PRAXIS SPED
4 Steps in Assessment Process
1. Screening 2. Determining eligibility 3. Instructional Intervention 4. Measuring Progress
Four Learning Modalities
1. Visual 2. Auditory 3. Tactile (touching) 4. Kinesthetic (learn by doing)
By mid-October, Catherine's third grade teacher has become concerned because Catherine has great difficulty reading grade-level materials. Her written work is largely illegible and contains sentence fragments and numerous spelling errors. Catherine does not initiate conversations, does not make eye contact, and never raises her hand to volunteer in class. Catherine does perform well on some mathematics work that does not require interactions with other children or adults. The teacher has decided to refer Catherine for a special education evaluation. List THREE types of data that the teacher should collect PRIOR to making a referral. Explain the value of collecting each of these types of data. In your explanation, be sure to relate the types of data to Catherine's reading, writing, and social behavior.
1. anecdotal info concerning social interactions 2. writing sample 3. reading evaluation- IRI to determine reading level
6 Provisions of IDEA
FLI-PAP 1. FAPE 2. LRE 3. IEP 4. Parent participation 5. Appropriate evaluation 6. Procedural safeguards
Teaching Strategies
Prompting Discrimination training Shaping (differential reinforcement) Chaining Task analysis ---- Group contingencies positive and negative continuum of consequences Behavioral contract Token economy PBIS (prevention/ tiers) Noncontingent Reinforcement NCR/ escape Planned ignoring Response cost Check in Check Out CICO Levels System High-Probability sequence/ compliance training Antecedent manipulation Social skills instruction Activity Choice Curricular/ Instructional Revision Demand fading Differential reinforcement (DNRA, FCT, DNRO) Small group instruction or CWPT
Sharmaine is a second-grade student who has been found eligible for special education under the classification of intellectual disability. She receives daily mathematics instruction in a resource room. Her special education teacher wants to introduce Sharmaine to the addition of single digit numbers. Which of the following strategies would be the best activity to use? (A) Make a ten (B) Skip counting (C) Counting backward (D) Front-end addition
The correct answer is (A). "Make a ten" is a strategy for learning addition facts, which would be developmentally appropriate for Sharmaine. (B) is incorrect because skip counting is a precursor to multiplication, not addition. (C) is incorrect because counting backward is a prerequisite to subtraction. (D) is incorrect because front-end addition is a skill used to estimate when adding large-digit numbers.
Under IDEA, which of the following age-groups are qualified to receive early-intervention services? (A) 0-2 years (B) 3-4 years (C) 5-6 years (D) 7-8 years
The correct answer is (A). According to Part C of IDEA, students qualify for early-intervention services from birth through 2 years of age.
Which of the following activities is the best example of a summative assessment? (A) An end of chapter test (B) Writing sentences using spelling words (C) Completing a homework assignment (D) Completing a cloze activity
The correct answer is (A). Summative assessments are given to test student learning relative to the curriculum and a chapter test assesses knowledge of the entire chapter. (B) is incorrect because writing sentences is not the best activity to use as a summative assessment. (C) is incorrect because homework is a follow- up to classroom instruction. (D) is incorrect because it related to language arts instruction.
Patrick, a third-grade student, has recently been diagnosed with Tourette syndrome. Which of the following symptoms would Patrick most likely exhibit? (A) Involuntary movements (B) Paralyzed legs (C) Loss of visual acuity (D) Hearing loss
The correct answer is (A). Tourette syndrome is characterized by repetitive, involuntary movements and vocalizations called tics. (B), (C), and (D) are incorrect because they are not symptoms of Tourette syndrome.
Trish is a sixth-grade student who is diagnosed with autism spectrum disorder (ASD). She has difficulty maintaining eye contact and makes impulsive comments during lessons. Which of the following behavioral strategies would best help Trish? (A) Assigning Trish a peer buddy to help her keep on task (B) Providing Trish a visual menu of appropriate behaviors (C) Seating Trish next to the window so she can look outside (D) Giving Trish high-interest, low-reading-level assignments
The correct answer is (B). A visual reminder can increase appropriate behavior. (A) is not correct because a peer buddy should not be given the task of keeping another student on task. (C) is not correct because that is not an appropriate strategy for Trish. (D) is not correct because that strategy is not related to the behavior.
Which of the following would be an important daily-living skill for a high school student with an intellectual disability? (A) Knowing the multiplication table (B) Using a microwave oven (C) Identifying the states on a map (D) Stating the main idea of a paragraph
The correct answer is (B). Being able to heat up food would allow the student a measure of independence. (A), (C), and (D) are incorrect because they are not daily-living skills.
