Exceptionalities 5-8
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44 terms
Terms | Definitions |
|---|---|
 learning disability | a disorder in one or more of the basic psychological processes involved in understanding or using language |
| characteristics of children with learning disabilities | reading problems, deficits in written language, underachievement in math, poor social skills, attention problems and hyperactivity, behavioral problems, low rate of self- efficacy, specific and significant acheivements in the presence of adequate overall intelligence |
| advantages to intervention | -early identification -reduction of number of students in special ed -reduction of the over identification of minority students in special ed |
| standardized tests | Used to measure achievement and IQ |
| Criterion-referenced tests | students score compared to a mastery criterion used to identify specific skills in need of instruction |
| Informal Reading Inventories | Used to determine student's reading level |
| Curriculum-based measurement | Frequent assessment of a student's progress in learning the objectives of the curriculum |
| Direct Daily Measurement | Observing and recording a child's performance on a specific skill each day it is taught |
| explicit instruction | Provide a sufficient range of examples to illustrate a concept Provide models of proficient performance Have students explain how and why they make decisions Provide frequent, positive feedback for student performance Provide adequate practice opportunities |
| content enhancements | Guided notes Graphic organizers and visual displays Mnemonics |
| definition of emotional disturbance | Inability to learn not related to other factors Inability to build or maintain satisfactory peer or teacher relationships Inappropriate feelings or behavior under normal conditions A general pervasive mood of unhappiness or depression A tendency to develop physical symptoms or fears associated with personal or school problems Definition does not apply to children who are "socially maladjusted" but includes schizophrenia |
| externalizing behaviors of ed | Lying Temper tantrums Stealing Property destruction Threats of violence or violence toward peers and/or teachers |
| internalizing behaviors of ed | Overly shy or immature Withdrawn Hypochondria Easily upset and difficult to calm |
| Informal Assessment | School records, parent interviews, teacher checklists |
| Direct observation and measurement | In-class observation when behavior is likely to occur |
| Hypothesis Development | All informal and observational data used to develop intervention based on probable cause of the behavior |
| Intervention | teaching functional replacement behaviors |
| Evaluation and Modification | Data are collected to determine success of the intervention |
| Aspergers | impairments in all social areas, particularly an inability to understand how to interact socially |
| Rhetts | a distinct neurological condition that begins between 5 and 30 months of age, marked by a slowing of head growth, stereotypic hand movements, and severe impairments in language and cognitive abilities |
| Childhood disintegrative disorder | shares characteristics with autistic disorder, but doesn't begin until after the age of 2 and sometimes not until age 10 |
| Pervasive Developmental Disorder | Not Otherwise Specified (PDD-NOS) - diagnosis given to children who meet some, but not all, of the criteria for autistic disorder |
| characteristics of autism | Impaired social relationships Communication and Language deficits - Many children with autism do not speak; echolalia is common among those who do talk Varying levels of intellectual functioning, uneven skill development Unusual responsiveness to sensory stimuli Insistence on sameness and perseveration Ritualistic and stereotypic behavior Aggressive or self-injurious behavior |
| communication | the interactive exchange of information, ideas, feelings, needs, and desires |
| functions of communication | Narrating Explaining/informing Requesting Expressing |
| language | formalized code that a group of people use to communicate with one another |
| phonology | Rules determining how sounds can be sequenced |
| morphology | Rules for the meaning of sounds Free morphemes - can stand alone in meaning Bound morphemes - do not carry meaning by themselves |
| syntax | rules for a language's grammar |
| semantics | rules for the meanings of words |
| pragmatics | rules for communication |
| speech | the oral production of language |
| respiration | Breathing that provides power |
| Phonation | Production of sound by muscle contraction |
| resonation | sound quality shaped by throat |
| articulation | Formation of recognizable speech by the mouth |
| fluency disorders | stuttering and cluttering |
| voice disorders | A phonation disorder causes the voice to sound breathy, hoarse, husky, or strained Resonance disorders are hypernasality or hyponasality |
| articulation disorders | child is not physically able to make a sound |
| phonological disorders | A child has the ability to produce a given sound and does so correctly in some instances but not others |
| aphasia | inability to use or understand language (spoken or written) because of a brain lesion loss of language |
| disarthria | difficulty in speaking due to impairment of tongue or throat |
| cleft palate | a gap in the upper lip or palate that causes problems with eating, swallowing, speech and appearence |
| evaluation components | Case history Physical examination Articulation test Auditory discrimination Phonological awareness Vocabulary and overall language development test Language samples Observation in natural settings |
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