SPED midterm

normal hearing falls within the range of ___ dB

0-15

ASD

1)Autistic Disorder 2)Asperger Syndrome 3)Rett Syndrome 4)Childhood Disintegrative Disorder 5)Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS)

behavior disorder

A condition exhibiting 1 or more of the following characteristics over a long period of time and to a marked degree that adversely affects educational performance: An inability to learn, not explained by intellectual, sensory, or health factors; An inability to build & maintain satisfactory interpersonal relationships with peers and teachers; Inappropriate types of behavior or feelings under normal circumstances; A general pervasive mood of unhappiness or depression; A tendency to develop physical symptoms or fears associated with personal or school problems.

augmentative and alternative communication (AAC) systems

AAC refers to ways (other than speech) that are used to send and receive messages. AACs attempt to compensate for, temporarily or permanently, the impairment and disability patterns of individuals with severe expressive and receptive language disorders.

campus leadership team

comprise members with relevant expertise. Ideally teams may have an expert in the targeted area of concern (e.g., reading, mathematics, behavior); one in administering and interpreting results of screening measures; and, for students receiving special education services, a team member with expertise in learning disabilities. The overall purpose of the leadership team is to ensure that the RTI model in the school is implemented effectively and that all students who need additional support are identified early, provided appropriate interventions, and monitored over time

A lack of the speech indicates a lack of communication

false

Approximately 18% of students in the untied states receive special education services

false

Autism is the largest disability category in US schools

false

LRE guarantees the right to an impartial hearing when appropriate IDEA procedures are not being followed

false

MTSS is the new acronym for RTI

false

Mastering a skill through massed trials, ready to move on to the next skill means the skill has been generalized

false

Shouting out in frustration is an example of internalizing behavior

false

Social stories are used because they decrease autistic leading and other pre-linguistic behaviors

false

a student who has difficulty exchanging knowledge, ideas, opinions, desires, and feelings may have a health impairment

false

behaviors present across three or more setting is not a characteristic of ADHD

false

difficulty understanding their own perspectives and behaviors are characteristics of autism

false

least restrictive environment is always the general education classroom

false

low-incidence disabilities have limited effect on the students

false

memory strategy is when the teacher uses the title and pictures to tell her prediction about the topic

false

parents first involved in the special education referral process after the initial evaluation

false

the relationship between EBD academic failure has resulted in dropout rates that are similar to other students

false

the resource room special education services occur in the general education classroom

false

Morphology

focuses on the rule system that governs the structure of words and word forms.

phnology

focuses on the sounds of language and the rules that determine how those sounds fit together.

physical selection technique

for individuals who lack adequate motor control and need to be taught to indicate symbols by pointing with body parts they can control (e.g., a stick held in the mouth, light beam mounted on a headband). When individuals have less control, the symbols can be presented to them by scanning and then asking, "Is this what you want—yes, no?" and through a small gesture such as blinking, the individual communicates intention.

general characteristics of LD

gap between ability and achievement (discrepancy) •difficulty learning certain subjects •difficulty remembering skills learned •inconsistent academic deficits •information-processing difficulties •lack of cognitive strategies deficits in attention •social skills deficits •social/emotional issues •poor motor abilities •challenging behavior

what is the least restrictive environment for most students who have a hearing impairment

general education classroom

Autism

is a developmental disability affecting verbal and nonverbal communication and social interaction, generally evident before the age three, adversely effects a child's educational performance. Other characteristics associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. Not autism if child has a severe emotional disturbance or if the onset is after age 3.

Communication Needs of ASD

late in life Descriptions Providing information Requests for Information Expression of personal ideas, feelings, opinions Humor: sarcasm, jokes, metaphors Initiating, sustaining, ending conversation early in life Request items, activities, people Rejections Ask for Help Labeling items

Acquisition stage -

learning new skill

language disorder

may have developmental delays in comprehension or receptive language. These students frequently ask for information to be repeated or clarified.

problem solving model

more individualized or personalized approach. For each child who is not progressing, a problem-solving team—comprised of the classroom teacher, school psychologist, special education teacher, and any other key educational stakeholders (e.g., parent, speech and language therapist)—meets to consider all of the data available so that they can come up with an intervention plan for the child.

Implementation of effective classroom instructional practices so that all students have an opportunity to learn (Tier 1).

One of the fundamental components of an RTI framework is that classroom instruction is research-based and associated with high learning outcomes for the majority of students; thus, students who are not successful are not casualties of poor classroom instruction but have difficulties that require intervention.

