Special Education Supplemental (163) Questions

A ninth-grade student with dyslexia has an Individual Education Program (IEP) goal to improve his independent writing skills. Which of the following is the most appropriate accommodation the IEP team can recommend for the student? A. A peer tutor to work one-on-one with the student in developing his ideas and correcting his mechanics and spelling B. Posters that outline the writing process and lists most frequently used and the most often misspelled words C. A computer with software that can outline and graphically present his thoughts and check his grammar and spelling D. A talking dictionary that he can use to help increase his productive vocabulary as he works on his writing assignments

A. A peer tutor to work one-on-one with the student in developing his ideas and correcting his mechanics and spelling

38. Which THREE of the following parties are required to be present at an Admission Review Dismissal (ARD) committee meeting? A. A representative from the local school district administration B. The student's parent(s) or guardian(s) C. A special education teacher D. A representative from the state department of education

A. A representative from the local school district administration B. The student's parent or guardian C. A special education teacher

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

A. Ability to attend to more than one idea at a time

Which of the following types of informal assessment is most appropriate for gathering information on the frequency with which specific student behaviors occur? A. Anecdotal record B. Structured interview C. Event recording D. Graduated rating scale

A. Anecdotal record

21. Michael is a first-grade student with a mild visual impairment that affects his spatial reasoning. Which of the following activities is most appropriate for Michael to participate in during a unit on measurement? A. Using his own body parts to measure various objects B. Comparing the size of objects depicted in photographs C. Drawing scaled pictures of objects for comparison D. Estimating the lengths of objects in the classroom

A. using his own body parts to measure various objects

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

A. Augmentative communication software

32. Which of the following strategies is most likely to help a high school student with a learning disability prepare for work after graduation? A. Creating a transition plan for the student to establish postsecondary goals for vocational training and career education B. Introducing the student to a potential employer to determine whether the student is a good fit for the job C. Scheduling a meeting with the parents to discuss what their future goals are for the student D. Referring the parents to the high school vocational education department

A. Creating a transition plan for the student to establish post secondary goals for vocational training and career education

Derek, a student with an intellectual disability, has just been assigned to Ms. Maldonado's first-grade class. When preparing for Derek's entry into her classroom, Ms. Maldonado should be aware that, compared with his classmates, Derek is less likely to.. A. Develop learning strategies without teacher intervention B. Form emotional attachments to adults C. Follow the typical order of learning stages D. Be concerned about the acceptance by his classmates

A. Develop learning strategies without teacher intervention

Which of the following would be the most appropriate language arts goal for a 17-year-old who receives instruction within a life skills curriculum? A. Finding a doctor's telephone number in a telephone book B. Asking about a job delivering papers in the local neighborhood C. Computing the cost of a box of cereal purchased with a discount coupon D. Keeping a daily diary of food eaten from each food group

A. Finding a doctor's telephone number in a telephone book

Which of the following is the most appropriate reason for teaching students who have learning disabilities in the area of mathematics reasoning to use a mnemonic-based strategy for problem solving? A. Having a strategy to follow will decrease the possibility for confusion during calculations B. Having a strategy to follow will eliminate time off task and help students focus C. Having a strategy to follow will decrease the number of supplemental aids needed D. Having a strategy to follow will eliminate the need for students to formulate problem-solving plans

A. Having a strategy to follow will decrease the possibility for confusion during calculations

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

A. Helping students develop a high degree of proficiency at a wide range of jobs

Ms. Garrison, a preschool teacher at a public early childhood center, informally observes a new student in her class, Josh, who has Down syndrome. She notes that Josh has delayed expressive and receptive language, difficulty climbing stairs and the ladder to go down the slide due to low muscle tone, and frequently hugs other students and adults at inappropriate times. Ms. Garrison also notes that Josh will raise his hand to ask a question but will yell out his question before called on by the teacher. 49. Which of the following strategies will most likely be effective in teaching Josh appropriate social behaviors? A. Incorporating frequent visual prompts B. Removing the student from group activities C. Reading stories that model acceptable behaviors D. Ignoring the inappropriate behavior

A. Incorporating frequent visual prompts

Maya has been disrupting her fourth-grade class repeatedly. Instead of using negative consequences, Ms. Chang, the fourth-grade teacher, begins to reward Maya for the times she behaves well in class. The teacher's approach can best be described as an example of which of the following? A. Operant conditioning B. Stages of cognitive development C. Social development D. Progressive education

A. Operant conditioning

5. A student with a severe anxiety disorder is prescribed a tranquilizer to help reduce the risk of panic attacks at school. After the student begins taking the medication, the teachers notice an increase in irritability, aggression, and impulsivity. The student's reaction to the medication is best explained as which of the following? A. A paradoxical reaction to the tranquilizer B. An allergic reaction to the tranquilizer C. A toxic reaction to the tranquilizer D. An insignificant reaction to the tranquilizer

