Exceptionalities and Behavior > Final Exam Study Deck > Flashcards

Final Exam Study Deck Flashcards

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1
Q

Multiple Disabilities

A

A combination of impairments that cannot be accommodated by solely addressing one of the impairments. They are simultaneously concomitant (happening at the same time).

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2
Q

Characteristics of Multiple disabilities

A

Intellectual functioning
Development of self-care skills
Adaptive skills
Extensive support needed
Motor and physical challenges
Sensory functioning 40% more likely to have vision issues.
Communication skills

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3
Q

Causes of Multiple disabilities

A

Biological causes: genetic and chromosomal
Complications during and after birth

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4
Q

Which test is given to babies who to test for disabilities?

A

Apgar test

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5
Q

Assistive Technology Definition

A

Any item which is used with the student to increase, maintain, or improve functional capabilities

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6
Q

Assistive Technology Purpose

A

Makes the general education classroom accessible to the student so that the student can make appropriate progress

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7
Q

SETT Framework

A

A framework for gathering data in order to make effective assistive technology decisions

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8
Q

Assistive Technology Evaluations

A

Considers and evalueates
- Speech, language, and communication assessments
-Seating and positioning
-Mobility
-Switch use and input/output device assessment
-Mobility Assessment
-Writing, hand and grip strength, fine motor skills evaluation
-A visual and hearing assessment
-An assessment of home, school, and community environment

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9
Q

Peer tutoring

A

Pairing students one on one.
Concerns are that the relationship will not be authentic.

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10
Q

Partial Participation Principle

A

Identifies non-instructional support so that students can participate.
Takes into account the student’s own wishes
Enhances independence
Task analysis

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11
Q

Dimensions of data #1: Frequency

A

How many times it happens

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12
Q

Dimensions of Data: Duration

A

The amount of time and individual engages in a behavior

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12
Q

Dimensions of Data: Rate

A

Frequency of behavior during a period of time

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13
Q

Dimensions of Data: Latency

A

Snooze alarm effect- length of time between the instructional cue and the occurrence of the behavior

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14
Q

Dimensions of Data: Topography

A

Physical form or description of a motor behavior

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15
Q

Dimensions of Data: Force

A

Intensity of behavior (self-injurious behavior)

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16
Q

Locus

A

Description of where the behavior occurs, the environment or location on an individual

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17
Q

Categories of collecting data: Anecdotal reports

A

Written description of events that occur during a specific time period or an instructional period. Target behavior is identified after recording the anecdotal.
Useful for analysis, not evaluation.

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18
Q

Categories of collecting data: Event recording

A

Discrete- has a beginning and an end

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19
Q

Categories of collecting data: Duration

A

Recording the length of time a behavior occurs

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20
Q

Categories for collecting data: Latency

A

recording the amount of time it takes for a student to begin the targeted behavior

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21
Q

Duration and Latency Recording

A

Both emphasize measures of time rather than instances of behavior.
Average duration is used behavior occurs regularly.
Total duration- measures how long a student engages in behavior during a limited period.

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22
Q

Limit setting

A

Process through which teachers systematically teach students that they mean business.
Limit setting is rule enforcement
Accomplished through body language

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23
Q

6 steps to limit setting

A

Eyes in the back of your head
walk to edge of desk
turn, look, and say student’s name (not always a good idea).
Prompt: tap on the desk or paper
Terminate instruction (avoid, give little attention)
Palms on desk
To be used when students back-talk
Sit up front