Maintenance Stage -

performance over time

Proficiency Stage -

practice for mastery of skill -

What is Sensory Integration

The neurological process that organizes sensation from one's own body and from the environment, making it possible to use the body effectively within the environment. Sensory Modulation - occurs every second of every day Sensory overresponsivity - sensory defensiveness Sensory underresponsivity - apathetic, withdrawn Sensory seeking - daredevils, may not feel pain, poor impulse control

Promoting Acceptable School English

USE: osimple vocabulary & short sentences ophysical features (gestures, facial expressions, props, demonstrations, hands on experiences) olots of visuals (pictures, graphic organizers, maps) Provide regular summaries and reviews Supply indirect corrections by correctly restating the child's incorrect form

internalized BD characteristics

Withdrawn Lack of Social Interactions Sleeping Daydreaming / Fantasizing Psychosomatic Isolated / Solitary Feeling Ill Lack of / Excessive Appetite

What is MTSS?

a part of the RTI process. Recommends a multitiered intervention strategy or multitiered system of support (MTSS), which is a set of layers of instruction that increase in intensity (e.g., amount of instruction, group size) based on how well students are succeeding in a less intensive instructional format. The first tier in a multitiered intervention approach is typically the classroom instruction; the second tier is often additional targeted instruction that may be provided by the classroom teacher; and a third tier is provided for students whose response to Tier 2 was inadequate, requiring a more intensive instruction (e.g., longer amount of time, smaller group, and more customized instruction), often provided by a trained person or a specialist such as the special education teacher. Students with significant gaps in learning may bypass Tier 2 and receive intensive Tier 3 intervention.

which answer is an example of a decision- making team including a member with relevant expertise an educational consultant sharing state test scores in reading and math a principal attends meetings for the high profile students a reading specialist is involved if students struggle with reading a technology specialist provides high-speed internet for a virtual meeting

a reading specialist is involved if students struggle with reading

language representation method

a way of sending messages that requires good motor control and is for those individuals with speech-production problems who can communicate with symbols through speech, gestures, sign language, fingerspelling, writing, head shaking, eye blinks, and other gestures. Sometimes a communication device is used to register inputs.

voice disorders

relate to the quality of the voice itself. Voice disorders can occur when individuals experience difficulty in passing air from the lungs to the vocal chords (phonation) or through the throat, nose, or mouth (resonance).

aided communication systems

require the use of tools or equipment in addition to the user's body. Aided communication methods can range from paper and pencil to communication books or boards to devices that produce voice output (speech generating devices or SGD's)and/or written output. Electronic communication aids allow the user to use picture symbols, letters, and/or words and phrases to create messages. Some devices can be programmed to produce different spoken languages.

Academic vocabulary incudes words that are used in school and in textbooks

true

An overriding characteristics of students with LD is ineffective or inefficient information processing

true

Approximately 15%-20% of students will require tier 2 interventions

true

Brown v. Board BOE is the landmark case that paved the way for students who experienced educational inequalities

true

Children with mild intellectual or developmental disabilities are usually diagnosed in preschool

true

IDEIA requires the use of evidence-based practices for teaching

true

Providing a student with an alternate form of a test is an administration accommodation

true

The role of the special education teacher in a multitiered RTI process is to collaborate with others

true

a child with disruptive mood deregulation disorder may seem to always be irritable and angry with frequent tantrums

true

a student who daydreams often, usually forgets his homework, and is easily distracted has inattentive disorder ADHD

true

a task analysis is a list of the sequenced steps to follow in order to complete an activity

true

behavioral inhibition means the student lacks the ability withhold or delay a planned response

true

constant time delay includes introducing a new vocabulary word simultaneously with a picture and word flash card

true

harm to others includes hitting, kicking, spitting, or tripping others

true

universal screening is administering the same test to all students to determine risk for academic difficulties

true

Adaptation Stage -

use for problem solving

standard treatment protocol

the same empirically validated treatments are used for all children with similar problems using a trial of specified duration (Fuchs & Fuchs, 2006). The standard treatment protocol provides opportunities for the teacher to respond to the learning needs of students but defines the program or approach that will be used for all students with learning difficulties.

re-auditorization

the tendency of the responder to repeat the test prompt verbatim prior to offering a verbal response

speech disorder

difficulty with the verbal means of communication. The major components of speech are articulation, voice, and, fluency.

unaided communication systems

facial expressions, gestures, and writing in our daily interactions.

ineffective or inefficient information processing or learning is not typical of a student with LD