The least restrictive environment (LRE), as defined in IDEA, requires that students with a disability be: (A) educated with nondisabled peers only for elective courses (B) educated with nondisabled peers to the greatest extent possible (C) educated in a special school so that there is no interaction with nondisabled peers (D) educated with the most assistance, whether or not it be in the same environment as with nondisabled peers
The correct answer is (B). IDEA ensures that students are not unnecessarily removed from the general classroom or isolated from their nondisabled peers. These decisions are made based on a student's ability to function in the school environment. (D) is incorrect because LRE is related to the placement of the student, not how much assistance is needed. (A) and (C) are incorrect because they do not match the de nition of least restrictive environment.
The Individuals with Disabilities Education Act (IDEA) requires that early intervention services for infants and toddlers be delivered according to an Individualized Family Service Plan (IFSP). An IFSP and an IEP are similar yet contain important differences. Which of the following is exclusive to the IFSP? (A) It includes a statement of the child's strengths and needs. (B) It includes information on family support services, nutrition services, and case management. (C) It includes projected dates for the beginning of each service, and where each service will take place. (D) It includes a statement of the rights of parents or guardians to accept or decline any special education service or related service without jeopardizing any other service.
The correct answer is (B). In addition to the services provided in Part B of IDEA, the IFSP also includes information about family support services, nutrition services, and case management. (A), (C), and (D) are incorrect because they refer to information that is included in both the IFSP and theIEP.
To promote the transfer of word attack skills to newspaper reading, a middle school teacher of students with mild intellectual disabilities is most likely to (A) prepare teacher-made newspaper articles for the students to read (B) select articles from the local newspaper for students to read (C) develop writing exercises using words from the curriculum (D) prepare worksheet exercises based on single sentences from newspaper articles
The correct answer is (B). One component of successful transfer of learning is the similarity between the situation on which a skill is learned and the situation to which it is to be applied. (A), (C), and (D) are not correct because they are activities that would most likely not promote word attack skills.
Jen, a sixth-grade student, receives special education services under the category of specific learning disability. Jen's IEP states that written assignments will be completed using word processing and speech recognition software. Which of the following is most likely to promote successful use of assistive technology? (A) Limiting the amount of written homework (B) Providing software for home use (C) Assigning keyboarding homework (D) Allowing choice of topic for written assignments
The correct answer is (B). Providing additional software to use at home allows the student to work with it at home and reinforce her writing skills. (A) is incorrect because limiting homework does not help her to use the writing programs. (C) is incorrect because although typing practice is useful, it does not help her to use the programs, one of which is voice recognition software and does not require typing. (D) is incorrect because the accommodation of choice will not promote more successful use of assistive technology.
Which of the following supports is most likely to help Beth, a middle-school student with autism spectrum disorder (ASD), be successful in her new placement? (A) Allowing Beth to attend school for a half-day for the first month (B) Providing Beth with a visual schedule of daily activities (C) Taking Beth on a tour of the school so that she can become familiar with the layout of the classrooms (D) Providing Beth with time away from her classmates when she has an outburst
The correct answer is (B). Research has indicated that children with autism spectrum disorder prefer routines and structure in daily academic life. Using the visual schedule will help Beth anticipate the routine and become more accustomed to the new environment. (A) is not correct because reducing a child's school attendance to a half-day would not help her adjust to the new environment. (C) is not correct because taking Beth on a tour of the school would be useful but it is not a long-term support like a visual schedule. (D) is not correct because providing time away would not help Beth adjust to her school. Instead, this would limit interactions with peers and teachers, which would inhibit the adjustment process.
Seating students in a semicircle is most beneficial in which of the following ways? (A) Students can easily work in small groups. (B) The teacher can easily monitor each student. (C) Students can leave the classroom quickly. (D) The desks fit better in the classroom.
The correct answer is (B). The semicircle seating arrangement allows the teacher to see and have easy access to all of the students, in addition to monitoring their progress and behavior. (A) is incorrect because it does not describe a benefit. (C) is incorrect because this seating arrangement does not allow students to leave the room more quickly than any other arrangement. (D) is incorrect because this arrangement does not make the desks fit better in the classroom.
