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Quizlet Practice Flashcards

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1
Q

Most Common Communication Disorder

A

Articulation Disorder

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2
Q

Fluency

A

ability to express oneself readily, clearly, and effectively

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3
Q

Lag in Expressive Language

A

Delayed speech onset

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4
Q

Cerebral Palsey

A

Condition characterized by weakness, lack of coordination, and other motor dysfunctions caused by damage to the brain before its matured

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5
Q

Muscular Dystrophy

A

Hereditary disease characterized by progressive weakness caused by degeneration of muscle fibers

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6
Q

Multiple Sclerosis

A

A chronic progressive nervous disorder

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7
Q

Psychoanalytic Approach

A

Addresses internal motivations and feelings shaped by early childhood experiences

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8
Q

Phenomenological Approach

A

Addresses self concept

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9
Q

Behavior Modification plan

A

Changes learned inappropriate behaviors

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10
Q

Receptive language disorder

A

student looks to others to see what they are doing when directions are given

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11
Q

Expressive language disorder

A

Student hesitates before talking or repeats words and phrases

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12
Q

Students with disability services that do not require special education related services

A

1) Are covered under section 504 of IDEA 2) Do not require an IEP

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13
Q

Characterized by problems with communication and repetitive patterns of thought and behavior

A

Asperger’s

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14
Q

Cystic Fibrosis

A

Causes sticky mucus build up in lungs and digestive track

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15
Q

Sickle Cell Anemia

A

Caused by recessive gene , caused by abnormal crescent shaped blood cells, painful episodes

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16
Q

Students with ADHD need:

A

clear rules, expectations, and consequences

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17
Q

Under IDEA ADHD is Classified as?

A

Other health disorder

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18
Q

damage to the brain due to violent impact

A

Traumatic Brain Injury

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19
Q

Autism

A

Inappropriate social interactions, difficulty with communication and repetitive behaviors

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20
Q

Under IDEA’s Down’s Syndrome may be classified as?

A

Mental retardation or speech impairment

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21
Q

SLD- Specific Learning disability

A

One of the 13- disorder in one or more basic psychological processes involved in understanding language, spoken or written. Dyslexia, Aphasia, minimal brain dysfunction

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22
Q

Emotional Disturbance

A

One of the 13- inappropriate behavior or feelings, pervasive unhappiness, may develop physical systems in response to personal problems, schizophrenia

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23
Q

Other health impairment

A

One of the 13- limited strength, vitality, or alertness that affects a child’s educational performance, usually due to chronic or acute health problem such as Asthma, Tourette’s, diabetes , sickle cell, etc.

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24
Q

Multiple Disabilities

A

One of the 13- concomitant impairments excludes deaf- blindness

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25
Q

Natural Consequences

A

Penalty occurs without conscious action being taken

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26
Q

Statement on annual goals

A

must be included in the IEP

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27
Q

Multiple Intelligences

A

Linguistic, Visual, Logical, Kinesthetic, Musical, Interpersonal, Intrapersonal

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28
Q

Self- contained

A

classroom of students with like needs for most or all of day

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29
Q

Functional Assessment

A

identifies antecedents, consequences, and setting

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30
Q

Contingency Based Self Management

A

student are responsible for monitoring their own behavior

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31
Q

ecological inventory

A

student interaction with environment now and in the future

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32
Q

full inclusion

A

students are in general classroom, SPED teacher works with gen ed teacher

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33
Q

Premack principal

A

a more preferred activity is used as a positive reinforcer for a less preferred activity

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34
Q

functional skill

A

ex. filling out a job application

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35
Q

activating prior knowledge

A

a way of motivating kids by getting them interested before a lesson is taught

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36
Q

Guided practice

A

teacher directed activity

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37
Q

performance objectives

A

observable behavior, a standard for behavior

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38
Q

modification

A

changes in what (subject matter) is measured by assessment

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39
Q

accommodation

A

lessens the effect of the disability, does not change learning exception

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40
Q

cooperative learning

A

uses small groups of students working together and sharing knowledge

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41
Q

study skills activities

A

address how to become more effective learners

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42
Q

assistive technology

A

item or piece of equipment that maintains or improves functional capabilities for students with disabilities

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43
Q

blissymbols

A

symbols that substitute for words

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44
Q

synthesized speech

A

computer generated translation of written information

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45
Q

syntactical deficits

A

difficulties on acquiring rules that control word order and grammar

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46
Q

augmentative communication

A

symbols, aids, strategies, and techniques used to supplement or replace oral language

