Special Education: Core Knowledge and Applications

What is the most important information gained from conducting a functional behavioral assessment? A. Causes of the behavior B. Student strengths C. Behavior consequences D. Skill deficits

Causes of the behavior

The statement "Given a verbal description, students will correctly identify types of mountains four out of five times" is most appropriate in which of the following sections of a lesson plan? A. Guided practice B. Materials C. Objectives D. Summary

Objectives

A seventh-grade student with a specific learning disability is functioning below grade level and is in an inclusion science class. The student is provided with a customized science curriculum. The changes made to the science curriculum are known as A. accommodations B. modifications C. functional adaptations D. life-skills training

modifications

The most frequently occurring permanently disabling birth defect, characterized by an abnormal opening in the spinal column, is called A. spina bifida B. cerebral palsy C. muscular dystrophy D. multiple sclerosis

spina bifida

An IEP that ensures a student is working on goals and objectives that are aligned with state benchmarks and that promotes participation in the general curriculum is considered to be A. transition based B. standards based C. an initial IEP D. based on reevaluation

standards based

Which of the following statements are true examples of differentiated instruction for preschool students? For each description, indicate whether it is or is not characteristic of differentiated instruction for preschool students 1. Flexible grouping of students.. YES or NO 2. Teach the lesson to each student individually.. YES or NO 3. Use centers for independent practice.. YES or NO

1. YES 2. NO 3. YES

A student with a learning disability in reading comprehension and written expression struggles when asked to find the main idea of a nonfiction text. Which of the following types of graphic organizers is most likely to support the student's needs? A. A Venn diagram B. A K-W-L chart C. A 5 W's chart D. Fact or opinion chart

A 5 W's chart

A student with attention-deficit/hyperactivity disorder (ADHD) has difficulty staying on task during independent work. Which of the following tools is likely to be most effective in helping the student recognize and replace off-task behaviors? A. A daily self-monitoring chart B. A token-economy reward system C. A hierarchy of consequences D. A classroom-wide behavior contract

A daily self-monitoring chart

Which of the following is a required component of an Individualized Family Service Plan (IFSP) for a child with developmental delays? A .An explicit guarantee of a free and appropriate public education B. A list of relevant, specific, and measurable short-term outcomes C. A current assessment of the levels of functioning of all children in the family D. A schedule for developing an IEP when the child turns 3

A list of relevant, specific, and measurable short-term outcomes

A teacher gives a sticker to a student with an intellectual disability for every three correct answers provided during independent work time. By giving a sticker for a desired behavior, the teacher is using which of the following? A. A structured work system B. A token-reward system C. A reinforcement schedule D. A behavioral intervention plan

A reinforcement schedule

Which of the following is a limitation of oral reading as a decoding assessment? A. A student may develop low self-esteem when asked to read orally in front of peers. B. A student's silent reading competence is hindered by oral reading. C. A student can guess words correctly using context clues or pictures. D. A student's word knowledge is acquired through reading grade-level material.

A student can guess words correctly using context clues or pictures.

Which of the following would be most indicative of a receptive language disorder? A. A student uses the same words and phrases over and over again in different situations. B. A student hesitates before talking and rarely initiates conversation. C. A student looks at other students to see what they are doing when directions are given. D. A student cannot hear the teacher unless the teacher raises his or her voice.

A student looks at other students to see what they are doing when directions are given.

In which of the following scenarios is it most appropriate for a teacher to begin to use prompt-fading techniques to support a student's skill development? A. A student reads only assigned fiction texts and refuses to read nonfiction texts. B. A student often becomes argumentative after receiving a grade below 80 percent on an assignment. C. A student reciprocates greetings only when the teacher provides verbal reminders. D. A student ignores the gesture whenever the teacher points to a clock to remind the student to stay on task.

A student reciprocates greetings only when the teacher provides verbal reminders.

Of the following, which student would receive services under Section 504 of the Rehabilitation Act? A. A student who requires related services B. A student who requires special education C. A student who is not successful in the resource room D. A student placed in an out-of-district school

A student who requires related services

Which of the following classroom behaviors is likely to be more prevalent in girls with ADHD than in boys with ADHD? A. A tendency to daydream B. Physical aggression C. Talking excessively D. An inability to sit still and sit quietly

A tendency to daydream

After an informal reading assessment it is determined that a third-grade student with a specific learning disability is reading on a second-grade level. Though able to decode words independently and make personal connections to the stories, the student still needs help with reading and understanding difficult texts. The student can best be described as which of the following? A. An emergent reader B. An early reader C. A transitional reader D. A fluent reader

A transitional reader

Which of the following learning tools will be most beneficial to help Angie, a second-grade student with autism, learn how to use a schedule? A. An audiotape with step-by-step directions B. A visual schedule including picture symbols C. A written schedule with simplified wording D. An ink stamp to mark each completed activity on a chart

A visual schedule including picture symbols

Which THREE of the following are specific but infrequently used skills that should be regularly practiced with students with disabilities using mock scenarios? A. Calling 9-1-1 for emergency help B. Cleaning a cut before using a sterile gauze pad C. Greeting classmates in the morning D. Knowing what to do in case of fire E. Using a picture activity schedule

A. Calling 9-1-1 for emergency help B. Cleaning a cut before using a sterile gauze pad D. Knowing what to do in case of fire

Special education teachers are expected to hold highly qualified status when teaching which of the following? Select all that apply. A. Core academic subjects B. Alternate achievement standards C. Multiple subjects D. Primary grades

A. Core academic subjects B. Alternate achievement standards C. Multiple subjects

Federal safeguards in IDEA require parental consent before beginning which steps in the IEP process? Select all that apply. A. Initial evaluation B. Reevaluation C. Initial provision of services D. Monitoring student progress

A. Initial evaluation B. Reevaluation C. Initial provision of services

Which of the following behaviors are most likely to be associated with a student who exhibits passive-aggressive behaviors? Select all that apply. A. Pretending to be in agreement with others B. Performing poorly on written tasks C. Damaging intimate relationships D. Failing to comply with teacher requests

A. Pretending to be in agreement with others B. Performing poorly on written tasks C. Damaging intimate relationships

Which of the following are characteristics commonly exhibited by students who have acquired a traumatic brain injury (TBI)? Select all that apply. A. Pronounced inconsistencies in performance B. Responsiveness to incentive-based behavioral plans C. Inappropriate responses in social situations D. Deficits in problem solving and abstract thinking

A. Pronounced inconsistencies in performance C. Inappropriate responses in social situations D. Deficits in problem solving and abstract thinking

Which of the following are important considerations in the process of evaluating a student for evidence of an emotional behavior disturbance (EBD) ? Select all that apply. A. The referring teacher B. The age of the student at the onset of the problem behavior C. The setting in which the problem behavior is exhibited D. The treatment to be used

A. The referring teacher B. The age of the student at the onset of the problem behavior C. The setting in which the problem behavior is exhibited

Identify whether the support identifies an assessment Accommodation or Modification... Allowing the use of noise-filtering headphones

Accommodation

Identify whether the support identifies an assessment Accommodation or Modification... Chunking a reading passage into smaller sections

Accommodation

Parents or public agencies filing due process complaints must do which of the following in compliance with the Individuals with Disabilities Education Act (IDEA)? A. Document the alleged violations of IDEA that have occurred within the past five years B. Request signatures from the IDEA hearing officer and a representative of the local education agency C. Solicit attorney services to file the required IDEA paperwork and contact state officers D. Address the identification, evaluation, and free appropriate public education provisions of IDEA

Address the identification, evaluation, and free appropriate public education provisions of IDEA

A student with significant cognitive disabilities has the following IEP short-term objective. By December, the student will correctly decode a list of ten age- and grade-appropriate multisyllabic words with at least 90 percent accuracy three times a week. The student's teacher uses formative assessments to track progress toward the goal. In November, the teacher notices that the student is decoding lists of ten multisyllabic words with a 30 to 40 percent accuracy rate. Which of the following teacher actions is most appropriate? A. Revising the IEP goals to accommodate the student's present level of performance B. Adjusting ongoing instructional activities to promote the student's success C. Modifying the student's short-term objectives to reduce the level of rigor D. Increasing the frequency of the student's progress monitoring

Adjusting ongoing instructional activities to promote the student's success

Which of the following best describes a testing accommodation for a student who has difficulty remaining on one task for a long period of time? A. Allowing the student to dictate answers to a scribe B. Permitting the student to record answers directly into the test booklet C. Administering a test in several timed sessions D. Providing a computer for the student to use to record test answers

Administering a test in several timed sessions

Andrew is a ninth grader with a specific learning disability in reading who currently reads on a fourth-grade level. Andrew's listening and mathematics computation skills are on-level, but he struggles with story-based application problems. Which of the following accommodations is most appropriate for Andrew during an assessment of story-based application problems? A. Allowing Andrew access to manipulatives B. Lowering learning expectations for Andrew C. Administering the test orally to Andrew D. Providing Andrew with a selection of blank graphic organizers

Administering the test orally to Andrew

To be eligible to receive special education services under Part B of IDEA, students must be in which of the following ranges? A. Infant through grade 5 B. Ages 3 to 21 C. Pre-K through grade 5 D. Grade 6 through grade 12

Ages 3 to 21

Which of the following is a benefit to all students of an inclusion classroom? A. All students, regardless of ability, exhibit increased intelligence B. All students, regardless of ability, show an improvement in social skills and self-esteem C. General education students in an inclusion classroom have higher test scores D. Students with disabilities in an inclusion classroom demonstrate improved self-help skills

All students, regardless of ability, show an improvement in social skills and self-esteem

Paul is a ninth-grade student who is educated in an inclusion classroom for biology. He has a hearing impairment co-occurring with attention-deficit/hyperactivity disorder. Which of the following accommodations is most appropriate for Paul when he takes the state standardized test? A. Allowing frequent breaks B. Having the test read aloud to him C. Providing large-print materials D. Allowing Paul to respond in the test booklet

Allowing frequent breaks

John is a ninth-grade student who has been identified as having an orthopedic impairment from cerebral palsy. Which of the following accommodations is most appropriate for John during his inclusive science class? A. Seating him near the teacher so he can hear the lectures more clearly B. Allowing him to take frequent breaks during the science class C. Providing him with large-print versions of all materials D. Allowing him to use a computer with word-prediction software to take notes

Allowing him to use a computer with word-prediction software to take notes

A second-grade student with a recent traumatic brain injury has reduced stamina during classroom writing tasks. Which of the following accommodations is most appropriate to address the student's needs? A. Allowing rest breaks during writing time B. Using a voice-to-text computer application C. Allowing writing assignments to be finished at home D. Using teacher-prepared notes, outlines, and summaries

