Download AEPA Special Education: Emotional Disabilities 24 by Sharon Wynne PDF

By Sharon Wynne

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Extra info for AEPA Special Education: Emotional Disabilities 24

Sample text

At the very least he will be unfocused on school work. In the instances of abuse and neglect (or suspected instances), the special educator (as are all educators) is a mandated reporter to the appropriate agency (such as DCFS – Division of Child and Family Services). • Substance Abuse If a child with a disability or a parent is involved in substance abuse, that abuse will have a negative effect in the areas of finances, health, productivity, and safety. It is important for the Special Education Teacher to be aware of signs of substance abuse.

80 or better. EMOTIONAL DISABILITIES 40 TEACHER CERTIFICATION STUDY GUIDE • Construct validity – Refers to the ability of the test to measure a theoretical construct, such as intelligence, self-concept, and other non-observable behaviors. Factor analysis and correlation studies with other instruments that measure the same construct are ways to determine construct validity. DIFFERENTIATE BETWEEN FORMAL/STANDARDIZED TESTS AND CRITERION REFERENCED TESTS Norm-referenced tests compare an individual’s score to a specific group.

Beginning with general questions lessens the possibility that the student will answer what he believes the teacher wants to hear. During the specific question stage, the teacher can explore specific aspects of the student’s use of the process in more detail. SELECT AND APPLY APPROPRIATE DATA-BASED INSTRUCTIONAL MEASURES Data based instruction is a model of instruction that combines elements of precision teaching, direct instruction, applied behavior analysis, and criterionreferenced instruction.

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