1st yr teacher - 161

A fifth-grade general education mathematics teacher, working in an inclusion environment, is going to teach the following problem to the class. How many 1.5-yard pieces of ribbon can be cut from 60-yard spool of ribbon? One of the students in the class has a mathematics disability. When the inclusion teacher is discussing possible strategies with the general education teacher, which of the following should be recommended to assure better success for the student? a. Allow the student to write down the steps of the problem and talk them through to assure understanding b. Allow the student to work on the concepts that are already mastered to assure greater success in the class c. Allow for a peer tutor one afternoon a week from a higher grade to reteach the concepts that are not mastered d. Agree to give the student extra problems on the test so that each problem counts less in case a great number are incorrect

a. Allow the student to write down the steps of the problem and talk them through to assure understanding

A third-grade student who has a learning disability in mathematics struggles to keep his place while working on three-digit by two-digit multiplication problems. Which of the following strategies would most likely remediate the issue for the student? a. Allowing student to use graph paper for completing the assignment b. Providing different ways for the student to internalize mathematics facts c. Introducing key mathematics vocabulary terms to use while solving the problems d. Organizing mathematics centers to facilitate the student's independent work

a. Allowing student to use graph paper for completing the assignment

Which of the following types of informal assessment is most appropriate for gathering information on the frequency with which scientific student behaviors occur? a. Anecdotal record b. Structured interview c. Event recording d. Graduated rating scale

a. Anecdotal record

Of the following, the most effective means for creating consistency from preschool through kindergarten is to provide students with a. a developmentally appropriate program in both pre-school and kindergarten that is responsive to individual differences b. a preschool environment that strongly emphasizes the development of socialization skills above academics c. an environment in both preschool and kindergarten that requires children to collaboratively plan and problem solve d. a preschool program that stresses the development of independent work habits and the ability to follow directions

a. a developmentally appropriate program in both pre-school and kindergarten that is responsive to individual differences

Derek, a student with an intellectual disability, has just been assigned to Ms. Maldonado first-grade class. When preparing for Derek's entry into her classroom, Ms. Maldonado should be aware that, compared with his classmates, Derek is less likely to a. develop learning strategies without teacher intervention. b. form emotional attachments to adults. c. follow typical order of learning stages. d. be concerned about acceptance by his classmates.

a. develop learning strategies without teacher intervention.

An early intervention teacher can best support the transition process of children and their families who are moving from infant/toddler programs to preschool by a. ensuring that the new program will continue to follow guidelines for developmentally appropriate instructional practices b. knowing the individual children and the differences and similarities between their current programs and the one the children will enter c. meeting the staff members in the new setting and informing each family regarding the most appropriate teacher for their child d.encouraging families to develop relationships with other families who will be going through the same process

a. ensuring that the new program will continue to follow guidelines for developmentally appropriate instructional practices

An elementary level special education teacher could have the most positive effect on a student's motivation by a. offering general praise to the student throughout each school day b. maintaining explicit standards of individual performance and offering an honest appraisal of the student's work c. avoiding the use of letter grades in favor of anecdotal comments d. praising the student only when his or her work reflects effort above and beyond the minimum required for a given assignment

a. offering general praise to the student throughout each school day

Will is a third-grade student with a hearing impairment in a general education setting. His hearing loss is not significant enough to require the use of hearing aids. His Individualized Education Program (IEP) indicates that he benefits from the use of assistive listening devices, which should be used during direct instruction. Which of the following strategies would best support the use of the assistive listening device? a. Providing Will with a seat at the front of the class b. Ensuring that Will is focused on the teacher before he or she speaks c. Providing Will with written assignments at all times d. Continuing to teach while writing on the board

b. Ensuring that Will is focused on the teacher before he or she speaks

Students in a second-grade class will be participating in a number of art activities over the course of the year. Which of the following would be the best way to adapt these activities for 8-year-old Susan, a student with severe delays in fine motor development? a. Providing Susan with a separate supply of art materials that are reserved for her use only b. Ensuring that a wide range of art materials, including some that Susan can easily manipulate, are always available c. Arranging for Susan to have an aide available during all art activities to glue and paste at her decision d. Ensuring that other activities are going on at the same time as the art activities and guiding Susan to those activities instead

b. Ensuring that a wide range of art materials, including some that Susan can easily manipulate, are always available