Allowing rest breaks during writing time

Multiple-modality activities are recommended for inclusive classrooms. Which of the following is a multiple-modality activity for a unit on rocks? A. Asking students to bring in three rocks from the neighborhood and tell the class where they found them B. Having students read a story about a mountain climber's experience climbing Mount Everest C. Allowing students to touch and feel rocks and discuss their observations with a partner D. Assigning students to read a chapter of the textbook and answer comprehension questions

Allowing students to touch and feel rocks and discuss their observations with a partner

Abby is a second-grade student with autism spectrum disorder and fine-motor difficulties. She has been learning self-help skills, including dressing, toileting, and feeding herself, with help from an occupational therapist. Which of the following accommodations would be most beneficial to Abby when she is attempting to self-feed? A. A visual schedule depicting each step of the process B. An adapted spoon and universal cuff attached to her wrist C. A walker to allow Abby to walk through the lunch line independently D. Headphones to block out noise from the cafeteria to allow concentration

An adapted spoon and universal cuff attached to her wrist

A school district conducts a functional behavioral assessment (FBA) to evaluate a student who is exhibiting problem behaviors. A parent who disagrees with the results of the FBA has the right to request which of the following? A. Another FBA conducted by the school district B. A change of placement for the student C. A mediation session to modify the results of the FBA D. An independent educational evaluation

An independent educational evaluation

Ms. Jones teaches students with severe and multiple disabilities. She is teaching some of her students to feed themselves and is teaching others self-help skills. Which of the following professionals should she contact for assistance? A. A physical therapist B. An adapted physical education teacher C. An occupational therapist D. A case manager

An occupational therapist

Which of the following is an essential component of an Individualized Education Program (IEP)? A. Class schedule B. Grading policy C. Annual goals D. Instructional strategies

Annual goals

A middle school student with attention-deficit/hyperactivity disorder (ADHD) has unpredictable mood swings, panic attacks, and low self-esteem. To best support the student, teachers need to implement interventions that address which of the following conditions? A. Autism spectrum disorder B. Anxiety disorder C. Oppositional defiant disorder D. Obsessive-compulsive disorder

Anxiety disorder

Eric is a 14-year-old student who uses a motorized wheelchair. Eric tested on grade level for reading and writing but tested two grades below level for mathematics. His writing was assessed orally because of difficulty with fine-motor control. His speech therapy goal is to improve pronunciation, and his occupational therapy goal is to improve fine-motor control, so that he can grasp a pencil to write. Which of the following activities will best support this student? A. Giving the student nonverbal prompts to improve on-task behavior B. Allowing the student to write directly on the test, rather than on an answer sheet C. Assigning a peer buddy to assist him with taking notes D. Permitting the student to use noise-canceling headphones to eliminate background distractions

Assigning a peer buddy to assist him with taking notes

Is the following characteristic most likely associated with Autism Spectrum Disorder or Emotional Disturbance... Engaging in repetitive or stereotyped responses

Autism Spectrum Disorder

Ms. Jackson is a special education teacher who is coteaching with a team of second-grade teachers in full-inclusion classrooms. Which THREE of the following are most likely to be Ms. Jackson's primary responsibilities? A. Being the teacher of record for the students in the second-grade classrooms B. Serving as the case manager and drafting IEPs for the students on her caseload C. Adapting classroom materials as stated in the adaptations and modifications section of an IEP D. Monitoring the educational progress of students with RTI plans E. Collaborating with the classroom teachers on the team to develop lesson plans

B. Serving as the case manager and drafting IEPs for the students on her caseload C. Adapting classroom materials as stated in the adaptations and modifications section of an IEP E. Collaborating with the classroom teachers on the team to develop lesson plans

Which TWO of the following assessments best help a teacher to determine whether a student with a specific learning disability in reading comprehension remembers and understands what he or she has read in a given text? A.Requiring the student to complete a literary-elements chart for the text B.Asking the student about connections made before and after reading the text C.Having the student read a passage aloud before answering questions D.Giving the student a matching vocabulary test containing words from the text E.Requesting that the student provide textual evidence to support answers to questions

B.Asking the student about connections made before and after reading the text E.Requesting that the student provide textual evidence to support answers to questions

A special education teacher uses flash cards to reinforce students' knowledge of sight words. The teacher acknowledges correct responses with verbal praise and high-fives and withholds praise for incorrect responses. Which of the following best describes the teacher's instructional approach during the activity? A. Behavioral B. Cognitive C. Constructivist D. Ecological

Behavioral

Which of the following theoretical approaches includes stimulus-response associations made by the learner? A. Behaviorism B. Cognitivism C. Social learning theory D. Constructivism

Behaviorism

Which of the following is considered atypical behavior for a kindergarten student? A. Being unable to walk down steps independently by alternating feet B. Struggling to tie shoelaces C. Having difficulty sharing with others and taking turns D. Speaking with a loud voice to attract attention

Being unable to walk down steps independently by alternating feet

Which of the following is the most appropriate way for a teacher to help middle school students with intellectual disabilities increase academic engagement and time on task? A. Being well prepared and rehearsing expected classroom procedures B. Providing content-rich lessons and the latest technology tools C. Using hands-on materials and collaborative groupings D. Identifying common causes of misbehavior that interfere with teaching

Being well prepared and rehearsing expected classroom procedures

Ben is a fifth-grade student who has difficulty controlling his impulses. He often calls out in class, interrupts other students, and walks around the classroom without permission. Which of the following is an example of a natural consequence? A. Ben calls out in class, and the teacher reprimands him. B. Ben gets out of his seat, and the teacher tells him to write 50 times, "I will stay in my seat." C. Ben calls out comments during a discussion and is sent to the principal's office. D. Ben continually interrupts his peers during group assignments, and they ask that he be removed from the group.

Ben continually interrupts his peers during group assignments, and they ask that he be removed from the group.

Which of the following is the most effective way for a special education teacher to communicate with parents whose primary language at home is not English? A. By communicating in English to encourage families to learn the language B. By requesting that all non-English-speaking parents take an English class C. By providing written communication in English and preferred languages D. By suggesting that parents hire a bilingual interpreter from the school community

By providing written communication in English and preferred languages

Eric is a 14-year-old student who uses a motorized wheelchair. Eric tested on grade level for reading and writing but tested two grades below level for mathematics. His writing was assessed orally because of difficulty with fine-motor control. His speech therapy goal is to improve pronunciation, and his occupational therapy goal is to improve fine-motor control, so that he can grasp a pencil to write. Which of the following classifications is most likely to be documented on Eric's Individualized Education Program (IEP) ? A. Cerebral palsy (CP) B. Specific learning disability (SLD) C. Autism spectrum disorder (ASD) D. Cognitive impairments

Cerebral palsy (CP)

What is the primary purpose of a formative assessment? A. Checking student progress so that instruction can be adjusted B. Determining whether students can pass the standardized test C. Gauging student learning based on the curriculum D. Recording mastery of a concept

Checking student progress so that instruction can be adjusted

Which of the following is a research-based, self-management, intervention strategy that helps students with autism spectrum disorder (ASD) learn to independently regulate their own actions and react appropriately in a variety of home, school, and community-based situations? A. Cognitive-behavioral therapy B. Developmental relationship-based treatment C. Sensory-integration therapy D. Auditory-integration training

Cognitive-behavioral therapy

A special education coteacher has been working with third-grade students on writing and reviewing complete sentences. Which of the following tasks is most appropriate to use to assess whether students are ready to begin lessons on paragraph writing? A. Identifying the parts of speech in a set of sentences B. Composing a short writing sample for a narrative prompt C. Completing a writing sample consisting of cloze sentences D. Marking up the grammar errors in a short writing sample

Composing a short writing sample for a narrative prompt

A ninth-grade science class that includes students with a specific learning disability (SLD) is working in pairs to complete a lab experiment on how friction is created. Which of the following activities involves student participation? A. Teacher-directed activity B. Cooperative learning activity C. Study skills activity D. Self-management activity

Cooperative learning activity

The type of behavior recording system chosen depends on the behavior being observed and the information desired. Match the description of each of the behavioral recording systems to the information it yields. Frequency A. Observing the student at predetermined times to assess whether or not the behavior is occurring B. Counting how many times a behavior occurs during a specified amount of time C. Monitoring the amount of time the behavior is exhibited during an observation period

Counting how many times a behavior occurs during a specified amount of time

Which of the following is an appropriate research-based compensatory intervention for a student with a traumatic brain injury that affects the student's expressive-language ability? A. Providing environmental cues to prompt the student to complete tasks B. Guiding the student to communicate relevant information needed for a task C. Labeling the names of classroom items to help the student request needed items D. Creating a picture notebook of important items to facilitate communication

Creating a picture notebook of important items to facilitate communication

A middle school student with a mild intellectual disability has difficulty transitioning between tasks and relies on teacher redirection. Which of the following strategies is most likely to help the student act independently during transitions? A. Giving the student a silent signal when it is time to prepare for a transition B. Pairing the student with a supportive peer to provide ongoing encouragement C. Creating a picture schedule to guide the student through the day's activities D. Setting a class timer to help manage the student's movements

Creating a picture schedule to guide the student through the day's activities

Which of the following is the most effective way to help a kindergarten student with a severe visual impairment make sense of daily activities in the classroom? A. Putting large signs on all classroom objects in print and braille B. Creating a predictable environment with repetitive routines C. Restricting the student to one area of the classroom D. Providing a paraprofessional to support the student's daily activities

Creating a predictable environment with repetitive routines

Which of the following types of information is generally the most useful in making decisions about instruction for a student with a disability? A. Scores from standardized tests B. The category of the disability C. Curriculum-based assessment D. The amount of time the student spends in the resource room

Curriculum-based assessment

Danny is a twelfth-grade student who has been diagnosed with Tourette syndrome and epilepsy. Both conditions are controlled with medication. Danny is functioning at grade level with his peers. Which of the following statements best describes the most appropriate services for Danny? A. Danny's diagnosis requires an Individualized Education Program (IEP). B. Danny requires a paraprofessional to assist him in his course work. C. Danny is covered under Section 504 because he does not require special education services. D. Danny should be placed in inclusive classes for all academic courses.

Danny is covered under Section 504 because he does not require special education services.

