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Special Education > finals > Flashcards

finals Flashcards

1
Q

Skills that help students make decisions and direct their own behavior to achieve their goals are

A

self-advocacy skills

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2
Q

As students move up through the grades in school, the level of independence expected by teachers

A

increases for all students

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3
Q

Learning strategy instruction begins by

A

assessing how well students can currently use the strategy

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4
Q

controlled materials

A

are relatively free of complex vocabulary

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5
Q

example of a guided practice question

A

what will you do first

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6
Q

The WARF strategy helps

A

students increase and/or adjust their reading speed

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7
Q

The SCROL strategy helps

A

teach students to use text headings to aid comprehension and helps them find/remember important information

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8
Q

reciprocal teaching

A

a way to teach students to comprehend reading material by providing them with teacher and peer models of thinking behavior and then allowing them to practice these with their peers

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9
Q

pre-skills needed to utilize most note-taking strategies

A

differentiating main ideas and details

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10
Q

graphic organizer designed to help students organize their writing is a

A

pattern guide

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11
Q

common characteristic of students with disabilities is

A

lack of organization

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12
Q

students can be best taught to use self monitoring by

A

demonstrating the process, practice, and feedback

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13
Q

learning strategies

A

techniques, principles, and rules that enable a student to learn to solve problems and complete tasks independently (stresses why and when)

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14
Q

controlled materials

A

generally are materials at the students reading level, of high interest, and relatively free of complex vocabulary and concepts

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15
Q

guided practice

A

means giving students verbal cues when they are first attempting a skill

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16
Q

provide guided and independent practice with

A

controlled materials, guided practice, give specific and encouraging feedback, praise work that is praiseworthy, encourage students to take responsibility

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17
Q

identifying words in textbook reading

A

break apart words and put them back together, pre skills needed: knowing sound vowels make and prefixes and suffixes meanings

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18
Q

WARF acronym

A

widen eye span, avoid skip backs, read silently, flex reading rate

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19
Q

vocabulary strategies

A

able to break apart words and understand the meaning

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20
Q

scroll acronym

A

survey, connect, read, outline, look back

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21
Q

PARS

A

simplified textbook reading strategy that is good for younger children

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22
Q

PARS acronym

A

preview, ask, read, summarize

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23
Q

CAPS

A

self-question strategy that guides students as they look for these important story elements

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24
Q

CAPS acronym

A

characters, aim of story, problem that happens, solved problem

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25
Q

POSSE

A

includes many reading practices that have been shown to aid reading comprehension, such as graphic organizers etc.

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26
Q

POSSE acronym

A

predict ideas, organize the ideas, search for the structure, summarize the main ideas, evaluate your understanding

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27
Q

SLiCK

A

designed to help students comprehend digitally recorded textbooks

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28
Q

SLiCK acronym

A

set it up, look ahead through the chapter, comprehend, keep it together

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29
Q

RUDPC

A

strategy for helping students derive important information from a webpage

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30
Q

RUDPC acronym

A

read the title, use user to skim, decide you need page, print, copy bibliographic information

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31
Q

SLANT

A

designed to increase student involvement in class lectures or discussions

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32
Q

SLANT acronym

A

sit up, lean forward, activate thinking, name key info, track the talker

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33
Q

TASSELL

A

recommended for students who have trouble maintaining their level of attention

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34
Q

TASSELL

A

try not to doodle, arrive prepared, sit near front, sit away from friends, end daydreaming, look at teacher

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35
Q

CUES

A

strategy for taking lecture notes that has been validated for use in middle school inclusive science classes

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36
Q

CUES acronym

A

cluster main points, use teacher cues, enter important vocab, summarize quickly

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37
Q

POWER

A

writing strategy

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38
Q

POWER acronym

A

planning, organizing, writing, editing, revising

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39
Q

TAG

A

help in peer editing process

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40
Q

TAG acronym

A

tell what you like, ask questions, give suggestions

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41
Q

COPS

A

self peer editing strategy

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42
Q

COPS acronym

A

capitalized, overall appearance, punctuation, spelling

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43
Q

W-W-W what=2 how =2

A

help elementary students write stories

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44
Q

STAR

A

teach older students with disabilities to solve math problems

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45
Q

STAR acronym

A

search, translate, answer, review

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46
Q

LAMPS

A

used to aid to help remember the steps in regrouping or carrying addition

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47
Q

SLOB

A

helps teach subtraction

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48
Q

self instruction

A

learners are taught to use language to guide their performance, talk themselves through a task