A student's work sample is a vital element of a teacher's assessment of the student's progress. Before collecting work samples, the teacher needs to complete which of the following procedures? a. Choose which samples will be collected daily b. Establish a criterion to direct the collection of work samples c. Set aside an area within the classroom to collect and store work samples d. Give the student a printed list of required assignments and their due dates

b. Establish a criterion to direct the collection of work samples

Ava is a second-grade student with a specific learning disability in mathematics. She is learning how to solve simple word problems. Her teacher asks her to solve the following word problem. Three mother ducks are swimming in the pond. Each mother duck has 2 ducklings with her. How many ducks are in the pond altogether? Which of the following strategies is the most effective way to help Ava solve the word problem? a. Reading the word problem aloud several times b. Having her create a visual representation of the problem c. Showing her how to highlight relevant information in the word problem d. Letting her use a calculator to add and multiply the numbers in the problem

b. Having her create a visual representation of the problem

Louann's comprehensive cognitive ability was calculated to be 93 SS, with a 90% confidence interval of 89 to 98. Which of the following is a true statement? a. Confidence intervals tell us what Louann should be able to do on a good day and on a bad day b. Louann's cognitive ability score will fall between 89 and 98, 90 times out of 100 c. Louann's cognitive ability score will fall between 89 and 98, 10 times out of 100 d. The average of Louann's 100 repeated administrations will fall between 89 and 98

b. Louann's cognitive ability score will fall between 89 and 98, 90 times out of 100

A second-grade resource teacher wants to help the students with learning disabilities develop phonics skills. Which of the following student activities would most appropriately address the goal? a. Using letter tiles to spell words with similar patterns b. Practicing in oral spelling bees on a regular basis c. Spelling vocabulary words correctly within context d. Creating a chart of irregularly spelled words

b. Practicing in oral spelling bees on a regular basis

Which of the following is the best way to ensure that a student with an autism spectrum disorder (ASD) feels comfortable in the school environment? a. Offering multiple lunch choices b. Providing a predictable school routine c. Offering varying leadership opportunities d. Providing outside recess time

b. Providing a predictable school routine

Which of the following would be the best strategy to develop self-determination skills for a student with multiple and/or severe disabilities? a. Teaching the student to ask detailed questions when needing help with a task b. Providing assistive technology that allows the student to communicate his or her wants and needs c. Teaching the student how to read a simple menu to be able to make his or her own choices when eating out d. Providing assistive technology that enables the student to write his or her name independently

b. Providing assistive technology that allows the student to communicate his or her wants and needs

Angelo, an English-language learner (ELL) who speaks limited English, has received appropriate instruction in all academic areas but is struggling academically. Angelo's parents and teachers agree that an evaluation for special education services is warranted. Which of the following is the most appropriate way to evaluate him? a. Conducting one long morning session so as to secure the most accurate evaluation of Angelo's abilities at a given point in time b. Reviewing information gathered during parent, student, and teacher interviews c. Administering tests and other instruments in his first language to evaluate his specific areas of need d. Having each member of the Administration Review and Dismissal (ARD) committee observe Angelo in class on the same day

b. Reviewing information gathered during parent, student, and teacher interviews

A student has been assessed for special education and, based on the school's evaluation, does not qualify for services. The student's parent disagrees and would like the school district to fund an Independent Education Examination (IEE). Based on this request and legal guidelines, the district may agree to incur the expense of the evaluation or a. provide a new evaluation that has been completed by a district-level representative. b. refer the parent to a private school where the student may qualify for services. c. file a request for a due process hearing with the Texas Education Agency (TEA). d. recommend that the parent wait a full school year so that the student can be reassessed.

c. file a request for a due process hearing with the Texas Education Agency (TEA).

A fifth-grade general education mathematics teacher, working in an inclusion environment, is going to teach the following problem to the class. How many 1.5-yard pieces of ribbon can be cut from 60-yard spool of ribbon? Which of the following expressions could be the simplified to answer the problem? a. 3/2 x 60 b. 3/2 / 60 c. 60 / 3/2 d. 60 / 3/2

d. 60 / 3/2

If a student begins to show signs of an epileptic seizure, it is important that emergency action be taken immediately to protect the student's body from damage. Which of the following is the first step that should be taken when a student is expecting an epileptic seizure? a. Slip a soft object in the mouth to prevent damage to the tongue b. Hold the student in one position on the floor to protect the body from hitting objects c. Avoid touching the student, and call immediately for an ambulance and medical attention d. Cushion the head to protect the brain from trauma when the head strikes against floor

d. Cushion the head to protect the brain from trauma when the head strikes against floor

