Psych 304 Chapter 2 Vocabulary

choral responding (CR)

Students responding orally in unison to a series of questions or problems presented by the teacher. An evidence-based tactic for increasing student engagement and learning during group instruction.

continuum of alternative placements

A range of placement and instructional options for children with disabilities. Often depicted as a pyramid, with placements ranging from the regular classroom at the bottom to special schools, residential facilities, and homebound or hospital placements at the top. The Individuals with Disabilities Education Act requires school districts (local education agencies) to provide a continuum of alternative placements to meet the individual needs of students with disabilities.

disproportionate representation

When a particular group receives special education at a rate significantly higher or lower than would be expected based on the proportion of the general student population that group represents.

IEP team

The group of people who create the individualized education program for a student with a disability. The team must include (a) the parents of the child with a disability; (b) at least one regular education teacher of the child; (c) at least one special education teacher; (d) a representative of the local education agency who is qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of children with disabilities; (e) an individual who is knowledgeable about the general curriculum and the availability of resources of the local education agency; (f) an individual who can interpret the instructional implications of evaluation results, who may be a member of the team described in clauses (b) through (f); (g) at the discretion of the parent or the agency, other individuals who have knowledge or special expertise regarding the child, including related service personnel as appropriate; and (h) whenever appropriate, the child with a disability.

inclusion

Educating students with disabilities in regular classrooms.

intervention assistance team

A team of school personnel who help teachers devise and implement interventions for students who are experiencing academic or behavioral difficulties in the regular classroom; also called student support team, teacher assistance team, or problem-solving team.

least restrictive environment (LRE)

The educational setting that most closely resembles a regular school program and also meets the child’s special educational needs. For many students with disabilities, the regular classroom is the LRE; however, the LRE is a relative concept and must be determined for each individual student with disabilities.

multifactored evaluation (MFE)

Assessment and evaluation of a child using a variety of test instruments and observation procedures. Required by the Individuals with Disabilities Education Act when assessment is for educational placement of a child who is to receive special education services. Prevents the misdiagnosis and misplacement of a student as the result of considering only one test score.

multi-tiered system of support (MTSS)

System of interventions delivered at increasing levels of intensity based on student needs; focuses on both academic and social behavior. MTSS relies on evidence-based practices at all levels, appropriate screening, ongoing progress monitoring, and team-based problem solving.

positive behavioral interventions and supports (PBIS)

A three-tiered framework for preventing challenging behavior that provides universal (for all students), targeted (for some), and intensive, individualized (for few) supports and interventions so that all students learn social skills and behavioral expectations.

prereferral intervention

Individualized intervention for a student experiencing academic or behavioral difficulties in the regular classroom before referring the student for formal testing and evaluation for special education eligibility. Usually coordinated by a building-based team that helps teachers devise and implement the additional academic or behavioral supports. See multi-tiered system of supports (MTSS), positive behavioral interventions and supports (PBIS), and response to intervention (RTI).

response to intervention (RTI)

A systematic prereferral and early intervention process that consists of universal screening and several tiers of increasingly intensive trials of research-based interventions before referral for assessment for special education eligibility. The Individuals with Disabilities Education Act of 2004 stipulates that schools can use RTI to determine a child’s eligibility for special education under the specific learning disabilities category.