Tag Archives: term of art

“perseveration: Persistent repetition of a behavior or activity regardless of the result, or having trouble switching from one activity to another. Extreme examples of perseveration may be seen in individuals with a developmental disability or autism., for whom repetitive hand motions, rocking, or other movements are common characteristics. More typical examples in childhood might involve singing a song from a video again and again.

In a school setting, perseveration can be used to describe the fixation on a specific element in a broader task, such as spending all of the time of an exam on a single essay question. Psychologists often encounter perseveration in students they evaluate for learning disabilities. For example, if a student is told to copy six small circles in a straight row, the student may make all the circles all the way across the width of the page, drawing 30 or more. Teachers and parents often report perseverative behaviors among students with learning disabilities and ADHD. For example, if they ask the student to hop four times on the left foot, the student may hop 20 or more times or until he or she lose balance.

This type of behavior may be caused by inflexible strategies and problems in shifting from one task to another.”

Excerpted from: Turkington, Carol, and Joseph R. Harris, PhD. The Encyclopedia of Learning Disabilities. New York: Facts on File, 2006.

“neuropsychological examination: Testing that explores a number of broad areas in the brain and behavioral functioning, including intellectual functioning, attention, language, sensorimotor functions, executive functions, and social and emotional functions. They also measure specific skills, such as memory, concentration, problem solving, and learning.

A neuropsychological examination typically involves administration of a complex battery of tests designed to identify levels of functioning within specific areas and to compare abilities and problems in all areas.

Also called ‘information processing tests,’ this type of testing reveals how the brain and nervous system interact. A complete neuropsychological evaluation begins with information about a child’s education and physical, social, and psychological development. Then tests are used to measure a wide range of areas, including focus and attention, motor skills, sensory acuity, working memory, learning, intelligence, language, arithmetic skills, problem solving, judgment, abstract thinking, mood, temperament, the ability to interpret and apply meaning to visual information, and other skills.

A neuropsychological examination might be recommended if a child has experienced a medical condition or injury that could affect brain health, a sudden or unexpected change in thinking, failure to improve with therapy or special education help, or complex learning and behavior patterns that other evaluations have not identified.”

Excerpted from: Turkington, Carol, and Joseph R. Harris, PhD. The Encyclopedia of Learning Disabilities. New York: Facts on File, 2006.

“multiple intelligences (MI): The theory that many people have many ways of demonstrating their capabilities and that rather than being a single entity, intelligence is made up of distinct learning proficiencies that can work individually or together. In 1983, psychologist Howard Gardner introduced the concept of multiple intelligences in his book Frames of Mind to show that the usual school-based emphasis on rationality and logic is not the only way to be ‘intelligent.’ There is now a huge following for MI; many schools have adopted some version of it, and related training and professional development programs have proliferated. Gardner originally identified seven intelligences, only the first two of which are typically valued by schools: verbal-linguistic (the ability to use language to convey information well and to analyze language use); logical-mathematical (the capacity to analyze problems logically, grasp abstractions, recognize codes and patterns, and investigate issues scientifically) visual-spatial (the ability to recognize and manipulate the relationships of object, concepts, or images in different dimensions); musical-rhythmic (sensitivity to pitch and rhythm of sounds, as well as skill in performance, composition, and appreciation of musical patterns); bodily-kinesthetic (the ability to use body movement to connect with information, solve problems, and convey ideas); interpersonal (the awareness of others’ intentions, motivations, and feelings, and the ability to interact with others with understanding); and intrapersonal (the capacity to understand oneself and to recognize one’s own feelings, fears, and motivations). Gardner subsequently added and eighth intelligence: naturalist intelligence, or the ability to recognize, categorize, and draw on certain features of the natural environment. Critics say that these intelligences are actually aptitudes or abilities, or variations of rational thinking, rather than what most people consider general intelligence, and that no one can function successfully in the modern world without the linguistic and logical skills valued by schools.”

Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.