Special Ed, Test 2 (Ch 4-6)

Front 1

parity

Back 1

in collaboration, all parties have equal say

Front 2

collaboration

Back 2

a style for direct interaction between at least two co-equal parties voluntarily engaged in shared decision-making as they work toward a common goal

Front 3

communication habits to avoid

Back 3

asking questions that actually state opinions (...aren't you, can't you, will you?)

Front 4

if a colleague is explaining something that happened, best response...

Back 4

ask clarifying and open questions

Front 5

brainstorming in collaboration?

Back 5

yes. after ID problem, before evaluate solutions (everyone puts everything out there without making judgments yet)

Front 6

team

Back 6

two or more independent individuals with unique skills and perspectives who interact directly to achieve their mutual goal of providing students with effective educational programs and services

Front 7

types of co-teaching

Back 7

one teach/ one observe, parallel teaching, station teaching, alternative teaching, teaming, one teach/ one assist

Front 8

parallel teaching

Back 8

split group in half and simultaneously provide same instruction

Front 9

alternative teaching

Back 9

pulling small group of students aside, often preteaching (vocab for unit to come)

Front 10

station teaching

Back 10

divide into two or more non sequential groups

Front 11

consultation

Back 11

teacher goes to professional for help, indirect service

Front 12

paraeducator responsibility

Back 12

the teacher (set rules for responsibilities, calling parents, grading, etc)

Front 13

date that fed legislation recognized LD's

Back 13

1969

Front 14

specific learning disability (IDEA)

Back 14

a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in imperfect ability to listen, think, speak, read, write, spell or do mathematical calculation

Front 15

excluded in IDEA LD definition

Back 15

learning problem that arises primarily as the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage

Front 16

included in IDEA LD definition

Back 16

conditions such as perceptual disabilities, brain injury, minimal brian dysfunction, dyslexia, and developmental sphasia.

Front 17

National Joint Committee on LD

Back 17

includes reps from 13 professional and parent organizations

Front 18

NJCLD LD definition adds...

Back 18

the heterogeneity of students with LD's, the impact of LD's on social perception, the life-span nature of LD's, and the possibility that LD's can exist concomitantly with other disabilities

Front 19

signal for LD's

Back 19

achievement below potential

Front 20

cause of LD

Back 20

dysfunction in brain: brain injury (prenatal, accident, illness), heredity, chemical imbalance (related to ADHD); not external unless affects physical (malnutrition, toxins, too little stimulation, highly adverse emotional situations for long periods of time)

Front 21

growth of LD

Back 21

fastest growing category, half of SPED

Front 22

boy:girl ratio LD

Back 22

2:1, but usually more severe in girls

Front 23

LD cognitive characteristics

Back 23

1. poor selective attention,
2. perception (how brain interprets what is seen or heard and acts on it, skipping words when reading, bad spatial orientation and judgment, inability to distinguish right from left, labored handwriting, large motor clumsiness, difficulties with hearing),
3. memory (short and long)
4. information processing (bad meta-cognition, hard time making connections between new and old info, how to apply knowledge)

Front 24

LD academic characteristics

Back 24

1. reading (most LD's have significant reading problems, bad phonological awareness in connecting letters and sounds, oral fluency in reading without rhythm or inflection, comprehension)
2. oral language (phonology in using correct sounds to form words, morphology in studying smallest meaningful units in language, syntax, semantics in meanings of words or phrases, pragmatics in ability to successfully participate in interactions with others
3. written language (poor motor coordination for handwriting, recognizing a misspelling, distinguishing homonyms, when to punctuate and capitalize, organize thoughts, provide enough details, use a logical order
4. math (basic fact memorization, computational skills, estimation, mental math, probability, fractions and decimals, measurement and time, geometry, problem solving, sort relevant info out, recognize correct procedures, determine if answer is reasonable

Front 25

LD social and emotional characteristics

Back 25

1. social perception and competence (lower self-esteem, less accepted, inability to receive, interpret, and respond to subtleties and nonverbals)
2. motivation - often believe external forces control success

Front 26

LD behavioral characteristics

Back 26

sometimes LD's have behavioral stuff too (out of seat behavior, talking out, physical and verbal aggression), maybe because of co-morbidity with ADHD (15-70%)

