MTTC Cognitive Impairments
Jackson is a first-grade student with a mild intellectual disability. Jackson has a behavioral intervention plan (BIP) that rewards him with extra computer time when he has exhibited appropriate classroom behavior and has stayed on task. Jackson initially cooperated with the plan, but he no longer seems motivated by it and is frequently off task. The teacher of students with cognitive impairments wants to modify the BIP to help Jackson continue to participate in learning activities. Which of the following approaches to the situation would be most effective for the teacher to try first?
reconvening Jackson's Individualized Education Program (IEP) team to discuss the problem *determining a new reward besides computer time that reflects Jackson's current interests* asking Jackson's parents to implement a reward system at home increasing the amount of computer time Jackson can earn when he stays on task
Joshua is ten years old. He has cognitive and physical disabilities. Joshua is in a self-contained classroom and is mobile with an electric wheelchair. The special education teacher is working with the speech and language pathologist to help Joshua learn to use a single-switch speech output device that he will activate by head touch. Joshua's classroom job is to announce the daily lunch menu during morning meeting. He uses his single-switch communicator to tell the rest of the class what is being served for lunch each day. To support Joshua's use of the device and facilitate his successful participation in classroom activities, the teacher's first priority should be to:
remind Joshua frequently to "hit the switch." *program the switch with the correct gender voice.* use physical cues to help Joshua remember to use the switch. program the switch with simple vocabulary and short sentences.
A student who is taking a stimulant medication is most likely to experience which of the following side effects?
ringing in the ears increase in appetite *weight loss* numbness in hands and feet
Ms. Hawthorn, a teacher of students with cognitive impairments, recently completed a comprehensive assessment of Angela, a kindergarten student. In which of the following ways would it be most appropriate to share the assessment results with Angela's parents before Angela's Individualized Education Program (IEP) team meeting?
sending the assessment results to Angela's pediatrician to discuss with Angela's parents *meeting with Angela's parents to discuss the assessment results* talking informally with Angela's parents about the assessment results at a school open house sending Angela's parents an assessment results summary prior to the meeting
In general, adolescents who have moderate cognitive impairments are likely to be most similar to peers without disabilities in which of the following areas?
social skills moral reasoning self-knowledge *emotional needs*
Taylor is a fifth-grade student who has a mild intellectual disability and an expressive language delay. Taylor enjoys reading and will often read for pleasure at home and at school. She has strong decoding skills but struggles with comprehension, and reads at a third-grade level. Which of the following reading-related activities is likely to be most challenging for Taylor?
spelling key vocabulary from a book *describing an event from a chapter in a book* taking a turn reading aloud from a book remembering the name of a character in a book
According to the Individuals with Disabilities Education Improvement Act (IDEA), a student's Individualized Education Program (IEP) must contain the student's:
transition plan, including transfer of parental rights to student. behavioral intervention plan. *record of present level of performance.* communication needs.
A student with a mild cognitive impairment would likely find it most difficult to:
use common social conventions such as saying "goodbye." remember the name of a favorite teacher. follow a routine that occurs every day in the classroom. *transfer a learned skill to a new situation*
Mr. Walters teaches in a self-contained classroom for upper elementary grade students. The students have mild to moderate intellectual disabilities. He would like to monitor the progress the students make toward developing verbal social skills. Which of the following monitoring techniques would be the most effective for this purpose?
using a checklist to document the number of times students engage one another verbally maintaining a portfolio of work for each student throughout the year keeping journal reflections about students' daily interactions *having a weekly, informal conversation with each student*
To diagnose an intellectual disability in a child, professionals consider the child's intellectual functioning and:
verbal language. social skills. family history. *adaptive behavior.*
Which of the following is a genetic cause of cognitive impairment?
hypoxia *neurofibromatosis* meningitis maternal rubella
The students in Mr. Ling's self-contained classroom attend a weekly social skills group led by the speech and language teacher. Mr. Ling wants to reinforce the skills the students learn in the social skills group. Which of the following strategies would most effectively enable Mr. Ling to begin this process?
inviting the speech and language teacher to observe students in the classroom *sitting in on several social skills group lessons* having students role-play a social skills session researching lessons that are related to topics studied in the social skills group
A teacher of students with cognitive impairments teaches a self-contained class for high school students. She is about to start a unit on career planning and would like to begin by introducing the students to different types of jobs. Which of the following would be the best step in giving students exposure to work experience?