A severe visual impairment is most likely to affect a child's development in which of the following ways? A. Heightened sensitivity to smells B. Delayed gross motor skills C. Improper phonetic pronunciation D. Poor sleeping habits

Delayed gross motor skills

Ms. Mahoney is a third-grade resource room teacher. Many of her students have behavioral disorders. She has the rules posted on the wall and uses a system of rewards and consequences. Which of the following is an important part of any behavior modification plan that uses rewards and consequences? A. Allowing students to choose which rules to follow B. Delivering rewards frequently and immediately C. Allowing students to pick their own consequences D. Enforcing consequences at the end of the day

Delivering rewards frequently and immediately

According to IDEA, which of the following best indicates that a student may be eligible for special education services because of a specific learning disability? A. Reading at least two grade levels below current grade placement B. Showing a lack of progress in multiple academic subject areas C. Exhibiting behaviors associated with attention-deficit/hyperactivity disorder D. Demonstrating a significant discrepancy between intelligence and achievement

Demonstrating a significant discrepancy between intelligence and achievement

Students with learning disabilities and low levels of self-esteem are at greatest risk of developing which of the following conditions? A .Attention-deficit/hyperactivity disorder B. Dyslexia C. Depression D. Speech disorder

Depression

An occupational therapist (OT) is unable to attend the initial IEP team meeting for a student with a traumatic brain injury. To meet federal requirements, the OT should provide the IEP team with which of the following before the meeting? A. Charts documenting the student's percent of progress toward goals B. Written consent from the principal to be absent from the meeting C. Detailed recommendations for environmental modifications D. A written proposal for an alternative or additional staffing meeting

Detailed recommendations for environmental modifications

To ensure that a student with a disability has access to the curriculum, a special education teacher is responsible for which of the following? A. Aligning the student's IEP goals with state standards B. Monitoring colleagues' implementation of the IEP goals C. Seeking parental consent for needed adaptations D. Determining which adaptations are necessary and appropriate

Determining which adaptations are necessary and appropriate

A third-grade student is referred for evaluation to determine eligibility for special education services. The student's full evaluation is reviewed by a team of professionals who determine that the student is eligible for special education services. The parents also agree with the decision. Which of the following best identifies the next required step? A. Placing the student in the least restrictive environment B. Conducting an Independent Educational Evaluation C. Developing an Individualized Education Program D. Confirming the student's primary classification category

Developing an Individualized Education Program

A special education teacher tests students after a lesson on an important concept, and the students' test scores are very low. Which of the following reflective questions will best help the teacher determine whether the lesson plan was effective? A. Did the anticipatory set adequately draw on the students' knowledge? B. Were new vocabulary terms introduced and explained prior to the lesson? C. Did the test accurately assess whether the instructional objective was achieved? D. Were appropriate accommodations in place for each student during the test?

Did the test accurately assess whether the instructional objective was achieved?

For a whole-group shared reading activity, a teacher develops on-level, below-level, and above-level sets of comprehension questions. By considering the students' various comprehension levels, the teacher best demonstrates an understanding of the importance of which of the following? A. Flexible grouping B. Differentiated instruction C. Compacted curriculum D. Summative planning

Differentiated instruction

A student with autism spectrum disorder is successful with addition and subtraction number-fact problems but struggles to use the facts when purchasing lunch in the cafeteria. Which of the following best accounts for the student's struggle? A. Difficulty generalizing from one setting to another B. Inability to use short-term memory skills C. Difficulty reasoning about abstract concepts D. Inability to process information rapidly

Difficulty generalizing from one setting to another

Which of the following is an appropriate accommodation for a student who, following a traumatic brain injury, has difficulty with memorization? A. Providing the student with tests in large print B. Reducing the number of test questions C. Dividing work into smaller sections D. Providing the student with pencil grips

Dividing work into smaller sections

John is a new second-grade student in a special education class. He has a Section 504 accommodation plan because he frequently has seizures. John just had a tonic-clonic seizure in the classroom. Which of the following steps should the special education teacher take first? A. Teach the class what a seizure is and describe expectations for student behavior if John has another seizure B. Have the classroom assistant walk John to the school nurse to be checked C. Document the seizure and inform the necessary school personnel and the student's family D. Encourage the student to go to physical education now that the seizure is over

Document the seizure and inform the necessary school personnel and the student's family

Which of the following is the most important step to take before referring a student for special education services? A. Documenting recommendations for student placement for the following year B. Documenting interventions implemented by teachers C. Documenting student response after behavior occurs D. Documenting student test scores

Documenting interventions implemented by teachers

Marcus, an 8-year-old boy with a specific learning disability (SLD), has difficulty with learning addition and subtraction facts, simple word problems, and games that require logical reasoning. Which of the following disorders is described above? A. Dysgraphia B. Dyslexia C. Dyspraxia D. Dyscalculia

Dyscalculia

The availability of audiobooks is of greatest benefit for students with which of the following? A. Dysgraphia B. Auditory processing disorders C. Expressive language delays D. Dyslexia

Dyslexia

According to IDEA regulations, school districts must address the needs of students with disabilities by implementing an identification process. Place the following steps in the identification process in order from first to last. A. Determining the special education and related services the student requires B. Conducting a comprehensive evaluation of the student in all areas of suspected disability C. Determining which of the disabilities defined by IDEA the student has D. Writing an IEP and determining an appropriate placement for the student E. Identifying the student and referring or requesting an evaluation for a disability

E, B, C, A, D

The Individuals with Disabilities Education Act (IDEA) requires that school districts always provide which of the following to all children with disabilities? A. Extended-school-year services B. Modifications to the curriculum C. Free accommodations for children with physical disabilities D. Education in the least restrictive environment

Education in the least restrictive environment

Which of the following strategies involves dialogue with students about what they are doing well and where they need to improve? A. Active engagement B. Elaborated feedback C. Advanced organizing D. Progress monitoring

Elaborated feedback

Is the following characteristic most likely associated with Autism Spectrum Disorder or Emotional Disturbance... Fighting, acting out, or self-injurious behavior

Emotional Disturbance

Is the following characteristic most likely associated with Autism Spectrum Disorder or Emotional Disturbance... Pervasive mood of unhappiness or depression

Emotional Disturbance

Place each of the following disability categories next to the description that best characterizes a student who would be placed in that category. Becomes angry and aggressive when challenged A. Emotional Disturbance B. Intellectual Disability C. Multiple Disabilities D. Specific Learning Disability E. Traumatic Brain Injury

Emotional Disturbance

A fourth-grade student, John, has been displaying signs of depression for several months. He is sad and anxious, neglects his schoolwork, and often feels ill and refuses to eat. Which of the following disability categories is suggested by John's behavior? A. Emotional disturbance B. Specific learning disability C. Other health impairment D. Autism spectrum disorder

Emotional disturbance

Which of the following instructional approaches best demonstrates an inclusion teacher's understanding of lesson planning based on an approved curriculum? A. Engaging students in standards-based classroom activities B. Developing activities that keep students entertained and busy C. Using an approved textbook as the major organizing framework D. Planning from day to day according to students' accomplishments

Engaging students in standards-based classroom activities

Which of the following is the most appropriate use of assistive technology that a teacher can implement for a student with low vision? A. Tape recording a lesson for the student B. Providing earphones for the student to use to screen out extraneous noises C. Allowing the student to use pencil grips to record notes during instructional time D. Enlarging books on a large screen so the student is better able to see the materials

Enlarging books on a large screen so the student is better able to see the materials

According to Section 504 of the Rehabilitation Act, which of the following is a protection provided for students with a disability? A. Ensuring that a student with a physical disability is included in physical education classes B. Ensuring that data collected on a student's behavior is kept confidential at all times C. Ensuring that private coaching in individual sports is provided for a student with a physical disability D. Ensuring that teachers know how to properly use assistive technology in their classrooms

Ensuring that a student with a physical disability is included in physical education classes

An IEP team is planning a meeting for a student whose guardian does not speak English. The case manager can ensure that the guardian is a full participant at the meeting by doing which of the following? A. Inviting a disability-rights advocate to speak for the guardian B. Recommending that meeting notes be translated for the guardian C. Providing an English-as-a-second-language teacher to represent the guardian D. Ensuring that an appropriate translator is in attendance for the guardian

Ensuring that an appropriate translator is in attendance for the guardian

Which of the following is most associated with seizures? A. Cystic fibrosis B. Epilepsy C. Autism spectrum disorder D. Sickle-cell anemia

Epilepsy

Following the completion of a running record on a student diagnosed with a specific learning disability in reading, which of the following pieces of information is a teacher most likely to analyze first? A. Number of clues used during reading B. Errors made in reading C. Intonation while reading D. Number of self-corrections

Errors made in reading

Dimitri, a ninth-grade student with an emotional behavioral disorder (EBD), has difficulty transitioning between classes. He often arrives late for his classes, which interferes with the instruction given in the class. Which of the following interventions is most appropriate for Dimitri? A. Arranging a conference to inform Dimitri's parents that he is habitually late to his classes B. Planning social skills lessons to emphasize the importance of being punctual in school C. Establishing a behavioral plan that will allow extra time for Dimitri to go from one class to the next D. Asking Dimitri to leave the classroom each time the behavior occurs in front of his peers

Establishing a behavioral plan that will allow extra time for Dimitri to go from one class to the next

The mother of a child with Down syndrome expresses concerns about the child not being socially or emotionally ready to enter preschool. Which of the following teacher suggestions will best help the mother support her child's social and emotional development at home? A. Teaching the child to identify the letters of the alphabet and to count to ten B. Selecting the child's clothing to eliminate the need to make decisions C. Singing interactive songs daily that involve body movements D. Establishing and following a predictable daily routine

Establishing and following a predictable daily routine

A teacher is developing a unit about dinosaurs when a colleague points out that the state learning standards for the grade level do not include learning about dinosaurs. Which of the following is the most appropriate action for the teacher to take? A. Making plans to teach a standards-based unit after the dinosaur unit is completed B. Adding state standards for reading and writing to the end of the dinosaur unit C. Examining the state standards to determine the expected learning outcomes D. Asking another colleague to determine whether the lessons address any state standards

Examining the state standards to determine the expected learning outcomes

An eighth-grade English-language learner (ELL) understands and speaks conversational English with decreasing hesitancy but is significantly below grade level in reading comprehension skills. Which of the following best indicates that the source of the student's difficulty is most likely a learning disability and not a language barrier? A. Going through a noncommunicative silent period for several months B. Exhibiting plateaued growth in literacy skills over time despite receiving help C. Demonstrating stronger math computation skills than word problem skills D. Being more comfortable communicating with peers than with teachers

Exhibiting plateaued growth in literacy skills over time despite receiving help

Which of the following conditions can be prevented by proper prenatal care? A. Down syndrome B. Fetal alcohol syndrome C. Sickle-cell anemia D. Multiple sclerosis

Fetal alcohol syndrome

Which of the following is an appropriate functional writing skill to teach a high school student with an intellectual disability? A. Writing in cursive B. Writing an essay for a college application C. Filling out job applications D. Spelling basic sight words

Filling out job applications

A student who has a severe visual impairment will soon join a fourth-grade class. Which of the following activities is most likely help students empathize with their new classmate? A. Listening to a story with their eyes closed B. Picking a number out of a hat without looking C. Finding the pencil sharpener while wearing a blindfold D. Writing a list of everything they like to eat

