NBPTS ECYA/ENS flashcards

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

Twice-exceptional

A student who is both gifted and has a disability. Strengths can mask the disability and the disability can mask giftedness, so both need separate assessment and programming.

Developmental domains

The five areas used to describe child growth: cognitive, communication/language, motor, social-emotional, and adaptive/self-help. A significant delay in any domain can signal a need for evaluation.

Disproportionality

Over- or under-representation of a racial, ethnic, or language group in a disability category compared with its share of enrollment. In the United States, Black students are overrepresented in emotional disturbance and intellectual disability.

Most common IDEA category

Specific learning disability is the largest IDEA eligibility category, typically serving roughly one-third or more of all students receiving special education in the United States.

Other health impairment

IDEA category for chronic or acute health conditions, such as ADHD, asthma, epilepsy, or diabetes, that limit a student's strength, vitality, or alertness and adversely affect school performance.

Standard score distribution

On most norm-referenced tests, standard scores have a mean of 100 and a standard deviation of 15, so about 68 percent of same-age peers score between 85 and 115.

Standard error of measurement

An index of the variability of obtained scores around a true score. It is used to build confidence intervals and explains why scores from repeated testing differ.

Confidence interval

A range around an obtained score within which the student's true score probably falls at a stated probability, commonly 95 percent, calculated from the standard error of measurement.

Response to intervention

IDEA 2004 allows districts to identify specific learning disability by documenting a student's insufficient response to scientific, research-based instruction, and bars states from requiring a severe discrepancy.

Functional behavior assessment

A systematic process using record review, interviews, and ABC observation data to identify the antecedents, consequences, and function of a problem behavior before a behavior intervention plan is written.

Curriculum-based measurement

Brief, standardized, timed probes of basic academic skills administered repeatedly to screen students, set measurable goals, and graph progress against an aimline over several weeks.

Universal Design for Learning

A planning framework with three principles: multiple means of engagement, multiple means of representation, and multiple means of action and expression, built into instruction from the start rather than added later.

Explicit instruction

A teacher-directed sequence of modeling the skill, guiding practice with frequent responses and corrective feedback, then supervising independent practice at high rates of student success.

Task analysis

Breaking a complex or multi-step skill into smaller, teachable components that are sequenced and taught one at a time, often using forward or backward chaining.

Co-teaching models

Six arrangements include one teach/one observe, one teach/one assist, station teaching, parallel teaching, alternative teaching, and team teaching; the choice depends on the lesson's purpose.

Continuum of alternative placements

IDEA's required range of service options, from general education with supplementary supports to resource rooms, separate classes, separate schools, homebound instruction, and residential programs.

Assistive technology

Under IDEA, any item, piece of equipment, or product system that maintains or improves the functional capabilities of a child with a disability; it must be considered at every IEP meeting.

PBIS tiers

A three-tier prevention framework: universal supports for all students, targeted group interventions for some students, and intensive individualized supports for a few, all assigned using data.

Premack principle

A reinforcement rule in which a high-frequency preferred activity is made contingent on completing a lower-frequency, less preferred activity, such as finishing work before earning computer time.

Antecedent-based interventions

Strategies that change conditions before a behavior occurs, such as schedules, seating, task size, or advance warnings, in order to reduce the likelihood of problem behavior.

Functions of behavior

Problem behavior is usually maintained by attention, escape or avoidance, access to tangibles or activities, or automatic sensory consequences; effective interventions are matched to the identified function.

Restraint and seclusion limits

Generally permitted only when behavior poses imminent danger of serious physical harm, never as discipline or convenience, and requiring monitoring, documentation, parent notice, and staff debriefing.

Prior written notice

Written notice schools must give parents before proposing or refusing to initiate or change a child's identification, evaluation, placement, or the provision of a free appropriate public education.

IEP team membership

Required members include the parent, a regular education teacher when the child is included in general education, a special educator, an LEA representative, and someone able to interpret evaluation results.

Procedural safeguards notice

A required explanation of parent rights under IDEA, including consent, access to records, independent evaluations, mediation, due process hearings, and the child's placement during disputes.

FERPA

The federal Family Educational Rights and Privacy Act gives parents and eligible students the right to inspect and amend education records and limits disclosure of those records without consent.

Facilitated IEP meeting

A voluntary dispute-prevention option in which a neutral, trained facilitator guides the IEP team through its agenda; it does not change parent rights or the team's authority to decide.

Endrew F. standard

The 2017 U.S. Supreme Court decision holding that an IEP must be reasonably calculated to enable a child to make progress appropriate in light of the child's circumstances.

Rowley standard

The 1982 decision defining FAPE as personalized instruction with sufficient support services to permit educational benefit; it does not require maximizing a student's potential.

Child find

The IDEA obligation of states and districts to identify, locate, and evaluate all children who may need special education, including children who are homeless, wards of the state, or in private schools.

Free appropriate public education

Special education and related services provided at public expense, under public supervision, meeting state standards, and delivered in conformity with an individualized education program.

CEC Code of Ethics

Professional standards for special educators addressing confidentiality, nondiscriminatory practice, advocacy for students, evidence-based practice, and avoidance of conflicts of interest and dual relationships.