finals Flashcards
Skills that help students make decisions and direct their own behavior to achieve their goals are
self-advocacy skills
As students move up through the grades in school, the level of independence expected by teachers
increases for all students
Learning strategy instruction begins by
assessing how well students can currently use the strategy
controlled materials
are relatively free of complex vocabulary
example of a guided practice question
what will you do first
The WARF strategy helps
students increase and/or adjust their reading speed
The SCROL strategy helps
teach students to use text headings to aid comprehension and helps them find/remember important information
reciprocal teaching
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
pre-skills needed to utilize most note-taking strategies
differentiating main ideas and details
graphic organizer designed to help students organize their writing is a
pattern guide
common characteristic of students with disabilities is
lack of organization
students can be best taught to use self monitoring by
demonstrating the process, practice, and feedback
learning strategies
techniques, principles, and rules that enable a student to learn to solve problems and complete tasks independently (stresses why and when)
controlled materials
generally are materials at the students reading level, of high interest, and relatively free of complex vocabulary and concepts
guided practice
means giving students verbal cues when they are first attempting a skill
provide guided and independent practice with
controlled materials, guided practice, give specific and encouraging feedback, praise work that is praiseworthy, encourage students to take responsibility
identifying words in textbook reading
break apart words and put them back together, pre skills needed: knowing sound vowels make and prefixes and suffixes meanings
WARF acronym
widen eye span, avoid skip backs, read silently, flex reading rate
vocabulary strategies
able to break apart words and understand the meaning
scroll acronym
survey, connect, read, outline, look back
PARS
simplified textbook reading strategy that is good for younger children
PARS acronym
preview, ask, read, summarize
CAPS
self-question strategy that guides students as they look for these important story elements
CAPS acronym
characters, aim of story, problem that happens, solved problem
POSSE
includes many reading practices that have been shown to aid reading comprehension, such as graphic organizers etc.
POSSE acronym
predict ideas, organize the ideas, search for the structure, summarize the main ideas, evaluate your understanding
SLiCK
designed to help students comprehend digitally recorded textbooks
SLiCK acronym
set it up, look ahead through the chapter, comprehend, keep it together
RUDPC
strategy for helping students derive important information from a webpage
RUDPC acronym
read the title, use user to skim, decide you need page, print, copy bibliographic information
SLANT
designed to increase student involvement in class lectures or discussions
SLANT acronym
sit up, lean forward, activate thinking, name key info, track the talker
TASSELL
recommended for students who have trouble maintaining their level of attention
TASSELL
try not to doodle, arrive prepared, sit near front, sit away from friends, end daydreaming, look at teacher
CUES
strategy for taking lecture notes that has been validated for use in middle school inclusive science classes
CUES acronym
cluster main points, use teacher cues, enter important vocab, summarize quickly
POWER
writing strategy
POWER acronym
planning, organizing, writing, editing, revising
TAG
help in peer editing process
TAG acronym
tell what you like, ask questions, give suggestions
COPS
self peer editing strategy
COPS acronym
capitalized, overall appearance, punctuation, spelling
W-W-W what=2 how =2
help elementary students write stories
STAR
teach older students with disabilities to solve math problems
STAR acronym
search, translate, answer, review
LAMPS
used to aid to help remember the steps in regrouping or carrying addition
SLOB
helps teach subtraction
self instruction
learners are taught to use language to guide their performance, talk themselves through a task
self monitoring
students watch and check themselves to make sure they have performed target behaviors
self questioning
form of self instruction in which students guide their performance by asking themselves questioning
the keyboard method
mnemonic device that uses visual imagery to make definitions and factual information more meaningful
recommended strategy for taking objective tests
consider all the alternatives
recommended accommodation for test administration
give extended time to finish tests
graphic rubric
helps students judge the quality of their own work
standards based grading model
used for differentiating report card grades
performance based assessment
provides students with opportunities to demonstrate mastery through performance of a task
portfolio
purposeful collection of student work that exhibits the students efforts, progress, and achievement in one or more areas
portfolios for students with special needs
students need to be taught to select and evaluate portfolio pieces
accommodations before the test
study guide, practice test, tutoring, teach test-taking skills, mnemonic devices, keyword method, rehearsal strategy, organization, etc.
