Sped Test 4

Front 1

increases in HI cases

Back 1

-1960's due to rubella

Front 2

three common views of deafness

Back 2

-disability, disorder, impairment
-logistical problem
-social/community culture

Front 3

hearing loss IDEA

Back 3

-permanent or fluctuating hearing loss

Front 4

deafness in IDEA

Back 4

-hearing impairment so severe that child impaired in processing linguistic info through hearing
-with or without amplification

Front 5

Deaf culture characteristics

Back 5

-being deaf
-using ASL
-attending residential deaf school
-deafness not a disability that should be fixed, but an identity

Front 6

number of people with hearing loss

Back 6

34 million
-highest among older people
-1.5/1000 school age

Front 7

comorbidity with HI

Back 7

-33% of HI
-LD, ADHD, MR, EBD

Front 8

when HI happens

Back 8

-congenital (loss present at birth)
-acquired or adventitious (after birth)
-pre or postlingual more important

Front 9

prelingual HI causes

Back 9

-over 50% b/c of genetics, recessive gene (90% deaf kids have hearing parents, even if both parents have the gene only 1/4 chance of deaf child)
-infection/illness
-maternal diabetes
-prematurity
-toxemia during pregnancy (dangerously high blood pressure in mother)
-anoxia (lack of oxygen) before, during, or after birth
-malformation of ear structures
-

Front 10

postlingual HI causes

Back 10

-bacterial meningitis
-otitis media (ear infection that affects 3/4 children by age 3)
-ototoxic drugs
-measles
-encephalitis
-chicken pox
-influenza
-mumps
-head injury
-repeated exposure to loud noise

Front 11

types of hearing loss

Back 11

-conductive - out or middle ear problem prevents sound from being conducted to inner ear (not fully developed parts, disease, wax buildup), often improved through hearing aids
-sensorineural - inner ear or nerve pathway
-bilateral vs unilateral
-fluctuating

Front 12

degrees of hearing loss

Back 12

-0-15 normal
-16-25 slight
-26-40 mild
-41-55 moderate
-56-70 moderately severe
-91+ profound

Front 13

deaf children with parents who are deaf develop language...

Back 13

at same rate as english speaking peers

Front 14

cognitive characteristics of HI

Back 14

-no different

Front 15

academic characteristics of HI

Back 15

-depends on language exposure
-reading issues (2nd language - 18 yo's at 4th grade level,words just groups of symbols rather than sounds, parents don't read to them and don't have good ASL vocabulary)
-writing - secondary form of linguistic expression to signing, mechanics difficult
-math - higher than writing and reading (18 yo's at 6th grade), experiential deficits (don't overhear commercials and conversations about money etc)

Front 16

social/emotional characteristics of HI

Back 16

-don't learn by example of incidental learning (fewer interactions, not close friends)
-parents often do things for them rather than try to explain, so they aren't independent

Front 17

behavioral characteristics of HI

Back 17

-lag behind in recognizing causes of peer actions
-different understandings and usages of facial muscles

Front 18

evaluation processes for HI

Back 18

-audiological
-case history
-physical exam of ear
-pure-tone audiometry test recorded on audiogram
-tests of middle ear function
-proper hearing aid
-all normal SPED tests

Front 19

eligibility for HI services

Back 19

-inability to recognize most words at a conversational level in a quiet room without assistive devices
-significant receptive or expressive language delay
-impairment of speech articulation, voice, or fluency
-significant discrepancy between verbal and nonverbal performance on intelligence test
-sig delay in development of reading skills because of language deficit or overall low academic achievement
-inattention or serious behavior problems related to hearing loss

Front 20

determining placement for HI

Back 20

-preferred communication needs of the child and family
-linguistic needs
-severity of hearing loss and potential for using residual hearing
-academic level
-social, emotional, and cultural needs, opportunities for peer interactions

Front 21

early childhood services for HI

Back 21

-as soon as born
-by state's department of health
-educate family, help baby communicate, help become full member of family

Front 22

school services for HI

Back 22

-23% in public school but out of classroom for over 60% day
-21% in public school and outside classroom under 21%
-only about 15% at private school, and 7 at residential

Front 23

determining private or public school for HI

Back 23

-student developing age appropriate communication skills
-making satisfactory academic progress
-have friends
-access to all components of educational process (lunch, recess, extracurriculars, sports)

Front 24

high school completion for HI

Back 24

-better than other disabilities AND nondisabled kids
-also more attend more school, but 71% drop out
-if can't find job, Social Security Administration Insurance covers them (53% unemployed 1 yr out of HS, but down to 19% by 10 yrs)
-more blue collar jobs and less promotions (even though same cognitive level - must be frustrating!)

