Praxis 5355 test questions

Which of the following best describes an academic and behavioral prevention framework that is designed to support struggling students and focuses on high-quality instruction and interventions? Answer the question by selecting the correct response. A. Multi-tiered system of support B. Play-based learning C. Functional behavioral assessment D. Universal design for learning

Option (A) is correct. A multi-tiered system of support (MTSS) is a framework that is focused on preventing academic and behavioral challenges through instruction and interventions. Through this tiered intervention, students get an opportunity to improve their behavior and demonstrate academic growth.

According to IDEA, which of the following is the most restrictive environment for instruction of a student with a disability who requires multiple nebulizer treatments per day? Answer the question by selecting the correct response. A. Hospital B. General classroom C. Specialized charter school D. Resource classroom

Option (A) is correct. According to the IDEA, the continuum of placements, from least restrictive to most restrictive, is listed as regular classes, special classes, special schools, home instruction, and instruction in hospitals.

Which of the following is most likely associated with a student who has an auditory processing disorder? Answer the question by selecting the correct response. A. Has difficulty understanding and remembering language-related tasks, but may not have difficulty interpreting or recalling nonverbal environmental sounds or music B. Has difficulty communicating orally and uses limited sentence structures when speaking, but can pronounce words and sounds C. Has difficulty looking at others when they are speaking and has sensitivity to lights and sounds D. Has difficulty staying focused on tasks and may show frustration by fidgeting with items on the desk or getting out of seat

Option (A) is correct. Auditory processing disorder affects how sound that travels through the ear is processed and interpreted in the brain. A student can explain something they have read or seen, but if the information is presented orally, the student may have trouble correctly processing what they hear.

Ava is newly enrolled in a kindergarten inclusion classroom. Ava has an intellectual disability and an orthopedic impairment, and she is eligible for special education and related services under multiple disabilities. From the first day, her teachers notice that Ava has trouble physically navigating the classroom and the hallways. She also struggles with staying on task and following classroom procedures. Which of the following is most critical in assuring the delivery of special education services for Ava? Answer the question by selecting the correct response. A. The general education teacher and special education teacher need to follow the IEP and make sure the goals are integrated into lesson planning, classroom setup, and day-to-day operations. B. The general education teacher needs to regularly review the IEP objectives and update the goals as Ava's progress is monitored in the classroom. C. The special educat

Option (A) is correct. Ava is by law entitled to receive a Free Appropriate Public Education with nondisabled students. To fully ensure that Ava does receive an appropriate education, Ava's teachers need to understand and integrate her IEP objectives into classroom activities and monitor her progress in meeting those objectives. The teachers also need to ensure that Ava is able to move around the classroom independently, access materials without assistance, and feel safe and secure in the environment.

Which of the following aspects of the reading process is a teacher most likely to target with specific interventions when a student who can decode text fluently is not able to demonstrate understanding of the decoded text? Answer the question by selecting the correct response. A. Vocabulary B. Grammar C. Predicting D. Visualizing

Option (A) is correct. Because a student with good decoding skills but poor comprehension often has weak language skills, a teacher needs to focus attention on development of the student's vocabulary. Interventions include teaching the meanings of new words through the use of strategies like graphic organizers, pictures, and mnemonics and teaching how to use context clues. Improving a student's vocabulary increases the likelihood that the student will understand the words encountered in written text.

Which of the following is a goal that is common to both a Section 504 plan and an IEP? Answer the question by selecting the correct response. A. Offering academic and behavioral support for the student in the least restrictive environment B. Empowering a student with a disability to advocate for their rights in school and in the community C. Assisting parents with financial support as needed for their child's education D. Individualizing instruction for each student as requested by the parents

Option (A) is correct. Both 504 plans and IEPs are designed to offer formal help to students in grades K through 12 in the least restrictive environment through various accommodations and modifications based on their needs.

A high school special education teacher is planning a community-based event that will create opportunities for the students with ASD to volunteer while applying skills they are learning in the classroom. The teacher considers the needs of students with sensory and physical impairments when developing the volunteer tasks. Which of the following is most likely to help the students' families gain a deeper understanding of their children's sensory needs? Answer the question by selecting the correct response. A. Involving the families in the planning process for the event B. Rewarding the family that raises the maximum funds during the event C. Encouraging each family to identify resources for their child during the event D. Allowing the families to adjust IEP goals for their child after the event

Option (A) is correct. By involving the families of the students in the planning process, the teacher will ensure that the families are aware of their children's progress and sensory needs and of how they are applying their skills in their homes and community.

Which of the following is considered atypical behavior for a kindergarten student? Answer the question by selecting the correct response. A. Being unable to walk down steps independently by alternating feet B. Struggling to tie shoelaces C. Having difficulty sharing with others and taking turns D. Speaking with a loud voice to attract attention

Option (A) is correct. By the time they reach kindergarten, typically developing students should be demonstrating mastery of climbing up and walking down steps by alternating feet.

