K305 Final Study Guide: Systems, Instruction, and Behavioral Supports

Vocabulary-style flashcards covering foundational frameworks (MTSS, UDL), instructional strategies (DI, Differentiation), behavioral supports (PBIS, Explanatory Models), and data measurement.

Multi-Tiered System of Supports (MTSS)

A responsive, data-driven framework for coordinating all school resources to maximize academic, behavioral, and social-emotional success for all students.

Universal Screening

Assessing all students multiple times a year to identify those at risk.

Tier 1: Universal

The foundation for all students ($80\text{-}90\%$ success) involving high-quality, evidence-based core instruction.

Tier 2: Targeted

Supplemental and targeted interventions for some students ($10\text{-}25\%$) who need more support; focuses on specific skill gaps in small groups.

Tier 3: Intensive

Highly individualized, intensive interventions for a few students ($< 10\%$) with severe needs, involving specialists and frequent progress monitoring.

Universal Design for Learning (UDL)

A proactive instructional framework that removes barriers to learning before instruction begins, applied at the Universal Level (Tier 1).

Representation (The "What")

A UDL principle involving the Recognition Network to vary how information and knowledge is acquired.

Action & Expression (The "How")

A UDL principle involving the Strategic Network to vary ways students demonstrate what they know.

Engagement (The "Why")

A UDL principle involving the Affective Network to provide options for sustained effort and motivation.

Universal Design for Instruction (UDI)

The broader application of Universal Design to the entire educational environment, such as physical space, materials, and assessment.

Direct Instruction (DI)

A highly systematic, explicit, and structured teaching method effective for teaching foundational skills like phonics and basic computation.

ART Framework

A cognitive strategy that stands for Ask, Read, and Tell.

Accommodations

Changes to how a student accesses content or is tested (Process/Product) that do not change the content standard.

Modifications

Changes to what a student is expected to learn (Content/Expectations) that fundamentally change the content standard.

Positive Behavioral Interventions and Supports (PBIS)

An evidence-based, data-driven framework for organizing behavioral supports into a three-tiered continuum by teaching and reinforcing appropriate behavior.

Behavioral Model (Function-Based)

A model based on the belief that behavior is learned and continues because it is reinforced by consequences (ABC: Antecedent-Behavior-Consequence).

Psychodynamic Model

A model focused on the belief that misbehavior is a manifestation of unmet psychological needs or unresolved emotional conflicts.

Ecological Model

A model focusing on the context and systems (classroom, curriculum, peer group), believing misbehavior results from a poor fit between the student and environment.

Baseline Data

Information collected on a student's performance before an intervention starts to establish Present Levels (PLAAFP).

Frequency

A data measurement referring to the number of times a behavior occurs.

Latency

A data measurement referring to the time until a task begins.

Curriculum-Based Measurements (CBMs)

Standardized, brief, and frequent measures used for Universal Screening and Progress Monitoring.

Picture Exchange Communication System (PECS)

An AAC system for teaching individuals to communicate functionally by exchanging pictures for desired items through a structured Six-Phase sequence.

General Educator (GE) Role

The primary provider of the Tier 1 core curriculum and a required member of the IEP Team who implements accommodations and collects progress data.