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24 Cards in this Set
- Front
- Back
Positive Behavioral Supports (4) |
1. Understanding the meaning that a behavior has for a student 2. Teaching the student a positive alternative behavior 3. Restructuring the environment to make the undesired behavior less likely 4. Using strategies that are socially acceptable for school and community settings. |
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Cognitive Development |
Used in children when they sort out or count objects, remember things they have done in the past, plan and make decisions, integrate newly learned information with previous knowledge solve problems, and generate ideas
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What is the ultimate transition plan goal? |
Better quality of life |
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At what age must the first IEP transition plan go into effect? (Individualized Transition Plan (ITP)) |
16 (14 in Pennsylvania) |
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Steps in the transition planning process? |
1. Age appropriate transition assessment 2. Write measurable post secondary goals 3. Identify transition service 4. Develop annual IEP goals in support of Post secondary goals 5. Coordinate Transition services with adult service agencies 6. Provide student with summary of preformance |
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Generality |
The extent to which previously learned knowledge or skill either occurs under conditions different from those under which it was originally learned or is preformed in a different but functionally equivalent manner. |
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Group Home Living Adaptive Skills |
family-style living for a small group of individuals to help the residents learn self-care, daily living skills, form interpersonal relationships, and participate in recreation and leisure activities. |
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Why is proper positioning important for those with disabilities? |
It encourages the development of muscles and bones and help maintain healthy skin |
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Treatment for ADHD |
Prescription Stimulant Medication (Ritalin) Behavioral Intervention |
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Severe Disabilities |
students with significant impairments in intellectual, motor, and/or social functioning |
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Curriculum for severe disabilities |
Functionality, Age-appropriateness, communication, literacy, recreation and leisure |
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IFSP |
1 year reviewed 6 mo. family focused Don't need specific label outcomes instead of goals |
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Curriculum Compacting |
Compacting lessons and putting stuff together for gifted students |
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Neuromotor impairment |
Physical significant defect in neuromotor and education |
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Profound Disabilities |
IQ of 19 or below, neuro biological behavioral and learning problems |
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Gifted Characteristics |
rapidly acquire large amounts of info relate one idea to another make sound judgements appreciate multiple points of view abstract symbols |
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Traumatic brain injury |
AN acquired injury to the brain caused by an external physical force, resulting in total or partial funtional disability, pshychological impairments, or both that adversely affect education |
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Partial participation |
A teaching approach that acknowledges that even though an individual with sever disabliities may not be able to idenpendently preform all steps of a given task or activity, she can often be taught to do selected components or and adapted version of the task |
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Assisstive technology |
Includes walkers, wheelchairs, speech-to-text technology, and braille |
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Congenital conditions |
Conditions one has from birth |
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Stereotypic behavior |
repetitive body movements |
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Biological and Environmental |
2 types of what? |
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DAP |
developmentally appropriate practice |
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Other health impairments |
Having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment |