Special Ed Final Review

adaptive behavior

refers to the conceptual, social, and practical skills that people learn and perform to function in everyday life

speech pathology and AAC devices

aids and services for speech and lang

language disorder

difficulty receiving or understanding information and formulating ideas

daily living skills

activities of daily living; are routines, self-care tasks in which most people participate daily without assistance

community-based instruction

concepts and skills from the classroom that are practiced in natural environments; allow students to practice things in real-life settings; high-quality education services in an age-appropriate environment that allows for social interaction

social story

an individual story that depicts a social situation that a student might encounter (ex. competition); method to teach students appropriate responses to certain situations. 

3-6

Of all the children served under IDEA for speech and language disorders, the highest prevalence (20%) is within what ages?

speech and language clinician/pathologists

Who is the professional that is certified to identity a speech and language disorder?

apraxia

severe motor speech disorder that affects the way a student plans speech (students can’t be understood)

fluency

Voice hesitation, stuttering, replacement words (ummm, like, ah) are ____________ disorders. 

person-centered planning

a process that identifies a student’s goals, values, and visions for the future

self-determination

making things happen in one’s own life

explicit instruction

a way to teach in a direct, structured way; lessons are clear and show students how to succeed; practice and feedback is given

incidental learning

when an individual learns about a process concept through observation without providing instruction

embedded instruction

teaching inserted into naturally occurring activities during the day

generalization/transfer

ability to transfer knowledge or behavior learned from one task to another task and to make that transfer across different setting or environments (ex. classes to field)

attention deficit hyperactivity disorder (ADHD)

inattention and hyperactivity/impulsivity that interferes with a student’s development and functioning

other health impairments

ADHD falls under what IDEA disability category?

combined type

what type of ADHD is the most common?

males

research indicates that (males/females) are more likely to be diagnosed with ADHD

no; psychiatrist or physician

Can ADHD be diagnosed by a teacher? Who diagnoses it?

breaks, chunking, organization

accommodations and modifications to enhance executive functioning

inattentive, hyperactive/impulsive, and combined

3 types of ADHD?

academic; interferes; executive

students with ADHD have trouble with _________ performance because all the stimuli around them ___________with their ____________ functioning

executive functioning

CEO of brain; goes from wanting to get something done to getting it done (self-control is needed)

average; less; self-control

students with ADHD have ___________ intelligence, but achieve ________; and their executive functioning reduces ______________

specific learning disability

a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written

average; lower

students with learning disabilities generally have ____________ intelligence, but usually score________ on achievement testing

RtI model and intelligence testing

two ways of identifying learning disabilities

speech and language disorders

a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment

emotional behavior disorder

a general pervasive mood of unhappiness or depression; an inability to learn that cannot be explained by intellectual, health or sensory factors; inappropriate behaviors or feelings

externalizing behaviors

behaviors displayed outwardly which are persistently disruptive or annoying

average to below average

students identified with emotional behavior disorders generally have _______ intelligence.

intelligence testing and behavior rating scales (BRS)

two ways to determine eligibility of EBDs

yes

Are students with EBDs most likely to be bullied?

intellectual disability

significantly sub average general intellectual functioning that impacts adaptive behavior

adaptive behavior; intellectual functioning

Intellectual disabilities are characterized by significant limitations in both _____________ and _______________

adaptive behavior; social

Individuals with intellectual disabilities have significant limitations in _________________ as expressed in conceptual, practical, and _______ skills

community; embedded; living; transfer

educating students with ID—engage in ________-based instruction, ___________ instruction, and functional and daily _________ skills—all these lead to generalization of knowledge or _________ of knowledge

intellectual functioning; memory

Individuals with IDs have significant limitations in _________________ found in _________, generalization, and motivation

person centered planning

The process that is used to identify a student with ID’s goals, values, and vision for the future and used to design transition IEPs

70

Students with intellectual disabilities have an IQ score of around ____ or below.

autism spectrum disorder

developmental disability that significantly affects verbal and nonverbal communication and social interaction

3

Autism is generally evident before the age of

repetitive behaviors, atypical language development, sensory disorders

characteristics of autism

positive behavior supports

When students engage in behavior that impedes their or other students’ learning, IDEA requires educators to consider using

multiple disabilities

The presence of “concomitant” impairments, which causes intense educational needs that cannot be accommodated by solely addressing one of the impairments

concomitant; simultaneous

two or more conditions (disabilities) occurring at the same time; synonym is

traumatic brain injury

an acquired injury to the brain caused by an external physical force, resulting in a functional disability; can be open or closed

TBI

a concussion falls under

falls

The number one cause of a Traumatic Brain Injury (TBI) is 

physical disabilities

severe orthopedic impairment including congenital impairments caused by a disease that causes contractures

other health impairments

having limited strength, vitality or alertness, including heightened alertness to environmental stimuli that results in limited alertness

hearing impairments

permeating or fluctuating, adversely affects school achievement, not categorized as deafness

vision impairments

including blindness, an impairment in vision that, even with correction, adversely affects educational performance

receptive language disorder

difficulty receiving or understanding information

speech disorder

difficulty producing sounds, voice quality, and fluency of speech

articulation disorder

difficulty producing individual sounds

dyscalculia

deficit in math

dyslexia

deficit in reading—phonemic awareness, comprehension, and decoding (most common—80% struggling)

dysgraphia

deficit in handwriting

cerebral palsy

neurological impairments that cause a lack of muscle control, affecting a student’s ability to move or maintain balance and posture; types: spastic, dyskinetic, athetoid, ataxic, mixed

spina bifida

Malformation of the spinal cord that occurs before birth resulting in motor impairment. The spinal column does not completely cover the spinal cord, usually resulting in a protrusion of the spinal cord

acute

comes on fast every once in awhile

chronic

condition that develops slowly

congenital

disorder occurs before or at birth

acquired

disorder occurs after birth

epilepsy

condition of unprovoked and recurrent seizures (under OHI)

audiologist

The title of the clinician trained to identify problems in hearing is called

sensorineural

Problems with how the inner ear words is called

captioning; noise; FM

appropriate accommodations for students with hearing impairments: closed _________, seating away from ______, and _____ device

audiogram

A map of a hearing exam is called an

asthma

chronic lung condition characterized by obstructed airway, inflammation, and hyperirritability of the bronchial tubes (under OHI)

orientation and mobility

skills necessary to know where one is in an environment and how to move around that environment safely

diabetes

condition where blood sugar levels are too high; falls under OHI

visual acuity

Sharpness of vision, measured by the ability to discern letters or numbers at a given distance according to a fixed standard.   

Adventitious Visual Impairment

Vision loss after having unimpaired vision

oppositional defiant disorder

pattern of angry mood, argumentative behavior

conduct disorder

persistent pattern of antisocial behaviors that interferes with others’ rights

anxiety disorder

one of the most common EBD

functionally blind

individuals who typically use braille for efficient reading and writing

functional vision assessment

determines the effects of the disorder on the student’s visual functioning and ability to learn incidentally from the environment