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11 Cards in this Set
- Front
- Back
The beginning special education teacher:
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Applies knowledge of how culturally and/or linguistically diverse backgrounds
of students impact behavior management and social skills instruction. |
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The beginning special education teacher:
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Recognizes ways in which teacher attitudes and behaviors and personal
cultural biases influence the behavior of students. |
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The beginning special education teacher:
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Applies knowledge of ethics, laws, rules, and procedural safeguards related to
planning and implementing behavior management and discipline for individuals with and without disabilities. |
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The beginning special education teacher:
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Knows theories relating to student problem behavior (e.g., noncompliance, selfstimulation,
self-injury, withdrawal, aggression, defiance) and the theoretical basis of behavior management techniques (e.g., positive behavioral support, reinforcement, proactive strategies, reductive strategies that decrease negative behaviors). |
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The beginning special education teacher:
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Develops and/or selects social skills and behavioral curricula and strategies
that promote socially appropriate behavior, and prepares individuals to live cooperatively and productively in society. |
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The beginning special education teacher:
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Incorporates social skills instruction across settings and curricula and knows
how to design, implement, and evaluate instructional programs that enhance an individual's social participation in family, school, and community activities. |
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The beginning special education teacher:
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Identifies realistic expectations for personal and social behavior in various settings, and applies procedures for increasing an individual's self-awareness,
self-control, self-management, self-reliance, and self-confidence. |
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The beginning special education teacher:
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Knows strategies for modifying learning environments (e.g., schedule, physical
and instructional arrangements) to promote appropriate behaviors. |
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The beginning special education teacher:
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Knows the impact of language on an individual's behavior and learning and knows how the communication skills of nonspeaking/nonverbal individuals affect their behavior.
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The beginning special education teacher:
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Understands functional behavior assessments and evaluations and their role in
developing behavior intervention plans. |
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The beginning special education teacher:
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Knows strategies for crisis prevention, intervention, and postvention; applies
procedures for developing, implementing, and evaluating individual behavior crisis-management plans in educational settings; and implements the least intensive intervention consistent with individual needs. |