Front 25

interventions for HI

Back 25

-pre- and post-teaching vocab and activities to clarify and make more concrete
-experiential ladder EMMPCSL (direct experience, tangible materials, models/objects, photos, charts/graphs/maps, simulations, lecture/discussion)
-swivel chair
-semicircular seating
-visual cues for when other student is talking
-demonstrate directions
-post due dates on board
-make models, role play, and art to display understanding
-teach units on social topics
-rules posted in sight
-modify test vocab to match ASL vocab
-use IEP goals as grading criteria
-visual schedule charts
-visual representations of knowledge (graphic organizers, charts, graphs etc)

Front 26

universal newborn screening for HI

Back 26

-mandatory in 42 states
-now ID's in first few months rather than 2 yrs
-otoacoustic emissions and auditory brainstem response

Front 27

cochlear implants

Back 27

-electronic device that directly stimulates hearing nerve in cochlea
-for severe and profound hearing loss
-receiver surgically implanted, size of quarter, under skin behind one ear
-electrodes - tiny wires surgically inserted into cochlea
-small headpiece just behind ear has microphone
-speech processor worn on body behind ear or on belt
-positive outcomes for children implanted early, with in tact cochlea, and other environmental support
-to develop spoken language skills
-8 hand-based cues to help distinguish sounds (p from b)
-can go wrong and lose more hearing (meningitis)
-not accepted in Deaf culture

Front 28

bilingual bicultural approach for HI

Back 28

-ASL primary language, english secondary
-incorporating Deaf heritage
-helps to be able to fit in with other deaf students
-transfer strategies
-metalinguistic knowledge of engish
-problems: parents not fluent in ASL

Front 29

VI increased in what decades and why?

Back 29

-1950's, RLF (retrolental fibroplasia) - incubators first invented for premies, but they had uncontrolled amounts of oxygen, caused underdeveloped blood vessels to grow into the retinas, now called retinopathy of prematurity
-1960's, rubella outbreak caused deaf-blindness

Front 30

majority of VI receive education in...

Back 30

public schools

Front 31

percent of VI with other disability

Back 31

65%

Front 32

low vision

Back 32

some vision but have difficulty accomplishing tasks, mild to severe

Front 33

blind

Back 33

no vision or only light perception, profound

Front 34

congenital visual impairment

Back 34

condition present at or near birth

Front 35

adventitious visual impairment

Back 35

condition acquired sometime after birth

Front 36

IDEA VI

Back 36

VI including blindness means impairment in vision that, even with correction, adversely affects child's educational performance. includes both partial sight and blindness

Front 37

VI clinical definitions

Back 37

-Social security benefits
-federal tax exemption, etc
-rarely used for school diagnoses
-legal blindness is 20/200 with corrective glasses in better eye
-also visual field restrictions of 20* - can't see anything but what's in a dinner plate sized hole at arm's length

Front 38

strabismus, VI

Back 38

muscles of eye don't hold them in proper alignment

Front 39

amblyopia, VI

Back 39

loss of vision from nonuse

Front 40

cataract, VI

Back 40

cloudy lens

Front 41

aniridia

Back 41

iris missing, too much light enters eye

Front 42

glaucoma, VI

Back 42

damage to optic nerve b/c aqueous humor isn't properly flowing

Front 43

cortical VI

Back 43

damage to part of brain dealing with sight, images not interpreted correctly

Front 44

cognitive VI

Back 44

-range from gifted to impaired
-lower range and variety of experiences (size, color, spatial limitations, can't touch the stars or fire or insects or mountains)
-lack of mobility, can also affect social
-interaction with environment - can't scan an environment and make a decision

Front 45

academic VI

Back 45

-braille reading rater slower than text (125/min vs 140)

Front 46

supplemental materials VI

Back 46

-braille
-magnifying glass
-closed circuit tv
-Kurzweil digicamera that reads

Front 47

social emotional characteristics VI

Back 47

-can't observe nonverbal communication, or display it

Front 48

behavior VI

Back 48

-socially immature, isolated, less assertive
-stereotypic behaviors/self stim

Front 49

VI assessment

Back 49

-functional vision assessment (efficiency in using vision)
-learning media assessment (overall approach to using sensory info for learning)
-clinical ow vision eval (determine what devices would be helpful)

