Term
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Definition
| the general term for learning problems that occur in the absence of other obvious conditions (e.g., MR or brain damage) |
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Term
| Main characteristic of learning disabilities |
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Definition
| is not performing up to expected level in school |
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Term
| Communication disorders is a diagnostic term that refers to difficulty in: |
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Definition
Producing speech sounds (phonological disorder)
Speech fluency (stuttering)
Using spoken language to communicate (expressive language disorder)
Understanding what others say (mixed expressive-receptive language disorder) |
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Term
| Communication disorders are developmentally connected to |
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Definition
| later onset of learning disorders |
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Term
| Learning disorders is a diagnostic term that refers to specific problems in: |
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Definition
Reading (often referred to as dyslexia)
Math
Writing ability |
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Term
| communication disorders include diagnostic subcategories: |
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Definition
Expressive Language Disorder
Phonological Disorder
Mixed Receptive-Expressive Disorder
Stuttering |
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Term
| Expressive Language Disorder |
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Definition
| Characterized by deficits in expression despite normal comprehension of speech, often referred to as Specific Language Impairment (SLI) |
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Term
| specific language impairment occurs when |
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Definition
| a child’s language matures at least 12 months behind his or her chronological age and is not associated with another known disorder such as intellectual disability |
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Term
| to be diagnosed, expressive language disorder problems must be |
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Definition
| be severe enough that they interfere with academic achievement or the ability to communicate in everyday social situations |
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Term
| Mixed receptive-expressive language disorder: |
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Definition
| speaking problems are coupled with difficulty in understanding some aspects of speech (e.g., complex if-then sentences) |
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Term
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Definition
| the developmental language problem involves articulation or sound production rather than word knowledge |
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Term
| communication disorder are identified __ as often in boys than girls due to --- |
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Definition
twice
boys’ behavior problems |
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Term
| causes of expressive language disorder |
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Definition
genetics/family history
circular feedback loop in brain
middle ear ifx
home environemt (extreme) |
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Term
| tx of expressive language disorder |
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Definition
self correct by age 6
specialized preschools |
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Term
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Definition
genetics
environmental factors |
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Term
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Definition
parents speak slow and reduce pressure
positive consequences
habit reversal |
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Term
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Definition
| discrepancy of more than two standard deviations between the IQ findings and the actual achievement test findings |
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Term
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Definition
| inability to seperate sounds into spoken words |
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Term
| reading disorders often involve difficulty learning |
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Definition
basic sight words: the, who, what, laugh, said
and
b/d p/q reversals |
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Term
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Definition
| Difficulty in recognizing numbers and symbols, memorizing facts, aligning numbers, and understanding abstract concepts |
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Term
| Writing disorders are often associated |
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Definition
| with problems with eye/hand coordination (which leads to poor handwriting), despite normal gross motor development |
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Term
| Children with writing disorders typically produce |
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Definition
| shorter, less interesting, and poorly organized essays, and are less likely to review spelling, punctuation, and grammar to increase clarity |
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Term
| Spelling errors or poor handwriting that don’t interfere with daily activities or academic pursuits |
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Definition
| do not qualify for a writing disorder diagnosis |
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Term
| prevention/tx of learning disorders |
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Definition
| Despite strong biological underpinnings, interventions rely primarily on educational and psychosocial methods |
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Term
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Definition
| integrate children with special needs into the regular classroom (began during the 1950s) |
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Term
| Response to Intervention (RTI) models: |
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Definition
| identify and assess children and provide tiered, small-group, and intensive instruction as needed |
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Term
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Definition
| Direct instruction is often best for children with LDs: a straightforward approach to teaching based on the premise that to improve a skill, the instructional activities have to approximate those of the skill being taught |
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