Educational Diagnostician Practice test
c. informing the student and parents that SPED services end at graduation
A 12th grader with SLD in math is successfully working towards earning a TX diploma and attending a 4 yr college. In preparation for the student's graduation, which steps should the diagnostician take at the ARDC meeting? A. advising the student and parents that the SPED services can be provided through the school year of the student's 21st bday b. giving the student a list of modifications that the university or college that the student plans to attend will need to provide c. informing the student and parents that SPED services end at graduation d. providing information about SPED services provided by the university that the student is planning to attend
d. alternating between more challenging math tasks and preferred activities that can be done independently
A 3rd grader with a SLD in math often exhibits avoidance behaviors during math activities, assessments, instruction and group discussions. Which recommendations should the diagnostician discuss with the teacher to increase student's participation? a. ignoring avoidance behaviors while offering praise when the student participates b. providing the student with one-on-one support during math tasks and activities c. giving the student small rewards after completing activties w/o any avoidance behaviors d. alternating between more challenging math tasks and preferred activities that can be done independently
c. reviewing the student's current IEP
A diagnostician has been notified that a 9th grader w/complex medical needs and multiple disabilities will be enrolling in the district in 3 months. Which of the following actions should the diagnostician take FIRST to begin preparing for the student's enrollment? a. interviewing the student's parents regarding their concerns b. requesting a physician's summary of the student's most recent annual physical c. reviewing the student's current IEP d. obtaining updated progress reports from all the student's service providers
d. storing the correspondences in the student's educational record
A diagnostician has received several emails from parents of a 3rd grade student regarding their child's FIIE. Which of the following actions should be taken to ensure appropriate management of these correspondences? a. giving the parents a copy of all the correspondences b. deleting the parent's correspondences to safeguard student privacy c. shredding the parent's correspondences as a means of disposal d. storing the correspondences in the student's educational record
a. steps involved for the student in completing each management and maintenance activity
A diagnostician interviews a 5th grader in preparation for an upcoming ARDC meeting. The student with a hearing impairment would like to independently manage the FM system and daily hearing aid maintenance. In order to develop the IEP goals promoting the student's independence, which factors need to be identified? a. steps involved for the student in completing each management and maintenance activity b. the hearing accommodations that the student requires in the class c. the student's hearing acuity with or without assistive hearing devices d. the various models and features of FM systems and hearing aids available
a. test item within a subtest measure the same variable
A diagnostician plans to evaluate a 2nd grader's literacy skills using a number of assessments, including a norm-referenced test. For which of the following reasons is selecting a norm-referenced test with a high degree of internal consistency important? a. test item within a subtest measure the same variable b. this practice minimizes the introduction of bias in test item development c. test items re-administered are likely to yield the same responses d. this practice predicts academic performance based on the scores obtained
b. statements describing the purpose and importance of the meeting
A diagnostician prepares notice for an ARDC meeting to review the FIIE of a 1st grader. When preparing the notice, the inclusion of which of the following types of information will most effectively facilitate the parents participation in their child's ARDC meeting? a. a record of the formal and informal assessments used to evaluate the student b. statements describing the purpose and importance of the meeting c. a lsit of the ARDC members attending and their creditials d. a summary of th etopics that will be reviewd to organize the ARD discussion
a. ensuring that the parents have received a written copy of their child's evaluation reports
A diagnostician provides parents access to the information presented at the ARDC to review the FIIE of their child. Which actions should the diagnostician take for this purpose? a. ensuring that the parents have received a written copy of their child's evaluation reports b. offering the parents an updated report card c. giving the parents a written decision on the eligibility to receive sped d. distributing a copy of Notice of Procedural Safeguards to the parents at the ARDC
c. scheduling an ARDC to consider the IEE and determine which changes, if any, should be made to the IEP
A diagnostician receives a copy of the Independent Education Evaluation (IEE) from the parents of a. 9th grader with an IEP for ED. According to IDEA, which action should the diagnostician take in response to the student's IEE? A. revising the student's IEP based on the results and recommendation of the IEE b. forwarding the IEE to the district sped director in order to gain approval before scheduling a team meeting c. scheduling an ARDC to consider the IEE and determine which changes, if any, should be made to the IEP d. arranging for a district reevaluation to authorize the recommendations of the IEE
c. low-average
A diagnostician reviews the cognitive test results. These scores are consistent with which of the following descriptive ranges? a. borderline b. average c. low-average d. high-average
d. comparing the student's skills against predeteremined standards
A diagnostician uses a criterion-referenced test when assessing an 8th grader's math skills. Which of the following outcomes best illustrates the benefit of using critierion-referenced tests? a. collecting a number of work samples to accurately capture the student's abilities b. measuring the student's progress toward specific curriculum standards c. referencing the student's performance to that of other same-age peers d. comparing the student's skills against predeteremined standards
d. providing a community outreach service to parents by hosting a series of information sessions regarding state educational policies
