Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
30 Cards in this Set
- Front
- Back
- 3rd side (hint)
IDEA Definition of SLD
|
“the term SLD means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematics. Such term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. Such term does not include a learning problem that is primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage.”
|
-Basic psych process
-Manifest in ability to... -Includes... -Does not include... |
|
Possible areas for SLD
|
Basic Reading
Reading Fluency Reading Comp. Calculation Problem Solving Written Expression Oral Expression Listening Comprehension |
|
|
Ways to Determine LD
|
Discrepancy model
•First accepted by IDEA 1977 Response to intervention •Fuchs & Fuchs Strengths and Weaknesses •Hale & Fiorello (2004) •Flanagan & Ortiz •Mather |
|
|
Ethics and Law
|
Jacob & Hartshorne, 2010
|
|
|
Evidence-Based Academic Interventions
|
Wendling & Mather, 2009
|
|
|
WJ-III Tests of Achievement Assessment
|
Mather, Wendling, & Woodcok, 2001
|
|
|
Nuts and Bolts book for CBT
|
Friedberg & McClure, 2002
|
|
|
IDEA book
|
McBride, Dumont, & Willis, 2011
|
|
|
Consultation book
|
Kampwirth & Powers, 2012
|
|
|
Assessing Culturally and Linguistically diverse Students
|
Rhodes, Ochoa, & Ortiz, 2005
|
|
|
Measurement and Assessment in Education
|
Reynolds, Livingston, & Willson (2009)
|
|
|
Inside HELP
|
Parks (2006)
|
|
|
Depression
|
Butler, Chapman, Forman, & Beck (2006)
Chu & Harrison, 2007 |
|
|
Computerized CBT
|
Stallard, Richardson, Velleman, Attwood, 2011: works with Depression and Anxiety for children and adolescents
Spek et al., 2006: better for anxiety, but moderate to large effect sizes |
|
|
ADHD
|
Froelich et al, 2002: meta-analysis, CBT when paired with PMT significant and generalized reduction in ADHD and conduct problems
Levine & Anshel, 2011: with ADHD, using to help parents and teachers accept treatment |
|
|
Anxiety
|
Butler, Chapman, Forman, & Beck (2006): meta-analysis, large effects for…LOTS
Kendall: Coping Cat Mychailyszyn et al., 2011: adapt current measures to school, camp-copes-a lot |
|
|
Conduct/Disruptive behavior
|
(Larson, Lochman, 2011): CBT with Anger
Antshel, Faraone, Gordon (2012): per caregiver reports less effective for adolescents with ODD, more effective when ADHD comorbid with anxiety or depression Kazdin, 2005: Parent Management Training |
|
|
PARC v. the Commonwealth of Pennsylvania (1972)
|
-At the time children with MR were denied school
-Brought a class action lawsuit in district court on behalf of all MR children in penn state -Failure to provide access to public school violates the equal protection clause of 14th amendment -Start of FAPE -Schools cannot deny education without due process -Students must be notified in writing of any evaluation or reevaluation of their child |
|
|
Board of Education of Hedrick Hudson central school district v. Rowly (1982)
|
IDEA insures the ford not the Mercedes
|
|
|
Tarasoff vs. regents of the university of California (1976)
|
Duty to protect potential victims that they could be a target
|
|
|
Sterling v. Board of Minersville (2000)
|
-Privacy rights extend to sexual orientation
-Police threatened to inform a child’s parents that he was gay -The student then committed suicide -Ruling: Disclosure of an individual’s sexual orientation is a violation of one’s constitutional right unless there is a “genuine, legitimate, and compelling” reason to disclose -Case has been interpreted to pertain to educational and psychological professionals |
|
|
Diana v. California, 1970
|
-Case brought on behalf of 9 Mexican-American children (8-13) challenging the use of IQ tests to place children in EMR classes
-When English is not the primary language spoken by the child, they should be tested in their primary language and English -Had to retest those children placed in EMR classes -California made it so that test scores had to be substantiated through an evalutation of the child’s developmental, cultural, and academic backgrounds -IQ can’t be sole measure |
|
|
Larry P. v. Riles, 1972
|
-Child placed solely based on IQ
-African Americans and Latino students placed disproportionately -IQ tests cannot be used to place African American children in sped -Schools have to monitor disproportionality in sped |
|
|
BICS/CALPS
|
(Cummins, 1984)
|
|
|
Stages of learning a second language
|
(Terrell, 1977)
Stage 1: Preproduction -1st 3 months -Focus on comprehension -Few single works Stage 2: Early Production -Use 1-3 word phrases -3-6 months into learning a new language Stage 3: Speech Emergence -6 months to 2 years -Increased comprehension -Sentences increase in length Stage 4: Intermediate fluency -2-3 years |
|
|
Limited English Proficient (LEP)
|
Improving America’s School Act of 1994
“Has sufficient difficulty speaking, reading, writing, or understanding English Language and whose difficulties may deny such individual the opportunity to learn successfully in classrooms where the language of instruction is in English or to participate fully in our society due to one of more of the following reasons: -Was not born in the US or whose native language is not English and comes from an environment where a language other than English is dominant -Is a Native American or Alaska Native who is a native resident of the outlying areas and comes from an environment where a language other than English has had a significant impact on such individual’s level of English language proficiency -Is migratory and whose native language is than than English and comes from an environment where a language other than English is dominant |
|
|
L1/L2 devlopment
|
Thomas & Collier (1997)
|
|
|
LEP drop out related to SLD and English proficient
|
The National Center for Educational Statistics (1997)
|
|
|
Emotional Disability
|
Definition- Emotional Disturbance means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a student’s educational performance: (Emotional disturbance includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance.)
1. An inability to learn that cannot be explained by intellectual, sensory, or health factors; 2. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers; 3. Inappropriate types of behavior or feelings under normal circumstances; 4. A general pervasive mood of unhappiness or depression; and/or 5. A tendency to develop physical symptoms or fears associated with personal or school problems. |
|
|
Van Norman
|
Effects of baseline estimation for CBM-R
Should still do median of 3 data collections on the first day to estimate student baseline |
|