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49
Q

self monitoring

A

students watch and check themselves to make sure they have performed target behaviors

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50
Q

self questioning

A

form of self instruction in which students guide their performance by asking themselves questioning

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51
Q

the keyboard method

A

mnemonic device that uses visual imagery to make definitions and factual information more meaningful

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52
Q

recommended strategy for taking objective tests

A

consider all the alternatives

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53
Q

recommended accommodation for test administration

A

give extended time to finish tests

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54
Q

graphic rubric

A

helps students judge the quality of their own work

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55
Q

standards based grading model

A

used for differentiating report card grades

56
Q

performance based assessment

A

provides students with opportunities to demonstrate mastery through performance of a task

57
Q

portfolio

A

purposeful collection of student work that exhibits the students efforts, progress, and achievement in one or more areas

58
Q

portfolios for students with special needs

A

students need to be taught to select and evaluate portfolio pieces

59
Q

accommodations before the test

A

study guide, practice test, tutoring, teach test-taking skills, mnemonic devices, keyword method, rehearsal strategy, organization, etc.

60
Q

mnemonics

A

impose an order on information to be remembered using words, poems, rhymes, jingles, or images to aid memory

61
Q

keyword method

A

uses visual imagery to make material more meaningful to students and hence easier to remember

62
Q

rehearsal strategy

A

saying information out loud, repeating it, checking it for accuracy, and repeating

63
Q

modified test reconstruction

A

modifying the test is necessary

64
Q

accommodations during the test

A

alternative forms of questions, alternative ways of administering tests, alternative test site

65
Q

accommodations after a test

A

changing letter or number grades, have grading rubics, have grading criteria, alternatives to letter and number grades (pass/fail), competency checklist

66
Q

competency checklist

A

concepts students have learned

67
Q

differentiated report cards

A

report cards that have individualized provisions for students to clarify the meaning of their grades

68
Q

daily activity logs

A

student activities and achievement to provide ongoing information about students

69
Q

separate grades

A

based on different grading element and corresponding set of criteria

70
Q

avoid giving zeros

A

not giving zeros on missing grades

71
Q

report student progress more frequently

A

give grades out more often

72
Q

standards-based grading model

A

a way of individualizing report card grades for students with disabilities relevant to goals on IEP

73
Q

progress on IEP objectives

A

students grade is based on the measurable goals and objectives and progress monitoring components of the IEP

74
Q

Individualized grading

A

legal for students with disabilities as long as modification appear on IEP

75
Q

performance based assessment

A

provides students to demonstrate their mastery of a skill or concept through performance of a task

76
Q

authentic learning tasks

A

tasks that are presented within real world contexts and lead to real world outcomes

77
Q

portfolio assessment

A

method of evaluation in which a purposeful collection of student work is used to determine student effort, progress, and achievement in one or more areas

78
Q

when creating a same-age tutoring program

A

do not randomly pair students

79
Q

low intrusion techniques

A

are most suited to minor misbehaviors

80
Q

functional behavior assessment

A

set of procedures designed to improve educators understanding of a problem behavior

81
Q

primary strategy for increasing appropriate behavior is called

A

reinforcement

82
Q

negative reinforcement

A

increase in behavior to avoid a response

83
Q

verbal praise is an example of

A

a social reinforcer

84
Q

satiation

A

a student who receives the same reward over time may no longer find it rewarding

85
Q

preferred approach to behavior management

A

increasing positive behaviors through the use of reinforcers

86
Q

in order to to use cognitive behavior management with special needs students, teachers must

A

discuss the strategy with the student and present a rationale for its use

87
Q

when using self reinforcement, students

A

self-evaluate and then judge whether they have earned a reward

88
Q

positive behavior supports (PBS)

A

research based, systemic approaches designed to enhance the learning environment and improve outcomes for students

89
Q

levels of PBS

A

primary prevention, secondary prevention, tertiary prevention

90
Q

primary prevention

A

designed to create school wide and classroom environments that address the needs of approximately 80% of students

