Assessment in Special Education
Document Deficienvy in the Student's Rate of Improve:
-Calcualte the Typical ROI for students at that level. - Set the Instruction Goal or Target -Monitor Student Progress -Conduct a Progress Montiroing ROI and Benchmark ROI Gap Analysis
Steps for completing a functional behavior assessment
-defining the behavior - identifying the conditions uder which behavior is manitfested: antecedents, setting events, and consequences -developing a hypothesis about the function of the behavior -testing the hypothesized function of the behavior -devloping a bip
What are the five functions of behavior?
1) social attention/communication 2) access ot tangibles or preferred activities 3) escape, delay, reduction, or avoidance of aversive tasks or activities 4) escape or avoidance of other individuals 5) internal stimulation
What is the mean of the following number set: 18, 23, 10, 21, 12, 21, 11, 20, 35?
19
The student recognized 3/100 Dolch sight words at the end of Kindergarten, 0/100 at the start of first grade, and 4/100 at the time of this report. What is the median score of Krishan's sight word recognition?
3
She monitored his progress and consistently reviewed the data. The student identified 8/26 letter sounds at the end of Kindergarten, 7/26 at the start of first grade, and 9/26 at the time of this report. What is the mean score of Krishan's letter-sound recognition?
8
WJ-IV Test of Achievement
A Brief Achievement cluster is derived from performance on Letter-Word Identification, Applied Problems, and Spelling.
Drag and drop the IEP component to the description. Measuring and reporting progress
A description of the manner in which a child's progress toward goals will be calculated and distributed
authentic assessment
A form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills
Stanines
A type of standard score that has a mean of 5 and a standard deviation of 2; the distribution of scores can be divided into 9 stanines.
Identify the information from this PLAAFP statement for each of the parts: Polly's deficits in this area are affecting her ability to participate in the regular education classroom assignments, discussions and homework. She is two years behind in reading and continuing to fall further behind.
Affect/Impact
chronological age
Age as measured in years from date of birth
learning styles assessment
An assessment that attempts to determine those elements that impact on a child's learning.
Identify the information from this PLAAFP statement for each of the parts: Polly is currently a six-year-old first-grade student who is working at a pre-kindergarten level in her word decoding skills.
Baseline
Match the steps for documenting deficiency in the Student's Rate of Improvement (ROI) to their descriptions. Step 1
Calculate the typical Rate of Improvement (ROI) for students at that level
Identify the information from this PLAAFP statement for each of the parts: She has difficulty with breaking down words and using her phonetic skills to decode new/unfamiliar words. Her pseudo word (nonsense words) decoding skills were measured at the pre-k 5.0 (month) grade level. Based on observations of Polly during reading, Polly uses one strategy to decode words—sound out the first letter and guess. Polly's accuracy ranges from 20-35%.
Concern
Match the steps for documenting deficiency in the Student's Rate of Improvement (ROI) to their descriptions. Step 4
Conduct a progress monitoring ROI and benchmark ROI gap analysis
Match the tier with the corresponding system of support. Tier 1
Content that aligns to standards, all students screened on a set basis.
Identify the information from this PLAAFP statement for each of the parts: In October, Polly was given the WIAT-II (Wechsler Individual Achievement Test). Her pseudo word (nonsense words) decoding skills were measured at the pre-k 5.0 (month) grade level. Based on observations of Polly during reading, it is clear she would benefit from extra support in her decoding skills. Her peers can currently decode a list of random words with 75-95% accuracy, while Polly's accuracy ranges from 20-35%.
Data
Identify the characteristic of RTI represented in each scenario. Mrs. Buchanon listened to Charles read aloud and tallied the number of correct and incorrect words he read. After a month, Charles had learned the short 'o' and improved his fluency from 35 correct sounds per minute to 45 correct sounds per minute.
Data Collection
Match the steps in the RTI approach identified by Kovaleski, VanDerHeyden, & Shapiro to their descriptions. Step 2
Determine Deficiency in the Student's Rate of Improvement (ROI)
Match the steps in the RTI approach identified by Kovaleski, VanDerHeyden, & Shapiro to their descriptions. Step 1
Determine Present Level of Performance (PLOP)
Match the steps in the RTI approach identified by Kovaleski, VanDerHeyden, & Shapiro to their descriptions. Step 5
Determine that the student needs special education
ecological assessment
Directly observing and assessing a child in the many environments in which he or she routinely operates.
Match the steps in the RTI approach identified by Kovaleski, VanDerHeyden, & Shapiro to their descriptions. Step 4
Document that low level performance is not the result of lack of instruction
True or False: Age and grade equivalents are useful scores because they are easy to understand and use.
False
True or False: All progress monitoring is required to be systematic and objective.
False
True or False: Assessments used to collect data related to a student's suspected disability only need to provide relevant information about the student's involvement and progress in the general curriculum.
False
True or False: Formal assessments can be modified to fit the needs of the learner.
False
True or False: Formal assessments should be administered in a large group setting.
False
True or False: If a student is unable to participate in the regular assessment there is no need to discuss it or have relevant written documentation in the IEP.
False
True or False: Informal measures are generally more efficient than norm-referenced tests.
False
True or False: The principal or the vice principal at Krishan's school is required to attend an MDT meeting.
False
True or False: Educational need is sufficient for determining eligibility for special education.
False
True or False: The prereferral process is part of progress monitoring.
False (Progress monitoring is part of, and occurs throughout the prereferral process)
True or False: In order to obtain valid results, once an intervention has been implemented, no changes should be made to the intervention until the full process has been completed.
False (the intervention should be fine-tuned)
Drag and drop the IEP component to the description. Extent of Nonparticipation
How much the student will not engage in classroom and learning activities with nondisabled students
Match the type of evidence of validity to its definition: Evidence based on response processes
How students answer and how examiners score responses
Developmental Assessment
Info. about the child's current maturational level compared to chronological age as well as identifying developmental deficits
What are the 4 methods for assessing social-emotional behavior?
Interview, Situational Measures, Rating Scales, and Observation
Outcome-based assessment
Involves considering, teaching, and evaluating the skills that are important in real-life situations.
Nominal scale of measurement
It assigns observations into various independent categories and then counting the frequency of occurrence within each of the categories creates a nomial scale. It refers to quality more than quantity
Measurable or not? Which of the following are measurable behaviors that could be used in an annual goal? Draw
Measurable
Measurable or not? Which of the following are measurable behaviors that could be used in an annual goal? Read orally
Measurable
Measurable or not? Which of the following are measurable behaviors that could be used in an annual goal? Retell
Measurable
Measurable or not? Which of the following are measurable behaviors that could be used in an annual goal? Role-play
Measurable
Measurable or not? Which of the following are measurable behaviors that could be used in an annual goal? State
Measurable
Measurable or not? Which of the following are measurable behaviors that could be used in an annual goal? Turn in
Measurable
Measurable or not? Which of the following are measurable behaviors that could be used in an annual goal? Write
Measurable
WISC-V Picture Concepts
Measures abstract inductive reasoning
WISC-V Information
Measures the ability to acquire, retain, and retrieve general factual knowledge.
WISC-V Similarities
Measures verbal concept formation and abstract reasoning.
WISC-V Vocabulary
Measures word knowledge adn verbal concept formation
Match the steps for documenting deficiency in the Student's Rate of Improvement (ROI) to their descriptions. Step 3
Monitor student progress
Identify if this is a condition statement or not. Yes or no. Compared to other fourth graders...
No
Identify if this is a condition statement or not. Yes or no. Every Wednesday...
