{"id":126495,"date":"2023-11-25T08:37:17","date_gmt":"2023-11-25T08:37:17","guid":{"rendered":"https:\/\/learnexams.com\/blog\/?p=126495"},"modified":"2023-11-25T08:37:18","modified_gmt":"2023-11-25T08:37:18","slug":"wgu-d005-study-guide-complete","status":"publish","type":"post","link":"https:\/\/www.learnexams.com\/blog\/2023\/11\/25\/wgu-d005-study-guide-complete\/","title":{"rendered":"WGU D005 STUDY GUIDE (COMPLETE)"},"content":{"rendered":"\n

WGU D005 STUDY GUIDE (COMPLETE)<\/p>\n\n\n\n

WGU D005 STUDY GUIDE (COMPLETE)
SCREAM – S: Structure
C:Clarity
R: Redundancy
E: Enthusiasm
A: Appropriate rate
M: Max engagement
Tier 1 – Instruction provided by general education teacher in large group
setting
Tier 2 – Small group instruction with progress monitoring monthly
Tier 3 – Intense individual interventions with weekly progress
monitoring
Systematic Instruction – 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 – The clear, direct teaching of skills and strategies.
MTSS (Multi-Tiered System of Supports) – Tiers 1-3 to support students
and fill gaps as quickly as possible
Self-regulation Strategies – 1. Goal Setting<\/p>\n\n\n\n

    \n
  1. Self Monitoring<\/li>\n\n\n\n
  2. Self Talk<\/li>\n\n\n\n
  3. Self-reinforcement
    5.Model Framework<\/li>\n\n\n\n
  4. Academic and behavioral strategies
    4 point data – a graph with at least 6 data point, you only use the 4 most
    current data points
    7 taxonomies of intervention – 1. Strength: effectiveness for specific
    student<\/li>\n\n\n\n
  5. Dosage: time and frequency<\/li>\n\n\n\n
  6. Alignment: does it address the students full set of academic needs<\/li>\n\n\n\n
  7. Attention to Transfer: cross over to classroom\/generalization<\/li>\n\n\n\n
  8. Comprehensiveness: # of explicit instructions<\/li>\n\n\n\n
  9. Behavioral support: does intervention include self-regulation and executive
    function support?<\/li>\n\n\n\n
  10. Individualization- DBI
    Set-up for intervention – Taxonomies 1-6
    SRSD (Self-Regulated Strategy Development) – The steps to this method
    include:<\/li>\n\n\n\n
  11. Teacher DEVELOPS background information they need to use the strategy<\/li>\n\n\n\n
  12. Teacher DISCUSSES the strategy to students and discusses the purpose and
    benefits<\/li>\n\n\n\n
  13. Teacher MODELS the strategy to students and how to use it<\/li>\n\n\n\n
  14. Mnemonic devices and scaffolding are included in the instruction to
    MEMORIZE it
    5.Support it – add on<\/li>\n\n\n\n
  15. Establish Independent Practice
    Executive Function – Working memory
    Cognitive flexibility (also called flexible thinking)
    Inhibitory control (which includes self-control)
    Types of memory – short term, working memory, long term
    short-term memory – activated memory that holds a few items briefly
    before the information is stored or forgotten
    working memory – a newer understanding of short-term memory that
    focuses on conscious, active processing of incoming auditory and visualspatial information, and of information retrieved from long-term memory
    Powered by https:\/\/learnexams.com\/search\/study?query=<\/a><\/li>\n<\/ol>\n\n\n\n