Exam 2

Question 1

VI

Answer 1

• Impairment in vision that even with correction, adversely affects a child’s educational performance.
• Includes both partial sight and blindness.

Question 2

SLP

Answer 2

• Communication Disorders that adversely affects a child’s educational performance.
• Stuttering, Impaired articulation, language impairment, voice impairment.
•

Question 3

AI

Answer 3

Need this lead-in: Developmental disability, onset prior to age 3, characteristics to same-aged peers, impacting:
• Social interaction with peers,
• Nonverbal communication,
• Repetitive and stereotypic movements.

Question 4

OHI

Answer 4

• Chronic health problem having limited strength, vitality, or altertness that adversely affects educational performance,
• Asthma, ADHD, ADD, Diabetes, Epilepsy, Leukemia, Tourette’s Syndrome.

Question 5

ID

Answer 5

• Significantly subaverage general intellectual functioning (IQ ranges: under 25, 25-40, 40-55, 55-70),
• With
• Concurrent deficits in adaptive behavior, as compared to same-aged peers.

Question 6

SLD

Answer 6

• Disorder in one or more basic psychological, neurological processes involving perceptual disabilities, in understanding or using language, spoken or written
• Manifests itself in difficulty or imperfect ability to listen, think, speak, read, write, spell or do math calculations.

Question 7

ED

Answer 7

• Interpersonal and/or intrapersonal difficulty displayed (a) over a long period of time, (b) to a marked degree, and (c) adversely impacting educational performance;
• Demonstrates one or more of the following: (list one of the following)
o An inability to build or maintain satisfactory interpersonal relationships,
o Inappropriate feelings under normal circumstances,
o A general pervasive mood of unhappiness or depression,
o A tendency to develop physical symptoms or fears associated with personal or school problems.

Question 8

TBI

Answer 8

• Acquired post-birth brain injury caused by external force

* Closed head injury and/or open head injury.

Question 9

OI

Answer 9

• Severe orthopedic impairment that adversely affects a child’s educational performance.
• Caused by congenital anomaly, disease, and other causes such as cerebral palsy, amputations, fractures.

Question 10

HI

Answer 10

• Hearing impairment that adversely affects a child’s educational performance.
• Hearing impairment is permanent or fluctuating, but not deafness.

Question 11

D/B

Answer 11

• Concomitant, simultaneous hearing and visual impairment

* Causes severe communication and other developmental and educational needs

Question 12

Entry Level

Answer 12

The level of performance that the student is currently exhibiting

Question 13

Acquistion

Answer 13

The components of the target behavior are sequenced into teachable elements. Each teachable element is taught to mastery through a high rate of reinforcement, shaping, and consistent use of cues.

Question 14

Proficiency

Answer 14

The teacher’s goal is to increase the students’ accuracy and fluency in performing the behavior

Question 15

Maintainence

Answer 15

The goal is for the behavior to be maintained at the target level of accuracy and proficiency with intermittent reinforcement and reduction in teacher assistance and cues

Question 16

Generalization

Answer 16

Target behavior transfers across settings, persons, and materials. This may be a separate skill that needs to be taught

Question 17

Application

Answer 17

The learner is required to extend and utilize the learning in new situations. Application is difficult skill for special learners, and the teachers role is to demonstrate and provide a range of opportunities for applying the newly acquired skill

Question 18

Three major components of Language

Answer 18

• Content: This refers to the ideas or concepts that we are communicating
• Form: This refers to the structure and sound of language
• Use: This is the purpose or functions of communication or how we use language to communicate

Question 19

Receptive Language

Answer 19

The ability to understand what is being communicated

Question 20

3 difficulties students with learning or language problems may have in the area of receptive language

Answer 20

• Following directions
• Hearing the sounds in words (phonemes)
• Blending and segmenting the sounds in words

Question 21

Expressive Language

Answer 21

The person’s ability to convey the intended message

Question 22

3 difficulties students with learning or language problems may have in the area of expressive language

Answer 22

• Using correct Grammar
• Using compound and complex sentences
• Thinking of the right words to convey the concept (word finding)

Question 23

3 different functions for which we use language

Answer 23

• Gain information
• Give information
• Persuade

Question 24

3 strategies for teaching learners who represent cultural and linguistic diversity

Answer 24

• Simplify your language but continue to use more complex language as the students’ understanding progresses
• Repeat important phrases and emphasize key vocabulary
• Demonstrate concepts; use manipulatives

Question 25

Focus and Review

Answer 25

This is the beginning of the lesson.  First, the teacher will give a brief recap of the key topic and skill from the previous class lesson.
This serves to reactivate the learner in memory to get ready for the new lesson. Second, the teacher will give a brief overview of what the class will do in this current lesson.  The teacher does not go into any details yet.  The teacher is getting the students ready to learn and establishing the “anticipatory set” so they know the lesson topic.

