Praxis 5354 flashcards

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

Free appropriate public education

IDEA guarantee that eligible students receive specially designed instruction and related services at public expense, meeting state standards, provided under a publicly supervised IEP.

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 cannot achieve satisfactory progress.

Stay-put provision

Students remain in their current educational placement while a due process hearing is pending, unless both parties agree or a disciplinary exception applies.

Prior written notice

Written notice the district must give parents before proposing or refusing to initiate or change identification, evaluation, placement, or the provision of FAPE.

Independent educational evaluation

Evaluation conducted by a qualified examiner outside the school; parents may request one at public expense when they disagree with the district's evaluation.

Section 504

Rehabilitation Act of 1973 provision barring disability discrimination in federally funded programs; supports a 504 accommodation plan but not IDEA procedural safeguards.

Child find

District duty to identify, locate, and evaluate all children suspected of having disabilities, including private-school, homeless, and highly mobile children.

Manifestation determination review

Review held within 10 school days of a disciplinary change of placement deciding whether the behavior was caused by or directly related to the disability.

Zone of proximal development

Vygotsky's gap between what a learner can do independently and what the learner can do with adult or peer support; instruction targeted here yields most growth.

Concrete operational stage

Piaget's stage from about 7 to 11 years when children master conservation, classification, and reversibility but reason mainly about concrete rather than abstract ideas.

Adaptive behavior

Conceptual, social, and practical skills needed for everyday functioning; deficits in adaptive behavior plus low intellectual functioning define intellectual disability.

Specific learning disability

Disorder in basic psychological processes involved in understanding or using language that affects reading, writing, math, or spelling and is not primarily due to other causes.

Executive functions

Cognitive processes controlling working memory, inhibition, planning, and cognitive flexibility; deficits are common in ADHD, autism, and traumatic brain injury.

Emotional disturbance

IDEA category requiring one or more marked, long-lasting characteristics such as inability to learn, relationship problems, inappropriate behavior, depression, or physical fears.

Other health impairment

IDEA category for chronic or acute conditions such as ADHD, asthma, epilepsy, or diabetes that limit strength, vitality, or alertness and adversely affect educational performance.

Phonological awareness

Awareness that spoken language is composed of sounds; deficits are a primary marker of dyslexia and a strong predictor of early reading difficulty.

Present levels of performance

IEP section describing the student's current academic and functional skills, baseline data, how the disability affects progress, and needs the annual goals address.

Accommodation versus modification

An accommodation changes how content is accessed, such as extended time or read-aloud; a modification changes what is taught or the performance standard.

Task analysis

Breaking a complex skill into smaller sequential teachable steps, which can then be taught using forward, backward, or total-task chaining.

Least-to-most prompting

Prompt hierarchy that starts with the least intrusive cue and escalates only after errors, maximizing student independence during instruction.

Functional behavioral assessment

Systematic process identifying antecedents, consequences, and the function of behavior, such as attention, escape, tangibles, or sensory, to build a behavior intervention plan.

Universal Design for Learning

Framework providing multiple means of representation, engagement, and action and expression so students with varied needs can access the same curriculum.

Station teaching

Co-teaching model in which the classroom is divided into stations and teachers alternate groups, allowing both to deliver small-group instruction.

Positive behavioral interventions and supports

Three-tier framework of universal supports for all students, targeted small-group interventions, and intensive individualized supports, guided by behavioral data.

Standard score

Score on a distribution with a mean of 100 and standard deviation of 15; about 68 percent of students score between 85 and 115.

Standard error of measurement

Estimated error in an individual's score, equal to the standard deviation times the square root of one minus reliability; used to build confidence intervals.

Curriculum-based measurement

Brief, standardized, repeatedly administered probes of basic skills, such as words read correctly per minute, used for screening and progress monitoring.

Aim line

Line drawn from baseline performance to the goal date on a progress graph, showing the expected rate of improvement used to judge response.

Percentile rank

Percentage of the norm group scoring at or below a given score; a percentile rank of 25 means 25 percent of students scored lower.

Test-retest reliability

Consistency of scores when the same test is administered twice to the same students, usually reported as a correlation coefficient.

Interval recording

Behavioral measurement dividing observation into equal intervals and scoring whether behavior occurred, using whole-interval, partial-interval, or momentary time sampling.

Tier 2 intervention

Targeted small-group intervention for students not responding to core instruction, delivered with fidelity and monitored frequently with progress data.