Praxis Special Education: Severe to Profound cheat sheet

Severe to profound disabilities are defined by substantial cognitive impairment plus adaptive behavior deficits requiring extensive, pervasive supports across settings; intensity of support, not IQ score alone, drives classification.

Multiple disabilities means co-occurring impairments (e.g., intellectual disability plus motor or sensory loss) whose combination creates needs that cannot be addressed by a program designed for one disability alone.

Deaf-blindness is a combined vision and hearing loss whose severity prevents the use of either sense as a primary channel for learning, so instruction relies on touch, residual senses, and tactile sign or object symbols.

Profound intellectual disability typically corresponds to intellectual functioning more than 4-5 standard deviations below the mean, limited or absent symbolic communication, and dependence on others for basic self-care and safety.

Cortical visual impairment is a brain-based visual impairment with variable, inconsistent visual responses; it is not explained by eye structure and is often worsened by fatigue, stress, or overstimulation.

Cerebral palsy is a nonprogressive motor disorder from early brain injury; it may co-occur with intellectual disability, seizures, hearing or vision loss, but the motor diagnosis alone does not determine cognitive level.

Traumatic brain injury produces acquired impairments in cognition, behavior, and physical function after birth trauma; educational planning must account for recovery trajectory and possible later regression in skills.

Medical fragility (seizure disorders, tube feeding, respiratory support, shunt dependence) is a frequent companion condition; positioning, seizure protocols, and health plans are prerequisites to instruction, not add-ons.

Sensory integration differences and self-injurious or stereotypic behavior often serve communicative or regulatory functions; identifying the function precedes choosing a replacement skill to teach.

Eligibility requires documentation of a disability plus an adverse educational impact and need for specially designed instruction; a medical diagnosis alone does not establish special education eligibility.

Norm-referenced cognitive and achievement tests are frequently invalid or floor-bound for this population; assessment instead emphasizes ecological inventories, direct observation, and caregiver or teacher report.

Alternate assessment based on alternate achievement standards is required for students with the most significant cognitive disabilities; participation is decided by the IEP team and documented in the IEP.

Dynamic assessment measures learning potential by testing, teaching a task, then retesting; the gain score estimates responsiveness to instruction better than a static score.

Functional behavioral assessment identifies antecedents, consequences, and the function of behavior; a behavior intervention plan follows and is reviewed for effectiveness with data.

Progress monitoring tools for this population include direct behavior ratings, task-analysis checklists, and frequent probe data on individualized IEP goals rather than grade-level benchmark tests.

Assistive technology assessment considers the full continuum from no-tech (object symbols, switches) to high-tech (speech-generating devices, eye gaze); the team documents devices and services in the IEP.

Transition assessment begins by age 16 at the latest (earlier in many states) and uses person-centered planning, interest inventories, and community-based observation to build postsecondary goals.

Evaluation must be in the child's native language or mode of communication, use multiple measures, and not be discriminatory; parental consent is required before initial evaluation.

IEP goals must be measurable, specify the conditions and criteria for mastery, and link to grade-level or alternate academic standards through the state's essence statements or extended standards.

A task analysis breaks a target skill into teachable component steps; the number of steps taught at once depends on learner response, and data are collected per step.

Embedded instruction inserts learning trials into natural routines (meals, hygiene, transitions) rather than isolated drill, increasing practice without added instructional time.

Universal design for learning principles (multiple means of engagement, representation, and expression) guide lesson design so students can access content through their strongest sensory and motor channels.

The principle of partial participation allows a student to perform selected steps of an activity with support rather than being excluded for inability to do all steps independently.

Systematic prompting hierarchies (least-to-most or most-to-least) are chosen in advance; the hierarchy, prompt delay, and criterion for fading are written into the plan.

Self-determination and choice-making goals are appropriate at every age; offering choices within routines builds communication and control even for students with profound disabilities.

Data-based decision rules (e.g., three consecutive sessions at criterion, or flat trend across five probes) should be specified before instruction begins so revisions are objective.

Discrete trial training presents a clear instruction, a prompted or independent response, and a consequence; massed trials build acquisition, then instruction shifts to naturalistic settings for generalization.