No
Identify if this is a condition statement or not. Yes or no. Will correctly identify...
No
Read the following statements and determine whether they are measurable or not. Yes or No. By the end of the IEP year, Howie will know how to use capital letters and periods in written work with one or two prompts.
No
Read the following statements and determine whether they are measurable or not. Yes or No. By the end of the IEP year, Lee will improve positive social interactions using age-appropriate behavior with 100% accuracy.
No
Measurable or not? Which of the following are measurable behaviors that could be used in an annual goal? Appreciate
Not Measurable
Measurable or not? Which of the following are measurable behaviors that could be used in an annual goal? Feel
Not Measurable
Measurable or not? Which of the following are measurable behaviors that could be used in an annual goal? Know about
Not Measurable
Measurable or not? Which of the following are measurable behaviors that could be used in an annual goal? Learn
Not Measurable
Measurable or not? Which of the following are measurable behaviors that could be used in an annual goal? Understand
Not Measurable
Peabody Indivudal Achievement Test-Revised/ Normative Update
PIAT-R/NU the set is an individually administered norm referenced instrument deigned to provide wide ranging screening measure of academic achiement in six content areas.
Identify the characteristic of RTI represented in each scenario. Mrs. Buchanon repeatedly tested Charles twice per week and drilled him for two minutes daily on short vowel sounds.
Progress Monitoring
Match the steps in the RTI approach identified by Kovaleski, VanDerHeyden, & Shapiro to their descriptions. Step 3
Rule out other disability conditions
Match the steps for documenting deficiency in the Student's Rate of Improvement (ROI) to their descriptions. Step 2
Set the instructional goal or target
Match the tier with the corresponding system of support. Tier 2
Small-group instruction, strategic intervention based on screening data
Drag and drop the IEP component to the description. PLAAFP
Statement of student's present level of achievement
Arrange the following basic steps for determining a student's eligibility for special education and related services in the correct order. The team reviews existing evaluation data to determine if additional data are needed.
Step 1
Arrange the following basic steps for determining a student's eligibility for special education and related services in the correct order. The team gathers any additional data that are needed, ensuring that information obtained from all sources is documented
Step 2
Arrange the following basic steps for determining a student's eligibility for special education and related services in the correct order. The team determines if the student is a child with a disability by considering information from a variety of sources and comparing this information to the state and federal standards for the suspected disability.
Step 3
Arrange the following basic steps for determining a student's eligibility for special education and related services in the correct order. The team prepares an evaluation report
Step 4
Identify the information from this PLAAFP statement for each of the parts: She scores in the average range in vocabulary and word meaning. She also communicates well orally.
Student Strength
The statements in the boxes at the bottom of the activity are definitely brief, but not clear or specific. Match each statement at the bottom with the longer phrase that better describes the student. Student writers answers to double-digit addition problems with 80% accuracy on a curriculum based assessment. Student scored in top quartile (top 25%) on Woodcock-Johnson addition assessment.
Student can add
The statements in the boxes at the bottom of the activity are definitely brief, but not clear or specific. Match each statement at the bottom with the longer phrase that better describes the student. Student reads third-grade materials at 70 words per minute. Peers read at 120 words per minute.
Student has difficulty reading third-grade materials.
The statements in the boxes at the bottom of the activity are definitely brief, but not clear or specific. Match each statement at the bottom with the longer phrase that better describes the student. Student completes 25% of homework and turns in 10% of assignments.
Student has trouble completing assignments.
The statements in the boxes at the bottom of the activity are definitely brief, but not clear or specific. Match each statement at the bottom with the longer phrase that better describes the student. When redirected, student yells, stomps feet, and throws papers.
Student is disruptive
The statements in the boxes at the bottom of the activity are definitely brief, but not clear or specific. Match each statement at the bottom with the longer phrase that better describes the student. Student greets peers with eye contact, smiles and waves "Hello."
Student is friendly
The statements in the boxes at the bottom of the activity are definitely brief, but not clear or specific. Match each statement at the bottom with the longer phrase that better describes the student. Student can count to 25. Peers count to 50. Student scored 50% on a curriculum-based assessment.
Student received math score of 50%
Working portfolio
Teacher, student, and parents all contribute to the portfolio. Both works in progress and final product pieces are included.
Content-referenced tests
Tests that are concerned with the mastery of specific, defined skills; the student's performance of the test indicates whether he or she has mastered those skills.
Standards-referenced tests
Tests that measure whether students meet standards of what they should know and be able to do in different subjects at various grade levels.
Processing Speed
The ability to fluently and automatically perform cognitive tasks, especially when under pressure to maintain focused attention and concentration
Diagnostic Achievement Battery
The mos trecent eduction is the fourth in the series the DAB-4 is widely used to identify student standing in basic academic content areas, identify academic strengths and weaknesses, document academic progress or growth, and conduct research on academic achievement.
ceiling
The point at which the student has reached a predetermined number of errors, and therefore, all other items stop being administered because it is assumed that the student will continue to get the answers wrong.
Showcase portfolio
The portfolio houses only the student's best work and generally does not include works in progress. The student manages the portfolio and decides what to place in it.
Teacher portfolio or record keeping
The portfolio houses student test papers and work samples maintained by the teacher. It contains work not selected by the student for inclusion in the showcase portfolio.
Match the type of evidence of validity to its definition: Evidence based on internal structure
The way a test's items represent the total score
Identify the characteristic of RTI represented in each scenario. Charles first worked with his classmate Michelle, then began working one-on-one with Mrs. Buchanon. As his work with Michelle progressed, she stopped correcting him completely, and just gave the initial sound of the word, allowing Charles the opportunity to come up with the word. When Mrs. Buchanon saw he was still not improving enough, Charles received daily instruction from a reading specialist.
Tiered Interventions
True or False Graphs are used to report observational data.
True
True or False Many students with learning disabilities show inefficient and ineffective strategies for learning.
True
True or False The results of Krishan's evaluation are consistent with Mrs Smith's concerns and observations in class.
True
True or False Validity is the most fundamental consideration when developing and evaluating assessments.
True
True or False. According to the CEC Code of ethics, special education professionals are required to promote participation of students with exceptionalities in their communities.
True
True or False: Goals should be set at ambitious levels to challenge students and ensure effective instruction.
True
True or False: Progress monitoring can be used to determine whether or not a student has mastered a skill(s) in a particular topic.
True
True or False: Stakeholders and team members will vary depending on the specific needs of the individual being assessed.
True
True or False: Students benefit from charting their own performance.
True
True or False: Teacher constructed tests may contain bias and discriminatory language.
True
True or False: The principles that apply to effective teaming for other purposes also apply to teams assembled to review data and make decisions about students who might need special services.
True
True or False: Trained professionals must be available to score the assessment results.
True
True or False: When evaluating data, the multidisciplinary team should not only examine the data to try to confirm an exceptionality, but also try to provide an alternative explanation for a particular behavior.
True
True or False: Students who fail to meet expected grade-level academic standards can be considered for a diagnosis of learning disability.
True
Wechsler Individual Achievement Test-Third Edition
WIAT-III is a diagnostic, norm-referenced achievement test designed to assess reading, mathematics, written expression, listenign, and speaking of individuals ages 4 year to 19 years.
Wechsler Intelligence Scale for Children-Fifth Edition
WISC-V is desgned to assess the cognitive abilitiy and problem-solving processes of individuals ranging in age from 6 to 16.