A. Paradoxical reaction to the tranquilizer

39. Lauren, a fourth-grade student with an auditory impairment, is in a self-contained classroom run by the day school for the deaf. Prior to an annual Admission Review Dismissal (ARD) committee meeting the principal and the special education staff decide that Lauren should continue to attend that class. Which of the following should the school staff consider before presenting the plan at the meeting? A. Parent input before making a final decision regarding instructional arrangement B. Statistical data regarding the number of students being served in self-contained settings compared to inclusive settings C. Whether there are enough students with auditory impairments to justify running the day school program D. Availability of personnel with the specialized training to provide necessary services

A. Parent input before making a final decision regarding instructional arrangement

Matthew, a high school student with autism spectrum disorder, is enrolled in mathematics class co-taught by a general education teacher and a special education teacher. Which of the following is the most appropriate way for the teacher to provide scaffolding for Matthew during instruction? A. Placing Matthew in a small-group setting supervised by the special education teacher B. Establishing set routines for Matthew to follow while he attends class with his peers C. Allowing Matthew to decide which of the general education teacher's groups he will join D. Creating a stimulating, highly interactive environment to stimulate Matthew's understanding

A. Placing Matthew in a small-group setting supervised by the special education teacher

Nikki is a third-grade student with a specific learning disability in the areas of reading comprehension and fluency. She is currently on a first-grade independent reading level. When-third grade level passages are read aloud to her, she comprehends them successfully. Nikki is currently receiving extensive instruction on a daily basis to increase her reading level, fluency, and comprehension. Which of the following strategies is the most appropriate way to modify Nikki's independent reading assignments at this time? A. Preteaching academic vocabulary found in the texts of the reading assignments B. Having an older student or paraprofessional read assignments aloud to Nikki C. Utilizing simplified version of the reading assignments D. Providing Nikki with prerecorded version of reading assignments

A. Preteaching academic vocabulary found in the texts of the reading assignments

Ms. Garrison, a preschool teacher at a public early childhood center, informally observes a new student in her class, Josh, who has Down syndrome. She notes that Josh has delayed expressive and receptive language, difficulty climbing stairs and the ladder to go down the slide due to low muscle tone, and frequently hugs other students and adults at inappropriate times. Ms. Garrison also notes that Josh will raise his hand to ask a question but will yell out his question before called on by the teacher. 48. Which of the following classroom accommodations will be most beneficial for Josh? A. Providing a seat with foot and back support B. Allowing the student to sit on the floor C. Having the student participate in rigorous daily exercises D. Transporting the student in a wheelchair

A. Providing a seat with foot and back support

In order to develop a hypothesis about why a student displays a certain type of behavior in a particular setting, the student must be observed directly and which of the following information recorded? A. Setting, time, behavior B. Setting, behavior, outcome C. Antecedent, behavior, consequence D. Task, tasker, outcome

A. Setting, time, and behavior

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

A. The same as for any other special education referral

1. A third-grade student with a learning disability in mathematics calculations has difficulty recalling basic math facts. To best help the student succeed, the teacher should? A. provide a pocket-sized chart of basic facts as a reference guide. B. encourage the memorization of basic facts through drill and practice. C. allow the use of a calculator to complete basic fact calculations. D. administer weekly timed assessments of basic facts.

A. provide a pocket-sized chart of basic facts as a reference guide.

15. Which of the following considerations is most important when transferring a student to and from a wheelchair? A. Using a two-person lift procedure for students exceeding a specified weight maximum B. Remembering to bend forward at the hips while standing with straightened knees C. Keeping the brakes unlocked on standard transport and heavy-duty transport wheelchairs D. Lifting younger, lighter students by firmly gripping their arms instead of their trunks

A. using a two-person lift procedure for students exceeding a specified weight maximum

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

B. A portable word processor or computer

Lisa, a high school senior, is meeting with her special education teacher, her job coach, and her supervisor at her job. Lisa's supervisor reports that she and a coworker had a loud public argument at work the previous day. Which of the following would be the best strategy for using this incident to foster Lisa's social growth? A. Talking to Lisa about what the supervisor said and pointing out the social mistakes Lisa apparently made B. Asking Lisa to describe what happened and guiding her to analyze how and why it occurred C. Emphasizing to Lisa that such interactions may hurt her prospects of getting and keeping a good job D. Prompting Lisa to call her coworker and apologize for her behavior of the previous day

B. Asking Lisa to describe what happened and guiding her to analyze how and why it occurred

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

B. CBMs can be used at more frequent intervals than normal-referenced tests

4. A high school student consistently defies established norms and rules and demonstrates behavior that is intimidating and aggressive toward others. The student's behavior is most indicative of which of the following disabilities? A. Intermittent explosive disorder B. Conduct disorder C. Anxiety disorder D. Oppositional defiant disorder

