408 MIDTERM

9) Students with social disabilities may be unable to function adequately with the services provided in the general education classroom because of A) social interactions. B) communication difficulties. C) aggression. D) attention problems/hyperactivity. E) all of the above

9. E

9) The percentage of learners that should make adequate progress in Tier 1 is approximately A) 15 percent. B) 30 percent. C) 50 percent. D) 60 percent. E) 80 percent.

9. E

10) Which of the following is not required as part of an individualized education program? A) The student's IQ score B) Annual goals C) The extent to which the student will not participate in general education classes D) When services begin, frequency, location, and duration of services and modifications E) A list and signatures of the committee members present

A

10. According to operant learning theorists, students go through the following stages in which order as they acquire proficiency in learning? A) Entry, acquisition, proficiency, maintenance, generalization, application B) Entry, maintenance, acquisition, application, generalization, proficiency C) Entry, application, maintenance, proficiency, generalization, acquisition D) Acquisition, entry, application, generalization, maintenance, proficiency E) Acquisition, entry, generalization, proficiency, maintenance, application

A

2. The exact prevalence of learning disabilities is unknown; however, the rate is likely between ___% and __%. A. 2%, 5% B. 3%, 6% C. 5%, 10% D. 10%, 15%

A. 2%, 5%

5. Which of the following is NOT included in the five steps to good interviewing? A. Ask direct and closed questions. B. Obtain specificity C. Identify and solve problems D. Summarize and give feed back

A. Ask direct and closed questions. WHY: ASK OPEN QUESTIONS- Allowing to bring up

7) Students who are considered special education may be provided services within which tier? A) 1 B) 2 C) 3 D) 4 E) Both C and D

7. E

8) All of the following are examples of internalizing behaviors except A) obsessive-compulsive behavior. B) shyness. C) aggression. D) depression. E) immaturity.

8. C

8) Progress monitoring involves the following: A) frequent or ongoing assessment of student knowledge. B) frequent or ongoing assessment of student skills. C) examination of student date to evaluate instruction D) all of the above E) both A and B

8. D

1) What is the purpose of using independent learning as a grouping format? A) To allow students to practice a skill that they have already learned B) To allow students to learn new skills independently C) To allow students of different levels to assist each other D) To allow students to work collaboratively E) To allow the teacher to work with individual students

1. A

According to the IDEIA 2004, when determining whether a child has a specific learning disability, A) the LEA (local education agency) is not required to consider a severe discrepancy between achievement and intellectual ability. B) there must be a severe discrepancy between achievement and intellectual ability. C) the LEA (local education agency) may use a process that determines if a student responds to scientific, research-based interventions as part of the evaluation. D) both A & C E) both B & C

1. D

10) Adolescent suicide attempts are made for which reason? A) To escape stress or stressful situations B) To demonstrate to others how desperate they are C) To hurt or get back at others D) To get others to change E) all of the above

10. E

10) All of the following are true about Tier 1 instruction except A) Tier 1 is for all students. B) General education teachers provide Tier 1 instruction. C) Instruction is based on research. D) Teachers differentiate instruction within the classroom. E) Tier 1 instruction includes intensive instruction for students who do not respond.

10. E

11) Universal screening in reading and sometimes math is an essential component of the RTI model at the A) Tier 1 level. B) Tier 2 level. C) Tier 3 level. D) time of referral for a complete evaluation. E) end of the school year only.

11. A

12) The following is true about universal screening except A) It is an essential component of RTI. B) It occurs only at the Tier 3 level. C) It is a quick way to identify general performance levels of students. D) It provides information about class performance and where teachers might need further professional development. E) Its measures are short in duration.

12. B

2) Before RTI, the typical method for a student to qualify as having a learning disability was to exhibit a discrepancy between A) reading and math ability. B) oral skills and written skills. C) IQ and achievement. D) achievement and motivation. E) skills and ability.