Woodcock-Johnson IV: Test of Cognitive Abilities and Tests of Achievement
WJ-IV norm-referenced assessment system for the measurement of general intelletual ability, specific cognitive abilities, oral language, and academic achievment. The subtests are comprehension knowledge, fluid reasoning, long-term retrieval, visual processing, auditory processing, cognitive processing speed, and short-term working memory.
Wide Range Achievement Test 4
WRAT 4 is an individually administered norm-referenced test designed to measure word recognition, spelling, and math computation skills in individuals 5 to 94.
Match the tier with the corresponding system of support. Tier 3
Weekly progress monitoring customized interventions.
Match the alternate method of testing for ELL students to its corresponding description. Interpreter
When a person who speaks the same primary language as the student translates the instructions of the test for the studnets.
Match the alternate method of testing for ELL students to its corresponding description. Nonverbal testing
When the test can be administered and taken without written or spoken language mainly through the use of gestures.
Match the alternate method of testing for ELL students to its corresponding description. Native langauage testing
When the test is translated into the student's primary language.
Match the alternate method of testing for ELL students to its corresponding description. Denial
When the tester proceeds as if the ELL student is compotent in English, even when the student is not.
Match the type of evidence of validity to its definition: Evidence based on test content
Wording of content
Identify if this is a condition statement or not. Yes or no. By the end of the marking period...
Yes
Identify if this is a condition statement or not. Yes or no. Given 10 extra minutes...
Yes
Identify if this is a condition statement or not. Yes or no. When vocabulary is pre taught...
Yes
Read the following statements and determine whether they are measurable or not. Yes or No. By the end of the IEP year, given a penny, nickel, dime and quarter, KiKi will match coins to their corresponding value on 8 of 10 attempts as measured by teacher observation.
Yes
portfolio assessment
a collection of works that are associated with standards students are required to learn.
scaled score
a conversion of a student's raw score on a test to a common scale that allows for a numerical comparison between students.
normal curve
a graphical representation of a normal distribution
norm group
a large number of children who are representative of all children in that age group.
Behavior Assessment System for Children, third edition BASC-3
a multimethod, multidimensional system used to evaluate the behavior and self-perception of children and young adults 2-25.
correlation coefficient
a number between -1 and +1 calculated so as to represent the linear dependence of two variables or sets of data
Acculturation
a process an individual goes through in adapting to a new culture, and often depends on an individuals particular set of background experiences adn opportunities to learn in both formal and informal educational settings.
Differentiated instruction
a process that involves matching the content and instructional approach to individual students' learning needs in order to accelerate the learning of all students.
percentile rank
a score indicating the percentage of people or scores that occur at or below a given score.
standard score
a score that has been transformed to fit a normal curve with a mean and standard deviation that remain the same across ages.
functional behavioral assessment
a set of assessment procedures used to identify teh function of a student's problematic behavior, as well as the various conditions under which it tends to occur.
Match each of the following to its description. Rubric
a set of seperate, short explanations regarding levels fo student performance
Special Education
a set of unique education services and supports provided to students with disabilities who meet particular disability criteria.
Baseline
a two-part objective statement that tells what the student can do right now. It is like an executive summary for the whole PLAAFP.
age equivalent
a very general score that is used to compare the performance fo children at the same age with one another.
According to FERPA, what information, if disclosed, is considered "directory information"? a. A student's date of birth b. A student's score on a standardized test c. A student's disciplinary record d. A student's schedule
a.
Annie is an 11-year-old fifth grader whose reading comprehension is at third-grade level. She is able to participate in a class lesson while books are being read aloud, and can answer questions about the stories, however when reading the stories by herself, comprehension is inconsistent. On the standard district assessment in reading Annie scored 50% in the area of comprehension. She requires one-on-one help from the teacher to decode words and meanings when reading aloud. Annie is unable to participate in a fifth-grade reading group. What is missing from this statement? a. The statement is complete b. Affect/Impact c. Data d. Student Strength e. Baseline
a.
At which stage in the prereferral process does the team work with the classroom teacher to specify the nature of a problem or the specific areas where a student is having difficulty? a. Stage 2: clarifying the problem b. Stage 4: implementing the interventions c. Stage 1: making a formal request for services d. Stage 5: evaluating the interventions' effects e. Stage 3: designing the interventions
a.
For interval data, what is the most accurate characteristic of central tendency? a. mean b. range of scores c. mode d. median
a.
Jackie is a seven-year-old first grader whose behavior and self-control is inconsistent with what is expected of a first grader. Jackie started the year with aggressive behaviors such as pinching, biting, hitting, and pulling hair. When she is out of her chair she tends to pull the hair of her classmates and often pinches her teachers during restroom and lesson time. She was administered the Bayley Scale of Infant Development, which indicated that she was in the low range in the domain areas of social skills, language skills, and cognitive skills. Jackie participates in daily classroom routines with teacher or paraeducator support, however due to her behavior concerns, other children avoid being near Jackie and refuse to work or play with her. What is missing from this statement? a. Student Strength b. Affect/Impact c. Baseline d. Data e. The statement is complete
a.
Observation is a type of informal assessment technique that is______. a. indirect and unobtrusive b. direct and obtrusive c. direct and unobtrusive d. indirect and obtrusive
a.
Read the following PLAAFP statements and determine if all of the parts are there or if something is missing. Ellie is a nine-year-old fourth grader who is performing at third-grade level in the areas of math reasoning and solving word problems. When given a word problem, she is unable to determine what action is needed to solve the problem. She does well with single and double digit addition, subtraction, multiplication, and division, with some coaching and reminders about how to solve the problems. Ellie is one year behind in math. She is not closing the gap in her math skills. a. Data b. The statement is complete c. Student Strength d. Baseline e. Affect/Impact
a.
Teachers report that Jeremiah needs 2-3 verbal prompts to start and complete assignments. a. Part A of this statement is missing or incomplete. b. Part B of this statement is missing or incomplete
a.
The WISC-V is an example of what type of test? a. An intelligence test b. A psychomotor test c. A curriculum-based assessment d. An individual academic achievement test
a.
The symbol for reliability coefficient is: a. "r" b. "C" c. "RC" d. "R"
a.
Todd, a fourth grader, is working on third-grade math standards. a. Part A of this statement is missing or incomplete. b. Part B of this statement is missing or incomplete.
a.
What are the characteristics of effective testing programs? a. Efficiency, ease, and integration b. Brief, reguluar, and basic c. Group testing, individualized testing, and self-administered testing d. Accurate, realistic, and efficient
a.
What is functional performance in a present levels statement? a. Skills not related to academic subjects b. The academic subjects and skills need to acquire knowledge in that subject c. Memory function, such as memorizing place names and locations d. Family and personal circumstances, such as dwelling address, socioeconomic status, and parents' educaiton level
a.
What is one way to make sure that RTI is being implemented with "integrity"? a. Instructors should make sure that they are familiar with the procedures of the intervention. b. Instructors should make sure that the same interventions are used for students with similar struggles. c. Instructors should make sure that results are not reported until significant improvement has been made. d. Instructors should make sure that the same person performs the intervention each time.
a.
What is the first consideration in assuring valid test results? a. The assessment must match the instruction b. The assessment must be easy to administer and evaluate c. The assessment must meet criteria specified by law d. The assessment must meet IEP requirements
a.
What is the mode in the following number set: 5, 3, 8, 3, 8, 9, 4, 1, 2, 3? a. 3 b. 4.6 c. 8 d. 3.5
a.
What is the purpose of a norm-referenced test? a. To compare a student's skills to others in his/her age group b. To find which norm group a child belongs to c. To determine specific concepts a child has learned d. To determine the IQ of a child
a.
