Individuals with Disabilities

LRE stands for Answer- Least Restrictive Environment IDEA stands for Answer- Individuals with Disabilities Education Improvement Act IEP stands for Answer- Individualized Education Program "An adult who suffers from cerebral palsy" is considered an appropriate term when using people first language Answer- False When using people first language, we would not say "an epileptic." An appropriate term would be Answer- A person with epilepsy "A child with mental retardation" is an appropriate term Answer- False The medical model of disability is generally rejected by individuals with disabilities and disability advocacy groups because it does not cover the full spectrum of issues related to living with a disability. Answer- True The most comprehensive model of disability is the _____ model Answer- Biopsychosocial Based on a 2018 report from the US Bureau of Labor Statistics, about 74% of adults without disabilities ages 16-64 are employed. Approximately what percent of adults with disabilities are employed? Answer- 30% Compared to graduation rates in 1996, significantly more students with disabilities graduated with regular diplomas in 2016. Answer- True "My name is Curtis." is an example of Answer- Basic interpersonal communication skills (BICS) "Your math homework sheet is a review of everything we have learned so far this year: working long-division problems with double-digit divisors, calculating the area and perimeter of various quadrilaterals, working with fractions and decimals, and calculating averages." is an example of Answer- Cognitive academic language proficiency (CALP) Students who are ELLs often receive services from a bilingual or English-as-a-second- language (ESL) teacher, the ultimate purpose of which is to teach students English. At the same time, general education teachers should promote the success of ELL students in mastering academic content. In addition to adding to their own knowledge about language acquisitions and proficiency, teachers should use the following effective supports and strategies to strengthen students' learning out comes: Answer- Contextual Supports Activated Background Knowledge Teach Vocabulary Teach Comprehension Strategies Differentiate Instruction Provide Opportunities for Practice Some of the potential challenges for students related to low socioeconomic status (SES) include: having their _____ met, less access to _____, and less help with _____. Answer- Basic needs Enrichment Homework According to the IRIS module, there are 5 major benefits to the pre-referral process: 1. It helps to avoid _____ referrals to special education by taking a problem-solving approach to handling academic or behavioral difficulties in the classroom. 2. It provides a _____ for teachers and other team members---including parents---to discuss how to meet students' needs. 3. It empowers general education teacher with a variety of _____ to better serve diverse learners. 4. It prevents the _____ of students from a particular group (e.g., English learners, students at risk due to poor teaching) in special education. 5. It improves _____ between parents and the school by involving families in the process (e.g., parents offer information, participate in intervention development, become members of the team). Answer- 1. Inappropriate 2. Forum 3. Strategies 4. Overrepresentation 5. Communication Match the following... 1. The first stage of the pre-referral process begins when a family member or school staff member shares a concern about a student's academic or behavioral performance. This concern can be shared either informally, through conversation, or through a formal school form. 2. Information regarding instructional methods, strategies, and materials tried or use, the student's skill level, background knowledge and experiences, school and home expectations for behavior and academic performance, and classroom management techniques are gathered. Different personnel--including the classroom teacher, school counselor, or member of the pre-referral team--can all gather information. This type of information can be collected through informal or formal assessments, from family members, other teachers, and student work samples. 3. During this stage, members of the pre-referral team meet to discuss and review the information gathered in the previous stage and to begin discussing possible solutions. All members of the team share their perspective on information regarding specific concerns that prompted the referral, the student's strengths, talents, and interests, the student's skill level compared to their classmates, the environment in which the concern is present, strategies or interventions previously attempted, and best times for observation of the concerning behavior. Factors outside the student should also be considered. 4. The pre-referral team brainstorms and chooses strategies appropriate to the areas of concern. One or more strategies are identified for each area of concern. Following procedures for implementing the chosen intervention, including a designated-time frame, leads to more successful interventions. 5. In this stage, the classroom teacher and supporting team members implement the interventions. Data is collected to determine the effectiveness of the intervention. The interventions must be implemented as designed, or with fidelity. 