SPLED 400 Exam 2

individual's distrust of her own responses to situations and reliance on others for assistance and solutions

outer- directness

the tendency to focus on a minute feature of an object or a person rather than the whole

overselectivity

the knowledge that words consist of separate sounds and the ability to manipulate these individual units

phonemic awareness

refers to awareness of sound structure of spoken language

phonological awareness

activities of daily living

practical adaptive behavior

when are individuals with ID identified at MODERATE level?

preschool years

The tendency to attend to individual details rather than integrate them into a "big picture"

weak central coherence

ability to remember one thing while performing another task

working memory

Students with ID have difficulty with (cognitive functioning)

working memory and short term memory

asperger syndrom is often misdiagnosed as having:

- OCD - ADHD

causes of prevalence

- brain damage/ dysfunction - heredity - experiential factors

Profound Level of ID

- continuous care needed - severe limitation in self care, communication, mobility

Severe level of ID

- daily assistance needed with self-care and safety supervision

comorbidity of learning disabilities and ADHD is what percent?

45.1%

what percent of individuals with autism react atypically to sensory stimulation

70-80%

affecting verbal & non verbal communication and social interaction; repetitive activities, resistance to change, unusual responses to sensory experiences

IDEA definition of autism

A scientific approach to designing, conducting, and evaluating instruction based on empirically verified principles describing functional relationships between events in the environment and behavior change

applied behavior analysis

is impairment in social areas, particularly an inability to understand how to interact with others.

asperger syndrome

when are individuals with ID identified at SEVERE/ PROFOUND level?

at birth or shortly after

teaching and use of academic and functional skills in student's natural environment

community-based instruction

two conditions occurring in the same individual

comorbidity

using language for speaking, reading writing; using number concepts

conceptual adaptive behavior

anything you teach in the classroom that when they encounter it in the real world, they know what to do

contrived common stimulus

learning difficulty specific to math

dyscalculia

learning difficulty specific to writing

dysgraphia

learning difficulty specific to reading

dyslexia

learning difficulty specific to fine/ gross motor

dyspraxia

Verbatim repetitions of what people around them have said

echolalia

ability to regulate one's own behavior- planning, goal setting, cognitive/ behavioral flexibility, inhibition, working memory, selective attention

executive functioning

not following a direction within reasonable amount of time

noncompliance

when a test is administered to a large sample of people selected at random from the population for whom the test is intended

norm referenced

the use of progressively more normal settings and procedures to establish or maintain personal behaviors which are as culturally normal as possible

normalization

when are individuals with ID identified at MILD level?

not until they enter school; the second or third grade - when more academic work is required

IDEA characteristics of emotional disturbance

- inability to learn that can't be explained by intellectual, sensory, and health factors - inability to build/ maintain satisfactory interpersonal relationships with peers and teachers - inappropriate type of behaviors/feelings in normal settings - general pervasive mood/ unhappiness - tendency to develop physical symptoms/ fears associated w/ personal/ school problems

Problems with IQ Tests

- measures only how a child performs at one point at time - can change significantly - culturally biased - should never be sole basis for making diagnosis of ID - should be used to determine IEP objectives

3 used instruments to screen autism

- modified checklist for autism in toddlers - social communication questionnaire - autism spectrum screening questionare

children with phonemic awareness can:

- orally been sounds to make words - isolate sounds at beginning, middle, and ending of words - segment word into sounds - manipulate sounds within a word

ways to prevent ID

- rubella vaccine - ultrasounds - amniocentesis - genetic counseling - screening at birth

IQ Tests consist of:

- serious of questions - problem solving tasks - memory - other items that require certain degree of intelligence to answer/ solve correctly

Mild Level of ID

- skill acquired late -sufficient speech -independent self care at home -struggling with academic work -unskilled manual labour -live independently with minimal support

In regards to attention, how may this affect a student with ID?

- slower to attend to relevant features of a learning task -may focus on distracting stimuli - difficulty sustaining attention to learning tasks

Moderate level of ID

-slow acquisition of language -adults require some degree of support in community -may be able to read but with difficulties

What is the 3 required criteria for a diagnosis of ID?

1. Significantly subaverage intellectual functioning 2. significant difficulty with tasks of everyday living 3. must occur during the developmental period to be distinguished form other disabilities

3 things to be categorized as having a learning disability

1. severe discrepancy between student's intellectual ability & academic achievement 2. exclusion criterion- •the student's difficulties are not the result of another known condition that can cause learning problems 3. need for special ed services

what percent of students with ID are educated in gen ed classroom

17%

•The American Academy of Pediatrics recommends all children be screened with a standardized autism-specific screening tool at ___ and again at ____ months of age to identify children whose development may have regressed

18, 24

The more sever the cognitive impairment, the _____ the memory problems

GREATER

eating non-food items

Pica

Who coined the term "learning disabilities" to describe students experiencing serious difficulties in learning to read, write, spell, or solve math problems

Samuel Kirk

occurs when a students makes a detectable, lesson-specific response

active student response

the collection of conceptual, social, and practical skills that have been learned and performed by people in order to function in their everyday lives

adaptive behavior

the use of what someone learns in different settings at different times

generalization

over-responsive individual may not be able to tolerate certain sounds, being touched, certain textures is known as what?

hyper sensitive

under responsive child appears oblivious to sensory stimulation to which most people react

hyposensitive

social communication skill children typically begin to display in infancy; when two people use gestures and gaze to share, follow or direct each other's attention to interesting objects/ events

joint attention

acquire new knowledge and skills at rates well below those of children without disabilities

learning rate

being able to perform a behavior over a period of time so they do not have to reteach the skill

maintenance

What are the four levels of intellectual disabilities?

mild, moderate, sever, and profound

largest category in IDEA

prevalence

possessing remarkable talent in a particular area such as memorization, mathematical calculations, music, or drawing while functioning at the intellectually disabled level in most or all other areas

savant syndrome

teaches students to engage in a self-regulated problem-solving process

self-determined learning model of instruction

ability to recall and use info that was enchanted just a few seconds to a couple of hours earlier

short- term memory

getting along with others, being a responsible group member, solving social problems, following rules and obeying laws

social adaptive behavior

people's welfare depends extensively on the social roles they occupy

social role valorization

areas of relatively superior performance that are unexpected compared to other domains of functioning

splinter skills

persistent and repetitive motor or vocal behaviors that do not serve any apparent function such as rocking their bodies in a sitting position

stereotypy

breaking down complex or multistep skills into smaller easier-to-learn subtasks

task analysis

intuitive ability to distinguish and interpret one's own and other people's thoughts, motives, beliefs

theory of mind