exam 3 chapter 21

Question 1

learning disorders

Answer 1

a heterogeneous group of conditions that interfere with the ability to learn and apply basic academic and/or social skills

Question 2

diagnosis vs identification of a learning disorder

Answer 2

diagnosis: given by a physician or licensed psychologist; understood through medical model (DSM-5 or ICD-11)
identification: involves a process conducted by a school-based multidisciplinary team; understood through framework of public health

Question 3

rights of students with disabilities (5)

Answer 3

(1) free appropriate public education (FAPE)
(2) individualized education plan (IEP)
(3) appropriate evaluation
(4) educational participation in the least restrictive environment (LRE) appropriate
(5) parent participation in placement and identification decisions

Question 4

intellectual disability

Answer 4

a neurodevelopmental disorder that is characterized by deficits in general mental abilities and everyday adaptive functioning that that emerge before age 18; about 1% of the population

Question 5

intellectual disability deficits (2)

Answer 5

deficits in intelligence and adaptive behaviors

Question 6

severity specifiers of ID (4)

Answer 6

mild, moderate, severe, profound; based on adaptive functioning and not IQ scores

Question 7

communication disorder deficits (at least 1 of 3)

Answer 7

speech, language, communication

Question 8

childhood-onset fluency disorder (stuttering)

Answer 8

evident between ages 2-7; worsens with pressure to communicate; 65-86% recover; disturbances in the normal fluency and time patterning of speech that are inappropriate for the individual’s age and language skills, persist over time, and are characterized by frequent and marked occurrences; diagnosed when other medical conditions and trauma are ruled out

Question 9

specific learning disorder

Answer 9

a neurodevelopmental disorder that is identified when a person experiences severe academic difficulties in basic school subjects; becomes apparent when an individual starts school

Question 10

SLD criteria (4)

Answer 10

(1) 6-month persistence
(2) academically below chronological age and everyday interference
(3) difficulties most pronounced during school when demands exceed ability
(4) cannot be better accounted for by other factors

Question 11

“true” neurodevelopmental disorders

Answer 11

those that are present at birth

Question 12

SLD discrepancy

Answer 12

discrepancy between intelligence and academic achievement; IQ-achievement discrepancy

Question 13

areas in which SLD can be identified (8)

Answer 13

oral expression, listening comprehension, written expression, basic reading skill, reading fluency skills, reading comprehension, mathematics calculation, mathematics problem solving

Question 14

multi-tiered systems of support (MTSS)

Answer 14

a data-driven educational model for identifying and responding to the needs of students who demonstrate academic and behavioral difficulties; includes school-wide universal screening, a continuum of interventions and supports, and ongoing monitoring of student growth and learning

Question 15

response to intervention

Answer 15

a continuum of services available to all students based on individual needs and regardless of whether a student has been identified as eligible for special education services; the application of public health in the public schools

Question 16

RTI tiers (3)

Answer 16

tier 1: “primary prevention;” high quality school and classroom environments; 80-90% of students
tier 2: secondary prevention; targeted academic and behavioral services for at-risk for failure students or for students whom universal interventions are not resulting in success; more intense services focused on specific needs; 5-15% of students
tier 3: for students for whom tiers 1 and 2 have not been sufficient; 1-5% of students