Which conclusion can be made from the KTEA-3 assessment? a. Krishan's scores was average in the areas of written expression and copying and tracing letters and words b. Krishan's score was average in the areas of visual processing c. Krishan's score was average in the areas of writing sentences and adding capitalization and punctuation d. Krishan's score average in the areas of letter and word recognition, reading and following directions, and answering comprehension questions
a.
Which criteria must be met in order for an individual to qualify for special education? a. The individual has a legally qualifying disability and has met the eligibility crieteria for Special Education b. The individual has a leagally qualifying disability which automatically entitles him/her to special education c. The individual doesn't have a legally qualifying disability but has been determined to need special services. d. The individual has a legally qualifying disability and is being assessed for developmental dealys.
a.
Which description characterizes the results of the Woodcock Johnson IV tests of Cognitive Abilities? a. Krishan's scores in the ares of visual-auditory learning and picture recognition are average b. Krishan's scores in the areas of phonological processing and picture recognition are low average c. Krishan's scores in teh areas of story recall and phonological processing are average d. Krishan's scores in the areas of visual-auditory learning and nonword repetition are well belwo average
a.
Which of the following adaptations are not expected to influence student performance in a way that alters the interpretation of either criterion- or norm-referenced test scores? a. Read directions aloud b. Use Braille or other tactile form of print. c. Extend timed tests over more than one day but don't allow extra time for students to complete the test. d. Using communication devices, such as a text-talk converter.
a.
Which of the following terms is used to describe the decisions groups make that are more extreme than what any single team member originally intended? a. Group polarization b. Conceding to the majority opinion c. Groupthink d. Confirmation bias
a.
Which type of test should be used to provide more specific and detailed information of the full range of a child's knowledge and skill to verify their need for educational interventions? a. Diagnostic Testing b. Random Progress Monitoring c. Classroom Observations d. Formal Screening
a.
Why is it appropriate to use benchmarks? a. To set approriate goals b. To use for giving grades c. To determine a teacher's performance d. To grade the class as a whole
a.
How are achievement difficulties verified? (Select 2) a. By results of individual achievment tests administred by a school psychologist or learning specialist b. by direct observation during classroom instruction c. By results of achievment tests administered by a speech and language specialist d. By results of an IQ test administered by a school psychologist or learning specialist
a. and b.
Manuel is a Hispanic fifth-grade student who does not speak fluent English. His math teacher, Mrs. Runnel, notices that he is having trouble in math, and whenever the class is working on assignments, Manuel acts up and distracts other students. If Mrs. Runnell wants to discuss the results of Manuel's formal assessment and what intervention options to pursue, who would be appropriate to discuss them with? (Choose 2) a. Manuel's other teachers b. Manuel's parents c. Manuel's bus driver d. Paraeducators e. Students who Manuel frequently interacts with
a. and b.
Which two problems are common when determining eligibility? a. Culture can influence test results b. Different procedures and tests can result in conflicting results c. Categorizing and labeling an indvidual with an exceptionality is required by law, even though it might not accurately describe the indvidual's disability d. Laws contain very clear definitional criteria for determining eligibility that all states and school districts must follow, even if it's not in the best interest of the child.
a. and b.
A teacher noticed her student, Lin, who has never received special education services, was having difficulty in her sixth-grade mathematics class. The teacher, being concerned with Lin's lack of success, implemented several interventions to address the issue. She spent extra instructional time with Lin individually, and she increased the informal assessments to identify the skills and knowledge that were causing Lin trouble. After six weeks, Lin had made no progress toward academic improvement. Which two approaches would help Lin at this point? a. The teacher should use the informaiton she collected form the informal assessments to try a different instructional strategy b. The teacher should requrest that Lin be sent to the special education teacher each day for remediation and specialized instruction c. The teacher should seek help from other professionals about next steps to assess and remediate the issues Lin is having with math, and document Lin's progress d. The teacher should request formal testing for Lin to identify any exceptionalities that she may have.
a. and c.
What are two of the goals of an intervention assistance team? a. To remediate student difficulties before they become disabling b. To identify and correct behavior problems c. To verify that a student's difficulties are unique to the individual student and not the result of something in the school environment d. To verify that an individual students has a legally identified disability
a. and c.
Effective progress monitoring includes which characteristics? (Select 2) a. Representative samplings of knowledge and skills expected to be learned across the selected time period b. Probes that are administered, scored, and interpreted by trained professionals like psychologists and counselors c. Tools that are stable and don't change over time d. Direct measurement of basic skills
a. and d.
Why is it important to understand appropriate ways to adapt assessments for individuals with exceptionalities? (Select two.) a. To provide more accurate assessment data about individual students b. To improve standardized test scores for a school district c. So teachers can better measure student progress d. To include students with disabilities in assessments for accountability purposes as required by law
a. and d.
Progress monitoring can be used to_______. (Select 3.) a. make decisions about instructional changes for individuals who aren't progressing toward specified goals b. help develop appropriate and specific annual Individualized Education Program (IEP) goals c. measure progress toward goals d. evaluate curriculum-based measurements e. set benchmarks for individual students
a. b. and c.
Which of the following factors would influence validity? a. Bias b. Student lack of sleep c. Unclear instructions d. Vision problems
a. b. c. and d.
Which assessments are unique to physical therapy? (Select all that apply.) a. posture b. sensory processing c. wheelchair management d. gait
a. c. and d.
Which of the following factors would influence reliability? (Select multiple answers) a. How a test is administered b. Attention issues of the student c. Scorer error d. Observer differences
a. c. and d.
Intelligence tests contain items that sample the following behaviors: a. Generalization b. Spelling c. Abstract Reasoning d. Discrimination e. Motor Behavior f. General Knowledge g. Memory h. Decoding
a. c. d. e. f. and g.
Polly's math skills deficit affects her ability to make meaningful progress in completing her general education classroom assignments. a. The degree of skill deficit is missing b. This statement is complete c. The specific skill deficit is missing d. The current achievement or performance level is missing e. The student's current placement is missing
a. d. and e.
Testing
administereing a predetermined set of questions or tasks, for which predetermined types of behavioral responses are sought, to an individual or group of individuals in order to obtain a score.
norm-referenced tests
allow us to compare a student's skills to others in his age group and are developed by creating the test items then administering the test to a group of students that will be used as the basis of comparison.
normal distribution
an arrangement of a data set in which most values cluster in the middle of the range and the rest taper off symmetrically toward either extreme
interview
an assessment method involving a conversation between two or more people where questions are asked by the interviewer to elicit facts or statements from teh interviewee.
Record Review
an assessment method involving review of student cumulative records or medical records
Curriculum Based Measurement
an assessment method that involves timing tasks and then charting performance. Most concerned with fluency.
Cross-battery assessment
an examiner may use multiple test batteries to measure student intelligence according to CHC theory.
Peabody Picture Vocabulary Test-Fourth Edition
an individually administered, norm-referenced, nontimed test assessing the receptive vocabulary fo children and adults.
sociometric ranking techniques
asking parents to rank students on various social dimensions
Individual Achievement Tests
assess achievement and cognitive, WIAT, WJ-III
WJ-IV Phonological Processing
assess word retrieval abilities using phonological cues
During the second MDT meeting, the team discussed using a variety of ____ tools and strategies to gather relevant ___ and developmental information about Krishan. The evaluation tools they selected were determined to be non-discriminatory and non-_____. The team also discussed any possible issues with Krishan's ability ot access the assessments, including any necessary ____.
assessment functional biased modification
Curriculum-based assessment
assessment based on teh curriculum that a child is mastering
A test designed to measure performance in regards to a set of skill mastery requirements is called______. a. classroom observation b. criterion referenced c. task analysis d. curriculum based
b.
