special ed (test 2)

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four major quesions that should be answered in assessment of children with disabilities and ED: who might need help? who really does need help? what kind of help is needed? is the help benefiting the student
adaptive behavior: the collection of conceptual, social, and practical skills that have been learned by people in order to function in their everyday lives
task analysis: breaking down complex or multistep skills into smalls, easier to learn subtasks
about...% falls two or more standard deviations below the mean, which the AAMR calls...: 2.3%, "significantly subaverage"
phonation disorder: causes the voice to sound breathy, hoarse, husky, or strained most of the time
keyword method: useful when linking new words with familiar info
dysphonia: condition of poor or unpleasant voice quality
morphology: basic units of meaning and how those units are combined into words
biological factor for ED-temperment: believed the be a person's behavioral style or typical way of responding to situations believed to be born with
systematic feedback: falls into two categories 1) positive reinforcement-> for correct responses and error correction and 2) praise . feedback is generally most effective when it is specific, immediate, positive, frequent, and differential
content enhancements: the general name given to a wide range of techniques teachers use to enhance the organization and delivery of curriculum content so that students are better able to organize
differential acceptance: the teacher can receive and witness frequent and often extreme acts of anger, hate, and aggression from children without responding similarly
five dimensions of language: phonology, morphology, syntax, semantics, pragmatics
largest segment of mental retardation: school age children with mild retardation
Amniocentesis: withdrawing a sample of fluid from the amniotic sac surrounding the fetus during the second trimester of pregnancy to identify 80 genetic disorders
communication: the interactive exchange of information, ideas, feelings, needs and desires. encoding, transmitting, and decoding messages
interaction includes three elements: 1- a message 2-a sender who expresses the message 3- a receiver who responds to the message
realistic percent of MR: 1% of school aged but the federal govt. estimated 3%
biomedical causes of mental retardation: biomedical causes are identified for about 2/3 of individuals with more severe forms of MR. Biomedical by itself do not cause MR. Most common are Down syndrome and fragile-X syndrome
reading problems in LD: 90% of children are reading related
explaining/informing: teachers expect children to interpret the explanations of others in speech and writing and to put what they understand into words so that their listeners or readers will be able to understand it too
resonance disorder: suffers from either too many sounds coming out through the air passages of the nose or not enough
...% of children in spec ed also receive help for communication disorders: 50%
a number of instruments for assessing adaptive behavior have been developed:: 1) AAMR Adaptive Behavior Scale 2) Vineland Adaptive Behavior scales 3) scales of independent Behavior
disordered behavior is a: social construct: there is no clear agreement about what constitutes good mental health
several important considerations to IQ testing: -the concept of intelligence is a hypothetical construct -an IQ test measures only how a child performs at one point in time on the items included on the test -intelligence tests can be culturally biased -IQ scores can change significantly -intelligence testing is not an exact science -results of an IQ test should never be used as the sole basis for making a decision on the provision or denial of special education services -results from an IQ test should not be used to target educational objectives or design instruction
requesting: children are expected to communicate their wishes and desires to others in socially appropriate ways
Adaptive behavior in MR: have substantial deficits in adaptive behavior (self care skills and daily living skills, social development, behavioral excesses and challenging behavior
IDEA LD definition: disorder in 1 or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or math
two types of IQ tests: Wechsler Intelligence Scale for Children-third edition, and the Stanford Binet IV
causes for ED can be grouped into two categories: biological, and environmental
the CCBD definition of ED differs from that of IDEA by: focuses directly on the child's behavior in school settings, places behavior in the context of appropriate age, ethnic, and cultural norms, and the increases the possibility of early identification and intervention
symbol sets: collection of pictures or drawings in which each symbol has one or more specific meanings
mnemonics: combine special presentation of information with explicit strategies for recall
a pattern of antisocial behavior early in a child's development is: the best single predictor of delinquency in adolescence
an interdisciplinary team develops a profile of the types and intensity of needed supports within each of the five dimensions of MR: intellectual abilities, adaptive behavior, participation, interactions, and social roles
chorion villus sampling (CVS): a small amount of chorionic tissue is removed and tested.
