Term
What is Specfic Learning Disability (SLD)
DSM-IV |
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Definition
Learning Disorders are diagnosed when the individual's achievement on individually administered, standardized tests in reading, mathematics, or written expression is substantially below that expected for age, schooling, and level of intelligence.
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Term
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Definition
–Reading Disorder-Dyslexia
–Mathematics Disorder-Dyscalculia
–Disorder of Written Expression-Dysgraphia
- Learning Disorder NOS |
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Term
Growing stereotype theory |
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Definition
o Studies have shown groups reminded of stereotype do worse than compared to those who are not reminded
o May explain poor achievement on IQ for minority groups |
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Term
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Definition
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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 imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations.”
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Determined through IQ/Ach discrepancy similar to DSM or through Response to Intervention process
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Varies state to State
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rages from 1 to 2 SD below mean, LA uses 1.5 (grade k-2) & 2 (grade 3-12)
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LA uses acheivement/acheivment discrpancy
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Term
| Rule out criteria for SLD |
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Definition
–Lack of intervention
–Lack of educational opportunity
–Vision/Hearing/Motor Impairment
–Emotional Disturbance
–Intellectual Disability
–Cultural Factors |
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Term
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Definition
–Oral Expression
–Listening Comprehension
–Written Expression
–Basic Reading (decoding/word recognition)
–Reading Comprehension
–Reading Fluency (accurate but slow)
–Math Calculation
-Math reasoning/problem solving
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Term
| What is an unexpected underachiever |
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Definition
•Unexpected because individual should be performing better given IQ (discrepancy)
•SLD individuals are different than Low Achievers |
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Term
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Definition
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–Abuse/neglect
--Lead exposure
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Term
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Definition
•Identified 2 types of underachievers based on IQ and reading measures
–General reading backwardness
•Achievement consistent with IQ
•Low Achievers
–Specific reading retardation
•Achievement/IQ discrepancy
•SLD |
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Term
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Definition
–Administration of IQ and Achievement measures
–Achievement measure can be broad or specific
–Average IQ and 2 SD below on achievement = SLD |
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Term
| Acheivement Measures used for discripent approach |
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Definition
•WISC & WIAT/WJ-Test of Ach
•Comprehensive Test of Phonological Processing (CTOPP),
•Gray Oral Reading Test-GORT
•Gray Silent Reading Test-GSRT
•Test of Mathematic Abilities-TOMA
•Test of Language Development-TOLD
•Minnesota Handwriting Assessment |
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Term
| Why IQ in determining SLD |
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Definition
•IDEA defines SLD in terms of “psychological processes”
•IQ/Achievement discrepancy became way to operationalize processes
•Assumption that IQ predicts academic achievement
•Assumption there is a difference between LD and LA |
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Term
| Limitations of Discrepancy approach |
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Definition
–WAIT to FAIL model
•Discrepancy has to get large enough for action
–Little information gained from testing
–Assumes problem lies within the individual
–Assumes classification leads to treatment
–Arbitrary cut scores across states
–Diagnosis based on scores that may contain error |
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Term
| Limitations of IQ as predictor |
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Definition
–Not good at individual level
–Not good for younger children |
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Term
Discrepant Vs non-discrepant (Steubing 2002) |
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Definition
–Discrepant individuals show same problems as non-discrepant
–Non-discrepant do not get services |
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Term
•Majority of individuals classified within school setting are ______ |
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Definition
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Term
_______% of SLDs are in reading |
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Definition
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Term
| Reading Disabilities: What they are not according to Velluntino et al. |
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Definition
–Visual Deficits/Visual memory deficits
•Word reversal not supported
•No differences in visual memory
•Visual acuity does not predict reading ability
–Language Based Deficits
•Semantic and Syntactic deficits
–Vocabulary deficits
–Syntax knowledge does not differ
–Brain function deficits
•Intervention lead to changes in activity (Brain activity)
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Term
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Definition
–Deficits in Phonological awareness
•Rhyme
•Alliteration
•Blending
•Segmentation
•Manipulation
–Deficits in Alphabet principle
•Word/letter/sound connection
–Orthographic deficits
•Recognizing constraints/organization structure
–Cat OK, Cta not ok
–“at” is the same across words
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Term
| common assessment measures for RD |
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Definition
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Term
Semantics and syntax problems related to RD |
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Definition
–Phonological problems usually precursor
–Vocabulary related to comprehension |
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Term
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Definition
Problems with early reading skills ---->
Problem with Fluency ------>
Problems with comprehension |
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Term
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Definition
Reading (very often)
Writing & math (becoming more common)
Behavior - now in state guidelines and can be used in Other Health impairments |
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Term
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Definition
•One advantage of RTI in the diagnosis of educational disabilities is that it allows for early intervention to meet the needs of struggling learners.
