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72 Cards in this Set
- Front
- Back
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AAIDD |
American Association on intellectual and developmental disabilities |
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Former name for AAIDD |
AAMR American Association of mental retardation up until 2007 |
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Conceptual skills |
Language and literacy money time and number Concepts and self Direction |
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Social |
Interpersonal skills social responsibility self-esteem gullibility social problem solving and the ability to follow rules and Obey laws |
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Practical |
Activities of daily living occupational skills Healthcare travel Transportation schedules and safety |
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Traditional classification system |
Mild 70-55 Moderste(trainable) 55-40 Severe 40-25 Profound below 25 |
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Intermittent |
Support on an as-needed basis |
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Limited |
Support is characterized by consistency but not daily |
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Extensive |
Support is characterized by regular involvement in at least some environments |
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Pervasive |
Support is provided with high intensity across all environments |
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Causes for CI |
Prenatal perinatal postnatal |
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Expectancy of failure |
to expect to fail at tasks that appear difficult to avoid failing |
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Outer directedness |
Frequently rely on others for problem solving |
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External locus of control |
Perceiving consequences as external forces such as fate chance or beyond their control. Similar to learned helplessness |
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Poor interpersonal relationships |
Not well accepted by the non-disabled peers |
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Poor self-concept |
Many students with C I do not hold strong positive feelings toward themselves |
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Distractibility |
Rather than focusing one's attention on the task at hand he or she is drawn to other environmental stimuli |
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Selective attention |
Selecting a task and attending to all it's relevant dimensions |
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Organization of information |
Students with CI are less likely to employ effective strategies to organizing information they receive for later recall |
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Memory |
Camry problems and students with PIR frequent |
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Generalization |
Students of CIA show deficiencies in applying Knowledge and Skills learned in one setting to another |
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Abstract thinking |
Students with CI have difficulty with concepts that cannot be experienced through senses |
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Goal for Students with CI |
Independence |
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Contingency contracting |
Teacher and student mutually agree on specific goals |
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Observational learning |
Outer directedness |
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Task analysis |
Breaking down a task into small and sequence steps |
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Forward chaining |
Teach the first step first |
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Backward chaining |
Teach the last step first |
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Functional curriculum |
Teaching life skills in adaptive skills |
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CBI |
Community Based instruction teaching functional skills in the environment in which they occur |
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communication |
The process of exchanging knowledge ideas opinions or feelings between people requires sender and receiver includes communication symbols vocal written gestures sign language |
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Speech |
Vocal production of language |
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Language |
A rule-based method of communication |
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Articulation problems |
Abnormal production of speech sounds |
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Fluency problems |
Interruption in the flow rate or rhythm of verbal expression such as stuttering |
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Voice problem |
Absence or abnormal production of vocal quality, pitch, loudness, resonance and or duration |
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Form |
Rule systems (phonology, morphology and syntax) |
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Content |
Intent and meaning - semantics |
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Use |
Application of language in context - pragmatics |
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Phonology |
Rules regarding speech sounds (phonemes) Error may occurr through mispronunciation , omissions or substitutions |
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Morphology |
Rules regarding morphemes (the smallest unit of language that represents meaning) relates to three structures of words, stems, suffixes, prefixes |
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Free Morpheme |
Independent and stands alone (eg. "Boy" in "boys " |
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Bound morpheme |
Grammatical tags that cannot stand alone. (Eg. The "s" in "boys" |
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Semantics |
Rules regarding meaning |
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Syntax |
Rules for ordering words contained in a sentence |
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Pragmatics |
Rules regarding language use. |
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Characteristics of Speech Impairment |
Makes consistent articulation errors Problems with flow or rhythm of speech Coarse voice, abnormal pitch for child's age and gender |
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Characteristics of Language Impairment |
Problems following verbal direction Impaired ability to match letters with sounds Poor word-attack skills Inadequate language processing |
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Apraxia |
Speech planning and production are affected as a result if a Neurological damage |
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Brain trauma |
Brain injuries that result in various SLI |
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Cerebral Palsy |
A neurological condition that affects cranial nerves and brain functions leading to abnormal speech and language |
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Cleft Lip and palate |
Prenatal malformation that results in severe nasal speech |
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Dysarthria |
A neuromuscular condition that affects respiration, articulation and resonance |
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Otitis media |
A middle ear infection that results in delays in speech and language development |
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AAC |
Augmentative or alternative communication device |
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Makes consistent articulation errors exhibits problems with flow or rhythm has poor voice quality. Characteristics of? |
Speech difficulty |
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Problems and flowing verbal directions impaired ability to match letters with sound inadequate language processing poor word attack skills |
Language problems |
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SLI makes up the ______ largest category of students with disabilities |
2nd @ 20% of all students with disabilities. |
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Intellectual Disability |
Previously named mental retardation. Means significantly sub-average intellectual functioning. |
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AAIDD |
American Association on intellectual and developmental disabilities |
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Traditional classification system "IQ based" |
Mild 70-55 Moderate 55-40 Severe 40-25 Profound Below 25 |
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Intellectual disability causes |
Prenatal- genetics toxins or diseases Perinatal- injuries at birth (umbilical cord/low birth rate) Postnatal- child abuse, infections, toxins, injuries (TBI) |
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Characteristics of someone with intellectual disability |
Social emotional: Expectancy of failure. Outer directed Nest. External locus of control. Poor interpersonal relationships. Poor self-concept. Learning: attention span. distractibility. selective attention. organization of information. memory. generalization abstract thinking incidental learning. |
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When teaching students with intellectual disabilities the main goal is always |
Independence |
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LD |
Learning Disabilities Disorder in one or more of the basic psychological processes involved in understanding or using language. Does not include a learning problem that is the result of visual hearing or motor disabilities or of mental retardation emotional disturbance or environmental disadvantage |
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Three terms commonly used to label students with LD who have difficulties in different areas. |
Dyslexia is used for students who have reading disability. Dyscalculia for math disability. Dysgraphia for handwriting or writing disability. |
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Possible causes of LD |
Neurological Hereditary Chronic ear infection Poor instruction |
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ADHD |
DSM-5 Inattention hyperactivity impulsivity |
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Possible causes of ADHD |
Brain abnormalities Hereditary Environmental causes |
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TBI traumatic brain injury characteristics |
Reduced stamina Seizures Headaches Fatigue Hearing loss Vision problems Tired easily Memory loss Restless Distractibile |
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Tbi causes |
Car accidents Bicycle accident Sports accident Falls Child abuse Gun shot wound |
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Types of TBI |
Scalp and skull injury Brain contusion Epidural hematoma Concussion Diffuse Axonal Injury Subdural hematoma |