B. Conduct disorder

A sixth-grade student with a mild intellectual disability has severe outbursts throughout the day. Which of the following actions is most appropriate for the teacher to address the behavior issue? A. Reinforcing classroom rules each time the behavior occurs B. Conducting a functional behavioral assessment (FBA) C. Providing the student with a copy of a visual schedule D. Modifying the student's individualized education program (IEP)

B. Conducting a functional behavioral assessment (FBA)

46. Mr. Lopez is a middle school special education teacher whose job consists of meeting with general education teachers and providing them with suggestions, explanations of instructional strategies, and techniques to support students with special needs. Working directly with students is not usually part of his everyday job. The teaching model described is best known as A. collaborative teaching. B. consultant teaching. C. parallel teaching. D. support teaching.

B. Consultant teaching

11. Cory, a third-grade student with a specific learning disability in mathematics, is struggling to learn the process of multiplication. His general education teacher requests suggestions from his special education teacher. Which of the following suggestions would be most helpful for Cory? A. Allowing more time for him to learn from the current instructional strategies B. Demonstrating an alternative problem-solving method for him using a hands-on approach C. Referring his teacher to the mathematics department chairperson for additional ideas D. Collecting manipulatives to use with him throughout the remainder of the unit

B. Demonstrating an alternative problem-solving method for him using a hands-on approach

Which of the following learning goals would most likely be addressed in functional academic skills instruction for a high school student with multiple disabilities? A. Retell the order of important events in stories B. Follow directions for recipes C. Read from a variety of genres D. Understand why water boils when it is heated

B. Follow directions for recipes

25. A sixth-grade general education social studies teacher has just received a new student in the class, Mi from Thailand. The teacher has noticed that the other students have been avoiding Mi for most of the day. Which of the following would be the best approach for the teacher to use in order to help Mi feel welcomed by the other students? A. Reprimand the students who are not speaking to Mi in an effort to make her feel accepted B. Have Mi bring in some items from Thailand and allow her to answer questions regarding her culture during class C. Divide the students into cooperative groups and have Mi work in a variety of groups to aid her in making friends D. Encourage Mi to make friends by persuading her to speak to the other students regularly during lunch and recess

B. Have Mi bring in some items from Thailand and allow her to answer questions regarding her culture during class

23. Which of the following strategies is most likely to increase phonemic awareness in first-grade students? A. Asking students to brainstorm all the words to describe an object B. Having students listen and practice poems and songs using alliteration C. Asking students to identify sight words in a familiar text D. Having students read independently for a few minutes every day

B. Having students listen and practice poems and songs using alliteration

A special education teacher will be meeting weekly with middle school students in a social-skills improvement group. Which of the following is the most appropriate way for the teacher to help the students increase their self-advocacy? A. Allowing each student to invite a close friend to join the group B. Having students set personal goals and track their progress C. Inviting parents to attend one session a month and observe interactions D. Expecting students to take turns leading the group sessions

B. Having students set personal goals and track their progress

13. A first-grade student who has developmental delays forms many letters of the alphabet incorrectly. Which of the following procedures is most likely to promote the student's success in forming letters correctly? A. Having the student focus on learning how to write the letters in his or her name B. Having the student use cues such as colored dots in forming the letters C. Having the student focus only on the capital letters used most often D. Having the student look at letters, say them and write them from memory

B. Having the student use cues such as colored dots in forming the letters

A criterion-referenced test would be most useful in assessing which of the following capabilities? A. How well a student can solve problems B. How well a student masters specific learning objectives C. How a student's performance compares with that of his or her peers D. How a student's attitude impacts his or her learning

B. How well a student masters specific learning objectives

33. Which of the following court cases challenged the use of intelligence or aptitude tests as the sole basis for special education placement of minority children? A. Mills v. Board of Education of the District of Columbia B. Larry P. v. Riles C. Luke S. and Hans S. v. Nix D. Tinker v. Des Moines Independent School District

B. Larry P. v. Riles

9. The progress of a student who reads below grade level is being monitored in a multitiered Response to Intervention (RTI) system. The student's progress is systematically monitored to ensure that the student is A. showing no signs of struggling academically. B. responding to instructional adjustments. C. scoring as well as peers on reading benchmarks. D. demonstrating needs consistent with a disability.

