Term
| part b of idea deals with ? |
|
Definition
| outlines how speacial education opperates in a school age setting |
|
|
Term
| part c of idea deal with ? |
|
Definition
| infants and toddlers birth to age 3 |
|
|
Term
| part b always favors the least restricive environmen |
|
Definition
| LRE favors intergration but allows seperation |
|
|
Term
| the most restricive enviroment |
|
Definition
| is homebound special ed class. |
|
|
Term
| a family- directed assement |
|
Definition
| is also conducted asses resource, priorities, needs, etc. |
|
|
Term
| individual education plan |
|
Definition
| contract between school and family about how to help the child |
|
|
Term
|
Definition
4 or more symptoms
during most recent 6
month period |
|
|
Term
|
Definition
3 or more symptoms
during past 12
months w/ at least 1
in most recent 6
months |
|
|
Term
|
Definition
6 or more symptoms
from 1 or both lists |
|
|
Term
|
Definition
Sig discrepancy b/w
IQ & achievement |
|
|
Term
What are diagnostic criteria for AD/HD?
– Specifically, how many symptoms, during what
period of time, and by what age |
|
Definition
| 6 symptoms during the most recent 6 months by age 6 |
|
|
Term
| is there a single test for ad/hd ? and what is the evaluation process? |
|
Definition
no single test
1st interview the teacher and family
2nd. rating sacles / normrefernced
3rd observe in clinic schools also obsever teh teacher and otehr students. |
|
|
Term
| iQ vs Adaptive behavior relationship |
|
Definition
a moderate realationship is found between these two constructs
intellengents and adaptive behavior represent seperate but related entities. |
|
|
Term
|
Definition
| a persons ability to meet age apropriate standards of independence and personal responisblity |
|
|
Term
| what are the diagnostic criteria for mental retardation ? |
|
Definition
| significantly low iq and significantly low adaptive behavior. evident between the age of birth and 18 |
|
|
Term
| what is the liklyhood of a child having an autism spectrum disorder? |
|
Definition
|
|
Term
|
Definition
Unlimited capacity;
brief duration |
|
|
Term
|
Definition
Small capacity (e.g.,
5-9 chunks); short
duration (e.g., 30 s) |
|
|
Term
|
Definition
Unlimited capacity;
maybe unlimited
duration |
|
|
Term
|
Definition
Knowledge in the
form of skills &
cognitive operations |
|
|
Term
|
Definition
Info related to when
& where of life’s
happenings |
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
– Directs behavior to particular goals
– Leads to increased effort & energy
– Increases initiation & persistence in activities
– Affects cognitive processes (e.g., attention)
– Determines which consequences are reinforcing
& punishing |
|
|
Term
| Potential Basic Human Needs • Arousal • Competence • Self-worth • Self-determination • Relatedness |
|
Definition
| Potential Basic Human Needs • Arousal- something happens? • Competence? • Self-worth? • Self-determination- control over our enviroment • Relatedness? |
|
|
Term
Maslow’s Hierarchy of Needs
physiological |
|
Definition
| the basic needs food water sex excreation etc. |
|
|
Term
Maslow’s Hierarchy of Needs
safety |
|
Definition
| security, employment family health property |
|
|
Term
Maslow’s Hierarchy of Needs
love/ belonging |
|
Definition
| friendship family sexual intiantce. |
|
|
Term
Maslow’s Hierarchy of Needs
esteem |
|
Definition
| self esteem confiendence achievment repect for and by others |
|
|
Term
Maslow’s Hierarchy of Needs
self actualization |
|
Definition
| morality, creativity spontaneity problem sovling lack of predjidis acceptance of facts. |
|
|
Term
| Maslow’s Hierarchy of Needs |
|
Definition
• Physiological ( botom of pyramid)
• Safety
• Love & belongingness
• Esteem
• Self-actualization ( top of pyramid) |
|
|
Term
|
Definition
| is motivation that results from internal sence of pride independent of external rewards. |
|
|
Term
|
Definition
Motivation resulting from factors external to
the individual and unrelated to the task being
performed - rewarded by somthing |
|
|
Term
|
Definition
Early experimental work seemed to validate this
argument (Deci, 1971, 1972; Lepper, Grene, &
Nisbett, 1973).
