Name_______________
TLSE 440: Study Guide (for Exam 3)
Chapters 6, 7, and 9
Chapter 6: Written Language Instruction
1. Recognize reasons why students have difficulty with written language.
2. Compare the writing skills of students with disabilities to those without
disabilities.
3. Review the 3 major “operations” or phases of writing.
1.
2.
3.
4. Review the uses or purposes of informal assessment in written language.
5. What are some items used for error analysis?
6. What are story starters?
7. What was the instructional emphasis in the past regarding written language?
8. What are the 4 steps in written language instruction?
1.
2.
3.
4.
9. What are the 2 underlying assumptions in metacognitive strategy instruction?
1.
2.
10. Note (2) strategies (pp. 170-175) that appeal to you. Be able to briefly describe
them.
11. What is involved in reciprocal peer editing?
12. Recognize the 10 “concluding comments” on instruction.
13. Review the 4 suggestions for facilitating generalization.
1.
2.
3.
4.
Chapter 7: Math Instruction
1. Differentiate between arithmetic and mathematics.
2. What is the name of the most popular criterion-referenced test for monitoring
student performance in math?
3. Why should informal measures be used regularly?
4. Summarize the steps of developing/using CBA in math.
5. What are the purposes of informal inventories and teacher-made tests?
6. Review what is meant by error analysis.
7. Recognize the recommendations concerning the teaching of money management
skills to students with intellectual disabilities.
A.
B.
C.
D.
8. What were the conclusions by Maccini and Hughes regarding instructional
practices?
A.
B.
C.
D.
9. Offer one example of a math skill in each of the following categories:
Consumer math skillsHomemaking and home-care-math skillsHealth-care math skillsAutocare and transportation math skillsHome-care math skillsVocational math skills-
10. Explain whether or not our text recommends teaching math facts to adolescents
with disabilities.
11. What do the authors of our text suggest as a way to make instruction functional in
the area of application of math to employment?
12. What did Case find to be successful components for teaching word problems?
13. Review the DRAW and FAST (DRAW) strategies.
14. What did Cawley and Parmar suggest as a way to determine whether or not a
student needs a change in curriculum or instruction?
15. When should a curriculum adjustment be made, according to Cawley and Parmer?
16. Briefly note the use of the following:
-Advanced organizers
-Study guides
-Vocabulary drills
-Graphic organizers
17. Recognize effective teaching ideas (pp. 218-219) starting at “state the purpose of
the lesson” and concluding with “alternative assignments.”
18. Note how secondary math instruction should be viewed in a “slightly different
perspective” (p. 220).
Chapter 9: Social Skills Instruction
1. Differentiate among these domains:
A. Performance deficit
B. Social skills deficit
C. Behavioral excess
2. Provide a “basic” definition of social skills.
3. Provide the “big ideas” regarding these 3 assessment procedures.
A. Direct observation
B. Sociometry
C. Teacher rating scales
4. What are the 6 steps in Sargent’s Social Skills lesson?
1.
2.
3.
4.
5.
6.
5. What are the 8 steps found in most social skills programs?
1.
2.
3.
4.
5.
6.
7.
8.
Review the “essence” of these approaches:
A. Manipulation of antecedents and consequences
B. Modeling or coaching
C. Descriptive procedure
D. Rehearsal and performance feedback
E. Cognitive-behavioral techniques
6. Why are many young adults with disabilities terminated from employment?
7. Most social skill instruction will occur in what setting?
8. How can general educators collaborate with special educators regarding social
skill instruction?
9. General educators can also do the following:
Specify__________behaviors
Prompt __________behavior
Provide skill practice __________ and __________
Identify and provide __________.
10. Why is the teaching of social skills sometimes a “hard” sell for principals and
parents?
11. Review the tips for promoting generalization and maintenance of social skills (p.
288).