A student of average ability who is receiving special education services is diagnosed with attention deficit/hyperactivity disorder (ADHD). Which of the following is a classroom management technique that will best support the needs of the student? a. Using fast-paced instructional activities that include rapid questioning sessions b. Setting the same time requirements for all students to complete tasks c. Focusing on an auditory approach when delivering content instruction d. Establishing clear classrooms rules and consistent routines

d. Establishing clear classrooms rules and consistent routines

Shay is a second-grade student who has been diagnosed as having attention-deficit/hyperactivity disorder (ADHD). Which of the following is a sign of ADHD that Shay is most likely to display? a. Sleeps during reading time b. Cries frequently over minor frustrations c. Shows an inflated sense of self-importance d. Forgets to turn in homework on a daily basis

d. Forgets to turn in homework on a daily basis

A fourth-grade student was diagnosed with a severe learning disability in reading and found eligible for special education and related services. Assessment results indicated that the student's oral reading fluency is 143 words per minute at grade level. The student scored in the 70thpercentile on a test of basic word identification and the 23rdpercentile in reading comprehension. Given the results of the data, which of the following strategies is most critical for the special education teacher to use to address the student's reading needs? a. Teacher letter-knowledge activities and phoneme segmentation strategies b. Using choral reading activities and repeated reading of the same test c. Teaching a systematic phonics program combined with explicit vocabulary instruction d. Using prediction strategies and story-mapping activities

d. Using prediction strategies and story-mapping activities

Fourth-graders in inclusion language arts class are working on persuasive compositions. This includes practice with spelling and punctuation within the revision phase of the writing process. The primary benefit of practicing these skills within the revision phase rather than in isolation is that it a. provides students the option to work with peer partners to complete necessary revisions b. allows the teacher to target student needs in writing mechanics at a later time c. decreases student frustration by allowing them to focus more on the writing process d. creates a thematic lesson structure to increase retention of knowledge

d. creates a thematic lesson structure to increase retention of knowledge

A student who has been diagnosed with an emotional disorder has engaged in a serious violation of school rules. In this situation, the primary purpose of a manifestation determination would be to a. determine an appropriate in-school consequence to impose on the student b. ensure that due process is followed in considering the violation and disciplining the student c. identify IEP change(s) that will help reduce the likelihood of the student's engaging in future d. decide if the disability is related to the behavior that is subject to disciplinary action

d. decide if the disability is related to the behavior that is subject to disciplinary action

Compared with a remedial curriculum, a functional curriculum for students with disabilities is more likely to a. be based on academic goals and objectives that are designed to address identified student needs b. focus on development of basic academic skills, such as reading, math, and language arts c. be implemented in a separate resource room and program rather than in an inclusive setting d. emphasize development of life skills to meet expectations associated with various environments

d. emphasize development of life skills to meet expectations associated with various environments

Michael isa ninth-grade student with a learning disability in mathematics calculation. At his annual Admission Review Dismissal (ARD) committee meeting, her tells the group that he has an interest in Copyright 1styeartexasteachers©2021auto mechanics and that he helps his older brother fix up old cars. The career and technology teacher, Mr. Jaramillo, states that his classes are difficult and many of the students struggle to keep up with the mathematics. Which of the following is the most appropriate response for the special education teacher at Michael's ARD committee meeting to give? a. Assuring Mr. Jaramillo that with accommodations and modifications Michael can be successful in his classes b. Recommending that Michael want to consider career interest until after he satisfies his core course requirementsin mathematics c. Asking Mr. Jaramillo what specific mathematics skills Michael needs to demonstrate to be successful in his classes d. Encouraging the committee to consider other career options that better match Michael's learning style and abilities

a. Assuring Mr. Jaramillo that with accommodations and modifications Michael can be successful in his classes

A special education teacher is seeking an assessment to use for universal screening, to monitor student development and to improve instructions programs. Which of the following types of assessment best meets the teacher needs? a. Curriculum-based b .Outcome-based c. Diagnostic d. Portfolio

a. Curriculum-based

Which of the following general instructional approaches would most significantly help an English-language learner with a receptive language disorder grasp concepts taught in the classroom? a. Emphasizing discovery learning b. Using an English-language immersion approach c. Augmenting direct instruction with peer tutoring d. Providing new information in context

a. Emphasizing discovery learning

An elementary student who is displaying behaviors indicative of autism spectrum disorder (ASD) is most likely to exhibit which of the following? a. Inability to sustain eye contact or converse in social situations b. Difficulty processing task-related activities with assistance c. Inability to relate thoughts to concrete situations d. Difficulty controlling behavior or sustaining focus

a. Inability to sustain eye contact or converse in social situations

A high school history teacher involves students each year in an oral history project. Students interview longtime residents of the area, recording their stories and reminiscences on audiotape and videotape. Students start their projects by working with a partner to brainstorm questions they wish to ask during their interviews. Then they schedule interviews, conduct their interviews and design presentations to share the information they gather. The information will be used to produce an exhibit for the town's annual fair. Edited versions of the tapes will be donated to the town library. How does this activity best promote the functional living skills of students who have special needs? a. It involves them in meaningful interactions with people in a community setting b. It provides them with an authentic experience that enhances their understanding of the concept of time c. It gives them an opportunity to make many connections among various subjects they are studying in school d. It helps them recognize that people in the community use skills and information taught in school every day

a. It involves them in meaningful interactions with people in a community setting