– Students who were rewarded for performing an already
highly preferred task displayed decreased motivation to
perform the behavior after rewards were introduced as
evidenced in free play conditions. This phenomenon was
labeled the “overjustification effect” (Lepper, et al., 1973). |
|
|
Term
| The Overjustification Effect |
|
Definition
– However, a number of other experimental studies have
failed to yield this “overjustification effect.” |
|
|
Term
|
Definition
| verbal rewards and tangible rewards |
|
|
Term
| does verbal rewards or praise undermind intrixic motivation ?q |
|
Definition
| no praise is very effective but natural rate of prasie go down as students get older. |
|
|
Term
| what benifit does public praise have ? |
|
Definition
| the benifit of obsevational learning |
|
|
Term
| self fulfilling prophesy is realted to ? |
|
Definition
| fundamental attribution error. this is basing performances of students and assuming they will always be that way can be based on prior knolwegde |
|
|
Term
| what study delt with self-fulfilling prophecy and differantal impact? |
|
Definition
rosenthal & jackson study about test scores given at random to teachers about the future progress as a student those student did better becaus ethe teacher though they were going to.
and the differental impact ? is more obvious in girls low ses students and monorities. |
|
|
Term
Major Themes
Social Cognitive Theory |
|
Definition
-Emphasizes the social origins of behavior and the importance of cognitive thought processes in all aspects of human functioning (e.g., motivation, emotion, action).
-Suggests that behavior is situation-specific and people have distinctive patterns of behaving in situations.
-Suggests that there is always a process of interaction between the organism and its environment (reciprocal determinism)
-Has behavioral (systematic study of human behavior) and humanistic (potential for people to influence their destinies and develop within their biological limits) influences. |
|
|
Term
Distinguishing Features
Social Cognitive Theory |
|
Definition
Emphasis on
-people as active agents.
-social origins of behavior.
-cognitive (thought) processes.
-behavior as situation-specific.
-systematic research.
-the learning of complex patterns of behavior in the absence of rewards. |
|
|
Term
|
Definition
Expectancies-Beliefs
Self and Self-Efficacy
Goals |
|
|
Term
Social Cognitive Theory
Expectancies |
|
Definition
| - refers to what the individual anticipates or predicts will occur as the result of specific behaviors in specific situations (anticipated consequences). |
|
|
Term
|
Definition
| the tendency for individuals to have certain expectancies and beliefs that are developed in relation to specific situations or groups of situations. |
|
|
Term
| People often display behavioral signatures |
|
Definition
| individually distinctive profiles of situation-behavior relationships; individuals have distinctive, stable profiles or expressing particular behaviors in specific groups of situations. |
|
|
Term
| Self-Efficacy - the perceived ability to cope with specific situations. |
|
Definition
-Relates to the judgments people make concerning their ability to act in a specific situation.
-Self-efficacy judgments influence which activities we engage in, how much effort we expend in a situation, how long we persist at a task, and our emotional reactions while anticipating a situation or involved in it.
-Overall, self-efficacy judgments influence thought patterns, motivation, performance, and emotional arousal. |
|
|
Term
| Self-efficacy is often measured through |
|
Definition
| microanalytic research - research strategy in which specific rather than global self-efficacy judgements are recorded. |
|
|
Term
| Goals-- desired future events that motivate the person over extended periods of time and enable the person to go beyond momentary influences. |
|
Definition
The ability of the person to anticipate the future and be self-motivated.
Goals guide us in establishing priorities.
Goals allow us to go beyond momentary influences and to organize our behavior over extended periods of time. |
|
|
Term
| people select goals according to ? |
|
Definition
what seems most important to them at the time
- the opportunity avalible in the enviroment
-their judgements of their self efficacy relataive to the demands of the environment. |
|
|
Term
| According to social cognitive theory, behavior is maintained by |
|
Definition
expectancies.
because People are able to think about the consequences of behavior before taking action and are able to anticipate rewards and punishments far in the future. |
|
|
Term
| Self-determined standards & Goals |
|
Definition
| Based on internal standards |
|
|
Term
|
Definition
| Improved with better appraisal & development of appropriate responses to environment |
|
|
Term
|
Definition
| Awareness of progress toward goals |
|
|
Term
|
Definition
| Evaluation of one’s progress toward goals |
|
|
Term
| Self-imposed contingencies |
|
Definition
| Self-reinforcement & punishment |
|
|
Term
|
Definition
- the person’s expectations concerning his or her ability to perform specific behaviors in a situation.