2. C

2) When a teacher is working with a student individually, what grouping format would be appropriate for the rest of the class? A) Independent learning B) Collaborative learning C) Peer tutoring D) both B and C E) all of the above

2. E

3) Prior to a student referral for an evaluation, what can a special education teacher do to help children with behavioral issues? A) Assist teachers in adapting materials and instruction. B) Suggest that the classroom teacher use a buddy system in which the child with a behavioral concern is paired with a helper. C) Develop a BIP for students with difficulties. D) both A and B E) all of the above

3. D

3) Since the category of "learning disabilities" was established, the number of students identified with this label has A) decreased by 50 percent. B) decreased by more than 100 percent. C) remained stable. D) increased by more than 100 percent. E) increased by more than 200 percent.

3. E

4) Traditionally, when students first showed signs of struggling academically or behaviorally, the prevailing approach was to wait and hope that their progress would improve over time. This is often referred to as: A) "stop and wait" model B) "wait to fail" model C) "wait to test" model D) "wait for progress" model E) "listen and wait" model

4. B

4) The main purpose of positive behavioral support (PBS) is A) to provide positive reinforcement for students when they maintain target behaviors. B) to provide appropriate consequences for students when they display undesirable behaviors. C) to develop individualized interventions that stress the prevention of problem behaviors. D) to minimize negative reinforcement. E) to enhance collaboration among students to minimize disruptive behavior.

4. C

5) Rolling Hills Elementary does not implement RTI and currently adheres to a traditional method of identifying students with learning disabilities (IQ-achievement discrepancy). Jose is a child who is struggling in reading in the second grade. His teacher refers him for an evaluation and his scores indicate below average performance on an IQ test as well as on an achievement test. Jose A) does not qualify for services based upon the IQ- achievement discrepancy model. B) does qualify for services based upon the IQ-achievement discrepancy model. C) will receive intensive Tier 2 support. D) will receive intensive Tier 3 support. E) none of the above

5. A

5) The process of applying operant learning principles to bring about changes in maladaptive behaviors is called A) applied behavior analysis. B) skills implementation. C) cooperative learning. D) interpersonal problem solving. E) FAST.

5. A

6) According to IDEA, students with disabilities who have significant behavior problems that interfere with their own learning or with the learning of other students must undergo A) a functional behavioral assessment. B) a complete assessment to determine the presence of learning disabilities. C) an IQ assessment. D) an applied behavioral analysis. E) a pragmatic assessment.

6. A

6) In the RTI model, students are first screened A) often as early as kindergarten. B) starting in first grade. C) once they reach middle school. D) after they show signs of struggling. E) after the first report card period.

6. A

7) Jose is an expert at exhibiting behaviors that are disturbing and upsetting to other students as well as to teachers. Last year, his classroom behavior frustrated his teacher to the point of tears. Jose displays A) internalizing behaviors. B) externalizing behaviors. C) learning difficulties. D) aggressive behaviors. E) an internal locus of control.

7. B

3) Which of the following is the least restrictive setting for a child with learning difficulties in reading? The child receives assignments and homework that are modified by the regular classroom teacher. B) The child receives support from a teaching assistant within the classroom. C) The child receives supplemental instruction from a reading specialist outside of the classroom. D) The child receives assistance from a teaching assistant in a resource room outside of the classroom. E) The child receives modified homework as well as small group support outside of the classroom.

A

3. Brenda struggles with reading and dislikes language arts. During language arts, she frequently pokes the student in the seat next to her with her pencil and often gets up and wanders around the room. Her teacher puts her in time-out. Brenda likes to sit by herself and stare at the picture of the wall during time-out. Time-out is not effective for Brenda because it A) positively reinforces her undesirable behavior. B) negatively reinforces her undesirable behavior. C) negatively reinforces her good behavior. D) punishes her good behavior. E) none of the above

A

7) Which of the following illustrates that Sergio has an IQ-achievement discrepancy that may be used to indicate that he has a learning disability? A) Sergio's scores on an IQ test are higher than his scores on a standardized achievement test. B) Sergio's scores on a standardized achievement test are higher than his scores on an IQ test. C) Sergio's scores on two different IQ tests are significantly different. D) Sergio's scores on an IQ test are average but he is performing poorly in class. E) Sergio's scores on a standardized math test are higher than his scores on a standardized reading test.