Which of the following types of assessment would most likely provide a special education teacher with broad and comprehensive information about a student's learning strengths and needs? a. Portfolio assessment b. Commercial pre-and post-tests c. Basic skills assessment d. Norm-referenced achievement tests

a. Portfolio assessment

Use the passage below to answer the question that follows. Beth is a sixth-grade student in Mr. Lincoln's general education class. Testing indicates that she is reading on a fourth-grade level, and this is documented in her Individualized Education Program (IEP). Mr. Lincoln's notes on Beth indicate the following: reluctant to participate during group work involving reading assignments, does not complete assignments involving reading, and frequent absences. Mr. Lincoln has asked the special education teacher for suggestions on how to address his concerns. Which of the following recommendations from the special education teacher is most likely to promote Beth's engagement and participation in work involving reading assignments? a. Providing regular, positive feedback to Beth when she does participate as asked in the reading assignments b. Coaching Beth to be a better team member within her reading group c. Assigning a peer tutor to assist and assess Beth during group work involving reading assignments d. Offering to meet with Beth so she can express her concerns about her needs as a reader

a. Providing regular, positive feedback to Beth when she does participate as asked in the reading assignments

Ms. Evans, a ninth-grade special education teacher in a self-contained classroom, has implemented a formal social-skills curriculum for her students for the first six months of school. When examining her students' progress on social-skills goals and objectives, she notes that they have made limited progress. Which of the following is the most appropriate response to the progress data that Ms. Evans can make? a. Providing students with multiple opportunities to apply social skills in a variety of settings b. Increasing the amount of time students spend on social-skills instructions during the instructional day c. Setting up scripted sessions in general education classrooms with non-disabled student volunteers d. Teaching students that social expectations are similar across home, community, and school settings

a. Providing students with multiple opportunities to apply social skills in a variety of settings

Leo is a third grader currently enrolled in a private school. He has struggled in school and has not learned to read despite several interventions from his teacher and his mother. All stakeholders are concerned because he is falling significantly behind his peers. Leo's teacher and the school administrator have suggested to Leo's mother that an evaluation would be beneficial to determine if he has a learning disability. His mother requested an evaluation from the administrator of the public school where Leo would attend if herwere not enrolled in a private school. What guidelines would the public-school administrator apply to this situation? a. The same as for any other special education referral b. Referral of the parent to a community service agency c. Completion of a full individual evaluation after Leon enrolls in the public school d. The private school is responsible for the evaluation

a. The same as for any other special education referral

Teachers can enhance a student's ability to learn spelling words by differentiating instruction according to a student's particular learning style. Which of the following strategies would most likely promote learning in a kinesthetic learner? a. The student acts out the meaning of the spelling word in a guessing game b. The student says and spells each word into a tape recorder and plays back the tape c. The teacher provides tic-tac-toe or crossword patterns and directs the student to fill in words d. The teacher reads a short story and asks the student to clap when the spelling word is heard

a. The student acts out the meaning of the spelling word in a guessing game

Hank is an 8-year-old student who currently receives special education and has difficulty understanding new concepts and following directions. Which of the following best indicates Hank's difficulty? a. A fluency communication disorder b. A receptive language disorder c. An articulation communication disorder d. An expressive language disorder

b. A receptive language disorder

Kenneth's oppositional behaviors at school continue to escalate despite interventions recommended by the referral committee and sessions with the school counselor. He is not being successful in reading or math in his third-grade class. Based on the Texas Education Code, which of the following professionals will evaluate and make recommendations concerning Kenneth's emotional behavior? a. A special education teacher b. An educational diagnostician c. A school psychologist d. An assistant principal

b. An educational diagnostician

During transitions, a student with intellectual development disorder delays instruction by banging on desks, approaching the teacher, and yelling. The teacher plans to complete a functional behavioral assessment (FBA) to determine possible causes of the disruptive behavior. Which TWO of the following teacher strategies are most likely to be effective for minimizing off-task behavior while the FBA is being conducted? a. Stopping the class and redirecting the student if he or she begins to bang on a desk or yell during transition b. Standing physically close to the student during a transition and maintaining eye contact c. Waiting to reprimand the student for negative behaviors until after a transition is complete and the behaviors have stopped d. Giving the student cues to indicate that a transition is beginning

b. Standing physically close to the student during a transition and maintaining eye contact & d. Giving the student cues to indicate that a transition is beginning

