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Special Education > Test 2 > Flashcards

Test 2 Flashcards

0
Q

may be unable to discriminate between differences in speech sounds or sound segment sat signify differences in words. May cause reading or spelling difficulties. Common in children with language impairments and may affect reading.

A

Phonology

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1
Q

What is an example of phonology?

A

Pen may sound exactly like pin

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2
Q

rules and sequencing of individual speech sounds and how they are produced

A

Phonemes

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3
Q
  • problems using the structure of words to get or give information. -length of utterances is shorter because plurals, verb markers, and affixes are missing.
  • unable to be specific in communications
A

Morphology

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4
Q
  • the smallest meaningful unit of speech. Bill has one of these, but when an s is added the word now has two of these.
A

Morphemes

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5
Q

What is an example of morphology?

A

-may not use -ed for past tense or -s for plural.

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6
Q
  • Errors involving word order, such as ordering words in a manner that does not convey meaning to the listener, using immature structures for a given age, misusing negatives, or omitting structures.
A

Syntax

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7
Q

What is an example of problems with syntax?

A

“where one them park at?” “Him sick.” “Him no go.” “He go now.”

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8
Q
  • difficulties using words singly or together in sentences.
  • difficulty with multiple-meaning words and have restricted meanings for words
  • problems with time and space words, cause and effect words, and inclusion vs exclusion
  • May rely on words with unspecific meaning
A

Semantics

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9
Q

What is an example of problems with semantics?

A

Difficulties with words including night, tiny, all, none. May have difficulties with understanding “push button, ball goes”. Often use words like “thing, that”.

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10
Q
  • focuses on the social use of language- the communication between a speaker and a listener. Include eye contact, body language, maintaining a topic, and taking turns in conversation.
A

Pragmatics

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11
Q

What are examples of problems with pragmatics?

A

Not letting anyone else talk,

  • comments that are unrelated
  • questions at inappropriate time. May have autism or traumatic brain injury
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12
Q
  • used by IDEA to refer to a condition that is accompanied by one or more characteristics over a long time and to a marked degree and that affects a child’s educational performance
A

emotional disturbance

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13
Q

Under idea, the student may have difficulties building relationships, have inappropriate behaviors under normal circumstances, have a depressed mood, or may be fearful if they have an…

A

emotional or behavioral disorder

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14
Q
  • include 7 different strategies for adult-child interactions to provide learning opportunities
A

Facilitative Language Strategies

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15
Q
  • adult highlights the difference between the child’s speech and the adults.
A

Focused contrast

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16
Q
  • helps a child learn a language or speech structure he doesn’t yet use. If the structure is -s the adult may use it describe the plurals in the ongoing activity, highlighting them with extra emphasis.
A

Modeling

17
Q
  • provide an ongoing description of an activity, like a sportscaster might. Events can be what the child is doing. Example: during dress up saying you are putting on the dress. Now you are putting on the shoes.
A

Event Casts

18
Q
  • questions that have a variety of possible answers. Example: what do you think happens next?
A

Open Questions

19
Q
  • adult repeats the child’s utterance, filling in the missing components. Example: “two horse” the adult will say “two brown horses”
A

Expansions

20
Q
  • adult keeps the child’s basic meaning but changes the structure or grammar of the utterance. Example: “he has juice” adult will say “yes, he is drinking juice now.”
A

Recasts

21
Q

-encourage children to interact with each other. When a child makes a request that could be made to another child, the adult redirects them to another classmate

A

Redirects and Prompted Initiations

22
Q

-tool that helps visualize information in an organized fashion. Help students to provide visual aids to facilitate learning and teaching

A

Graphic Organizer

23
Q

Depict similarities/differences among key concepts

A

Comparative organizers

24
Q

Present main ideas and supporting details in ranking order

A

Hierarchical organizers

25
Q

Illustrate a series of steps or place events in a chronological order

A

Sequential organizers

26
Q

Depict a series of events that have no beginning or end

A

Cyclical organizers

27
Q

Include a main concept with supporting facts, evidence, or characteristics

A

Conceptual organizers

28
Q

written plan that is developed based on a functional assessment of problem behavior. Contain multiple intervention strategies designed to modify the environment and teach new skills

A

Positive Behavior Support

29
Q
  • identifies specific relationships between a students behaviors and the circumstances that trigger those behaviors, especially those that impede the students or others abilities to learn
A

Functional Behavioral Assessment

30
Q
  • ages 14-25. Focuses on areas of adulthood including employment, further education, daily living, living arrangements, leisure activities, community activities, health, self determination, communication, and personal relationships. Complete a five point rating scale for each area.
A

Transition Planning

31
Q

-results from alcohol exposure during a mother’s pregnancy. Causes brain injuries and growth impairments, these vary from child to child, but delays caused by this are irreversible.
- wide-set eyes, an exceptionally thin upper lip, a short upturned nose, and a smooth skin surface between the nose and upper lip
no cure but us 100% preventable. Don’t drink while pregnant.

A

Fetal Alcohol Syndrome

32
Q
  • Intellectual disability that occurs when the body produces 47 chromosomes instead of the regular 46.
  • Decreased muscle tone at birth, excess skin at the nape of neck, flattened nose, separated joints between the bones of skull, single crease in the palm of the hand, small ears, small mouth, upward slanting eyes, wide short hands and fingers, and white spots on the colored part of the eye
A

Down Syndrome

33
Q

-inherited. causes intellectual and developmental disabilities. Life-long condition and males have more severe symptoms than females.
-caused by a mutation in the FMR1 gene located on the X chromosome. Prevents the gene from properly making a protein, necessary for neurotransmitter-activate protein translation at synapses. A lack of this protein causes the symptoms of this.
• developmental delays, learning disabilities, anxiety, autism

A

Fragile X Syndrome

34
Q

-speech disorder in which an individual has difficulty saying what he/she wants to say correctly and completely.

A

Developmental Apraxia

35
Q
  • to speak in such a way that the rhythm is interrupted by repetitions,sometimes accompanied by contortions of the face
  • Repeating words or sounds
  • can be heredity, brain injury, from having other speech problems, or neurophysiology
A

Stuttering

36
Q
  • errors in speech sounds by mispronouncing, substituting, or leaving out the sound. Becomes a concern when children are not progressing and correcting these sounds.
  • unable to say many of the words that their peers can say
A

Articulation Disorder

37
Q
  • ongoing emotional and behavioral problems that occurs in children and teens. Problems may involve defiant or impulsive behavior, drug use, or criminal activity.
  • May break rules for no reason
A

Conduct Disorder

38
Q

Psychiatric disability that is a severe brain disorder in which people interpret reality abnormally. May result in some combination of hallucinations, delusions, and extremely disordered thinking and behavior.

A

Schizophrenia

39
Q

-excessive and irrational worrying. Children will experience extended or extensive periods of time where they feel a notable amount of fear or worry. Can be more avoidant and have inhibited behaviors and negative temperaments.

A

Anxiety Disorder

Special Education (2 decks)

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