A

8. Sheila frequently laughs out loud at inappropriate times during class discussion. She likes the reaction of students and her teacher when they look at her and scold her to be quiet. Her teacher ignores these outbursts and also advises the students to ignore those who interrupt discussion. To eliminate Sheila's behavior, her teacher is using A) extinction. B) peer confrontation. C) peer interaction. D) punishment. E) a negative reinforcer.

A

9. Mr. Lawrence has made a written agreement with one student in his class who has difficulty with reading. If the student completes additional reading homework three days a week with his parents, the student can get an hour extra of computer time every Friday. They each agree on the terms of the agreement and sign a written form. This is an example of A) a contingency contract. B) extinction. C) a secondary reinforcement. D) a group contingency. E) shaping.

A

1. Which of the following is the correct definition for "Collaboration"? A. Interaction that occurs between two professionals, often between special education teacher's ands and general education teachers, and the roles that they play as equal partners in problem-solving endeavors. B. Interaction that occurs between two professionals, often between special education teacher's ands and general education teachers, and the roles that they play as distanced partners in problem-solving endeavors. C. Interaction that occurs between two professionals, often between special education teacher's ands and general education teachers, and the roles that they play as inconsistent partners in problem-solving endeavors. D. None of the above.

A. Interaction that occurs between two professionals, often between special education teacher's ands and general education teachers, and the roles that they play as equal partners in problem-solving endeavors.

4) The latest reauthorization of IDEA (2004) puts an increased emphasis on A) a continuum of educational program alternatives. B) academic performance goals and measures of accountability. C) instruction in the student's native language. D) instruction in self-contained settings. E) further testing before identification.

B

4. A teacher scowls at a student until the student works. After the teacher stops scowling, the student continues to work successfully. Within the applied behavioral analysis framework, the removal of the scowl is considered A) positive reinforcement. B) negative reinforcement. C) punishment. D) secondary reinforcement. E) extinction.

B

7. Nicole enjoys math but does not like reading as much. Her teacher tells her that she can do her math problems only after she finishes her reading assignment. This example illustrates the use of A) negative reinforcement. B) the Premack Principle. C) secondary reinforcement. D) group contingencies. E) shaping.

B

3. When station teaching the role of a general education teacher and special education teacher is? A. General: Support Special: Lead teacher B. General: Lead teacher Special: Lead teacher C. General: Lead teacher Special: Extends learning D. General: Lead teacher Special: Follower.

B. General: Lead teacher Special: Lead teacher

4. Which of the following is true about the enhancement program called "Circle of friends"? A. Solely run by the teacher. B. The focus child is student (identified by the teacher) having a significant behavior problem. C. The program has been evaluated with 6-14 year old students. D. All of the above.

B. The focus child is student (identified by the teacher) having a significant behavior problem.

5) All of the following about RTI are true except A) RTI is the frequently suggested alternative to traditional IQ-achievement discrepancy approach. B) RTI involves a data collection system that informs decision-making. C) RTI typically involves a single-tiered system of interventions. D) RTI involves ongoing progress monitoring. E) RTI provides a preventative approach to special education.

C

8) At minimum, how often must an IEP be reviewed by the IEP team? A) Monthly B) Bi-annually (two times a year) C) Annually D) Every three years E) Weekly

C

3. What does the FAST strategy stand for? (Taught as part of an IPS program). A. Focus, Alienate, Solution evaluation, Try it. B. Freeze, Align, Solve, Try it C. Freeze, Alternatives, Solution evaluation, Try it. D. None of the above.

