ILTS Learning Behavior Specialist I (290) flashcards

32 cards. Read the term and the definition here. The deck at the top of this page is optional.

Specific learning disability

An IDEA category for a disorder in one or more basic psychological processes involved in understanding or using language, manifesting in imperfect reading, writing, math, or spelling ability.

Dyslexia

A neurobiologically based specific learning disability that primarily affects accurate and fluent word recognition and spelling, typically rooted in a phonological processing deficit, despite adequate instruction.

Other health impairment

IDEA category for limited strength, vitality, or alertness due to chronic or acute health problems such as asthma, epilepsy, diabetes, or ADHD, adversely affecting educational performance.

Intellectual disability

Significantly subaverage intellectual functioning (roughly IQ 70-75 or below) together with concurrent deficits in adaptive behavior, with onset before age 18, adversely affecting educational performance.

Emotional disturbance

IDEA category marked by one or more of five characteristics (learning, relationships, behavior, mood, physical symptoms) shown over a long period and to a marked degree.

Autism spectrum disorder

A developmental disability affecting social communication and interaction plus restricted repetitive behaviors, interests, or activities; sensory hyper- or hyporeactivity is a DSM-5 diagnostic criterion.

Traumatic brain injury

An acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability affecting cognition, memory, attention, behavior, or physical functioning.

Child Find

The IDEA mandate that states identify, locate, and evaluate all children with disabilities residing in the state, including private school and homeless children, who need special education.

RTI Tier 2

Targeted small-group intervention, often serving about 15 percent of students, delivered with fidelity and monitored frequently; insufficient response may prompt Tier 3 support or referral.

Standard score mean 100

On most norm-referenced tests the mean is 100 and the standard deviation is 15, so about 68 percent of students score between 85 and 115.

Curriculum-based measurement

Brief, standardized, repeated probes of basic academic skills that are sensitive to short-term growth and used to monitor progress and adjust instruction.

Functional behavioral assessment

A systematic process of identifying antecedents, consequences, and functions of problem behavior through observation, interviews, and record review, used to design an effective behavior intervention plan.

PLAAFP

Present Levels of Academic Achievement and Functional Performance: the IEP statement describing the student's current strengths, needs, and how the disability affects progress in the general curriculum.

Triennial reevaluation

A comprehensive reevaluation required at least every three years to determine continued eligibility and educational needs; parents and the district may agree in writing to waive it.

Least restrictive environment

The IDEA requirement that students with disabilities be educated with nondisabled peers to the maximum extent appropriate, with removal only when supplementary aids cannot support satisfactory progress.

Positive behavior interventions supports

A three-tier framework of prevention: universal expectations and instruction for all students, targeted supports for some, and individualized intensive supports for a few.

Group contingency

A reinforcement system delivering consequences to a group based on behavior; dependent (one earns for all), independent (each earns individually), or interdependent (whole group meets criterion).

Variable ratio schedule

Reinforcement delivered after an unpredictable number of responses; it produces high, steady response rates that are the most resistant to extinction.

Universal design for learning

A planning framework providing multiple means of engagement, representation, and action and expression so diverse learners can access curriculum without retrofitted individual accommodations.

Behavior momentum

Presenting two or three high-probability requests the student reliably follows before delivering a low-probability request, increasing compliance through a momentum effect.

Explicit instruction

Structured teaching with clear objectives, modeling, guided practice with feedback, independent practice, and cumulative review, typically with high rates of student responding.

Concrete-representational-abstract

A math instructional sequence moving from manipulatives, to pictures and drawings, to abstract symbols and algorithms, building conceptual understanding before procedural fluency.

Accommodation versus modification

An accommodation changes how content is accessed or assessed without altering expectations; a modification changes what is taught, the level, or the performance standard.

Time delay

A brief, constant pause of about three to five seconds after an instructional cue, giving the student a chance to respond independently before a prompt is given.

Self-regulated strategy development

An explicit writing framework combining mnemonics, teacher modeling, self-monitoring, goal setting, and self-talk to help students plan, draft, and revise compositions.

Differentiated instruction

Adjusting content, process, or product based on student readiness, interest, and learning profile while keeping common grade-level goals and high expectations for all.

Manifestation determination review

A meeting held within 10 school days of a disciplinary change of placement to decide whether the misconduct was caused by or substantially related to the student's disability.

Prior written notice

A required written statement to parents before the school proposes or refuses to change identification, evaluation, placement, or services, including reasons and procedural safeguards.

Stay-put provision

During a due process hearing the student remains in the current educational placement unless the parent and district agree otherwise or a hearing officer orders a change.

Summary of performance

A document provided when a student exits with a diploma or exceeds age of eligibility, summarizing academic achievement, functional performance, and accommodations needed in postsecondary settings.

Extended school year

Special education and related services beyond the regular school year when data show significant regression and limited recoupment, or when an emerging critical skill would be lost.

Section 504 plan

An accommodation plan under the Rehabilitation Act for a student with a physical or mental impairment substantially limiting a major life activity; it provides access, not special education.