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Instructional Strategies
Communication and Social Skills
Instructional Settings
Key Vocabulary Terms
Random
100
A strategy in which individual skills are taught in the context of an activity rather than in isolation.
Activity-Based Instruction (p. 409)
100
This form of communication is expressed as vocalizations, body movements, and/or physical behaviors upon objects or persons.
Nonsymbolic (P. 396)
100
This term is used to refer to the provision of educational services to students with disabilities in integrated settings.
Inclusion (p. 416)
100
The term used to label the broad characteristic of students with moderate to severe intellectual disabilities. It implies these students go through the same stages of cognitive, communicative, social, and motor development as their nondisabled peers, however at a slower rate.
Developmental delay (p. 394)
100
True or False. Individuals with moderate to severe intellectual disabilities are thought to exhibit challenging behaviors because they just want to be difficult.
False. Individuals with moderate to severe intellectual disabilities are thought to exhibit challenging behaviors because they are unable to communicate in a more standard manner. (p. 398)
200
Give one example of an alternative performance strategy.
Examples: 1. Using a picture language board to communicate. 2. Shopping from a picture list rather than a word list. (p. 414)
200
This form of communication is expressed by multiple word phrases. It is not limited to speech but, may include a variety of behaviors that have a standard meaning.
Symbolic (p. 396-397)
200
This term is used to refer to the placement of students with disabilities in general education programs whenever possible.
Mainstreaming (p. 416)
200
A curriculum is considered this when its content is derived from the life skills that are performed in the integrated community settings in which these students currently, or ultimately, will live, work, and participate.
Functional (p. 399)
200
True or False. Students with moderate to severe intellectual disabilities are a heterogeneous population.
True. Students with moderate to severe intellectual disabilities have different degrees of limitations and impairments. (p. 434)
300
Assistance provided by a teacher to enable a student to perform a skill or behavior.
Behavioral Prompting/Prompting (p. 412)
300
True or False. The language development of individuals with intellectual disabilities is characterized as different development.
False. The language development of individuals with intellectual disabilities is characterized as delayed development, not different development, indicating these students develop language skills in the same sequential manner as typically developing students but, at a slower rate. (p. 394)
300
An instructional model that provides students with disabilities an opportunity to learn and practice functional skills across a variety of community settings.
Community-Based Instruction (p. 422)
300
Because a curriculum based on developmental milestones results in an inappropriate educational focus for students with moderate to severe intellectual disabilities, educators now us this. This is a curriculum based on skills needed for functioning in current and future environments.
Community-referenced curriculum (p. 401)
300
This comprehensive plan is critical in planning for students with moderate to severe intellectual disabilities' future. It provides a means of determining needed areas of instruction and support for working and living in an integrated community.
Individual Transition Plan (ITP) (p. 426)
400
Chains of skills are taught by breaking down the chains into smaller steps for students to master. The process of identifying these steps is known as...
Task Analysis (p. 410)
400
True or False. The social skills deficits of students with intellectual disabilities significantly impact the types of interactions they have with nondisabled peers.
True (p. 398)
400
Give two examples of possible community settings that could be used as community sites for teaching selected student objectives.
Grocery store, McDonalds, Shopping mall, Walmart, Drug store/pharmacy, etc. (p. 422-423)
400
The format of direct observation of students performing functional skills to identify current performance capabilities and skills that require instruction.
Discrepancy analysis (p. 401)
400
The process by which functional, community-referenced curriculum content is identified.
Ecological assessment (P. 401)
500
***DAILY DOUBLE*** A successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject.
Cooperative learning
500
Students with severe to moderate intellectual disabilities sometimes believe their environment is controlled by someone other than themselves. This view results in them waiting for others to initiate social interactions or task engagement. This is known as ...
External Locus of Control (p. 397)
500
Prior to each Community-Based Instruction session, participating students receive a preview of the upcoming instructional session. Preview activities may include: (Name 2 things that will be reviewed before the session)
1. A review of where they will be going, what activities will take place there, and the people they will encounter. 2. A review of the general and location-specific vocabulary. 3. Behavioral expectations. 4. A safety review. (p. 423)
500
The curriculum and instruction philosophy that states that for students with severe disabilities it is desirable and appropriate for the development of curriculum objectives that target participation within a task in lieu of the ability to independently perform a task.
Partial participation (p. 403)
500
Name and describe 2 types of modifications that may be used to support a student's placement in a general education class.
1. Material Modification- Materials may be modified in many ways. For example, using real objects (money), changing the font size and spacing on worksheets, incorporating technology, etc. 2. Activity Modification - Use of technology to view activity, giving children with disability roles that they can do well in. 3. Instructional Modification - Teachers can implement peer tutors in the classroom, shorten the length of lessons, teacher present lesson in a variety of ways (using vocabulary that matches student understanding level), etc. 4. Environmental Modifications- Teacher may seat students with moderate to severe disabilities in front of the classroom. Also, the teacher can use lamps instead of overhead lighting to reduce glare for a student with visual impairment. (p. 418)