Front 50

VI young children

Back 50

-home based program infants
-center based program preschool

Front 51

VI elementary schooling

Back 51

-consultant model - for students requiring few or no direct services (students involved in all gen ed, VI specialist helps teacher plan)
-itinerant teaching model - most widely used (student in gen ed class mostly, gets specialty services from VI specialist regularly)
-resource model - for more intense needs (separate room staffed by VI, still in gened as much as possible)
-special schools - typical school setting but geared towards needs, offer range of community options, often short placements

Front 52

considering inclusion for VI

Back 52

-most students in normal school with peers
-determine on individual basis
-need specific and planned instruction from VI professional

Front 53

goals of VI inclusion

Back 53

-all materials in appropriate media
-instructed with appropriate devices
-specialized instruction for VI
-environmental mods
-teachers understand needs
-modifications in testing
-collaborate to get ideas for inclusion
-nondisabled student learning about VI

Front 54

VI grad rates, unemployment

Back 54

very high grad (75%)
very high unemployment (74%)

Front 55

VI interventions

Back 55

-concrete experiences
-unifying experiences
-learning by doing

Front 56

autism characteristics

Back 56

-inability to relate typically to peers
-delayed speech and language development, failure to use developed language
-typical physical growth and development
-obsessive insistence on environmental similarity
-extreme fascination with objects
-stereotypic or repetitive behavior
-often think in pictures
-uses association

Front 57

when did autism have current knowledge?

Back 57

1970's

Front 58

IDEA autism

Back 58

-developmental disability in verbal and nonverbal and communication and social interaction
-evident before age 3
-repetitive and stereotypic behaviors
-unusual responses to sensory experiences

Front 59

autism diagnosis uses...

Back 59

-set forth using DSM

Front 60

aspergers

Back 60

-impairment in social interaction
-speak fluently by age 5 (some problems)
-demonstrate interest in others but challenged to act appropriately
-same as autism without language issues

Front 61

prevalence of autism

Back 61

-.18% of all students
-118,000 total
-actually 57/10,000
-same across race
-males 4-5x higher chance

Front 62

autism causes

Back 62

-not understood
-genes (but degree varies across families, so no single genetic factor)
-abnormalities in the cerebellum, which controls motor coordination, balance, and cognition
-frontal lobe (social and cognitive)
-temporal lobe (facial expressions, social cues, memory)
-fewer brain cells, higher cell density, or less volume in these areas
-environment can influence severity
-MMR shots?

Front 63

cognitive autism

Back 63

-well-developed rote memory (mimics comprehension)
-trouble retrieving memory (must be worded in a specific manner)
-theory of mind (don't understand that others have different thoughts, difficulty explaining emotions and behaviors, understanding how behavior affects others, predicting others' behavior, distinguishing fact from fiction)
-only one problem solving strategy
-motivation tough (only interested in small number of rewards, can change on whim)

Front 64

social/emotional autism

Back 64

-language development (50% nonverbal)
-proxemics - knowing socially acceptable distance to stand, eye contact
-no communicative intent
-echolalia - repeating words with no understanding
-pronoun reversals, no voice inflection (prosody = singsong voice)
-immaturity

Front 65

behavioral autism

Back 65

-self-stim behaviors
-generalization difficulties
-sensory issues (tactile, vestibular/balance, proprioception/body awareness, visual, auditory, gustatory/taste, olfactory)

Front 66

autism assessment

Back 66

-checking for characteristics
-cognitive, academic, adaptive skills
-developmental history, behavior observation
-psychiatrists use DSM checklists
-sensory assessment

Front 67

early childhood autism

Back 67

-systematic, individualized, supportive

Front 68

where autism educated

Back 68

-half primarily away from gened
-moving towards inclusion

Front 69

autism inclusion principles

Back 69

-environmental and curricular modifications and gen ed class support
-attitudinal and social support
-coordinated team commitment
-home-school collaboration

Front 70

autism interventions

Back 70

-planned but brief instructional periods
-lots of small group and one on one instruction
-visually presented (more processing time, more concrete)
-labeling items in classroom
-visual schedule, task cards, travel schedule
-home base (plan or review events, escape class stress, prevent meltdown, begin and return frequently)
-videotaped segments of appropriate behavior
-priming (familiarize before)
-PDA's for organization and time management
-discrete trial training (preschool, teacher prompts, student responds, teacher praises, shaping the behavior)
-prompting - cue (physical very intrusive, gestures, verbal, written)
-power card strategy for using special interests to facilitate socialization (has script)
-social stories
-SOCCSS (situation, options, consequences, choices, strategies, simulation)