Constant time delay uses a fixed delay (often 3-5 seconds) between instruction and prompt; progressive time delay increases the delay gradually to shift stimulus control to the natural cue.

Errorless learning arranges prompts so errors are unlikely, which suits learners with limited ability to learn from correction; most-to-least prompting is a common errorless procedure.

Pivotal response training targets motivation, responding to multiple cues, self-management, and self-initiation; it is delivered in natural contexts with child-selected materials.

Video modeling and video self-modeling use short clips of the target behavior; they require the learner to attend to video, so visual and cognitive prerequisites are checked first.

Behavioral skills training teaches a new skill through instruction, modeling, rehearsal, and feedback; it is widely used for safety skills such as requesting help or responding to lures.

Generalization is programmed, not assumed: teach across settings, people, and materials, and reinforce the skill in each new context until it occurs without extra support.

Augmentative and alternative communication use should be paired with aided language modeling, in which the partner uses the system while speaking, to build receptive and expressive competence.

Communication forms a continuum from pre-intentional behavior, to intentional but nonsymbolic (gestures, vocalizations), to symbolic (words, signs, picture symbols, speech-generating devices).

A functional communication response should be identified for each problem behavior; teaching a recognizable request (e.g., break, help, more) is more effective than extinction alone.

Aided language stimulation requires the communication partner to point to or activate symbols while speaking, providing receptive input in the student's expressive mode.

Core vocabulary (high-frequency words such as go, stop, more, want, finished) yields more communicative power than a large set of context-specific fringe nouns.

Partner-assisted scanning and switch access are options when a student has reliable motor control at one site but cannot point; the partner scans and the student signals selection.

Social skills for this population are often taught through structured play routines, peer-mediated intervention, and scripts, with peers trained to prompt and reinforce initiations.

Receptive language assessment should not rely on spoken instructions alone; object cues, gestures, and visual supports are used to distinguish comprehension from motor or sensory barriers.

Sign language or tactile sign may be the primary mode for students who are deaf-blind; the team documents the specific system and ensures all partners use it consistently.

Behavior is communication; before writing a behavior plan, the team identifies the function (attention, escape, access to tangibles, sensory/automatic reinforcement) through functional behavioral assessment.

Replacement behaviors must serve the same function as the problem behavior and be more efficient; teaching a break request replaces escape-maintained behavior.

Positive behavior support tiers: universal supports for all, targeted group interventions, and individualized intensive plans for students with chronic or dangerous behavior.

Restraint and seclusion are emergency, not instructional, procedures; they require staff training, documentation, parent notification, and review, and many states restrict their use to imminent danger.

Sensory diets and sensory integration activities are prescribed by an occupational therapist and scheduled across the day; they are not a substitute for functional behavior analysis.

Positioning and handling plans (seating, head control, transfers) come from physical and occupational therapists and are implemented by all staff to prevent injury and support attention.

Seizure action plans specify recognized seizure types, rescue medication protocol, timing, and when to call emergency services; staff must be trained and the plan reviewed annually.

Toileting, feeding, and dressing programs use task analysis, scheduled routines, and data on independence; feeding plans address aspiration risk and are developed with medical and therapy input.

The IEP team must include the parent, a regular education teacher when the child may participate in general education, a special education teacher, an LEA representative, and someone who can interpret evaluation results.

Related services (OT, PT, speech-language, nursing, orientation and mobility) are documented in the IEP with frequency, duration, and location when they are required for the student to benefit from instruction.

Confidentiality under FERPA governs educational records; parents have the right to inspect records and to request amendment, and disclosure requires consent except for specified exceptions.

Informed consent for evaluation and placement must be in the parent's language, explain the proposed action, and be voluntary; refusal triggers procedural safeguards, not automatic override.

Procedural safeguards include prior written notice, access to records, independent educational evaluation at public expense when parents disagree, and mediation or due process.

Paraeducators implement instruction under teacher direction; the supervising teacher retains responsibility for planning, data collection design, and progress monitoring.

Interagency collaboration with adult services, vocational rehabilitation, and community providers begins during transition planning and names responsible parties and timelines.

Ethical practice requires avoiding conflicts of interest, maintaining competence through professional development, and reporting suspected abuse or neglect as mandated reporters.

