Term
A Learning Disability (LD) is characterized by an IQ
in the _____ range. |
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Definition
|
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Term
| what are the Four Factors of LD? |
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Definition
1) Normal IQ and academic potential
2) Discrepancy between actual performance and potential in one or more area of learning
3) Exclusion of other causes for discrepancy
4) Chronic (long lasting) |
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Term
| __________ are the gatekeepers to LD diagnosis |
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Definition
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Term
| ‘Treatment’ for LD are ___________ |
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Definition
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Term
| LD may affect one or more of these areas of learning: |
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Definition
Oral language
Reading
Written language
Mathematics |
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Term
| The DSM IV defines 3 types of LD’s |
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Definition
- Disorder of Math
- Disorder of Reading
- Disorder of Writing |
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Term
| What is the difference between Accommodations and modifications |
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Definition
ways we as teachers change the presentation of material to help students understand. This is not changing the difficulty or depth of the material
modifications change the difficulty or depth of the material |
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Term
| for ld, identification usually doesn’t occur until students are: |
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Definition
| struggling below grade level |
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Term
| Examples of __________ are: memory, visual processing, auditory processing, thinking (cognition) |
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Definition
| psychological processing (input/output) |
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Term
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Definition
| minimize focus on their academic concerns |
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Term
| what is an identification |
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Definition
| a school board formally recognizing that a student has a need |
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Term
| what is an OSR and what information does it contain |
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Definition
| Ontario School Record- if you have an Individual Education Plan |
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Term
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Definition
| Identification, Placement and Review Committee |
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Term
| what is the The Pyramid of Services? |
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Definition
1) teacher concern
2) IST (In-School Support Team) Meeting
3) Consultant Supported Meeting (CST) & Refferal for IPRC or referral for Psyc Assessment)
4) Specialized Support Team (SST) |
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Term
| A “modified” curriculum is one in which |
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Definition
the
Ministry expectations are not met, and the student is working below grade level in at least 1 subject area (we change what we teach them, and how we evaluate them) |
|
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Term
| An “accommodated” curriculum is one in which |
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Definition
students are given the same grading
expectations as their peers, but given some
support in achieving these (we change how we
teach them) |
|
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Term
Which of the following is not an accommodation?
a) Allowing a student to use a calculator in math
b) Giving a student fewer questions on a test
c) Testing the student on fewer content items you’ve covered
d) B and C |
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Definition
| c) Testing the student on fewer content items you’ve covered –This is changing the Ministry Expectations and curriculum that is being delivered to the student, and thus constitutes a “modification” |
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Term
| Why does a reciprocal relationship exists between identification and grading |
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Definition
A student will not be identified without poor performance ––thus, grading affects identification
Once identified though, teachers may grade differently than they did before (or be required to) |
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Term
| You ____ have an I.E.P. without being identified, and identified students _____ an I.E.P. |
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Definition
|
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Term
|
Definition
S. Specific
M. Measurable
A. Attainable
R. Realistic
T. –Time specific |
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Term
Which of the following is a S.M.A.R.T. goal?
a) By June 2009, Jason will proficiently read chapter books independently.
b) By June 2009, Sarah will enhance her ability to compute 2 x 2 digit multiplication problems.
