PRAXIS 5543
most common communication disorder
articulation disorder
fluency
ability to express oneself readily, clearly and effectively
lag in expressive language
delayed speech onset
cerebral palsey
condition characterized by weakness, lack of coordination, and other motor dysfunctions
caused by damage to the brain before it has matured
muscular dystrohy
hereditary disease characterized by progressive weakness caused by degeneration of
muscle fibers
multiple sclerosis
a chronic progressive nervous disorder
psychoanalytic approach
addresses internal motivations and feelings shaped by early childhood experiences
phenomenological approach
addresses self concept
behavior modification plan
changes learned inappropriate behaviors
student looks to others to see what they are doing when directions are given
receptive language disorder
student hesitates before talking or repeats words and phrases
expressive language disorder
Students with disabilities that do not require special education or related services
1) are covered under section 504 of IDEA 2) do not require an IEP
characterized by problems with communication and repetitive patterns of thought and
behavior
Asperger's
cystic fibrosis
causes sticky mucus build up in lungs and digestive tract
sickle cell anemia
caused by recessive gene, caused by abnormal crescent shaped blood cells, painful
episodes
Students with ADHD need:
clear rules, expectations, and consequences
Under IDEA ADHD is classified as?
Other health disorder
damage to brain due to violent impact
Traumatic brain injury
autism
inappropriate social interactions, difficulty with communication and repetitive behaviors
Under IDEA Down's Syndrome may be classified as?
,Mental retardation or speech impairment
SLD - Specific learning disability
one of the 13 - disorder in one or more basic psychological processes involved in
understanding language, spoken or written. Dyslexia, aphasia, minimal brain
dysfunction
emotional disturbance
one of the 13 - inappropriate behavior or feelings, pervasive unhappiness, may develop
physical symptoms in response to personal problems, schizophrenia
other health impairment
one of the 13 - limited strength, vitality, or alertness that affects a child's educational
performance, usually due to chronic or acute health problem such as asthma, Tourette's
diabetes, sickle cell, etc.
multiple disabilities
one of the 13 - concomitant impairments excludes deaf-blindness
Natural consequences
penalty occurs without conscious action being taken
Statement of annual goals
must be included in IEP
Multiple Intelligences
Linguistic, Visual, Logical, Kinesthetic, Musical, Interpersonal, Intrapersonal
self-contained
classroom of students with like needs for most are all of the day
Functional assessment
identifies antecedents, consequences and setting
contingency based self management
student are responsible for monitoring their own behavior
ecological inventory
student interaction with environment now and in the future
full inculsion
students are in general classroom, SPED teacher works with gen ed teacher
Premack principal
a more preferred activity is used as a positive reinforcer for a less preferred activity
functional skill
ex. filling out a job application
activating prior knowledge
a way of motivating kids by getting them interested before a lesson is taught
Guided practice
teacher directed activity
performance objectives
observable behavior, a standard for behavior
modification
changes in what (subject matter) is measured by assessment
accomodation
lessens the effect of the disability, does not change learning expection
cooperative learning
uses small groups of students working together and sharing knoweldge
,study skills activities
address ow to become more effective learners
assistive technology
item or piece of equipment that maintains or improves functional capabilities for
students with disabilities
blissymbols
symbols that substitute for words
synthesized speech
computer generated translation of written information
syntactical deficits
difficulties on acquiring rules that control word order and grammar
augmentative communication
symbols, aids, strategies, and techniques used to supplement or replace oral language
metacognitive approach
evaluating and monitoring oneself
diagnostic prescriptive method
uses assessment to diagnose specific processing problems
direct instruction
explicit teaching using lectures or demonstrations
cooperative learning
students working in groups
multiple modality activities
address multiple learning styles
ITP
Individual Transition Plan
differentiated instruction
modification of curriculum that allows all levels and styles of learners to access it
voice recognition software
uses a computer and a microphone
concept development software
helps students with cognitive abilities expand ideas
communication software
necessary with communication boards and visual displays, helps user exchange
information
curriculum based assessment
test items are unique to curriculum
reflective activities
allow students to think about their learning opportunities
Woodcock Johnson Psychoeducational Battery
Both cognitive and achievement sections, provides discrepancy between ability and
achievement, good for diagnosing learning disabilities
Wechsler Intelligence scale for Children
an intelligence test for children between the ages of 6 and 16 inclusive that can be
completed without reading or writing. The WISC generates an IQ score
Stanford Binet Intelligence Scale
, method of identifying intellectually deficient children for their placement in special
education programs
Kaufman Assessment Battery for Children
is a culturally fair standardized test that assesses intelligence and achievement
Mental retardation
significant impairment in cognitive functioning and two or more adaptive behaviors with
onset prior to age 18
Vineland Adaptive Behavior Scale
assesses personal, social, and adaptive functioning of handicapped and non
handicapped
learning disabilities are identified through...
