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Psych of Exceptional Children > Exam 3 (Ch. 7-14) > Flashcards

Exam 3 (Ch. 7-14) Flashcards

1
Q

adaptive skills

A

appropriate behaviors in a particular environment

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2
Q

appropriate behaviors in a particular environment

A

adaptive skills

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3
Q

assistive technology

A

an item/product used to increase, maintain, or improve the functional capabilities of a child with disabilities

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4
Q

an item/product used to increase, maintain, or improve the functional capabilities of a child with disabilities

A

assistive technology

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5
Q

audiologist

A

a specialist in the assessment of a person’s hearing ability

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6
Q

a specialist in the assessment of a person’s hearing ability

A

audiologist

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7
Q

authentic assessments

A

performance/based assessments generated from classroom assignments that relate to the real classroom performance and functioning

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8
Q

performance/based assessments generated from classroom assignments that relate to the real classroom performance and functioning

A

authentic assessments

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9
Q

cognition

A

the act of thinking, knowing, or processing information

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10
Q

the act of thinking, knowing, or processing information

A

cognition

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11
Q

comorbidity

A

occurrence together of multiple medical conditions or disabilities

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12
Q

occurrence together of multiple medical conditions or disabilities

A

comorbidity

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13
Q

deaf-blindness

A

a disorder involving simultaneous vision and hearing impairments

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14
Q

a disorder involving simultaneous vision and hearing impairments

A

deaf-blindness

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15
Q

emotional disorders

A

disorders where person has abnormal emotional disturbances not otherwise explained by other intellectual or health factors

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16
Q

disorders where person has abnormal emotional disturbances not otherwise explained by other intellectual or health factors

A

emotional disorders

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17
Q

expressive language disorder

A

serious difficulties in producing language

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18
Q

serious difficulties in producing language

A

expressive language disorder

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19
Q

assessment techniques that gather information about a child’s behavior, identify potential reasons, and use this data to develop support and improvement strategies

A

functional behavior assessments

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20
Q

functional behavior assessments

A

assessment techniques that gather information about a child’s behavior, identify potential reasons, and use this data to develop support and improvement strategies

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21
Q

information processing

A

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

22
Q

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

A

information processing

23
Q

learning disability

A

a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations

24
Q

a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations

A

learning disability

25
Q

positive behavior support

A

a school-wide approach to supporting all children in developing highly functional, social, and academic skills supported by teachers/school personnel through clearly stated expectations and powerful incentives

26
Q

a school-wide approach to supporting all children in developing highly functional, social, and academic skills supported by teachers/school personnel through clearly stated expectations and powerful incentives

A

positive behavior support

27
Q

screening

A

a preliminary assessment to decide if further study of a child’s functioning level is necessary

28
Q

a preliminary assessment to decide if further study of a child’s functioning level is necessary

A

screening

29
Q

intellectual disability

A

significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance

30
Q

autism

A

a pervasive developmental disorder with onset prior to age 3 characterized by qualitatively impaired social interactive/communicative skills along with restricted and repetitive repertoire of behavior, interests and skills

31
Q

communication disorder

A

impairment in the ability to receive, send, process, and comprehend concepts: verbal, nonverbal, graphic

32
Q

multiple disabilities

A

concomitant impairments, the combination of which causes such severe educational needs that they cannot be accommodated in a special education program solely for one of the impairments

33
Q

learning disability subtypes

A

-reading/language (dyslexia)
-writing/spelling (dysgraphia)
-math (dyscalculia)
-other: poor organization, difficulty following directions, poor memory, etc.

34
Q

types of assessments used when defining EM/EB disorders

A

-positive behavior support (PBS)
-systematic screening for behavior disorders (SSBD)
-functional behavioral assessments

35
Q

examples of emotional/behavioral disorders

A

-ADHD
-anorexia nervosa
-anxiety disorders
-bulimia nervosa
-childhood schizophrenia
-conduct disorder
-ODD

36
Q

examples of communication disorders

A

-expressive language disorder
-receptive language disorder
-speech disorder

37
Q

examples of interventions that can be used with students who have communication disorders

A

-give visual clues
-simplify directions
-use concrete examples
-encourage kid to self-monitor
-help to increase vocabulary

38
Q

members of the multidisciplinary team for autistic placement and ruling

A

-pediatrician
-school counselor
-psychiatrist
-psychologist
-gen ed teacher
-speech language pathologist
-social worker

39
Q

examples of interventions that can be used with autistic children

A

-provide developmentally appropriate settings
-working on communication skills, behavioral strategies, social skills, functional skills, psychological services

40
Q

types of assistive technology

A

-aids for daily living (two-handed mugs)
-communication aids (hearing aids)
-aids for working, learning, and playing (artificial limbs)
-mobility aids (wheelchairs)
-positioning aids (head supports on wheelchair)

41
Q

types of physical disabilities and other health disorders (13)

A

-ADD/ADHD
-AIDS
-asthma
-cerebal palsy
-cystic fibrosis
-diabetes
-epliepsy
-muscular dystrophy
-sickle-cell disease
-spina bifida
-spinal cord injury
-traumatic brain injury
-others

42
Q

social/emotional characteristics of LD students

A

-low self-esteem
-negative attitude
-unable to interact effectively
-disorganization
-easily distracted

43
Q

characteristics of intellectual disability

A

-deficits in reasoning, problem solving, abstract thinking, comprehending complex ideas, learning quickly or from experience
-less than average IQ
-low self regulation and underdeveloped physically

44
Q

characteristics of autism

A

-impairments in social communication and interaction
-quirky
-hypersensitive
-engages in self-calming/stimulation
-no regard for personal spaces
-makes very little or no eye contact
-unable to understand others’ feelings, communication cues, what is happening around them
-can be aggressive
-sleep/feeding issues

45
Q

characteristics of hearing loss

A

-similar IQ scores of those with full hearing
-severely affected speech and language skills
-delayed educational development
-may have difficulties in social development

46
Q

characteristics of vision loss

A

-can be at a distinct disadvantage in speech and language development
-delayed academic achievement
-perceptions are vital to social development
-complex tasks of spatial relations and perceptual-motor integration are impaired

47
Q

major impairments associated with autism

A

social communication and interaction

48
Q

what % of all students are reached with all 3 TIER interventions?

A

Tier I: 80-85%
Tier II: 5-10%
Tier III: 5%

49
Q

3 POSITIVE characteristics of gifted children

A

-enjoyment of learning
-early and rapid learning
-keen observation

50
Q

3 GENERAL characteristics of gifted children

A

-overexcitability
-independent
-possesses wide interests

51
Q

3 NEGATIVE characteristics of gifted children

A

-perfectionism
-excessive self-criticism
-depression

Psych of Exceptional Children (4 decks)

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