As the team reviewed the data they began to understand more about Krishan. Which conclusion would prohibit the team from recommending a diagnosis of Krishan having a learning disability? a. Krishan does not achieve adequately for his age b. Krishan's achievment problems are result of a visual impairment c. Kirshan does not meet state-approved grade-level standards for listening comprehension d. Krishan's mathematics calculation performance does not meet state-approved grade-level standards.
b.
Assessments that follow a prescribed format for administration and scoring are called______. a. pre-referral screening b. formal assessments c. classroom-based assessments d. inventories
b.
Devon is currently adding single and double-digit numbers with 80% accuracy and can identify numbers up to 50. a. Affect/Impact b. Data c. Concern d. Baseline e. Student Strength
b.
Gary is a 10-year-old fifth grader at Tuthill Elementary school. He can sit in a small group with visual supports and is easily redirected. a. Part A of this statement is missing or incomplete b. Part B of this statement is missing or incomplete
b.
How can teachers prepare for mandated testing? a. Provide students with a snack during testing to eliminate issues with hunger. b. Check IEPs for type of assessment, adaptations, accommodations, and alternative assessment needs. c. Send a note home to parents to check to be sure children have any necessary supplies like pencils and erasers. d. Review the content on the test with students a day or two in advance so they can study.
b.
How many days does a school district have to determine whether a child is a child with a disability? a. No more than 90 days after a team has been assembled to assess the child b. Within 60 days of receiving parental consent for the evaluation c. There is no specific number of days d. Within a state-established timeframe
b.
Intelligence tests base their scores on _____. a. nominal scales b. interval scale c. ratio scales d. ordinal scales
b.
Ryan is an eight-year-old fourth grader at Milling Elementary school. He is educated in the general education setting with paraeducator support. a. Part A of this statement is missing or incomplete b. PArt B of this statement is missing or incomplete.
b.
What are the four general types of accommodations? a. Audio, visual, physical, and emotional b. Presentation, response, setting, and time/scheduling c. Social, cognitive, kinesthetic, and environmental d. Technology assisted, physically assisted, visually assisted, and audio assisted.
b.
What could signal the need for psychological testing? a. Poor decoding b. Inconsistent academic achievement c. Difficulty putting thoughts into words d. Consistently low achievement
b.
What does the term "benchmark" mean in regard to rate of improvement (ROI)? a. It is the point when an instructor makes the decision to implement more intense intervention for a student who is not meeting performance expectations. b. It is the minimum level of competence expected of all students at a certain level. c. It is the relatively small number of students at the top of a performance curve at a certain level. d. It is a type of intervention implemented at Tier 2, where the struggling student is paired with a student who is more comfortable with the subject material.
b.
What is a PLAAFP? a. A statement of the least restrictive environment b. A statement of the student's present levels of academic achievement, including how the student's disability affects functional performance and learning in the general education curriculum c. A statement of the student's academic needs in the general education setting d. A statement of the student's behavioral needs in the general education setting
b.
What is achievement testing? a. The ongoing process of collecting data on an individual's needs, preferences and interests as they relate to the demands of current and future work, education, living, and personal & social environments. b. Achievement testing assesses what students know and should be able to do in content areas. c. Achievement testing assesses whether or not a student has a disability. d. Achievement testing assesses the ability to think, solve problems, and reason.
b.
What is progress monitoring? a. The collection of data used to calculate growth percentiles for individual students over a period of time. b. The collection of data that are used to determine the impact of instruction and intervention over a certain period of time for individual students. c. The collection of data needed to set general outcome measures.
b.
What is the definition of an individualized education program? a. A written document listing just the measurable annual goals a student needs to work on b. A written document that focuses on academics and functional performance c. A written document of behaviors d. A writeen document that contains academic information only
b.
What is the most common representation of standard scores? a. A standard score of 100 with a mean of 100 b. A standard score of 100 with a mean of 15 c. A standard score of 150 with a mean of 15 d. A standard score of 150 with a mean of 15
b.
What is the purpose of intervention goals in relation to rate of improvement (ROI)? a. They are meant to prevent students with minor performance issues from needing intense intervention in the future. b. They are meant to help students come closer to grade-level performance. c. They are made with the intent of guiding each of the students in a class to progress at the same rate. d. They are meant to help grade-level students continue to progress while students with exceptionalities receive intervention.
b.
When assessing learning strategies, what skills or abilities are being assessed? a. The way students use visual processing skills b. The way students use learning abilities c. The way students use reading skills d. The way students use readiness skills
b.
Which approach to setting instructional goals includes both performance and rate of improvement? a. Comparison approaches b. Level versus growth c. Moderate versus ambitious d. Computer adaptive testing
b.
Which baseline statement is complete? a. Jacob Doe is a returning fifth-grade student, repeating this grade for the first time. Jacob should read at a fifth-grade level upon completion of the school year and he should be able to add and subtract 2- and 3-digit numbers with 90% accuracy. b. Jacob Doe is a 10-year-old fifth-grade student. Jacob currently reads at 115 words per minute with 5 errors when given fifth-grade level texts. He is able to add and subtract 2- and 3-digit numbers with 90% accuracy. Jacob is off task 20% of the time during guided practice. c. Jacob Doe is 10 years old. Jacob currently reads at 115 words per minute with 5 errors when given fourth-grade level texts. He is able to add and subtract 1- and 2-digit numbers with 80% accuracy. Jacob is off task 40% of the time during guided practice and is often unable to refocus himself without assistance from a teacher.
b.
Which of the following is part of FERPA regulations: a. Special education records are not part of the educational record b. Schools may release information to law enforcement without notifying parents c. School records are final and cannot be altered d. Directory information should be kept private
b.
Which statement is true about adaptive behavior observations? a. Student behavior is best observed through direct observation b. Student responses might not be accurate c. Student responses are the most accurate d. Observations should take place only in the classroom
b.
Which term refers to the consistency of a test's results administered under similar conditions over time? a. Validity b. Reliability c. Correlation d. Percentile
b.
Who is responsible for developing the IEP? a. The special education teacher b. A team of individuals c. The parents d. The principal
b.
Why would a teacher initiate the assessment process with a student? a. The student continues to distract other students in class b. The student is not performing at the expected levels. c. The student has an abnormal number of absences d. The student repeatedly faisl ot turn in homework.
b.
Which two activities are examples of adaptive behaviors? a. Using the right formula for a math problem b. Walking home from school c. Selecting appropriate attire for the weather d. Decoding skills in reading
b. and c.
What are the responsibilities of a multidisciplinary team? (Choose two) a. Identifying who the members of the team need ot be b. Gathering, documenting, and carefully considering information from a variety of assessments and other sources c. Supervising the implementation of intevention criteria d. Determining if a student meets the criteria for a specific disability
b. and d.
Which are two approaches that can be used to infer that a student has a disorder in a basic psychological process? a. IQ evaluation b. Response to intervention c. Rule-outs d. Severe discrepancy
b. and d.
Which of the following are factors that can impede getting an accurate picture of students' abilities and skills during assessment? a. The students' ability to adapt to an inclusive classroom setting b. The nature of the norm group c. How students respond to group assessment d. The students' ability to understand and respond to assessment stimuli
b. and d.
Which two considerations are important factors when making decisions about feasibility (identified by Phillips, 1990)? Select two. a. Degree of effort b. Prerequisite competencies c. Evaluation fo results d. Potential for transition
b. and d.