C. Freeze, Alternatives, Solution evaluation, Try it.

3. Which of the following is NOT included in RTI's key components. A. Implementing high- quality, researched- based instruction matched to the needs of students throughout all the multitier levels of support. B. Provide universal screening to identify students at risk and monitor students' learning over time, to determine their level and rate of performance. C. Provide interventions of decreasing intensity when students continue to struggle. D. Make important educational decisions based on date. E. All of the above. F. None of the above.

C. Provide interventions of decreasing intensity when students continue to struggle. *INCREASING

1. Which of the following is NOT in the 3 types of measurable procedures most frequently used? A. Event sampling B. Duration sampling C. Reinforced sampling D. Interval sampling

C. Reinforced sampling

2. Which of the following is NOT a way in which special education teachers collaborate with general education teachers? A. Co-teaching B. Consultant teaching C. Teacher assistance target. D. Coordination of paraprofessionals

C. Teacher assistance target. WHY: Teacher Assistance Teams (TATs)

2. Which of the following is included in the steps for "adolescent implementation of a self- management program"? A. Identify the behavior the person wants to change. B. Identify the antecedents and consequences associated with the behavior. C. Develop a plan that alters the antecedents and provides consequences that will maintain the desired behavior. D. All of the above

D. All of the above

4. Which of the following MUST be met in order to have successful communication between parents, teachers, and other professionals? A. Mutual respect and trust. B. Acceptance C. Listening D. All of the above

D. All of the above Including: Questioning

1. Which of the following is NOT a challenge that you may need to consider when implementing RTI within your school: A. Determining responders from non-responders. B. Providing necessary professional development for practicing professionals. C. Implementing effective and appropriate roles for families. D. All of the above. E. None of the above.

D. All of the above.

5. Which of the following is NOT included in the steps for preparing an instructional game? A. Determine the purpose for the game. B. Select and adapt a game that can be used to practice a skill or review knowledge. C. Write down directions and develop the materials. D. Let the child play the game. WRONG: Demonstrate the game to the students so they can learn to play independently. THEN they can play.

D. Let the child play the game. WRONG: Demonstrate the game to the students so they can learn to play independently. THEN they can play.

1. The following strategies may be used as antecedents to influence the frequency of desirable and undesirable behaviors except A) Manipulating instructional content B) Providing a limited number of classroom rules C) Arranging the room in specific ways D) Providing negative reinforcement E) Providing a clear classroom schedule

D

2) A setting in which an individual receives little or no instruction with peers is considered A) special education. B) inclusion. C) differentiated. D) restrictive. E) Tier 2.

D

2. Bobby has ADHD and follows a schedule that lists all of the tasks that he needs to do during class time. If he completes the tasks, he gets five extra minutes on the computer at the end of the day. Using the computer is his favorite activity. Which of the following is used to increase Bobby's on-task behavior? A) Negative reinforcement B) Shaping C) Extinction D) Positive reinforcement E) Punishment

D

5. ________ is a previously neutral behavior that is paired with a reinforcer and therefore takes on reinforcing properties of its own. A) An antecedent B) A negative reinforcer C) A positive reinforcer D) A secondary reinforcer E) A shaping reinforcer

D

6) All of the following are concerns about using IQ-achievement discrepancy as a measure of identifying learning disabilities except: A) The discrepancy is difficult to determine with young children. B) It is referred to by some as the "wait to fail" model. C) Formal IQ and achievement tests are expensive to administer. D) Many young children ages 5-7 do not benefit from prevention programs. E) IQ tests provide little information to teachers to assist them in improving or modifying their instruction.

D

4. How many tiers are included in RTI? A. Two total tiers. B. Three total tiers. C. Four total tiers. D. Three tiers is the most common model, but others include four. E. Two tiers is the most common model, but others include three.

