Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
24 Cards in this Set
- Front
- Back
|
age range for intelligence tests:
|
1 month - age 17
|
|
|
How stable is intelligence?
|
infant - NOT
age 4 and 12 - highly correlated school age - moderately stable low IQ is more stable than high IQ |
|
|
under what circumstances do children get tests?
|
1. developmental delay
2. learning disabilities 3.giftedness 4. ADHD 5. pediatric illness 6. neuropsychological concerns |
|
|
factors that influence IQ scores:
|
hereditability
environment birth (complications, etc) SES |
|
|
Head Start:
|
started with kids from low SES
improves pre/post IQ scores shows kids better cognitive/social skills improvements diminish, but kids were more likely to finish high school |
|
|
Lovaas: Autism
|
able to teach autistic children important skills they lacked to function
IQ showed gain |
|
|
Learning Disabilities
|
on Axis I
3 parts: 1) achievement lower than IQ (>16 pts) 2)the IQ achievement discrepancy must interfere with academic functioning OR daily activities 3) NOT due to sensory deficit |
|
|
3 types of learning disabilities:
|
reading (most common)
math written expression |
|
|
age patterns in LD
|
begins by 7/8 unless the child has a high IQ or less severe LD
|
|
|
comorbidity
|
internalizing and externalizing disorders
adhd language problems social skill deficits and interpersonal problems |
|
|
etiology of LD
|
genetics
birth/prebirth complications brain functioning chronic ear infections prior to age 4 home environment |
|
|
cognitive processing problems associated with LD
|
visual perception
attention memory language processing |
|
|
Specifics of Reading Disorder
|
word recognition
phonological deficits |
|
|
Specifics of Math Disorder
|
reading and writing math symbols
performing calculations mentally |
|
|
Specifics of Writing Disorder
|
hand eye coordination problems
|
|
|
Americans with Disabilities Act
|
any type of disabilities provides test taking accomodations
|
|
|
Educational School System
|
regular classes vs. special classes
used to be 100% special classes, but not intermingled |
|
|
Treatment for Reading Disabilities
|
-phonological training
-behavioral interventions (rules written out and applied) -cognitive behavioral interventions(monitor thought processes) -computer assisted learning |
|
|
prevention for reading disabilities:
|
teach phenomenological awareness early
|
|
|
protective factors of psychopathology or mental health problems:
|
average or above average intelligence
|
|
|
Mastery Oriented type of kid:
|
tries despite failure on previous tasks, goal oriented, believe skills and cognitive ability can increase, they believe knowledge comes with effort
|
|
|
Helpless type of kid:
|
gives up with failure, have performance goals, believe skills and cognitive ability is fixed, performance declines with harder tasks
|
|
|
parental factors related to academic achievement:
|
parental involvement at school
parenting style parental social support |
|
|
other factors related to academic achievement:
|
school belonging
social competence perceived control activity involvement academic self - concept better nutrition |