A diagnostician would like to design an efficient method for locating, identifying, and evaluating students with disabilities who are homeschooled or attend private schools within the community. Which of the following actions would most address this goal? a. contacting parents of each of these students to inquire if they have any concerns regarding their children-9d's development and learning b. corresponding with parents after they have contacted the school district w/a request to evaluate their child c. create and send a brochure to parents d. providing a community outreach service to parents by hosting a series of information sessions regarding state educational policies
d. priortizing social communication needs based on personal and cultural relevance
A diagnostician, sped teacher, SLP, and a transition specialist collaborate to develop an inventory of social communication skills required to successfully engage in various community activities. When developing student's postsecondary transition goals, the ARDC should use communication inventory by: a. recommending intervention when several social communication skills are absent b. writing objectives to each subdomain on the social communication inventory c. asking the SPED teacher to identify student's target skill areas d. priortizing social communication needs based on personal and cultural relevance
c. Kinder student w/ an impairment that significantly impacts speech sound production
A diagnostiican has recently assessed a number of students. Which of the following students demonstrates characteristics that would cause a diagnostician to assess the student further for a specific learning disability that affects reading? a. 5th grader who has comprehension due to inattention and difficulty recalling information b. prek child who exhibits weakness in vocabulary knowledge c. Kinder student w/ an impairment that significantly impacts speech sound production d. 3rd grader who uses an editing checklist to self-correct grammatical errors
c. identifying & locating children who need SPED or related services
According to the Child Find mandate of IDEA, which of the following actions best describes a school district's primary obligation to children and their families within a community? a. collaborating w/pediatricians to determine if a child has been diagnosed with a disability b. referring children to early intervention services through a local agency c. identifying & locating children who need SPED or related services d. evaluating every child w/in a community to identify a child's learning strengths and challenges
a. ARDC reports
According to the Texas Administrative Code (TAC), which of the following sources of information should be stored in the student's SPED eligibility folder? a. ARDC reports b. anectodal work samples for each grade attended c. vision and hearing screenings submitted by the nurse d. State of Texas Assessments of Academic Readiness (STAAR) results
a. supporting the student in identifying learning strengths and needs
After reviewing multiple data sources, the ARDC determines that a 9th grader with traumatic brain injury (TBI) is eligible to receive SPED services. Which strategies would most effectively encourage the student's self-determination when developing the IEP? a. supporting the student in identifying learning strengths and needs b. requiring the student to develop an academic action plan c. allowing the student to select objectives from a proposed list d. recommending that the student research effective intervention approaches
B. II and III
Alexis, a 5 yr old with autism, will be transitioning from a preschool environment to kinder in the upcoming fall semester. She's making excellent progress toward her language and communication goals but is still behind in her self-help skills. Which must be in place prior to her first day of school? I. self-contained classroom II. IEP III. autism supplement including necessary behavior supports IV. a transition assessment A. I, II, and III B. II and III C. II only D. I, II, III, IV
c. identifying strengths and challenges in an authentic, real-life situation
An ARD committee discusses a 10th graders recent behavior of refusing to participate in class activities and completing assignments. The student has a SLD in reading and writing. The ARD committee recommends that the diagnostician evaluate the student using informal ass. measures. Which of the following benefits using an informal ass. approach? a. obtaining objective results since the process relies on clinical experience b. increasing reliability since the evaluation procedure is standardized c. identifying strengths and challenges in an authentic, real-life situation d. reducing planning time so that data collection is highly efficient
b. will the current SPED services continue to meet the student's needs?
An ARD committee discusses the return of an 11th grader w/multiple disabilities that was hospitalized for 4 weeks. Due to the student's weakness/reduced endurance, what should the ARDC consider next when reviewing the IEP? a. should the student be reevaluated in all areas? b. will the current SPED services continue to meet the student's needs? c. should the student remain homebound until a full school day can be attained? d. does placement need to be reconsidered given the student's needs?
d. has the intervention been implemented with fidelity?
An ARD committee reviews a 9th grader's progress monitoring data to assess the effectiveness of an intervention. Which of the following questions should the ARD committee ask FIRST when determing the validity of the progress-monitoring data? a. Were the data collected at consistent time intervals? b. Have the intervention frequency and duration been documented? c. which educators were involved in the data collection? d. has the intervention been implemented with fidelity?
d. providing the student w/necessary tools to achieve curriculum standard
An ARDC and diagnostician recommend an AT evaluation for a kinder student w/ cerebral palsy who uses a power wheelchair to ambulate and communicate using augmentative & alternative communication (AAC) device. Which of the following educational benefits best supports the diagnostician recommendation? a. offering the student access to computer-based assessments and academic software programs b. increasing independent communication between student & peers c. improving the student's physical mobility and school community d. providing the student w/necessary tools to achieve curriculum standard
a. an instructional approach developed through the collaboration of service providers that is implemented in the student's natural environment
An ARDC collaborates to develop an intervention plan for a 5th grader, they determine the student's needs are best addressed in the classroom to monitor the students sped services. Which would best help the parents understand and support the ARDC recommendation? a. an instructional approach developed through the collaboration of service providers that is implemented in the student's natural environment b. teaching method that targets a finite subset of skills c. individualized instruction delivered to the student outside of the classroom in a 1 to 1 or small group. d. differentiated instruction by a sped service provider in a small group with in the classroom.