B. Responding to instructional adjustments

Ms. Bettor is a middle school resource room teacher. Several of her students read at grade level but have difficulty with verbal learning and memory. They particularly struggle with acquisition of content-area vocabulary. Which of the following learning strategies is most appropriate for Ms. Bettor's students? A. Provide students with a list of key words in advance and have them look up and copy the definitions from the dictionary B. Link the key words to familiar, acoustically similar words and provide a visual cue associating the word to its definition C. Have students highlight key words in their textbooks and tell them that the terms will be on the end-of-chapter quiz D. Provide a tape-recorded version of the textbook and chapter outline summaries for students to follow as they read the passage

B. Link the key words to familiar, acoustically similar words and provide a visual cue associating the word to its definition

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

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

43. The special education coordinator receives a phone call from a parent who explains that her 3-year-old son, Lukas, was recently screened by a pediatrician who suspects that Lukas may have autism spectrum disorder. The parent states that she and her husband are very concerned about Lukas taking a formal assessment at the school. Which of the following statements would most likely convey to the parents the importance of having Lukas evaluated at this time? A. Research has shown that most children who receive help early on will be on grade level after a few years. B. Lukas will benefit from an evaluation because he may qualify for necessary services that will promote learning. C. The longer Lukas goes without an assessment, the harder it will be for him to relate to others. D. Without a formal evaluation Lukas will be at risk for lifelong learning or social disabilities that can be complicated to treat.

B. Lukas will benefit from an evaluation because he may qualify for necessary services that will promote learning

41. Which of the following provides the parents and guardians of students with disabilities with written documentation of their rights under the Individuals with Disabilities Education Act (IDEA)? A. Parent's Guide to the Admission, Review, and Dismissal Process B. Notice of Procedural Safeguards C. Prior written notice D. Notice of full and individual evaluation

B. Notice of procedural safeguards

44. Ms. Flay is the mother of Ethan, a second-grade student diagnosed with a specific learning disability. He recently qualified for special education services. Which of the following resources will best help Ms. Flay understand her rights? A. The Individuals with Disabilities Education Act (IDEA) B. Procedural safeguards C. Ethan's Individualized Education Program (IEP) D. Transfer of rights

B. Procedural safeguards

8. Jacob, a second-grade student, has participated in both Tiers 1 and 2 of the Response to Intervention (RTI) in the classroom. He has shown minimal progress and continues to struggle in the areas of reading and mathematics. Which of the following is the next step in the process of intervention that is most likely to benefit Jacob? A. Providing Jacob with after-school tutoring services in a small-group setting B. Providing Jacob with more intensive instruction in an individual or small-group setting outside the classroom C. Referring Jacob for an out of district placement D. Referring Jacob for further assessments to determine eligibility for special education services

B. Providing Jacob with more intensive instruction in an individual or small group setting outside the classroom

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

B. Providing a predictable school routine

29. Which of the following would best assist a high school student with moderate disabilities to fulfill the transition goals of improving daily living skills and gaining satisfactory employment? A. Providing the student with educational opportunities for reaching maximum potential B. Providing the student with critical skills through a functional curriculum related to the environment C. Involving the student in educational opportunities aligned with peers D. Involving the student in activities that develop critical-thinking skills

B. Providing the student with critical skills through a functional curriculum related to the environment

28. A special education teacher is working with a group of students who have emotional behavioral disorders (EBD). The teacher's goal is to modify their behaviors to the extent that they can be integrated into the general education setting. Which of the following methods will best help students maintain appropriate behaviors once they join a general education class? A. Providing a highly structured learning environment B. Teaching need-satisfying replacement behaviors C. Using negative reinforcement to encourage acceptable behaviors D. Praising cooperative behaviors witnessed during group work

B. Teaching need-satisfying replacement behaviors

35. A local law enforcement agency presents a school with a subpoena requesting portions of a student's record. Which of the following is the subsequent action the school should take as required by law? A. The school should contact the family's attorney and request consent to release the records. B. The school should transmit the records to the agency without parental consent. C. The school should contact the parents and have them come to the campus to sign a consent form to release the records. D. The school should have the principal call the requesting agency and make a final decision as to whether records should be released.

B. The school should transmit the records to the agency without parental consent

When planning social skills instruction from culturally and/or linguistically diverse background, which of the following should be a special educator's most important consideration? A. The results of informal social skills checklists B. The similarities and differences among students' cultural backgrounds C. The availability of social skills curricula in the students' primary language D. The expectations of the students' families

B. The similarities and differences among students' cultural backgrounds

6. A third-grade student with a learning disability in reading comprehension is preparing to take a teacher-made assessment. Which of the following is the most appropriate strategy to address the student's need? A. Providing highlighters for use during testing B. Utilizing graphic organizers during the assessment C. Giving the student unlimited time for testing D. Administering the assessment in a small group

B. Utilizing graphic organizers during the assessment

22. Information from the administration of a running record can best be used to plan instruction in A. conventional spelling. B. word identification. C. oral language. D. grammar usage.