Question 26

Teacher Input

Answer 26

This begins the lesson. This is the actual teaching phase, where the teacher is imparting new knowledge, new content to the students. This phase involves the presentation of new information that is the “concept” of the lesson plan objective. The teacher imparts the knowledge through auditory, visual, and kinesthetic learning modalities.
The teacher should take the LPO and clearly identify the concept in the new knowledge. Present all terms in definition and use to make the new content clear to the student. In this phase the teacher will present all necessary knowledge within the LPO and then will take the students through an entire example of the skills in the lesson plan objective. The teacher wants to prepare students for the active skill practice of the LPO that will occur in the next phase of Guided Practice.

Question 27

Guided Practice

Answer 27

The teacher leads students through practice of the content, the new information presented in the previous teacher input. In this stage, students actively work with the content. They practice and apply the content and the new information. They practice the LPO skill in a safe environment with the teacher readily available to check student skill.

The teacher should arrange this phase of the lesson to work with all students and arrange the class so all students are getting practice on all skills in the lesson plan objective. The teacher wants the students ready to be successful in the next phase of independent practice.

Question 28

Independent Practice

Answer 28

In this phase, students are given an activity to complete without assistance. This activity is in direct alignment to the lesson plan objective. The student has been prepared in TI and GP to be able to perform this skill alone. This phase is designed to see if the student can perform the lesson plan objective to the criterion established.

Question 29

Closure

Answer 29

Teacher leads a brief review and recap of the lesson topic and content, including what the students completed. This shifts to tell the students what they accomplished. This brings the lesson to conclusion for the day and helps the student to understand what was completed.

Question 30

Reflection/Evaluation

Answer 30

The independent practice activity is graded and the teacher then evaluates the skill displayed by the student to determine if the student has acquired the necessary skill. To do this, the teacher looks at the students’ graded performance on the independent practice, then looks at the lesson plan objective criterion. The teacher compares the two to see if the student accomplished the expected criterion. From this, the teacher reflects to on the mastery status of the student on this lesson. After this reflection, the teacher determines if the student is ready to move to the next lesson or needs to more instruction on the current lesson plan objective.

Question 31

Cognitive Strategies

Answer 31

Cognitive strategies integrate information from the principles of behavioral learning, social learning theory, and cognitive theory to change the way a student thinks. Cognitive strategies include metacognitive awareness (the learner’s awareness of self, the learner’s awareness of their own thinking, the learner’s awareness of their own actions). The metacognitive awareness or executive function of thinking about thinking. Cognitive strategies build self-regulation and the student learns to monitor self, broad examples include: (a) setting goals and self-monitoring, (b) positive self-talk, (c) self-instruction in use of a strategy, (d) self-rewards.

Question 32

Graphic Organizers

Answer 32

Graphic organizers combine verbal and nonverbal modes of communication by using words and phrases to highlight key points and symbols (and/or arrows) to represent relationships. There are six common patterns into which most information can be organized that can represent six broad areas of graphic organizers: (a) Descriptive patterns, (b) Time/sequence patterns, (c) Process/cause-effect patterns, (d) Episode patterns, and (e) Generalization/principles patterns. Each graphic organizer arranges information differently and thus is more appropriate for some types of information than others

Question 33

Peer-Mediated strategies

Answer 33

A variety of peer-mediate strategies exist to facilitate active student involvement, increased opportunities for students to respond, and also additional skill practice and application. This can be especially helpful after the “teacher input” phase of an instructional lesson. Peer-mediated strategies can serve as a bridge between guided practice and independent practice where students display knowledge without assistance. There are four common characteristics of peer-mediated practices: (a) assignment and training of students in the role of peer mediator, (b) students instruct one another, (c) teachers monitor and facilitate all peer mediated activities in class, and (d) structures are designed to increase academic learning as well as positive social interaction. Some frequently used peer-mediated formats are (a) partner learning, (b) peer tutoring, and (c) cooperative learning.

Question 34

Assistive Technology

Answer 34

AT is “any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability”. AT can be anything from a simple device, such as a magnifying glass, to a complex device, such as a computerized communication system.