Self-efficacy judgments influence thought (“I can make it” versus “I’ll never manage this”) emotion (excitement, joy versus anxiety, depression) and action (greater commitment versus inhibition). |
|
|
Term
| Self-efficacy beliefs have a broad impact on motivational processes. |
|
Definition
specificly
selection
effort,persitance& perforance
- emotion
- coping |
|
|
Term
self-efficacy impacts
Selection. |
|
Definition
| Self-efficacy beliefs influence the goals individuals select (e.g., individuals with high self-efficacy beliefs select more difficult, challenging goals) |
|
|
Term
self-efficacy impacts
Effort, Persistence, & Performance |
|
Definition
| Individuals with high self-efficacy beliefs show greater effort and persistence, and perform better relative to individuals with low self-efficacy beliefs. |
|
|
Term
, self-efficacy impacts:
Emotion.. |
|
Definition
| . Individuals with high self-efficacy beliefs approach tasks with better moods (ie., less anxiety and depression) than individuals with low self-efficacy beliefs) |
|
|
Term
self-efficacy impacts
Coping |
|
Definition
| Individuals with high self-efficacy beliefs are better able to cope with stress and disappointments than are individuals with low self-efficacy beliefs. |
|
|
Term
| Observational Learning and Albert Bandura |
|
Definition
worked on interactive processes in psychotherapy and family patterns that lead to aggression in children
known for Bobo Doll research |
|
|
Term
|
Definition
| the process through which people learn merely by observing the behavior of others, called models. |
|
|
Term
|
Definition
-the person being observed.
-the process of reproducing behaviors learned through the observation of others; for example, a child may learn language by observing parents and other people speaking. |
|
|
Term
|
Definition
| the learning of new behaviors independent of reward |
|
|
Term
|
Definition
| the production of learned behaviors dependent upon reward. |
|
|
Term
| Acquisition versus Performance |
|
Definition
| A new, complex pattern of behavior can be learned regardless of reinforcement (acquisition) but whether or not the behavior is performed will depend on rewards and punishments (performance). |
|
|
Term
| Bobo Doll Research - Findings |
|
Definition
1.. Many more imitative aggressive behaviors were shown in the Incentive condition than in the No Incentive condition.
Children had learned (acquired) many aggressive behaviors that were not performed under the No Incentive condition but were performed under the Incentive condition.
2. The consequences to the model affected the children’s display of aggressive behavior.
In the No Incentive condition, children who observed the model being pushed performed fewer imitative acts than did the other two groups.
However, the difference between the groups was wiped out when an incentive was offered. |
|
|
Term
|
Definition
the process through which emotional responses are learned though the observation of emotional responses in others.
Not only can behavior be learned through observation, but emotional reactions such as fear and joy can also be conditioned on a vicarious basis: “It is not uncommon for individuals to develop strong emotional reactions toward places, persons, and things without having any personal contact with them.” (Bandura, 1986, p. 185)
Example: young monkeys have been observed to developed a conditioned fear of snakes when their parents behaved fearfully in the presence of real or toy snakes. |
|
|
Term
| Characteristics of effective models |
|
Definition
Competent
Prestige & power
Similarity
Model exhibits behaviors relevant to learner |
|
|
Term
| Essential conditions for successful modeling |
|
Definition
Attention
Retention
Capacity to reproduce
Motivation |
|
|
Term
|
Definition
the postponement of pleasure until the optimum or proper time; directly related to self-regulation.
Children can be made to tolerate greater delays in receiving gratification if they are exposed to models exhibiting such delay behavior. |
|
|
Term
Social Cognitive Theory
strengths |
|
Definition
1.Impressive research record.