D. What is the impact of the student's hearing loss on phonological awareness?
An ARDC convenes to determine the most appropriate literacy intervention for a kinder student with mild bilateral hearing loss. The ARDC is most likely to consider which of the following questions FIRST? A. How does the student's phonics development compare to that of same-age peers b. What is the etiology of the student's hearing loss? C. How does the student react to environmental noise in the class? D. What is the impact of the student's hearing loss on phonological awareness? D. What is the impact of the student's hearing loss on phonological awareness?
c. creating social stories that describe the gen ed class using words and pictures
An ARDC convenes to develop a plan for a 2nd grader who is transitioning from a self-contained class to a gen ed class. Behavioral data indicate that student has difficulties adjusting to changes. Which approach should the ARDC recommend? a. establishing a schedule to review with the student each morning that is similar to the sped daily schedule b. arranging for additional adult support the day the student is scheduled to start c. creating social stories that describe the gen ed class using words and pictures d. developing a plan that outlines when the student will be removed from the gen ed class for demonstrating unacceptable behavior
b. opportunities for the student to communicate with others in the student's language
An ARDC convenes to review the reevaluation of a 9th grader with bilateral hearing loss who communicates with ASL. When developing the IEP, should the ARDC consider? A. strategies to support the student's development of spoken language skills b. opportunities for the student to communicate with others in the student's language c. practices that incorporate English language instruction into the student's IEP goals d. approaches to gradually fading the student's use of assistive listening technology
a. provide information about the availability of state resources to support the student
An ARDC has convened to review and revise an IEP for an 11th grader with ID. When collaborating with the ARDC to develop the IEP, the primary responsibility of the local educational agency (LEA) representative is to: a. provide information about the availability of state resources to support the student b. arrange times to supervise the effectiveness of the student's SPED program c. recommend the educational setting that would be most appropriate for the student d. write goals to include on the IEP based on the results from the reevaluation
d. administering informal and formal assessments in the student's primary language
An EL 4th grader was referred for evaluation for a suspected specific learning disability in reading and writing. According to TELPAS results, the student achieved a "beginning" proficiency. Which assessment approaches would most accurate assess the students' abilities? a. using assessment measures in Eng and the student's primary language b. translating commonly used standardized tests and assessment measures to the student's primary lang c. assessing the student when the student has acquired TELPAS advanced level d. administering informal and formal assessments in the student's primary language
c. supplemental instruction to address targeted skill development
At an intervention meeting, a 6th grade teacher expressed concerns about a new student who experienced a lack of formal educational opportunities and performed below grade level in reading, writing, math skills. Which of the following supports should the intervention team address ? a. special education intervention provided in a small group setting b. tutoring after school to promote stronger academic performance c. supplemental instruction to address targeted skill development d. paraprofessional assistance during all classroom activities and instruction
B. reduce the reading level of content area materials during instruction
Quaid (6th grader) was recently tested and qualified for sped with an SLD. He exhibited a pattern of strengths and weaknesses: S-persistent, able to solve math problems, and average reading skills. W- below-average long-term retrieval, below-average short-term memory, failing content areas. What instructional recommendations listed would be LEAST helpful? A. note-taking assistance in content areas to reduce cognitive processing load B. reduce the reading level of content area materials during instruction C. teach explicit memory strategies (mnemonics) D. graphic organizers for content areas.
A. The diagnostician will not use tests that require written responses
Shayla a student with a SLD, suffered a traumatic brain injury (TBI) a year ago and due for a 3 year evaluation. When reviewing information from her teachers, the diagnostician notes that several of her teachers describe Shayla's writing as "illegible". All of the actions conducted by the diagnostician are appropriate EXCEPT A. The diagnostician will not use tests that require written responses B. the diagnostician will include assessments that measure motor skill development C. the diagnostician will review Shayla's medical records for information concerning her TBI. D. Current writing samples will be compared with writing samples obtained before the TBI.
C. I, II, and III only
Susan, 4th grader, was administered the Vineland Adaptive Behavior Scales-III and the Bender Visual Motor Gestalt Test-2. Her fine motor skills were identified as being extremely low on both measures both intra-individually and compared with peers. Which of the following actions would be appropriate for the diagnostician to consider? I. Obtaining informed consent from parents for OT evaluation II. Consider the use of AT with Susan to help with tasks that require motor skills III. Recommend low tech devices such as pencil grips and lined paper for math IV.Continue to monitor the student since motor skills development varies A. I and IV only B. I and II only C. I, II, and III only D. I, II, III, IV
c. suggesting the consultation services be implemented between the sped teacher, SLP, and gen ed teacher
The SLP reports that the student has made good progress toward all language objectives. In contrast, the general ed & SPED teachers are concerned on the student's lack of progress and generalization of language gains to academic classroom activities. Which action should the diagnostician take? a. propose that the SLP & SPED teacher increase the frequency and duration of services each week b. advocate for an alternative placement w/ more intensive sped services that would better support the student's lang and literacy needs c. suggesting the consultation services be implemented between the sped teacher, SLP, and gen ed teacher d. encourage the gen ed /sped teacher to explore PDs opportunities.
C. the progress he made with tutoring and small-group supplemental instruction
The diagnostician of Strack MS receives referral information on Mark, a 5th grader suspected of having a reading disability. The pre-referral data, Mark received after-school tutoring and small-group supplemental instruction and failed STAAR last year. It was noted in a report that Mark enjoys books and sports. The diagnostician wanted to gather additional information from the teacher to begin her evaluation. What would be the MOST IMPORTANT data she should request to assess reading? A. goals and objectives in Marks IEP B. copy of the teacher's lesson plan C. the progress he made with tutoring and small-group supplemental instruction D. total number of students referred for SPED by this teacher in the last 2 years.