A student received a standard score of 100 on a test in which the mean standard score is 100, the standard deviation is 15, and the score is normally distributed. The standard score of 100______. a. falls outside of the standard deviation b. falls at the 50th percentile c. is within average range d. indicates performance at the mean
b. c. and d.
What are some ways that teachers can make assessments less time consuming? (Select all that apply.) a. Limit the frequency of testing b. Create assessment stations c. Establish testing routines d. Prepare and organize materials
b. c. and d.
What are the four considerations that should be made when selecting an individually administered multiple-skill achievement test? a. Life skills b. Norms c. Stimulus response modes d. Content validity e. Common core and state standards f. Standard deviation
b. c. d. and e.
Which of these areas would be appropriate to ask parents about during an interview regarding their child's adaptive behavior? a. Medical diagnoses b. Handling money c. Responsibility for family tasks adn chores d. Personal hygiene e. Current social interaction skills f. Past academic performance
b. c. d. and e.
Assessments that are taken directly from the content being taught in a classroom are referred to as ______. a. error analysis b. norm-referenced testing c. curriculum-based assessment d. reading record
c.
Before conducting an observation, how must the behavior be defined? a. In broad terms b. In technical terms c. In observable terms d. In educational terms
c.
Jolene, a fourth grader, ended the current school year reading at approximately 65 words per minute with 4 errors when given second-grade-level reading passages. a. Data b. Affect/Impact c. Baseline d. Concern e. Student Strength
c.
Larry struggles with reading first-grade passages and is not able to identify letter sounds. a. Affect/Impact b. Baseline c. Concern d. Student Strength e. Data
c.
Manuel is a Hispanic fifth-grade student who does not speak fluent English. His math teacher, Mrs. Runnel, notices that he is having trouble in math, and whenever the class is working on assignments, Manuel acts up and distracts other students. Mrs. Runnel wants to do a formal assessment for Manual in Spanish to see if at least some of Manuel's math struggles relate to his nonfluency in English. How should she proceed? a. Have a paraeducator administer the assessment b. Ask one of Manuel's teachers to administer the assessment so it will be unbiased c. Confirm his parents' permission before administering the assessment. d. Confirm the principal's permission before administering the assessment.
c.
Monitoring progress of student learning of the content can be completed by using______. a. formal assessments b. norm-referenced tests c. curriculum-based measurement d. reviewing outcome measures
c.
Mrs. Shishido's sixth-grade class contains the following students: two students who don't speak English and need a translator, ten students who are functioning at grade level in all academic areas, four students with learning disabilities who receive daily special education services, three students with behavioral issues, and four gifted students who receive enrichment for two hours a week. Mrs. Shishido decides to vary the content and intensity of what she teaches each of these sets of students. Which answer describes Mrs. Shishido's approach? a. competency-based instruction b. individualized education plan c. differentiated instruction d. least restrictive environment
c.
Parker is a new fourth-grade student in Mr. Jensen's class. He has no records from his previous school, but Mr. Jensen observes that Parker is struggling in reading. In terms of multitiered systems of supports (MTSS), Parker is still on Tier 1. If Mr. Jensen were to consider additional assessment beyond universal screening while Parker is still at the Tier 1 level, what would be an important factor to consider? a. That the assessment is administered in fifteen-minute increments, so as not to cause anxiety b. That the assessment is administered by the school's special education teacher c. That the assessment administered is appropriate for the skill set Mr. Jensen is trying to measure d. That the assessment is administered in the presence of Parker's parents
c.
The median refers to which number characteristic in a set? a. the end b. the average c. the middle d. the beginning
c.
What is the definition of a general outcome measure (GOM)? a. A type of measurement tool that is used to directly measure skills in a short period of time b. A type of measurement tool used to measure skills in an isolated manner c. A type of measurement tool that is typically used to measure progress toward a long-term goal d. A type of measurement tool used to measure a subskill
c.
What is the purpose of "child find"? a. The federal law that specifies which conditions are recognized as disabilities b. To provide federal funds states can apply for to search for missing children c. To require states to actively locate, evaluate, and identiy children who might need special services d. The federal law that requires children with obvious disabilities to be assigned a special tutor
c.
What is the purpose of progress monitoring? a. To determine a systematic approach to grading b. To assess student knowledge c. To check a student's reponse to instruction d. To increase student learning
c.
Which approach to setting instructional goals relies on benchmarking? a. Moderate versus ambitious b. Computer adaptive testing c. Comparison approaches d. Level versus growth
c.
Why do educators use criterion-referenced tests? a. to determine a child's rank among his/her peers b. To determine how a student performs on a given standard c. To determine what specific concepts a child has learned d. To determine what percentile a student falls in
c.
School districts and other public agencies must follow specific rules to ensure that students are assessed in all areas related to their suspected disabilities. Which requirements must the evaluation materials meet? (Select 2) a. Materials are administered in the dominant language used in the local community b. Materials are administered in a standardized way without any special modificaitons, accomodations, or adaptions c. Materials are not racially or culturally discriminatory d. Materials are tailored to assess specific areas of educaitonal need.
c. and d.
What is the purpose of charting student data? a. To compare one student's progress to another's b. To set minimum goals for under-performing students c. To facilitate interpretation of data d. To facilitate decision making
c. and d.
Which two purposes does the IEP serve? a. Develop tier 1, 2, and 3 interventions b. Assess student eligibility for services c. Identify the services and aids that will provided to the student d. Establish measurable goals
c. and d.
Organize these typical stages of prereferral activities in the order they would normally occur: Stage 2
clarify the problem
informal reading inventory
consists of two main sections: word recognition and passage reading
Cam is a third grader who is reading at a level below the lowest-level reading group in her class. Her teacher has begun working with an intervention assistance team to design and implement an intervention. Which of the following describes the best goal for this intervention? a. Achievement must be equal to the level of a student who is performing in the middle of the lowest reading group b. Achievement must imporve sufficiently for the student to move to the next book in teh series c. Achievement must equal performance in the student's area of strength d. Achievement must improve sufficiently to match or exceed the reading level of materials used by the lowest reading group
d.
How often should student progress be monitored? a. Every day b. Several times a day c. As often as required by law d. Frequently enough to allow early detection and error correction
d.
Layne is often removed from the classroom due to disruptive outbursts that can include loud screaming or hitting staff members. a. Student Strength b. Baseline c. Data d. Affect/Impact e. Concern
d.
Manuel is a Hispanic fifth-grade student who does not speak fluent English. His math teacher, Mrs. Runnel, notices that he is having trouble in math, and whenever the class is working on assignments, Manuel acts up and distracts other students. Which law would ensure that Manuel would get the instructional help he needed if assessment results determined that he has a learning disability? a. The Family Educational Rights and Privacy Act b. The No Child Left Behind Act c. Section 504 of the Rehabilitation Act d. Teh Individuals with Disabilities Education Act
d.
Parker is a new fourth-grade student in Mr. Jensen's class. He has no records from his previous school, but Mr. Jensen observes that Parker is struggling in reading. In terms of multitiered systems of supports (MTSS), Parker is still on Tier 1. After Mr. Jensen implements and tracks Tier 2 support for a period of time, it is evident that Parker is still not progressing at the same level of his peers. What steps would Mr. Jensen take next to implement Tier 3 support? a. Set more goals in addition to the Tier two goals, and track them on a daily basis. b. Pair Parker with a peer who is comfortable reading to read out loud for fifteen minutes every day. c. Refer Parker to the school's special education teacher so he can get the help he needs. d. Have Parker break off in a small group with other struggling students to receive intensive, targeted instruction.
d.