matching students with members of the community to "job shadow" for a day at a time watching a video of jobs that may be suitable for the students in the class inviting speakers from the community to talk to the students about their jobs *creating jobs around the school for the students to try such as helping in the school office*
Mia is a fourth-grade student. She has a mild cognitive disability associated with Down syndrome and is an English language learner (ELL). Mia is assigned to a self-contained classroom with five other students. The teacher of students with cognitive impairments would like the students to write three words about the upcoming spring season and draw a picture. The teacher asks the students to brainstorm words they know about spring and writes the words on the board. This teaching strategy benefits Mia primarily because it provides her with the opportunity to:
practice discussion skills. observe and learn how words are spelled. engage in the practice of taking turns. *speak and listen in a supportive environment.*
Lee is a second-grade student with a mild intellectual impairment associated with Down syndrome. He is in a general education classroom and receives support from a paraeducator. The second-grade teacher is consulting with the special education teacher to determine strategies that will help Lee build his self-confidence in the classroom. Which of these suggestions would be most helpful for the special education teacher to make?
"Give Lee more opportunities to earn free time in class." "Give Lee frequent verbal praise in class." *"Give Lee jobs like passing out papers or taking notices to the office."* "Give Lee more time than the other students to complete tasks."
Ela, a fourth-grade student with a moderate cognitive impairment, has been receiving all academic content from a special education teacher in a self-contained classroom. At the end of the school year, Ela has met all of her academic goals per her Individualized Education Program (IEP). According to the Individuals with Disabilities Education Improvement Act (IDEA), which of the following questions should her IEP team ask when considering Ela's placement in the least restrictive environment?
"Will Ela adjust socially as well as academically if there is a change in her placement?" "Will Ela be required to participate fully in the assessment process if she is placed in the general education classroom?" "How have students with impairments similar to Ela's progressed when there has been a change in their placement?" *"With appropriate supports, will conditions in the general education classroom meet Ela's academic needs?"*
Anthony is six years old and has a moderate intellectual disability associated with Down syndrome. His mother confided to the teacher of students with cognitive impairments that she is anxious about the upcoming Individualized Education Program (IEP) meeting. She explains that she is reluctant to attend the meeting and prefers to let the professionals make decisions about Anthony's education. Which of the following responses would be most appropriate for the teacher to make?
"You do not have to attend the meeting if you feel uncomfortable. It's your choice." *"Your input at the meeting is very important. Please reconsider."* "If you write down your concerns, I can read them aloud for you at the meeting." "Bring a friend or relative with you to the meeting to make you feel more comfortable."
Jessie is 13 years old and has a moderate intellectual disability associated with cerebral palsy. She uses the support of a walker to help her move around the school. One of the goals on her Individualized Education Program (IEP) is to independently walk from her classroom to other areas of the school. At the IEP meeting, Jessie's mother agreed to this goal and was excited for Jessie's independence. Recently though, Jessie's mother has expressed concern for Jessie's safety while walking in the hallways with the other students. She is afraid another student might bump into Jessie or Jessie may accidentally trip on something and fall. Which of the following responses from the teacher of students with cognitive impairments would most appropriately address Jessie's mother's concerns?
*"The process for Jessie learning to walk independently to her classes is very gradual. She won't be without an adult in the hallways until she is comfortable and it is safe to do so." *"Jessie will leave class five minutes early so that she can walk in the hallways alone before the other students get out of class. This lessens the chances of being bumped." "We will pair Jessie up with a classroom buddy to walk in the hallways together. She will meet her goal of walking independently, but will be with a friend in case something happens." "If you prefer, we can remove that goal from Jessie's IEP and replace it with something you're more comfortable with."
Which of the following statements best describes a correct procedure for maintaining records for students with disabilities?
*A teacher of students with cognitive impairments keeps student records in a locked file cabinet.* A school nurse keeps student records in the health office along with students' health records. A school district's director of special education is responsible for maintaining all student records. A school provides online access of student records to students' parents/guardians.
Which of the following Michigan agencies works specifically to increase the level of self-determination for individuals with cognitive disabilities?
*Michigan Partners for Freedom* Michigan Alliance for Families The ARC Michigan Developmental Disabilities Institute
In which of the following court cases did the Supreme Court establish the fundamental Constitutional right to education for all children with disabilities?