c) Greg will develop more precise fine motor control and subsequently enhance his printing
d) By June 2009, Lisa will achieve accuracy rates of 6/10 of her weekly spelling tests |
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Definition
|
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Term
| what level of the pyramid of services does an ID occur at |
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Definition
| Consultant Supported Meeting |
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Term
| _________ I.E.P.’s are far shorter and easier to complete, as they do not require S.M.A.R.T. goals |
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Definition
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Term
| multiplication from the JUMP program is an example of |
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Definition
|
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Term
| What is the difference between task analysis and scaffolding |
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Definition
TA - Breaking up a “task” into manageable, and teachable parts
S - Providing progressing decreasing support, and progressively increasing expectations ––as needed |
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Term
| Everything you do to accommodate and help students with Learning Disabilities relates to |
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Definition
| executive function / cognitive load |
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Term
| _____ is like a busy 911 dispatch centre –sending instructions and information to various sources |
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Definition
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Term
| Executive function involves: |
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Definition
| planning, reasoning, organizing and higher-order thinking |
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Term
A student with an LD can usually do the task you are
asking, but they may need less _____ in order to achieve success |
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Definition
|
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Term
| __________ means providing lessons and teaching that meets the needs of ALL students |
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Definition
| differentiated instruction |
|
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Term
| differentiated instruction - how? |
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Definition
Lessons with multiple elements and levels
D - difficulty levels
I - Individual tasks
R - relevant
H - hands on
K- Kinaesthetic
L - link to prior knowledge
P - purposeful
G - group tasks |
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Term
| if the audio (listening) and visual (reading) are identical, this can be a good way to build ____ and ____ |
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Definition
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Term
| Putting cursive “on the board” is an extra ____ task for students –those with _____ issues will have need more time, and likely make more errors |
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Definition
|
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Term
| highest memory demands in an elementary classroom (3): |
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Definition
Weekly Spelling tests
Copying off the board
Multiple-step math problems with no visible worked
example |
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Term
_____ word sayings are popular to remember a
list of words |
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Definition
|
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Term
| What are 3 Mnemonic Devices and what are they for? |
|
Definition
Acronym - list of words
“method of loci” - items or people
Chunking - fewer categories and associations |
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Term
| “unfinished work” as homework –adds the stress of time pressure (an additional ________) |
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Definition
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Term
| What does SEA equipment stand for, and what are the requirements to get it (3)? |
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Definition
Special Education Amount grants (SEA)
-Have an ID
-have note from psychologist saying they need it to access the curriculum
-show benefit from using the curriculum
- |
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Term
| Are very effective for retaining ‘concrete’ facts about a topic (example: Stages of Development for Piaget or Erikson) |
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Definition
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Term
Why are there fewer identified children in Kindergarten than in Grade 4?
a) Because the curriculum is less demanding
b) Because we don’t always know what is “normal”
for kids that age
c) Because parents push for testing later on
d) Because Special Education services don’t start
until Grade 1 |
|
Definition
B) Because we don’t always know what is “normal”
for kids that age
The ‘normal range’ is far wider for younger children, so we are often less confident that a child falls outside of this when they are young. Thus, assessment and identification are often delayed. This can be both a pro or a con. |
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Term
| Good early (Kindergarten) writers have _________. Why is this good? |
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Definition
Phonemic awareness
phonemic writing and spelling is eventually corrected by exposure (reading)
“Rules” are often ineffective –as they are not generalizable–and have many exceptions |
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Term
| Most children are identified in Grades |
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Definition
|
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Term
| Many students enter Grade 1 at a PM Benchmark of |
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Definition
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Term
Invented spelling is often seen in early writing –and
should be _____ |
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Definition
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Term
Which of the following is generally diagnosed before a child is in school:
a) ADHD
b) Autism
c) Non-verbal LD
d) Math disorders
e) A & B |
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Definition
ASD is one of the few identifications that usually happens early –and diagnosis is often made before a child enters Kindergarten. Diagnosis of ASD is usually made by a specialized team –looking at social interactions, child interests, behavioural patterns and language/speak
development |
|
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Term
|
Definition
| sight words that cannot be sounded out |
|
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Term
| what are the Elements of Reading (4)? |
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Definition
Word Recognition
Phoneme and morpheme awareness
contextual and picture cues
structural analysis |
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Term
b says buh - example of _____
b-ark - example of _____ |
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Definition
Phoneme awareness
morpheme awareness |
|
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Term
what are
Phoneme awareness
morpheme awareness |
|
Definition
| the ability to break down and sound out words |
|
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Term