d. a psychological evaluation conducted by a LSSP
The parents of a 2nd grade student who was recently diagnosed with a generalized anxiety disorder by a pediatrician have requested for a FIIE. When assessing the impact of the suspected emotional disturbance on progress towards curriculum, the ARDC should include which information in the FIIE? a. a behavioral intervention plan (BIP) implemented by a Board Certified Behavior Analyst (BCBA) b. data from social maladjusment counseling provided by a clinical social worker (CSW) c. a functional communication evaluation completed by a SLP d. a psychological evaluation conducted by a LSSP
d. explaining the reason for the decision in writing
The parents of a 4th grader requests a special education evaluation given their concerns regarding their child's spelling abilities. However, the FIIE and ARDC met found the student not eligible for SPED services. Following a REED, the district denies the request given that multiple sources of data indicate the student is making progress toward grade level curriculum standards. What action should the district be required to do next? a. schedule a meeting to mediate the disagreement b. obtain consent for a FIIE c. conducting a formal assessment in the area of concern d. explaining the reason for the decision in writing
d. benefit of collaborating with outside providers to best support their child's needs.
The parents of a 5th grader with an emotional disturbance recently disclosed that their child has been seeing a psychologist for three years through an outpatient program. When requesting permission to access the student's medical records, it is most important for the educational diagnostician to assure the parents of their privacy rights as well as the following: a. necessity ot disclose all medical information to the district b. importance of sharing medical information at the outset of developing an IEP c. relevance of these records when developing positive behavior supports d. benefit of collaborating with outside providers to best support their child's needs.
d. present level of educational performance.
When the ARD committee develops goals/obj for a student, which of the following sections of the IEP is most important for them to reference? a. description of SPED services b. measuring and reporting progress c. accommodations and modifications d. present level of educational performance.
a. linking results from multiple sources of the student's data to academic and functional skill development
Which actions would be most effective for a diagnostician to take to convey the implication of a student's evaluation findings clearly? a. linking results from multiple sources of the student's data to academic and functional skill development b. describing the student's standard scores on norm-referenced assessments c. predicting the student's learning abilities to achieve curriculum-based expectations d. illustrating the student's ability to successfully participate in the general education classroom
c. the student's performance on one subtest is an outlier in comparision to performance on the other subtests
Which conclusions should the diagnostician make based on the student's standard score? a. the student standard score has a mode of 97 and a median score of 65 b. the student's standard scores are unreliable since the scores are consisten w/a skewed distribution c. the student's performance on one subtest is an outlier in comparision to performance on the other subtests d. the student's standard scores have a central tendency within the below-averabe range of performance
d. encouraging the student to share stories that are related to topics/themes in the text
Which instructional approaches would most effectively promote the student's reading comprehension and progress toward the IEP obj.? a. teaching the structure of narrative texts to the student to connect ideas and organize text information b. asking the student to reference the word wall w/class created definition w/visual images c. offering the student guided repeated oral reading opportunities d. encouraging the student to share stories that are related to topics/themes in the text
b. the student will demonstrate math strategies for solving add and subtraction problems using linking cubes w/ 80% acc.
Which objectives best address the TEKS learning standard based on the student's needs? a. the student will identify when a problem req addition/ sub in 8 out of 10 trials. b. the student will demonstrate math strategies for solving add and subtraction problems using linking cubes w/ 80% acc. c. the student will present an explanation to a solution for add/sub-problem in 8/10 trials d. The student will define addition/subtraction and demonstrate this understanding
a. collaborating w/early childhood educators to provide universal screenings of prospective prekindergarten children at school
Which of the following actions best illustrates the integral role as diagnosticians as active participants in locating/identifying children w/disabiliites? a. collaborating w/early childhood educators to provide universal screenings of prospective prekindergarten children at school b. attending ARD committee meetings for children transitioning fr Individualized Family Service Plan (IFSP) to an IEP c. evaluating children when they are identified by GenEd classroom teachers as performing below developmental norms and grade-level standards d. providing medical practitioners w/information regarding child development to distribute to parents during annual wellness checks
b. evaluating the barriers that impact the child's ability to communicate and access information across a variety of environments
Which of the following approaches should be taken first when addressing the instructional needs of a prek child with hearing loss? a. implement techniques for promoting the child's listening skills and speech production b. evaluating the barriers that impact the child's ability to communicate and access information across a variety of environments c. understanding environment modifications that are necessary to improve the child's access to auditory information d. developing strategies for performing listening checks to ensure the adequate functioning of the child's hearing devices
d. following a test-teach test model
Which of the following approaches would best assess a student's responsiveness to a specific literacy intervention? a. using curriculum standards to identify strengths and needs b. evaluating targeted skills in isolation c. observing systematically with natural settings d. following a test-teach test model
c. collaborating with the teacher to design a weekly measure to assess the student's learning progress
Which of the following data collection methods should the diagnostician use to accurately determine the student's progress? a. administering an assessment ea. month to monitor progress toward the standard and the obj. b. reviewing classroom assessments to compare the student's performance to that of the peers c. collaborating with the teacher to design a weekly measure to assess the student's learning progress d. requesting that the teacher complete a rating sclae to assess the student's learning
D. I, II, III, IV
Which of the following instructional strategies will help increase the effectiveness of whole group instruction in a typical 4th grade TX inclusive general education classroom? I. Co-teaching II. Universal design of instruction III. differentiated instruction IV. Opportunities to respond during instructions (choral reading) A. II and III B. I and II C. II, III, and IV D. I, II, III, IV
b. guiding students to make career choices based on their interests and strengths
Which of the following outcomes best describes the primary purpose of conducting vocational assessments? a. determining realistic career expectations for students based on their individual needs b. guiding students to make career choices based on their interests and strengths c. providing students with insight regarding career opportunities in the local community d. identifying career opportunities that are appropriate for students with specific cognitive abilities
d. implementing district wide RTI/MTSS interventions
Which of the following practices is most likely to reduce the disproportionate representation of students who are culturally & linguistically diverse in SPED? a. referring students for SPED services when they don't meet achievement standards b. administering score-based assessments to all students who are underperforming c. adopting district-wide curricula that will prepare all students to perform well on state assessments d. implementing district wide RTI/MTSS interventions
b. 3 yo child who exhibits restrictive & repetitive patterns of behavior
Which of the following students demonstrate characteristics that are most consistent w/autism (ASD)? a. 7 yo student who has difficulties comprehending figurative lang. b. 3 yo child who exhibits restrictive & repetitive patterns of behavior c. 4yo child is still learning that others may have conflicting perspectives d. 2yo child who struggles w/ emotional regulation
d. scheduling an ARDC meeting to review the FIIE.