four processes of speech: respiration, phonation (the production of sound), resonation (sound quality), articulation (formation of specific, recognizable speech sounds)
most students with ED perform: one or more years below grade level academically
graphic organizers: visual spacial arrangements of information containing words or concepts connected graphically
graphemes: print symbols or letters
placement alternatives for LD: regular classroom, consultant teacher, resource room, separate classroom
direct observation and measurement of behavior: observerd where behavior normally occurs and is measured in several dimensions: frequency, duration, latency, magnitude, and topography
alphabetic principle: how letters and cobinations of letters represent the small segments of speech called phonemes
double deficit hypothesis: children who exhibit underlying deficits in phonological awareness and rapid naming speed
IQ tests are: norm-referenced tests
behavioral and emotional rating scale for ED: asses the students strengths in 52 items across 5 areas--> interpersonal strengths, family involvement, intra personal strengths, school functioning, affective strengths
language: a formalized code used by a group of people to communicate with one another. symbols, sounds, letters, numbers, system of combing these
causes of communication disorders: organic, but most are functional (physical condition but the cause is not known)
augmented and alternative communicatoin: diverse set of strategies and methods to assist individuals who are unable to meet their communication needs through speech or writing
norm referenced test: administered to a large sample of people selected at random from the population for whom the test is intended. The scores are then used to represent how scores on the test are generally distributed throughout the population
practice stage of learning: when the student can perform the new skill with accuracy, she should be allowed to make a series of responses before feedback is provided
functional analysis: in functional behavioral assessment, the systematic manipulation of several antecedent or consequent events surrounding the target behavior in an attempt to verify the function of the behavior for the child
biological factor for ED-brain disorders: brain disorder-->experience problems with emotion and behavior caused by "brain dysgenesis" (abnormal brain development) and "brain injury". The major of kids with ED exhibit no evidence of brain disorder
empathetic relationship: a teacher's ability to recognize and understand the many nonverbal cues that often are the keys to understanding the individual needs of emotionally disturbed children
environmental factor for ED-home: relationship children have with their patterns, especially during the early years is critical in learning to behave
the NJCLD definition of LD: general term that refers to a heterogeneous group of disorders manifested by significant difficulties in the acquistion and use of listening, speaking, reading, writing, reasoning, or mathematical abilities
the twofold task of the teacher of children with ED is helping them: 1-replace antisocial and maladaptive behaviors with more socially acceptable 2- acquire academic knowledge and skills
four classifications for MR: mild, moderate, severe, and profound
individuals with mild retardations: make up 85%
curriculum based measurement: frequent assessment of a student's progress in learning the objectives that make up the curriculum in which the student is participating
stuttering is far more common in: males
receptive language disorder: be unable to learn the days of the week in proper order
"significant" refers to: a score of two or more standard deviations below the mean on a standardized intelligence test
gender in ED: the vast majority are boys-->exhibit externalizing aggressive behavior. Girls are more likely to have internalizing behaviors, although they can be aggressive as well
fluency disorder--cluttering: speech is very rapid, with extra sounds or mispronounced sounds. speech is garbled to a point of unintelligibility
internalizing behavioral disorder: little social interaction with others
maternal substance abuse and environmental pollutants are: two major causes of preventable mental retardation
three basic types of speech impairments: articulation disorders, fluency disorders, voice disorders
professionals criticize the AAMR's definition of MR: IQ testing will remain primary means of diagnosis, adaptive skills cannot be reliably measured with current assessment methods, the levels of needed supports are too subjective, classification will remain unchanged in practice because the four intensities will replace the four levels of retardation
fluency disorders: interruption in the flow of speaking characterized by atypical rate, rhythm, and repetitions in sounds, syllables, words and phrases.
generalization and maintenance: extent to which students use what they have learned across settings and over time
precision teaching: daily measurement that makes instructional decisions based on changes based on changes in the frequency of a student's performance as plotted on a standard graphic display called the standard celebration chart
communication disorder in IDEA: such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects a child's educational performance
functional curriculum in MR: maximize a students independence, self direction, and enjoyment . 3-r's (reading, writing, arithmetic)
three environmental factors for ED: 1-an adverse early rearing environment 2- an aggressive pattern of behavior displayed when entering school 3-social rejection by peers
positive attributes of MR: tenacity and curiosity in learning, get along well with others, and are positive influences on those around them
causes of LD: most cases are unknown. Four suspects are brain damage, heredity, biochemical imbalance, and environmental causes
guided notes: teacher prepared handouts that provide an outline of the lecture, which students complete during class
environmental factor for ED- community: when students associate with peers who exhibit antisocial behavior, they are more likely to experience additional trouble in the community and at school
about...% of students with learning disabilities exhibit deficits in ...: 75%, social skills