2. Considers important phenomena (e.g., self-efficacy)
3. Shows consistent development as a theory.
4.Focuses attention on important theoretical issues. |
|
|
Term
Social Cognitive Theory
Limitations |
|
Definition
1. Not a systematic, unified theory.
2. Utilization of self-report.
3. Requires further development in certain areas (e.g., affects, motivation)
4. Findings in relation to therapy are tentative. |
|
|
Term
|
Definition
Ability to save something that has been previously
learned |
|
|
Term
|
Definition
| Process of putting “new” information into memory |
|
|
Term
|
Definition
Changing the format of new information as it is being
stored in memory |
|
|
Term
|
Definition
Process of “finding” information previously stored in
memory |
|
|
Term
|
Definition
Input device
– Holds memory/stimuli in original/unencoded
form
– Unlimited capacity
– Short duration (< 1 s for visual/auditory 2-3 s)
– Stimuli that are attended to move to working
memory |
|
|
Term
|
Definition
• Limited capacity
• Short duration (about 30 seconds)
– Attention - concentrating and focusing mental resources
– Selective attention - what should we attend to? Children often
focus on the more salient features of a stimulus rather than what
is most important. Attending skills improve with age
– Rehearsal - the conscious repetition of information over time to
increase the length of time information stays in memory
– Rehearsal is not the optimal strategy for long term retention
– Deep processing - levels of processing theory (Craik & Lockhart,
1972) - processing of memory occurs on a continuum from
shallow to deep, with deeper processing producing better
memory
» Information that is processed/encoded more deeply moved to long term memory |
|
|
Term
|
Definition
Enormous capacity
– Maybe unlimited
• Extensive duration
– Maybe unlimited
» See “Forgetting” slide
• Storage space in LTM is relatively limitless |
|
|
Term
| Procedural memory ( part of long term memory ) |
|
Definition
Knowledge in the form of skills and cognitive operation
• Much of procedural knowledge is implicit knowledge |
|
|
Term
| Declarative memory (part of long term mem) |
|
Definition
The conscious recollection of information such as specific facts or events that can be verbally communicated
• Most declarative knowledge is explicit knowledge
• Two types of declarative memory: – Episodic - information related to the where and when of life’s happenings – Semantic - an individual’s knowledge about general world information (e.g., knowledge of academic information, meanings of words |
|
|
Term
How Declarative Knowledge is
Learned |
|
Definition
Rote learning
– Rehearsal
• Meaningful learning
– Elaboration
– Organization
– Visual memory
• Developmental trends |
|
|
Term
How Procedural Knowledge is
Learned |
|
Definition
Sometimes learned as overt behaviors
• Sometimes declarative knowledge appears
first
• Modeling may benefit skill acquisition
– How can we facilitate acquisition of procedural |
|
|
Term
The Role of Previous Knowledge
Can facilitate learning |
|
Definition
By directing selective attention
– By fostering elaboration
– By providing the framework for organization
example is chess |
|
|
Term
Mnemonic Techniques
Verbal mediators |
|
Definition
Word or phrase that creates logical connection b/w
pieces of information |
|
|
Term
Mnemonic Techniques
Keyword method |
|
Definition
Makes a connection b/w two things (when there is no
logical verbal mediator |
|
|
Term
Mnemonic Techniques
Superimposed meaningful structure |
|
Definition
Superimposing meaningful visual or verbal
organizational structure |
|
|
Term
|
Definition
The ability to process information with little or
no effort |
|
|
Term
|
Definition
Occurs when previous experiences and
knowledge are applied to learning or problem
solving in a new situation |
|
|
Term
| – Cue dependent forgetting |
|
Definition
Retrieval failure caused by a lack of effective
retrieval cues |
|
|
Term
|
Definition
Suggests that we forget, not because we actually
lose memories from storage, but rather because
other information gets in the way of what we are
trying to remember
– Proactive & retroactive interference |
|
|
Term
|
Definition
New learning involves creation of a neurochemical
“memory trace,” which may disintegrate - suggests
that passage of time is responsible for forgetting |
|
|
Term
|
Definition
| take test sober study sober |
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
| proactive inference and retroactive inference |
|
Definition
proactive is old stuff interfers with the new stuff
retrospective is when the new stuff interfears with the old. |
|
|
Term
|
Definition
autism
rett
pdd nos
childhood disintergrative disorder
asperger |
|
|
Term
| autistic disorder qualitive impairments in ? |
|
Definition
social interaction
communication
3. restricted repetive & stereo typed patterns of behavior interest and activeies. |
|
|
Term
| the only empirically validated treatment areq |
|
Definition
| applyed behavior analysis |
|
|
Term
| oppositional defiant disorder and conduct disorder are under what idea catogory |
|
Definition
|
|
Term
|
Definition
2-16% of the population
males dignosed more often |
|
|
Term
| the criterias for conduct disorders are broken down into subcatogories which are? |
|
Definition
aggression to people and animals
destructon of property
deceitfulness |
|
|
Term
| idea or individuals with disabilites education act was formally know as |
|
Definition
Education of All Handicapped Children Act (EHA)
passed in 1975 |
|
|
Term
| eha was changed to idea in ? |
|
Definition
Education of the Handicapped Act Amendments of 1990
changed the name to Individuals with Disabilities Education Act (IDEA) and
replaced the term handicap with disability |
|
|
Term
| Each state educational agency |
|
Definition
(SEA), usually the State Department
of Education (SDE) must submit to the U.S. Secretary of Education a
state plan with the goal of providing “full educational opportunity” to
all children ages birth through 21.