Which of the following is a research-based, self-management intervention strategy that helps students with autism spectrum disorder (ASD) learn to independently regulate their actions and react appropriately in a variety of home, school, and community situations? Answer the question by selecting the correct response. A. Cognitive-behavioral therapy B. Developmental relationship-based treatment C. Sensory-integration therapy D. Auditory-integration training

Option (A) is correct. Cognitive-behavioral therapy (CBT) is supported by extensive research and is widely used with students with autism spectrum disorder. CBT focuses on replacing negative or ineffective patterns of thought and behavior with structured strategies that are effective in improving mood and adaptive functioning.

The parents of a child with autism spectrum disorder (ASD) believe that their child belongs in a self-contained classroom setting, whereas the school insists that the student should be placed in a special school. The parents file a written complaint against the school. This action is known as Answer the question by selecting the correct response. A. due process B. Response to Intervention C. prior written notice D. least restrictive environment

Option (A) is correct. Due process occurs when parents file a written complaint against a school because they disagree with the school's special education decision.

Which of the following is a learning disability that affects comprehension of math symbols and causes difficulties with memorization, number organization, and counting? Answer the question by selecting the correct response. A. Dyscalculia B. Dysmetria C. Dyslexia D. Dysgraphia

Option (A) is correct. Dyscalculia can severely hinder a person's ability to compute math facts and process numerical representations in mathematical problems.

Kelly is a first-grade student with multiple disabilities who is receiving special education and related services in a general education classroom. Kelly has a one-on-one aide to assist her throughout the day. During an IEP review meeting, Kelly's parents express concern that Kelly's functional skills are not progressing at home as well as her parents would like, compared with the progress she is making in the classroom. Which of the following is the best way to address the parents' concerns? Answer the question by selecting the correct response. A. Arranging videoconferences at regular intervals with a trained professional to discuss goals, share resources, and recommend other community programs B. Asking the parents to document specific skills that they would like their child to learn so the skills can be added to the annual goal at the next IEP meeting C. Sharing links to pages on the IDEA Web site that cont

Option (A) is correct. Frequent videoconferences can provide insight into the functional skills the child uses every day and how the home environment positively or negatively affects the child's ability to function independently at some level. Such interactions can improve the family-school relationship in a comfortable environment and can provide an opportunity to introduce community programs and resources to the family.

A sixth-grade inclusion teacher is planning a cooperative learning activity for the students during which students will be placed in small groups to complete a project, with each student having a different responsibility. Which of the following is most important for the teacher to do while planning how to guide students' learning? Answer the question by selecting the correct response. A. Reviewing the social skills that students need to successfully complete the project B. Pairing students together by age to ensure that students receive assistance from one another C. Ensuring that students listen carefully during the whole-class presentation of the project D. Establishing a peer assessment policy to encourage students to provide feedback to one another

Option (A) is correct. In cooperative learning activities, students work with one another in small groups, but typically the students each have a different task to accomplish or a concept to explain. When it is done well, cooperative learning showcases the positive effects of interdependence while teaching the importance of personal responsibility. As a bonus, cooperative learning can help students develop important social skills such as respecting each other's ideas, opinions, and feelings.

Ms. Jenkins is teaching a 5-year-old student named Kyle who has autism spectrum disorder (ASD) and little language to use a communication board. Ms. Jenkins has three toys. She shows Kyle one toy at a time and asks him if it is in a picture from a big book. He responds "yes" by touching a yellow happy face and "no" by touching an unhappy face covered with a big red X. Which of the following best describes the purpose of the activity? Answer the question by selecting the correct response. A. To reinforce Kyle's expressive language skills B. To develop Kyle's self-monitoring skills C. To introduce new vocabulary to Kyle D. To modify Kyle's target behavior goals

Option (A) is correct. Kyle has ASD and is essentially nonverbal. By answering "yes" or "no" to the teacher's question, Kyle is using his limited expressive language skills to communicate his thoughts and opinions. Through continued use of various types of communication boards, Kyle will develop the ability to express wants and needs, request objects, make choices, ask and answer questions, and describe events.

Donny is a kindergarten student who is unwilling to try new things and claims that he is unable to build a tower from blocks or help put on a puppet show. When asked why he is unwilling to participate, Donny shrugs his shoulders and says that he is dumb and does not know how or he whines, saying, "I just can't do it." Which of the following best indicates what Donny is demonstrating? Answer the question by selecting the correct response. A. Learned helplessness B. Self-actualization C. Intrinsic motivation D. Striving for success

Option (A) is correct. Learned helplessness describes the avoidance of failure. Donny is avoiding tasks because he does not want to fail or be perceived as not doing a good job.

