Post on 22-Feb-2016
description
Least Restrictive Environment
1a
educating and socializing children with disabilities within regular classrooms to the extent that their educational needs allow
1b
Mainstreaming
2a
integrating children with disabilities into classrooms with their typically developing peers.
2b
IDEA
3a
the Individual with Disabilities Education Act. IDEA is a federal law that specifies the rights of children with disabilities and the responsibilities of schools to ensure those rights
3b
IEP
4a
The Individualized Education Plan. The IEP contains goals and services to promote the development and education of children with disabilities who are three years of age and older.
4b
IFSP
5a
The Individualized Family Service Plan. The IFSP contains goals and services to promote the development and education of infants and toddlers (under age 3) with disabilities.
5b
Internalized Behavior Problems
6a
these occur when children internalize their frustrations in unhealthy ways. Examples include withdrawal, somatic complaints, and anxiety
6b
Externalized Behavior Problems
7a
these occur when children externalize their frustrations in unhealthy ways. Examples include destructive behavior, aggression, and acting out behavior.
7b
Escape-Avoidance Behaviors
8a
a destructive coping strategy that involves behaviors such as hoping for miracles, using food or drugs, and avoiding others.
8b
Distancing Behaviors
9a
a destructive coping strategy that involves denying or trying to forget about the presence of stress, as well as making light of stressful situations.
9b
Positive Reappraisal
10a
a problem-focused coping strategy that involves seeking out personal growth opportunities, rediscovering the important things in life, and engaging in inspirational and creative activities.
10b
Confrontive Coping
11a
a problem-focused coping strategy that involves asserting one’s needs and expectations, expressing one’s feelings, and taking chances in order to explore new life experiences.
11b
Positive Reinforcement
12a
anything that is valued by an individual and once delivered results in more frequent displays of a target behavior.
12b
Videotaped Modeling
13a
involves one child being videotaped performing a target behavior. The videotape is then used to teach a child with a disability the skills involved in carrying out that behavior.
13b
Prompting
14a
teachers use visual, verbal, and other cues to help children successfully complete tasks by themselves.
14b
Task Analysis
15a
breaking down a complex behavior into discrete parts which are then reviewed and practiced by a child.
15b