– Office of Special Education Programs (OSEP) with the
Department of Education (DOE) monitors compliance indirectly at
the state level. |
|
|
Term
| sea is resposible for monitoring all educational programs. |
|
Definition
| states are responisble for seeking out all kids with disabilities. |
|
|
Term
| both part b& c of idea have a child find componet what means ? |
|
Definition
Child Find
SEA must actively seek to locate all students with
disabilities in the state, including those attending private
schools. |
|
|
Term
SEA must provide full educational opportunity to all
children with disabilities, regardless of their disability. |
|
Definition
No requirement under IDEA that a child be able to
demonstrate that he or she will benefit from SPED in order to be eligible for services. |
|
|
Term
Children Eligible for Services
Funds are available to provide SPED and related services only for children with
disabilities as defined by the law. meaning that the childern must? |
|
Definition
Child with a disabilitymust meet criteria for one of the 13 disability categories
Child does not qualify because of lack of instruction in reading or math or limited English proficiency |
|
|
Term
| paRT B HAS ? DISABILITY categories and if they dont meet these they are grouped under other health impariment |
|
Definition
13 cats.
• Autism Spectrum Disorders (changed in 2004)
• Deaf-Blind
• Deaf
• Hearing Impairment
• Mental Retardation
• Multiple Disabilities
• Orthopedic Impairment
• Other Health Impaired
• Serious Emotional Disturbance ( odd Cd)
• Specific Learning Disability ( most common)
• Speech or Language Impairment
• Traumatic Brain Injury
• Visual Impairment including Blindness |
|
|
Term
| when pupils are evaluated the first step in the process of evaluation eliglbity for idea is assement .... |
|
Definition
a) variety of assessment tools and strategies to gather relevant functional and
developmental information, including information supplied by the parent
b) not use any single procedure to determine need for services
c) use technically sound instruments that are valid and fair |
|
|
Term
| when pupils are assesed for idea eligablited the they must have ? to determin eligablity |
|
Definition
| must be made by a team of qualified individuals along with the parent ( including teacher and school) |
|
|
Term
| idea pupil evauation process must be must be conducted every ? years and why |
|
Definition
Reevaluation (Must be conducted every 3 years)
a) determine whether child still meets criteria for disability category
b) present levels of performance and educational needs
c) determine whether child still needs services
d) determine services necessary to participate in general education curriculum |
|
|
Term
|
Definition
Members include: (a) parents, (b) regular ed teacher, ( c) sped teacher, (d) representative of the LEA,
(e) individual who can interpret the evaluation results, (f) other important individuals, (g) child, when
appropriate; Members have parity (equal status) and reciprocity (equal access to records) |
|
|
Term
| content of iep ( indivualized education plan ) whcih is teh contract between school and partent about childs best plan to help child. |
|
Definition
1. Present levels of performance
2. Statement of measurable annual goals, including short-term benchmarks or objectives
3. Statement of special education and related services and supplementary aids
4. Explanation of the extent to which the child will not participate with nondisabled peers
5. Statement of individual modifications in administration of state or district assessments
6. Projected date for the beginning of services
7. Statement about transitional services (beginning at 14 and 16 years of age)
8. Statement of measurement of annual goals and how parents will be informed |
|
|
Term
|
Definition
| expected to achieve during course of one calendar year |
|
|
Term
|
Definition
observable behavior, conditions under which behavior will occur, &
acceptable behavior for accuracy against which to measure behavior |
|
|
Term
| Integration for disabled childern into the general education classroom has been based off of Holland (1994) |
|
Definition
| (a) educational benefits available in a regular classroom, supplemented with appropriate aids and services, as compared to the educational benefits of a sped classroom (b) nonacademic benefits of interaction with children who are not disabled (c ) effect of the child’s presence on the teacher and other children (d) cost of educating the child in a regular classroom |
|
|
Term
| fape ( free and apptopriate education ) and related severcies |
|
Definition
what they need to be educated.