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24
Tier 1 Instructional Strategies
Includes: Behavior contracts Token Economies Group Contingencies
25
Behavior Contracting
Is a written document that uses if/then statements and clarifies the type of behavior, conditions, reinforcements and dates for interim and final review
26
Disengaging Strategies
Respond after a brief stress reduction strategy Respond in a neutral, business-like and calm voice Brief responses Avoid power struggle by remaining calm
27
Interrupting strategies
Divert attention Remove student Allow cool down' Paraphrase points of concern Open ended questions
28
Deescalating Strategies
Positive words in requests Non-verbal strategies Acknowledge student responsibility to choose Face-saving path for student Humor Label emotion Consider communicative function of behavior
29
Tier 2
Designed to provide intensive targeted interventions to support students who are not responding to tier 1 support efforts.
30
Tier 2 process
Continuous availability Rapid access Low effort by teachers Functional assessment Function- cause of bad behavior Adequate resources Students choose to participate Consistent with school wide expectations Continuous monitoring Implemented by all staff/faculty in a school Flexible intervention based on assessment
31
Physical and other health impairments
IDEA uses the term "orthopedic" impairments, but educators typically use the term physical disabilities Typically refers to a larger group of students who experience conditions that are very different from each other
32
Physical and other health impairments include
Severe multiple disabilities Traumatic brain injury
33
Cerebral palsy
A disorder of movement or posture due to damage in the brain
34
Types of cerebral palsy
Spastic: Most common; stiff and jerky movements Dyskinetic: involuntary writhing movements Athetoid: Similar to dyskinetic Ataxic: Poor coordination and balance Mixed
35
Causes Cerebral Palsy
Prenatal, perinatal, postnatal
36
Other associated conditions of cerebral palsy
Possible intellectual disability Speech/language problems Vision impairments Seizures
37
Characte
38
Spina Bifida
A condition that affects the spine. Malformation of the spinal cord.
39
Causes of Spina Bifida
Occurs in early pregnancy due to environmental and genetic factors
40
Folic acid
Reduces risk of spina bifida when taken during pregnancy
41
Other associated conditions for spina bifida
Usually does not affect intelligence Depending on location of defect, may cause incontinence or other urinary and bowel problems
42
Three common forms of spina bifida
Spina bifida occulta- no damage to the spinal cord Meningocele- spinal cord covering but not he cord itself Myelomeningocele- when a sac or fluid protrudes from the spinal cord
43
Other Health Impairment Definition
IDEA defines OHI as chronic health impairments. It limits strength, vitality, and alertness. Includes both chronic (continual) and acute (not long term) conditions
44
Epilepsy
A common OHI characterized by seizures abnormal electrical discharges in the brain).
45
Types of Epilepsy
Partial: One side of the brain Generalized: Both sides of the brain (includes tonic-clonic and Grand-Mal). Absences Seizure: Transient impairment of loss of conciousness/blank stare Complex-partial- Altered state of consciousness
46
Conditions associated with epilepsy
Lower IQ and academic achievement Risk for AD/HD Higher levels of depression Students w/ intellectual disabilities at higher risk of epilepsy
47
Causes of Epilepsy
Genetic Enviromnental: prenatal brain infections, birth trauma, poisoning, stress, fatigue, sleep deprivation Majority of cases, the cause is unknown
48
Asthma Characteristics
Intermittent ( 2 or fewer attacks per week) Mild persistent (more than 2/week Moderate Persistent (daily attacks) Severe Persistant (continual)
49
Conditions associated with asthma
Fatigue School absences Lower academic performance as a result of those two factors
50
Causes of asthma
Food, exercise, cold air, respiratory infections, environmental allergens, including cigarette skmoke, dust, mold, gases, and chemicals Can be inherited
51
Determining the presence of physical disabilities and Other Health Impairments involves
Neuroimaging Prenatal screening Maternal serum alpha-fetoprotein Fetal surgery
52
In order for students to qualify for an IEP, their physical or other health impairment must
Adversely impact educational performance. Otherwise they can develop a 504 plan. Health care plans can also be developed
53
Supplementary aids and services for physical and other health impairments
Adaptive switches Pressure Timed Pneumatic or puffing switches Movements Sound Transporting Wheelchair Adjusting size Recharging batteries Select the navigation tools Assuring safety Cost
54
Adaptive PE
Allows for students with disabilities to participate in a typical sport or physical activity
55
Hearing Impairments Definition
IDEA defines deafness a hearing impairment that is so severe that a student is impaired in the processing of linguistic information through hearing, with or without amplification and that adversely affects the student's education.
56
The severity of hearing loss is measured by what type of measure?
Decibels
57
What range of Decibels qualifies as deaf?
70-90 dB
58
What range of decibels qualifies as hard of hearing?
20-70 dB
59
Hearing loss in one ear
Unilateral hearing loss
60
Hearing loss in both ears
Bilateral hearing loss
61
The deaf community...
Avoids using the word impairment and does not prefer person first language
62
Types of hearing loss
Conductive: Outer/middle ear issues Sensorineural: Inner ear issues (cochlea) Mixed
63
What percent of students with hearing loss are in inclusive settings?
88%
64
Communication options for the deaf include:
Oral/aural- multiple forms of reception
65
Causes of hearing loss
Congenital (at birth) Acquired- developed after birth Genetic causes
66
Otitis Media
A postnatal cause of hearing loss due to ear infections
67
Bacterial Meninjitis
A postnatal cause of hearing loss
68
How is hearing tested?
Audiometer Audiogram Typanography Speech audiometry
69
Educational suggestions for hearing loss in special education
Authentic experiences Integrate vocabulary development Create opportunities for self-expression Deaf role models Teach about deaf studies
70
Legal definition of visual impairment
Based on acuity and field of vision. An individual may have much useful vision even when legally blind
71
IDEA Categories/Definition of visual impairment
Low vision: Read print Functionally blind: Normally braille + Totally blind
72
Incidental learning
The way that sighted children naturally learn about their environment
73
Adventitious Vision impairments
When a person has normal vision but then acquires a vision loss
74
Functional Vision Assessment (FVA)
Helps determines how a student uses vision as a part of the evaluation process
75
What are O&M specialists?
Orientation and mobility. These specialists work with vision impaired students as part of the transition process
76
True or false: More girls than boys are identified as gifted/talented
True
77
True or false: Diverse students are over represented in the gifted/talented population
False
78
Does IDEA require states to provide services to the gifted/talented?
No
79
Many states defined giftedness based on what act?
The Javits Gifted and Talented Act
80
Ohio uses what to identify gifted students?
The SAT, ACT, or Gifted and Talented Evaluation scales and dozens of others
81
Linguistic intelligence
Word smart
82
Logical-mathematical intelligence
number/reasoning smart
83
Spatial intelligence
Picture smart
84
Bodily kinesthetic Intelligence
Body smart
85
Musical intelligence
music smart
86
Interpersonal intelligence
people smart
87
Intrapersonal intelligence
self smart
88
naturalist intelligence
nature smart
89
Webquests
An inquiry-oriented lesson format in which most or all the information that learners work with comes from the web. The model was developed by San Diego State University in February, 1995
90
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