B. Word identification

16. A middle school student struggles to maintain compliant behavior while working in groups. The teacher decides to decrease the number of students in a group to see if that will help the student. Which of the following strategies is the teacher primarily utilizing to address the student's misbehavior? A. Determining the underlying reason behind the misbehavior B. Manipulating an antecedent in the learning environment C. Establishing appropriate behavior-shaping consequences D. Altering the learning environment to better meet the student's needs

B. manipulating an antecedent in the learning environment

17. Which of the following teacher responses illustrates an effective way to provide feedback to a preschool student? A. "Tim, I'm glad you kept your hands to yourself yesterday." B. "Sara, why didn't you put your crayons away like everyone else?" C. "Will, thank you for waiting your turn to look at the class turtle." D. "Vicki, your ability to cooperate with your peers has vastly improved."

C. "Will, thank you for waiting your turn to look at the class turtle."

Behavior sampling would most likely be used by a special education teacher to.. A. Understand how a student is doing based on his or her behavior in the general education classroom B. Anticipate disruptive or dangerous behaviors by a student C. Collect data about the duration or frequency of a particular behavior exhibited by a student D. Use a student's spontaneous behavior to understand his or her personal preferences among school subjects

C. Collect data about the duration or frequency of a particular behavior exhibited by a student

Ms. Garrison, a preschool teacher at a public early childhood center, informally observes a new student in her class, Josh, who has Down syndrome. She notes that Josh has delayed expressive and receptive language, difficulty climbing stairs and the ladder to go down the slide due to low muscle tone, and frequently hugs other students and adults at inappropriate times. Ms. Garrison also notes that Josh will raise his hand to ask a question but will yell out his question before called on by the teacher. 47. Which of the following is the first step that should be taken in planning the most appropriate educational program for Josh? A. Creating an Individualized Education Program (IEP) for the student B. Observing the student's interactions with peers in an academic situation C. Conducting an independent educational evaluation of the student D. Requesting intervention recommendations from school specialists

C. Conducting an independent educational evaluation of the student

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

C. Conducting interview to determine the precise nature and timing of the student's problem behavior

A 9-year-old student diagnosed with an emotional disturbance recently transferred to a new school. The student's family moved from a Native American reservation. The general education teacher notes that the student has difficulty relating to peers and adults, demonstrating quiet, withdrawn behavior and rarely making eye contact. At times, the student reacts to teacher directives with physical aggression. When the Admission Review Dismissal (ARD) committee designs behavioral interventions for the student, it is most critical to.. A. Ignore the behavior that is culturally influenced B. Focus first on what the student is most motivated to change C. Consider the student's background when deciding which behaviors to target D. Provide professional development on multiculturalism for the teacher

C. Consider the student's background when deciding which behaviors to target

Karen, a fourth-grade student with a Specific Learning Disability (SLD), is in an inclusion classroom. She refuses to work in collaborative groups and when the teacher asks her why she is not willing to participate, Karen responds that she feels stupid. Which of the following would be most appropriate for the inclusion teacher to implement prior to collaborative activities? A. Giving Karen alternate assignments to complete B. Assigning a classroom aide to monitor Karen's response C. Discussing the topics with Karen before beginning the activity D. Allowing Karen to participate in only those activities she chooses

C. Discussing the topics with Karen before beginning the activity

After completing a unit on reptiles, Ms. Evan's third-grade class is recording observations of a box turtle for their classroom portfolios. Mary, a student who read above grade level and is hard of hearing, chose to write about the turtle's shell pattern and eating habits. Which of the following modifications would be most appropriate for Mary? A. Allowing her to respond orally B. Assigning a peer buddy to help her with the assignment C. Giving her the assignment in writing D. Having a paraprofessional help her write her response

C. Giving her the assignment in writing

7. Sean is diagnosed at his initial Admission Review Dismissal (ARD) committee meeting with a specific learning disability in written expression. His Individualized Education Program (IEP) states that he will receive additional in-class support for writing. After several months, Sean continues to struggle with writing and is also showing evidence of reading difficulties. The most appropriate next step in addressing Sean's deficit should be to A. utilize text-to-speech software to develop proper sentence structure. B. include a reduction in written tasks as a modification to his IEP. C. have the ARD committee reconvene to discuss additional testing. D. suggest ways for his parents to provide additional in-home support.

C. Have the ARD committee reconvene to discuss additional testing

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

C. Increasing wait time for the student's response

2. A fifth-grade inclusion teacher prepares a lesson in which students match a numeral card with a word card naming the numeral. The lesson is most appropriate for students with which of the following disabilities? A. Autism spectrum disorder B. Developmental delay C. Intellectual disability D. Learning disability

C. Intellectual disability

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

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

45. Kara is a fourth-grade student who uses a wheelchair for mobility and has a tracheotomy. The staff member responsible for cleaning and maintaining the tracheotomy while Kara is at school is the A. health assistant. B. senior child care assistant. C. licensed practical nurse. D. paraprofessional.