False

Evidence-based Accommodations for BD

*clear written expectations *taught & practiced with reminders & recognition for meeting them * pre-correction * behavior contracts * 'positive' behavior intervention plans (BIP) * cool down area * chunking work * mini breaks * alternative method of work completion * audio texts * signaling system between teacher & student

Steps of FBA

-Defining the target behavior in behavioral terms. Clearly specify the behavior(s) you would like to see the student perform in observational terms that can be recorded and monitored. -Collecting and monitoring the target behaviors through ongoing data collection that considers frequency, intensity, and rate. -Recording the events and behaviors that precede and follow the target behavior. In this way, the antecedent, behavior, and consequences are noted. --Developing a hypothesis of the conditions under which the target behavior occurs. This hypothesis guides the intervention plan. -Developing an intervention plan that considers the antecedents and reinforcers and is built to test the hypothesis. Step 1.Interview teachers and other key personnel. Step 2.Identify the function of the behavior. Step 3.Hypothesize the cause or "why" of the behavior. Step 4.Using a team-based process, design an intervention to change the behavior.

DYSCALCULIA

difficulties with mathematical calculations - •Know what to do in math, but not why, missing logic of math. •difficulties with mathematical problem-solving -•Understand the logic of math, but don't know how to apply it.

Hybrid approach teaching methods uses the same research-based treatments for all children

False

Jose never talks and doesn't answer questions, he moved from Ecuador 2 months ago. he has an LD.

False

Autism Spectrum Disorder

Developmental Disorder General onset before age of 3 Affects verbal & nonverbal communication Affects social interactions Resistance to change Stereotypical movements (hand flapping) Adversely effects student's education Impaired Social Interactions Impaired Communication with Language Deficits Repetitive, Ritualistic, Unusual Behavior Patters ¡Insistence on Sameness and Perseveration Intellectual ability varies greatly: ¡High-functioning = 'gifted' ¡Normal IQ = average intelligence ¡Low-functioning ='intellectual disability' ÷ (70%-80%: 10%of these have savant syndrome ) Extra sensitive to sensory experiences ¡Noise, clothes, temperature, touch, textures) Impaired Social Interactions Impaired Communication with Language Deficits Difficulty relating to others: ¡Resistance to physical embrace ¡May have very delayed/limited speech (may use echolalia) ¡Inability to initiate or respond to typical communication styles ¡Cannot read faces, mood, humor, idioms or sarcasm, ¡Do not engage in 'joint attention' making it difficult to interact ¡Extreme aloneness (self- isolation) ¡Temper tantrums, aggression, property destruction Restrictive, Repetitive 'patterns of behaviors,' interests or activities. Desire/Need for structure & sameness Requires consistency is schedules Engages in repetitive motions ¡hand-flapping, twirling, rocking Lack of spontaneous actions and imagination ¡(very concrete sequential) Extra sensitive to sensory experiences ¡Noise, clothes, temperature, touch, textures ¡Could be too over or under responsive Exhibits uneven skill development Varied interests Varied strengths & weaknesses Significant speech deficits (mutism & echolalia) Exceptional rote memory Extraordinary ability in > one skill (autistic savants) Over/under sensitive to sensory stimuli Over selectivity (extreme focus on specific details) Become an expert Rituals are critical part of their lives Sleep difficulties

externalized BD characteristics

Disruptive Behaviors (Externalizing) *Yelling *Loud (when talking) *Undereating / Overeating *Motivated by External Reinforcers *Anti-social *Score Lower on IQ & Achievement Tests *Out of Seat *Inappropriate Language/Topics *Complains of Being Tired / Sleeps in Class *Withdrawn * Verbally Aggressive * Physically Aggressive / Physical When Playing * Complaining About Feeling Ill * Noncompliant / Ignoring Adults * Lying / Stealing / Telling Unbelievable Stories * Easily Angered / Excessively Argumentative *Acting Out - throwing, striking, or grabbing * Without Friends *Dark, Heavy Handwriting / Poor or Messy Handwriting * Sad / Crying More than Age Appropriate *Signs of Frustration: sounds, physical tension, statements, * Refusal to Work / Not Following Directions * Destroys Property * Inability to Take Turns * ADHD * Walking Out (in anger) / Running Away * Below Grade Level Academically / Off-task