A first-grade student in a self-contained special education classroom has educational goals involving fine motor skills. Which of the following activities is most appropriate for targeting these skills? a. Jumping rope b. Stringing beads c. Playing tag d. Typing words

b. Stringing beads

A behavior intervention plan (BIP) is developed after which of the following has been completed? a. The interpretation of cognitive and achievement assessment b. The functional behavioral assessment c. The full psychiatric evaluation d. The analyses of behavior event sampling

b. The functional behavioral assessment

Life-skills lessons are effective if which of the following occurs? a. The skills become routine in classroom b. The skills transfer across settings c. Students are expected to reach the same goals d. Assessments indicate student knowledge is increasing

b. The skills transfer across settings

A special education teacher has noticed that students from culturally and linguistically diverse backgrounds who have been referred for possible language disorders frequently demonstrate no language impairments. The special education teacher's best response in this situation would be to a. use a faculty meeting as an opportunity to remind classroom teachers of the importance of treating all students in an unbiased manner. b. distribute a memo to all classroom teachers urging them to investigate the distinction between language disorders and language differences. c. provide classroom teachers with data comparing typical percentages of students needing special services, by ethnic group, with referral figures at their school. d. suggest to the campus leadership team that the faculty receive in-service training on issues related to cultural influences on language development.

b. distribute a memo to all classroom teachers urging them to investigate the distinction between language disorders and language differences.

Jesse is a 19-year-old student whose Individualized Education Program (IEP) specifies that he learn a number of functional living skills, including washing and drying his clothes at a self-service laundry. In order to develop competence at this task, it is most important that Jesse is provided with opportunities to a. go through the process of washing and drying clothes at a self-service laundry b. fully master each of the discrete skills involved before attempting to combine them all in a practical application c. discover independently the proper operation of commercial laundry machines through the use of trial-and-error procedures d. observe people as they model and describe step by step the use of washers and dryers

b. fully master each of the discrete skills involved before attempting to combine them all in a practical application

A high school history teacher involves students each year in an oral history project. Students interview longtime residents of the areas, recording their stories and reminiscences on audiotapes and videotapes. Students start their projects by working with a partner to brainstorm questions they wish to ask during their interviews. Then they schedule interviews, conduct their interviews and design presentations to share the information they gather. The information will be used to produce an exhibit for the town's annual fair. Edited versions of the tapes will be donated to the town library. One student in the class has speech that is very difficult to understand. The most appropriate way to include this student in the interviewing process would be to a. arrange for him to attend and observe the interview without actively participating in it b. help him create a written version of his questions for the interviewee to refer to during the interview c. assign him responsibility for special tasks that do not require speaking, such as logging in and labeling tapes of the interviews conducted by his classmates d. have him work with a partner who will monitor his effectiveness and take over from him if the interview starts going badly

b. help him create a written version of his questions for the interviewee to refer to during the interview

The primary benefit of incorporating numerous cooperative learning opportunities for students with disabilities is that the opportunities a. increase the ability of students to complete tasks without an authority figure present b. provide students practice in using essential social skills in a realistic setting c. enable students to monitor their understanding as they complete projects d. improve the capacity of students to regulate their behaviors around their peers

b. provide students practice in using essential social skills in a realistic setting

An eighth-grade student has been having difficulty with note taking in class due to a degenerative medical condition affecting the use of his limbs but not specifically his fingers. Which of the following accommodations would be most appropriate to support this student's independence in the task of note taking? a. A jumbo-sized pencil and pencil grip b. A portable word processor or computer c. A copy of all the class notes d. A tape recorder to record the lesson

c. A copy of all the class notes

Timothy, an eighth-grader student with autism spectrum disorder (ASD), is struggling to obey basic classroom rules in all his class. His teachers have submitted numerous discipline referrals to his case manager. Which of the following is the most appropriate next step for the case manager to take? a. Developing a behavioral intervention plan (BIP) for Timothy b. Conducting a functional behavioral assessment (FBA) of Timothy c. Accompanying Timothy to his classes d. Conducting a Response to Intervention (RTI) meeting for Timothy

c. Accompanying Timothy to his classes

When the progress of a student is being monitored, which of the following is an advantage of curriculum-based measurement (CBM) over norm-referenced tests? a. CBMs are more reliable measures than norm-referenced tests b. CBMs can be used at more frequent intervals than norm-referenced tests c. CBMs measure a variety of skills within one test d. CBMs can be administered only by certified evaluation specialists