comparison of aptitude and achievement
cognitive assessment
measures how well an individual solves problems, interprets information and recalls
information
formative assessments
provides feedback so instruction can be adjusted based on student needs
adaptive behavior
degree to which individual meets standards of maturation, learning, independence and
responsibility for his/her age
summative assessment
test of how much a student has learned or not learned
play therapy
allowing children to act out their feelings
expressive speech
formation of language that is meaningful
receptive speech
ability to understand what is spoken
Diana vs Board of Education
Hispanic students cannot be placed in SPED based on results of culturally biased tests,
must be tested in native language
Larry P. vs Riles
African American students cannot be placed in SPED based on culturally biased test
LRE
least restrictive environment
Applied Behavior Analysis
application of learning principles derived from operant conditioning used to increase or
decrease specific behaviors
RTI
Response to intervention, strategy for determining if a student has a learning disability,
student is provided with increasingly higher levels of instructional intervention and the
success of the interventions is assessed
functional behavior assesssment
a behavioral strategy that determines the purpose of a particular behavior
shared teaching
both teachers deliver lesson together
most common communication disorder
articulation disorder
fluency
ability to express oneself readily, clearly and effectively
lag in expressive language
delayed speech onset
cerebral palsey
condition characterized by weakness, lack of coordination, and other motor dysfunctions
caused by damage to the brain before it has matured
muscular dystrohy
hereditary disease characterized by progressive weakness caused by degeneration of
muscle fibers
multiple sclerosis
a chronic progressive nervous disorder
psychoanalytic approach
addresses internal motivations and feelings shaped by early childhood experiences
phenomenological approach
addresses self concept
behavior modification plan
changes learned inappropriate behaviors
student looks to others to see what they are doing when directions are given
receptive language disorder
student hesitates before talking or repeats words and phrases
expressive language disorder
Students with disabilities that do not require special education or related services
1) are covered under section 504 of IDEA 2) do not require an IEP
characterized by problems with communication and repetitive patterns of thought and
behavior
Asperger's
cystic fibrosis
causes sticky mucus build up in lungs and digestive tract
sickle cell anemia
caused by recessive gene, caused by abnormal crescent shaped blood cells, painful
episodes
Students with ADHD need:
clear rules, expectations, and consequences
Under IDEA ADHD is classified as?
Other health disorder
damage to brain due to violent impact
Traumatic brain injury
autism
inappropriate social interactions, difficulty with communication and repetitive behaviors
Under IDEA Down's Syndrome may be classified as?