Toni is a seventh-grade student classified with a specific learning disability (SLD). Her science teacher states that she is an active participant in class, completes homework on time, but her reading comprehension is below grade level. A chapter test is planned for next week. Which of the following assessment accommodations would be most appropriate for Toni's individualized education program (IEP)? (A) Allowing the use of a dictionary to check spelling (B) Reading the test aloud to her (C) Administering the test to her in a separate room (D) Providing her frequent breaks during testing
The correct answer is (B). Toni comprehends the material presented in class; thus, reading the test to her would eliminate the struggle to read the questions and allow her to focus on the content of the test. (A) is incorrect because Toni's disability is in the area of reading comprehension and a dictionary would not be an appropriate accommodation. (C) is incorrect because there is no indication that Toni is suffering from test anxiety or another condition that would be alleviated by testing in a separate room. (D) is incorrect because there is no indication that Toni has difficulty concentrating or any other condition that would require frequent breaks.
Isaac is a fourth-grade student who has been classified with a mild intellectual disability. He attends a resource room for all academic subjects. He struggles to complete assignments independently, requires redirection to keep on task, and needs to be constantly reminded of the classroom rules. Which of the following is required before a behavior intervention plan (BIP) can be developed? (A) Hiring a paraprofessional to work with Isaac (B) Conducting a functional behavioral assessment (C) Assigning less homework (D) Applying the current behavior reward system
The correct answer is (B). Under federal law the team must conduct a functional behavioral assessment (FBA) prior to implementation of a behavior intervention plan. (A) is incorrect because paraprofessionals provide academic support, not behavioral intervention. (C) is incorrect because it does not address the behavior problems. (D) is incorrect because it is not a required step to implementing a behavior intervention plan.
Which of the following is an accurate statement about what IDEA requires for any IEP? (A) The IEP must include a multiyear outline of instructional objectives. (B) The IEP must include a section on assistive devices, regardless of the nature or degree of the student's disability. (C) The IEP must be in effect before special education services or related services are provided. (D) The IEP must not be made available to any school personnel except special education teachers
The correct answer is (C). According to IDEA, an IEP must be in effect before special education and related services are provided to an eligible student. None of the other choices is required. The objectives in an IEP are ordinarily for a single year, so (A) is not correct. (B) is not correct because what IDEA requires is that an IEP include a statement of the services and aids to be provided to the child. For some students with disabilities, this will include assistive devices, but many students with disabilities do not require such devices. Although special education teachers certainly have access to their students' IEPs, IDEA requires that regular education teachers and other service providers who are responsible for implementing a student's IEP have access to it as well, so (D) is not correct.
12. Justin is a second-grade student who has a mild intellectual disability. What is an advantage of seating him in a cooperative cluster? (A) Justin will be able to participate more in classroom discussions. (B) Justin will be in closer proximity to the teacher. (C) Justin can work with a partner if he has questions. (D) Justin can sit near the window.
The correct answer is (C). Cooperative cluster seating allows students to work together to complete a task with the teacher facilitating. (A) is incorrect because just sitting him in a cooperative cluster will not increase his chances of participating in classroom discussion. (B) is incorrect because sitting in a cooperative cluster does not necessarily mean he will be closer to the teacher. (D) is incorrect because sitting near a window is likely to be a distraction for a student with a mild intellectual disability.
Which of the following actions will most likely facilitate productive communication between a special education teacher and a student's parents or guardians at a parent-teacher conference? (A) The special education teacher sets the agenda and ensures that the student's parents adhere to the discussion points. (B) The special education teacher conducts the conference using education jargon and technical language. (C) The special education teacher discusses the student's academic strengths and offers suggestions for how the student can improve on weaknesses. (D) The special education teacher instructs the parents on how to provide guidance to the student in a more consistent manner.
The correct answer is (C). If the teacher discusses the student's positive qualities first, the parents will be more willing to discuss difficulties and challenges. (A) is incorrect because there should be a conversational exchange between the teacher and the parents. (B) is incorrect because the use of jargon and technical language could intimidate parents, which would not foster trust and a good rapport. (D) is incorrect because pointing out inconsistencies in parenting could be seen as judgmental and might provoke anger and hostility.
Which coteaching model is demonstrated when the special education and general education teachers divide the class into two groups and separately deliver a lesson to a group? (A) Complementary teaching (B) Alternative teaching (C) Parallel teaching (D) Shared teaching
The correct answer is (C). In parallel teaching, the lead and support teachers each deliver a lesson to a separate group of students. (A) is incorrect because complementary teaching occurs when the lead teacher presents a group lesson to the class and the support teacher assists or pulls a small group for instruction. (B) is incorrect because alternative teaching uses remedial or enrichment lessons delivered to the whole class. (D) is incorrect because shared teaching techniques involve both teachers presenting the lesson simultaneously to the whole class.