Carl is a 7-year-old student who is working on his phonemic awareness skills in a general education classroom. Based on data collected during qualitative observation and quantitative assessment, the teacher determines that Carl needs to work on deletion of consonant blends. The teacher will need to plan an intervention if the student fails to pick up on which of the following cues? Answer the question by selecting the correct response. A. Say the word "stop" without /s/. B. Say the word "tape" without /t/. C. Say the word "group" without /p/. D. Say the word "after" without /ter/.

Option (A) is correct. Observing Carl in the general education classroom and using data from targeted assessments will allow the special education teacher to make intervention plans for the student. In the scenario, the cue is splitting the consonant blend and asking the student to determine the remaining word. By having the student practice the deletion of consonant blends, the teacher can determine whether the student has mastered the ability to manipulate multiple sounds or whether intervention is needed.

A fifth-grade student with cerebral palsy has average intelligence and intelligible speech but limited mobility and, as a result, struggles greatly with both fine motor and gross motor skills. To best help the student successfully complete written assignments, the teacher should provide a Answer the question by selecting the correct response. A. voice recognition software program B. pencil grip and raised-line paper C. portable word processor D. personal amplifier and FM system

Option (A) is correct. Since the student has limited mobility and struggles with fine motor skills, it is appropriate to allow the student to use voice recognition software to dictate responses to written assignments.

Which of the following best indicates the primary purpose for incorporating the four blocks of literacy instruction, which are guided reading, self-directed reading, writing, and working with words, into daily instruction for students with cognitive disabilities? Answer the question by selecting the correct response. A. Providing a variety of opportunities for reading and writing B. Maintaining students' attention by using shortened assignments C. Creating opportunities for movement during reading tasks D. Giving the students a choice of language arts activities

Option (A) is correct. The four blocks of literacy instruction provide students with varied and multiple opportunities for exposure to reading and writing tasks. Guided reading provides differentiated teaching that supports students' development as readers. It uses the small group model to ensure that students are taught in a way that is focused on their specific needs. Self-directed reading encourages students to pursue interests that align best with their skills and capabilities. Writing and working with words encourage students to keep literacy journals that they can draw on for inspiration and models of specific writing skills.

Mr. Simmons is preparing for an upcoming unit in social studies. Which of the following graphic organizers is best used before the unit begins to encourage students to think about their learning? Answer the question by selecting the correct response. A. Venn diagram B. KWL chart C. Concept map D. T-chart

Option (B) is correct. A KWL is a three-column chart that helps students organize what they think they already know about a topic, what they want to know about the topic, and what they have learned about the topic. Filling in a KWL chart engages students in brainstorming, discussion, and critical thinking.

A second-grade teacher administers a twenty-question addition assessment to evaluate students' abilities in the middle of a math unit on addition with regrouping. Which of the following assessments is the teacher using? Answer the question by selecting the correct response. A. Pre-assessment B. Formative assessment C. Norm-referenced assessment D. Summative assessment

Option (B) is correct. A formative assessment is administered for progress monitoring. Formative assessments can be informal or formal and can be conducted at any time to evaluate students' progress. Formative assessments can be quizzes, exit slips, and student surveys.

An eighth-grade student who is an English learner understands and speaks conversational English with increasing confidence but is significantly below grade level in reading comprehension and writing skills. Which of the following best indicates that the source of the student's difficulty is most likely a learning disability and not a language barrier? Answer the question by selecting the correct response. A. Having gone through a noncommunicative silent period for several months B. Exhibiting plateaued growth in literacy skills over time despite receiving interventions C. Demonstrating stronger math computation skills than problem-solving strategies D. Being more comfortable communicating with peers than with teachers

Option (B) is correct. A student who is an English learner and has a learning disability may not acquire the reading and writing skills needed to achieve grade-level expectations despite receiving various types of intervention.

Don is a first-grade student with ADHD. His teacher notices that Don has trouble throughout the day transitioning from task to task. He often becomes frustrated because he gets extremely focused on a task or activity he finds interesting and then has to stop to work on something he does not want to complete. Which of the following is the best approach to address Don's transition issues? Answer the question by selecting the correct response. A. Creating a buddy system on a rotating schedule to help Don keep track of time B. Providing Don with a timer as a visual aid to help him get ready for the next activity C. Giving Don a daily schedule book to track his time D. Allowing Don to complete the task at his own pace to avoid tantrums

Option (B) is correct. A student with ADHD can easily lose track of time when completing an assignment. A timer can help to mentally prepare a resistant, highly focused student to switch tasks. The buzzer interrupts the student when the timer is placed nearby.

