Exam 2

Question 1

Auditory Processing Disorder

Answer 1

Affects how words sound to an individual. Individuals may have trouble understanding a conversation in large loud crowds, or differences in letters such as B vs. D.

Question 2

Dyscalculia

Answer 2

Effects the individual’s ability to tell time, learn math facts, and comprehend math symbols.

Question 3

Dysgraphia

Answer 3

Effects a person’s handwriting, spacing, spelling, writing composure, and how they place information on a page

Question 4

Dyslexia

Answer 4

A language-based learning disability. Can effect reading, comprehension, writing, fluency, decoding, and speech.

Question 5

Language Processing Disorder

Answer 5

A specific form of APD that creates a problem with putting meaning to groups of letter sounds.

Question 6

Non-verbal Learning Disabilities

Answer 6

Has trouble with distinguishing and interpreting non-verbal social cues (ex: facial expressions or body language)

Question 7

Visual Perceptual/Motor Deficit

Answer 7

Affects grip, hand-eye coordination, cutting, and keeping place when reading. The individual may have trouble distinguishing shape from letters and trouble interpreting the information they are seeing or copying.

Question 8

Dyspraxia

Answer 8

Affects learning and speech. Also causes problems with muscular movement and coordination.

Question 9

Executive Functioning

Answer 9

Affects the management systems of the brain such as: planning, organizing, strategizing, and paying attention to detail

Question 10

Memory

Answer 10

If any of the three types of memory are impaired, the storage and/or retrieval of information may be affected.

Question 11

Screening

Answer 11

A preliminary assessment to decide if further study of a child’s functioning level is necessary. Screening raises “a red flag” if a problem. is indicated.

Question 12

Visual Discrimination

Answer 12

Distinguishing one visual stimulus from another

Question 13

Short Attention Span

Answer 13

An inability to focus one’s attention on a task for more than a few seconds or minutes

Question 14

Figure-Ground Discrimination

Answer 14

The process of distinguishing an object from its background

Question 15

Haptic Information

Answer 15

Related to the sensation of touch and to information transmitted through body movement or position

Question 16

Selective Attention

Answer 16

Attention that often does not focus on centrally important tasks or information

Question 17

Information Processing

Answer 17

A model used to study the way people acquire, remember, and manipulate information

Question 18

Cognition

Answer 18

The act of thinking, knowing, or processing information

Question 19

Comorbidity

Answer 19

The occurrence together of multiple medical conditions or disabilities

Question 20

Response to Intervention (RTI)

Answer 20

Allows teams to track and try research-based programs for students with and without disabilities

Question 21

Learning Disability

Answer 21

-A condition in which one or more of the basic psychological processes involved in understanding or using language/math is deficient.
-Manifests itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations.

Question 22

Characteristics of learning disabilities (KNOW 5)

Answer 22

-Low self-esteem
-Negative attitude
-Hyperactivity
-Short-attention span
-Disorganization
-Academic challenges
-Spatial difficulties

Question 23

Instructional/Behavioral strategies and intervention within the classroom (PICK OUT 3 THAT ARE THE MOST HELPFUL AND EXPLAIN WHY!)

Answer 23

1. Provide instructions in short, comprehensible sentences (Long instructions can feel overwhelming and impossible to complete, so breaking down instructions into sections can help the student feel more confident in successfully completing tasks/instructions)
2. Use encouraging words and praise positive steps (Praising students, even with the smallest accomplishments, can boost their self-esteem. Continuous negative feedback can make the student want to stop trying or misbehave, so giving encouragement to the student can be very beneficial)
3. Use peer tutoring (Sometimes, information learned in the classroom may make more sense coming from a peer. A peer can explain the information on that age group’s wavelength)