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47
Q

metacognitive approach

A

evaluating and monitoring oneself

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48
Q

diagnostic prescriptive method

A

uses assessment to diagnose specific processing problems

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49
Q

direct instruction

A

explicit teaching using lectures or demonstrations

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50
Q

cooperative learning

A

students working in groups

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51
Q

multiple modality activities

A

address multiple learning styles

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52
Q

ITP

A

Individual Transition Plan

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53
Q

differentiated instruction

A

modification of curriculum that allows all levels and styles of learners to access it

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54
Q

voice recognition software

A

uses a computer and a microphone

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55
Q

concept development software

A

helps students with cognitive abilities expand ideas

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56
Q

communication software

A

necessary with communication boards and visual displays, helps user exchange information

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57
Q

curriculum based assessment

A

test items are unique to curriculum

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58
Q

reflective activities

A

allow students to think about their learning opportunities

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59
Q

Woodcock Johnson Psychoeducational Battery

A

Both cognitive and achievement sections, provides discrepancy between ability and achievement, good for diagnosing learning disabilities

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60
Q

Wechsler Intelligence scale for Children

A

an intelligence test for children between the ages of 6 and 16 inclusive that can be completed without reading or writing. The WISC generates an IQ score

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61
Q

Stanford Binet Intelligence Scale

A

method of identifying intellectually deficient children for their placement in special education programs

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62
Q

Kaufman Assessment Battery for Children

A

is a culturally fair standardized test that assesses intelligence and achievement

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63
Q

Mental retardation

A

significant impairment in cognitive functioning and two or more adaptive behaviors with onset prior to age 18

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64
Q

Vineland Adaptive Behavior Scale

A

assesses personal, social, and adaptive functioning of handicapped and non handicapped

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65
Q

learning disabilities are identified through…

A

comparison of aptitude and achievement

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66
Q

cognitive assessment

A

measures how well an individual solves problems, interprets information and recalls information

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67
Q

formative assessments

A

provides feedback so instruction can be adjusted based on student needs

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68
Q

adaptive behavior

A

degree to which individual meets standards of maturation, learning, independence and responsibility for his/her age

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69
Q

summative assessment

A

test of how much a student has learned or not learned

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70
Q

play therapy

A

allowing children to act out their feelings

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71
Q

expressive speech

A

formation of language that is meaningful

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72
Q

receptive speech

A

ability to understand what is spoken

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73
Q

Diana vs Board of Education

A

Hispanic students cannot be placed in SPED based on results of culturally biased tests, must be tested in native language

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74
Q

Larry P. vs Riles

A

African American students cannot be placed in SPED based on culturally biased test

75
Q

LRE

A

least restrictive environment

76
Q

Applied Behavior Analysis

A

application of learning principles derived from operant conditioning used to increase or decrease specific behaviors

77
Q

RTI

A

Response to intervention, strategy for determining if a student has a learning disability, student is provided with increasingly higher levels of instructional intervention and the success of the interventions is assessed

78
Q

functional behavior assesssment

A

a behavioral strategy that determines the purpose of a particular behavior

79
Q

shared teaching

A

both teachers deliver the lesson together

80
Q

alternative teaching

A

one teacher pulls out small group

81
Q

station teaching

A

uses learning centers

82
Q

cooperative learning

A

small groups use various instructional strategies

83
Q

Winkleman vs, Parma City BOE

A

parents can represent kids in IDEA cases

84
Q

Honig vs. Doe

A

Students may not be expelled for misbehavior caused by disability

85
Q

PARC vs. commonwealth of PA

A

FAPE for all kids 6-21 regardless of degree of impairment

86
Q

IDEA Improvement Act 2004

A

changes designed to increase standards and accountability in line with NCLB, required highly qualified teachers

87
Q

Oberti vs BOE

A

cannot exclude kids from LRE because they require modifications

88
Q

1990 amendments to IDEA

A

replaced “handicapped” with “disabilities”, required transition plans for kids over 16

89
Q

1986 amendments to IDEA

A

extended IDEA to preschoolers, IFSP

90
Q

Goals 2000: Educate America Act

A

ensures all students meet their maximum potential by providing resources to communities and states, became law in 1994

91
Q

rhetorical stage of writing

A

students as past basic writing steps and are writing text as a whole

92
Q

flexible grouping

A

groups based on learning, needs, strengths, and preferences

93
Q

Severe intellectual disability

A

20-25 to 35-40

94
Q

profound intellectual disability

A

Below 20-25

95
Q

mild intellectual disability

A

50-55 to 70

96
Q

when planning curriculum, NCLB requires…

A

techniques based on science based research be used

97
Q

Prader-Willi

A

short stature, chronic hunger, low muscle tone, cognitive disabilities

98
Q

internal time stealers

A

poor planning, over-commitment and procrastination

99
Q

Non essential materials in lesson plans include..

