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