,Mental retardation or speech impairment
SLD - Specific learning disability
one of the 13 - disorder in one or more basic psychological processes involved in
understanding language, spoken or written. Dyslexia, aphasia, minimal brain
dysfunction
emotional disturbance
one of the 13 - inappropriate behavior or feelings, pervasive unhappiness, may develop
physical symptoms in response to personal problems, schizophrenia
other health impairment
one of the 13 - limited strength, vitality, or alertness that affects a child's educational
performance, usually due to chronic or acute health problem such as asthma, Tourette's
diabetes, sickle cell, etc.
multiple disabilities
one of the 13 - concomitant impairments excludes deaf-blindness
Natural consequences
penalty occurs without conscious action being taken
Statement of annual goals
must be included in IEP
Multiple Intelligences
Linguistic, Visual, Logical, Kinesthetic, Musical, Interpersonal, Intrapersonal
self-contained
classroom of students with like needs for most are all of the day
Functional assessment
identifies antecedents, consequences and setting
contingency based self management
student are responsible for monitoring their own behavior
ecological inventory
student interaction with environment now and in the future
full inculsion
students are in general classroom, SPED teacher works with gen ed teacher
Premack principal
a more preferred activity is used as a positive reinforcer for a less preferred activity
functional skill
ex. filling out a job application
activating prior knowledge
a way of motivating kids by getting them interested before a lesson is taught
Guided practice
teacher directed activity
performance objectives
observable behavior, a standard for behavior
modification
changes in what (subject matter) is measured by assessment
accomodation
lessens the effect of the disability, does not change learning expection
cooperative learning
uses small groups of students working together and sharing knoweldge
,study skills activities
address ow to become more effective learners
assistive technology
item or piece of equipment that maintains or improves functional capabilities for
students with disabilities
blissymbols
symbols that substitute for words
synthesized speech
computer generated translation of written information
syntactical deficits
difficulties on acquiring rules that control word order and grammar
augmentative communication
symbols, aids, strategies, and techniques used to supplement or replace oral language
metacognitive approach
evaluating and monitoring oneself
diagnostic prescriptive method
uses assessment to diagnose specific processing problems
direct instruction
explicit teaching using lectures or demonstrations
cooperative learning
students working in groups
multiple modality activities
address multiple learning styles
ITP
Individual Transition Plan
differentiated instruction
modification of curriculum that allows all levels and styles of learners to access it
voice recognition software
uses a computer and a microphone
concept development software
helps students with cognitive abilities expand ideas
communication software
necessary with communication boards and visual displays, helps user exchange
information
curriculum based assessment
test items are unique to curriculum
reflective activities
allow students to think about their learning opportunities
Woodcock Johnson Psychoeducational Battery
Both cognitive and achievement sections, provides discrepancy between ability and
achievement, good for diagnosing learning disabilities
Wechsler Intelligence scale for Children
an intelligence test for children between the ages of 6 and 16 inclusive that can be
completed without reading or writing. The WISC generates an IQ score
Stanford Binet Intelligence Scale
, method of identifying intellectually deficient children for their placement in special
education programs
Kaufman Assessment Battery for Children
is a culturally fair standardized test that assesses intelligence and achievement
Mental retardation
significant impairment in cognitive functioning and two or more adaptive behaviors with
onset prior to age 18
Vineland Adaptive Behavior Scale
assesses personal, social, and adaptive functioning of handicapped and non
handicapped
learning disabilities are identified through...
comparison of aptitude and achievement
cognitive assessment
measures how well an individual solves problems, interprets information and recalls
information
formative assessments
provides feedback so instruction can be adjusted based on student needs
adaptive behavior
degree to which individual meets standards of maturation, learning, independence and
responsibility for his/her age
summative assessment
test of how much a student has learned or not learned
play therapy
allowing children to act out their feelings
expressive speech
formation of language that is meaningful
receptive speech
ability to understand what is spoken
Diana vs Board of Education
Hispanic students cannot be placed in SPED based on results of culturally biased tests,
must be tested in native language
Larry P. vs Riles
African American students cannot be placed in SPED based on culturally biased test
LRE
least restrictive environment
Applied Behavior Analysis
application of learning principles derived from operant conditioning used to increase or
decrease specific behaviors
RTI
Response to intervention, strategy for determining if a student has a learning disability,
student is provided with increasingly higher levels of instructional intervention and the
success of the interventions is assessed
functional behavior assesssment
a behavioral strategy that determines the purpose of a particular behavior
shared teaching
both teachers deliver lesson together