functional behavioral assessment (ED): systematic process of gathering information to help IEP teams understand why a student may be engaging in challenging behavior. interviews and direct observation are used. two types of behavioral function 1- to get something the student wants 2-to a void or escape something the student doesnt want
projective tests for ED: consists of ambiguous stimuli or open ended tasks. no right or wrong answer gives the person true personality
prevention: development of an effective rubella (German measles) vaccine in 1962
environmental factor for ED- school: school is where children spend the largest part of their time, and because children are identified mostly in schools, its questionable what happens there
alterable variables: refer to things that both make a difference in student learning and can be affected by teaching practices
short term memory (working memory): the ability to recall and use information that was encountered just a few seconds to a couple hours earlier
cognitive function in MR--> Learning rate: measure used is "trials to criterion": the number of practice or instructional trials needed before a student can respond correctly without prompts or assistance
self determination in MR: set goals, plan and implement a course of action, evaluate their performance, and make adjustments in what they are doing to reach their goals. large component is teaching kids to take responsibility for their learning
children with externalizing behaviors: act out in bad behaviors
direct and frequent measurement: objectively records the learner's performance of the behavior or interest in the natural environment for that skill, also when it occurs on a regular basis
a relatively new curriculum based measurement: DIBEL, measures initial sound fluency, phonemic segmentation fluency, nonsense word fluency, oral reading fluency
articulation disorder: child is at present not able to produce a given sound physically . sound is not in his repertoire
traits of students with ED: 1-two thirds cannot pass competency exams for their grade levels 2-they have the lowest grade pt average of any group of students with disabilities 3-they have the highest absenteeism rate of any group of students 4- only 20-25% leave with a diploma 5- more than 50% drop out of high school
language impairments: problems in one ore more of the five dimensions. either receptive: understanding or expressive: production of language
small portion of mental retardation: experience pervasive and substantial limitations in all o rmost areas of development and functioning
MRI helps: find the exact regions that LD effects
phenylketurnia: by analyzing the concentration of this in newborns blood plasma, doctors can diagnose and treat giving normal intellectual development
normalization: use of progressively more normal settings and procedures to establish and maintain personal behaviors which are procedures but an overriding philsophy
behavioral teaching tools for ED: shaping, contingency contracting, extinction, differential reinforcement or other behavior, response cost, time out, overcorrection, level system
four basic kinds of speech sound errors: distortions, substitutions, omissions, additions
to describe how a particular score varies from the mean of all the scores in the norm sample, a mathematical concept is used called: standard deviation
pegword method: rhyming words for numbers
symbol systems: structures around an internal set of rules that govern how new symbols are added to the system
speech: oral production of language
the rule of one third: approximately 33% of children will experience behavioral problems, and one third of those (10% of school children) will require assistance or intervention, and one third of that group will have behavioral problems that warrant special education
LD guidelines for federal: 1-a severe discrepency between the students intellectuals ability and acedemic ability, 2-the difficulites are not the result of another known condition that can cause learning problems, a need for special education services
etiological factors associated with MR: prenatal, perinatal, postnatal
a mean IQ score of....for children with ED: 86
Itard: father of special education
more than ....causes of MR have been identified: 750
cognitive function in MR--> attention: trouble attending to relevant features
intermittent direct service: pulled out and seen idividually or in groups of three for speech
dialects: every language contains a variety of forms
definition of mental retardation in AAMR: refers to significantly subaverage general intellectual functioning resulting in or associated with deficits in adaptive behavior and manifested during the developmental period
letter strategies: acronyms and acrostics to remember things
criterion referenced tests: differ from norm referenced in that a child's test score is compared with a predetermined criterion, or mastery level, rather than the norm of other students
five forms of assessment are used with LD: standardized achievement tests, criterion-referenced tests, informal reading inventories, curriculum based measurement, and direct daily measurement
narrating: children need to be able to tell and follow the telling of a story
dysarthria: group of speech disorders caused by neuromuscular impairments in respiration, phonemes, resonation, and articulation
mediated scaffolding: provide and then fade prompts and cues so student can respond naturally to stimuli
children with ED are characterized by behavior that falls significantly beyond the norms of their cultural and age group in two dimensions: externalizing and internalizing
active student response, opportunity to respond, and academic learning time: providing instruction with high levels of active student participation is important for all learners
learning strategies: an individuals approach to learning a task
biological factor for ED-genetics: genetics-->no link to genetics in ED. Closest to genetic risk is schizophrenia
cognitive functioning in MR: poor memory, slow learning rates, attention problems, difficulty generalizing what they have learned, and lack of motivation
three conditions for ED: chronicity, severity, and difficulty in school
language impairment: impaired comprehension and use of spoken, written, or symbol systems
LD is the....in special education: largest
instructional methods: mediated scaffolding, task analysis, active student response, systematic feedback, transfer of stimulus response, generalization and maintenance, direct and frequent measurement