Finding the pencil sharpener while wearing a blindfold

A kindergarten teacher planning phonological awareness activities for the year must ensure that the activities match the phonological awareness continuum. Place the following levels of phonological awareness in the correct order of development. Syllable Awareness Onset and Rime Listening and Rhyming Phoneme Blending

First- Listening and Rhyming Second- Syllable Awareness Third- Onset and Rime Fourth- Phoneme Blending

A student has a speech disorder characterized by repetitions and disruptions in the production of speed sounds. The disorder seriously interferes with the student's ability to communicate effectively across a number of activities at home and school. The student is likely to qualify for speech therapy for which of the following? A. Receptive language disorder B. Voice disorder C. Fluency disorder D. Articulation disorder

Fluency disorder

By midyear a student, Joseph, reaches 95 percent accuracy on all benchmarks related to one of the math goals in his IEP, as measured by a twice-weekly teacher test. Based on the information, the IEP team is most likely to recommend which of the following? A. Continuing to test Joseph twice a week on the same IEP goal B. Adding enrichment mathematics goals to Joseph's IEP C. Focusing on the remaining mathematics goals in Joseph's IEP D. Removing goals in mathematics from Joseph's IEP

Focusing on the remaining mathematics goals in Joseph's IEP

The IEP for a student with an intellectual disability contains the following science objective. The student will use tools appropriately to measure time, temperature, and volume in 3 out of 4 trials. Which of the following student activities most effectively addresses the student objective? A. Following a recipe to bake a dozen muffins for the class in the school's kitchen B. Determining whether proper sanitation procedures are followed in the school kitchen C. Learning how to select the correct kitchen knife for a task and using the knife properly D. Using a food scale to weigh the ingredients needed to prepare a one-dish meal for six people

Following a recipe to bake a dozen muffins for the class in the school's kitchen

A task analysis for which of the following is likely to be most effective for a student with autism spectrum disorder who is having difficulty transitioning from preschool to kindergarten? A. Following the classroom morning routine B. Sitting at an assigned table in the classroom C. Remembering routines learned in preschool D. Greeting the teacher upon arriving in the morning

Following the classroom morning routine

A fifth-grade special education teacher plans to diagnose and correct students' misunderstandings related to the topics in a social studies unit. The teacher can best achieve the goal by using which of the following types of assessments? A. Formative B. Summative C. School readiness D. Universal screening

Formative

What is the primary purpose of a behavioral intervention plan (BIP) ? A. Formulating a program of action for teaching replacement behaviors B. Ensuring that a student is not placed in an alternative educational setting C. Mapping out the transition of a student from resource classes to self-contained classes D. Helping school personnel decide how to identify relevant student behavior triggers

Formulating a program of action for teaching replacement behaviors

Which of the following is best for collecting data about a student's inappropriate ways of communicating in an effort to determine what the student is actually communicating? A. Individual intelligence test B. Curriculum-based measurement C. Alternate portfolio assessment D. Functional behavioral assessment

Functional behavioral assessment

Which of the following is the most appropriate use of exit slips in a coteaching setting? A. Forming collaborative groups in which students can work on future activities B. Documenting students' academic progress for report cards C. Teaching students how to use feedback to assess their peers D. Gathering information about students' current understanding

Gathering information about students' current understanding

Which of the following is the most appropriate formative assessment to give at the end of a first lesson on solving two-step word problems? A. Giving students three to five minutes to respond to a question using the new skills B. Offering students an extra-credit take-home test based on the day's lesson C. Asking students to select and solve a problem using an alternate strategy D. Having students vote on how easy it was to learn the solution process

Giving students three to five minutes to respond to a question using the new skills

Which of the following would most benefit a student with autism spectrum disorder (ASD) who has difficulty transitioning from one activity to another? A. Providing a peer buddy to stand in line with the student B. Allowing the student to be line leader C. Using a loud, clear voice when directing students to change activities D. Giving the student a visual schedule of classroom events

Giving the student a visual schedule of classroom events

A student who has a severe visual impairment will soon join a fourth-grade class. Which classroom strategy is most likely to benefit the new student? A. Allowing students to form flexible groups that can change as needed B. Giving verbal descriptions of classroom activities C. Slowing the pace of the lessons D. Writing all directions on the board

Giving verbal descriptions of classroom activities

Based on the screening results indicated, which of the following assistive-technology tools would best support the needs of the student? A. A digital equation editor B. A talking calculator C. Graph paper D. Enlarged worksheets

Graph paper

Eric is a 14-year-old student who uses a motorized wheelchair. Eric tested on grade level for reading and writing but tested two grades below level for mathematics. His writing was assessed orally because of difficulty with fine-motor control. His speech therapy goal is to improve pronunciation, and his occupational therapy goal is to improve fine-motor control, so that he can grasp a pencil to write. What accommodations are most appropriate for the student for taking tests? A. Reading test questions aloud to help the student overcome reading difficulties B. Offering testing in a separate room to eliminate the distractions caused by other students C. Providing a large-print test that the student can read more easily D. Having a scribe write the answers that the student gives orally

Having a scribe write the answers that the student gives orally

Which of the following is most likely to help prekindergarten through first-grade students with autism spectrum disorder transition successfully during daily routines? A. Having a visual schedule of the day's events B. Watching a large timer count down during transitions C. Marking a favorite quiet spot in the classroom with a colored circle D. Putting task cards in a "finished" box after a successful transition

Having a visual schedule of the day's events

Jazmine is a third-grade student in a self-contained classroom. She has a specific learning disability (SLD) and is a visual learner. Which of the following strategies is aligned with Jazmine's primary learning style? A. Seating her near the teacher B. Having her use graphic organizers for writing C. Having her use manipulatives for mathematics D. Assigning a peer tutor to help her with note taking

Having her use graphic organizers for writing

Which of the following is the best example of a summative assessment? A. Having students independently complete a set of ten word problems B. Working with students to complete a set of word problems C. Questioning students about the problems in order to revise instruction for the following day D. Providing word problems before beginning a new unit of study

Having students independently complete a set of ten word problems

Several students in a high school inclusion class are impolite, impulsive, and emotionally immature. Which of the following is the most appropriate way to provide behavioral support to the students? A. Holding regular class discussions about respect and responsibility B. Having students role-play scenarios demonstrating behaviors C. Initiating punishment for the disrespectful behaviors D. Allowing students more time to mature socially

Having students role-play scenarios demonstrating behaviors

According to the Individuals with Disabilities Education Act (IDEA), which of the following is one of the major disability categories? A. Hearing impairment B. Neurological impairment C. Down syndrome D. Attention-deficit/hyperactivity disorder (ADHD)

Hearing impairment

A fourth-grade student with autism spectrum disorder struggles with retaining verbal instructions but does well with visual learning tasks. Which of the following strategies most effectively uses the student's learning strength? A. Teaching vocabulary through songs B. Highlighting directions in color C. Supplying a talking calculator D. Providing textured paper

Highlighting directions in color

Mr. and Mrs. Chin are unable to attend their daughter's Individualized Education Program (IEP) meeting at school. Which of the following is an acceptable alternative for a face-to-face meeting? A. Having the meeting take place without them B. Making sure all the professionals are present C. Holding a phone conference with the parents for the meeting to take place D. Postponing the meeting until the parents can attend

Holding a phone conference with the parents for the meeting to take place

Which of the following actions most effectively demonstrates that a student with cognitive delays has developed a generalization of the concept "red"? A. Learning how to brush one's teeth with a red toothbrush, a red cup, and a red toothpaste B. Identifying a red sweater, a red truck in the play area, and the red apple in a basket of fruit C. Separating a pile of red blocks and blue blocks into two sets of blocks by color D. Naming the letters in the word "red" and finding the word in easy-to-read picture books

Identifying a red sweater, a red truck in the play area, and the red apple in a basket of fruit

A student with autism spectrum disorder displays inappropriate behaviors. To best ensure that the interventions designed for the student are most effective, the student's special education teacher is responsible for doing which of the following? A. Conducting a comprehensive functional behavioral assessment B. Generating a similar intervention plan for the family to use at home C. Including opportunities for skill practice in unstructured surroundings D. Transitioning from behavior modeling to partial physical assistance

Including opportunities for skill practice in unstructured surroundings

Students in Mr. Steeger's first-grade class are often asked to participate in classroom decisions. They recently voted on where in the classroom to place a new plant and which book to read during a read-aloud. Which of the following is the most likely benefit to students of this type of classroom? A. Increased self-esteem B. Increased on-task behavior C. Improved peer relationships D. Greater sense of responsibility

Increased self-esteem

Which of the following legislative acts provides the legal support for the testing modifications included in an IEP for a public school student with an intellectual disability? A. Americans with Disabilities Act (ADA) B. Every Student Succeeds Act (ESSA) C. Individuals with Disabilities Education Act (IDEA) D. Equal Educational Opportunities Act of 1974 (EEOA)

Individuals with Disabilities Education Act (IDEA)

During center time, several kindergarten students are using blocks and cardboard tubes to build a series of tunnels for marbles. One student decides to dump the box of marbles onto the blocks before the tunnels are finished. The students report the incident, and the teacher scolds the student who dumped the marbles. The student reacts by crying and refusing to return to the center. Which of the following stages of Erikson's psychosocial development is best illustrated by the events in the scenario? A. Trust versus mistrust B. Autonomy versus shame and doubt C. Initiative versus guilt D. Industry versus inferiority

Initiative versus guilt

Place each of the following disability categories next to the description that best characterizes a student who would be placed in that category. Needs assistance remembering how to do simple tasks A. Emotional Disturbance B. Intellectual Disability C. Multiple Disabilities D. Specific Learning Disability E. Traumatic Brain Injury

Intellectual Disability

Classwide peer tutoring is a research-based tutoring model that is most likely to be recommended by special education coteachers for which of the following reasons? A. It teaches students with learning disabilities to accept criticism from classmates. B. It can be applied within multiple environments with consistent results. C. It reduces the likelihood that students will drop out of school. D. It provides individual and group awards to motivate and maximize learning.

It can be applied within multiple environments with consistent results.