mnemonics
impose an order on information to be remembered using words, poems, rhymes, jingles, or images to aid memory
keyword method
uses visual imagery to make material more meaningful to students and hence easier to remember
rehearsal strategy
saying information out loud, repeating it, checking it for accuracy, and repeating
modified test reconstruction
modifying the test is necessary
accommodations during the test
alternative forms of questions, alternative ways of administering tests, alternative test site
accommodations after a test
changing letter or number grades, have grading rubics, have grading criteria, alternatives to letter and number grades (pass/fail), competency checklist
competency checklist
concepts students have learned
differentiated report cards
report cards that have individualized provisions for students to clarify the meaning of their grades
daily activity logs
student activities and achievement to provide ongoing information about students
separate grades
based on different grading element and corresponding set of criteria
avoid giving zeros
not giving zeros on missing grades
report student progress more frequently
give grades out more often
standards-based grading model
a way of individualizing report card grades for students with disabilities relevant to goals on IEP
progress on IEP objectives
students grade is based on the measurable goals and objectives and progress monitoring components of the IEP
Individualized grading
legal for students with disabilities as long as modification appear on IEP
performance based assessment
provides students to demonstrate their mastery of a skill or concept through performance of a task
authentic learning tasks
tasks that are presented within real world contexts and lead to real world outcomes
portfolio assessment
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
when creating a same-age tutoring program
do not randomly pair students
low intrusion techniques
are most suited to minor misbehaviors
functional behavior assessment
set of procedures designed to improve educators understanding of a problem behavior
primary strategy for increasing appropriate behavior is called
reinforcement
negative reinforcement
increase in behavior to avoid a response
verbal praise is an example of
a social reinforcer
satiation
a student who receives the same reward over time may no longer find it rewarding
preferred approach to behavior management
increasing positive behaviors through the use of reinforcers
in order to to use cognitive behavior management with special needs students, teachers must
discuss the strategy with the student and present a rationale for its use
when using self reinforcement, students
self-evaluate and then judge whether they have earned a reward
positive behavior supports (PBS)
research based, systemic approaches designed to enhance the learning environment and improve outcomes for students
levels of PBS
primary prevention, secondary prevention, tertiary prevention
primary prevention
designed to create school wide and classroom environments that address the needs of approximately 80% of students
secondary prevention
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
tertiary prevention
individual level, includes intensive interventions for 5% or so of students whose behavior problems are chronic and exceptionally serious
most important between teachers and students
trust and respect
critical strategy for preventing behavior problems is to provide instruction that is
relevant, interesting, individualized, and active
instructional environments conducive to learning
effective classroom communication, effective teaching methods, fostering positive student interactions
how can you promote positive group behavior
implement peer-mediated instruction, use group contingencies,
peer mediated instruction
structured and interactive systems in which students teach each other
peer tutoring
pairs of students are given formal roles for promoting each others achievement
peer assisted learning strategies (PALS)
helps students learn reading and math
Classwide peer tutoring
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
same age tutoring
pairing students who are both high achievers rather than low and high
reciprocal tutoring
both students alternate between the tutor and tutees roles
cross-age tutoring
older students tutor younger students
supporting peer tutoring programs
training program should be implemented for all peer tutors
cooperative learning
student centered instructional approach in which students work in small, mixed ability groups with a shared learning skill
cooperative learning characteristics
positive interdependence, face to face interactions, individual accountability, stresses interpersonal skills
positive interdependence
either they reach their goal together, or no one is able to achieve it
group contingency
goal is to promote positive behavior by allowing students to earn a group reward based on the performance of particular students
small group contingency
class is rewarded based on the performance of a selected group of students
whole group contingency
reward is based on the performance of all class members
two examples to address minor student misbehaviors
catch em being good and make high probability requests first
catch em being good
when student is behaving according to expectations, you acknowledge and reward the behavior
make high probability requests first
make several simple requests the student is likely to complete prior to making the targeted request
managing surface behaviors
teachers initial response to student behavior often determines whether a problem situation develops and how intense it is (minor misbehaviors)
functional behavior adjustment (FBA)
problem solving process implemented for any student with a disability who has chronic, serious behavior problems, must be in (IEP)
anecdotal recording
written notes of a students actions or words, gathered while they happen or shortly thereafter
antecedents-behaviors-consequences analysis
process of anecdotal recording
event recording
count how many times it occurs in a given time, when problem is discrete
permanent product recording
keep samples of work as a means or measuring behavior
duration recording
length of time the behavior lasts
time sampling
involves periodic observation of a student
positive reinforcement
respond to a behavior with a consequence that makes it more likely for the behavior to occur again
negative reinforcement
any increase in behavior to avoid a consequence
types of reinforcers
social reinforcers, activity reinforcers, tangible reinforcers, primary reinforcers
activity reinforcer
involve activities such as games for consequences
tangible reinforcer
prizes or objects students can retrieve consequences
primary reinforcer
foods or other objects students can retrieve consequences
punishment
removing something desirable and presenting a negative negative or aversive consequences, does not follow PBS
differential reinforcement of incompatible behaviors
reinforcing a positive behavior that is incompatible with a negative behavior
removal punishment
taking away something desired
response cost
taking away a privilege, points, or some other reward
presentation punishment
presenting negative consequences to students
overcorrection
student is directed to resolve problem
physical punishment
physical consequence
behavior contract
agreement between the teacher and a student that clearly specifies the expectations, the consequences, and rewards
cognitive behavior management
students are taught to monitor their own behavior, make judgements about its appropriateness, and change it as needed