expressive language disorder: have a limited vocabulary or be confused by the order of sounds or words
old classifications for MR: educable mentally retarded and trainable mentally retarded
acquisition stage of learning: feedback should focus on the accuracy and form of the student's response
learned helplessness: a person who has experienced repeated failure comes to expect failure regardless of his or her efforts
environmental causes of MR: "psychosocial disadvantage"--> the combination of a poor social and cultural environment early in the child's life. "developmental retardation" is a synonym
phonological disorder: ability to produce a given sound and does so correctly in some instances but does not produce the sound correctly at other times
Systematic screening for behavioral disorders: most systematic, fully developed. 3-step multiple gating screening process for progressively narrowing down the number of children suspected of having serious behavior problems
screening tests for ED: run the risk of developing more problems, there is a big importance for systematically screening and identifying as early as possible
speech impairments: when it deviates so far from the speech of other people that it 1-calls attention 2-interferes with communicatoin 3- provokes stress in the speaker or listener
siblings and children of persons with reading disabilities have a: slightly greater than normal changed of having reading problems
genetic counseling: women who are at risk for giving birth to a baby with a disibility on the basis of the parents genetic backgrounds are referred to these
Five assumptions essential to AAMR's definition of MR: 1) limitations in present functioning must be consideredh within the context of the community environments typical of the individual's age peers and culture 2) Valid assesment considers cultural and linguistic diversity as well as differences in communication, sensory, motor, and behavioral factors 3) within the individual, limitations is to develop a profile of needed supports 4) the purpose of describing limitations is to develop a profile of needed supports 5) with appropriate personalized supports over a sustained period, the life functioning of the person with mental retardation generally approve
IQ scores are distributed throughout the population according to a phenomenon called the: normal curve
pragmatics: how spoken language is used to communicate
speech language pathologist: responsibility for identifying, evaluating, and providing therapeutic services to children with communication disorders
adaptive behavior in people with MR is important: in determining the supports he requires for success in school, work, community, and home environments
most children with behavioral or emotion disabilities are not being: identified for special education, the number being served represents less than half of the 2% estimate the fed govt used
fluency disorder--stuttering: rapid fire repetitions of consonant or vowel sounds
tandem mass spectrometry: measures various components of blood, urine, or plasma for metabolic disorders
LD represents...% of all school age children with disailities: 47%
self monitoring in ED: the student observes and records the occurrence of his own behavior
syntax: the system of rules governing the meaningful arrangement of words into sentences
self evaluation in ED: involves comparing one's behavior against a standard goal
learning disabilities are associated with problems in: listening, reasoning, memory, attention, selecting and focusing on relevant stimuli, and the perception and processing of visual or auditory information
expressing: it is important for children to express their personal feelings and opinions and to respond to the feelings of others
semantics: the meaning of words
curriculum goals in ED: learn to control their antisocial behavior 1- social skills--> instruction is important 2- academic skills-->cannot be neglected because most are already falling behind
minimal brain dysfunction: actual evidence of brain damage cannot be shown
communication disorder: impairment in the ability to receive, send, process, and comprehend concepts of verbal, nonverbal, and graphic symbol systems
Cognitive function in MR--> memory: problems remembering info especially short term memory, remember a lot better once converted to long term memory
morphemes: the smallest elements of language that carry meaning
phonology: the linguistic rules governing a languages sound system
juvenile delinquency: juvenile is a legal term, however many of the offenses that an adolescent commits are labeled ED. Juveniles were involved in 16% of all violent crime arrests and 32% property crime arrests
manifestation determination: if a student commits an act that would result in suspension of more than 10 days, the IEP team and other qualified personnel must review the relationship between the student's misconduct and his disability
definition of mental retardation in IDEA: significantly subaverage general intellectual functioning existing concurrently with deficits in adaptive behavior and manifested during the developmental period that adversely affects a child's educational performance
phonemes: sound elements of language
transfer of stimulus control: teacher provides a prompt that makes a correct response very probable
response to instruction: the ability achievement discrepancy approach focuses in on within child factors
Life skills for MR: learn life skills that help them transition to adult life
two advantages of direct daily measurement: 1- fives info abou tthe childs performance on the skill under instruction 2- info is available on a continuous basis so that the teacher can modify instruction in accordance with changing performance
explicit instruction involves: carefully designed materials and activities that provide structures and supports that enable all students to make sense of new info and concepts
voice disorder: characterized by the abnormal production of absence of vocal quality, pitch, loudness, resonance, or duration
Behavior rating profile for ED: includes six subtests that the student, teacher, and parents take to asses the behaviors of the students
behavior management in ED: discipline and school wide systems of behavior support, classroom management, self management, peer mediation and support,

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