Severe to profound disabilities are defined by substantial cognitive impairment plus adaptive behavior deficits requiring extensive, pervasive supports across settings; intensity of support, not IQ score alone, drives classification.

Multiple disabilities means co-occurring impairments (e.g., intellectual disability plus motor or sensory loss) whose combination creates needs that cannot be addressed by a program designed for one disability alone.

Deaf-blindness is a combined vision and hearing loss whose severity prevents the use of either sense as a primary channel for learning, so instruction relies on touch, residual senses, and tactile sign or object symbols.

Profound intellectual disability typically corresponds to intellectual functioning more than 4-5 standard deviations below the mean, limited or absent symbolic communication, and dependence on others for basic self-care and safety.

Cortical visual impairment is a brain-based visual impairment with variable, inconsistent visual responses; it is not explained by eye structure and is often worsened by fatigue, stress, or overstimulation.

Cerebral palsy is a nonprogressive motor disorder from early brain injury; it may co-occur with intellectual disability, seizures, hearing or vision loss, but the motor diagnosis alone does not determine cognitive level.

Traumatic brain injury produces acquired impairments in cognition, behavior, and physical function after birth trauma; educational planning must account for recovery trajectory and possible later regression in skills.

Medical fragility (seizure disorders, tube feeding, respiratory support, shunt dependence) is a frequent companion condition; positioning, seizure protocols, and health plans are prerequisites to instruction, not add-ons.

Sensory integration differences and self-injurious or stereotypic behavior often serve communicative or regulatory functions; identifying the function precedes choosing a replacement skill to teach.

Eligibility requires documentation of a disability plus an adverse educational impact and need for specially designed instruction; a medical diagnosis alone does not establish special education eligibility.

Norm-referenced cognitive and achievement tests are frequently invalid or floor-bound for this population; assessment instead emphasizes ecological inventories, direct observation, and caregiver or teacher report.

Alternate assessment based on alternate achievement standards is required for students with the most significant cognitive disabilities; participation is decided by the IEP team and documented in the IEP.

Dynamic assessment measures learning potential by testing, teaching a task, then retesting; the gain score estimates responsiveness to instruction better than a static score.

Functional behavioral assessment identifies antecedents, consequences, and the function of behavior; a behavior intervention plan follows and is reviewed for effectiveness with data.

Progress monitoring tools for this population include direct behavior ratings, task-analysis checklists, and frequent probe data on individualized IEP goals rather than grade-level benchmark tests.

Assistive technology assessment considers the full continuum from no-tech (object symbols, switches) to high-tech (speech-generating devices, eye gaze); the team documents devices and services in the IEP.

Transition assessment begins by age 16 at the latest (earlier in many states) and uses person-centered planning, interest inventories, and community-based observation to build postsecondary goals.

Evaluation must be in the child's native language or mode of communication, use multiple measures, and not be discriminatory; parental consent is required before initial evaluation.

IEP goals must be measurable, specify the conditions and criteria for mastery, and link to grade-level or alternate academic standards through the state's essence statements or extended standards.

A task analysis breaks a target skill into teachable component steps; the number of steps taught at once depends on learner response, and data are collected per step.

Embedded instruction inserts learning trials into natural routines (meals, hygiene, transitions) rather than isolated drill, increasing practice without added instructional time.

Universal design for learning principles (multiple means of engagement, representation, and expression) guide lesson design so students can access content through their strongest sensory and motor channels.

The principle of partial participation allows a student to perform selected steps of an activity with support rather than being excluded for inability to do all steps independently.

Systematic prompting hierarchies (least-to-most or most-to-least) are chosen in advance; the hierarchy, prompt delay, and criterion for fading are written into the plan.

Self-determination and choice-making goals are appropriate at every age; offering choices within routines builds communication and control even for students with profound disabilities.

Data-based decision rules (e.g., three consecutive sessions at criterion, or flat trend across five probes) should be specified before instruction begins so revisions are objective.

Discrete trial training presents a clear instruction, a prompted or independent response, and a consequence; massed trials build acquisition, then instruction shifts to naturalistic settings for generalization.