| what is Structural analysis |
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Definition
| (e.g., root words, prefexis and “chunks of sounds”) –using clues within the word to predict (“I know “at” is in the word, so maybe it’s “cat”) |
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Term
| Beyond the basics –What do good readers do (5)? |
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Definition
Decoding & fluency
Comprehension
Inferring
Prediction
Connections |
|
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Term
_____ is Making assumptions or predictions
beyond the stated text (e.g., how a character is
feeling) |
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Definition
|
|
Term
| what does Making predictions (when reading) do? |
|
Definition
| increasing interest in the text, and helps with comprehension |
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Term
_____ is the ability to read smoothly and clearly at a
decent speed |
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Definition
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Term
(In reading) When decoding or word recognition is difficult -_____ becomes poor, and then comprehension of text is
affected. |
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Definition
|
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Term
Even if you can successfully decode 100% of the words in a
text, without good fluency –you will forget key elements (as your _____ is stressed) |
|
Definition
|
|
Term
| Few things predict reading and writing later in school (and life) than early _______ |
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Definition
|
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Term
Place these in order of progression:
Read aloud
Writing and/or word work
Independent reading
Shared reading
Guided reading |
|
Definition
1) Read aloud
2) Shared reading
3) Guided reading
4) Independent reading
5) Writing and/or word work |
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Term
When I was walking to school today, I tripped on a r______)
is an example of |
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Definition
| Predictive text and cloze procedure are good at teaching children to use contextual and text-based clues |
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Term
| Increasing sight word vocabulary is based on |
|
Definition
|
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Term
| there is very little research on math problems and LD –though many students with a LD do indeed have difficulty with math... why? |
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Definition
| The bias is largely to do with the “language bias” in the identification process - Standardized reading scores are a necessary component to identification, but standardized math scores are not |
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Term
| Types of “Math” covered in an assessment (3) |
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Definition
1) Computation –Not timed, levels of computation increase in difficulty
2) Fluency –Timed, easy problems –most people should be able to solve these if given sufficient time
3) Applied Problems –“Word problems” –but read to the person (to avoid confound). Usually require multi-step and/or working memory and planning (executive function) |
|
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Term
| What processing issues most affect math (5)? |
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Definition
Working memory –a huge part of mathematical
computations is “in your head”
• Visual memory –Visualizing numbers, concepts
and computations is important for organization
• Processing speed –Often kids will “fall behind” in
math due to speed issues –when given sufficient
time, they can often complete the questions
• Visual-motor integration –Copying information
off the board (in a detailed and linear fashion)
• Fine motor skills –Lining information up correctly
is essential to generate correct answers |
|
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Term
| what is Conceptual Understanding (in math)? |
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Definition
| Representing math problems in various forms beyond rote memorization (mud puddle multiplication & in- depth understanding of place value) |
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Term
| Knowing ‘how’ to perform operations without referring to instructions is? |
|
Definition
|
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Term
|
Definition
| Applying Conc. Understanding to other problems (transference) and specifically to real-world problems |
|
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Term
| The ability to effectively communicate and justify an understanding of how they solved a problem is? |
|
Definition
|
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Term
| What is Productive Disposition? |
|
Definition
| The student believes that math is valuable, and has a motivation to learn it |
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Term
| Without the _____ and _____ , students can easily get buried in math |
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Definition
prerequisite skills
cognitive foundations |
|
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Term
What is the difference between how are these handled ?
“careless error”, or the student missing a building block? |
|
Definition
With “careless errors”, usually strategies and accommodations will help
• Building blocks need re-teaching of prerequisite material (often requiring a “modification”) |
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Term
As we move from “concrete” math to “abstract” math,
students with LD, will have _______ |
|
Definition
| more cognitive load issues |
|
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Term
| What is Schema based instruction? When is it not helpful? |
|
Definition
Schema based instruction directs students to
incorporate a picture into their response
(bringing it to a semi-concrete level)
it can be difficult for multi-step problems, or ones that involve algebraic representation |
|
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Term
| What is The Jargon Effect? |
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Definition
| For students with language difficulty, math terms may be a significant issue (as using the wrong one, will lead to an incorrect answer) |
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Term
| How do Focus Boards help? |
|
Definition
Allow students to get the most important points
at any time during lesson
Allow students to see and predict where a lesson
is going (and thus be more engaged)
Keep teachers focused on what they were planning on teaching (e.g., “did we accomplish our goals today?”) |
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Term
| Often writing disorders are called _______. |
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Definition
|
|
Term
What are these called? Put these in order:
-practice writing
-sounds in letter blends (SH or CH)
-formation of morphemes (syllables)
-letter identification (grapheme)
-letter sound ID (phonemic awareness)
-hearing the letter sound
-conventions of writing |
|
Definition
The hearing-reading-writing continuum
-hearing the letter sound
-letter identification (grapheme)
-letter sound ID (phonemic awareness)
-sounds in letter blends (SH or CH)
-formation of morphemes (syllables)
-practice writing
-conventions of writing |
|
|
Term
TRUE OR FALSE
This is why when there is a reading problem, there is almost always a writing problem –but you can have a writing problem without a reading problem |
|
Definition
|
|
Term
Autism is….
