Exclusionary criteria for SLD include which factors
mental retardation, sensory or motor problems, emotional disturbance, socioeconomic/cultural/environmental disadvantage
100
Area of the brain heavily involved in phonological processing
Superior temporal gyrus
100
Blanket term used to describe writing disabilities
Dysgraphia
100
Blanket term used to describe math disabilities
Dyscalculia
100
True or false: Teaching algorithms is considered best practice in achieving math fluency for students
FALSE
200
Specific learning disability term explicitly mentioned in IDEIA
Dyslexia
200
Area of the brain involved in automatic word recognition
Left fusiform gyrus
200
Subtype of dysgraphia characterized by impaired ability to write unfamiliar words and pseudowords
Phonological dysgraphia
200
Area of the brain involved in automatic recognition of numbers
Occipital-temporal areas (fusiform gyrus)
200
Software programs used as aides are suggested interventions for which types of writing disorders
Semantic/Syntactic dysgraphia, mixed dysgraphia
300
IDEIA formerly required this for SLD eligibility
Demonstrated discrepancy between IQ and academic achievement
300
Subtype of dyslexia characterized by an over-reliance on visual aspects of words; inability to apply phonological principles, students rely on memorization
Dysphonetic dyslexia
300
Subtype of dysgraphia characterized by an over-reliance on sound patterns when spelling; students have difficulty learning idiosyncratic spelling patterns
Surface dysgraphia
300
Area of the brain associated with breaking numbers down into smaller workable units
Inferior frontal gyrus
300
Bottom-up strategies (phonological processing skills) are recommended for which subtype of dyslexia
Dysphonetic dyslexia
400
True or false: the most recent reauthorization requires school psychologists to include RtI data when qualifying students for SLD
FALSE - it only states that failure to respond to interventions CAN be used as a means of qualifying students
400
Subtype of dyslexia characterized by an over-reliance on phonological properties of words; difficulty reading irregularly spelled words
Surface dyslexia
400
Subtype of dysgraphia characterized by difficulty using implicit grammar rules to combine words and phrases in meaningful ways
Semantic/Syntactic dysgraphia
400
Subtype of dyscalculia characterized by poor retrieval of over-learned math facts
Verbal dyscalculia
400
Top-down strategies (whole-word reading) are suggested for which subtype of dyslexia
Surface dyslexia
500
Specific learning disability means a disorder in one or more of the basic [BLANK] processes...
psychological
500
Subtype of dyslexia characterized by an inability to shift from right to left for reading processing; reading approached as a novel task every time
Mixed dyslexia
500
Spelling "nok" for the word knock would be an error made for this type of dysgraphia
Surface dysgraphia
500
Subtype of dyscalculia characterized by impaired ability remembering steps of problems, getting started with problems
Procedural dyscalculia
500
Part of the brain associated with controlling saccadic eye movements