includes school health and counseling services, but not medical services
Important points:
educational need versus medical treatment
services performed by trained layperson versus trained professional |
|
|
Term
| idea sayes that Parental written consent must be obtained before assessment or placement |
|
Definition
Two forms of notice:
Prior Written Notice - identification and change of placement issues
Procedural Safeguards Notice - protections available to the parents |
|
|
Term
| idea request and order of event for parent to take if they are unhappy with services probvied. |
|
Definition
IDEA requires that parents and school systems seek resolution through
mediation and due process hearings with objective third parties before
seeking civil action. |
|
|
Term
| in part c of idea the child find componet includes |
|
Definition
Establish a public awareness program and comprehensive child find service
Also develop a central directory of public and private early intervention services |
|
|
Term
| idea part c defines eligble childern as |
|
Definition
Infant or toddler with a disability is a child under 3 years of age who
(a) is experiencing developmental delays
(b) has a diagnosed physical or mental condition that has a high probability of resulting
in developmental delay
( c) At-risk infant or toddler may also be included |
|
|
Term
| does Individualized Family Service Plan require evaluation once it is formed? |
|
Definition
| evaluated once per year and family is provided with a review every 6 months |
|
|
Term
Section 504 of The Rehabilitation Act of
1973 is |
|
Definition
Civil rights legislation that prohibits discrimination against pupils with handicaps
in school systems receiving federal assistance.
• Antidiscrimination Law
• Has a child find requirement
• Does not provide funds to schools
• Office of Civil Rights (OCR) monitors compliance |
|
|
Term
Section 504 of The Rehabilitation Act of 1973
Eligibility
In general, any student who has a physical or mental impairment that
substantially limits a major life activity
7 catogories of childern qualify which are ? |
|
Definition
ADD/ADHD
Learning Disabled without Discrepancy
Graduates of Special Education
Socially Maladjusted and Emotionally Impaired
Drug and Alcohol Dependency
Health Needs
Communicable Diseases
All children identified under IDEA also qualify |
|
|
Term
504 act
Evaluation
Similar to IDEA with regard to parental notice, assessments, and timelines
Only requires periodic reevaluation and reevaluation prior to any change in placement
Evaluation should ask the following: |
|
Definition
(a) Is there a physical or mental impairment?
(b) Does that impairment substantially limit a major life activity?
(c ) What kind of accommodations would be needed so that the student will be able to
enjoy the benefits of the school program? |
|
|
Term
| with section 504 partents can |
|
Definition
| initate civil action with out being required to exhaust administrative remidies first. |
|
|
Term
| Vineland Adaptive Behavior Scales (VABS) |
|
Definition
5 major domains of behavior:
• Communication, daily living skills, socialization,
motor skills and maladaptive behavior |
|
|
Term
| childern with educatiobal disabilites ( ed) is redefined in 1997 as |
|
Definition
1. exhibit learning problems which vary in degree of severity,
Educable Mentally Retarded (EMR), Trainable Mentally Retarded (TMR) or
Severely/Profoundly Retarded (S/Pr).
2. have significantly subaverage intelligence
3. existing concurrentlywith deficits in adaptive behavior and in academic functioning
or performance that adversely affects a child’s educational performance.
4. Delays in cognitive abilities, adaptive behavior and developmental milestones must
have been evidenced during a child’s developmental period, and upon entering
school, such delays must have adversely affected a child’s educational performance. |
|
|
Term
|
Definition
Formerly labeled as “educable”
• Develop social and communication skills during
preschool years (0-5)
• Have minimal impairment in sensorimotor areas
• Can acquire academic skills up to approximately
6th grade level
• Can use social and vocational skills with minimal
support
• Live successfully in the community either
independently or in supervised settings |
|
|
Term
| Moderate Mental Retardation |
|
Definition
Formerly labeled as “trainable”
• Acquire communication skills during the early childhood
years
• Profit from vocational training with moderate supervision
• Can attend to personal care
• Typically do not progress beyond 2nd grade level in
academics
• Social skills deficits interfere with peer relationships
• Perform unskilled or semiskilled work under supervision
in sheltered workshops or in the general workforce
• Usually live in the community is supervised settings
(group homes) |
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Term
| Severe Mental Retardation |
|
Definition
Profound Mental Retardation
• Usually the result of a neurological
condition
• Display considerable impairments in
sensori-motor functioning in childhood
years
• Usually require constant aid and supervision
in an individualized relationship with a
caregiver |
|
|
Term
| Profound Mental Retardation |
|
Definition
Usually the result of a neurological
condition
• Display considerable impairments in
sensori-motor functioning in childhood
years
• Usually require constant aid and supervision
in an individualized relationship with a
caregiver |
|
|
Term
|
Definition
Assess mastery of skills attained from
formal schooling. |
|
|
Term
SDE Categories for Specific
Learning Disability (SLD)
acedemic perfomence |
|
Definition
Academic Performance
• Basic Reading Skills
• Read Fluency
• Reading Comprehension
• Mathematics Calculation
• Mathematics Reasoning |
|
|
Term
SDE Categories for Specific
Learning Disability (SLD
Communication |
|
Definition
Communication
Oral Expression
Listening Comprehension
Written Expression |
|
|
Term
SDE Assessment
• Vision & Hearing
• General physical condition
• Academic performance
• Communication status
• Cognitive abilities |
|
Definition
Must demonstrate a significant discrepancy (i.e.