C. Licensed practical nurse

Which of the following accommodations is best for a teacher to make to help a sixth-grade student with attention-deficit/hyperactivity disorder (ADHD) increase on-task behavior and perform well on an assessment? A. Assigning a scribe to answer questions B. Providing colored overlays for reading test items C. Limiting the number of test questions on each page D. Allowing the student to answer every other question

C. Limiting the number of test questions on each page

Thomasina, a tenth grader with a learning disability, is in an inclusion classroom and struggles to make passing grades in her world history class. She says that she cannot remember the important information when it is presented through lectures. Which of the following strategies is most likely to her succeed on tests? A. Modifying the curriculum to remove complex topics that require memorization B. Encouraging her to join a study group to participate in meaningful discussions C. Modeling strategies for taking notes to use as a reference when studying D. Shortening the required length of assignments to reduce her anxiety

C. Modeling strategies for taking notes to use as a reference when studying

31. Several high school special education students participate in a job fair with the support of their teacher. Students participate in mock job interviews with community business leaders by providing a résumé and answering interview questions. The primary purpose of facilitating the activity is to A. train students on appropriate job-related socialization tactics. B. help students explore a broad spectrum of career paths. C. prepare students for transitioning to the workforce after high school. D. assess student readiness for part-time internship opportunities.

C. Prepare students for transitioning to the workforce after high school

37. According to the Texas Health and Safety Code, schools have a responsibility to provide care assistance to students with type 1 diabetes. Which of the following statements most accurately reflects a school's staffing responsibility in regard to such students? A. Schools with a part-time nurse must provide at least one licensed diabetes care assistant. B. Schools with a full-time nurse must provide at least two licensed diabetes care assistants. C. Schools without a full-time nurse must provide at least three unlicensed diabetes care assistants. D. Schools with a full-time nurse are not required to provide unlicensed diabetes care assistants.

C. Schools without full-time nurse must provide at least three unlicensed diabetes care assistants

A special education teacher is considering transition goals for a student who will turn 16 by the end of the year to ensure they contain appropriate information. Which of the following must be included in the individual transition goals? A. Past level of performance by the student B. Monthly educational goals for the student C. Services and post-school outcomes for the student D. Ending dates of special education services for the student

C. Services and post-school outcomes for the student

Phillip is a fifth-grade student in an inclusion classroom. He will be provided a modified version of the state-mandated assessments for reading, mathematics, and science. His Individualized Education Program (IEP) goals should.. A. Include adaptations for all three subject areas B. Include adaptations in only one subject area C. Show evidence of adapted content requirements in all three subject areas D. Demonstrate a need for adaptation in reading only

C. Show evidence of adapted content requirements in all three subject areas

34. The primary purpose of the Individuals with Disabilities Education Act (IDEA) is to provide A. assistance for students who fail high school. B. support for all students who are at risk of failure. C. special education services to students with disabilities. D. support in the community for adults with disabilities.

C. Special education services to students with disabilities

30. To best support a student who is preparing for the transition from public school to postgraduation and adult life, the student's Individualized Education Program (IEP) must include an Individualized Transition Plan (ITP) that A. outlines the transfer of parental rights to the student. B. documents the termination of special education and related services. C. takes into account the student's preferences and interests. D. predicts postsecondary aptitude based on standardized testing results.

C. Takes into account the student's preferences and interests

In preparing for a classroom with general and special education students, the general education teacher may have to make adjustments for students with disabilities. Which of the following actions should the teacher take? A. The teacher should publicly distinguish between general and special education students B. The teacher should expect to allow all students in the classroom to have extra time on any times assignment C. The general education teacher should review each student's Individualized Education Program (IEP) with the special education teacher D. The teacher should construct lesson plans with just students with disabilities in mind

C. The general education teacher should review each student's Individualized Education Program (IEP) with the special education teacher

Postgraduation transition planning for a student is likely to be most successful if planning is based primarily on which of the following? A. The special education teacher's professional judgement regarding wht is best for the student B. The employment opportunities that are available in the community C. The student's personal goals and priorities D. The adult services that are available to the student locally

C. The student's personal goals and priorities

Ethan is a second-grade student with dysgraphia. At Ethan's annual Admission Review Dismissal (ARD) committee meeting, his teacher explains that the quality of his written answers is far below that of his oral answers. Which of the following accommodations will best meet Ethan's needs? A. Using voice recognition software B. Completing extra homework C. Using an augmentative and alternative communication device D. Attending after-school tutoring

C. Using an augmentative and alternative communication device

In order to best address the learning needs of a second-grade student with a receptive language disorder, the teacher should provide instructional support in which of the following areas? A. Following spoken directions B. Articulating words correctly C. Using nonverbal cues D. Decoding sight words

C. Using nonverbal cues

27. A student in a special education inclusion setting is being considered for a disciplinary alternative education placement due to multiple infractions involving violent and unsafe behaviors. The student's Admission Review Dismissal committee is meeting to conduct a manifestation determination review (MDR). The primary purpose of the MDR is to determine A. how long the student should be placed in an alternate setting. B. the antecedent of the behavior that caused the student to misbehave. C. whether the student's behavior is linked to his or her disability. D. what changes need to be made to the behavioral intervention plan.

