| A | B |
|---|
| continuum of alternative placements | a range of service options to meet the individual needs of students with disabilities |
| declassified | special education services are discontinued |
| IEP team | parents, regular ed. teacher, special ed. teacher, rep from the local education agency, interpreter of evaluation results, and the child |
| inclusion | educating students with disabilities in general education classrooms |
| least restrictive environment | setting that is most similar to a general education classroom and also meets the child's special educational needs |
| multifactored evaluation (MFE) | a variety of technically sound, nondiscriminatory assessment tools that are valid and reliable |
| prereferral intervention | modifications in curriculum and instruction to attempt to solve the problem before RTI process |
| randomized experimental group design | gold standard for research methodology to show evidence of an instructional technique's effectiveness |
| responsiveness to intervention (RTI) | provide early intervention in the form of scientifically validated instruction to at-risk children |
| assistive technology | devices such as visual aids, augmentative communication devices, or specialized equipment for computer access |
| at risk | not currently identified as having a disability but considered to have a greater-than-usual chance of developing one |
| disability | an impairment limits a person's ability to perform certain tasks |
| exceptional children | differ from the norm either below or above to such an extent that they require an individualized program to fully benefit from education |
| handicap | a disadvantage that a person with a disability encounters when interacting with the environment |
| impairment | loss or reduced function of a particular body part or organ |
| individualized education program | implemented to meet the unique needs of each student with a disability |
| individualized family services plan (IFSP) | early intervention services are prescribed and implemented and includes the child's parents |
| manifestation determination | for a suspension in excess of 10 days, the IEP team must review the relationship between the students' misconduct and her disability |
| primary prevention | efforts to eliminate risk factors so that a child never acquires a disability |
| related services | services that a child with a disability may need to benefit from special education |
| repeated reading | reading the same passage 3-5 times to improve fluency |
| SAFMEDS | flash cards |
| secondary prevention | counteracts the effects of risk factors in individuals who are displaying specific risk factors |
| tertiary prevention | intended to prevent the effects of a disability from worsening for individuals with a disability |
| time trials | performing a skill as many times as possible in a brief period |
| cultural interpreter | creates bridges of understanding between school and home culture, but does not necessarily speak the native language |
| cultural reciprocity | understanding how differing belief systems may influence families' perspectives |
| respite care | helps families with stress created by the responsibilities of caring for a child with disabilities |
| acquisition stage of learning | when a student is first learning a new skill or content knowledge |
| active student response | an observable response made to an instructional antecedent |
| adaptive behavior | the collection of conceptual, social, and practical skills that have been learned by people in order to function in their everyday lives |
| amniocentesis | fluid is drawn from the mother to determine the presence of genetic disorders before birth |
| choral responding | group responds orally in unison to a question presented by the teacher |
| chorionic villi sampling | can be performed earlier than amniocentesis |
| Down syndrome | one of the two most common genetic causes of mental retardation |
| fetal alcohol spectrum disorder | the mother's alcohol use during pregnancy has toxic effects on the fetus |
| fragile X syndrome | genetic mutation interferes with production of FMR-1 protein, essential for normal brain functioning |
| generalization and maintenance | the extent to which students use what they have learned across settings and over time |
| genetic counseling | discussion between doctor and parents about the possibility that they may give birth to a child with disabilities |
| intellectual disabilities | politically correct term for mental retardation |
| mediated scaffolding | provide then fade prompts and cues so students can respond to naturally occurring stimuli |
| mental retardation | significantly subaverage general intelletual functioning existing concurrently with deficits in adaptive behavior and manifested during the developmental period that adversely affects a child's educational performance |
| normal curve | bell-shaped curve |
| normalization | establish and maintain personal behaviors which are as culturally normal as possible |
| norm-referenced test | administered to a large sample of people selected at random from the population for whom the test is intended |
| perinatal | occurring during or shortly after birth |
| prenatal | occurring before birth |
| postnatal | occurring after birth |
| phenylketonuria (PKU) | blood test administered to most U.S. babies, can cause retardation, treatment can result in normal intellectual development |
| positive reinforcement | praise and/or other forms of confirmation |
| practice stage of learning | accurately performs a new skill with some degree of consistency |
| response cards | signs that are simultaneously held up to display responses to a question |
| rubella | German measles, if contracted by mothers during the first 3 months of pregnancy, it can cause severe damage in unborn children |
| self-determination | skills or knowledge that enable a person to engage in autonomous behavior |
| standard deviation | how a particular score varies from the mean of all the scores in the norm sample |
| task analysis | breaking down complex skills into subtasks |
| alphabetic principle | the understanding that words are composed of letters that represent sounds |