Jerrie is a 10-year-old girl who scores within the average range for her age on both intelligence tests and achievement tests but has difficulty completing tasks in school due to a lack of focus and impulsive behaviors. These symptoms are most consistent with a diagnosis of (A) oppositional defiant disorder (ODD) (B) traumatic brain injury (TBI) (C) attention-deficit/hyperactivity disorder (ADHD) (D) specific learning disability (SLD)
The correct answer is (C). The primary symptoms of attention-deficit/hyperactivity disorder (ADHD) are impulsivity and inattention. (A) is incorrect because the primary symptoms are poor peer relationships due to negative, hostile, and vindictive ways. (B) is incorrect because traumatic brain injury is characterized by brain damage, whereas Jerrie scores within the average range of intelligence. (D) is incorrect because an individual with a specific learning disability would have difficulty with academics but not necessarily with inattention or impulsiveness.
Jamie is a first-grade student with a specific learning disability (SLD) in the area of mathematics. The class is learning to solve addition problems. Which of the following accommodations would most likely be included in his individualized education program (IEP)? (A) Permitting Jamie to use a calculator to solve word problems (B) Allowing Jamie to answer word problems verbally during tests (C) Allowing Jamie to use manipulatives to solve word problems (D) Reading problems to Jamie during tests
The correct answer is (C). Using manipulatives in mathematics for elementary students gives them concrete ways to solve problems. (A) is incorrect because it is not developmentally appropriate. (B) is incorrect because there is no indication that she cannot write the answer down. (D) is incorrect because there is no indication that she cannot read the number problems.
Which of the following is the best example of differentiating instruction? (A) Exempting half the class from a homework assignment (B) Assigning different students to read certain chapters of a read-aloud book (C) Asking all the boys to make a poster and all the girls to write an essay (D) Allowing students to summarize a chapter with a poem, essay, or cartoon
The correct answer is (D). A component of differentiated instruction is allowing students to demonstrate their understanding of the content in different ways. (A), (B), and (C) are incorrect because they are not examples of differentiating instruction because they do not allow for choice.
Which of the following is a required component of any student's Individualized Education Program (IEP)? (A) Functional behavior assessment (B) Behavior intervention plan (C) Daily class schedule (D) Annual goals
The correct answer is (D). According to IDEA, annual goals are required components of an individualized education program. (A) is incorrect because a functional behavior assessment is not a required component, although it may be included if the student requires one, depending on classi cation. (B) is incorrect because a behavior intervention plan is a separate document from an IEP. (C) is incorrect because, although a daily class schedule is important, it is not part of the IEP document.
Which of the following rewards would be most appropriate for fth-grade students who have demonstrated appropriate classroom behavior? (A) Giving them ice-cream sandwiches as an afternoon treat (B) Assigning them no homework for an entire week (C) Excusing them from the next chapter test (D) Providing them with extra computer time
The correct answer is (D). Computer time is often a motivator for students. (A) is incorrect because many schools do not allow food as a reward. (B) is incorrect because homework is a key part of learning, and although a homework pass for one night might be an appropriate reward, a week without homework is too generous. (C) is incorrect; excusing students from a chapter test is not an appropriate reward.
supplementary aids and services in IDEA
adapted equipment—such as a special seat or a cut-out cup for drinking; assistive technology—such as a word processor, special software, or a communication system; training for staff, student, and/or parents; peer tutors; a one-on-one aide; adapted materials—such as books on tape, large print, or highlighted notes; and collaboration/consultation among staff, parents, and/or other professionals.
Ecological Systems Theory
development reflects the influence of several environmental systems Where you live, family, school, experiences with these, culture, events and transitions
Blooms Taxonomy
knowledge (understanding) comprehension, application, analysis, synthesis, evaluation
backwards planning in education
planning a lesson based on a goal (standard)
Cognitivism
the belief that much of human behavior can be understood in terms of how people think
Behaviorism
the science of behavior that focuses on observable behavior only
13 Disability Categories
• autism • emotional disturbance • multiple disabilities • visual impairment (including blindness) • deaf-blindness • deafness • hearing impairment • intellectual disability • specific learning disability • speech or language impairment • traumatic brain injury • orthopedic impairment • other health impairment