c. CBMs measure a variety of skills within one test

Ms. Hara, a special education teacher, has been providing direct instruction to social skills to her second-grade self-contained class. Her students are with their typically developing peers and a professional for electives, lunch, and schoolwide activities. Ms. Hara has asked for feedback on the students' ability to generalize the taught skills in the various settings to help guide future instruction. The following information was provided to Ms. Hara from the paraprofessional and general education teachers who interact with her students. In music class, students are repeatedly blurting out answers and comments without waiting their turn. During art, students are having difficulty sharing materials working collaboratively. During lunch, students are having difficulty waiting for their turn in the lunch line. To help students develop self-awareness and modify their inappropriate social behaviors, Ms. Hara should take which of the following actions first? a. Asking students to describe their behaviors and help them identify areas for improvement b. Developing behavior contracts that outline procedures students to follow c. Completing a task analysis and creating visual representation of how to achieve target behaviors d. Providing behavior-modification training for staff members who have daily interaction with the students

c. Completing a task analysis and creating visual representation of how to achieve target behaviors

A special education reading teacher is working to move his students to become more independent readers. Which instructional technique should the teacher consider while modeling a desired learning strategy or task as he gradually shifts responsibility for learning to the class? a. Scaffolding b. Large-group instruction c. Computer-based tutorials d. Word-attack drills

c. Computer-based tutorials

A high school student with a behavior disorder has been exhibiting persistent aggressive behaviors. The student's Admission Review and Dismissal (ARD) committee has recommended that a functional behavioral assessment be conducted. Which of the following procedures would most likely be included in this assessment? a. Administering one or more projective tests to the student b. Documenting any history of aggressive behavior in the student's family c. Conducting interviews to determine the precise nature and timing of the student's problem behavior d. Having the student keep a journal to clarify his or her perceptions regarding the aggressive incidents

c. Conducting interviews to determine the precise nature and timing of the student's problem behavior

A tenth-grade student who is diagnosed with a spoken language disorder does not participate in history class discussions. The general education teacher asks the special education teacher to recommend an intervention to use with the student. Which of the following interventions would be most effective for the general education teacher to try first? a. Speaking louder and slower to the student b. Allowing the student to work independently c. Increasing wait time for the student's response d. Providing the student with lower-level reading material

c. Increasing wait time for the student's response

Ms. Hara, a special education teacher, has been providing direct instruction to social skills to her second-grade self-contained class. Her students are with their typically developing peers and a professional for electives, lunch, and school wide activities. Ms. Hara has asked for feedback on the students' ability to generalize the taught skills in the various settings to help guide future instruction. The following information was provided to Ms. Hara from the paraprofessional and general education teachers who interact with her students. In music class, students are repeatedly blurting out answers and comments without waiting their turn. During art, students are having difficulty sharing materials working collaboratively. During lunch, students are having difficulty waiting for their turn in the lunch line. Given the feedback received, additional instruction in which of the following skills will be most beneficial for Ms. Hara's students? a. Conflict resolution b. Problem solving c. Interpersonal d. Functional

c. Interpersonal

Jana is a tenth-grade student who has been diagnosed as having Down's syndrome. She hopes to work with animals at the zoo and live in an apartment with her cousin after her high school graduation. Her educational needs include learning skills related to independent living, self-care, and social relationships. Which ofthe following will be the most appropriate transition statement on her Individualized Education Program (IEP)? a. Jana will complete job application forms for competitive employment in the community b. Jana will participate in a curriculum that addresses skills and content needed to care for animals c. Jana will participate in a curriculum that addresses functional daily living and work skills d. Jana will complete career inventories and job shadowing to identify goals for her life after high school

c. Jana will participate in a curriculum that addresses functional daily living and work skills

An eighth-grade student with a specific learning disability who reads at a fourth-grade level is in an inclusion science class. The science teacher is concerned that the student cannot comprehend the material in the course textbook. Which of the following strategies is most likely to help the student comprehend the science material? a. Assigning an after-school tutor to help the student better understand the eighth-grade material b. Setting high expectations for the student to master the eighth-grade skills c. Obtaining a modified textbook that covers the eighth-grade concepts at the student's reading level d. Designating a peer buddy during class to explain the eighth-grade concepts to the student using easier vocabulary

c. Obtaining a modified textbook that covers the eighth-grade concepts at the student's reading level

Which of the following types of skills are most useful to the greatest number of students who are receiving special education services and are especially taught to students to help them function independently in the community? a. Academic study skills b. Team membership skills c. Problem-solving skills d. Computer skills

c. Problem-solving skills

A nine-year-old student diagnosed with an emotional disturbance recently transferred to a new school. The student's family moved from a Native American reservation. The general education teacher notes that the student has difficulty relating to peers and adults, demonstrating quiet, withdrawn behavior and rarely making eye contact. At times, the student reacts to teacher directives with physical aggression. When the Admission Review Dismissal (ARD) committee designs behavioral interventions for the student, it is most critical to a. ignore the behavior that is culturally influenced. b. focus first on what the student is most motivated to change. c. consider the student's background when deciding which behaviors to target. d. provide professional development on multiculturalism for the teacher.

c. consider the student's background when deciding which behaviors to target.

