Schools quiz 4

Authentic Assessment

Authentic Assessment

Assessment of a performance while the student is engaged in a realistic learning context

Curriculum standard

A description of the achievement a student is expected to gain at a specific point in the scope and sequence of the school's curriculum

Deficit - driven

Describing an educational approach in which the focus is placed on a problem or weakness

Educationally relevant

Referring to content pertaining to the knowledge, skills and attitudes that the student is learning in their curriculum

Decoding

Reading skills that focus on letter recognition, phoneme awareness, alphabetic knowledge, and word-level reading

Linguistic comprehension

Reading skills that go beyond decoding and encompass higher level thinking and reasoning, morphosyntax and syntactic parsing, verbal and written expression, critical thinking, problem solving, accessing information, and study skills

Literacy

An individuals ability to read, write, speak, compute and solve problems at levels of proficiency necessary to function on the job, within the family of the individual and in society

Neonatal Abstinence Syndrome (NAS)

A condition caused by withdrawal symptoms that a newborn experiences as a result of opioids the mother used during pregnancy

Postneonatal abstinence syndrome

A condition caused by longterm, residual effects of neonatal abstinence syndrome after a newborn has been treated. These residual effects may include but are not limited to, cognitive, behavioral, developmental, and educational challenges and disabilities. Language and literacy development may be affected.

Schema

A myriad of memory connections related to a word (it's purpose, function, location, emotions attached to it, synonyms, antonyms, homonyms, etc.)

Schemata

A plural form of schema

Transfer learning

The ability of the learner to apply a set of skills learned in one's environment to a variety of environments and/or problems

Universal Design for Learning (UDL)

An educational approach that fosters student engagement by presenting information in multiple ways and allowing for diverse avenues of action and expression

Value added incentives

The evaluations of educators based on the progress that student's make

Attending cues

Verbal prompts that focus the student's attention
(i.e. "Ready? Look at me!"

Auditory cues

Verbal expression used to aid the student's communication; a cue includes emphatic stress, pitch, quality, intonation and duration

Carrier phrases

Short phrases or sentences that serve as a frame for a target
("I have + target word)

Chunking and chaining

Breaking down directions or information into shorter chunks and with a pause between each chunk
("Put your name in the paper [pause], circle the largest animal [pause], color the animal green"

Cloze technique

A scaffolding technique to facilitate longer sentence length; the SLP begins the phrase or sentence, and the student fills in the missing word or phrase
(SLP: "its a big..." child: "horse"

Other cues or prompts

Assists or supports that are provided immediately before the response is elicited to increase the likelihood that the learner will give a correct response
("It starts with an /L/ sound. Not a dog but an /L/)

Direct instruction

Guided instruction leading the student towards the mastery of specific skills and concepts

Distributed practice

reviewing past achievements, goals, or objectives periodically in order to ensure retention of skill level

Errorless learning

Structuring the task so that it ensures high levels of responding by providing the prompts or cues needed for successful response, and then fading the cues as the student is successful

Evoked production

Asking the student to respond, generally by asking a question

Expansion

Responding to an utterance with a more sophisticated version of the utterance, usually retaining the child's word order
(child: "bear fall down" SLP: "You broke the ice and the bear fell down")

Expatiation

An adult's presentation of a more mature version of the utterance, with new information added
(child: "him runned" SLP: "he ran. the boy ran after the dog")

Extension

Responding to an utterance with a comment that adds information to the established topic
(child: "that daddy is sad." SLP: "that daddy is sad. why do you think hes sad?")

Fading

Gradual removal of an instructional prompt so that the desired behavior is performed independently or with only naturally occurring supports

Feedback

Information about the inadequacy of a response (generally includes information about what to change)

Contrastive feedback

Compares what the student did with what they should have done
("what that first or next?")

General verbal praise feedback

Provides support and encouragement. This is also called verbal praise and is generally non-specific ("Awesome!" "Great job")

Specific verbal praise feedback

Tell the student exactly what was done correctly

General corrective feedback

Gives the student a chance to self-correct

("what was the last part?")

Specific corrective feedback

Tells the student exactly what needs to change to achieve the target
("Remember to use your words")

Dignify errors and provide corrective information

"You're right, it's an animal that's like a lion but has spots. It's a leopard")

Foreshadow

Letting the student know what is going to happen next

Generalization

Application of learned behavior to targets, material, or situations not trained

Imitation

Repetition of a desired behavior after the SLP's model

Massed practice

short, meaningful, multiple practices within a short time frame

Modeling

Demonstration of a desired behavior

Pause time

Providing time for the student to comprehend or respond after being presented with information or a request

Probe

An informational test of a target behavior to determine correctness, generalizations, or responses to a teaching technique

Proximity praise

Praising the other students within a group as a way to shape the behavior of the student who is not on task

Recast

A response to an immature or incorrect production that includes semantic, grammatical and/or phonological information and generally corrects the error

Redirection

Focusing the student on the target behavior for maximum time on task
("Let's talk about that after we finish our work")

Reinforcement

Any event that immediately follows a response and has the effect of increasing that probability that the response will be repeated

Response hierarchy

Arrangement of the targeted behaviors in the order of probability in which they will be elicited in a specific condition

Reward

Verbal or tangible gift for responding correctly

Edible reward

Giving the student a small treat

Tangible reward

Giving the student a token reward

Social reward

Giving the student attention

Sabotage strategies

Strategies that manipulate the environment to elicit a target

Communication temptation

Manipulating the environment so the student must ask for help or make their needs known by using language

Violate routine events / forgetfulness

Omitting or incorrectly performing a familiar or necessary step in the activity or routine to evoke correction from the student

Withhold objects and turns

Withholding an object or turn that is an apparent oversight during an activity with a number of materials or turns as a way to evoke expressive language from the student

Violate object function or object manipulation

Intentionally violating a familiar action scheme with an object or action as a way to evoke expressive language from the student

Hide objects

Removing an object from it's typical location so the student needs to ask for it

Scaffolding

Supporting the student with ongoing information talk to help them understand or use language at a level that is more complex than they can achieve independently

Cloze techniques

Using fill in the blanks

("This car is big, and this one is )

Gestures and pantomime

Providing nonlinguistic prompts to help the student develop an idea

Relational terms

Suggesting relational terms (e.g., additive [and . . . ], temporal [and then, first, after, next], causal [because, so, so that], adversative [but, except, however, except that], conditional [if, unless, if-then, in case, or], spatial [in, next to, until he got to]).

Preparatory sets

Informing the student about the concept that needs to be performed or the communication act that needs to be performed in context.

Contingent questioning

Specifying the type of information that needs to be provided; can be used to prompt agents, actions, objects, locations, or relational information
("what do you need?")

Comprehension questions

Asking for information on different level of communication
("what will happen?" , "why did that happen?" , "what will we do now?")

Summarization or evaluation

Asking the student to restate something or retell an event
("what did you ask Jim?")

Binary choices

Offering the student alternative utterances ("do you want to put the block in the box or on the box?")

Turn taking cues

Indicating to the student that more information is warranted; can use an expectant pause
("i want the toy...")

Phonemic cues

Providing the initial sound or syllable of the target word

Rhyming cues

Providing a word that is similar plus a rhyming word

("its like an SUV. it rhymes with a star. its a )

Script

A present sequence of responses

Self-correct

The student self-corrects an error independent of the SLP

Self monitor

The student spontaneously corrects their own incorrect response

Spontaneous production

Production of a behavior without a model or use of intimidation

Task analysis

Breaking down a skill into small steps to make it easier to teach