*Mills v. Board of Education of District of Columbia* Burlington School Committee v. Massachusetts Department of Education Irving Independent School District v. Tatro Board of Education of Hendrick Hudson Central School District v. Rowley
Heather is nine years old and has autism and a moderate cognitive impairment. She and her family recently moved and Heather is starting at her new school in a self-contained classroom. Heather's parents asked the teacher of students with cognitive impairments for information on where to find an educational advocate and respite services. Which of the following organizations would likely be the most helpful to Heather's parents?
*The ARC Michigan* the Michigan department of civil rights a local autism support group the Michigan department of human services
When administering an assessment for aptitude or achievement to a student with impaired sensory, motor, or verbal skills, a teacher must select test criteria that:
*accommodate the student's limited physical capabilities* measure skills included on the student's Individualized Education Program (IEP). contain questions on topics that are familiar to the student. include opportunities for the student to take frequent breaks.
Marsha is a fifth-grade student with a mild intellectual disability and an anxiety disorder. During the school day, she divides her time between a general education classroom and resource classroom. Marsha will transition to middle school for sixth grade. The new school is larger and Marsha will be traveling from class to class throughout the day. She is nervous about the new routine and feels anxious about getting lost. The most effective strategy for the teacher of students with cognitive impairments to use to help Marsha with her transition would be:
*arranging for Marsha to tour the new school prior to her enrollment.* inviting a student from the new school to speak with Marsha. assuring Marsha that teachers at the new school will help her. reviewing a map of the new school with Marsha.
Which of the following actions is the most appropriate solution for sharing a student's assessment results with his or her parents/guardians whose primary language is not English?
*arranging for an interpreter to translate information into the parents'/guardians' primary language* having the student communicate information to his or her parents/guardians in their primary language giving the parents/guardians a translated written summary of the student's test results explaining the student's assessment results to the parents/guardians in simple English
High school students who are in a class for individuals with intellectual disabilities recently completed a unit on travel in the community. The teacher of students with cognitive impairments wants to assess the skills students learned about taking a city bus. She accompanies pairs of students to the bus stop and watches from a distance as they board the bus, pay their fares with correct change, and travel to their destination. This type of test is called:
*authentic assessment.* functional assessment. on-demand assessment. formative assessment.
Sam is 12 years old and has cerebral palsy. He attends a self-contained classroom and uses a wheelchair during the school day. Once a day, the physical therapist comes to the classroom to work with Sam on his range of motion. Sam is moved to a therapy mat in the classroom so that he can lie down while stretching. The teacher of students with cognitive impairments and the physical therapist transfer Sam from his wheelchair to the mat. Which of the following needs to happen first before beginning the transfer?
*engaging the brake on Sam's wheelchair* ensuring that each member of the transfer is able to lift 50 pounds obtaining written permission from Sam's parents asking Sam if he is ready to be moved
Which of the following techniques is likely to be most effective for instructing students with moderate intellectual disabilities about social communication skills such as extending greetings and expressing affection?
*having students practice the desired behaviors frequently with peers and adults* taking students to a school event to observe appropriate greetings and peer interactions showing students a short video on acceptable greetings in various situations explaining to students in simple language how to effectively greet a friend or acquaintance
A special education teacher is helping Edgar, a third-grade student with a mild cognitive impairment and an expressive language disorder, learn to read and articulate common food items on a restaurant menu. After having Edgar read these words using flash cards and a computer software program, the teacher would like to provide him with more hands-on practice. Which of the following would be the most effective way of achieving this goal?
*helping Edgar set up a written survey with common menu items and then together have him ask staff and students which is their favorite* contacting Edgar's parents and requesting that when he visits a restaurant, he practice ordering his own food providing Edgar with a variety of take-out menus and cooking magazines and having him match menu items to appropriate pictures developing a cooking lesson incorporating ingredients to make some of Edgar's favorite restaurant food items
To foster motivation for academic tasks in students with cognitive impairments, a teacher's best strategy would be to provide the students with:
*instruction in learning strategies that promote self-reliance* immediate assistance whenever they seem uncertain. assignments that can be accomplished with minimal effort. external rewards for answering questions correctly.
A ten-year-old student with a moderate intellectual disability attends school in a self-contained classroom where he receives instruction in functional academic skills. The student lives at home with his parents and two siblings. Every morning, one parent dresses the student, brushes the student's teeth, and combs the student's hair. These actions by the parent are likely to contribute to which of the following characteristics?