A) One of the most common neurological disorders
affecting children
B) One of the most common developmental
disabilities
C) Less common than Down Syndrome
D) A and B |
|
Definition
| Autism Spectrum Disorders is one of the most common neurological disorders affecting children and it is one of the most common developmental disabilities |
|
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Term
Which is not a diagnostic characteristic of Pervasive Developmental Disorders?
A) Social Impairments
B) Sensory Impairments
C) Communication Impairments
D) Restricted and Repetitive Patterns of
behaviour |
|
Definition
must have a qualitative impairment in social interaction, qualitative impairment in
communication, and restrictive repetitive and stereotyped patterns of behaviour, interests and activities. |
|
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Term
| How will autism diagnosis change on the DSM V? |
|
Definition
•Asperger’s Disorder, PDD-NOS, and CDD to be subsumed into an existing category (Autistic Disorder/Autism Spectrum Disorder)
• Three domains (Social Impairments, Communication
Impairments, and Restricted and Repetitive Patterns
of Behaviour) to become two (Social/Communication
Impairments & Fixed Interests and Repetitive Behaviours |
|
|
Term
Challenging Behaviour
A) is a diagnostic feature of ASD
B) happens for a reason
C) Form of Communication
D) all of the above |
|
Definition
|
|
Term
| What is Applied Behaviour Analysis |
|
Definition
Systematic application of behavioural principals
Goal is to change/alter socially significant behaviour
Data is gathered and is used to determine the effectiveness of the intervention/teaching and changes are made based on data |
|
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Term
____ is Adding something (support/cue) to increase the
likelihood of a correct/desired response |
|
Definition
|
|
Term
| What is the difference between positive and negative reinforcement? |
|
Definition
Positive Reinforcement: The relationship between a behaviour and a consequence, The consequence that is added results in an increase in the behaviour/skill
Negative Reinforcement: The relationship between a behaviour and the removal of an environmental condition (usually aversive/unpleasant), The removal of the condition results in an increase in the desired behaviour/skill |
|
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Term
| ______ is Expanding an individual’s responding to novel cues, materials, people, and environments (not used during teaching) |
|
Definition
Generalization
Important in order to ensure individuals have
learned a skill that is functional |
|
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Term
|
Definition
Continued display of skills taught/success when teaching strategies, supports and reinforcement (contingencies) have been removed
• Used to ensure that individuals are able to show
skills taught over time |
|
|
Term
| Why Use Visual Supports for ASD? |
|
Definition
Individuals with ASD have:
• difficulty shifting and re-establishing attention
• difficulty attending to verbal information and blocking
out background noises
• slow processing speed
–Increase independence
–Help clarify expectations
–Help increase success in new situations
–Reduce reliance on adult cues
–Reduce anxiety
–Help introduce new information
–Facilitate success with change |
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Term
Although the “Safe Schools Act” requires zero tolerance and mandatory suspensions for violence, it does require
principals to consider __________ |
|
Definition
| “mitigating factors” (i.e., can the student control the behaviour?) |
|
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Term
| What do ABC charts look at? |
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Definition
A –Antecedent
B –Behaviour
C –Consequence (or contingency) |
|
|
Term
| What is an “extinction burst”… |
|
Definition
| increase in bad behaviour right after the intervention |
|
|
Term
| What is the difference between little deals and big deals? |
|
Definition
