Praxis SpEd Behavioral/Emotional flashcards
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32 cards. Read the term and the definition here. The deck at the top of this page is optional.
- IDEA
- Federal law ensuring free appropriate public education (FAPE) in least restrictive environment (LRE) for eligible students with disabilities, including emotional disturbance.
- Emotional disturbance criteria
- IDEA category with five characteristics: inability to learn, relationship problems, inappropriate behavior, unhappiness/depression, physical symptoms/fears; must adversely affect educational performance.
- Section 504
- Rehabilitation Act provision prohibiting disability discrimination; requires accommodations for students not eligible under IDEA.
- Least restrictive environment
- Legal principle requiring students with disabilities be educated with nondisabled peers to maximum extent appropriate, with supplementary aids and services.
- Manifestation determination review
- Meeting required within 10 school days of disciplinary change of placement to decide if behavior was caused by or directly related to disability.
- Functional behavioral assessment
- Systematic process to identify antecedents, behaviors, and consequences to determine function and develop behavior intervention plan.
- Externalizing behaviors
- Observable behaviors directed outward, such as aggression, defiance, disruption, and noncompliance, often seen in students with emotional disturbance.
- Internalizing behaviors
- Inwardly directed behaviors such as withdrawal, anxiety, depression, and somatic complaints, often less visible than externalizing behaviors.
- Adverse childhood experiences
- Potentially traumatic events (abuse, neglect, household dysfunction) that can impact brain development, behavior, and learning; inform trauma-informed practices.
- Social skills deficits
- Difficulties with social interaction, such as reading cues, conflict resolution, and peer relationships, common in students with emotional/behavioral disabilities.
- ABC recording
- Direct observation method recording Antecedent, Behavior, and Consequence to identify patterns and hypothesize behavior function.
- Behavior rating scales
- Standardized instruments (e.g., BASC-3, CBCL) completed by parents, teachers, or self to assess behavioral and emotional functioning from multiple perspectives.
- Functional analysis
- Experimental FBA method systematically manipulating antecedents and consequences to confirm behavior function.
- Curriculum-based measurement
- Brief, repeated assessments of academic skills used to monitor progress and evaluate intervention effectiveness.
- Differential diagnosis
- Process of ruling out other conditions (e.g., social maladjustment, autism, intellectual disability) before determining emotional disturbance eligibility.
- Present levels of performance
- IEP section describing student's current academic and functional strengths and needs, baseline for measurable annual goals.
- Explicit instruction
- Teacher-directed approach with modeling, guided practice, and independent practice, often used for skill acquisition in special education.
- Differentiation
- Adjusting content, process, product, or environment based on student readiness, interests, and learning profile to meet diverse needs.
- Co-teaching models
- Collaborative arrangements such as station teaching, parallel teaching, and team teaching where general and special educators share instructional responsibility.
- Positive reinforcement
- Adding a desirable consequence after a behavior to increase its future frequency.
- Negative reinforcement
- Removing an aversive stimulus after a behavior to increase its future frequency.
- Extinction
- Withholding reinforcement for a previously reinforced behavior, leading to gradual decrease in behavior frequency.
- Behavior intervention plan
- Individualized plan based on FBA specifying antecedent modifications, replacement behaviors, teaching strategies, and consequence strategies to address challenging behavior.
- Token economy
- Reinforcement system where tokens are earned for desired behaviors and exchanged for backup reinforcers.
- CASEL five competencies
- Self-awareness, self-management, social awareness, relationship skills, and responsible decision-making; framework for social-emotional learning.
- Trauma-informed practices
- Approaches recognizing trauma impact, emphasizing safety, trustworthiness, peer support, collaboration, empowerment, and cultural humility.
- Social skills training
- Instructional approach using modeling, role-play, feedback, and generalization to teach appropriate social interactions.
- Restorative practices
- Approaches building community and repairing harm through dialogue, rather than punitive discipline.
- Active listening
- Communication technique involving full attention, paraphrasing, and clarifying to ensure understanding during collaboration.
- IEP team
- Group including parents, teachers, related service providers, and student when appropriate, responsible for developing and reviewing IEP.
- Prior written notice
- IDEA procedural safeguard requiring schools to inform parents in writing before proposing or refusing changes to identification, evaluation, or placement.
- FERPA
- Family Educational Rights and Privacy Act protects confidentiality of education records and governs access and disclosure.