91
Q

secondary prevention

A

group level, designed to quickly and efficiently address student behavior problems in order to prevent them from becoming more serious, addresses additional 15% of students

92
Q

tertiary prevention

A

individual level, includes intensive interventions for 5% or so of students whose behavior problems are chronic and exceptionally serious

93
Q

most important between teachers and students

A

trust and respect

94
Q

critical strategy for preventing behavior problems is to provide instruction that is

A

relevant, interesting, individualized, and active

95
Q

instructional environments conducive to learning

A

effective classroom communication, effective teaching methods, fostering positive student interactions

96
Q

how can you promote positive group behavior

A

implement peer-mediated instruction, use group contingencies,

97
Q

peer mediated instruction

A

structured and interactive systems in which students teach each other

98
Q

peer tutoring

A

pairs of students are given formal roles for promoting each others achievement

99
Q

peer assisted learning strategies (PALS)

A

helps students learn reading and math

100
Q

Classwide peer tutoring

A

All the students in a class take on the roles of tutor into the intern to follow a set of clear steps for helping each other learn

101
Q

same age tutoring

A

pairing students who are both high achievers rather than low and high

102
Q

reciprocal tutoring

A

both students alternate between the tutor and tutees roles

103
Q

cross-age tutoring

A

older students tutor younger students

104
Q

supporting peer tutoring programs

A

training program should be implemented for all peer tutors

105
Q

cooperative learning

A

student centered instructional approach in which students work in small, mixed ability groups with a shared learning skill

106
Q

cooperative learning characteristics

A

positive interdependence, face to face interactions, individual accountability, stresses interpersonal skills

107
Q

positive interdependence

A

either they reach their goal together, or no one is able to achieve it

108
Q

group contingency

A

goal is to promote positive behavior by allowing students to earn a group reward based on the performance of particular students

109
Q

small group contingency

A

class is rewarded based on the performance of a selected group of students

110
Q

whole group contingency

A

reward is based on the performance of all class members

111
Q

two examples to address minor student misbehaviors

A

catch em being good and make high probability requests first

112
Q

catch em being good

A

when student is behaving according to expectations, you acknowledge and reward the behavior

113
Q

make high probability requests first

A

make several simple requests the student is likely to complete prior to making the targeted request

114
Q

managing surface behaviors

A

teachers initial response to student behavior often determines whether a problem situation develops and how intense it is (minor misbehaviors)

115
Q

functional behavior adjustment (FBA)

A

problem solving process implemented for any student with a disability who has chronic, serious behavior problems, must be in (IEP)

116
Q

anecdotal recording

A

written notes of a students actions or words, gathered while they happen or shortly thereafter

117
Q

antecedents-behaviors-consequences analysis

A

process of anecdotal recording

118
Q

event recording

A

count how many times it occurs in a given time, when problem is discrete

119
Q

permanent product recording

A

keep samples of work as a means or measuring behavior

120
Q

duration recording

A

length of time the behavior lasts

121
Q

time sampling

A

involves periodic observation of a student

122
Q

positive reinforcement

A

respond to a behavior with a consequence that makes it more likely for the behavior to occur again

123
Q

negative reinforcement

A

any increase in behavior to avoid a consequence

124
Q

types of reinforcers

A

social reinforcers, activity reinforcers, tangible reinforcers, primary reinforcers

125
Q

activity reinforcer

A

involve activities such as games for consequences

126
Q

tangible reinforcer

A

prizes or objects students can retrieve consequences

127
Q

primary reinforcer

A

foods or other objects students can retrieve consequences

128
Q

punishment

A

removing something desirable and presenting a negative negative or aversive consequences, does not follow PBS

129
Q

differential reinforcement of incompatible behaviors

A

reinforcing a positive behavior that is incompatible with a negative behavior

130
Q

removal punishment

A

taking away something desired

131
Q

response cost

A

taking away a privilege, points, or some other reward

132
Q

presentation punishment

A

presenting negative consequences to students

133
Q

overcorrection

A

student is directed to resolve problem

134
Q

physical punishment

A

physical consequence

135
Q

behavior contract

A

agreement between the teacher and a student that clearly specifies the expectations, the consequences, and rewards

136
Q

cognitive behavior management

A

students are taught to monitor their own behavior, make judgements about its appropriateness, and change it as needed

Special Education (3 decks)

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