A “little deal” are behaviours that would generally not need help of personnel outside of the school, and this is dealt with at the IST level
A “big deal” is brought to the CST or SST level, and is generally a student who poses significant safety risks to him/herself or others |
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Term
| Perhaps the most common reason behavioural programming fails is that |
|
Definition
| it is not changed to accommodate changes in the student’s response to the program |
|
|
Term
|
Definition
| changing reinforcement in relation to student’s behaviour –in an effort to eventually remove formal reinforcement |
|
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Term
| Discussions during a violent outburst should be |
|
Definition
| pre-scripted and predictable |
|
|
Term
TRUE OR FALSE
academic difficulty is a diagnostic prerequisite for a diagnosis of ADHD |
|
Definition
|
|
Term
|
Definition
Tokens are used in the place of primary reinforcers (things that reinforce us immediately –like food)
Eventually the token takes on some intrinsic value –becoming reinforcing itself
Tokens are traded in for other reinforces
The schedule of giving out tokens, and the menu you use to trade them in is critical |
|
|
Term
| What are the 4 Schedules of Reinforcement? |
|
Definition
Fixed Ratio –Reward given after a fixed number of
responses |
|
|
Term
| What are the 4 Types of reinforcement? |
|
Definition
|
|
Term
| Shaping is the process of |
|
Definition
| slowly modifying a behaviour to a desired “new” behaviour (e.g., slowly teaching my cat how to sit on command) |
|
|
Term
which is an example of a phonetically correct spelling, schoel
skool |
|
Definition
skool is an example of a phonetically correct spelling,
whereas schoel is not |
|
|
Term
| "Children must also understand that messages can have two different conceptual meanings" is explained by what theory? |
|
Definition
| extension of Theory of Mind |
|
|
Term
| to look at the difference between BPPD and NLD researchers look at |
|
Definition
|
|
Term
TRUE OR FALSE
gifted students are less likely to graduate high school than non-gifted students |
|
Definition
|
|
Term
Three types of ADHD are described in The
Diagnostic and Statistical Manual of Mental
Disorders,fourth edition revised. Which
identifies children who have attention problems
but not hyperactivity?
A) ADHD-IA
B) ADHD-HI
C) ADHD-C
D) ADHD-CT
E) ADHD-HA |
|
Definition
|
|
Term
The Child Behavior Checklist is a(n)
A) achievement test.
B) intelligence test.
C) functional assessment.
D) rating scale.
E) reading test. |
|
Definition
| D) rating scale. -Correct |
|
|
Term
Children with Classic Autism are usually
identified by age:
A) 3 years
B) 6 months
C) 7 years
D) 9 years
E) Whenever school resources allow for an
assessment |
|
Definition
|
|
Term
Non verbal LD differs from traditional LD in that:
A) Students typically spell better
B) There are often social issues with NVLD
C) There are often behavioural issues with NVLD
D) Students with traditional LD struggle with
academics
E) A & B |
|
Definition
|
|
Term
A good accommodation for a gifted student would
be:
A) Working at the curriculum at a higher grade
level
B) Giving the student a task to tutor or help out
other students in the class
C) A special project on the topic in class
D) Use of a computer
E) An opportunity to teach the class |
|
Definition
| C) A special project on the topic in class -Correct |
|
|
Term
A student who has been identified for behaviour
commits a suspendableoffence in school. Before
suspending the student, the school must:
A) Consider the needs of the victim
B) Consider mitigating factors
C) There is no considerations under safe schools
legislation –schools must suspend
D) Consider the accommodations in the IEP
E) B & D |
|
Definition
|
|
Term
One behaviour that would not be appropriate
for an ignoring procedure is:
A) Attention seeking behaviour
B) Self injurious behaviour
C) Behaviour that has been previously rewarded
through attention
D) None….ignoring procedures are appropriate
to fade any attention seeking behaviour |
|
Definition
| B) Self injurious behaviour -Correct |
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|