educational approaches ASD

Early intervention Structure Consistency Differentiation Visual supports (picture schedules, picture contracts) Social Stories (example video clips) Social story for child who is moving Social Story - how to act when I want a toy Social Story - how to stand in line at school Behavioral Interventions ¡ABA / Discrete Trial Training ¡Behavior Contracts (with pictures) Alternative Communication ¡Picture Exchange Communication System (PECS) Preference Assessments Functional Behavior Analysis (FBA) Peer-mediation - social skills training Self-management techniques Functional Communication Training (FCT) Applied Behavior Analysis (ABA) - established in 1960s ¡Scientific, systematic application of learning principles ¡To produce socially important changes in behavior ¡To improve the life outcomes of the individual Not to control someone's behavior Educate peers about differences (disabilities/abilities) Without singling out specific student(s) Allow students with AS to be peer tutors Conduct routine social skills assessments ¡Provide (bi-)weekly social skills training ¡All teachers should be aware of target social skill each week Teach the student(s) how to work as a team member Capitalize on teachable moments (individually or group) Use students' intense interest to introduce new ideas or teach subject matter Imbed social skills training into instruction

when asked a question, the student repeats exactly what is heard what is this behavior called

Echolalia

according to the text, what is tone of the most effective classroom strategies for individuals with ASD

Establish a predictable classroom routine early in the school year

Bob received damage to his brain the during the birth process. he is eligible for OHI in school

False

a functional behavioral assessment (FBA)

Functional behavioral assessments are a method of gathering data to design the most effective positive support plans and to monitor students' progress. As mandated by the Individuals with Disabilities Education Improvement Act (IDEIA), all students with disabilities who have significant behavior problems that interfere with either their own learning or the learning of other students must have an FBA.

Evidence-based Effective Environmental Strategies for BD

GET, SET, Behavior Specialist Must Work Together Teach & Post Expectations/Class Plan Post Recognition & Consequences Build a Relationship - show student(s) you care Provide a Positive & Safe Environment Model Respect (even in tough times) so peers will follow your lead Have High Expectations (let EVERYONE know you expect student(s) to do well) Use Behavior Specific Praise frequently Provide Immediate Feedback (social, behavioral, academic) Teach self-management/self-monitoring/ self-correction Pre-teach Behaviors / Expectations for Upcoming Situations Teach using Systematic & Direct Instruction Connect Learning to Student's Life - Demonstrate Purpose Move at a Brisk Pace (down time is detrimental) Use Behavior Specific Praise frequently Provide Immediate Feedback (for academic attempts & successes) Use visuals to Demonstrate Correct Responses Focus on Correct Responses Use structured Peer-tutoring (PAL) Teach Social (School) Skills Demonstrate Belief In Student Meeting the High Expectations Post Assignment instructions & Expectations Teach self-management/self-monitoring/ self-correction

Asperger Syndrome

Impairments in all social areas Inability to understand how to interact socially Difficulty judging personal space Difficulty understanding others feelings Intense interest in one subject Preoccupation with own interests Average or above average intelligence Superior rote memory Perseveration (repetitive & stereotypical patterns) Clumsiness /Awkwardness (gross & fine motor skills) No language delay; however, impaired non-verbal behaviors eye contact, facial expressions, body posture, gestures Odd speech patterns; formal patterns of speech ¡ semantics, pragmatics, &prosody; ¡volume, intonation, inflection & rhythm Extensive vocabulary ¡Read at an early age Inflexible adherence to routines Fascination with maps, globes, and routes

What is IDEIA?

Individuals with Disabilities Education Improvement Act; The new law promoted RTI as a means for preventing learning difficulties and furthering accurate identification of students with learning disabilities. Furthermore, Congress urged the use of early intervening services (EIS) to provide students with support as soon as they show signs of struggling.

CHARACTERISTICS OF LANGUAGE DISORDERS

Problem following verbal directions Difficulty with pre-academic skills Phonics problems Poor word attack skills Difficulties with structural analysis Problems learning new materials Word substitutions Deficits in reading comprehension Inability to understand abstract concepts Difficulty connecting old learning to new learning

How to Help in the Classroom CD

Provide a warm, safe, inviting environment Pre-teach situations Engage in conversations PLAN for success: ask questions you know the student has the answers to Teach student to ask for help/clarifications Schedule role-playing activities Encourage questions: Place items out of reach Make items difficult to find Situations that need assistance Provide •Language Models •Practice in following directions •Opportunities to interact with peers/adults •Sufficient time to process information •Organizational tools •Wait-time (extended) •Encouragement •Positive Reinforcement •Visual Supports - written & gestures

What is RTI?

Response to Intervention -provides early intervention for at risk children by delivering efficient and flexible educational assistance to help close performance gaps in those children by using a multi-tier approach to the early identification and support of students with learning and behavior needs. The RTI process begins with high-quality instruction and universal screening of all children in the general education classroom.

