Test #2 Flashcards
13 classifications of special education
- autism
- developmental delay
- speech/language impairments
- visual impairment
- hearing impairment
- other health impairments (OHI)
- deaf-blind
- specific learning disabilities
- traumatic brain injury
- orthopedic impairments
- emotional disturbance
- multiple disabilities
- intellectual disabilities
what MUST all 13 classifications affect?
MUST adversely affect educational performance
banned IQ tests with minorities for purpose of placement in classes for children with multiple intellectual disability; ordered elimination of disproportionate representation - then case was upheld and ruling expanded to prohibit
IQ testing for with minorities for ANY purpose (1984, 1986)
Larry P vs. Riles
class action suit against Chicago schools; ban on IQ tests requested; judge reviewed tests himself and ignored expert witnesses; Chicago schools voluntarily banned the use of IQ tests in 1981; agreed with defendants that SES was significant factor; IQ tests were only a portion of the decision-making process
Pase vs. Hannon
whether overrepresentation in special education and underrepresentation in gifted constitutes discrimination; judge edenfield ruled that poverty and low SES were sufficient to explain overrep. and that adaptive behavior measures should include behavior within educational setting
Marshall vs. Georgia
main components of MTSS/RTI (multi-tired systems of support - response to intervention)
-greater focus on prevention and intervention than diagnosis
-assessment is continuous
-3 tiers
3 (or 4) tiers of MTSS
tier 1: universal tier, regular core curriculum
tier 2: additional interventions/small group instruction, typically in regular classroom
tier 3: regular classroom or elsewhere; 1 on 1 intervention
tier 4: special education (uncommon)
RTI for classification for SLD
- document adequate classroom instruction and a dual discrepancy
- implement interventions in regular classroom, such as small group instruction
- repeat step 1
treatment for ADHD
medication combined with both academic interventions and behavioral interventions (at school AND home)
degree of intellectual disability
- mild
- moderate
- severe
mild intellectual disability
IQ of 50-70 (+ or - 5 points), significant adaptive behavior limitations in at least 1 of the 3 areas (social, conceptual, practical)
moderate intellectual disability
IQ of 35-50 (+ or - 5 points), significant adaptive behavior limitations in at least 1 of the 3 areas (social, conceptual, practical)
severe intellectual disability
IQ below 35, significant adaptive behavior limitations in at least 1 of the 3 areas (social, conceptual, practical)
conceptual skills
receptive and expressive language, reading and writing, money concepts, self-direction
social skills
interpersonal skills, responsibility, self-esteem, obeys laws, avoids victimization
practical skills
personal activities of daily living such as eating, dressing, mobility, and toileting - instrumental activities of daily living such as preparing meals, taking meds, using the phone, using transportation
on standardized measures, significant limitations in adaptive behavior are operationally defined as performance that is at least 2 standard deviations below the mean of either…
a) ONE of the following three types of adaptive behavior (conceptual, social, practical), OR
b) an overall score on a standardized measure of conceptual, social, and practical skills
required ED identification procedures
evaluation by a licensed psychologist or certified school psychologist (who must be a member of the IEP team) that includes:
-social/developmental history (parent interview)
-review of educational records
-standardized rating scales
-child interview
-behavioral observations by teacher and at least one other member of IEP team
-RTI/MTSS (if applicable)
-not required but HIGHLY recommended teacher interview
3 branches of autism spectrum disorder (ASD)
- autism
- asperger’s disorder
- pervasive developmental disorder-NOS (not otherwise specified)
3 core characteristics of ASD
- qualitative impairments in communication
- qualitative impairments in reciprocal social interaction
- repetitive, stereotyped, unusual interests and behaviors
broadband rating scales
simply has a broader focus; may cast a large net, assessing for a variety of problems or disorders
EXAMPLE: BASC (behavioral assessment system for children)