*learned helplessness* a defeated attitude a sense of entitlement symptoms of anxiety
A student with a mild cognitive impairment is using a nonstandard assessment accommodation on a state standardized assessment. The student's results will:
*not be counted as assessed when calculating accountability participation rates.* be counted when calculating accountability participation rates if the nonstandard accommodation is one the student uses on a regular basis in the classroom. not be counted as assessed if the student is using an assessment two or more grade levels below his or her same-age peers. be counted when calculating accountability participation rates on a district basis only.
A teacher of students with cognitive impairments is concerned about one of her students Jane, a 12-year-old with a mild intellectual disability and autism. Recently Jane has been arriving at school without a coat or backpack. Jane told the teacher she forgets her things because her mom will not wake up in the morning. She also complains of being hungry because she does not know how to make breakfast for herself. What is the legal responsibility of the teacher?
*reporting the matter to the Department of Human Services* creating a simple morning schedule for Jane and going over it with her calling the student's mother to discuss the matter with her passing this information on to the school counselor for further investigation
A behavior management technique of using tangible rewards to affect students' positive behavior has the most influence with students at the elementary level because they:
*respond well to being rewarded.* enjoy changing their behavior patterns. have sufficient time during the school day to use rewards. want to share their rewards with classmates.
Compared to classmates without disabilities, a first grader with a mild cognitive impairment would likely have significantly more trouble with which of the following?
*sustaining focused attention* indicating distress or anxiety responding when called by name demonstrating feeling of affection
Which of the following methods has been shown to be effective for improving communication skills among preschool-aged students with moderate intellectual disabilities?
*teaching students simple sign language for commonly used words* asking students yes or no questions telling students words to say and having them practice the words repeatedly having students follow a visual schedule of the day
Which of the following statements describes a situation involving the use of a performance-based assessment?
A student with cerebral palsy and a moderate intellectual disability correctly identifies ten functional sight words written on large flash cards. A teacher of students with cognitive impairments observes one of her students during music class and records the observation to file in a portfolio. A student with mild intellectual disabilities completes a multiple-choice examination. *A group of students with moderate intellectual disabilities prepare a simple meal in their classroom after completing a unit on safety in the kitchen.*
Which of the following statements describes a scenario in which a student with an intellectual disability is accessing the general curriculum?
An eighth-grade student with cerebral palsy and a mild intellectual disability watches a curriculum-related video in a general education class. *A second-grade student with fetal alcohol syndrome and a moderate intellectual disability identifies various types of clouds by pointing to their pictures.* A fourth-grade student with Down syndrome glues pictures of former presidents on a piece of paper while the rest of the class listens to an instructional presentation. A tenth-grade student with cognitive impairments who is in a self-contained classroom folds clothes according to the teacher's directions.
Bailey is in a general education fourth-grade class. He has a mild intellectual disability associated with fetal alcohol syndrome (FAS) and is very impulsive. Bailey has a behavioral intervention plan (BIP) and uses a checklist to evaluate his performance of specific behavioral objectives at the end of each class. Which of the following statements best describes the primary limitation of having Bailey use this type of checklist recording procedure?
Bailey can easily misplace or lose the checklist. Classmates' comments about the checklist embarrass Bailey. Bailey's classmates want him to reveal what he wrote on the checklist. *Bailey can record inaccurate information on the checklist.*
In general, which of the following is the most advanced gross-motor skill that typically developing five-year-old children can be expected to demonstrate?
Climbing stairs using alternating feet *jumping rope* kicking a stationary ball forward riding a tricycle
An individual with a mild cognitive impairment would be likely to experience the greatest difficulty with which of the following behaviors?
acquiring personal interests developing emotional attachments *understanding social rules* forming likes and dislikes
Jeremiah, a sixth-grade student with a mild intellectual disability, attends a general education class. Halfway through the school year, the general education teacher consults with the teacher of students with cognitive impairments about Jeremiah's inability to keep up with the rest of the class in mathematics. Although Jeremiah's work is modified and he is given additional accommodations, Jeremiah has difficulty understanding the mathematical concepts. The teacher of students with cognitive impairments thinks Jeremiah could use the support of a resource room for mathematics. To amend Jeremiah's Individualized Education Program (IEP), which of the following actions needs to take place first?