Need to be Taught ASD

Social Exchanges ¡ Greetings/Partings: initiate & return ¡ Answer questions ¡ Ask questions Personal Information ¡ Name, age, etc. ¡ Feelings (hunger, thirst, temperature, etc.) ¡ Opinions (good, bad, favorites, non-preferreds) ¡Commenting "I see"... "I hear"... "I like"... Nonverbal Communication ¡Eye contact ¡Gestures ¡Facial Cues ¡Contextual cues ¡ Social Reciprocity ¡Give & take of conversation ¡Change of subject ¡Joint attention Social Cognition ¡Understanding intention, motives, and behaviors ¡Understanding norms, customs, and values ¡Self-Monitoring of words and actions

students with ASD may experience

Social isolation Peer rejection Friendship failure Intense social anxiety Ridicule Frustration Confusion Fear Sense of failure to please adults

7 SENSORY SYSTEMS

Tactile - skin - hot/cold Auditory - hearing Visual - eyes, brightness, focusing Gustatory - taste & textures Olfactory - smell - can evoke emotional response Vestibular - detects movement & speed, orients location in space Proprioceptive - joint position, tendons, ¡Movement may appear clumsy: misjudge amount of pressure (writing, touching, etc) (weighted vests help focus on task & decrease self- stimulation)

Provision of a more intensive individualized intervention (Tier 3)

This tier is for students for whom secondary intervention is inadequate. Some students do not benefit sufficiently even when provided a Tier 2 or secondary intervention. These students require an even more intensive intervention (e.g., longer instructional sessions, smaller group, instruction more specifically aligned with their learning needs).

Provision of secondary intervention (Tier 2).

This tier is for students who are not making adequate progress in the classroom. These students are provided additional instruction, ideally in small, homogeneous groups of three to five students, three to five times per week for 20 to 30 minutes each session. The purpose of the supplementary intervention is to provide additional instruction targeted at increasing proficiency in the target area of reading, math, or writing. It is important to remember that this instruction is in addition to and does not replace what students are currently receiving in their target area, for example, reading.

Screening and progress monitoring

To understand the role of screening and progress monitoring, consider, for example, that M. L. King elementary school screens all students at the beginning of the year to determine if they are on progress in reading and math. This screening takes about 5 to 10 minutes for reading and about the same time for math depending upon students' skills and is done individually by the classroom teacher. Teachers frequently assess the progress of at-risk students to ensure that the intervention is working to close learning gaps, usually every 2 or 3 weeks.

Generalization Stage -

across times & situations

During which stage of an individual's life does an ASD typically appear

during the first 3 years

Developmental Model

enriched environment with lots of experiences, storytelling, field trips, and creative opportunities.

jo has mobility in her hands and feet and difficult speech. which type of assistive technology is best to use

eye-gaze pointing

Signs of Receptive Language Disorder

o Echolalia - repeating back immediately or at a later time o Inability to follow directions - may follow routine, repetitive directions o Inappropriate, off-target responses to "wh" questions o Re-auditorization -repeats question before responding Does not attend to spoken language Difficulty responding to: yes/no questions either/or questions who/what/where questions when/why/how questions o May appear to have poor listening skills o Uses Jargon (sounds like "unintelligible speech") o Using "memorized" phrases and sentences o May need additional time to process information o Has difficulty remembering information presented orally

Danny frequently challenges directions and blames other for his own actions what disability might derrick have

oppositional defiant disorder

speech sound disorder

occur when students are unable to produce the various sounds and sound combinations of language

Behavioral Model

set individualized measurable goals, provide direct instruction, and use effective instructional practices.

Cognitive Model

stimulating the child's thinking abilities with activities designed to improve memory, discriminate language, form concepts, self-evaluate, problem solve, and comprehend.

Problem is Identified Using Data for BD

•Definition of the Behavior • specific, clear, observable, measurable •Collect Initial Data to Confirm the Behavior •time, activity, people, frequency, duration, rate •are others seeing the same thing? • •Hold an IEP Committee Meeting (ARD) •review data •determine if behavior needs BSP •check for services and accommodations occurring •identify need for FBA/BIP

Functional Behavior Assessment for BD

•Indirect Information-gathering Interviews - Questionnaires - Behavior Rating Scales parents - related service providers - teachers •Direct Information-gathering Observations - Data Collection anecdotal records - scatter plots - A-B-C descriptive when - where - what - who - before/after - setting - topography •Formulate Hypothesis of Function Review Data - Validate Operational Definition - Check for New/Different Behaviors - Look for Consistent Relationships - antecedents - consequences - activities - people - conditions