Eric is a 14-year-old student who uses a motorized wheelchair. Eric tested on grade level for reading and writing but tested two grades below level for mathematics. His writing was assessed orally because of difficulty with fine-motor control. His speech therapy goal is to improve pronunciation, and his occupational therapy goal is to improve fine-motor control, so that he can grasp a pencil to write. Which of the following assistive devices is Eric most likely to require for working on a small-group activity that involves a computer? A. Computer screen magnifier B. Communication board C. Personal amplifier D. Joystick mouse

Joystick mouse

An elementary student with a language processing disorder scores poorly on a pretest for a science unit. Before retesting the student, the teacher edits the test and includes visual representations for many of the questions. By including visuals, the teacher is primarily doing which of the following? A. Modifying the objectives tested B. Making the test questions accessible C. Ensuring that the student's grade improves D. Changing the student's learning goal

Making the test questions accessible

Which of the following is the best example of information that is included in the Present Levels of Academic Achievement and Functional Performance (PLAAFP) section of a student's IEP? A. Marty will accurately complete eight out of ten multiplication word problems by first highlighting important information in each word problem. B. Marty can compute fifteen multiplication facts in random order in one minute but demonstrates difficulty solving applied math problems when given extraneous information. C. Marty is given extended time, graph paper, highlighters, and breaks during mathematics tests. D. Marty receives two hours per week of supportive instruction in the area of mathematics in a resource room setting.

Marty can compute fifteen multiplication facts in random order in one minute but demonstrates difficulty solving applied math problems when given extraneous information.

A second-grade student's IEP goal is to use nonverbal communication in the classroom to express the need for a five-minute break when becoming frustrated. Data from the first three weeks of the term show that the student used nonverbal communication no more than once a day when frustrated and was sent to the office several times for outbursts. Which of the following is the best next step for the teacher to take? A. Meeting with the IEP team to discuss alternative interventions for the student B. Meeting with parents to ask their opinion on the student's progress C. Collaborating with a case manager to develop a reward system for the student D. Revising the student's IEP to describe appropriate nonverbal ways of communicating

Meeting with the IEP team to discuss alternative interventions for the student

Identify whether the support identifies an assessment Accommodation or Modification... Providing a partially completed graphic organizer

Modification

Identify whether the support is an Accommodation or Modification. Providing a partially completed graphic organizer

Modification

The type of behavior recording system chosen depends on the behavior being observed and the information desired. Match the description of each of the behavioral recording systems to the information it yields. Duration A. Observing the student at predetermined times to assess whether or not the behavior is occurring B. Counting how many times a behavior occurs during a specified amount of time C. Monitoring the amount of time the behavior is exhibited during an observation period

Monitoring the amount of time the behavior is exhibited during an observation period

Place each of the following disability categories next to the description that best characterizes a student who would be placed in that category. Has spina bifida and Down syndrome and uses a wheelchair A. Emotional Disturbance B. Intellectual Disability C. Multiple Disabilities D. Specific Learning Disability E. Traumatic Brain Injury

Multiple Disabilities

Jaylen is a ten-year-old child with a severe intellectual disability. She is unable to communicate verbally but indicates choices by touching tangible items of interest or by using a communication board. Jaylen's teacher wants to create a set of reinforcers to encourage her to participate in class activities. Question: Which of the following is the best way for the teacher to choose reinforcers for Jaylen? A. Conducting research to determine the most effective reinforcers B. Meeting with the Individualized Education Program (IEP) team to recommend reinforcers C. Observing Jaylen interact with a variety of reinforcers D. Providing Jaylen with a standard set of classroom reinforcers

Observing Jaylen interact with a variety of reinforcers

Franz is a middle school student with autism spectrum disorder who is educated in a general education inclusion setting. Franz's IEP indicates he is to develop skills for independently participating in the daily class meeting. Which of the following supports will best help Franz achieve the goal? A. Observing peers modeling appropriate classroom behavior B. Receiving prompts from a paraprofessional during classroom meetings C. Practicing classroom meeting protocols with a speech therapist D. Attending after-school workshops on interpreting social stories

Observing peers modeling appropriate classroom behavior

The type of behavior recording system chosen depends on the behavior being observed and the information desired. Match the description of each of the behavioral recording systems to the information it yields. Interval A. Observing the student at predetermined times to assess whether or not the behavior is occurring B. Counting how many times a behavior occurs during a specified amount of time C. Monitoring the amount of time the behavior is exhibited during an observation period

Observing the student at predetermined times to assess whether or not the behavior is occurring

A student may qualify for a specific learning disability in which of the following areas if the student does not achieve adequately for his or her age when provided with learning experiences and instruction appropriately matched to state-approved grade-level standards? A. Intellectual functioning B. Oral expression C. Limited English proficiency D. Motor skills

Oral expression

A student moves about constantly, talks excessively, lacks persistence, and struggles to remain on task, but does not exhibit any specific delays or deficits. For which of the following disability categories is the student most likely to be assessed? A. Emotional disturbance B. Intellectual disability C. Other health impairment D. Traumatic brain injury

Other health impairment

A student with Tourette syndrome experiences complex motor tics and vocalizations that adversely affect the student's educational performance. Which of the following disability categories best qualifies the student for special education services? A. Specific learning disability B. Other health impairment C. Orthopedic impairment D. Autism spectrum disorder

Other health impairment

Which of the following is a procedural safeguard included in the Individuals with Disabilities Education Act (IDEA)? A. Students can be tested for classification only at the request of a parent. B. An IEP must be reviewed every year. C. Students must be present at all IEP meetings. D. Parents have the right to examine all educational records.

Parents have the right to examine all educational records.

Which of the following is the most accurate statement regarding the rights of parents of children with disabilities? A. Parental consent for an initial evaluation ensures that their child will receive special education services. B. Parents may hire a school district professional to conduct an independent educational evaluation. C. Parents may file a due process complaint against the district if mediation is unsuccessful at resolving a dispute. D. Procedural safeguard documents must provide parents with summaries of their child's evaluation results.

Parents may file a due process complaint against the district if mediation is unsuccessful at resolving a dispute.

An inclusion classroom reduces isolation for students with Down syndrome and provides them best with opportunities to observe which of the following? A. Students engaging in competitive and cooperative play B. Peers modeling social and communicative skills C. Paraprofessionals supporting all students D. Teachers implementing an adapted curriculum

Peers modeling social and communicative skills

Kemberly is a twelfth-grade student who is deaf. She uses an FM monitor in the classroom in addition to the services of an interpreter. Which of the following is most appropriate for her computer class? A. Having the interpreter sign all auditory cues from the computer for Kemberly B. Programming visual cues on the computer for Kemberly C. Providing Kemberly a touch screen D. Allowing Kemberly to skip computer classes

Programming visual cues on the computer for Kemberly

Students in an inclusion classroom are learning a new procedure for entering the room after recess that helps them transition to the daily math lesson. Which of the following will best help the students learn the procedure? A. Providing opportunities for students to practice the new procedure correctly B. Rewarding students who follow the new procedure and creating consequences for those who do not C. Reviewing and reteaching the procedure to students until it becomes a natural part of the class's flow D. Giving examples to students of what the new procedure should and should not look like

Providing opportunities for students to practice the new procedure correctly

Martha is an eleventh-grade student with spina bifida. She uses a motorized wheelchair and has limited fine motor skills. Her testing indicates her cognitive and language skills are on grade level. Which of the following accommodations is most likely to benefit the student in her inclusive history class? A. Allowing Martha to use a laptop computer to take notes B. Requiring Martha to learn less material for mastery C. Providing Martha raised-line paper to improve her handwriting D. Providing Martha copies of notes to limit her need for writing

Providing Martha copies of notes to limit her need for writing

Which of the following supplementary supports best helps a student with memory deficits improve executive functioning skills? A. Extending project-based homework deadlines B. Providing a personal assignment notebook C. Supplying recordings of nonfiction books D. Reducing the number of questions on assignments

Providing a personal assignment notebook

Which of the following best indicates the primary purpose for incorporating the four blocks of literacy instruction—guided reading, self-directed reading, writing, and working with words—into daily instruction for students with cognitive disabilities? A. Providing a variety of opportunities for reading and writing B. Maintaining students' attention by using shortened assignments C. Creating opportunities for movement during reading tasks D. Giving the students a choice of language arts activities

Providing a variety of opportunities for reading and writing

Chelsea, a student with mild hearing loss, often has difficulty following the teacher's directions in class, particularly when the teacher is doing work at the blackboard. Which of the following suggestions is the most appropriate first step for the teacher to try to help Chelsea understand directions? A. Repeating all directions directly into Chelsea's ear B. Providing directions to Chelsea while facing the entire class C. Providing an interpreter for Chelsea D. Having another student write down all assignments for Chelsea

Providing directions to Chelsea while facing the entire class

Mark is a tenth-grade student with a severe visual impairment. He is in an inclusive geometry class with the support of a special education teacher. Which of the following strategies would be most beneficial in helping Mark understand the concept of three-dimensional figures? A. Providing manipulatives of the objects B. Providing large-print materials C. Using raised-line drawings of the figures D. Color coordinating the sides of the shapes

Providing manipulatives of the objects

Midway through a science unit, a fifth-grade inclusion teacher asks students to name three main organs associated with the respiratory system. The following table summarizes the students' responses. Number of Student Responses Response Content 8 --- Off topic or incorrect (for example: sense of smell, warms air, helps you breathe, out of breath, oxygen, heartbeat, heart, stomach) 15 --- Three correct responses (for example: nose, trachea, lungs, diaphragm, bronchi, larynx, windpipe, voice box) 1 --- No response Based on the information in the table, which of the following teacher actions is most appropriate? A. Adjusting lesson plans to reteach the unit to all students B. Planning critical-thinking enrichment activities for all students C. Having the struggling students redo the assignment at home D. Providing small-group instruction to reteach the struggling students

Providing small-group instruction to reteach the struggling students

A second grader is an emergent reader who cannot read text independently. Which of the following instructional strategies is likely to be most appropriate when introducing a new science topic from an approved text written on a second-grade level? A. Locating a kindergarten version of the text on the subject B. Providing the grade-level text in audio form C. Determining the text structure used by the text's author D. Removing grade-level vocabulary from the text

Providing the grade-level text in audio form

A high school student who is blind is enrolled in a biology class that has a lab requirement. One of the curricular objectives is to make a labeled drawing of a cell when viewed through a microscope. Which of the following is the most appropriate way to assess the student's achievement of the objective? A. Having the student identify the major parts of a cell as described by a peer partner B. Letting the student use specialized software to view an enlarged image of a cell C. Providing the student with a tactile model of a cell on which to locate and name its parts D. Asking the student to name from memory the major parts of a cell and their functions

Providing the student with a tactile model of a cell on which to locate and name its parts

Which of the following accommodations is most appropriate for a first-grade student with dysgraphia who struggles with handwriting and benefits from tactile cues? A. Providing partially completed outlines for writing assignments B. Providing thick black markers during cursive lessons C. Providing a computer tutorial that teaches script lettering D. Providing various types of raised-line paper

Providing various types of raised-line paper

Which of the following is the most appropriate way for a kindergarten teacher to ensure that a student with fine motor deficits will be able to work on the tasks at the literacy center? A. Assigning a paraprofessional to monitor participation at the center B. Modifying the checklist used for assessing the tasks at the center C. Providing various-sized pencils, pens, grips, and slant boards D. Eliminating all tasks that consist of individual writing rather than partner writing

Providing various-sized pencils, pens, grips, and slant boards

Rafael has attention-deficit/hyperactivity disorder (ADHD). One of his testing accommodations is to test in a separate room with the special education teacher. Which of the following is a reason for this accommodation? A. The other students will not hear the test being read aloud to Rafael. B. Rafael can read the test aloud to himself without distracting other students. C. The special education teacher can give Rafael cues about the answers. D. Rafael will be able to concentrate better without distractions.