Front 27

assessing for LD's

Back 27

1. formal tests - norm-referenced (wechsler intelligence scale), criterion referenced (Stanford Diagnositc Reading Test)
2. classroom assessments - curriculum-based measurement (compare current material to class or district), portfolio (draft and finals, audiotape of reading, self-evaluations), observation (federal law requires it in gen ed)

Front 28

criteria for eligibility of LD

Back 28

1. gap between ability and achievement
2. result of a disorder in an area of basic psychological processing involved in language understanding
3. can other possible causes be eliminated (bad teaching, poverty, other disability, language barrier)

Front 29

RTI in relation to LD's

Back 29

permitted (not required) by IDEA, don't need to wait for a decision, solutions more important than determining causes, high quality of instruction, clear documentation of efforts

Front 30

LD's in young children

Back 30

often undiagnosed because hard to tell achievement gap, don't want to label right away, often just treated for developmental delays

Front 31

percent of LD's in typical public school setting

Back 31

99%, 48% almost whole day

Front 32

benefit of inclusiveness for LD?

Back 32

higher grades, higher achievement tests, attended more school days

Front 33

benefits of direct instruction for LD

Back 33

clear demonstrations of new info, in small segments, teacher-guided, immediate feedback, can provide learning goals

Front 34

strategy instruction for LD

Back 34

teach specific strategies for success in school (outline steps for certain processes, memory assistance techniques), give dilemma and explain why strategy would help

Front 35

school-home collaboration for LD...

Back 35

led to clear expectations, effective communication, and increased student success

Front 36

history of ADHD

Back 36

1902 first reported in Britain, thought in the 1920's that it was a sleepy sickness survivors, 1930's stimulant meds came about in the US, 1960's widespread

Front 37

when do ADHD symptoms start?

Back 37

before age 7

Front 38

ADHD (American Psychiatric Association)

Back 38

a pervasive pattern of inattention, impulsivity, and/or hyperactivity that is more frequent and sever than is typically observed in individuals at a comparable level of development

Front 39

causes of ADHD

Back 39

-neurobiological (in brain parts that regulate attention, certain regions smaller, lower bloodflow to those regions, less electrical activity in them, but some researchers found opposite, metabolize glucose slower)
-heredity (25% vs 5%)
-levels of lead in first 203 yrs of life
-prenatal smoking and alcohol
-not acute (result of accident)
-not environmental or other disabilities (may be co-morbid)

Front 40

is ADHD situational?

Back 40

no

Front 41

is ADHD bigger problem with production or aquisition?

Back 41

production

Front 42

ADHD inattentive criteria

Back 42

1. does not give close attention to details or makes careless mistakes
2. trouble keeping attention on tasks or play
3. does not seem to listen when spoken to directly
4. does not follow instructions or follow-through
5. trouble organizing activities
6. avoids or dislikes things that take a lot of mental effort for a long period of time
7. often loses things
8. easily distracted
9. forgetful in daily activities

Front 43

ADHD Hyperactivity criteria

Back 43

1. fidgets with hands or feet, squirms in seat
2. often gets up from seat
3. often runs and climbs when not appropriate
4. often has trouble playing or enjoying leisure activities quietly
5. always on the go, acts as if driven by motor
6. often talks excessively

Front 44

ADHD impulsivity criteria

Back 44

1. often blurts out answers before questions have been finished
2. often has trouble waiting for his/her turn
3. often interrupts or intrudes on others

Front 45

ADHD eligibility criteria

Back 45

1. fits 6 or more symptoms of either inattention or hyperactive/impulsive (or 6 of each), been present for 6 mos, to an extent that is disruptive and inappropriate for developmental level
2. some of the symptoms present before age 7
3. some symptoms present in more than one setting (home/school)
4. clear evidence of significant impairment in social, school, or work
5. symptoms do not occur during pervasive developmental disorder, schitzophrenia, or other psychotic disorder

Front 46

gender bias ADHD

Back 46

used to be boys 9:1, but now 2-3:1

Front 47

poverty and race bias ADHD

Back 47

not prevalent race differences, but poverty can determine treatment differences

Front 48

ADHD: behavior inhibition of executive functions

Back 48

-mental activities that help regulate behavior
-behavior inhibition
-more so than lack of attention
-self-regulation problems
-cannot regulate where attention goes and how often it switches, or how to redirect if it wanders

