Psychological Issues in LD Midterm Review
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| show | 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
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| why is Developmental Variations important to understand when working with at risk students? | show 🗑
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| Piaget's Stages of Development help us understand that: | show 🗑
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| show | 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
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| what is sensory memory? | show 🗑
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| show | 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
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| show | permanent memory storage retrieval is the com prob getting it out & back into working memory EPISODIC images of events SEMANTIC general knowl, lang, concepts.
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| show | perception and getting info into short term/working memory
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| what type of strategies or interventions would support problems with sensory memory? | show 🗑
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| What would difficulties with short-term/working memory lead to problems with? | show 🗑
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| show | rehearsal/repeated info, chunking/grouping info, organizing info, and linking key words to words that are already familiar
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| what would difficulties with long term memory led to problems with? | show 🗑
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| what type of strategies/interventions would help? | show 🗑
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| What are the 3 criteria to qualify for Special Education Supports? | show 🗑
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| What are the 2 models that can be used to qualify for Special Ed Supports with a LD? | show 🗑
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| What does the word "function" mean when describing the function of behavior? | show 🗑
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| What does it mean when they say that behavior is learned & serves a specific purpose? | show 🗑
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| show | 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.
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| show | the antecedent event happens before the behavior - it's the stimulus. sometime's it's what the teacher asks/says.
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| How is behavior related to the consequence? | show 🗑
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| What are positive behavior supports? | show 🗑
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| What happens at each step of a three tiered system of interventions. Tier I? | show 🗑
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| What happens at each step of a three tiered system of interventions. Tier II? | show 🗑
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| What happens at each step of a three tiered system of interventions. Tier III? | show 🗑
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