A
  • Training occurs across PLANNED activities as opportunities arise
  • Training occurs across NATURALLY OCCURING activities as opportunities arise.
68
Q

Activity-Based Instruction Issues

A

-Adequacy of Training in Deficit areas
If child directed behavior is the goal, what is to say that children will INITIATE what they need to learn?

-Adequate opportunities to practice needed skills.
If the child has to initiate behavior in order to learn then what is to say that there will be enough opportunity for practice?

-What about children with severe multiple disabilities who cannot initiate?
Rates of self-initiations among the lowest functioning children are often very low to non-existent. How can we wait?

69
Q

The Least Restritive Environment

A

To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are nondisabled and that special classes, separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplemental aids and services cannot be achieved satisfactorily.

70
Q

Curriculum Derived from a Developmental Perspective

A

Derived from carefully defined list of skills acquired by typically developing children. Test to find where performance breaks down and where instruction should begin.

71
Q

Curriculum Derived from a Functional Perspective

A

Emphasis is placed upon teaching skills that are chronologically appropriate and which, if not performed independently, will have to be performed by someone else who is more competent.

72
Q

Environmental Inventory

A

Assessment used to determine chronological critical skills for a child.

73
Q

Steps to Develop Environmental Inventory

A
  1. List the environment domains that a typically developing child the same age is likely to frequent: home, school, community
  2. Identify the subenvironments of each of the environmental domains where one finds typically developing children the same chronological age spending significant amounts of time: home (domain), kitchen (subenvironment)
  3. Identify the activities that NH children engage in while in each sub-environment:
    home–>Kitchen–>Play w/Pots
  4. Identify the skills needed to perform activity using task analysis.
  5. Assess to determine the discrepancy between the skills that are exhibited by the target child and those needed to engage in each CA appropriate activity
  6. Further task analyze skills
  7. Identify adaptations/accommodations
  8. Develop goals and objectives
  9. Prioritize goals and objectives
74
Q

Domains of Development

A 
Physical
Social
Cognitive
Speech and Communication
Adaptive
75
Q

Developmentally Appropriate Practice (DAP)

A
  1. Age appropriate

2. Individual appropriateness

76
Q

Adaptation

A

deals with content

  • Can we teach the same content?
  • If no, can we teach a slightly modified content?
  • If no, then should we teach a different content?
77
Q

Accomodation

A

deals with the context of the setting

  • different materials
  • special equipment
  • special seating arrangement
  • peer tutors/special friends
  • one on one v. group instruction
78
Q

Strategies for Inclusion

A
  • celebrate diversity
  • student support teams
  • peer assistance
  • cooperative learning
79
Q

Student support teams

A
  • general ed teacher
  • parents/famliy members
  • special education teacher
  • administrators
  • related service personnel
  • others
80
Q

Peer Assistance

A
  • peer tutor (same age, cross age)
  • special friends (don’t always use same child for same activity every time)
  • seating arrangements
81
Q

Cooperative Learning

A
  1. Positive Interdependence
    • mutual goal(s) for the whole team
    • task interdependence (division of labor)
    • resource interdependence (sharing of resources, materials)
  2. Individual Accountability
    • individual is responsible for learning and contributing
    • individual evaluation
  3. Cooperative Skills are taught
    • staying in group
    • sharing materials
    • taking turns
    • encouraging one another
    • speaking in quiet voices
  4. Face-to-Face interactions
  5. Heterogeneous groups-use strengths of the group
  6. Equal Opportunities to Success
    -teachers individualize the criteria for success and adapt expectations or task requirements.
    7.
82
Q

Multidisciplinary Teaming

A

Professionals from different disciplines each work with the child and/or the child’s family separately, sharing neither their roles or perspectives except at scheduled times (staffings, IEP reviews, parent conferences).

Don’t share roles or perspectives

83
Q

Interdisciplinary Teaming

A

Professionals from different disciplines each work with the child and/or child’s family together, sharing perspectives as they work but not sharing roles.

Don’t work in the presence of others

84
Q

Transdisciplinary Teaming

A

Professionals from different disciplines each work with the child ans/or the child’s family together, sharing perspectives and roles.

85
Q

Rationale for Parent/Family Involvement

A
  1. Child change
  2. Economic Support
  3. Societal Pressure
  4. Legal Mandates
86
Q

Famiy Stress Model

A

Hills (1949) A-B-C-X Model where:

A= An event
B= crisis meeting resources (money, support system)
C=Family perception of the event
X= Crisis and associated stress

87
Q

General Guidelines for Parent/Family Involvement

A
  1. Assume a positive and proactive stance toward working with families
  2. Emphasize the family responsibility for solving problems and concerns
  3. Assume that all families have the capacity to understand, learn and manage events in their lives.
  4. Proactively work with families to anticipate problems
  5. Place a major emphasis upon helping families identify their own point of view
  6. Promote acquistion of competencies that enable families to become better able to negotiate for themselves
  7. Encourage active family participation as part of mobilizing resources to meet needs.
  8. Provide families with necessary information to make informed decisions.
  9. Accept and support the decisions made by families
  10. Enable and strengthen family structure. If you lose the family, you have lost the child.

Early Childhood Special Education (1 decks)

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