A

procedural sub-points and time estimates

100
Q

tangible reinforcers

A

physical objects given as rewards

101
Q

4 phases of observational learning

A

attention, retention, reproduction, and motivation

102
Q

Parity

A

valuing of each individual in collaboration

103
Q

socratic method

A

emphasis on discovery learning

104
Q

David Gear

A

addressed discalculia, cognitive and attentional issues in math

105
Q

concept mapping

A

links prior information with new information

106
Q

type of collaboration barrier caused by adherence to traditional roles and expectations

A

conceptual

107
Q

fetal anoxia

A

example of perinatal disability

108
Q

Bloom’s taxonomy

A

knowledge, comprehension, application, analysis, synthesis, evaluation

109
Q

BIP

A

behavioral intervention plan

110
Q

Tourette’s syndrome

A

affects brain and nervous system resulting in difficulties writing, paying attention, and overall ability to process what they hear, see , taste and smell

111
Q

formal grouping

A

groups that facilitate positive interdependence, interactive information processing, individual and group accountability and practice for social skills

112
Q

reciprocal learning

A

when natural dialogue uncovers a student’s thinking process

113
Q

best seating arrangement for sharing materials and collaboration

A

horseshoe

114
Q

guided practice

A

reinforcement of material by questioning students right after presentation

115
Q

compensatory intervention

A

teaching substitute skills so a students can perform a task despite a disability

116
Q

a prosthesis is…

A

adaptive technology

117
Q

authentic (aka alternative) assessment

A

student originates a response for a question the teacher has asked

118
Q

a reflective practitioner…

A

uses self evaluation with clear descriptions, methods and strategies

119
Q

face validity

A

concentrates on how valid a method is

120
Q

uses peer pressure, reinforcement, body language and proximity to change behavior

A

positive classroom discipline

121
Q

√ (1-r)

A

standard error of measure

122
Q

80% of LD difficulties are…

A

reading problems

123
Q

fragile x syndrome

A

Most common form of mental retardation, a mutation of the FMR-1 gene

124
Q

social phobia

A

fear of being embarrassed publically

125
Q

3 accommodations for students with memory difficulties

A

use of pictures, help kids identify cues when discussing subject, use concrete examples

126
Q

massed practice

A

little or no rest between repeat performances of a skill in a short period of time.

127
Q

5 components of measurable annual goals

A

the who, the behavior, the criterion, the conditions, the time frame

128
Q

Bandura

A

Modeling

129
Q

Burner

A

past experiences

130
Q

Dewey

A

Experiencing

131
Q

Erikson

A

Development

132
Q

Gilligan

A

Moral development in women

133
Q

Kohlberg

A

Moral development in men

134
Q

Maslow

A

Hierarchy of needs

135
Q

Piget

A

Cognitive development

136
Q

Skinner

A

Conditioning

137
Q

Vygotsky

A

Social development of learning

138
Q

Extrinsic Motivation

A

Motivation from an outside source.

139
Q

Intrinsic Motivation

A

Motivation from inside the person.

140
Q

Metacognition

A

A person thinks about their own thinking.

141
Q

Scaffolding

A

Instructional support provided to a student by an adult in a learning situation.

142
Q

Schema

A

A concept in the mind about event, scenarios, actions, or objects from past events.

143
Q

Gardner

A

Theories of 8 multiple intelligences.

144
Q

Hidalgo

A

Levels of culture.

145
Q

Canter

A

Discipline

146
Q

Kounin

A

“With-it-ness”

147
Q

Hunter

A

Direct instruction

148
Q

Pavlov

A

Classical Conditioning

149
Q

Performance Standards

A

Set the level of performance exception for student groups. They are generally set at the state and local levels and generally can be found on your state’s department of education website or your local school district’s website.

150
Q

Content Standards

A

Provide expectations for the knowledge students must demonstrate.
Ex. Common Core Standards

151
Q

When you use backward design to plan instruction, ask yourself the following three questions:
1.
2.
3.

A
  1. What do students need to know and be able to do? (Objective w/ Blooms, standards)
  2. How will you assess what students know and are able to do? (performance assessment)
  3. What goes into planning a lesson? (deciding on teaching methods, engaging, differentiated instruction)
152
Q

Distributed Cognition

A

A process in which two or more people work collaboratively to share ideas and solve problems together, resulting in new cognition that may not have been possible with out the other.