Front 49

ADHD cognitive characteristics

Back 49

all executive functions
1. working memory - using past experiences to make future decisions
2. self-talk - guiding self in following instructions, problem-solving, and self-reflection
3. managing emotional responses - setting aside anger and focusing on calming down, focusing on others' perspectives
4. reconstitution (planning, synthesis/putting parts together and analysis/breaking down parts) - can learn key skill and then figure out rest rather than being taught each example of each part
-from struggling to gifted

Front 50

ADHD academic characteristics

Back 50

-vary tremendously because not related to intelligence
-severe symptoms could mean not completing school work or learning

Front 51

ADHD social and emotional characteristics

Back 51

1. no effect on self-esteem
2. difficulty in social situations with knowing how to behave, often over-estimate social skills
-fewer close friends, harder to solve conflicts

Front 52

ADHD behavior characteristics

Back 52

-see criteria (hugely a behavioral disorder)

Front 53

ADHD comorbidity

Back 53

-LD/ADHD = 26%
-ED/ADHD = 43%
-40% of OHI is ADHD
-lower with autism, intellectual disorders, traumatic brain injury
-with psychiatric disorders 30-60%
-with mood disorders 20-30%
-sleep risk, addiction risk

Front 54

ADHD assessment

Back 54

-medical - decision made by pediatrician or family physician
-continuous performance tests (sustain attention)
-parent assessment - interviews and questionnaires
-student self-evaluation
-teacher and school assessment (Conner's teacher rating scale, child behavior checklist, teacher's report form), work portfolio, anecdotal info
-IDEA through another route (intelligence tests, achievement - eliminate gifted and talented too)

Front 55

most time spent where for ADHD

Back 55

classroom!
-not IDEA

Front 56

how long does ADHD last?

Back 56

-80% last through teenage
-66% last through adulthood
-hyperactivity decreases as matures, as with all kids

Front 57

ideas about medicating on ADHD

Back 57

-no single intervention is as effective as medication (meliorates 70-80%)
-taken by 2.9% of all people under 18
-can lower doses if used with behavior interventions
-less likely for substance abuse (don't try to self-medicate)
-low side effects
-school personnel only indirectly involved (cannot prescribe, explicitly prohibited from telling parents that a student should be medicated)

Front 58

types of ADHD meds

Back 58

-80% take stimulant meds (Ritalin in '56, Dexedrine, Cylert, Addarall, Focalin), can lose effectiveness over time, not known to have a positive effect on academic achievement in the long run
-17.2% antidepressants and antihypertensives for lowering blood pressure (Zoloft, Norpramin, Tofamil, Prozac, Clonidine, Tenex)
-new Strattera (atomoxetine), not stimulant but suicidal thoughts

Front 59

how to help parents with ADHD kids

Back 59

-behavior management skills (setting and keeping expectations and limits)
-creating a discipline system with rewards and consequences
-develop plan for serious behavior offenses
-identify and build self-esteem areas
-stress and anger management (for parents too)
-friend-making and keeping
-skills for collaborating with school personnel
-up to date info and interventions, evaluations, treatments
-knowledge of rights and legislation

Front 60

environmental supports for ADHD

Back 60

1. classroom free of distractions, desk carrels
2. art projects and decorations behind students
3. post clear classroom rules and expectations
4. post and follow routines, warn about changes
5. mix difficult and stimulating tasks, build in opportunities for movement

Front 61

behavior interventions for ADHD

Back 61

1. rewards - getting started, being polite, following rules, completing work, stopping when directed, following directions (can make harder to get over time)
2. low-involvement strategies - eye contact when talking aloud, proximity control, private signals, built-in breaks (run to office)
3. token economy - involves all students

Front 62

instructional interventions for ADHD

Back 62

1. instructions follow 3 c's: clear, concise, and complete - get through it all quickly, then answer questions about it
2. have students repeat directions back to you
3. write instructions down
4. break an assignment into smaller tasks
5. use lots of active responding during instruction (if one student gives a correct response, all student repeat it)