6. In the final stage of the pre-referral process, the pre-referral team, including the student's family, reconvenes to determine whether the intervention was effective. If it is effective, the team decides whether the intervention should be continued. If it is not effective, the team decides whether the intervention should be modified, whether a new intervention should be put in place, or whether the child should be referred to special education. Answer- 1. Initial concern 2. Information gathering 3. Information sharing and team discussion 4. Discussion of possible strategies 5. Implementing and monitoring of strategies 6. Evaluation and decision making An _____ is a written plan, developed collaboratively by school personnel and a student's parents, that outlines the student's current level of development, his/her annual learning goals, accommodations, modifications, and related services, as well as a method for monitoring the student's progress toward achieving the goals. Answer- Individualized education program (IEP) Every facet of the student's special education program is guided by the IEP and monitored throughout the IEP process. Answer- True Bella is a 7th-grader who has a learning disability. Her IEP contains the following PLAAFP statement forreading. Bella reads at the 4th-grade level at approximately 100 wpm (orally). Her oral reading rate includes many incorrect words. When asked comprehension questions on fictional text, she is able to identify broad concepts such as main characters and events. However, she has difficulty identifying main ideas and supporting details in content area texts (science, social studies). She struggles with abstract concepts, inferences, deductions, and connecting the readings to real-world examples. This is not an example of a high-quality PLAAFP statement. Which of the following elements are missing or incomplete. Answer- Student Needs Effect on Progress in General Education Baseline Information Connection to Goals and/or Services ***All of the above are missing or incomplete*** Based on the PLAAFP statement, Bella's IEP team developed the following annual goal: When given a textbook passage at the 4.2 grade level, Bella will read the passage aloud at a rate of 100 wpm by the end ofthe school year. • Does this annual goal contain all of the required elements? Answer- Yes Based on the PLAAFP statement, Bella's IEP team developed the following annual goal: When given a textbook passage at the 4.2 grade level, Bella will read the passage aloud at a rate of 100 wpm by the end ofthe school year. Does this annual goal meet the SMART criteria? Answer- No Based on the PLAAFP statement, Bella's IEP team developed the following annual goal: When given a textbook passage at the 4.2 grade level, Bella will read the passage aloud at a rate of 100 wpm by the end ofthe school year. • Is this annual goal sufficient to meet all of Bella's needs in reading? Answer- No The fundamental purpose of the Council for Exceptional Children's High Leverage Practices (HLP) projects was to identify approved methods for supporting special education teacher candidates as they learn to use _____ _____ in their classrooms. Answer- Effective practices The use of HLPs might also be considered effective practice for general education teachers Answer- True The manner in which HLPs are enacted by special and general education teachers is exactly the same. Answer- False Material adaptation can include: Answer- making substitutions for text material simplifying text highlighting key concepts and information It is important for teachers to use explicit instruction when students are learning: Answer- new material complex concepts and skills Two peer-assisted strategies that can promote active student engagement include _____ and _____. Answer- cooperative learning peer tutoring Pencils grip are an example of assistive technology Answer- True Within intensive instruction, students have many opportunities to respond and receive _____, _____ feedback with teachers and peers to practice what they are learning. Answer- immediate corrective In the table below, you are presented with an ABC analysis for a behavior and asked to provide a hypothesis regarding the function of this behavior. Antecedent Instruction to begin worksheet Behavior Tore worksheet & threw on ground Consequence Timeout; New copy sent home for hw Answer- Escape/Avoidance of requests In the table below, you are presented with an ABC analysis for a behavior and asked to provide a hypothesis regarding the function of this behavior. Antecedent Teacher talking to peer Behavior Banging on desk (4x); laughing Consequence Teacher approaches; stop Answer- Attention from adults/peers In the table below, you are presented with an ABC analysis for a behavior and asked to provide a hypothesis regarding the function of this behavior. Antecedent Curt on pc; timer goes off & teacher instructs to leave Behavior Banging on computer mouse on table; Yelling Consequence Teacher sets timer for additional 5 minutes Answer- Tangible items/activities In the table below, you are presented with an ABC analysis for a behavior and asked to provide a hypothesis regarding the function of this behavior. Antedecent Curt playing alone on playground Behavior Repetitive hand flapping; Repeats "uh uh uh" sound Consequence No response from staff Answer- Automatic (to gain sensory inout or for pain/physical discomfort) In the table below, you are presented with an ABC analysis for a behavior and asked to provide a hypothesis regarding the function of this behavior. Antedecent Peer playing with iPad Behavior Grabs iPad from student, pushes student to ground Consequence Teacher prompts Curt to ask for item then provides Answer- Tangible items/activities In the table below, you are presented with an ABC analysis for a behavior and asked to provide a hypothesis regarding the function of this behavior. Antecedent Instruction to go to nurse's office for medication Behavior "No"; crawls under table Consequence Teacher calls nurse; Nurse brings medication to classroom Answer- Escape/Avoidance of requests In the table below, you are presented with an ABC analysis for a behavior and asked to provide a hypothesis regarding the function of this behavior. Antecedent Peers playing Monopoly, laughing Behavior Makes loud "siren" sound; looks at peers Consequence Peer walks to Curt; ask him to stop Answer- Attention from adults/peers In the table below, you are presented with an ABC analysis for a