EPSY Final

Academic Language

specialized vocab, concepts, strategies, reading, writing in specific subject (learned in 6-9 years)

Balanced Bilingualism

equal fluency in both languages (with academic knowledge)

code switching

changing dialects depending on environment

critical period

a specific window in dual language learning and accurate pronunciation (early childhood

cultural deficient model

a (racist) view that a person lacks certain abilities to achieve because of their cultural background

dialect

• variety of a language spoken by particular group

  • Part of collective identity 

  • Differences in pronunciation/grammar are not mistakes or errors 

  • complex, logical, and rule governed 

emergent learning

• The skills and knowledge usually developed in the preschool years, foundation of reading and writing 

• 2 categories of skills for learning reading

  • Understanding sounds and codes

    • Know letter names, sounds of each letter

    • Know that words are made of sounds 

  • Oral language skills 

    • Expressive and receptive vocabulary 

    • Knowledge of syntax, able to understand/tell stories

english as a second language (ESL)

•  classes devoted to teaching these students english

english learners (ELs)

•  heritage language not english 

funds of knowledge

the essential cultural practices and bodies of knowledge that are embedded in the daily practices and routines of families

genderlects

• Girls 

  • More talkative, affilative in speech

  • More likely to cooperate, caring

• Boys

  • More competitive, talk about rights/justice

  • American boys interrupt more than girls

• Differences may not apply across cultures 

generation 1.5

STUDENTS WHO ARE U.S. RESIDENTS OR CITIZENS BUT WHOSE FIRST OR HOME LANGUAGE WAS NOT ENGLISH

heritage language

• spoken at home or by other family members 

  • Often lost bc family emigrate to different countries

limited English proficient (LEP)

students just learning english

melting pot

• Expected to assimilate into american culture in past decades (this metaphor)

metalinguistic awareness

• Explicit understanding of language and how it works

• Begins to develop around 5 and continues

• Emergent literacy (tiers to learning to read)

monolingual

a person only knowing/ proficient in one language

overregularize

• apply new rule or syntax or grammar where the rules doesn’t apply

  • Foots, holded
    

pragmatics

• Context based knowledge

• When, where, how and whom to speak 

  • Children know to use simplier language to younger children

receptive vocabulary

the words an individual understands, either when heard or read, regardless of whether they can use them in their own speech (“input”)

semilingual

lack of proficiency in any language

sensitive periods

• optimal time for bilingual language and reading exposure and mastery (for second language learning)

sheltered instruction

offers support to students (english learners) through visual aids, adapted reading materials and tasks, and catering to their language-related requirements

structured English immersion

teaching student in only English

syntax

subject-verb-object word order

absence seizure

Very brief, involving small part of brain

Americans with disabilities act of 1990 (ADA)

landmark civil rights law enacted that prohibits discrimination against individuals with disabilities in various areas of public life, including employment, transportation, public accommodations, and telecommunications.

articulation Disorders

production difficulties (substitution, distortion, omission of sounds)

Attention-deficit Hyperactivity Disorder (ADHD)

Pervasive pattern of inattention, impulsivity and/or hyperactivity that is more frequent and severe
than is typically observed in individuals at a comparable level of development
• Not just inattention, also hyperfixation, difficulty changing tasks
• Drug Treatment Controversy
• Those who are not medical professionals should refrain from suggesting pharmaceutical
treatment
• Fabiano et al. meta‐analysis “Our results suggest that efforts should be redirected from debating
the effectiveness of behavioral interventions (e.g., time out, self‐regulation, shaping) to
dissemination, enhancing, and improving the use of these programs in community, school, and
mental health settings.”
• Students benefit from approaches that combine motivational training with
instruction in learning and memory strategies and behavior modification

Autism Spectrum Disorder

Added to IDEA in 1990
• Range of mild to severe (Asperger’s no longer a separate disorder)
• Less than 1/3 have intellectual impairment; 10% extraordinary abilities
• More boys than girls (80%)
• Disorder of social communication and repetitive/restrictive behaviors

Automaticity

the ability to perform tasks or activities without conscious thought or effort, usually due to extensive practice or learning.