Use the passage below to answer the question that follows. Beth is a sixth-grade student in Mr. Lincoln's general education class. Testing indicates that she is reading on a fourth-grade level, and this is documented in her Individualized Education Program (IEP). Mr. Lincoln's notes on Beth indicate the following, reluctant to participate during group work involving reading assignments, does not complete assignments involving reading, frequent absences. Mr. Lincoln has asked the special education teacher for suggestion on how to address his concerns. Which of the following is the most appropriate accommodation for Beth given her below-grade-level reading skills? a. Allowing her to take at least 50 percent additional time to complete the class assignments b. Providing her with colored overlays that claim to reduce visual distortions c. Providing her with curriculum related material written at her reading level d. Allowing her to complete only half of the class reading assignments

c. Providing her with curriculum related material written at her reading level

A middle school student with a receptive language disorder is experiencing difficulty comprehending instruction provided during social studies. Which of the following teaching strategies is most likely to support the student's needs as learner? a. Teaching the student self-monitoring strategies b. Altering the tone of voice during instruction c. Providing visuals correlated with direct instruction d. Reducing visual distractions in the classroom

c. Providing visuals correlated with direct instruction

Samuel is a ninth grader diagnosed with a learning disability (LD). He receives special education services to improve his reading skills. He comprehends best when information is provided through lecture or whole-class discussion. Ms. Larson, his English teacher, suggests that the Administrative Review Dismissal (ARD) committee investigate an assistive device to help Samuel better comprehend printed materials. Which of the following accommodations should be considered when developing Samuel's Individualized Education Program (IEP)? a. Augmentative communication software b. Electronic organizer c. Text-to-speech software d. Electronic spelling and grammar checker

c. Text-to-speech software

In preparing for a classroom with general and special education students, the general education teacher may have to make modifications for students with disabilities. Which of the following actions should the teacher take? a. The teacher should publicly distinguish between general and special education students b. The teacher should expect to allow all students in the classroom to have extra time on any timed assessment c. The general education teacher should review the Individualized Education Programs (IEPs) of the students who have them with the special education teacher d. The teacher should construct lesson plans with just students with disabilities in mind

c. The general education teacher should review the Individualized Education Programs (IEPs) of the students who have them with the special education teacher

Post-graduation transition planning for a student is most likely to be successful if planning is based primarily on which of the following? a. The special education teacher's professional judgement regarding what is best for the student b. The employment opportunities that are available in the community c. The student's personal goals and priorities d. The adult services that are available to the student locally

c. The student's personal goals and priorities

A school's special education staff has begun collaborating with local employers to develop and institute a program of commonly-based vocational training. Students will spend several weeks at each site receiving training in a variety of jobs. Such a program would be especially useful for a. helping students develop a high degree of proficiency at a wide range of jobs b. building community support for the school's special education program by providing local employers with volunteer workers c. assessing students' competence, interest, and needs in regard to specific types of employment d. facilitating early exit from high school for those students who demonstrate aptitude for particular jobs

c. assessing students' competence, interest, and needs in regard to specific types of employment

A student with a learning disability is being moved from a special education mathematics class to a general education mathematics class with a special education inclusion teacher. To ensure that the student receives proper instruction in this class, the classroom teacher and the special education teacher should a. seat the student in a designated area of the classroom so that the special education teacher can help the student quickly if needed b. assign the student a peer tutor to help ensure the student succeeds with all the lessons and class procedures c. collaborate on both instruction and assessment in order to successfully meet the goals in the student's Individualized Education Program (IEP) d. prepare a schedule for the special education teacher to pull the student out for specialized instruction during instruction during challenging lessons

c. collaborate on both instruction and assessment in order to successfully meet the goals in the student's Individualized Education Program (IEP)

Behavior sampling would most likely be used by a special education teacher to a. understand how a student is doing based on his or her behavior in general education classroom. b. anticipate disruptive or dangerous behaviors by a student. c. collect data about the duration or frequency of a particular behavior exhibited by a student. d. use a student's spontaneous behavior to understand his or her personal preferences among school subjects.

c. collect data about the duration or frequency of a particular behavior exhibited by a student.