Jeremiah's IEP team members need to meet informally with his parents. The teacher of students with cognitive impairments needs to ensure that the resource room has space for Jeremiah. *Members of Jeremiah's IEP team need to collect all relevant assessment data.* The general education teacher needs to administer a math test to assess Jeremiah's current skill level.
When determining appropriate interventions for a student whose assessment scores indicate severe cognitive impairment, it would be most important to pose which of the following questions?
What was the etiology of the student's disability? Where has the student received prior services? *What is the student currently able to do?* When was the student's disability diagnosed?
Mr. Burns teaches middle school students with moderate intellectual disabilities. Marshall, one of his students, has a physical disability affecting the right side of his body. Mr. Burns would like to determine which assistive technology device would be most appropriate to support Marshall's independence in preparing a simple snack. Which of the following assessments would likely be the most useful for Mr. Burns to conduct before making this decision?
a cognitive assessment to determine Marshall's readiness and ability to learn *an informal assessment during life-skills class to introduce Marshall to various devices* a standardized assessment of Marshall's sensory-motor and perpetual abilities an informal assessment of Marshall's motivation in learning to prepare food without support
A teacher of students with cognitive impairments is working with Ali, a fifth-grader with a severe cognitive impairment who has limited tactile sensory awareness. One of Ali's Individualized Education Program (IEP) goals states that she will participate in activities during recess. Which of the following would be most effective for helping Ali meet this IEP goal?
a large tic-tac-toe board played with beanbags a box with a variety of stacking blocks a large tire swing with multiple seating spaces *a brightly colored textured or vibrating ball*
Sheila is a 22-year-old student with a moderate cognitive impairment and an expressive language disorder. Her speech is very difficult to understand, especially to those who do not know her. Sheila will be transitioning from a school-based program to a community-based group home and will work part-time in a sheltered workshop. Which of the following types of assistive technologies would most effectively help Sheila communicate with others when she moves to her new living situation?
a speech-recognition system a multipage flipbook with cues for initiating conversations a TTY/TDD conversion modem *a communication board with speech output*
Which of the following behaviors by a five-year-old child with a cognitive impairment best demonstrates the acquisition of an adaptive behavior?
crying when the child hurts himself or herself *buttoning his or her jacket* jerking when he or she is startled recognizing his or her sibling
A severe congenital vision loss would most likely affect a child's cognitive development primarily by limiting the child's
ability to use his or her other sensory modes motivation to bond emotionally with his or her caregivers ability to communicate his or her basic physical needs *motivation to explore his or her environment*
Michael is a 19-year-old high school student who has a moderate intellectual disability associated with Down syndrome. Michael's parents have asked the teacher of students with cognitive impairments for ideas to help Michael become more independent with self-care routines. Michael experiences the most difficulty with brushing his teeth. Before the teacher speaks with the parents next, she wants to gather information about Michael's level of skill with brushing his teeth. Which of the following strategies would be most effective for this purpose?
administering an ecological assessment deciding on an action plan *completing a task analysis* creating a visual schedule
At the beginning of the school year, a special education teacher notices that a student with a severe cognitive impairment has difficulty settling into the classroom each morning. Instead of sitting down and starting an activity, the student often walks around the room and interrupts other students. The teacher wants to help the student develop appropriate self-regulation skills. Which of the following strategies would be most effective for the teacher to implement?
arranging for a peer tutor to work with the student immediately upon his arrival in the classroom providing the student with a preapproved activity that he particularly enjoys as soon as he arrives in the classroom observing the student and providing positive feedback when he attends to the morning schedule *creating a simple checklist for the morning routine and rewarding the student for each step as it is performed appropriately*
A special education teacher has been working with an eighth-grade student on identifying coins and adding and subtracting their values. The teacher wants to give the student an opportunity to demonstrate his knowledge of the concepts in an authentic way. Which of the following activities would be most effective for the teacher to use to achieve this goal?
asking the student's parents/guardians to reward his appropriate behavior with coins having the student create a poster for the classroom that depicts coins and their values *having the student purchase supply items from the school store* helping the student perform research online about the way coins are minted
A new teacher of students with cognitive impairments conducts a resource room math class for eighth-grade students. Which of the following resources would likely be the most useful when structuring lessons for the class?