Cerebral Palsy

range of motor or coordination difficulties due to brain damage; spasticity and secondary handicaps

Convergent Thinking

focuses on reaching one well-defined solution to a problem

Creativity

• imaginative, original thinking or problems 

  • Any subject can be approached in creative ways

  • Assessing creativity: verbal and graphic tests 

    • Divergent thinking =, coming up with possible solutions 

      • Uncommon convergent thinking–single solution 

    • Scores based on originality, fluency, flexibility of ideas

  • Indicators of creativity in students: curiosity, adaptability, high energy. Humor, nonconformity, interest in complex/mysterious 

Crystallized Intelligence

Intelligence is composed of two separate abilities

• Depends upon exposure 

• Acquired skills and knowledge of facts, how to apply in environment 

• Culturally appropriate applications 

Fluid Intelligence

• intelligence is composed of two separate abilities (mental efficiency)

  • Nonverbal and culture free

  • Problem solving, abstract thinking, reasoning

  • Inherent and increases until 20s 

Deviation IQ

compared to average performance of others in that age group – relative to mean

Divergent Thinking

coming up with possible solutions

Emotional and Behavioral Disorders

• IDEAs definition: emotional disturbances as innaporpriate behavior, unhappiness or depression, fears and anxiety trouble with relationships 

• Overlap with high incidence disablities category

• Respond to this with structure and organizaiton, schedules, and activities+rules 

Emotional Intelligence

Epilepsy

• seizures caused by abnormal electrical discharges in the brain; require teachers help to avoid 

  • Focus:

  • Generalized tonic-clonic

  • Absence

Fluency Disorders

stuttering

Flynn Effect

• IQ Scores have been rising since the early 1900s

• To keep 100 as the average, tests become more difficult 

• Re-norming 

Free, Appropriate public education (FAPE)

guarantee to be accommodated by public schools receiving federal government funds

Generalized Intelligence (g)

• Intelligence is explained by one main ability (general intelligence)

• Performance on tasks also includes specific abilities

  • Across domains, explains high correlation between performance on a broad range of cognitive tasks (reading, writing, math)

• Criticism: “g” doesnt offer much in terms of explaining specific abilities we have and difference that can exist but them

• Spearman (1927)

• One ability

Gifted and Talented students

• Competency in one or more domains

• 3 part conception of giftedness: above-average general ability, high creativity, high motivation to achieve

• Origin of gifts: nature, hard work, parents’ investment in development of child's gift

• Gifted in math, music, visual arts–enhanced development of right side of brain 

• Problem with gifted adolescents: depressed, bored, frustrate, isolates

  • May be viewed as show-offs, impatient

Focal onset seizure

• brief seizures, occuring in one are of brain 

handicap

a disadvantage or impairment that makes it difficult for someone to perform certain activities

identity-first reference

language that refers to the person/ proper noun before the disability (person with a wheelchair)

Individualized Education Program (IEP)

Present level of performance, annual goals (also short‐term goals), services to be provided (when/where/what), extent of participation in required testing; when older ~ transition plan

Individuals with Disabilities Education Act (IDEA)

• Prior to 1975 student w disabilities were not served in public schools

• Class action lawsuits being filled in states over acces to education

  • Passage of federal education law

• Principles

  • Free and appropriate public education (FAPE)

  • Zero reject: all means all

  • Obligation to “child find”

insight

the sudden realization of a solution to a problem, often described as an "aha!" or "eureka!" moment. It's a cognitive process where individuals quickly and clearly grasp the solution without extensive trial and error or overt problem-solving steps.

intellectual disabilities

Disability characterized by significant limitations in both intellectual
functioning and adaptive behavior as expressed in conceptual, social, and practice adaptive skills
• Generally IQ score below 70 + adaptive behavior deficits (MR)

intelligence

• Theoretical construct: unobservavble/ hypothetical/ abstract 

• Most theories about the same nature of intelligence include in their definition 

  • Capacity to learn

    • Ability to take in information from our environment and make it “part of what we know”

  • The total knowledge the person has acquired 

  • The ability to adapt successfully to new situations and environments 

intelligence quotient (IQ)

• Mental age, later termed IQ (ratio of mental age to chronoloigcla age)

learning preference

• Individual preferences for particular learning modes and environments 

learning styles

• Approaches to learning and studying 

• Research does not support idea that matching learning style to instruction/studying has any effect on achievement 

Least restrictive environment

As much as possible considered best practice (principle of IDEA)

legally blind

20/200 vision; severely restricted peripheral vision
• Special materials/equipment aid in classroom functioning
• Room arrangement must accommodate student’s safety

low vision

Limited to close objects; read large print

mainstreaming

the practice of placing students with special needs into regular general education classrooms for a portion of the day or for specific subjects, based on their individual skills and needs

response to intervention (RTI)

Systematic process of assessing and providing appropriate
instruction/support for students with learning problems
• Main goal: Effective research‐based instruction and support as soon as
possible, before students fall behind
• Second goal: Systematic documentation of interventions tried
• May be used to determine who needs more intensive learning support
• Commonly used three‐tiered system to reach RTI goals
• Tier 1 schoolwide, grade‐level research‐based instruction
• Tier 2 targeted supplemental instruction in classroom
• Tier 3 intensive support by specialists

restructuring

section 504

• Section 504– part of vocational rehabilitation act of 1973

• Prevents discrimination against people with disabilities in any progras funded with federal money