behavior and asked to provide a hypothesis regarding the function of this behavior. Antecedent Curt sitting on couch; Asked to stand up (4x) Behavior Ignores instruction (looks away) Consequence Teacher walks away for 5 mins to get assistance Answer- Escape/Avoidance of requests In the table below, you are presented with an ABC analysis for a behavior and asked to provide a hypothesis regarding the function of this behavior. Antecedent Playing with toy cars alone in sensory area Behavior Loud card horn sounds, bangs cars together repeatedly Consequence No response staff Answer- Automatic (to gain sensory input for pain/physical discomfort) In the table below, you are presented with an ABC analysis for a behavior and asked to provide a hypothesis regarding the function of this behavior. Antecedent Curt standing in doorway; Peer asks him to move Behavior Yes "no" and "leave me alone" Consequence Peer walks back to desk Answer- Escape/Avoidance of requests In the table below, you are presented with an ABC analysis for a behavior and asked to provide a hypothesis regarding the function of this behavior. Antecedent Student picks up book on Curt's desk Behavior Grabs book from peer; attempts to kick peer (2 attempts) Consequence Peer leaves desk area Answer- Tangible items/activities In the table below, you are presented with an ABC analysis for a behavior and asked to provide a hypothesis regarding the function of this behavior. Antecedent Instruction to write name on worksheet just completed Behavior "make me do it" and turns in paper without name Consequence Teacher writes Curt's name in and returns to bin Answer- Escape/Avoidance of requests For planning a task analysis, put the following steps in order Answer- 1. Determine if learner has prerequisite skills needed to learn target skill/behavior 2. Identify the components of the target skill/behavior 3. Check if task is completely analyzed 4. Select appropriate task analysis procedure 5. Select appropriate method for teaching steps of the task analysis 6. Develop presentation materials of the steps Describe backward chaining and its steps. Backward chaining teaches a _____ or _____, by teaching the identified steps in the task analysis in _____ order beginning with the _____ step. The steps are: 1. Provide _____ to learner with completing the initial identified steps. 2. Prompt learner to perform the _____ step. Remember, to select the prompting procedure (least- to-most prompting, graduated guidance, or simultaneous prompting) that would best assist the learner in understanding what is _____. Also, be sure to use _____ if appropriate. 3. Reinforce the leaner for _____ the final step. 4. When the final step is _____, the previous step is added one at a time. Answer- Target skill Behavior Reverse Final Assistance Final Expected Visual supports Completing Mastered Describe forward chaining and its steps. Forward chaining begins by teaching the _____ step in the chain. As each step is _____, the _____ step in the task analysis is then taught. The steps are: 1. Prompt the learner to perform the _____ step identified in the task analysis. Use the selected _____ procedure (least-to-most prompting, graduated guidance, or simultaneous prompting). Be sure to use any additional created materials such as a video for video _____ or visual directions that could assist the learner in performing the skill/behavior. 2. When learner completes the step, _____ the learner with social praise and a tangible reinforcer if _____. 3. After the first step is completed, guide the learner through the _____ steps. 4. When the first step is mastered, the next step in the task analysis is added _____ at a time. Answer- First Mastered Next First Prompting Modeling Reinforce Appropriate Remaining One What does EBP stand for? Answer- Evidence Based Practice Which of the following is not used when following the unique tasks for total task presentation? Answer- Use an audio modeling assist module to help the learner listen for the proper auditory cues. When monitoring the task analysis, it is necessary to _____ and _____. Answer- Collect data on target behaviors Determine the next steps on learner progress Any practice that has been tested in a school is acceptable to use with a learner with ASD. Answer- False Reinforcers should be faded as soon as possible. (If false, please write a sentence that explains what kinds of practices should be used.) Answer- True The three task analysis procedures are _____, _____, and _____. Answer- Forward chaining Backward chaining Total task presentation What must you do before you are certain your EBP will meet the needs of your student? Answer- -Identified the behavior -Collected baseline data through direct observation -Established a goal or outcome that clearly states when the behavior will occur, what the target skill is, and how the team will know when the skill is mastered Match the following terms with their definitions 1. Transfer of knowledge, ideas, opinions, or feelings. It comprises both speech and language. 2. Rule-based method of communication, typically defined through social systems. A language disorder can affect the student's ability to: -Understand words or use words in context -Express ideas verbally -Use appropriate vocabulary -Follow directions 3. Vocal production of language, requires the coordination of oral movement to make sounds. A speech disorder can affect the student's ability to: -Articulate words appropriately -Use some speech sounds -Use appropriate volume, pitch, or voice quality -Speak fluidly (e.g., the student might stutter) Answer- 1. Communication 2. Language 3. Speech Match the following language types to their definition: 1. Difficulty in expressing ideas or needs 2. Difficulty in understanding what others are saying 3. Involves both expressive and receptive language Answer- 1. Expressive language disorder 2. Receptive language disorder 3. Mixed language disorder