Rafael will be able to concentrate better without distractions.

Which of the following is most likely to have the greatest negative impact on the self-esteem of a student with Tourette syndrome? A. Knowing that tic severity often decreases in early adulthood B. Reducing the prevalence of tics with cognitive-awareness training C. Realizing that medication can effectively control symptoms of the disorder D. Receiving reminders to stay calm, sit still, and refrain from making noises

Receiving reminders to stay calm, sit still, and refrain from making noises

The following is an excerpt from the Present Level of Academic Achievement and Functional Performance (PLAAFP) statement of Juno's Individualized Education Program (IEP). Juno is a ninth-grade student with a specific learning disability in mathematics. She has short-term memory and auditory processing deficits and receives instruction in a general education setting with the support of a special education teacher. She is organized, conscientious, and hardworking and works well with peers. Juno benefits from having copies of class notes and graphic organizers. To best meet Juno's needs, which of the following is most likely to be included in her IEP's assessment modifications and accommodations? A. Providing a private room in which Juno can complete assessments B. Allowing Juno to give oral answers to open-ended assessment questions C. Reading assessment items aloud to Juno in a small-group setting D. Reducing the amount of information Juno needs to process on assessments

Reducing the amount of information Juno needs to process on assessments

Adrian, a student with an emotional disorder, refuses to sit at his desk and insists on sitting on the floor. The behavioral intervention team determines that the behavior has an attention-seeking function. Which of the following will best help decrease the floor-sitting behavior? A. Reminding Adrian to sit at his desk by singing a jingle about obeying B. Refusing to pay attention to Adrian until he sits at his desk C. Revoking Adrian's daily recess unless he sits at his desk D. Removing tokens from Adrian each time he sits on the floor

Refusing to pay attention to Adrian until he sits at his desk

Peggy is a seventh grader with cerebral palsy whose twin sister, Ginny, is a typically developing teenager. Ginny's friends often ask questions about Peggy, and Ginny is sometimes embarrassed by the questions. Which of the following is the best way for Ginny's parents and teachers to help Ginny respond when asked such questions? A. Teaching Ginny to avoid answering questions about Peggy's medical condition B. Reminding Ginny that Peggy needs her support and loyalty at school C. Discouraging Ginny from expressing negative feelings about Peggy D. Rehearsing with Ginny different ways of explaining Peggy's disability

Rehearsing with Ginny different ways of explaining Peggy's disability

Several students in a second-grade class are English-language learners (ELLs) who are reading significantly below grade level. Which of the following will best ensure that the ELLs understand the responsibilities of an assigned classroom job? A. Having students remain with the same job throughout the year B. Designating a peer to inform the students of their assigned job C. Listing the classroom jobs in two languages on a large poster D. Representing each job on a chart using pictures and simple words

Representing each job on a chart using pictures and simple words

Amber was diagnosed with autism spectrum disorder (ASD) at the age of seven. The local school district decided to place Amber in a private school for children with ASD even though the family did not agree with the decision. Question: Which of the following actions is the most appropriate for the family to take? A. Moving to a different school district where Amber will be placed in an inclusion classroom B. Deciding to homeschool Amber to avoid conflict of interest with the school district C. Accepting the school district's authority and agreeing to its decision D. Requesting a due process hearing against the school district for inappropriate placement

Requesting a due process hearing against the school district for inappropriate placement

Joan, a high school junior, has a specific learning disability (SLD) in reading. Which of the following goals would be appropriate for her Individualized Transition Plan (ITP)? A. Researching postsecondary schools B. Learning to do her own laundry C. Looking for an apartment D. Making a four-course dinner independently

Researching postsecondary schools

Which of the following is most appropriate for identifying students with learning disabilities? A. Response to intervention (RTI) B. Functional behavioral assessment (FBA) C. Individualized education program (IEP) D. Curriculum-based assessment (CBA)

Response to intervention (RTI)

Ms. Brown taught a lesson on multiplying two-digit numbers to her students in a self-contained classroom. Then the students completed a math worksheet. Ms. Brown notes that most of the students had more than half the problems incorrect. Which of the following should Ms. Brown do next? A. Pair the students with regular education students who will act as peer tutors. B. Give the students another math worksheet the next day to see if they improve after doing their homework. C. Reteach the lesson another way to see if the students can improve their understanding of the topic. D. Go on to the next lesson in the book because time is limited.

Reteach the lesson another way to see if the students can improve their understanding of the topic.

Roy is an eleventh-grade student with an intellectual disability. During his annual IEP meeting, Roy indicates that he wants to get a job and share an apartment within four years of graduating from high school. Which of the following IEP transition goals best supports Roy's goal? A. Roy will be able to read traffic signs independently while traveling. B. Roy will be able to clean the kitchen floors with staff assistance on a weekly basis. C. Roy will be able to write a check to pay monthly rent and utility bills. D. Roy will be able to socialize with new friends and seek help when needed

Roy will be able to write a check to pay monthly rent and utility bills.

Anthony has attention-deficit/hyperactivity disorder (ADHD) and is in a fourth-grade resource room. Which of the following classroom strategies will best help Anthony focus during class? A. Reminding Anthony to stay on-task B. Allowing Anthony to answer questions aloud instead of writing his answers C. Providing Anthony with large-print materials D. Seating Anthony in an area with fewer distractions

Seating Anthony in an area with fewer distractions

Martin is a third-grade student who has attention-deficit/hyperactivity disorder (ADHD). Martin's parents have asked the special education teacher for suggestions to improve behaviors at home. Which of the following is most appropriate for the special education teacher to recommend to his parents to use at home? A. Allowing Martin to stay up until he indicates that he is tired B. Playing math games with Martin to strengthen his multiplication skills C. Allowing Martin to play computer games to increase eye-hand coordination D. Setting clear rules, expectations, and consequences for Martin's behaviors

Setting clear rules, expectations, and consequences for Martin's behaviors

Which of the following is the most appropriate way for a parent to motivate a child with a learning disability to achieve academic success? A. Encouraging independent reading B. Setting realistic expectations C. Requesting curricular modifications D. Avoiding frustrating situations

Setting realistic expectations

Which of the following topics should be included when evaluating the quality of life of a 19-year-old student with severe disabilities? A. Social inclusion B. Adaptive behaviors C. Sensory functioning D. Educational needs

Social inclusion

Which of the following characteristics is most closely associated with an emotional disturbance? A. Processing difficulties B. Social withdrawal C. Receptive language problems D. Intellectual disability

Social withdrawal

Juan is a tenth-grade student in an inclusive biology class. While working with a partner during a lab activity, Juan uses inappropriate language and pushes the lab materials to the floor. This behavior has not been witnessed by the biology teacher in the past. Which of the following responses is the most appropriate way to respond initially to Juan's behavior? A. Sending Juan to the office B. Calling Juan's parents after school C. Giving Juan an in-school suspension D. Speaking to Juan after class about his behavior

Speaking to Juan after class about his behavior

Place each of the following disability categories next to the description that best characterizes a student who would be placed in that category. Receives accommodations to learn to read and do math A. Emotional Disturbance B. Intellectual Disability C. Multiple Disabilities D. Specific Learning Disability E. Traumatic Brain Injury

Specific Learning Disability

Average intelligence, poor listening and reading comprehension skills, and difficulty with productive writing tasks are most characteristic of which of the following? A. Autism spectrum disorder (ASD) B. Attention-deficit/hyperactivity disorder (ADHD) C. Intellectual disability (ID) D. Specific learning disability (SLD)

Specific learning disability (SLD)

Paula is a sixth-grade student with Down syndrome. She is an attentive student who enjoys learning new things in school. Although her expressive speech and language development are more like those of an 8 year old, her receptive language skills are more like those of a 10 year old. Paula reads at the third-grade level. Which of the following support services is likely to be most beneficial for Paula? A. Speech therapy B. Physical therapy C. Occupational therapy D. Massage therapy

Speech therapy

Which of the following types of assessments provides data such as percentile level, stanine scores, and standard scores? A. Curriculum-based B. Formative C. Standardized D. Rating scale

Standardized

Evidence-based research indicates that formative assessment is best utilized for which of the following purposes? A. Determining student learning at the end of a unit of study B. Providing tiered evaluations to meet the needs of all students C. Supporting the progress of students while they are acquiring new concepts D. Comparing student achievement on a range of performance tasks

Supporting the progress of students while they are acquiring new concepts

Which of the following is an example of a behavior that can best be addressed by a functional behavioral assessment? A. Susan uses profanity, teases her classmates, and raises her voice to a level that is disruptive to the entire math class. B. Susan has scored failing grades on the first three math assessments of the year. C. Susan is lazy and unmotivated in math class. She does not put in the effort that is expected of someone with her intelligence. D. Susan is having difficulty writing essays in English class.

Susan uses profanity, teases her classmates, and raises her voice to a level that is disruptive to the entire math class.