–No wait to fail
•Another advantage is that RTI maps those specific instructional strategies found to benefit a particular student. This information can be very helpful to both teachers and parents. |
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Term
| In a traditional approach to identifing SLD where does the proble exsit? |
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Definition
| within the person and RtI solves this problem |
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Term
Limitations to the ‘test-score
discrepancy model’ (Gresham, 2001): |
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Definition
•Requires chronic school failure BEFORE remedial/special education supports can be given.
•Fails to consider that outside factors such as poor or inconsistent instruction may contribute to a child's learning delay.
•A ‘severe discrepancy’ between test scores provides no useful information about WHY the student is doing poorly academically.
•Different states (and even school districts within the same state) often used different formulas to diagnose LD, resulting in a lack of uniformity in identifying children for special education support. |
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Term
| why is RtI such a big deal? |
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Definition
Congress passed the revised Individuals With Disabilities Education Improvement Act (IDEIA) in 2004.
•This Federal legislation provides the guidelines that schools must follow when identifying children for special education services.
•Based on the changes in IDEIA 2004, the US Department of Education (USDE) updated its regulations to state education departments. The new USDE regulations:
–Explicitly ALLOW states to use RTI to identify LD
–FORBID states from forcing schools to use a ‘discrepancy model’ to identify LD |
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Term
| RTI dual discrepancy model. |
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Definition
–Discrepancy 1: The student is found to be performing academically at a level significantly below that of his or her typical peers (discrepancy in initial skills or performance).
–Discrepancy 2: Despite the implementation of one or more well-designed, well-implemented interventions tailored specifically for the student, he or she fails to ‘close the gap’ with classmates (discrepancy in rate of learning relative to peers). |
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Term
| The steps of RTI for an individual case… |
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Definition
1.Estimate the academic skill gap between the student and typically-performing peers
2.Determine the likely reason(s) for the student’s depressed academic performance
3.Select a scientifically-based intervention likely to improve the student's academic functioning
4.Monitor academic progress frequently to evaluate the impact of the intervention
5.If the student fails to respond to several well-implemented interventions, consider a referral to Special Education |
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Term
| three general methods for estimating the ‘typical’ level of academic performance at a grade level: |
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Definition
•Local Norms: A sample of students at a school is screened in an academic skill to create grade norms (Shinn, 1989)
•Research Norms: Norms for ‘typical’ growth are derived from a research sample, published, and applied by schools to their own student populations (e.g., Shapiro, 1996)
Criterion-Referenced Benchmarks: A minimum level, or threshold, of competence is determined for a skill. The benchmark is usually defined as a level of proficiency needed for later school success (Fuchs, 2003) |
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Term
| Criterion-Referenced Benchmarks |
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Definition
| The benchmark represents a level of proficiency needed for later school success. A good example of a commonly used set of benchmarks for reading are those that were developed for use with the DIBELS [Dynamic Indicators of Basic Early Literacy Skills]. |
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Term
| ways to measure academic and problem beahvior quickly |
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Definition
•Measures for Basic Academic Skills: Curriculum-Based Measurement (CBM) probes are short, timed assessments that have been developed to measure phonemic awareness, oral reading fluency, math computation, writing, and spelling skills.
•Measures for Classroom Academic and General Behaviors:
–Daily Behavior Report Cards (DBRCs): These customized teacher rating forms allow the instructor to evaluate the student’s behaviors each day
–Direct Observation: An external observer visits the classroom to observe the student’s rates of on-task and academically engaged behaviors. |
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Term
| 3 underlying reasons why a student is doing poorly in an academic area |
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Definition
•Skill Deficit: The student lacks the necessary skills to perform the academic task.
•‘Fragile’ Skills: The student possesses the necessary skills but is not yet fluent and automatic in those skills.
Performance (Motivation) Deficit: The student has the necessary skills but lacks the motivation to complete the |
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Term
| How does the a kids get to special ed? |
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Definition
•A series of research-based interventions have been attempted
•There is documentation that the interventions were carried out as designed (treatment/intervention integrity)
•Progress-monitoring data shows that the student failed to meet the goal set for his or her improvement (that is, the student shows a ‘discrepancy in rate of learning’ relative to grade-peers). |
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Term
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Definition
| sorry I could not make this card, too much rti |
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Term
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Definition
–Inadequate training
–Misconception of evidence-based
•Using interventions with bad evidence
–Subjectivity regarding responding
–Subjectivity regarding intensity
–Placement decision become subjective
–Testing still occurs |
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