C. Whether the student's behavior is linked to his or her disability

12. A special education teacher and a general education teacher are co-teaching a general education science class containing several students with learning disabilities in reading. A primary benefit of creating heterogeneous groups for cooperative learning activities in their classroom is that students A. with the same instructional levels can be taught more efficiently. B. can choose other students with whom they learn best. C. with disabilities are included in meaningful instruction. D. can be instructed according to their individual learning styles.

C. With disabilities are included in meaningful instruction

Johnny is a preschooler with autism spectrum disorder. He has frequent tantrums throughout the day that include screaming, throwing himself on the floor, and banging his head on the ground. To best help, Johnny adjust to changes and transitions during the school day, the teacher is most likely to provide him with which of the following? A. Physical support when he needs to transition B. A visual schedule she he can anticipated his daily activities C. A negative consequence each time he throws a tantrum D. A positive reinforce each time he completes a transition successfully

D. A positive reinforce each time he completes a transition successfully

To best facilitate successful collaboration between general education and special education teachers within a co-teaching setting, teachers will primarily need.. A. Schedule changes for students B. Larger classrooms in which to teach C. Fewer students in the classes D. Additional planning time

D. Additional planning time

A second-grade student with limited English proficiency is enrolled in an English-language program, but struggles with receptive and productive oral language and developing reading comprehension skills. Which of the following is the most appropriate action for the Admission Review Dismissal (ARD) committee to take to determine whether the student is eligible for special education services? A. Conducting an oral language-proficiency test in the student's second language B. Arranging for the student to take a written language-proficiency test in the primary language C. Utilizing standardized screening instruments to measure the student's current level of academic functioning D. Assessing the student formally and informally in both the second language and the primary language

D. Assessing the student formally and informally in both the second language and the primary language

40. An Admission Review Dismissal (ARD) committee meets to develop an Individualized Education Program (IEP) for a third grader with autism spectrum disorder who qualifies for special education services. To be implemented, the IEP must A. be approved by a majority vote of the ARD committee. B. identify a range of transition services. C. contain a mediation request signed by the ARD committee. D. be developed collaboratively by the ARD committee.

D. Be developed collaboratively by the ARD committee

Rachel, a student with a visual impairment, accesses teacher notes and assignments using a computer software program that enlarges print for her. At her annual Admission Review Dismissal (ARD) committee meeting, Rachel's parents ask that the school purchase an electronic reader that has large font and text-to-speech capabilities. Which of the following is the most appropriate response by the ARD committee to provide to the parents? A. Accepting the parents' request since the electronic reading is cutting-edge technology and will likely be used by Rachel and other student at the school in the future B. Offering to reimburse the parents if they purchase the electronic reader and Rachel shows improved performance over the next school year C. Recommending that the visual impairment specialist review currently available electronic readers and report back to the ARD committee with the findings D. Considering the parents' r

D. Considering the parents' recommendation and deciding as a team the most appropriate technology Rachel should use to have success in the classroom

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

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

26. Max is an upper elementary student who shows signs of aggression toward his peers on the playground. Before implementing a behavior plan for Max, his teacher wants to perform a functional behavioral assessment (FBA). Which of the following is the most appropriate first step for the teacher to take in the development of the FBA for Max? A. Developing a hypothesis for why Max is aggressive toward his peers on the playground B. Teaching Max appropriate replacement behaviors to use when he becomes frustrated with his peers C. Talking to other teachers in the school about possible treatments for Max that will address his inappropriate behaviors D. Devising a plan to collect relevant data about Max's inappropriate behaviors

D. Devising a plan to collect relevant data about Max's inappropriate behaviors

42. Mr. Lindblom, the parent of a fifth-grade student with an emotional disturbance (ED), arrives at his daughter's Admission Review Dismissal (ARD) meeting. He refuses to enter the meeting room and says, "The school is just going to do what it wants to anyway. Just let me sign the meeting document and get out of here." Which of the following is the most appropriate action by the school staff in response to the situation? A. Allowing Mr. Lindblom to sign the ARD meeting document in its draft form B. Proceeding with the meeting without Mr. Lindblom, but telling him he is welcome anytime C. Informing Mr. Lindblom that he is waiving his right of prior written notice if he chooses not to participate in the meeting D. Encouraging Mr. Lindblom to participate by clearly explaining his rights according to written procedural safeguards