Juliet, a high school student with a specific learning disability (SLD), plans to enroll in a graphic arts program after she graduates from high school. Which of the following goals is most appropriate as part of her Individualized Transition Plan (ITP)? A. Finding a part-time job as a salesperson B. Learning to tell time C. Researching community-living programs D. Taking computer classes

Taking computer classes

Jade is a 13-year-old student with disabilities who considers a classmate, Mac, her friend. Mac, however, makes fun of Jade when she is not around. Jade feels betrayed when she realizes that Mac makes fun of her. Which of the following is the most appropriate way for their teacher to address the bullying? A. Telling Jade that it is best to avoid Mac and encouraging her to find new friends B. Talking to Mac about Jade, her special needs, and how to be a good friend to her C. Sending Jade to recess at a different time so she has a different group of friends to interact with D. Teaching Jade how to assertively advocate for her own needs in social situations

Teaching Jade how to assertively advocate for her own needs in social situations

Maria is a 17-year-old with a physical disability. She also has speech and vision problems. She has applied for a part-time job that would require her to take the public bus to and from work. Which of the following is the first step for the teacher to take in helping Maria prepare for this job? A. Teaching Maria to sign her name so she can cash her paychecks B. Discussing the limitations of her disability C. Teaching Maria to read a transportation schedule D. Getting Maria a cell phone

Teaching Maria to read a transportation schedule

A teacher is preparing a science unit about sea life for an inclusion kindergarten class. Which of the following is the most appropriate way to help the students acquire background knowledge for the unit? A. Teaching students vocabulary at a sensory table with sand, shells, plastic fish, and water B. Asking all students to share their unique experiences at the beach during show-and-tell C. Making a set of banners, signs, and labels for the classroom featuring an octopus theme D. Showing the students a documentary on marine animals and their survival techniques

Teaching students vocabulary at a sensory table with sand, shells, plastic fish, and water

The teacher of a multigrade self-contained special education classroom considers the needs and abilities of the following students to group them for an upcoming mathematics lesson. Student 1 is a first grader with the following IEP goal. "Given paper circles and squares, the student will fold the papers and identify one-half and one-fourth of the whole with at least 80% accuracy." Student 2 is a second grader with the following IEP goal. "Given a variety of concrete fraction models of halves, fourths, and eighths, the student will correctly name the fractional parts with at least 80% accuracy." Student 3 is a third grader with the following IEP goal. "Given a set of ten one-step problems involving addition and subtraction of fractions with like denominators, the student will solve them with at least 80% accuracy." Student 4 is a fourth grader with the following IEP goal. "When shown the first two steps of a pattern, the student will extend the pattern twice with 80% accuracy on three consecutive days." Based on the students' IEP goals, which of the following grouping formats is most appropriate? A. Allowing the third and fourth graders to tutor the first and second graders B. Working with each student individually on specific learning objectives C. Teaching the first and second graders together while the others work independently D. Keeping all four students in a whole-group differentiated lesson on fractions

Teaching the first and second graders together while the others work independently

Which of the following mandates that public schools must provide instruction and/or related services at the appropriate level and free of charge for a student with a learning disability? A. Brown v. Board of Education B. The Individuals with Disabilities Education Act C. Plessy v. Ferguson D. The Every Student Succeeds Act

The Individuals with Disabilities Education Act

Ms. Reardon teaches a fourth-grade resource room and is attending back-to-school night, where she meets her students' parents to inform them about what she will be doing in her class throughout the year. Which of the following is information that she would want to gather from the parents at this meeting? A. The parents' marital status B. The number of children living at home C. The parents' cell phone numbers and email addresses D. The parents' work addresses

The parents' cell phone numbers and email addresses

Kayla is a third-grade student who has been struggling academically and has started acting defiantly and refusing to complete assignments. Her parents suspect that she has a learning disability. Which of the following professionals is most likely to administer the assessments to evaluate Kayla? A. Her teacher B. A private medical doctor C. The school psychologist D. The school guidance counselor

The school psychologist

A special education teacher and a general education teacher are coteaching a first-grade class composed of students with and without IEPs. All special education services are provided within the classroom. Which of the following best describes the most successful collaborative relationship between the teachers? A. The special education teacher instructs only small groups of students with IEPs, and the general education teacher groups the rest of the students by ability. B. The special education and the general education teachers plan together and use dynamic grouping to ensure that students receive instruction from both teachers. C. The general education teacher takes on the leadership role in the classroom and shares daily lesson plans with the special education teacher. D. The general education teacher provides all direct instruction, and the special education teacher pulls small groups of students to reteach lessons as necessary.

The special education and the general education teachers plan together and use dynamic grouping to ensure that students receive instruction from both teachers.

Which of the following IEP goals is most appropriate for preparing a student to achieve postsecondary education goals? A. The student will review college information and will be able to discuss admission requirements and application deadlines with 90% accuracy by December of the current school year. B. The student will finish all enrolled high school career and technology courses with a minimum grade of 75% and will then research local and state training programs that satisfy educational interests and needs. C. When applying to colleges, the student will locate at least three potential opportunities for part-time employment that meet the following conditions: near campus, within walking distance, and up to 20 hours per week. D. After locating a residence within one mile of the college campus and suitable work sites, the student will learn how to effectively pay for and use various modes of transportation such as buses, trains, subways, and taxis.

The student will review college information and will be able to discuss admission requirements and application deadlines with 90% accuracy by December of the current school year.

Which of the following best defines the purpose of a criterion-referenced test? A. To measure a student's mastery of specific knowledge and skills after a unit of study B. To determine a student's reading level for instructional grouping purposes C. To rank a student's performance when compared with other students who took the same test D. To use a rubric to document a student's performance in conjunction with teachers' observations

To measure a student's mastery of specific knowledge and skills after a unit of study

What is the purpose of a cognitive assessment? A. To analyze emotional development B. To calculate adaptive behavior C. To test fine motor skills D. To measure intellectual ability

To measure intellectual ability

Place each of the following disability categories next to the description that best characterizes a student who would be placed in that category. Since an accident, has difficulty with expressive language A. Emotional Disturbance B. Intellectual Disability C. Multiple Disabilities D. Specific Learning Disability E. Traumatic Brain Injury

Traumatic Brain Injury

Pamela is a tenth-grade student who was injured in a car accident over the summer. She is now experiencing severe headaches, memory loss, and slurred speech. According to the Individuals with Disabilities Education Act (IDEA), her disability falls into which disability category? A. Specific learning disability (SLD) B. Autism spectrum disorder (ASD) C. Traumatic brain injury (TBI) D. Other health impairment (OHI)

Traumatic brain injury (TBI)

An inclusive high school English class is writing short stories. Eli, who has dysgraphia, is working with the special education teacher on his second draft. Which of the following accommodations will be most beneficial to Eli? A. Writing the story on yellow paper so there is less glare on the paper B. Using a dictionary to check the spelling of new words C. Typing the story on a computer so that it is easier to proofread D. Being given a starting prompt to help begin the writing process

Typing the story on a computer so that it is easier to proofread

Eleanor is a student with a learning disability who struggles with expository writing. She is learning to focus on the stages of the writing process during assignments. Which of the following ways of recording self-monitoring data is most appropriate to teach Eleanor? A. Marking a rating scale B. Collecting a frequency count C. Using a checklist D. Writing in a journal

Using a checklist

A student with an articulation disorder lacks confidence speaking in a large-group setting. Which of the following instructional techniques will be the most effective to provide an opportunity for the student to participate meaningfully in a class discussion? A. Modeling the skill to be learned B. Connecting the objective to the student's prior knowledge C. Providing a note-taking template D. Using a think-pair-share activity

Using a think-pair-share activity

Alan is an eighth-grade student classified with an intellectual disability. Testing shows that Alan is functioning at a third-grade level in all academic areas. He receives instruction in the resource room. Which of the following is an appropriate goal for Alan? A. Writing a five-paragraph essay with no more than six grammatical errors B. Using correct end-point punctuation when writing sentences C. Correctly multiplying two fractions with different denominators four out of five times D. Identifying major economic factors affecting the United States economy

Using correct end-point punctuation when writing sentences

Which of the following goals will most likely be included in an Individualized Education Program (IEP) for an eighth-grade student who has autism spectrum disorder (ASD)? A. Writing a paragraph using transitional phrases B. Remaining seated while completing independent work C. Using eye contact when speaking to the teacher D. Raising his or her hand before answering a question

Using eye contact when speaking to the teacher

Which of the following accommodations can best help a first-grade student with a serious speech and language disorder communicate effectively? A. Placing a visual schedule on the student's desk B. Using a brain-computer interface system C. Providing the student with a talking calculator D. Utilizing a picture and symbol board

Utilizing a picture and symbol board

A history class in the resource room is studying ancient Egypt. The students are building pyramids and rectangles out of gelatin blocks to investigate which shape is stronger. Which of the following intelligences does the lesson address? A. Auditory-musical B. Visual-spatial C. Intrapersonal D. Naturalist

Visual-spatial

Brett's resource room language arts class is studying the Inca and Aztec peoples. The students were assigned to make a compare-and-contrast matrix of the Inca and Aztec peoples. Because Brett is unable to write, he is using the computer to complete the assignment. Which of the following computer software programs is most likely to benefit Brett? Brett? A. Concept-development software B. Voice-recognition software C. Communication software D. Text-reading software

Voice-recognition software

David is a fourth-grade student with a specific learning disability in reading. David has just completed a set of reading assessments, and his scores indicate that he is reading at an end-of-first-grade level. He demonstrates strengths in comprehension skills and uses context clues to help him decode text. His reading fluency is determined to be his primary reading weakness. Based on these assessment results, which of the following objectives will best meet David's current learning needs in reading? A. When presented with a list of 50 second-grade-level sight words, David will read 45 of the words accurately. B. When presented with a second-grade-level nonfiction text, David will identify three of the typical features of nonfiction texts. C. When presented with a second-grade-level fiction text, David will summarize the events of the story in sequential order. D. When presented with a second-grade-level fiction text, David will read at a rate of 120 words per minute.

When presented with a second-grade-level fiction text, David will read at a rate of 120 words per minute.

Which of the following is the best example of a Tier 3 intervention for a student who is struggling with learning math facts? A. Using flash cards with a partner twice a week to practice recall of math facts B. Working with a classmate to complete math-fact families printed on large, triangular cards C. Working with a specialist daily on visual and tactile representations of math facts D. Attending resource classes once a week for supplementary math-fact tutoring

Working with a specialist daily on visual and tactile representations of math facts

Ms. Hart is a special education teacher in a resource room. After giving the students with learning disabilities a vocabulary list, she changed an end-of-unit test to have fewer options and to include a word bank. This is an example of A. an accommodation B. a modification C. a related service D. an instructional strategy

a modification

Examiners attempting to identify a student with learning disabilities tend to focus on the discrepancy between A. ability and achievement test scores, with ability being greater than what is indicated by achievement test scores B. ability and achievement test scores, with achievement test scores being greater than demonstrated ability C. curriculum-based assessment (CBA) and achievement test scores, with CBA results being greater than achievement test scores D. curriculum-based assessment (CBA) and achievement test scores, with achievement test scores being greater than CBA results

ability and achievement test scores, with ability being greater than what is indicated by achievement test scores