| comorbidity | two or more conditions ocurring in the same person |
| criterion-referenced tests | test constructed so that a child's score can be compared with a predetermined mastery level |
| curriculum-based measurement (CBM) | type of formative evaluation consisting of frequent measures of a student's progress in learning the objectives that comprise the curriculum in which the student is participating |
| dual discrepancy | criterion for identifying a student as unresponsive in an RTI approach |
| dyslexia | language-based disorder characterized by difficulties in single-word decoding |
| formative evaluation | ongoing evaluation of learning that occurs as instruction takes place over time |
| graphic organizers | visual-spatial arrangements of information |
| guided notes | teacher-prepared handouts that provide cues with spaces where students can write key facts during a lecture |
| learning disabilities | heterogeneous group of disorders manifested by significant learning difficulties |
| meta-analysis | study of a large collection of results from individual studies on the same topic |
| mnemonic strategies | memory-enhancing strategies such as acronyms and acrostics |
| phonemes | the smallest unit of sound that can be identified in a spoken language |
| phonemic awareness | ability to hear and manipulate the sounds of spoken language |
| phonics | relationship between the letters and sounds of spoken language |
| phonological awareness | conscious understanding and knowledge that language is made up of sounds |
| precision teaching | instructional approach that pinpoints the skills, sets a goal, monitors progress, and charts the progress |
| responsiveness to intervention (RTI) | early intervention process of screening and interventions before referral for special education |
| standard celeration chart | method of recording frequency of behavior |
| summative evaluation | evaluation of student learning that occurs after instruction has been completed |
| ABC recording | observation of antecedents, behaviors, and consequences |
| behavioral intervention plan (BIP) | specific strategies to prevent the occurrence of a child's problem behavior |
| duration (of behavior) | measure of how long a person engages in a given activity |
| emotional disturbance | condition exhibiting inability to build relationships, inappropriate behavior, unhappiness, over a long period of time |
| emotional or behavioral disorders | responses in school so different from appropriate that the responses adversely affect educational performance |
| externalizing behaviors | antisocial, disruptive behaviors (aggression noncompliance, property destruction) |
| frequency (of behavior) | measure of how often a particular response is emitted |
| functional analysis | experimental manipulation of events representing those observed in the natural environment to verify if they trigger problem behavior |
| functional behavioral assessment | systematic gathering of information about the purposes a problem behavior serves for an individual |
| group contingencies | type of behavior management where consequences or rewards are applied to the entire class |
| internalizing behaviors | immature and withdrawn behaviors |
| latency (of behavior) | the time that elapses between the opportunity to respond and the beginning of the response |
| level system | students access more privileges as they demonstrate increased behavioral control |
| magnitude (of behavior) | the force with which a response is emitted |
| multiple gating screening | multistep process for evaluating children who may have disabilities |
| projective test | inkblot or TAT |
| self-evaluation | a person compares his performance with a predetermined goal |
| self-manangement | personal application of behavior-change tactics that produces a desired change in behavior |
| self-monitoring | procedure whereby a person systematically observes and records his behavior |
| temperament | a person's behavioral style or typical way of responding to situations |
| token economy | students accumulate rewards and exchange them for their choice of items from a menu |
| topography (of behavior) | the physical shape or form of a response |
| applied behavior analysis (ABA) | tactics applied systematically to improve behavior |
| Asperger syndrome | developmental disorder characterized by normal cognitive development with impairments in all social areas |
| autism spectrum disorders (ASD) | group of five related developmental disorders that share difficulties in social, communication, and ritualistic behaviors |
| autistic savants | individual with mental retardation but exhibits extraordinary ability in a specific area |
| behavior trap | interrelated set of contingencies of reinforcement that can produce behavior changes |
| childhood disintegrative disorder | same as autism, but begins between ages 2 and 10 |
| discrete trial training (DTT) | instructional format: stimulus, student response, feedback |
| double-blind, placebo-controlled study | controls expectancy effects by subjects and bias by researchers |
| echolalia | repetition of what other people have said |
| facilitated communication | another person provides assistance in typing or pointing to symbols |
| joint attention | a child looks where someone else is looking (absent in autistic children) |
| pervasive developmental disorders - not otherwise specified | children who meet some but no all of the criteria for autistic disorder |
| pica | self-injurious behavior where the person eats dirt, rocks, etc. |
| Rett syndrome | loss of purposeful use of the hands, slowed brain growth, seizures, and mental retardation; affects females |
| social stories | intervention used to help autistic children learn social cues and expected behaviors |
| stereotypy | repetitive, nonfunctional movements (e.g., hand flapping, rocking) |
| aphasia | loss of speech functions |
| articulation disorder | abnormal production of speech sounds |
| augmentative and alternative communication (AAC) | nonspeech communication strategies including sign language, and communication boards |
| cleft palate | congenital split that results in an excessing nasal quality of the voice |