Which steps is next in the child-centered sped process? a. obtaining consent from the parents for initiating the sped services b. notifying the student's parents about their child's eligibility to receive sped services c. preparing a written notice informing the parent's that the FIIE was completed d. scheduling an ARDC meeting to review the FIIE.
d. positive behavioral supports
Which strategies is the ARDC required to consider at an ARDC meeting for a 4th grade student with autism? a. assistive technology for reading b. approaches to orientation instruction c. compensatory access to written text d. positive behavioral supports
a. completing the evaluation after collaborating with the previous school district
While reviewing the education records of a 5th grader who recently enrolled in the district, the diagnostician realizes that the student was in the process of a FIIE for a suspected learning disability at the previous school & wasn't able to complete the psychoeducational assessment before the student left. According to federal/state regulations, which action is the student's current school district obligated to take? a. completing the evaluaiton after collaborating with the previous school district b. re-administering the evaluations so the assessments are authored by the current district c. inviting a rep from the previous school district to the ARDC d. assessing the student's academic preformance in the classroom before considering the completing of the FIIE/initiating additional evaluations
d. requesting that the LPAC collaborate with the evaluation team to reevaluate the student's language abilities.
A 4th grader has been referred for a Full and Individual Initial Evaluation (FIIE) for a specific learning disability in reading after making minimal progress in two 8-week RTI interventions. While reviewing the student's records, the diagnostician notes that in 2nd grade, the student was identified as English proficient and exited the ESL program. Which steps is most critical to obtaining accurate information regarding the student's cognitive/academic abilities? a. considering results from cognitive assessment measures that have been normed on students from the same cultural & linguistic background b. ensuring an interpreter is available while administering all tests c. prioritizing the student's assessment results from subareas of cognitive performance that rely on nonverbal functioning d. requesting that the LPAC collaborate with the evaluation team to reevaluate the student's language abilities. d. requesting that the LPAC collaborate with the evaluation team to reevaluate the student's language abilities.
a. establishing a system in which the student can earn time in preferred scheduled activities, such as additional recess/free time
A 4th grader with ED has recently transitioned to gen ed class. Although the student has made gains in social skills and self monitoring, the teacher still reports task refusal esp if the student perceives it as difficult. Which classroom approaches will most likely increase the student's willingness to engage in challenging activities? a. establishing a system in which the student can earn time in preferred scheduled activities, such as additional recess/free time b. seeking peers to model goal-directed behavior and strategies for completing assignments c. excusing the student from tasks d. allowing the student to work on difficult tasks after completing assignments that are less engaging for the student
d. measure the student's progress against a set of predetermined benchmarks
A 5th grader with a SLD in reading has an IEP goal related to grade-level reading comprehension. The diagnostician recommends using criterion-referenced assessments. To assist in making decisions regarding responsive adjustment to the student's instruction, the assessments selected would effectively: a. compare the student's progress in relation to a normative sample b. embed informal assessment of progress into the student's general educaiton instruction c. evaluate the student's progress in relation to the student's previous performance d. measure the student's progress against a set of predetermined benchmarks
d. scheduling a manifestation determination review with the student's parents within 10 school days of the change of placement
A 5th grader with a disability has demonstrated several behaviors that violate the school discipline code, resulting in a disciplinary change of placement. In this situation, which steps should the diagnostician take FIRST? a. convening an ARDC meeting to determine the appropriateness of the disciplinary action b. providing the student's parents with a written notice outlining the educational services the student will receive in the alternative placement c. conducting a functional behavioral assessment (FBA) to develop a behavioral intervention plan (BIP) addressing the student's behavior d. scheduling a manifestation determination review with the student's parents within 10 school days of the change of placement
b. teaching the student to use a graphic organizer when solving math expressions
A 6th grader with a SLD in math has difficulty recalling the standard algorithm steps for adding, subtracting, multiplying, and dividing. Which accommodation would support the student? a. providing the student with a calculation device for all assessments b. teaching the student to use a graphic organizer when solving math expressions c. supplying fact tables for addition, subtraction, multiplying, and division, d. allowing the student to use manipulatives for all assignments
c. classroom materials available in digital format
A 7th grader that has cerebral palsy, with spastic quadriplegia, and minimal hand mobility and ambulates using a wheelchar with joystick navigation. The AT specialist paired the student joystick w/a laptop computer that provides the student access to an on-screen mouse and keyboard. Providing which of the following accommodations would best ensure that the student has continuous access to the curriculum? a. text-to-speech software and captioning b. touchscreen device with word processing software c. classroom materials available in digital format d. audio recorder w/synchronized typed notes
c. offer a consistent and accurate measure of the math skills being targeted
A 9th grader with a SLD in math will begin a new evidence-based intervention that will support progress in the IEP. The diagnostician should develop a progress-monitoring tool to assess student's responsiveness. The data collection should: a. only reflect progress toward grade-level curriculum-based standards b. enable the student to demonstrate a full range of math achievement c. offer a consistent and accurate measure of the math skills being targeted d. be administered in both the gen ed and resource room setting
c. determining the parents observations and priorities regarding their child's strengths and needs in these areas
ARDC convenes to develop IEP goals to promote a 7th grader independent living and personal care skills. Collaboration with the student's parents is important when developing these goals because: a. promoting generalization of the student's academic gains within the home environment with parents b. providing the parents with an opportunity to validate the goals c. determining the parents observations and priorities regarding their child's strengths and needs in these areas d. developing goals with the parents that support the student's development of individuality
c. the student's responses to research-based interventions
According to IDEA requirements, the assessment of a student for sped services for an SLD must include consideration of: a. recommendations about the student from an independent evaluation b. the student's scores on criterion-referenced assessments c. the student's responses to research-based interventions d. the student's performance on standardized tests.
