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24 Cards in this Set

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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.

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

What is the ultimate transition plan goal?

Better quality of life

At what age must the first IEP transition plan go into effect? (Individualized Transition Plan (ITP))

16 (14 in Pennsylvania)

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

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.

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.

Why is proper positioning important for those with disabilities?

It encourages the development of muscles and bones and help maintain healthy skin

Treatment for ADHD

Prescription Stimulant Medication (Ritalin)


Behavioral Intervention

Severe Disabilities

students with significant impairments in intellectual, motor, and/or social functioning

Curriculum for severe disabilities

Functionality, Age-appropriateness, communication, literacy, recreation and leisure

IFSP

1 year


reviewed 6 mo.


family focused


Don't need specific label


outcomes instead of goals

Curriculum Compacting

Compacting lessons and putting stuff together for gifted students

Neuromotor impairment

Physical significant defect in neuromotor and education

Profound Disabilities

IQ of 19 or below, neuro biological behavioral and learning problems

Gifted Characteristics

rapidly acquire large amounts of info


relate one idea to another


make sound judgements


appreciate multiple points of view


abstract symbols



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

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

Assisstive technology

Includes walkers, wheelchairs, speech-to-text technology, and braille

Congenital conditions

Conditions one has from birth

Stereotypic behavior

repetitive body movements

Biological and Environmental

2 types of what?

DAP

developmentally appropriate practice

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