| cluttering | fluency disorder in which speech is very rapid |
| communication disorder | impairment in verbal, nonverbal, and graphic symbols systems |
| dialect | a variety within a specific language |
| dysarthria | group os speech disorders caused by neuromuscular impairments in respiration, phonation, resonation, and articulation |
| expressive language disorder | language impairment that interferes with the production of language |
| fluency disorder | speech disorder characterized by stypical rate, rhythm, and repetitions in sounds |
| grapheme | smallest level of written language that corresponds to one phoneme |
| language disorder | impaired comprehension and/or use of spoken, written, or other symbol systems |
| morpheme | the smallest element of a language that carries meaning |
| morphology | refers to the basic units of meaning in a language and how those units are combined into words |
| phonological disorder | language disorder in which the child produces a given sound correctly in some instances but not at other times |
| phonology | refers to the linguistic rules governing a language's sound system |
| pragmatics | refers to the rules that govern how language is used in a communication context |
| receptive language disorder | language impairment characterized by difficulty in understanding language |
| semantics | refers to the meaning in language |
| speech impairment | speech that deviates so far that it interferes with communication |
| syntax | the system of rules governing the meaningful arrangement of words in a language |
| voice disorder | abnormal production of sound |
| absence seizure | the individual loses consciousness, usually for less than half a minute |
| acquired immune deficiency syndrome (AIDS) | fatal illness in which the body's immune system breaks down |
| acute condition | a serious state of illness or injury, but not permanent |
| assistive technology | item used to increase the functional capabilities of children with disabilities |
| asthma | respiratory condition characterized by recurrent episodes of wheezing |
| ataxia | poor sense of balance and lack of coordination |
| athetosis | type of cerebral palsy characterized by twisting motions |
| attention-deficit/hyperactivity disorder (ADHD) | condition in which a child exhibits developmentally inappropriate inattention |
| cerebral palsy | motor impairment caused by brain damage, usually acquired during the prenatal period or during the birth process |
| chronic condition | a long-lasting, often permanent condition |
| clean intermittent catheterization (CIC) | clean tube in inserted into the urethra and advanced into the bladder |
| complex partial seizure | individual goes through a period of purposeless activity, 2-5 minutes |
| cystic fibrosis | inherited disorder that causes a dysfunction of the pancreas, no cure |
| diabetes | chronic disease in which the body does not produce or properly use insulin |
| Duchenne muscular dystrophy (DMD) | disease that weakens and wastes away the body's muscles |
| epilepsy | condition marked by chronic and repeated seizures |
| generalized tonic-clonic seizure | the most severe type of seizure; violent convulsions |
| human immunodeficiency virus (HIV) | the virus that causes AIDS |
| hydrocephalus | enlarged head caused by accumulation of cerebral spinal fluid in the cranial cavity |
| hypertonia | muscle tone that is too high; tense, contracted muscles |
| hypotonia | muscle tone that is too low; weak, floppy muscles |
| individualized health care plan (IHCP) | EIP component for students with special health-care needs |
| meningocele | type of spina bifida in which the covering of the spinal cord protrudes through an opening in the vertebrae |
| myelomeningocele | a protrusion on the back of a child with spina bifida, consisting of a sac of nerve tissue bulging through a cleft in the spine |
| neuromotor impairment | affects the ability to move, use, feel, or control certain parts of the body |
| occupational therapist (OT) | professional who programs instructional activities to help people learn to participate in useful activities |
| orthopedic impairment | impairment of the skeletal system |
| other health impairment | includes conditions that affect a child's educational activities |
| paraplegia | paralysis of the lower part of the body |
| physical therapist (PT) | professional trained to helop people develop muscular capability |
| quadriplegia | paralysis of all four limbs |
| shunt | tube that diverts fluid from one part of the body to another |
| simple partial seizure | characterized by sudden jerking motions with no loss of consciousness |
| spina bifida | congenital malformation of the spine in which the vertebrae do not develop fully |
| spina bifida occulta | type of spina bifida that usually does not cause serious disability |
| technology-dependent student | student who needs a device to compensate for the loss of a vital body function and nursing care to avoid death |
| Type 1 diabetes | formerly called juvenile diabetes or early-onset diabetes |
| Type 2 diabetes | the most common form of diabetes; occurs most often in overweight adults |
| universal precautions | safety guidelines regarding blood and bodily fluids |
| ability grouping | placing students with similar levels of achievement in the same classes |
| acceleration | provides a child with learning experiences usually given to older children |
| asynchrony | disparate rates of intellectual, emotional, and physical growth characteristic of many GT children |
| Bloom's taxonomy | hierarchy of educational objectives: knowledge, comprehension, application, analysis, synthesis, evaluation |
| cross-grade grouping | ability grouping in which students at different grade levels attend classes at the level of instruction at which they are achieving |
| curriculum compacting | strategy for differentiating curriculum for gifted and talented students by replacing content that students have already mastered with more challenging material |
| enrichment | provides a child with extra learning experiences |
| tiered lesson | entails different extensions of the same basic lesson for groups of students of differing abilities |