153
Q

Key Terms Related to Cognition

A
  1. Schema
  2. Info Processing
  3. Mapping
154
Q

Schema

A

Students organized sets of facts about a concept or event can be used to help make connections between info in long term memory and new concepts and ideas
ex. learner may know a lot about puppies and and compare and contrast behaviors and attributes of other living things

155
Q

Declarative Knowledge

A

Info Processing theorists help us understand that students need to know what they are learning and ways this new info fits with previous info
ex. stating lesson objectives, reviewing

156
Q

Procedural Knowledge

A

The set of steps or procedures on how to do something
ex. participating in science lab, can aid cognition by establishing clear step-by-step instructions and asking to recall procedures

157
Q

Mapping

A

Teachers can use concept mapping and similar graphic organizers to help students see the relationships and interrelationships among concepts and new ideas

158
Q

Social Learning Theory

A

Let students talk! This means teachers needs to allow students to work in pairs and small groups

159
Q

Examples of Social Learning Theory

A
  1. Modeling
  2. Reciprocal Determinism
  3. Vicarious Learning
160
Q

Modeling

A

Teachers and more capable peers provide important models for learners. In the classroom you might see the teacher sharing his or her thinking while reading a challenging vocabulary word, discussing strategies to figure out the meaning of the world

161
Q

Reciprocal Determinism

A

Alfred Bandura posits that peoples behavior is controlled by the individual through internal cognitive processes and external events in the environment. In the classroom, you might see ____ in action when a child acts out based on his or her dislike of school. The teacher or administrator then responds to the students acting out by keeping him or her inside during recess, fueling the student’s dislike of school further and leading the student to act out the next day.

162
Q

Vicarious Learning

A

Occurs through social interaction and/or observation. Teachers can promote ____ by allowing students to work with more capable peers, mentors, or adults. Students can be reinforced or punished.

163
Q

Constructivism

A

Individual learners construct or create knowledge through their interactions with the environment and others. When we tale a _____ theoretical perspective on learning, we examine the internal processes of the human learning experience

164
Q

Key Theories from Constructivism

A
  1. Problem Based Learning
  2. Zone of Proximal Development
  3. Scaffolding
  4. Discovery Learning
  5. Inquiry Model
165
Q

Problem Base Learning

A

Activities in which students learn new info and skills while working to solve real- world problems.
ex. Find out how large dines are by drawing them to scale

166
Q

Inquiry Model

A

Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning.
Ex. exploring different soils to see which type absorbs more water in science

167
Q

Behaviorism

A

___ is a theoretical perspective on learning that focuses on what can be observed and measured in learning- Peoples behaviors (responses) and events in the environment that promote behavior (stimuli)

168
Q

Terms important to Behaviorism

A
  1. Conditioning
  2. Intrinsic and Extrinsic Rewards
  3. Reinforcement
  4. Punishment
169
Q

Scope

A

As it relates to curriculum, Material or skill to be taught
ex. measurement

170
Q

Sequence

A

As it relates to curriculum, is the order in which you teach the info

171
Q

Standards of Learning

A

Teachers use to guide curriculum, and design assessments

172
Q

Curriculum Framework

A

List the broad oaks of a school district, state, or school, and provide subject specific outlines of course content, standards, and performance expectations

173
Q

Curriculum Planning

A

In order to plan curriculum, teachers must plan a scope and sequence for a series of units of study, align the curriculum to the district and state standards of learning, and then plan the assessment system to measure student’s progress

174
Q

Emergent Curriculum

A

Based primarily on the interest of children. Often used in early childhood settings. The teacher works together with family and other community members to set possible direction for a project and then determine the actual curriculum based on student interest.

175
Q

Unit Planning

A

Interconnected set of lessons usually lasting two to six weeks

176
Q

Backward Design

A

Designing a unit of instruction based on what students need to know and be able to do, how to assess student learning, and how to plan a series of lessons

177
Q

Indisciplinary- Unit Instruction

A

Incorporates info from two or more content areas to help students see the connections and real-life links across the disciplines.

178
Q

Thematic- Unit Instruction

A

A way to organize curriculum around large themes. ____ are integrated across several content areas, such as reading, social studies, math, and science. It might include topics as dinosaurs, friendship, justice, civil rights, or patterns.

179
Q

Bandura, Albert

A

social or observational learning theory

180
Q

Bruner, Jerome

A

discovery learning and constructivism

181
Q

Dewey, John

A

learning through experience

182
Q

Erikson, Erik

A

eight stages of human development

183
Q

Gilligan, Carol

A

stages of the ethic of care

Special Education Praxis (1 decks)

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