a. recommending evidence-based interventions that result in appropriate services for students with disabilities
According to Texas Education Code (TEC), diagnosticians should be able to use assessment data for which of the following purposes? a. recommending evidence-based interventions that result in appropriate services for students with disabilities b. identifying students with ED to plan for social and emotional support services c. developing applied behavior analysis interventions for students with autism d. predicting a student's academic achievement based on assessment scores and performance
b. progress monitoring to quantify the student's rate of improvement toward established learning objectives
As part of a 3yr evaluation, a diagnostician assesses a 7th grade student with an intellectual disability. Which of the following assessment methods is most likely to determine the student's growth toward annual IEP goals accurately? a. a norm-referenced assessment comparing the student's performance to that of same-age peers b. progress monitoring to quantify the student's rate of improvement toward established learning objectives c. curriculum-based measures assessing the student's grade-level content knowledge d. criterion-referenced assessment that measure the student's abilities against academic standards
d. analyzing the identification procedures used in determining GT program eligibility
As part of an initiative to increase the identification of GT students, a diagnostician considers the assessment processes used within the district. Which practices would effectively increase the identification of students with LD who are eligible to participate in GT programs? a. adjusting the GT identification processes to priortize nonverbal over verbal learning abilites b. recommending that the GT identification process include the evalutation of all students in their strongest academic content area c. fading the delivery of sped services for studetns with learning disabilites whoare deemed eligible for GT programming d. analyzing the identifcation procedures used in determining GT program eligiblity
c. providing evidence of student's progress toward curriculum standards
As part of the ARDC, in which of the following ways could gen ed teachers best contribute to the development of students' IEPs? a. preparing anecdotal accounts of students' needs as compared to their peers b. giving recommendations about which modifications students require c. providing evidence of student's progress toward curriculum standards d. supporting the assessment findings of the diagnostician
d. identifying steps in community activities to facilitate the learning process for the student
At an ARDC meeting a 10th grader with ID expresses a desire to become more independent in the community to pursue activities, such as taking public transportation and buying groceries. Which of the following interventions would promote the student's progress toward the goal? a. describing community activities using social stories with the student b. modeling community activities for the student to perform c. creating a visual schedule for the student to use in the community d. identifying steps in community activities to facilitate the learning process for the student
d. arranging for the student to participate in site visits to various workplaces to explore career interests
At an ARDC meeting, a 9th grader with ID wants to obtain a job after graduating. As an initial step in the transition planning, which recommendation should the ARDC use to support the student's goal? a. writing IEP goals for the student based on the needs of the current labor market b. assigning the student a mentor to assist in researching jobs in the local community c. providing the student with preselected career options that align with the student's abilities d. arranging for the student to participate in site visits to various workplaces to explore career interests
a. providing the parents with a copy of the procedural safeguards available under IDEA
At an ARDC meeting, the parents of a 1st grader disagree with the educational evaluation findings. Which action should the ARDC take FIRST in response to the parent's disagreement? a. providing the parents with a copy of the procedural safeguards available under IDEA b. asking the ARDC to reach a consensus to accept or decline the findings c. rescheduling an ARDC meeting that is mediated by the TEA to discuss the disagreement d. filing a due process complaint to request a hearing to resolve the disagreement between the parents and the school
d. providing the parents with a district contact to schedule a time to view their child's educational record
At an ARDC meeting, the parents of a 7th grader request to view their child's educational record. The diagnostician should respond to the parents in which way? a. inquiring as to the reasons why the parents want to view their child's educational record b. giving the parents copies of documents from the student's educational record that pertain to sped c. informing the parents that they may access only some of the documents in their child's educational record d. providing the parents with a district contact to schedule a time to view their child's educational record
c. ensuring that requests can be generated consistently across instructional contexts
Before implementing a new goal to address the generalization of communication skills, which should be recommended first? a. increasing the student's communication partners to include peers b. providing the student with tangible reinforcers to each item requested c. ensuring that requests can be generated consistently across instructional contexts d. including additional icons to serve as distractions in the student's communication book.
