Fichas
INTRO to SPED UNCC with Sacco 2019
Fichas del conjunto (43)
- 1Multi-tiered systems of Support (MTSS)A total school improvement framework that uses a multi-tiered approach to academic and behavioral instruction and intervention. provides high-quality instruction frequently, and uses data-based decision making to alter instruction or goals as needed to maximize outcomes for all students (Includes both RTI and PBIS)
- 2Response to Intervention (RTI)A multi-tiered approach to instruction and intervention, which requires teachers to continuously monitor student performance in a variety of academic skills and provide appropriate instructional opportunities with progressively greater intensity until students demonstrate academic gains
- 3Positive Behavioral Intervention Support (PBIS)Similar to RTI, a multi-tiered approach to teaching behavioral expectations in school, providing structure and routines, and maintaining appropriate behavior of children in schools.
- 4Tier 1Core Instruction (80% receive core only)
- 5Tier 2Supplemental Instruction (15% receive tier 1 and 2)
- 6Tier 3Intensive intervention (5% receive tier 1 and 3)
- 7Oral Language AreasForm, Content, Use
- 8FormPhonology, Morphology, Syntax
- 9PhonologyThe set of rules governing how sounds are used to make syllables
- 10MorphologySet of Rules governing of phonemes are combined to make meaning
- 11SyntaxLinguistic convention to make meaningful sentences or phrases
- 12ContentSemantics
- 13SemanticsThe linguistic representation of ideas, feelings, relationships. Meaning of words, multiple meanings
- 14UsePragmatics
- 15PragmaticsFunctions of language, social context (Turn taking, eye contact, inflection)
- 16Speech or Language ImpairmentsArticulation disorder, Fluency Disorder, Voice Disorder
- 17Articulation DisorderDifficulty making speech sounds
- 18Fluency Disorderdifficulty with fluid speech
- 19Voice Disordervocal folds, damage or weakness, weak or hoarse voice
- 20Receptive LanguageUnderstanding the language other people use (Following Directions, Comprehending oral stories)
- 21Expressive LanguageA person's use of language to share thoughts, ideas, feelings (Telling a story, Asking for Help, Having a conversation)
- 22Emotional or Behavioral Disorders (EBD)Disorder that affects pro-social skills
-behavior is extreme
-problem is chronic
-behavior is unaccepted because of social or cultural expectations - 23EBD Federal DefinitionEmotionally disturbed includes an inability to learn not due to intellectual, sensory, or health factors; an inability to maintain satisfactory relationships' inappropriate behavior or feelings; pervasive mood of depression or unhappiness; physical symptoms or fears
- 24EBD DisordersIncludes: Schizophrenic
Excludes: Socially maladjusted - 25EBD Definitional Problems-Lack of precise definitions of mental health and normal behavior
-Differences among conceptual models
-Imprecise Measurement of emotion and behavior
-Emotional and Behavioral disorders often overlap other disabilities
-Differences in the professionals who diagnose and serve children and youths - 26Broad Dimensions of EBDExternalizing and Internalizing
- 27ComorbidityOccurrence of 2 or more conditions in the same individual
- 28Causes of EBD-Biological disorders and diseases
-Pathological family relationships
-Undesirable experiences at school
-Negative cultural influences - 29Specific Learning Disability SLDLargest disability category of all 13 IDEA categories
-Boys outnumber girls 2:1
-Characterized by inexplicable difficulty with specific academic skills like reading or writing, despite typical intelligence - 30Reading Problems-Dyslexia
-Phonological and phonemic awareness
-Decoding
- Reading Fluency and comprehension
- Prosody - 31Dyslexiadisability in reading
- 32Dysgraphiadisability in writing
- 33Phonological and phonemic awarenessgeneral ability to recognize and manipulate the sound system of language; predictive of early reading skills like decoding
- 34Written language disorders(Dysgraphia) Spelling, handwriting, composition
- 35Spoken language disordersSyntax
Semantics
Pragmatics - 36Syntaxgrammar
- 37SemanticsWord meanings
- 38PragmaticsSocial use of language
- 39Math DisordersDyscalculia
- 40Learning Startegy InstructionExplicit instruction in tactics for succeeding in school including approaches to classroom participation, reading, writing, test-taking
- 41ADHDa persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development, has symptoms presenting in two or more settings, and negatively impacts directly on social, academic, or occupational functioning
- 42Predominantly Inattentive Type ADHDdifficulty or Lack of ability to form and maintain attention on the target task
- 43Predominatly Hyperactive Implusive TypeHyperactivity - lack of ability to limit one's activity level for an extended period of time
Implusivity - Inability to think or consider the consequences of a behavior before responding
Información
- Descripción
- Chapters 15, 6,7,8,9
- Creado por
- Bethany Chalvet
- Visitas
- 16
- Etiquetas
- Valoración