D005 Wgu Verified Solutions 100%

D005 WGU VERIFIED SOLUTIONS 100% SCREAM - ANSWER S: Structure C:Clarity R: Redundancy E: Enthusiasm A: Appropriate rate M: Max engagement Tier 1 - ANSWER Instruction provided by general education teacher in large group setting Tier 2 - ANSWER Small group instruction with progress monitoring monthly Tier 3 - ANSWER Intense individual interventions with weekly progress monitoring Systematic Instruction - ANSWER Teaching that involves instructional prompts, consequences, or reinforcement, for performance, and transfer of stimulus control. It is usually used with individuals with disabilities Explicit Instruction - ANSWER The clear, direct teaching of skills and strategies. MTSS (Multi-Tiered System of Supports) - ANSWER Tiers 1-3 to support students and fill gaps as quickly as possible Self-regulation Strategies - ANSWER 1. Goal Setting 2. Self Monitoring 3. Self Talk 4. Self-reinforcement 5.Model Framework 6. Academic and behavioral strategies 4 point data - ANSWER a graph with at least 6 data point, you only use the 4 most current data points 7 taxonomies of intervention - ANSWER 1. Strength: effectiveness for specific student 2. Dosage: time and frequency 3. Alignment: does it address the students full set of academic needs 4. Attention to Transfer: cross over to classroom/generalization 5. Comprehensiveness: # of explicit instructions 6. Behavioral support: does intervention include self-regulation and executive function support? 7. Individualization- DBI Set-up for intervention - ANSWER Taxonomies 1-6 SRSD (Self-Regulated Strategy Development) - ANSWER The steps to this method include: 1. Teacher DEVELOPS background information they need to use the strategy 2. Teacher DISCUSSES the strategy to students and discusses the purpose and benefits 3. Teacher MODELS the strategy to students and how to use it 4. Mnemonic devices and scaffolding are included in the instruction to MEMORIZE it 5.Support it - add on 6. Establish Independent Practice Executive Function - ANSWER Working memory Cognitive flexibility (also called flexible thinking) Inhibitory control (which includes self-control) Types of memory - ANSWER short term, working memory, long term short-term memory - ANSWER activated memory that holds a few items briefly before the information is stored or forgotten working memory - ANSWER a newer understanding of short-term memory that focuses on conscious, active processing of incoming auditory and visual-spatial information, and of information retrieved from long-term memory long term memory - ANSWER the relatively permanent and limitless storehouse of the memory system. Includes knowledge, skills, and experiences. external memory aids - ANSWER the deliberate use of lists, timers, calendars, and similar devices to remind an individual to do something Metamemory - ANSWER an understanding about the processes that underlie memory, which emerges and improves during middle childhood Self-talk and self-statements - ANSWER positive slef-talk for getting started, during, and after tasks Which grouping type scenario below aligns with expected parameters of tier 2 instructional approaches? - ANSWER One instructor with 2-5 students with similar learning difficulties While providing tier 3 interventions, which data collection approach should be used to ensure alignment of data results? - ANSWER Continue to plot data using the measures from tiers 1 and 2. A complex lesson plan on human anatomy is being taught by two co-teachers (general education and special education). Which element of explicit instruction can both teachers use to ensure all their students are learning and understanding the lesson plan and that it is meeting the students' individual needs? - ANSWER Provide immediate affirmative and corrective feedback. Clear goals for learning and behavior establish concrete expectations for students to manage their learning and social performance in educational settings. Specifically, research has indicated strongly that articulating specific goals for students with learning disabilities is paramount for successful engagement and academic success. Which features should be embedded before and during instruction when creating goaldirected feedback? - ANSWER Qualitative-based, behavior-focused, and fluid Ms. Yoshida rewards students for correct behaviors when they are unaware they are being observed. Which strategy is Ms. Yoshida utilizing? - ANSWER Indiscriminable contingency After they studied electric current and voltage, the students in Mr. Thomas's science class constructed electric circuits. Which memory-enhancing instructional strategy has Mr. Thomas implemented? - ANSWER Use enhancements and manipulation Providing multiple opportunities for practice of a cognitive strategy to ensure automaticity and accuracy is an activity at which stage of the Self-Regulated Strategy Development model? - ANSWER Memorizing it Mr. Patel has taught his students the first of two parts of a reading strategy. After the students are mostly proficient, he introduces the third component to ensure they apply each step in the process alongside the first part. Which stage of the Self-Regulated Strategy Development model is Mr. Patel implementing for his learners? - ANSWER Supporting the strategy When beginning to read a new story to her kindergarten class, Mrs. Sousa has the students look at the book cover, then look at and listen to the title of the book. She then asks students to hypothesize what the story may be about. Which compo