b. item #10
Based on the scoring rule, the student reached a ceiling score on which of the following items? a. item #8 b. item #10 c. item #11 d. item #15
b. allowing for peer comparisons to more accurately identify the student's need for intervention
For which of the following purposes could the diagnostician most effectively compare the student's performance data to that of peers in the class? a. developing a method for highlighting the student's needs by comparing performance over time b. allowing for peer comparisons to more accurately identify the student's need for intervention c. creating a comparison between the student's performance to that of same-age peers nationally d. determining the student's eligibility for sped services based on classroom norms
c. increasing the student's intrinsic motivation to change a pattern of behavior
Developing a behavior plan that is based on student input is most likely to result in which outcome? a. outlining expectation so that the student is more likely to engage in desired behaviors b. encouraging the student to self-reflect on the impact of behavior on classmates c. increasing the student's intrinsic motivation to change a pattern of behavior d. improving the student's behaviors that are most instrusive to the class
C. limit peer interaction during class time
Diagnosticians making recommendations to the ARDC based on a FIE recently conducted. Which of the following recommendations is NOT appropriate recommendation in general for students with ADHD? A. selectively ignore inappropriate behavior B. teach self-management skills C. limit peer interaction during class time D. use a token reinforcement system
d. that sounds really challenging, so how can we help support you at home?
During an ARD meeting for a 2nd grader w/ emotional disturbance, the parents shared some of the behavior challenges they see at home. Which of the following responses would foster a respectful collaboration? a. we are seeing the same behaviors at school, so at least they are consistent b. are you following the behavioral intervention plan developed by the team? c. we should develop a behavior plan that you can use at home d. that sounds really challenging, so how can we help support you at home?
A . develop a comprehensive educational plan that addresses the student's emotional needs across environments
During an ARDC meeting, the parents of a 6th grader with ED discloses that they are having difficulties managing their child's verbal outbursts and physically aggressive behavior at home. To which of the following purposes should the ARDC apply this information? A . develop a comprehensive educational plan that addresses the student's emotional needs across environments b. arranging appropriate outpatient mental health services to address behaviors at home c. notifying the student's teachers about the student's emotional difficulties d. giving the student's parents advice on how to manage their child's behavior at home.
b. an identification of academic or functional skills to assess
In collaboration with the ARDC, a diagnostician develops IEP goals for a 2nd grader with ID. Which criteria should be included to ensure that the IEP goals are measurable? a. a statement of the current level of educational performance b. an identification of academic or functional skills to assess c. a description of the academic implications of obtaining the goal d. an indication of the likelihood that the goal will be reached.
a. pairing a schematic map of the school with pictures and names of the student's teachers
In preparation for a 5th graders transition to middle school, the ARDC convenes to develop a transition plan. The student has expressed anxiety about recalling locations, & names of teachers. Which action would best support the student's ability to navigate MS independently? a. pairing a schematic map of the school with pictures and names of the student's teachers b. providing the student with a schedule with class numbers and teacher names c. arranging for the student to visit the MS once before beginning 6th grade d. assigning a grade-level peer to assist the student with locating rooms/teachers
b. creating documents in the parents preferred written language at an appropriate literacy level
In preparation for an ARDC meeting, the diagnostician prepares documents summarizing a 7th grader's progress toward IEP goals. Which steps should the diagnostician and sped teacher take to make the documents accessible to the parents? a. summarizing the student's progress using technical language familiar to the field of sped b. creating documents in the parents preferred written language at an appropriate literacy level c. focusing on recommendations for how parents can work on goals at home with their child d. preparing a comprehensive explanation of the student's needs and barriers to attaining IEP goals
b. a description of the actions involved in the proposed evaluation and the rationale for this decision
In response to a request from parents of kinder student, a diagnostician is preparing a written notice proposing a FIIE. Which documents should the diagnostician include in the written notice? a. a list of possible evaluations that can be conducted by the school district from the parents can choose b. a description of the actions involved in the proposed evaluation and the rationale for this decision c. a summary of the evaluation that will be used to determine the sutdnet's eligibility for sped services d. a request to access the educational records for the ARDC to examine
b. establishes a baseline performance to measure the student's progress
In this example, the intervention team's method for monitoring the student's reading comprehension progress is effective because it: a. compares the student's progress between 2 interventions b. establishes a baseline performance to measure the student's progress c. summarizes the student's progress toward educational goals d. captures the student's incremental progress each week
a. identifying skills to target for a student's instruction according to what the student is already able to do and what the student needs to learn next
In which of the following ways has Les Vygotsky's zone of proximal development impacted sped evaluations and educational programming? a. identifying skills to target for a student's instruction according to what the student is already able to do and what the student needs to learn next b. allowing a student to select learning goals based on content the student deems. Personally relevant or meaningful c. developing goals for a student based on the student's performance compared to that of same-age peers within a normative setting d. ensuring that the student's learning objectives and instructional techniques ar tailored to the student's specific identified category of disability
C. use reading materials based on Lisa's instructional reading level
Lisa, 4th grader who orally read a 4th grade level reading for one minute. She is able to read 65% accuracy. Based on this data what instructional recommendations would be the MOST appropriate for her? A. continue to use 4th grade reading passages for instruction B. allow her to have additional time for reading assignments C. use reading materials based on Lisa's instructional reading level D teach her techniques to support her frustration during reading
d. expressive language development
MLU is most likely to yield important information regarding the student's: a. receptive language comprehension b. speech sound production c. pragmatic language use d. expressive language development
B. oral test administration
Olivia, a third grader, has a processing speed standard score index of 72 and a standard score index of 110 in reading comprehension when recently evaluated. The ARDC is meeting to discuss instructional and testing accommodations. The diagnostician recommends the following accommodations to the ARDC. Which of the following instructional accommodations would NOT be appropriate based on information contained in theis quesiton? A. allow for extra time to complete tests and assignments B. oral test administration C. provide a copy of notes D. allow extra response time
d. summarizing the discussion in a written document for the educational record
Parents approach the diagnostician to inquire about their child's reevaluation for SLD in reading. Which action should the diagnostician take following the discussion? a. scheduling an ARDC meeting b. asking the parents to sign a transcription of the discussion c. verbally restating the discussion to a colleague to create a verbal record d. summarizing the discussion in a written document for the educational record
b. shows substantial regression in one or more areas addressed in the student's IEP that cannot be regained in a reasonable time period.
