TE201_Test 2_Flashcards_Terms, Definitions, and Info (Knowt)

Achievement-Ability Discrepancy

Achievement-Ability Discrepancy

most often determined by a comparison between scores on standardized intelligence and achievement tests

comprehension monitoring

the ability of learners to sense when they themselves are not comprehending textual material

constructivism

a student-centered learning theory suggesting that students develop their own individual understanding of ideas; emphasizes the subjective over the objective

Curriculum-Based Measurement (CBM)

a means to monitor academic progress, involving direct and frequent samples of performance on items from the curriculum

discovery learning

a student-centered learning theory that often uses activities or Socratic dialogue, prompting students to explore and experience their own eureka moments

dyscalculia

a learning disability that concerns mathematics; now recognized to be just as prevalent or at least a close second to reading disabilities

dysfunction

describes issues with the central nervous system (CNS) in those with learning disabilities; recognizes that the brain may not function normally even absent damage or injury to brain tissue

dysgraphia

a learning disability that concerns the more mechanical areas of handwriting

executive functioning (EF)

an umbrella term covering cognitive processes that are necessary to control and regulate one’s behavior; self-regulation; EF skills: working memory (WM), behavioral inhibition, and mental flexibility

familiality studies

examination of the degree to which a certain condition occurs in a single family

graphic organizers

visual devices that employ lines, circles, and boxes to arrange information

heritability studies

examination of the prevalence of inherited disabilities, especially in identical twins

interindividual variation

heterogeneity of learning disabilities among students

intraindividual variation

variability within a student’s own profile of abilities, perhaps being on grade level in one area but below grade level in another area

learning disabilities

the largest category of special education (the condition of about half of all special education students); those with the condition testing within the normal range of intelligence; four criteria: persistent academic problems, substantial achievement-ability discrepancy, learning difficulties developing early and perhaps manifesting under stress, learning difficulties not due to other disabilities

long-term memory

involves the storage and recall of information over an extended period

metacognition

thinking about thinking; involves one’s ability to determine when he understands what is being taught; also involves recognizing one’s own struggles

phonological awareness

understanding that speech can be broken down into units of words, syllables, and phonemes

pragmatics

the social uses of language

reading comprehension

the ability to gain meaning from print; the ultimate goal of reading

reading fluency

the ability to read effortlessly and smoothly

Response to Intervention (RTI)

the preferred way of identifying learning disabilities per the reauthorization of IDEA in 2004; assesses the intervention of EBI; implemented by or in development by virtually all states

scaffolded instruction

assisting students when first learning tasks and then gradually reducing assistance to foster independence; gradual release of responsibility (GRR)

attention deficit hyperactivity disorder (ADHD)

determined by three criteria per the American Psychiatric Association (APA): inattention, hyperactivity, and impulsivity; widely recognized as one of the most frequent reasons, if not the most frequent reason, children with behavioral problems are referred to guidance clinics

basal ganglia

buried deep within the brain; responsible for coordination and control of motor behavior (like the cerebellum)

behavioral inhibition

impulsivity; an inability to wait one’s turn, to refrain from interrupting, to resist distractions, to delay gratification and work for long-term rewards; overreacting to negative or positive experiences

cerebellum

relatively small, constituting only about 10% of the mass of the brain; contains more than half of all the brain’s neurons; responsible for the coordination and control of motor behavior (like the basal ganglia)

diagnosing ADHD

involves four components: medical examination, clinical interview, rating scales, and clinical observation

gender trends in ADHD

boys identified more often (2-1) than girls, perhaps because boys exhibit the highly noticeable hyperactive or impulsive type of ADHD, whereas girls are more likely to exhibit the inattentive type

genetic studies in ADHD

implicate multiple genes; indicate parents and siblings 4 to 8 times more likely to have ADHD; reveal identical twins to be almost 2 times more likely to both have ADHD than fraternal twins

hyperactivity

an ADHD symptom involving fidgeting, leaving seat at inappropriate times, talking excessively; not regarded as being the primary deficit in ADHD

impulsivity

an ADHD symptom involving problems awaiting one’s turn, interrupting others

inattention

an ADHD symptom involving trouble paying attention to details, difficulty sustaining attention, problems with organization, distractable

medication for ADHD

one of the most controversial topics in all of special education

mental flexibility

the ability to adjust one’s behavior to adapt to changes in others’ behavior or the environment

neuroimaging

producing images of activity in the brain or nervous system

neurotransmitters

chemicals that help send messages between neurons in the brain; two kinds: dopamine and noradrenaline, both involved in ADHD

pedagogy for ADHD

tips involving the following actions: schedule, organize everyday items, use homework and notebook organizers, be clear and consistent, and give praise or rewards when rules are followed

prefrontal, frontal lobes

located in the front of the brain; responsible for executive functions

Ritalin

the most common stimulant prescribed for ADHD; 30% of users reporting unfavorable response

comorbidity

the co-occurrence of two or more conditions in the same individual; common for those with EBD

externalizing behavior

a dimension of EBD that involves striking out against others; the most common EBD conduct disorder and the easiest to identify

internalizing behavior

a dimension of EBD that involves mental or emotional conflicts such as depression and anxiety; more difficult to recognize

risk-lowering factors for EBD

involves effective instruction, consistent discipline, warm relationships, and skills (social and problem-solving)

temperament

biologically determined behavioral style; present at birth, but may be changed by one’s rearing

autistic

refers to individuals who have withdrawn from the fabric of social life into the self; from the Greek word autosmeaning “self”

Asperger syndrome

the ASD condition of someone whose intellectual and verbal abilities are relatively high but still has problems with social communication and/or repetitive/restricted behaviors; not recognized by DSM-5 as a separate category of ASD; rarely diagnosed in preschool years

communication issues of ASD

showing little interest in communicative intent; speaking with robotic tones; parroting; exhibiting echolalia, reversing pronouns (e.g., confusing you and I; referring to oneself in the third person); being overly literal

communicative intent

the desire to communicate for social purposes

Diagnostic and Statistical Manual of Mental Disorders-5 (DSM-5)

the gold standard for diagnosing ASD; produced by the American Psychiatric Association (APA)

echolalia

repetition of words and phrases

Grandin, Temple

perhaps the most well-known person with ASD; in school “saved” by her science teacher

joint attention

the process by which an individual alerts another person to a stimulus via nonverbal means, such as gazing or pointing

pedagogy for ASD

educational programming that includes three components: direct instruction of skills in a natural setting with behavioral management as needed; assessment of two components: language development and social/adaptive behavior

prevalence of ASD

5 times higher for boys than girls; occurs in all socioeconomic, ethnic, and racial groups; increased prevalence caused by a widening of the criteria used to diagnose autism, a greater awareness of autism, and diagnostic substitution (diagnosing ASD, instead of intellectual disabilities or developmental language disorders)

refrigerator moms

Bruno Bettelheim’s term for cold and unresponsive mothers; led to blaming parents for ASD; not viewed as a radical notion at first

social issues of ASD

smiling or laughing off cue; avoiding eye contact or looking out of the corner of the eyes; being preoccupied with objects; being inept at reading social cues