Parker is a new fourth-grade student in Mr. Jensen's class. He has no records from his previous school, but Mr. Jensen observes that Parker is struggling in reading. In terms of multitiered systems of supports (MTSS), Parker is still on Tier 1. If Parker continues to struggle, what steps could Mr. Jensen take to implement Tier 2 support? a. Have Parker attend special education instruction in reading for one hour a week b. Implement universal screenign with Parker's peers c. Give Parker additional reading assignments at the same level he started at so he can get more practice d. Set a specific goal for a week and track Parker's progress
d.
Parker is a new fourth-grade student in Mr. Jensen's class. He has no records from his previous school, but Mr. Jensen observes that Parker is struggling in reading. In terms of multitiered systems of supports (MTSS), Parker is still on Tier 1. What type of instruction would Parker be getting at this level? a. Twice weekly lessons in a special education classroom, one-on-one help with a paraeducator b. Intensive instruction in specific skillls, targeted lesssons in small groups. c. Weekly skills assessments, small group lessons d. Universal screening, instruction in a general education classroom
d.
Recording information after an event or observation has occurred is called______. a. latency recording b. event recording c. running record d. anecdotal recording
d.
Teri can stay on task and complete each assignment with paraeducator support. a. Data b. Affect/Impact c. Concern d. Student Strength e. Baseline
d.
The MDT team reviewed Krishan's assessment results and the documentation. They then discussed Krishan's case and his potential eligibility. Which conclusion about eligibility can be determined by the team from the information they have gathered? a. Krishan has an emotional disturbance because of his inability to learn that is not explained by intellectual, sensory, or health factors. b. Krishan has an intellectual disability as indicated by the results of the test of intelligence c. Krishan has no disability and should not be eligible for special educaiton services d. Krishan has a learning disability in the area of basic reading skills
d.
What is one key assumption regarding response to intervention (RTI)? a. The instruction is focused on catching the student up to peers as quickly as possible. b. Teh measurement system is able to detect global changes in a student's abilities. c. The istruction does not distract the student from other studies d. The measurement system is able to detect changes in student learnign as a result of instruction.
d.
What is one problem that occurs with assessments that involves a high level of inference-making? a. Assessments with a high level of inference-making require a large amount of data to conduct b. Assessments with a high level of inference-making use a great deal of self-diagnosis from the student. c. Assessments with a high level fo inference-making a have a long wait-time for results. d. Assessments with a high level fo inference-making can misrepresent a student's skills.
d.
What is one way to efficiently integrate assessments into the school day? a. To only do assessments at the end of each grading period b. to set aside time during instruction for practice c. To administer assessments at the end of each day d. To monitor a student's performance during regular instructional activities.
d.
What is the definition of rate of improvement (ROI)? a. A student's target growth compared to the growth of similar peers b. A tool used to evaluate a stuent's performance based on state standards c. A reference standard for minimally accepted performance d. The difference between two scores of a student at two different times, divided by the elapsed time.
d.
What is the purpose of universal screening? a. To identify children who might qualifty for reduced cost or free meals b. To ensure students receiving Special Education services are making adequate progress c. To ensure that students in low income households are receiving quality sensory healthcare d. To ensure that all students who might be in need of intervention assistance are identified for additional assessment
d.
Which answer is not an example of an observable behavior? a. Saying the names of characters in a book b. Writing the answers to multiplication problems correctly c. Circling nouns in a sentence d. Thinking about a literary passage
d.
Which of the following is an example of an achievement test? a. Stanford-Binet b. WISC IV c. Woodcock-Johnson Cognitive Abilities Test d. Woodcock-Johson Battery
d.
Which of the following progress monitoring tools involves a standardized set of procedures that allow one to directly measure important skills in a relatively short amount of time? a. General outcome measures b. Subskill mastery measures c. Skill-based measures d. Curriculum-based measurement
d.
Which type of test is used to determine if a student qualifies for special education services? a. Formative b. Benchmarks c. Informal d. Formal
d.
Who determines if an individual has a legally defined disability? a. The special education teacher b. The individual's parents or guardians c. The individual's doctor d. A team of people that includes professionals and parents or guardians
d.
resposne analysis
describing the dimensions of behaviro: frequency, duration, rate, and percentage.
Organize these typical stages of prereferral activities in the order they would normally occur: Stage 3
design the interventions
Standardized tests
detailed procedures for admin, timing, scoring, and interpretation procedures taht msut be followed precisely to obtain valid and reliable results.
Match each of the following to its description. Curriculum based
directly assess school skills
Behaviors Sampled by Intelligence Tests
discrimination, generalization, motor behavior, generla knowledge, vocabulary, induction, comprehension, sequencing, detail recognition, analogical reasoning, patter completion, abstract reasoning, and memory.
Quartiles
divide scores into four units: 1-25, 26-50, 51-75, and 76-99. first quarties (bottom 25%) fourth quartiels (top 25%)
Deciles
divide socres into tenths or ten equal untis.
At which stage in the prereferral process are initial data presented indicating that a student is struggling? a. clarify the problem b. designing the interventions c. evaluating the interventions' effects d. implementing the interventions e. making a formal request for services
e.
In reading, Jerry's instructional reading level is an "M" transitional reader, while his peers perform at the "R" advanced reader level. He ended the current school year with a "C" in reading. He reads fluently at a third-grade level, can retell stories, and uses his strategies while reading familiar and unfamiliar text. He struggles with his word senses and with paying attention to end punctuation while reading orally. What is missing from this statement? a. Affect/Impact b. The statement is complete c. Student Strength d. Data e. Baseline
e.
Jamal's functional performance in social skills is below the performance of his peers. a. The degree of skill deficit is missing b. This statement is complete c. The specific skill deficit is missing d. The current achievement or performance level is missing e. The student's current placement is missing
e.
Multiple-skill achievement tests
evaluate knowledge adn understanding in several curricular areas, such as reading, spelling, math and language.
Organize these typical stages of prereferral activities in the order they would normally occur: Stage 5
evaluate the interventions' effects
ratio scale of measurement
has all the properties of an interval scale with teh additional property of zero indicating a total absence of the quality being measured. A score of zero means zero. Distance, duration, weight
T score
have a mean of 50 with a standard deviaiton of 10.
Informal assessment or classroom assessments
help the professional gather informaiton about the current status of the student, the task, or the setting.
Match the type of evidence of validity to its definition: Evidence based on the consequences of testing
how test scores are used
Criterion
how the CRT is scored based upon an expectiation by the teacher, school, or test publisher.
Drag and drop the IEP component to the description. Annual goal
identifications of what the child should learn in the next 12 months' time
Organize these typical stages of prereferral activities in the order they would normally occur: Stage 4
implement the interventions
z score
indicates how many standard deviations a score i above or below the mean.
reliability coefficient
indicates the proportion of variability in a set of scores that reflects true differences among individuals.
Vineland Adaptive Bheavior Scales Second Edition VABS II
inntended fo ruse in diagnostic evaulations, monitoring a student's progress, planning educaiton and treatment plans, and research.
Ways to assess social-emotional and adaptive behavior
interview techniques situational measures rating scales
Eligibility decisions
involve the collection and use of assessment information to decide whether a student meets the state criteria for a disability condition and needs special edcuation services to be successful in school.
resource allocation decisions
involve the collection and use the assessment information for the purpose of deciding what kinds of resources and supports indivudal students need in order to be successful in school.
instructional planning and modification decisions
involve the collection of assessment information for the purpose fo planning individualized instruction or making changes in the instruction students are receiving.