• Covers children with conditions not covered in IDEA

  • medical /health: diabetes, drug addiction, severe allergies

  • Stuednts with attention disorders

• procedures/ plans developed by individual schools

• Protections extend beyond schools (library, restaurants, stores, transportation, theaters)

spasticity

a neurological condition characterized by stiff or rigid muscles due to increased muscle tone and exaggerated reflexes

theory of multiple intelligences

• Intelligence is the ability to solve problems and create products or outcomes taht are valued by culture 

• Little research support, “talents” overlap

tonic-clonic seizure

• severe, involved both sides of brain 

transition programming

the process of preparing students with disabilities for life beyond high school

triarchic theory of successful intelligences

Fluid Intelligence, crystallized Intelligence, and general memory+learning (associated memory, visual memory, memory span)

zero reject

all means all (principle of IDEA) every child must be accommodated

voicing problems

inappropriate pitch, quality, loudness or intonation

learning disabilities

• In general ~ performance below what would expect given their other abilities. Not intellectual
disability, emotional problems or educational disadvantages; normal vision, hearing and language.
• Most commonly difficulty with reading, followed by math computation
• Early identification critical

IDEA “a disorder in one or more of the basic psychological processes involved in understanding or
using language, spoken or written, that may manifest itself in imperfect ability to listen, think, speak,
write, spell or do mathematical calculation”

cognitiive intelligence

•  information processing (review)

  • Focusing attention, emotional self- regulation, impulse inhibition

neuroscience intelligence

• plasticity; some brains better than others at forming new connections 

Pygmalion Effect

• is a psychological phenomenon where higher expectations for someone lead to improved performance. In essence, believing in someone's potential and communicating that belief can positively influence their behavior and achievements. 

Language development

• Sounds and pronunciation 

  • By age five, most children have mastered the sounds of native language

• Vocab and meaning 

  • By age 6, most can understand 20,000 words and can use 26000 

  • Cognitive skills develop, understanding abstract ideas and hypothetical situations

Inside-out skills

• (letter sound)

  • Translate written symbols into spoken words

Outside-in skills

•  (language comprehension)

  • Applying knowledge of information outside the particular printed words being read

Additive bilingualism

• keep first language and add another 

Substracitve bilingualism

add second language, lose first

Movement management

keeping lessons and the group moving at an appropriate (and flexible) pace, with smooth transitions and variety

Overlapping

• keeping track of several activities at the same time

  • Individuals, small groups, at computers

With-it-ness

• awareness of what going on in the classroom (eyes in the back of your head)

• Prevent minor disruptions from escalating 

• No timing errors (waiting too long to deal with a problem)

• No target errors (blaming wrong student)

“I” message

• clear and assertive, non-accusatory statement of how something os affecting you

  • Verbal intervention to change students behavior

  • “I feel” “I cant focus”

Assertive discipline

• clear, firm, unhostile response 

  • clearly , condifdently state what you expect

  • Ignore excuses, accusations, promises to change

  • Teach responsible behavior 

authentic assessments

central tendency

Mean: Arithmetical average
• May not be a score anyone earned, affected by outliers
• Median: Middle score in a ranked list (half above, half below)
• Mode: most frequently occurring score

criterion referenced

Scores are compared to a given criterion or standard
of performance
• E.g., scoring above 80% on driver’s test means you pass
• Should tell teacher exactly what students can or cannot
do

formative assessment

occurs before or during instruction to aid in planning
and diagnosis
• Non-evaluative, supportive, timely, specific
• A pretest is one example of a formative assessment
• Determine what students know, not graded

summative assessment

At the end of instruction
• Level of accomplishment (e.g., final exam)

measurement

quantitative description of an event or characteristic using numbers
• How much, how often, or how well
• Characteristics summarized into a score, amount, rank
• Only one part of assessmen

norm referenced

Norms for determining meaning of a given score
• Different types of norm groups
• Class or school
• School District
• National Sample
• Useful for determining overall or levels of
achievement
• Can’t tell you who is ready for more advanced work

assessment

Broader than testing and measurement, procedures used to obtain
information about student performance
• Good assessment uses multiple measurements, tests, and sources of information

grade-equivalent score

Indicate how closely a students’ performance matches average scores for a given grade
(Separate norm groups by grade)
• Often misinterpreted
• Does not indicate instructional leve

authentic assessments

Students apply skills and abilities in real-life situations (example: use fractions to double a recipe)

performance assessments

Any form of assessment that requires students to carry out an activity or produce a product in order to demonstrate learning

pretest

one example of a formative assessment
• Determine what students know, not graded

standard deviation

how widely scores vary from the mean
• Large SD ~ scores spread out in distribution
• Small SD ~ scores clustered around mean
• Range: distance between highest and lowest score

blooms taxonomy

• classification of educational outcomes

• Benjamin bloom and colleagues developed taxonomy in 1950s

cognitive outcomes

memory and reasoning