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INST 210: FINAL EXAM
teacher-directed |
explicit instruction, instructor is the center of lesson |
student-directed |
implicit instruction, student actively engaged |
mnemonic devices |
memory aids, quick to recall information. good for: long lists, difficult words, details. Ex. PEMDAS |
learning strategies approach |
provides visual organizers to support cognitive routines, and improves comprehension |
Vocabulary LINCs strategy |
1. list the parts, 2. identify a reminding word, 3. not a LINCing story, 4. Create a LINCing picture, 5. Self-test |
Graphic Organizers |
provide visual tools to aid organization, provide semantic cues for processing content |
Classwide peer tutoring |
students take turn being the tutor and tutee, teachers train & supervise all students, actively engages students in the instruction |
Differentiated instruction |
modification of traditional instruction ex. station teaching, parallel teaching, alternative teaching, and team teaching |
function |
is the PURPOSE, to get something or to get out of something |
precision requests |
used to increase student cooperation with teacher requests. teachers give precise specific request, wait 5 seconds, if student responds appropriately the teacher gives praise. if not, the teacher repeats the request and repeats |
premack principle |
used for completing work, following directions, if/then statements |
token economy |
used for engagement, impulsivity, distractability, it is the ticket method |
behavioral contract |
written or verbal. identifies behavior and reinforce. some negotiation may occur |
differential reinforcement |
depends on what the student finds reinforcing, used for behaviors that occur frequently, on-task, compliance |
Functional Behavior Assessment |
used for sever behavior issues. Steps: 1. define the problem behavior, 2. collect data, 3. summarize data, 4. determine the function (purpose) |
A-B-C |
Antecedent (what happens directly before the problem behavior) Behavior (the actual behavior itself) Consequence (what happens directly after the problem behavior |
The Good Behavior Game |
based on group reinforcement. makes expectation explicit, tracks negative behaviors |
check and connect |
provides proactive support. pairs students needing support with adult mentors, includes daily behavior modeling |
multimodal treatments |
classroom behavior management, behavioral interventions, parent training, medication |
service learning |
community based learning, provides opportunities for hands on interactive learning
|
visual schedules |
uses images to sequence. provides predictability, provides time to process upcoming transition
|
PECS: Picture Exchange Communications Systems |
used pictures to communicate wants/needs. use in multiple settings. targets communication, social, and behavioral skills. |
Applied Behavior Analysis |
emphasizes assessment, programming, systematic reinforcement of appropriate behavior, and generalization of skills and behavior across settings and people. |
video self-modeling |
focuses on positive behavior, allows students to learn from their own positive behavior |
task analysis |
breaks down task into steps. individualized based on student needs. Ex. making a peanut butter sandwich, learning how to tie a shoe |
Community-based intervention |
supports generalization. provided to students transitioning into adulthood. Ex. teacher the Math IEP goal in the community by going to Target and paying for groceries once a week |
Computer Assisted Instruction (CAI) |
supplements instruction, provides opportunities to practice, as well as builds fluency |
Pre-Linguistic Milieu Teaching (PMT) |
direct instruction of pre-linguistic skills, taught in natural environment
|
curriculum compacting |
move at a rapid pace, assess, skip content that is already mastered |
flexible grouping |
grouping based on strength in a subject
|
tier assignment strategy |
large group instruction, assignments based on ability |
interest centers |
interest inventory, centers based on student interest |
syntax |
knowledge of grammar; structure of sentences. Ex. Mark gave Keesha the book. Keesha gave Mark the book. |
phonology |
the sound system of a language and the rules for combing sounds. Not all languages use the same sounds. |
semantics |
knowledge of word memory, vocabulary. the sentence Maria is cold; can mean she is physically cold or acting in an uncaring manner |
morphology |
the rules for the structure of words. Ex. the rules we follow when converting a word to a plural or past tense |
dialect |
a particular form of a language that is peculiar to a specific region or social group. Ex. southern twang vs. Boston |
Oppositional Defiant Disorder |
diagnosis with criteria including a recurrent pattern of negativistic, defiant, disobedient, and hostile behavior toward authority figures that persists for at least 6 months |
Mood disorder |
characterized by abnormalities of emotional state, the elevation or lowering of a person's mood |
Conduct disorder |
describe antisocial patterns of rule-violating behaviors, often directed with the intent to harm others or property. some describe this as those who are making a conscious choice to engage in the behaviors |
apraxia |
inability to perform certain particular purposive actions having to do with one's speech. difficulty with skilled movements
|
hyperactivity |
excessive motor movement, includes behaviors such as excessive fidgeting, squirming in seat, leaving seat. |
inattention |
inability to focus or concentrate for age appropriate amounts of time |
impulsivity |
inability to control ones behaviors and reactions on a reflective level. tendency to blurt out answers, not waiting turns. |