D. Three tiers is the most common model, but others include four.

1) Which of the following should be considered when determining the severity of a learning or behavior problem? A) Persistence of the problem B) Speed of progress C) The student's motivation D) The student's background experiences, culture, and language E) all of the above

E

6. Mr. Lawrence's class has 10 minutes of silent reading each day. For each minute that the whole class is silent during this reading period, Mr. Lawrence adds 1 minute to their recess time. To increase positive behavior in his class, he is using A) group contingencies. B) negative reinforcement. C) positive reinforcement. D) secondary reinforcement. E) both A and C

E

9) What are instructional and curricular adaptations? A) Working with a variety of professionals to maximize student progress B) A variety of grouping practices that change depending on the goals and objectives for the lesson C) Accessing resources, collaborating with other professionals, and integrating technology D) Teaching alternative behaviors, being consistent, providing structure, and being proactive E) Making learning visible and explicit; using clear, simple language; breaking a task or activity into steps; and providing multiple ways of demonstrating learning

E

5. Which of the following is NOT a role of a teacher in the RTI model? A. Identify students who need intervention. B. Provide evidence based interventions that effectively improve learning for the vast majority of students receiving the intervention. C. Monitor the effects of the intervention to ensure that it positively influences learning. D. Make decisions, in consolation with other key professionals, about the need for more or less intensive intervention. E. Meet regularly with interested stakeholders (parents, other teachers...) to facilitate successful interventions and identification. F. All of the above. G. None of the above.

F. All of the above.

3. Which of the following is NOT important to remember when using ignoring as means of decreasing undesirable behavior? a. Ignoring can be effective when the behavior is being reinforced by teaches or students who are willing to discontinue reinforcement. b. If a teacher attempts to eliminate a behavior through ignoring, the behavior must be ignored every so often when it occurs. c. Ignoring will not be effective if the behavior is being maintained by other reinforces, such as the attention of selected classmates d. Ignoring is the most frequently applied form of extinction in the classroom and is an important skill for teachers to learn.

b. If a teacher attempts to eliminate a behavior through ignoring, the behavior must be ignored every so often when it occurs. WHY: Should be ignored EVERYTIME it occurs.

2. What is the difference between positive and negative reinforcement? a. Positive reinforcement is the presentation of a stimulus to increase responding, whereas negative reinforcement is the removal of a stimulus to increase responding. b. Positive reinforcement is the removal of a stimulus to increase responding, whereas negative reinforcement is the presentation of a stimulus to increase responding. c. Positive reinforcement is an alternation of a stimulus to increase responding, whereas negative reinforcement is the punishment of a stimulus to increase responding. d. Positive reinforcement is the acceptable way a stimulus increases responding, whereas negative reinforcement is the abandonment of a stimulus to increase responding.

a. Positive reinforcement is the presentation of a stimulus to increase responding, whereas negative reinforcement is the removal of a stimulus to increase responding.

5. Which is an example of timeout? a. Teacher asks a student to sit in the hall during the remainder of class. b. Teacher asks a young child to leave a group (because of a behavior disturbance). c. Teacher asks a student to sit in a "quite" chair until he/she is ready to join a group. d. All of the above. e. None of the above.

d. All of the above. It is important to note here that these are all examples of "timeout" that teachers use-BUT "timeout" is frequently used inappropriately. Rule for time out is: "The environment that the student is leaving MUST be reinforcing and the timeout environment must be without reinforcement. "

1. Which of the following is NOT a principle to apply in attempting to maintain or increase behavior? a. The behavior must already be in the student's repertoire. b. The consequences must follow the precise behavior to be changed or must be linked to the behavior through language. c. A reinforcer is whatever follows a behavior and maintains or increases the rate of the behavior. d. The most powerful, reinforcement should occur sometime following the behavior.

d. The most powerful, reinforcement should occur sometime following the behavior. WHY: Reinforcement should occur immediately following the behavior.

4. Which of the following is NOT required when reinforcing behavior through consequences? a. Identify the behavior that is to change (interfering behavior). b. Identify the desirable behavior that is incompatible with the interfering behavior. c. Stop reinforcing the interfering behavior. d. Reinforce the desirable behavior. e. All of the above. f. None of the above.

f. None of the above.