D. Encouraging Mr. Lindblom to participate by clearly explaining his rights according to written procedural safeguards

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

D. Establishing clear classroom rules and consistent routines

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

D. Forgets to turn in homework on a daily basis

Which of the following will be most difficult for a student with autism spectrum disorder who is entering a secondary educational setting? A. Refraining from stereotypical behaviors and maintaining appropriate proximal distance with peers B. Maintaining attention during lectures and identifying small errors when reviewing completed work C. Remembering multistep instructions and keeping track of supplies and assignments D. Giving sustained attention to uninteresting and engaging quietly in individual reading

D. Giving sustained attention to uninteresting and engaging quietly in individual reading

24. An initial Admission Review Dismissal (ARD) committee meeting is held for a 16-year-old student with an emotional disturbance that has led to a history of disruptive behavior with peers and task avoidance in mathematics, despite the student's overall successful academic achievement record. Which of the following interventions would be most appropriate for the ARD committee to suggest first? A. Giving the student extra time to complete mathematics assignments B. Ignoring minor outbursts and disruptions from the student C. Arranging for the student to work during class with a partner who has strong mathematics skills D. Giving the student a self-monitoring checklist to use that emphasizes appropriate behaviors

D. Giving the students a self-monitoring checklist to use that emphasizes appropriate behaviors

10. Matthew is a fourth-grade student with attention-deficit/hyperactivity disorder (ADHD). He has a Section 504 plan that calls for him to be placed in a structured learning environment. Which of the following modifications to the learning environment should the teacher implement first to most effectively meet Matthew's needs? A. Reducing the class size to limit peer distractions B. Assigning work in small groups to increase student participation C. Limiting the number of instructional choices available D. Implementing individual behavior management techniques

D. Implementing individual behavior management techniques

Alternate keyboards, optical head pointers, and voice recognition software would be most helpful to students who have difficulty A. Focusing attention visually B. Interpreting visual information C. Processing auditory information D. Physically accessing standard technology

D. Physically accessing standard technology

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

D. Providing new information in context

Ben, an 11-year-old fifth grader, took a standardized achievement test in the second month of fifth grade. The test included items in language arts, mathematics, science, and social studies. Ben's overall score is reported as 6.5. Which of the following is an accurate interpretation of this information? A. Since Ben performed 1.3 grade levels above his actual grade level of 5.2, he ranks in the 75th percentile of students taking the test. B. Ben performed about as well on the test as did the average student in the norming sample who was in the fifth month of sixth grade. C. Although Ben's score may justify a higher grade placement, no change should be considered unless his score falls outside the confidence interval covering fifth grade. D. Since Ben has mastered content typically covered through the fifth month of sixth grade, he should be considered to be performing at a sixth-grade level.

D. Since Ben has mastered content typically covered through the fifth month of sixth grade, he should be considered to be performing at a sixth-grade level.

Which of the following types of assistive technology would be most appropriate for a student who has writing difficulties due to fine-motor-skill delays? A. A personal FM listening device B. An optical character-recognition system C. A digital tape recorder D. Speech-recognition software

D. Speech-recognition software

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

D. Suggest to the campus leadership team that the faculty receive in-service training on issues related to cultural influences on language development

Which of the following statements would characterize best practice in an effective co-teaching situation in which the general education and special education teachers are working together? A. The special education teacher provides explicit instruction to the classified students, individualizing goals and instruction. B. The special education teacher uses a copy of the general education teacher's plans and applies accommodations that are explicit to each student's IEP. C. The general education teacher delivers the main part of the lesson, while the special education teacher keeps students on task and reteaches as needed. D. The general and special education teachers share responsibilities and alter roles, teaching the full range of abilities represented in the classroom.

D. The general and special education teachers share responsibilities and alter roles, teaching the full range of abilities represented in the classroom.

36. According to the Individuals with Disabilities Education Act (IDEA), which of the following have the right to file for an impartial due process hearing when members of an Admission Review Dismissal (ARD) committee fail to agree on issues regarding placement of a student? A. The parents of the student only B. The teachers of the student only C. The teachers and the parents of the student D. The parents of the student and the school

D. The parents of the student and the school

Which of the following is the most appropriate use of a norm-referenced test? A. To determine where a student's instruction should begin based on a continuum of content B. To compare a student's performance to a predetermined mastery criterion C. To determine whether a student has benefitted from recent instruction in a particular subject area D. To compare a student's performance to that of age=level or grade-level peers

D. To compare a student's performance to that of age-level or grade-level peers

14. A special education teacher is planning a unit on managing finances for high school students in a business class. To help students become more independent in managing their finances, which of the following skills is most critical to include in the unit? A. Knowing when to buy and sell stocks based on the market B. Managing a financial portfolio to achieve long-term retirement goals C. Calculating store discounts and sales tax D. Planning a budget based on income and expenses

D. planning a budget based on income and expenses