assessment results from math placement exams for each student information obtained from the previous year's math teacher Individualized Education Program (IEP) goals for each student *state-level content standards for eighth-grade math*
Eric is nine years old and has a mild intellectual disability associated with cerebral palsy. Eric has limited gross-motor skills and walks slowly, with a limp. The teacher of students with cognitive impairments is conducting an ecological assessment to help Eric become more independent when getting off the school bus in the morning and placing his belongings in his locker. The teacher determines that Eric needs to develop the following skills. Walk to the classroom from the bus in the morning. Find his locker by looking at the numbers. Open his locker independently. Hang up his coat and backpack On the basis of this information, which of the following steps should the teacher take next?
assigning a paraprofessional to work with Eric on each of the skills until he can do them independently asking a peer to assist Eric each morning in getting off the bus, going to his locker, and opening it *performing a detailed task analysis for each skill Eric needs to learn to become more independent in getting off the bus* incorporating time in Eric's day to allow him to practice navigating the school and opening his locker
Patricia is a first-grade student with a moderate intellectual disability associated with cerebral palsy and who uses an electric wheelchair. Patricia's Individualized Education Program (IEP) should include specific information relevant to which of the following related services?
behavior consultation *transportation to school* room transition orientation and mobility
Philip, a third-grader with a moderate cognitive impairment, receives all of his academic content in a self-contained class and joins his general education peers for art, music, and physical education with the help of a paraprofessional. The teacher of students with cognitive impairments believes that Philip is ready to attend language arts in the general education classroom. Which of the following criteria would be most effective for increasing Philip's success in the general education classroom?
creating Philip's own curriculum to work on in the classroom while his peers are learning language arts pairing Philip with a peer tutor who can model for him appropriate classroom behavior *providing Philip with multiple means and opportunities to feel successful using errorless learning* reducing Philip's current language arts workload until he feels comfortable in the general education classroom
Jasmine is 12 years old and has a severe intellectual disability associated with Rett syndrome. She lives with her parents and three older brothers. Jasmine's family takes care of all her feeding and grooming needs. Jasmine's parents have explained to Ms. Benson, the teacher of students with cognitive impairments, that they feel Jasmine will never learn how to do things for herself and they just want her to be happy while at school. At school, Jasmine is working on guided feeding techniques with a paraprofessional. She is making progress toward a long-term goal of self feeding. Ms. Benson would like Jasmine's parents to understand that Jasmine is capable of learning and the importance of working together to help Jasmine become as independent as she can. Which of the following would be the best way for Ms. Benson to communicate this to Jasmine's family?
charting Jasmine's daily progress of her guided feeding and sending the documentation to her parents arranging for an education mediator to speak to Jasmine's parents about the importance of working with school staff on Jasmine's goals putting Jasmine's family in contact with another parent of a child with Rett syndrome to share experiences and concerns *videotaping Jasmine with parental permission using the guided feeding technique so that her parents are able to see her ability*
A seven-year-old student with a moderate cognitive impairment is reluctant to engage in outdoor recess activities. The teacher of students with cognitive impairments wants to promote the student's ability to participate more at recess. When planning how to help the student overcome the challenge, the teacher's most effective first consideration would be:
classmates' willingness to include everyone in recess activities. the student's ability to learn rules and skills involved in the activities. *the student's difficulties with balance, locomotion, and manual dexterity* adults' ability to effectively monitor student safety during recess.
To provide students with high-quality instruction, a teacher of students with cognitive impairments made a personal commitment to pursuing ongoing growth in professional knowledge and skills. Which of the following strategies would be most effective for facilitating this objective?
conducting regular workshops for colleagues and families about the characteristics and needs of students with cognitive impairments *maintaining active membership in associations and organizations dedicated to students with cognitive impairments* developing collaborative relationships with general education teachers whose classes include students with cognitive impairments advocating strongly to school administrators on behalf of students in the school who have cognitive impairments
Alex, a 17-year-old high school student with a moderate intellectual disability, will begin attending a community-based occupational training program one morning a week with the help of a paraeducator. One of the skills he will be learning is how to take public transportation to the program. After the teacher of students with cognitive impairments has conducted a task analysis for this activity, which of the following should the teacher do first to teach Alex this skill?
determining how often Alex has taken public transportation to evaluate his comfort level in this situation beginning with a program of trial and error to determine Alex's level of independence in learning this task *establishing which of the sub skills of this task Alex can already perform* establishing where and when Alex would be using public transportation in order to limit training to these specific situations
Which of the following steps of a functional behavioral assessment (FBA) process would a teacher of students with cognitive impairments perform first?
determining if environmental factors contribute to a student's behavior interviewing a student's parents/guardians for background information about the student *identifying and describing a student's target behavior in observable, measurable terms* developing a hypothesis about the reasons behind a student's behavior
Ms. Ring teaches a self-contained class for students in kindergarten through second grade. Each week she assigns one student to be the official classroom helper for that week. The student performs jobs such as handing out snacks and distributing learning materials. Giving students the job of classroom helper can be expected to benefit them primarily by:
developing their ability to follow directions. *increasing their sense of responsibility.* increasing their opportunities to interact socially. enhancing their ability to take turns.
