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LD Psych Mid
Psychological Issues in LD Midterm Review
| Question | Answer |
|---|---|
| How would you describe the concept of Developmental Variations? | a slowness in specific aspects of development. each individual has a preset rate of growth for various human functions including cognitive abilities. abilities mature at different rates. some lag. "maturational lags" - timing differences for developme |
| why is Developmental Variations important to understand when working with at risk students? | society actually creates LDs. School curruculum expectations sets expectationsfor student performance in terms of age. learning probs occur when kids r pushed into performing academic tasks before they're able to. ref to vygotsky ZPD |
| Piaget's Stages of Development help us understand that: | maturational stages & what kids are capable of at each stage. cog devel happens in series of invariant and interdependent stages. Sensormotor, preop, concrete op, & formal. |
| Piaget & Developmental Variation - support or contradict state/fed/standards & benchmarks? | depends on the district's interp of CCS.if u try 2 teach abstract concepts & the student has no experience in leads to inadequate and insecure learning.surface learning without understanding. birth-date effect ed env learning experiences neuro readi |
| what is sensory memory? | info received through senses mind attends to select input stimuli & info flows to sensory register perception give stim meaning mem is ability to store & get prev exp sensations & perc when stim is gone not consciously aware of info |
| what is short term/working memory? | now consciously aware of the info temp storage the info/prob gets the person's attention & they can act on it. as new probs come in old is replaced & goes away or to long term ld hard time remembering verbal |
| what is long term memory? | permanent memory storage retrieval is the com prob getting it out & back into working memory EPISODIC images of events SEMANTIC general knowl, lang, concepts. |
| What will difficulties with sensory memory led to problems with? | perception and getting info into short term/working memory |
| what type of strategies or interventions would support problems with sensory memory? | provide external stimuli lessons must spark attention verb & nonverb cues lights/bells/this is important/point/ teachers focus att on material |
| What would difficulties with short-term/working memory lead to problems with? | loss of information that isn't acted on before it goes away so retrieval for long term memory can be affected |
| what strategies/interventions would support problems with short-term/working memory? | rehearsal/repeated info, chunking/grouping info, organizing info, and linking key words to words that are already familiar |
| what would difficulties with long term memory led to problems with? | executive control |
| what type of strategies/interventions would help? | organizing schemes, using prior knowledge, and making the information meaningful. |
| What are the 3 criteria to qualify for Special Education Supports? | 1. lack of educational success 2. presence of a disability 3. The lack of educational success must have a direct and substantial relationship to a disability. |
| What are the 2 models that can be used to qualify for Special Ed Supports with a LD? | Need + Disability: Do the interventions necessary for the student to progress in gen curr require special ed supports & services? 2. are the student's sil level & growth rate sig discrepant from grade level peers/standards/devNorms/growth rates. |
| What does the word "function" mean when describing the function of behavior? | The function is why we do what we do. |
| What does it mean when they say that behavior is learned & serves a specific purpose? | As teachers, you have to figure out thr function so we can learn what the behavior is trying to tell us & what need has to be met in a better way. |
| What does it mean to say that behavior is related to the context in which it occurs? | context = environment. environment can either help or hinder the learning by making demands that require cognitive abilities that may or may not have been developed. |
| How is behavior related to antecedents? | the antecedent event happens before the behavior - it's the stimulus. sometime's it's what the teacher asks/says. |
| How is behavior related to the consequence? | consequent event is the reinforcement. it's related to behavior, bc students will want it or want to avoid it & will act accordingly. |
| What are positive behavior supports? | strategies to change a student's troublesome behavior - designed to increase positive behavior & replace undesireable behavior. educational approach to problem behavior. layers of intervention or instructional stretegies responding to ac & behav needs. |
| What happens at each step of a three tiered system of interventions. Tier I? | Universal Intervention: academic & behavioral asessment data is collected on all students (benchmarks & progress monitoring) research based instructional & intervention strategies for all students. |
| What happens at each step of a three tiered system of interventions. Tier II? | when tier 1 doesn't work & more intense intervention is needed. problem solving teams collaborate to develop research based interventions to target a specific problem. Small group supplemental instruct/interven in addition to the time allotted for core |
| What happens at each step of a three tiered system of interventions. Tier III? | more intensive strategic & individualized intervention specifically designed to target the significant academic or behavioral issue. Frequent assessment data is collected to target the problem. designed & customized small group or 1:1 inst/inter extende |
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