Praxis 5282 flashcards

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

Standard score mean and SD

Standard scores on most cognitive and achievement tests have a mean of 100 and a standard deviation of 15. A score of 85 is one SD below the mean, at roughly the 16th percentile.

Standard error of measurement

SEM estimates the variability of a student's observed score around their true score. It equals the test's standard deviation multiplied by the square root of one minus the reliability coefficient.

Curriculum-based measurement slope

CBM slope is the rate of student growth across repeated probes, expressed in units per week. It is used to judge response to intervention and to adjust goals.

Dual discrepancy for SLD

Specific learning disability identification may require both a significant ability-achievement discrepancy and inadequate response to a validated, research-based intervention delivered with fidelity.

Functional behavior assessment

FBA identifies the antecedents, consequences, and function maintaining a behavior. It uses indirect methods like interviews and rating scales plus direct observation such as ABC recording.

Continuous versus intermittent reinforcement

Continuous reinforcement produces the fastest initial learning but weakest persistence. Intermittent, especially variable schedules, produce the greatest resistance to extinction after acquisition.

Check-in check-out intervention

CICO is a Tier 2 intervention in which a student checks in with a mentor at the start of the day, carries a point card to teachers, and reviews points with the mentor at day's end.

Concrete-representational-abstract sequence

CRA math instruction moves from manipulatives to drawings to symbolic notation. The explicit sequence supports number sense and problem solving for students with math difficulties.

Four-point decision rule

In progress monitoring, four consecutive data points below the goal line indicate the intervention should be changed. At least eight to ten data points are needed before judging response.

Piaget concrete operational stage

Ages roughly 7 to 11. Children master conservation, reversibility, and classification but still struggle with abstract hypothetical reasoning, which emerges in formal operations.

Zone of proximal development

Vygotsky's term for the gap between what a learner can do independently and what they can do with adult or peer assistance. Scaffolding within this zone promotes development.

Erikson industry versus inferiority

The psychosocial crisis of middle childhood (roughly 6 to 12 years). Success in school and peer tasks builds competence; repeated failure can produce feelings of inferiority.

Bronfenbrenner microsystem

The innermost layer of the bioecological model, comprising settings in which the child directly participates, such as family, classroom, and peer group. Proximal processes drive development.

Secure attachment pattern

Ainsworth's classification in which a child uses the caregiver as a secure base for exploration and is comforted on reunion. It predicts later social competence and emotion regulation.

Working memory

A limited-capacity system that holds and manipulates information during cognitive tasks. It supports comprehension, mental arithmetic, and following multi-step directions.

Executive function components

Inhibition, working memory, and cognitive flexibility are core executive functions. They underlie planning, organization, and self-monitoring and strongly predict academic achievement.

Dopamine function

A neurotransmitter involved in reward prediction, motivation, and motor control. Dopaminergic dysfunction is implicated in ADHD and in the motor symptoms of Parkinson's disease.

Operant negative reinforcement

Negative reinforcement increases behavior by removing or avoiding an aversive stimulus. It differs from punishment, which decreases behavior, despite the confusing everyday meaning of 'negative'.

Bandura observational learning

Learning by watching models requires attention, retention, reproduction, and motivation. Vicarious reinforcement and self-efficacy influence whether an observed behavior is performed.

Broca versus Wernicke area

Broca's area supports speech production; damage yields effortful, nonfluent output. Wernicke's area supports comprehension; damage yields fluent but meaningless speech.

Suicide risk assessment steps

Ask directly about ideation, plan, intent, and access to means; assess protective factors; create a safety plan; notify guardians; and refer. Never leave a high-risk student unsupervised.

Mandated reporting duty

Suspected child abuse or neglect must be reported to designated authorities within state-specified timeframes, often 24 to 48 hours. The duty is individual and cannot be delegated.

Threat assessment distinction

Threat assessment teams distinguish transient threats, which are easily resolved, from substantive threats, which require intervention. Zero-tolerance automatic exclusion is not recommended practice.

Universal mental health screening

Screening all students with validated brief instruments identifies those needing Tier 2 or 3 support. It requires parental consent per policy and must be linked to intervention capacity.

Postvention

Activities after a student death that support grieving students and monitor at-risk peers. Sensationalized memorialization should be avoided because it can increase contagion risk.

Behavioral consultation model

A problem-solving consultation approach focused on antecedents and consequences of behavior. The consultant works indirectly through the consultee to design and evaluate contingency-based interventions.

Treatment integrity

The degree to which an intervention is implemented as designed. Low integrity invalidates conclusions about student response and must be assessed before changing intervention tiers.

Conjoint behavioral consultation

A consultation model in which parents and teachers serve jointly as consultees. Shared problem definition and planning improve generalization of intervention effects across home and school.

Free appropriate public education

IDEA entitlement to special education and related services at public expense, meeting state standards and conforming to the student's individualized education program.

Least restrictive environment

IDEA requirement that students with disabilities be educated with nondisabled peers to the maximum extent appropriate, with removal only when supplementary aids are insufficient.

Section 504 versus IDEA

Section 504 prohibits disability discrimination and requires accommodations; IDEA provides specialized instruction and procedural safeguards. Section 504 coverage is broader and does not require an IEP.

Significant disproportionality

IDEA requires states to monitor districts for disproportionate identification, placement, or discipline of students by race or ethnicity. Districts may be required to use comprehensive coordinated early intervening services.