The ARDC convenes to consider whether a 3rd grader with ID is eligible for extended school year services (ESY). When determining eligibility for ESY, the ARDC determines whether the student: a. exhibits behaviors that have warranted the development of a behavioral intervention plan b. shows substantial regression in one or more areas addressed in the student's IEP that cannot be regained in a reasonable time period. c. has consistent assessment results between an Independent Educational Evaluation (IEE) and an evaluation conducted by the ARDC d. meets criteria for participating in the STAAR Alt 2.
c. using instruction and role play to teach understanding and interpretation of social behaviors
The ARDC convenes to develop a behavioral intervention plan (BIP) for a 3rd grader who demonstrates difficulty resolving conflicts w/peers, resulting in verbal outbursts and aggressive behavior. Which intervention would effectively promote students' social skills development? a. targeting specific social behaviors individually outside of the class. b. redirecting inappropriate social behaviors while providing reminders about expected behavior c. using instruction and role play to teach understanding and interpretation of social behaviors d. offering praise and edible rewards
a. self-advocacy to increase personal responsibility
The ARDC convenes to review the IEP for a 7th grader with an LD in reading. Even though the student has made progress, the student relies on teacher reminders and prompting to use accommodations. The student is most likely to require support in developing which skills? a. self-advocacy to increase personal responsibility b. listening skills to promote language comprehension c. perseverance to facilitate learning in difficult situations d. deductive reasoning to improve problem-solving
a. the student is making adequate progress toward the IEP objective
When analyzing the student's data, which conclusions should the diagnostician reach? a. the student is making adequate progress toward the IEP objective b. another intervention should be implemented given the student's slow progress c. the student's progress is slow in comparision to same-age peers. d. the intervention targets do not adequately address the student's IEP objective
a. What learning tasks and activities is the student expected to engage in?
When assessing a student's assistive technology needs, which of the following questions is most important for the intervention team to answer? a. What learning tasks and activities is the student expected to engage in? b. what technology is familiar to the student's teaterm-28chers and parents? c. what are the student's primary disability and educational goals? d. What technology is easily programmable and available in the district?
d. referencing a graphic of a normal distribution
When communicating a student's standard scores to the ARD committee, which strategies would most likely facilitate a shared understanding of the scores? a. explaining age-equivalent scores in relation to raw scores b. focusing on the test score's qualititative interpretation c. using percentile rank to describe performance d. referencing a graphic of a normal distribution
a. preferential seating within the class
When developing the student's IEP, which of the following accommodations should the diagnostician recommend FIRST? a. preferential seating within the class b. frequent checkpoints for work completion c. written outlines of classroom lessons d. shortened length of assignment
d. age-equivalent scores are often unevenly distributed, leading to misinterpretation
When interpreting a student's norm-referenced test scores, age-equivalent scores should be used cautiously for which of the following reasons? a. age-equivalent scores represent a student's ability only 50% of the time b. age-equivalent scores are accurate only for students older than 13. c. age-equivalent scores often inflate the student's performance and abilities d. age-equivalent scores are often unevenly distributed, leading to misinterpretation
c. the normed sample more appropriately represents the population being assessed
When interpreting norm-referenced test scores, which benefits will likely result from using local norms? a. results can be compared to a sample representing national standards b. the use of local norms alters standardization to eliminate linguistic and stimulus bias c. the normed sample more appropriately represents the population being assessed d. scoring can be modified to account for cultural and linguistic diversity
b. the student's eligibility for sped services
When reviewing a student's FIIE, the ARDC should make which of the following determinations FIRST? A. accommodations the student needs to participate in state assessments b. the student's eligibility for sped services c. services the student requires to make effective progress d. the discrepancy between the student's ability and achievement
d. can testing results of vocabulary knowledge be inaccurate if they fail to account for cultural diversity?
When show each image, the student stated,"I have never seen one of those." When accounting for the student's performance, which of the following questions should the diagnostician consider? a. are additional assessments necessary to accurately evaluate the student's lang. abilities? b. do normed vocabulary data indicate that these concepts should be familar to a first grade students? c. can normed referenced assessment measuring expressive language be unbiased if administered? d. can testing results of vocabulary knowledge be inaccurate if they fail to account for cultural diversity?
d. self-monitoring and self-assessing learning
by using the assessment approach which of the following sets of skills is the teacher promoting? a. problem solving and evaluating solutions b. planning and developing learning goals c. self-awareness and confidence building d. self-monitoring and self-assessing learning
