AAER-Word of the Day

A social group that occupies a subordinate position with respect to the society as a whole and that shares a sense of collective identity.

Thinking about thinking; the use of cognitive strategies for finding and organizing information and remembering when and where to use them.

A developmental disability characterized by significantly below-average intellectual functioning and significantly below-average adaptive behavior.

An approach to educating learners with developmental disabilities that seeks to maximize opportunities for interaction with nondisabled peers.

A set of coping strategies and techniques used to stop misbehavior, especially surface behaviors, without disrupting the flow of a lesson.

In attribution theory, a generalized belief about the causes of success and failure of our actions.

Challenges to teacher authority and leadership; the questioning by an individual of how he or she will personally benefit from a group. Often occurs during the storming stage of group development.

Prompting learners with the least intrusive methods before progressing to relatively more intrusive forms of prompting.

Any learning disorder presumed to be the cause of a learner achieving significantly below what his or her IQ predicts.

A built-in neurological device programmed to pick up the regular features of any language or communication.

An activity focused on a clear cognitive goal whose various components are carried out by different classroom participants: learner, peers, and teachers.

A strengthening of behavior that occurs in the absence of any external

uses of reinforcers.

Delivery of reinforcers after the first response made following a predetermined period of elapsed time.

A procedure by which only certain responses are followed by the delivery of a reinforcer.

Students who find their own approaches or systems for achieving educational goals.