Screening decisions
invovle the collection of assessment information for the purpose of deciding whether students have unrecognized problems.
task analysis
invovles breaking down a particular task into the basic sequential steps, components parts, or skills necessary to accomplish the task.
point-to-point agreement
is calculated by dividing the number of observations for which both observers agree by the total number of observations and multiplying the quotient.
simple agreement
is calculated by dividing the smaller number of occurrences by the larger number of occurreces and multiplying the quotient by 100.
progress monitoring decisions
is the student making adequate progress toward individual goals as well as common core standards.
ordinal scale of measurement
it is a scale in which scores indicate only relative amounts of rank order. 1st, 2nd, 3rd
Organize these typical stages of prereferral activities in the order they would normally occur: Stage 1
make a formal request for services
Match each of the following to its description. Portfolio assessment
may include other types of data collection techniques
measures of central tendency
mean, median, mode
WJ-IV Story Recall
measures listening ability and reconstructive memory.
WJ-IV Visual-Auditory Learning
measures the ability to learn, store, and retrieve a series of visual-auditory associations
negatively skewed distribution
more scores fall about the mean
positively skewed distribution
more scores fall below the mean
Individual Test
most frequently used for making exceptionality, eligibility, and educational placement decisions.
Work sample analysis
most often used to assess academic skills, but it can be applied to any area in which a product results.
Quantitative data
observations that have been tabulated or otherwise given numerical values. They are the actual scores achieved on the test.
interval scale of measurement
one in which equal differences in scores represent equal differences in amount of the property measured, but with an arbitrary zero point. IQ scores
Qualitative data
pieces of information collected based on nonsystematice and unquantified observations. How the student achieved the score.
Inclusive education
refers to educational approaches that facilitate learning of all students, including those with and without disabilities, within the same environment.
Criterion-referenced tests
report how well students are doing relative to predetermined performance level on a specified set of educational goals or outcomes included in the school, district, or state curriculum.
alternate-form reliability
represents the correlation between scores for the same individuals on two different forms of a test.
Crystalized intelleigence
represents the knowledge and skill one acquires over time and increases steadily throughout one's life.
WISC-V Figure Weights
requires applying quantitative concepts of equality to understand the relationship among the objects and apply the concepts of matching, addition, and/or multiplicaiton to identify the correct response
WJ-IV Nonword Repetition
requires liestening to a nonsense word and then repeating the word exactly. Requires temporty storage of phological segments in immediate awareness.
WJ-IV Picture Recognition
requires recognizing a subset of previously presented pictures within a field of distracting pictures
WISC-V Symbol Search
requires scanning search groups and indicating whether target symbols are present
WISC-V Coding
requires using a key to copy symbols that correspond with simple geometric shapes or numbers
WISC-V Matrix Reasoning
requires using visual-spatial information to identify the underlying conceptual rule that links all the stimuli and then apply the udnerlying concept to select the correct response.
WISC-V Visual Puzzles
requires viewing a completed puzzle and selecting three response otpions that, when combined, reconstruct the puzzle
WISC-V Block Design
requires viewing a model and/or picture and using a two-color block to re-create the design
WISC-V Picture Span
requires viewing a stimulus page with one or more pictures for a specified time and then selecting the pictures from options on a response page.
WISC-V Digital Span
requries reading a sequence of numbers and recallign the number in the same order, reverse order, and ascending order.
Match each of the following to its description. Inventory
screening devices that assess selected portions of content
Drag and drop the IEP component to the description. Special education
services and supplementary aids provides to the student
Dynamic assessment
several different but similar approaches to evaluating student learning. There is a dialogue or interaction between teh examiner and the student. This allows the examiner to draw conclusions about the student's thinking process.
Standardization
structuring test materials, administration procedures, scoring methods, and techniques for interpreting results.
peer nomination technique
students identify other students whom they prefer on some set of criteria.
descriptive statistics
summarize and describe data
Fluid Reasoning
teh ability to reason and to delierate flexible control of attention to solve novel, on-the-spot problems that cannot be performed by relying exclusively on previously learned habits, schemas, and scripts
Crystallized Knowledge
teh breadth and depth of a person's acquired knowledge of a culture and the effective application of this knowledge including verbal communication, general information, and reasoning with previously learned procedures
adaptive behavior
the ability to adapt to the physical and social environments, to stay safe, and avoid danger.
Short Term Memory
the ability to encode, maintain, and manipulate information in one's immdeiate awareness and apply it within a few seconds.
Visual Processing
the ability to make use of simulated mental imagery to solve problems with visual patterns and stimuli
Auditory Processing
the ability to perceive, analyze and synthesize patterns among auditory stimuli and to discriminate subtle nuances in patterns of sound adn speech when presented under distorted conditions
Long Term Retrieval
the ability to store information in long-term memory and to fluently and efficiently retrieve new or previously acquired information through association
standard error of measurement (SEM)
the average standard deviation of error distributed around people's true scores.
raw score
the calculation of the number of correct items the student obtained
Interobserver agreement
the consistency among test scores. if any other comparably qualified examiner were to give the test the results would be the same
stability
the consistency of test scores over time
nominal scale of measurement
the data are categorical it assigns observations into various independent categories and then counting the frequency of occurrence within eahc of the categories creates a nominal scale.
Validity
the degree to which evidence and theoyr support the interpretation of test scores for proposed uses of test.
Fluid intelligence
the efficiency with which an individual learns and completes various tasks.
reliability
the extent to which it is possible to generalize from an observation or test score made at a specific time by a specific person to a similar performance at a different time, or by a different person.
skewed distribution
the majority of scores fall at either the high end or the low end rather than the middle of a distribution.
mean
the mathematical average of the districution fo scores
median
the middle score in a districution
mode
the most frequently occuring score in a distribution
Systematic Observation
the observer sets out to observe one or more precisely defined behaviors.
Nonsystematic or informal observation
the observere simply watches an individual in his or her environment and notes the behaviors, characteristics, and personal interactions that seem significant.
Assessment
the process of collecting information (data) for the purpose of making decisions for or about individuals.
correlation
the relationship between tow variables
Match the type of evidence of validity to its definition: Evidence based on relations to other variables
the relationship of a new test's results to other tests
Internal consistency
the second approach to estimating the extent to which we can generalize to different test items, and it is a measure of the extent to which items in a test correlate with one another.
standard deviation
the spread of scores around the mean. It is calculated by taking the square root of the variance.
Basal
the starting point it represents the level of mastery of a task below which the student would correctly answer all items on a test.
Standard of reference-informal
the students performance is compared to specific instructional concerns.
zero correlation
there is no relationship between teh variables
accountability decisions
those in which assessment information is used to decide the extent to which school districts, schools and individual teachers are making adequate progress with the students they teach.
program evaluation decisions
those in which the emphasis is on gauging the effectiveness of the curriculum in meeting the goals and the objectives of the school.
Group Tests
used for one of two purposes: a screening devices for individual students or as sources of descriptive informaiton about groups of students.
Nonveral Intelligence Test
used particulary when there are questions about the intelligence of a child who is not proficient in Enlgish or who is deaf.
grade equivalent
used to compare the performance of children in the same grade with one another.
positive correlation
when a high score on one is accompanied by a high score on he other (direct relationship)
negative correlation
when a high score on one is accompanied by a low score on the other (an inverse relationship)
multimodal districution
when you have three or more modes in your distribution
bimodal distribution
when you have tow modes in a distribution
