Exam 3 (Ch. 7-14) Flashcards
adaptive skills
appropriate behaviors in a particular environment
appropriate behaviors in a particular environment
adaptive skills
assistive technology
an item/product used to increase, maintain, or improve the functional capabilities of a child with disabilities
an item/product used to increase, maintain, or improve the functional capabilities of a child with disabilities
assistive technology
audiologist
a specialist in the assessment of a person’s hearing ability
a specialist in the assessment of a person’s hearing ability
audiologist
authentic assessments
performance/based assessments generated from classroom assignments that relate to the real classroom performance and functioning
performance/based assessments generated from classroom assignments that relate to the real classroom performance and functioning
authentic assessments
cognition
the act of thinking, knowing, or processing information
the act of thinking, knowing, or processing information
cognition
comorbidity
occurrence together of multiple medical conditions or disabilities
occurrence together of multiple medical conditions or disabilities
comorbidity
deaf-blindness
a disorder involving simultaneous vision and hearing impairments
a disorder involving simultaneous vision and hearing impairments
deaf-blindness
emotional disorders
disorders where person has abnormal emotional disturbances not otherwise explained by other intellectual or health factors
disorders where person has abnormal emotional disturbances not otherwise explained by other intellectual or health factors
emotional disorders
expressive language disorder
serious difficulties in producing language
serious difficulties in producing language
expressive language disorder
assessment techniques that gather information about a child’s behavior, identify potential reasons, and use this data to develop support and improvement strategies
functional behavior assessments
functional behavior assessments
assessment techniques that gather information about a child’s behavior, identify potential reasons, and use this data to develop support and improvement strategies
information processing
a model used to study the way people acquire, remember, and manipulate information
a model used to study the way people acquire, remember, and manipulate information
information processing
learning disability
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 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
learning disability
positive behavior support
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 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
positive behavior support
screening
a preliminary assessment to decide if further study of a child’s functioning level is necessary
a preliminary assessment to decide if further study of a child’s functioning level is necessary
screening
intellectual disability
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
autism
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
communication disorder
impairment in the ability to receive, send, process, and comprehend concepts: verbal, nonverbal, graphic
multiple disabilities
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
learning disability subtypes
-reading/language (dyslexia)
-writing/spelling (dysgraphia)
-math (dyscalculia)
-other: poor organization, difficulty following directions, poor memory, etc.
types of assessments used when defining EM/EB disorders
-positive behavior support (PBS)
-systematic screening for behavior disorders (SSBD)
-functional behavioral assessments
examples of emotional/behavioral disorders
-ADHD
-anorexia nervosa
-anxiety disorders
-bulimia nervosa
-childhood schizophrenia
-conduct disorder
-ODD
examples of communication disorders
-expressive language disorder
-receptive language disorder
-speech disorder
examples of interventions that can be used with students who have communication disorders
-give visual clues
-simplify directions
-use concrete examples
-encourage kid to self-monitor
-help to increase vocabulary
members of the multidisciplinary team for autistic placement and ruling
-pediatrician
-school counselor
-psychiatrist
-psychologist
-gen ed teacher
-speech language pathologist
-social worker
examples of interventions that can be used with autistic children
-provide developmentally appropriate settings
-working on communication skills, behavioral strategies, social skills, functional skills, psychological services
types of assistive technology
-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)
types of physical disabilities and other health disorders (13)
-ADD/ADHD
-AIDS
-asthma
-cerebal palsy
-cystic fibrosis
-diabetes
-epliepsy
-muscular dystrophy
-sickle-cell disease
-spina bifida
-spinal cord injury
-traumatic brain injury
-others
social/emotional characteristics of LD students
-low self-esteem
-negative attitude
-unable to interact effectively
-disorganization
-easily distracted
characteristics of intellectual disability
-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
characteristics of autism
-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
characteristics of hearing loss
-similar IQ scores of those with full hearing
-severely affected speech and language skills
-delayed educational development
-may have difficulties in social development
characteristics of vision loss
-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
major impairments associated with autism
social communication and interaction
what % of all students are reached with all 3 TIER interventions?
Tier I: 80-85%
Tier II: 5-10%
Tier III: 5%
3 POSITIVE characteristics of gifted children
-enjoyment of learning
-early and rapid learning
-keen observation
3 GENERAL characteristics of gifted children
-overexcitability
-independent
-possesses wide interests
3 NEGATIVE characteristics of gifted children
-perfectionism
-excessive self-criticism
-depression
