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