The legal guardian of a student with a cognitive impairment disagrees with the school's recommendations for the student's Individualized Education Program (IEP). In this situation, the guardian is legally entitled to:
dissolve the current IEP team and participate in selecting replacement members. *request mediation and a due process hearing.* revise the IEP to reflect the guardian's assessment of the student's needs. transfer the student to a different school.
A teacher of students with cognitive impairments is working with a student with a moderate cognitive impairment who has a demonstrated external locus of control. The teacher would like to create a learning environment that will increase the student's self-motivation. Which of the following strategies would be most effective for achieving this goal?
encouraging all staff involved with the student to provide him with continuous praise for his academic efforts decreasing the student's participation in group activities that might invite self comparisons with classmates *providing the student with repeated opportunities to achieve success through his own efforts* encouraging the student to focus on improving one academic skill and demonstrating it for the class
Which of the following strategies would be most appropriate for a high school special education teacher to use when teaching self-advocacy skills to students with mild intellectual disabilities?
encouraging students to attend their Individualized Education Program (IEP) team meetings introducing students to successful adults with similar disabilities *having students role-play scenarios that require them to express specific needs* teaching students how to give and receive compliments appropriately
The most important guideline to follow when individualizing a learning task for a student with a cognitive impairment is to:
format the task to resemble a game. incorporate multisensory materials into the task. *break down the task into discrete steps.* involve the student in designing the task.
Mr. Dawson is a middle school teacher of students with cognitive impairments. He teaches in a self-contained classroom for students in fifth to seventh grade with moderate to severe impairments. In language arts, Mr. Dawson is teaching his students the following sight words: stop, walk, open, and school. He has the sight words in the form of signs typically seen in the community posted on the walls of the classroom. He would like the students to master the words before taking a field trip into the community at the end of the month. Which of the following assessment strategies would be most effective for Mr. Dawson to use to ensure the students have learned the sight words prior to the field trip?
graphing the number of times each student verbalizes one of the sight words during language arts *checking in with each student at the end of every week and documenting the sight words correctly identified in the classroom* administering a weekly spelling test of the sight words to the students each week until each student obtains 100 percent encouraging parents/guardians to take their child into the community and note the number of times each sight word is identified
A teacher of students with cognitive impairments has been teaching concepts about simple fractions to two seventh-grade students with moderate cognitive impairments. The teacher wants to assess the students' ability to apply the concepts in other environments. Which of the following activities would be the most effective way for the teacher to carry out the assessment?
having students read picture books that demonstrate how fractions are used in building and design having students use mathematics manipulatives to demonstrate concepts related to fractions having students place the fraction cards in appropriate positions along a number line *having students follow a cooking recipe that calls for the use of measuring cups and spoons*
A teacher of students with cognitive impairments is working with a student who has Down syndrome and a moderate cognitive impairment. The student has become increasingly frustrated and cries when she is receiving instruction in new mathematics skills. The teacher wants to promote the student's ability to be receptive to newly presented mathematics concepts. Which of the following strategies would be most effective for the teacher to try first?
incorporating into the instructional plan a computer software program for mathematics that uses sound effects and colorful graphics assigning a peer partner to assist the student during mathematics instruction suspending instruction and allowing the student to switch to a familiar mathematics activity at the first sign of frustration *providing instruction that is immediately followed by a prompted correct response and positive reinforcement*
An occupational therapist (OT) and a teacher of students with cognitive impairments consult about the best time for the OT to work with a student who has cerebral palsy and a moderate cognitive impairment. One of the student's goals is to learn to zip and unzip his jacket. The teacher of students with cognitive impairments asks the OT to visit the classroom when the student first arrives in the morning as well as when the student prepares to go outside for recess. Observing the student at these times can be expected to promote the student's goal because the student:
is not preoccupied with other tasks. is not disrupting classmates when practicing his skill. *is able to practice the skill in real-life conditions.* is not missing classroom instruction.