Constant time delay uses a fixed delay (often 3-5 seconds) between instruction and prompt; progressive time delay increases the delay gradually to shift stimulus control to the natural cue.

Errorless learning arranges prompts so errors are unlikely, which suits learners with limited ability to learn from correction; most-to-least prompting is a common errorless procedure.

Pivotal response training targets motivation, responding to multiple cues, self-management, and self-initiation; it is delivered in natural contexts with child-selected materials.

Video modeling and video self-modeling use short clips of the target behavior; they require the learner to attend to video, so visual and cognitive prerequisites are checked first.

Behavioral skills training teaches a new skill through instruction, modeling, rehearsal, and feedback; it is widely used for safety skills such as requesting help or responding to lures.

Generalization is programmed, not assumed: teach across settings, people, and materials, and reinforce the skill in each new context until it occurs without extra support.

Augmentative and alternative communication use should be paired with aided language modeling, in which the partner uses the system while speaking, to build receptive and expressive competence.

Communication forms a continuum from pre-intentional behavior, to intentional but nonsymbolic (gestures, vocalizations), to symbolic (words, signs, picture symbols, speech-generating devices).

A functional communication response should be identified for each problem behavior; teaching a recognizable request (e.g., break, help, more) is more effective than extinction alone.

Aided language stimulation requires the communication partner to point to or activate symbols while speaking, providing receptive input in the student's expressive mode.

Core vocabulary (high-frequency words such as go, stop, more, want, finished) yields more communicative power than a large set of context-specific fringe nouns.

Partner-assisted scanning and switch access are options when a student has reliable motor control at one site but cannot point; the partner scans and the student signals selection.

Social skills for this population are often taught through structured play routines, peer-mediated intervention, and scripts, with peers trained to prompt and reinforce initiations.

Receptive language assessment should not rely on spoken instructions alone; object cues, gestures, and visual supports are used to distinguish comprehension from motor or sensory barriers.

Sign language or tactile sign may be the primary mode for students who are deaf-blind; the team documents the specific system and ensures all partners use it consistently.

Behavior is communication; before writing a behavior plan, the team identifies the function (attention, escape, access to tangibles, sensory/automatic reinforcement) through functional behavioral assessment.

Replacement behaviors must serve the same function as the problem behavior and be more efficient; teaching a break request replaces escape-maintained behavior.

Positive behavior support tiers: universal supports for all, targeted group interventions, and individualized intensive plans for students with chronic or dangerous behavior.

Restraint and seclusion are emergency, not instructional, procedures; they require staff training, documentation, parent notification, and review, and many states restrict their use to imminent danger.

Sensory diets and sensory integration activities are prescribed by an occupational therapist and scheduled across the day; they are not a substitute for functional behavior analysis.

Positioning and handling plans (seating, head control, transfers) come from physical and occupational therapists and are implemented by all staff to prevent injury and support attention.

Seizure action plans specify recognized seizure types, rescue medication protocol, timing, and when to call emergency services; staff must be trained and the plan reviewed annually.

Toileting, feeding, and dressing programs use task analysis, scheduled routines, and data on independence; feeding plans address aspiration risk and are developed with medical and therapy input.

The IEP team must include the parent, a regular education teacher when the child may participate in general education, a special education teacher, an LEA representative, and someone who can interpret evaluation results.

Related services (OT, PT, speech-language, nursing, orientation and mobility) are documented in the IEP with frequency, duration, and location when they are required for the student to benefit from instruction.

Confidentiality under FERPA governs educational records; parents have the right to inspect records and to request amendment, and disclosure requires consent except for specified exceptions.

Informed consent for evaluation and placement must be in the parent's language, explain the proposed action, and be voluntary; refusal triggers procedural safeguards, not automatic override.

Procedural safeguards include prior written notice, access to records, independent educational evaluation at public expense when parents disagree, and mediation or due process.

Paraeducators implement instruction under teacher direction; the supervising teacher retains responsibility for planning, data collection design, and progress monitoring.

Interagency collaboration with adult services, vocational rehabilitation, and community providers begins during transition planning and names responsible parties and timelines.

Ethical practice requires avoiding conflicts of interest, maintaining competence through professional development, and reporting suspected abuse or neglect as mandated reporters.