Mr. Jackson and Ms. Stern cooperatively teach an inclusive high school geometry class. While Mr. Jackson is reviewing homework with the class using an interactive whiteboard, Ms. Stern provides small-group instruction for several students who expressed difficulty with completing the homework assignment. This style of collaborative teaching is an example of A. shared teaching B. cooperative learning C. station teaching D. alternative teaching

alternative teaching

The classification of severe intellectual disability is determined primarily on the basis of A. an IQ of 40-55 B. perinatal complications C. an IQ of 20-35 D. postnatal complications

an IQ of 20-35

A special education teacher who uses running records to gather information about how well students are reading required texts is evaluating students by means of A. a summative assessment B. an interview-based assessment C. an informal assessment D. a rubric-driven assessment

an informal assessment

About 80% of all speech disorders are characterized by difficulties with A. fluency B. delayed speech onset C. articulation D. voice

articulation

The purpose of self-monitoring is to allow students to A. record their own negative behaviors on a daily basis B. assess the behavior of other students C. imitate the appropriate behavior of other students D. assess their own behaviors in need of improvement

assess their own behaviors in need of improvement

Mitch is a college-bound high school senior with learning disabilities. His Individualized Education Program (IEP) indicates that he uses a tape recorder in his English class and a calculator for taking tests in Algebra 2. These accommodations are examples of A. assistive technology B. personal computing support C. remediation D. self-management

assistive technology

Adapting existing vocal or gestural abilities and static symbols or icons and using technological devices for speech and language are all examples of A. assistive technology B. blissymbols C. synthesized speech D. augmentative communication

augmentative communication

According to IDEA, a student must be included as a member of the IEP team to A. give consent for initial evaluation B. recommend a change of placement C. develop a functional behavior assessment D. consider postsecondary goals and transition services

consider postsecondary goals and transition services

Having students keep track of their own behavior and then giving them rewards for appropriate behavior is known as A. contingency-based self-management B. functional assessment C. reality therapy D. ecological assessment

contingency-based self-management

One of the most critical educational components of providing an appropriate learning environment for a student with autism spectrum disorder (ASD) is to A. allow the student to self-select activities because of an inability to communicate B. create a carefully structured environment with established routines and procedures C. allow the student to be isolated from the rest of the class D. expect the student to follow classroom rules because of a need of socialization skills

create a carefully structured environment with established routines and procedures

A teacher who plans a lesson with consideration of the various family structures and backgrounds of students is primarily demonstrating an understanding of A. social learning theory B. scaffolding theory C. culturally responsive instruction D. teaching for understanding

culturally responsive instruction

Satiation

decreasing or eliminating an unacceptable behavior as a result of continued and increased reinforcement of the behavior.

Ms. Dackrey, a fourth-grade inclusion teacher, just finished reading Harry Potter and the Sorcerer's Stone with her students. She groups students by learning styles and assigns each group different tasks. This strategy is best described as A. direct instruction B. small-group instruction C. reflective activities D. differentiated instruction

differentiated instruction

A teacher who sets explicit goals for each lesson, presents a logical sequence of tasks, gives clear directions on how to do each task, models the task, engages the student in guided practice, asks frequent questions, gives feedback, and does not move on to the next task until the student masters the one at hand is using A. a metacognitive approach B. a diagnostic-prescriptive method C. direct instruction D. cooperative learning

direct instruction

A psychoanalytic approach to evaluating behavior disorders is most likely to explain such disorders as resulting from A. an individual's self-concept B. learned inappropriate behaviors C. neurological abnormalities D. early traumatic experiences

early traumatic experiences

The best example of extrinsic motivation is the desire to A. learn something new B. connect with others C. earn a token or privilege D. solve a personal problem

earn a token or privilege

The Individuals with Disabilities Education Act (IDEA) is a A. civil rights law to prohibit discrimination on the basis of disability B. federal program to provide funds for removing architectural and transportation barriers for individuals with disabilities C. federal law that sets deadlines for states to expand testing requirements and guarantee that every teacher is qualified in his or her subject area D. federal program that authorizes aid for special education and related services to children with disabilities

federal program that authorizes aid for special education and related services to children with disabilities

The number of times a student engages in a particular behavior is referred to as A. latency B. frequency C. topography D. duration

frequency

In a full-inclusion model, services to students with disabilities are available in A. general education classrooms B. resource rooms C. self-contained classrooms D. charter schools

general education classrooms

Individuals with autism spectrum disorder (ASD) are most likely to A. have an obsessive interest in a single object or topic B. have delayed fine motor skills and difficulty with written assignments C. be unable to sit still for long periods of time D. be unable to walk unassisted

have an obsessive interest in a single object or topic

A student with a cochlear implant most likely has a primary classification of A. visual impairment B. hearing impairment C. traumatic brain injury (TBI) D. intellectual disability

hearing impairment

fourth-grade student with moderate-to-severe intellectual disabilities has difficulty writing whole numbers when requested. The teacher initially uses hand-over-hand guidance and later transitions to touching the student's elbow to confirm correct number formation. The teacher's approach to skill reinforcement is known as A. cooperative learning B. repeated modeling C. hierarchy of prompts D. concept generalization

hierarchy of prompts

The most significant limitation of certain evidence-based fluency assessments is that they do not A. indicate a student's ability to comprehend the text B. measure a student's phonemic awareness C. predict a student's long-term success as a reader D. present a visual representation of a student's growth in reading

indicate a student's ability to comprehend the text

The Vineland Adaptive Behavior Scales is most likely to be used in the identification of A. gifted and talented students B. learning disabilities C. intellectual disabilities D. fragile X syndrome

intellectual disabilities

The most likely reason for administering the entire Woodcock-Johnson Psycho-Educational Battery, Third Edition, to a student is to evaluate for A. intellectual disability B. learning disabilities C. serious emotional disturbance D. attention-deficit/hyperactivity disorder (ADHD)

learning disabilities

Bruce and Lou, who sit next to each other, distract each other in the classroom. The teacher has tried rewarding them for appropriate behavior, but their behavior has not changed. The teacher then changes their seating so that they are on opposite ends of the classroom. They now rarely distract each other. This is an example of A. manipulating the consequent stimulus B. using the Premack principle C. ignoring inappropriate behavior D. manipulating the antecedent stimulus

manipulating the antecedent stimulus

A special education teacher who gives frequent progress monitoring assessments is most likely doing so to A. write detailed weekly progress reports B. modify instructional interventions C. provide parents with bimonthly feedback D. eliminate the need for benchmark assessments

modify instructional interventions

A curriculum that focuses on teaching functional and independent living skills, utilizes augmentative communication and assistive technology, and provides extensive support in the classroom is most likely used with students with A. learning disabilities B. emotional or behavioral disorders C. multiple and severe disabilities D. attention-deficit/hyperactivity disorder

multiple and severe disabilities

Diana v. State Board of Education (1970), Larry P. v. Riles (1972), and Lau v. Nichols (1974), influenced the drafting of the Individuals with Disabilities Education Act (IDEA) and addressed the issue of A. zero reject B. expulsions C. nondiscriminatory assessment D. out-of-state schooling

nondiscriminatory assessment

Immediately after a student is referred by a teacher for an evaluation for special education services, the school must A. provide appropriate Tier 3 interventions to the student B. obtain consent from a legal guardian to test the student C. schedule professional testing of the student D. draft an agenda with a list of participants for the initial IEP team meeting

obtain consent from a legal guardian to test the student

Jeff's Individualized Transitional Plan (ITP) includes activities such as filling out applications, working at an after-school job working with an electrician, and receiving tutoring in functional reading skills. Jeff's long-term goal is most likely to A. attend a four-year college B. obtain skilled or semiskilled employment C. live in a group home D. work in a sheltered workshop

obtain skilled or semiskilled employment

Cedric is a fourth grader who is having difficulty keeping up with reading tasks. His parents want to know more about possible special education services. They have made an appointment with Cedric's teacher and the special education teacher who works with fourth-grade students. The likely first step the school will take is A. prereferral screening and in-class observation B. formal testing and evaluation for learning disabilities C. having the parents meet with the principal to discourage them from seeking special education services D. ordering audio books for all of Cedric's fourth-grade texts

prereferral screening and in-class observation

Under the Individuals with Disabilities Education Act (IDEA), a school district is required to inform parents of any change to a child's educational placement according to the requirements of A. due process B. procedural safeguards C. the Family Educational Rights and Privacy Act (FERPA) D. adequate yearly progress (AYP)

procedural safeguards

Assessing the reliability of a test helps determine whether the test A. produces consistent results B. remains free from bias C. aligns well with the curriculum D. is legally defensible

produces consistent results

A third-grade teacher is having difficulty determining why a student is struggling with reading and writing. The most appropriate professional for the teacher to consult is the A. ESL teacher B. special education supervisor C. guidance counselor D. reading specialist

reading specialist

Before proceeding with an evaluation to determine a student's qualification for special education services, the school must first A. inform the parents of the date of the evaluation B. receive the parents' informed consent for the evaluation C. guarantee that the student will receive services after an evaluation D. provide the parents with a list of qualified educational diagnosticians

receive the parents' informed consent for the evaluation

To be identified as having an intellectual disability, a child must demonstrate significantly below average intellectual functioning and A. a discrepancy between ability and achievement B. genetic abnormalities C. seizure syndrome and brain dysfunction D. related limitations in two or more areas of adaptive skills

related limitations in two or more areas of adaptive skills

Alyse, an eighth grader with a severe cognitive impairment, has been continually commenting that she is hungry. In an effort to stop her commenting, her teacher begins to place snacks on Alyse's desk throughout the school day. After several days, Alyse stops stating that she is hungry. The elimination of Alyse's behavior is the result of A. punishment B. satiation C. desensitization D. extinction

satiation

Before writing a measurable IEP goal for a student, it is most important to consider the student's A. age B. gaps C. grade level D. skill level

skill level

Many students with disabilities receive instruction in social skills because A. social skills are crucial for success in an inclusive classroom B. they are unable to benefit from educational training C. teachers in general education focus primarily on instruction in social skills D. social skills are easier to teach than academic skills

social skills are crucial for success in an inclusive classroom

Randi is a 12 year old who scores within the average range for her age on a standardized test but is significantly below grade level in reading and writing and is at grade level in math. The profile is most consistent with a classification of A. intellectual disability B. specific learning disability C. attention-deficit/hyperactivity disorder D. autism spectrum disorder

specific learning disability

The major purpose of functional curricular approaches for students with more severe intellectual disabilities is to A. teach the students the most critical skills for participating in society B. teach the students the health education curriculum C. teach the students to apply for college or postsecondary education D. teach the students how to develop a transition plan

teach the students the most critical skills for participating in society

A resource room teacher is most likely to ask an occupational therapist for help with A. counseling a high school student with learning disabilities about applying to college B. teaching a student with muscular dystrophy how to paint with a brush C. talking to parents about their genetic risk of having a seriously ill infant D. arranging a play-therapy group for young students with disabilities

teaching a student with muscular dystrophy how to paint with a brush

A fifth-grade student with cerebral palsy has average intelligence and intelligible speech but limited mobility and, as a result, struggles greatly with both fine motor and gross motor skills. To best help the student successfully complete written assignments, the teacher should provide a A. voice recognition software program B. pencil grip and raised-line paper C. portable word processor D. personal amplifier and FM system

voice recognition software program

The Vineland Adaptive Behavior Scales (VABS)

was designed to assess personal, social, and adaptive functioning of handicapped and non-handicapped persons from birth to adulthood.