OAE APK AYA flashcards

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

Zone of proximal development

Vygotsky's term for the gap between what a learner can do independently and what the learner can do with adult guidance or peer scaffolding, the target range for instruction.

Conservation (Piaget)

The understanding that quantity, mass, or volume stays the same despite changes in appearance; it typically emerges in the concrete operational stage around ages seven to eleven.

Industry vs. inferiority

Erikson's psychosocial crisis of the elementary years, in which children seek to master skills and gain competence; repeated failure or criticism can produce feelings of inferiority.

Scaffolding

Temporary support a more knowledgeable person provides so a learner can complete a task beyond independent ability; support is gradually withdrawn as competence grows.

Preconventional morality

Kohlberg's first moral level, where judgments are guided by avoiding punishment and gaining rewards rather than by internalized principles or social approval.

Working memory

The limited-capacity system that holds and manipulates information during thinking; chunking and rehearsal help overcome its capacity and duration limits.

Self-efficacy (Bandura)

A learner's belief about their capability to succeed at a specific task; it influences effort, persistence, and choice of challenging activities.

Microsystem

In Bronfenbrenner's ecological model, the immediate settings where the child directly participates, such as home, classroom, and peer group.

Reliability vs. validity

Reliability is consistency of scores across occasions and raters; validity is whether scores support the intended interpretation and use. Reliability is necessary but insufficient for validity.

Standard error of measurement

An index of score variability across repeated testing, computed as SD times the square root of one minus reliability; used to build confidence intervals around observed scores.

Formative assessment

Ongoing, low-stakes checks during instruction that reveal student understanding and guide immediate instructional adjustments, in contrast to summative evaluation of final achievement.

Norm-referenced score

A score that locates a student's performance relative to a comparison group, such as a percentile rank, stanine, z-score, or T-score.

Criterion-referenced test

An assessment that interprets performance against a defined standard, objective, or skill mastery rather than against the performance of other students.

Table of specifications

A test blueprint that maps items to content areas and cognitive levels, supporting content validity and balanced coverage of objectives.

Item difficulty index

The proportion of examinees answering an item correctly, ranging from zero to one; very high or very low values limit the item's usefulness for discrimination.

Accommodation vs. modification

An accommodation changes how a student accesses an assessment without altering what is measured; a modification changes the content, standards, or expectations being assessed.

Stanine

A standard score on a nine-point scale with a mean of five and a standard deviation of about two, used to report norm-referenced performance.

Direct instruction

A teacher-directed model with review, stated objectives, small-step presentation, guided practice, independent practice, and periodic review, producing high rates of student response.

Differentiation

Adjusting content, process, or product in response to student readiness, interest, and learning profile while maintaining high expectations for all learners.

Positive interdependence

A cooperative learning condition in which group members depend on one another to succeed, paired with individual accountability so each student contributes.

Universal Design for Learning

A framework recommending multiple means of representation, engagement, and action and expression so varied learners can access and demonstrate learning.

Wait time

The pause of roughly three to five seconds after asking a question or after a student response, which increases response length and participation.

Negative reinforcement

Removal of an aversive stimulus following a behavior, which increases the likelihood of that behavior; it is not the same as punishment.

Least restrictive environment

The IDEA requirement that students with disabilities be educated with nondisabled peers to the maximum extent appropriate, with removal only when necessary.

FERPA

The federal law protecting education records, giving parents and eligible students rights to inspect, request amendment, and control disclosure, with limited exceptions.

Mandated reporting

The legal duty of educators and counselors to report suspected child abuse or neglect to the designated authority; internal notification alone does not satisfy the obligation.

Section 504

A federal civil rights law prohibiting disability discrimination in programs receiving federal funds, typically providing accommodations rather than an individualized education program.

Multitiered systems of support

A prevention framework with universal tier 1 instruction, targeted tier 2 small-group support, and intensive tier 3 intervention, guided by progress-monitoring data.

Confidentiality limits

Exceptions to counselor confidentiality, including risk of harm to self or others, suspected abuse, and court orders, with only the minimum necessary disclosure.

Curriculum-based measurement

Brief, standardized, repeatable probes of basic skills graphed over time; trend lines compared with aim lines show whether an intervention is working.

ABC recording

A behavioral observation method recording antecedent, behavior, and consequence to identify the function of a behavior, such as attention, escape, access, or sensory stimulation.

Exclusionary clause

The IDEA rule that a specific learning disability determination cannot result from lack of appropriate instruction or limited English proficiency; teams must document that consideration.