15 points) between cognitive ability and academic
performance or communication status. |
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|
Term
| childern with autistic disorder have qualiliative impairments in |
|
Definition
1) Social Interaction
2) Communication
3) Restricted repetitive & stereotyped
patterns of behavior, interests, &
activities |
|
|
Term
Qualitative Impairment in Social
Interaction |
|
Definition
a. Marked impairment in use of multiple nonverbal behaviors
Eye-to-eye gaze, facial expression, body postures,
gestures to regulate social interaction
b. Failure to develop peer relationships appropriate to
developmental level
c. Lack of spontaneous seeking to share enjoyment, interests,
or achievements with other people
d. Lack of social or emotional reciprocity |
|
|
Term
| autistic disorder has Qualitative Impairments in Communication |
|
Definition
| a. Delay in, or total lack of, the development of spoken language b. Marked impairment in the ability to initiate or sustain a conversation with others c. Stereotyped and repetitive use of language or idiosyncratic language d. Lack of varied, spontaneous, make-believe play or social imitative play appropriate to developmental level |
|
|
Term
autistic disorder has qualitative imparements in
Restricted Repetitive & Stereotyped Patterns of Behavior |
|
Definition
| a. Preoccupation with 1 or more stereotyped & restricted patterns of interest that is abnormal in intensity or focus b. Inflexible adherence to specific, nonfunctional routines or rituals c. Stereotyped & repetitive motor mannerisms d. Persistent preoccupation with parts of objects |
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|
Term
| prevelant fetures of austim disorder include |
|
Definition
Onset prior to 36 months (3 years)
• 3.4 cases per 1,000 children between 3 & 10*
• 4-5 times higher in males
• About 75% of individuals experience mental
retardation, typically in the moderate range
• Females exhibit more severe mental retardation
*May not be consistent with recent prevalence estimates |
|
|
Term
| Associated Medical Conditions with austitistc disorder are |
|
Definition
• Encephalitis
• PKU
• Tuberous Sclerosis
• Fragile X Syndrome
• Anoxia
• Maternal Rubella
• Seizures (25% of cases) |
|
|
Term
Asperger’s Disorder
A. Qualitative impairment in social interaction, as
manifested by at least 2 of the following: |
|
Definition
1) marked impairment in use of multiple nonverbal
behaviors such as eye-to-eye gaze, facial expression,
body postures, & gestures to regulate social interaction
2) failure to develop peer relationships appropriate to
developmental level
3) lack of spontaneous seeking to share enjoyment,
interests, or achievements with other people
4) lack of social or emotional reciprocity |
|
|
Term
Asperger’s Disorder
B) Restricted repetitive & stereotyped patterns of
behavior, interests, & activities, as manifested by at
least 1 of the following: |
|
Definition
1) stereotyped & restricted patterns of interest that is
abnormal in intensity or focus
2) inflexible adherence to specific, nonfunctional
routines or rituals
3) stereotyped & repetitive motor mannerisms
4) persistent preoccupation with parts of objects |
|
|
Term
| aspergers has one major differenc ewith austictic disorder |
|
Definition
| it has later onset or recognized later than austics dicorder mainly because of the less disturbance in speech and communication. |
|
|
Term
|
Definition
onset of at least one criterion
characteristic of CD prior to age 10 years. |
|
|
Term
|
Definition
absence of any criteria
characteristic of CD prior to age 10 years. |
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|
Term
|
Definition
6 - 16% of population (males)
• 2 - 9% of population (females) |
|
|
Term
| is coerasive parenting styles helpful or hurtful to a child with cd? |
|
Definition
| this type of parenting is only going to make a cd child worse. this is yelling and agressive parenting |
|
|
Term
|
Definition
the capacity to defer or delay
one’sown goals in response to the imposed
goals or standards of an authority figure |
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|
Term
| one of the main problems with odd and cd is non compliance which is - |
|
Definition
not following directions,
disregarding requests or doing the opposite
of what is asked
- compliance with less that 40% of requests |
|
|
Term
Main problems of ODD & CD