A teacher of students with cognitive impairments plays a game with two fourth-grade students. Both students have autism and associated cognitive disabilities. The game uses cards with pictures of real people displaying various facial expressions such as happiness, sorrow, and surprise. Players take turns picking a card and suggesting a reason for the person's facial expression. For example: A student picks a card with a sad face and says, "Maybe he is sad because he lost his dog." This game can be expected to benefit the two students primarily because it:
motivates the students to develop their language skills. *enables the students to practice distinguishing emotions in a safe environment.* promotes increased eye contact between the students playing the game. fosters cooperation and turn-taking between the students.
Students with Down syndrome typically have learning strengths in the area of:
motor coordination. *visual memory* oral language. auditory processing.
Althea, a third-grade student with Down syndrome, has been playing with a stuffed animal that has a sweater with buttons. Althea learned how to button and unbutton the stuffed animal's sweater by herself. Which of the following extensions to this activity would be most appropriate for the teacher to introduce next?
taking initial steps in teaching Althea to tie her shoes providing an opportunity for Althea to show classmates how to button and unbutton the animal's sweater *modeling for Althea how to button and unbutton one's own sweater* asking Althea to draw a picture of the stuffed animal wearing the sweater
A student with an IQ of 65 is being reevaluated for an intellectual impairment. The teacher of students with cognitive impairments will begin assessing the student's adaptive behavior. Which of the following behaviors by the student would be most important for the teacher to evaluate first?
the student's ability to copy from the board the student's level of participation in the classroom *the student's ability to get ready for school in the morning* the student's sensitivity to stimuli
It is important to be cautious when using an IQ test to assess the intelligence of a young child with a cognitive impairment because:
the test does not include young students in the normative samples of standard intelligence tests. the test does not show the creativity levels for children under the age of seven. *the younger the child, the less validity the test has.* the information generated from the test is not useful for this age group.
A teacher of students with cognitive impairments works in a self-contained middle school classroom. The students have mild to moderate intellectual disabilities. Working with a group of three students, the teacher describes the components of an Individualized Education Program (IEP). She tells a social story about a boy who goes to his first IEP meeting and she explains to students that they will also have the opportunity to go to their IEP meetings. This lesson is a particularly effective first step for helping students understand:
their learning goals. independent living skills. classroom expectations. *their educational rights.*
Heather is 19 years old. She has fetal alcohol syndrome (FAS) and a mild intellectual disability. Heather recently completed high school and has maintained a part-time job. Heather will likely need the most support for which of the following day-to-day living activities?
time management communication with her boss transportation to her job *money management*
Ms. Wilson teaches fourth- and fifth-grade students with moderate cognitive impairments. She is teaching three of her students how to prepare a peanut butter and jelly sandwich using verbal reminders and pictures of each step involved in making the sandwich. Which of the following ongoing assessment approaches should Ms. Wilson use to determine the students' progress in mastering this skill?
timing how long it takes each student to prepare the sandwich *documenting the number of prompts needed for each student* comparing each student's performance of skills to others in the group documenting the appearance of the sandwich after each session
The Michigan Kindergarten Entry Assessment (KEA) is administered to all students within the first 45 days of school:
to assess each student's placement in both mathematics and reading groups. as a screening tool to evaluate students' cognitive abilities. *to provide teachers with criterion-based information about each student's learning and development.* as a kindergarten student's readiness assessment.
A teacher of students with cognitive impairments teaches in a resource room for students in fourth through sixth grades. The last class she teaches each day is an organizational skills class for five students with autism and mild intellectual disabilities. Lately she has been spending most of the class time redirecting and focusing students' attention. The teacher wants to improve her behavior management techniques with the students. Which of the following teacher strategies would be most effective in initiating this goal?
videotaping the class and reviewing the videos on a regular basis asking students for feedback about the way she organizes learning activities *comparing classroom data with self assessment* asking the school principal to observe a class and provide feedback
An occupational therapist (OT) is a member of the Individualized Education Program (IEP) team for a student with fetal alcohol syndrome (FAS). As a member of the IEP team, the OT's primary responsibility is to evaluate and plan for the student's development in which of the following areas?
visual-motor skills and self-care activities *perceptual abilities and fine-motor skills* gross-motor function and mobility skills independent living skills and orientation strategies