What is the primary reason for including a sixth-grade student with autism spectrum disorder (ASD) in an inclusion classroom? a. To prepare the student for the transition to middle school to high school b. To provide the student with additional teacher assistance in the general education classroom c. To motivate the student to catch up to same-age peers academically d. To encourage the student to develop healthy interpersonal relations with general education peers

d. To encourage the student to develop healthy interpersonal relations with general education peers

To the maximum extent appropriate, Early Childhood Intervention (ECI) services must be provided in which of the following type of settings? a. Preschool-type settings with a wide range of toys and games highly appealing to young children b. Settings that provide opportunities for interaction with peers with similar disabilities c. Highly structured settings that promote focused, on-task learning of targeted skills and behaviors d. Home and community settings typical for peers without disabilities

d. Home and community settings typical for peers without disabilities

Brittany, a fifth-grade student with moderate intellectual disability, receives academic instruction in a self-contained classroom, but she and a paraprofessional join other fifth graders in an inclusion classroom for art and other special subjects. The teachers in each of the special subjects can best ensure that Brittany interacts with her peers by doing which of the following? a. Arranging for advanced students from each special subject to provide Brittany with private peer tutoring b. Assigning a rotation of peer partners to assist Brittany in the classroom while the paraprofessional observes c. Providing Brittany with adapted lessons so that she can complete planned tasks with little orno assistance d. Including Brittany in small-group work a few times each marking period

d. Including Brittany in small-group work a few times each marking period

Which of the following is the most common relative strength of students with a learning disability and students with attention-deficit/hyperactivity disorder (ADHD)? a. Ability to attend more than one idea at a time b. Possession of effective self-motivational strategies c. Self-confidence in managing time and tasks d. Normal intelligence and capability to learn

d. Normal intelligence and capability to learn

A math teacher has taught a unit on positive and negative numbers, which is a difficult concept for special education students to understand. Which of the following tools would best help teach the concept of positive and negative numbers? a. Geoboards b. Venn diagrams c. Protractors d. Number lines

d. Number lines

Jacob, a fourth-grade student with learning disabilities related to English and math, has taken modified coursework and is instructed in resource classrooms for both subjects. Jacob currently reads at about a sixth-grade level and performs math at about fifth-grade level. At his last Admission Review Dismissal (ARD) committee meeting, Jacob stated that he wants to obtain a business degree in college and work in a bank. Given Jacob's goals, which of the following is the most appropriate course of action for his ARD committee to take? a. Encouraging Jacob to adjust his goals according to his abilities by using self-monitoring techniques b. Giving Jacob intense remediation and helping him develop time management, study, and organizational skills c. Encouraging Jacob to meet the minimum requirements for high school graduation by taking basic, easy courses d. Preparing Jacob for the general education environment by gradually lessening his reliance on special education services

d. Preparing Jacob for the general education environment by gradually lessening his reliance on special education services

A student in fourth-grade mathematics class is struggling with word problems. His computational skills are strong, and he has mastered mathematics facts. He is able to complete multiple-step computational equations but cannot process the same problem when it is presented as part of a word problem. Which of the following strategies would best support the student's needs? a. Reminding him to use self-correcting strategies to check his work for accuracy b. Continuing practice of computation skills daily to improve his accuracy rate c. Allowing him extra time to complete all assigned tasks d. Providing direct instruction on key vocabulary words

d. Providing direct instruction on key vocabulary words

Ms. Hara, a special education teacher, has been providing direct instruction to social skills to her second-grade self-contained class. Her students are with their typically developing peers and a professional for electives, lunch, and school wide activities. Ms. Hara has asked for feedback on the students' ability to generalize the taught skills in the various settings to help guide future instruction. The following information was provided to Ms. Hara from the paraprofessional and general education teachers who interact with her students. In music class, students are repeatedly blurting out answers and comments without waiting their turn. During art, students are having difficulty sharing materials working collaboratively. During lunch, students are having difficulty waiting for their turn in the lunch line. Which of the following strategies will best help the students to generalize the newly learned social skills in a variety of settings? a. Using a T-chart to define appropriate behaviors associated with each setting b. Modeling the essential behaviors to meet the standards for each social skill in various settings c. Asking students to explain how they would respond in hypothetical situations d. Providing numerous opportunities to role-play the learned skills in different settings

d. Providing numerous opportunities to role-play the learned skills in different settings

Which of the following types of assistive technology is most appropriate for a sixth-grade student with a disability in writing? a. A screen reader b. Text-to-speech software c. An audiobook d. Speech-to-text software

d. Speech-to-text software

Henry is a seventh-grade student with a specific learning disability in the area of reading comprehension. Which of the following is the best strategy for a teacher to use to increase Henry's reading comprehension of expository texts? a. Encouraging Henry to read an assignment without stopping and then asking him to summarize what he read b. Allowing Henry to alternately read an assignment aloud with another student c. Providing Henry with a list of vocabulary words that are found in the assignment d. Teaching Henry to monitor and reflect on his thinking while he is reading

d. Teaching Henry to monitor and reflect on his thinking while he is reading