Aggression |
|
Definition
physically aggressive acts
against another person (hitting, kicking,
biting, fighting), verbal aggression (threats,
tattling, teasing, name calling), and
nonverbal or symbolic aggression
(threatening gestures, chasing, making
faces |
|
|
Term
| what type of agression is is more common in females? |
|
Definition
| relational agression - such as gossip rumors etc. - excluding behavior designed to demean or hurt a person. |
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|
Term
“Defects in Moral Control”
Identified by George Still, M.D. (1902)
adhd orginally |
|
Definition
A “cluster” of behaviors which:
• Were more common in males
• Seemed to run in families
• Were associated with certain congenital anomalies
• Were not accounted for by any known neurological deficit |
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|
Term
| what is the cause of adhd |
|
Definition
the is not 1 cause of adhd
Neurological
– Pre- and Postnatal Injury
– Less Developed Brain Regions
• Heredity/Genetics
– Siblings: 25-35%
– Identical Twins: 55-92%
• Toxins
– Prenatal Alcohol Exposure (FAE, FAS)
– Prenatal Tobacco Exposure
– Side Effects of Anticonvulsant |
|
|
Term
Sugar
• Food Allergies
• Too Much Television / Video Games
• Poor Parenting
are all causes of adhd |
|
Definition
|
|
Term
| ADHD is a developmental disorder of |
|
Definition
| 1) inattention and 2) hyperactivity and impulsiveness in which symptoms occur at developmentally inappropriate levels in more than one setting and result in significant impairments in major life activities. |
|
|
Term
| what are the 3 sub types of adhd |
|
Definition
• Predominantly Inattentive
• Predominantly Hyperactive/Impulsive
• Combined Type |
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|
Term
| Inattentive Symptoms of adhd |
|
Definition
1. Failure to give close attention to details
2. Difficulty sustaining attention
3. Does not seem to listen when spoken to
4. Does not follow through with instructions
5. Difficulty organizing tasks and activities
6. Avoids tasks requiring sustained mental effort
7. Loses things necessary for tasks
8. Easily distracted
9. Forgetful in daily activities |
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|
Term
| Hyperactive / Impulsive Symptoms adhd |
|
Definition
1. Fidgets with hands or feet or squirms in seat
2. Leaves seat in classroom inappropriately
3. Runs about or climbs excessively
4. Has difficulty playing quietly
5. Is “on the go” or acts as if “driven by a motor”
6. Talks excessively
7. Blurts out answers before questions are completed
8. Has difficulty awaiting turn
9. Interrupts or intrudes on others |
|
|
Term
Course of ADHD
• Continued symptoms into Adolescence: 50-80%
• Increased Risk for:
– Substance Abuse
– Traffic citations and MVAs
– Earlier and More Sexual Activity
– Employment Problems
• Poor Academic Performance: 90%+
• Coordination Problems
• Peer Relationship Problems: 50%+ |
|
Definition
Issues of Comorbidity
• Oppositional Defiant Disorder: 40-67%
• Conduct Disorder: 20-56%
• Learning Disabilities: 25-50%
• Anxiety/Depression: 10-40% |
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|
Term
Children with ADHD-HI/CT usually develop
ODD or CD |
|
Definition
Children with ADHD-Inattentive Type usually
develop anxiety |
|
|
Term
Summary of Prognosis
for Children with ADHD
Prognosis: Chronic disorder extending into adolescence &
adulthood |
|
Definition
One-third: Good outcome; mild problems & work to
overcome their difficulties
• One-third: Moderately poor outcome; variety of moderate to
serious problems, including school difficulties and
vocational difficulties, interpersonal problems,
general underachievement, problems with alcohol, etc.
• One-third: Bad outcome; severe psychopathology, including sociopathy,
repeated criminal activity and resulting incarceration,
alcoholism, schizophrenia |
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|
Term
| is there a single test for adhd |
|
Definition
There is NO Single Test for ADHD!!!
Includes multiple measures across multiple
sources across multiple environments.
Must rule out other conditions or circumstances
which may produce symptoms similar to ADHD. |
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|
Term
| adhd recives idea severcices under what catogory |
|
Definition
| other health impairments. |
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