A teacher introduces a lesson on the processes of the water cycle to an inclusion classroom of high school students. One of the lesson objectives is for students to label a diagram that illustrates the processes of the water cycle. Which of the following accommodations is most appropriate for a student with progressive muscular dystrophy? Answer the question by selecting the correct response. A. Having the student place pictures of the water cycle that are on large cards in sequential order B. Allowing a scribe to record the student's selected responses to a partially completed diagram C. Showing the student a water-cycle video and asking the student to write a report on the video D. Allowing the student to indicate whether a word correctly matches a stage in the cycle by saying "yes" or "no"

Option (B) is correct. A student with muscular dystrophy experiences weak muscles and therefore will benefit from an assigned scribe as an accommodation. The student will be able to communicate what the missing labels are on the diagram and dictate that to the scribe, thus meeting the goal of the assessment.

Following an oral reading fluency (ORF) assessment, a teacher is most likely to analyze which of the following results first in order to determine an immediate teaching point? Answer the question by selecting the correct response. A. Number of clues used during reading B. Errors made while reading C. Intonation while reading D. Number of self-corrections during reading

Option (B) is correct. After conducting an ORF assessment, a teacher will examine the results and choose a teaching point as an immediate opportunity for student learning. Error analysis is the most likely result for the teacher to examine first. Error analysis enables the teacher to determine whether an error was related to meaning, syntax, or graphophonics and to consider appropriate interventions. Mistakes lead students to new learning and teachers to new understanding of students.

Maria, a sixth-grade student who was recently classified with an emotional behavioral disorder, is in an inclusion classroom for all academic subjects. A behavioral intervention consultant comes in once a week to confer with her teachers. During one such meeting, Maria's general education teacher indicates that Maria has begun to interrupt lessons every day and yell insults at her peers. Which of the following is the first step that the consultant most likely recommends that the teacher take to address Maria's behaviors? Answer the question by selecting the correct response. A. Using consistent consequences when Maria demonstrates negative behaviors B. Collecting baseline data on Maria's outbursts using a variety of reliable techniques C. Having a conversation with Maria about social skills needed in inclusion classrooms D. Scheduling an IEP meeting to modify Maria's behavioral intervention plan

Option (B) is correct. As a first step toward developing or adjusting a behavioral intervention plan, baseline data need to be collected in order to find out the frequency, duration, and intensity of the problem behavior.

Neil is a student with emotional and behavioral disturbance (EBD) in a second-grade inclusion classroom who tends to argue with other students. He has a current behavioral intervention plan (BIP) in which he earns a break if he is awarded a certain number of points during a designated interval. However, the teachers notice that he has recently started to yell out answers in the classroom out of turn and sometimes he gets called on by his teachers. The teachers need to analyze and address Neil's recent change in behavior. Which of the following is likely a function of Neil's current behavior? Answer the question by selecting the correct response. A. Attempts to escape from lessons B. Access to attention C. Access to tangibles D. Access to stimulation

Option (B) is correct. By yelling out answers out of turn and not raising his hand, the student seeks attention from the teachers. Since the student already has a behavioral intervention plan, the teachers need to identify the function of the behavior to modify his BIP.

Ms. Green is a novice special education teacher who teaches in a fifth-grade self-contained classroom for students with specific learning disabilities. One of the students in the class is an English learner who has difficulties with comprehension. At a parent orientation meeting, a translator helped the parents of the student understand Ms. Green's presentation and ask questions. Which of the following is the best approach to increasing family involvement and supporting the teacher-parent relationship with this family? Answer the question by selecting the correct response. A. Scheduling special events and class trips during the day so that the family can volunteer for and participate in activities with their child B. Setting up remote conferences with the parents to discuss IEP progress, share concerns and ideas, and collaboratively plan in a language of their choice C. E-mailing a monthly newsletter in an appropri

Option (B) is correct. Conferences provide an informal opportunity for the parents and teacher to discuss, in the language of the parents' choice, the child's progress and any areas of concern.

A special education teacher and a general education teacher are coteaching a first-grade class composed of students with IEPs and students without IEPs. All special education services are provided within the classroom. Which of the following best describes the most effective way for the teachers to collaborate? Answer the question by selecting the correct response. A. The special education teacher instructs only small groups of students with IEPs, and the general education teacher groups the rest of the students by ability. B. The special education teacher and the general education teacher plan together and use dynamic grouping to ensure that students receive instruction from both teachers. C. The general education teacher takes on the leadership role in the classroom and shares daily lesson plans with the special education teacher. D. The general education teacher provides all direct instruction, and the special edu

Option (B) is correct. Coteaching is most effective and successful when the students cannot differentiate between students with IEPs and those without.

A fourth-grade teacher is working to help a student develop relationships and interpersonal skills outside the classroom. The teacher knows that the right environment can create situations in which the student can build peer relationships. Which of the following is the best way for the teacher to use the environment to support the student in building peer relationships? Answer the question by selecting the correct response. A. Assigning a peer to work with the student during math class B. Organizing a lunch group made up of students who share interests C. Asking the student's parents to enroll the student on a basketball team D. Incorporating cooperative learning activities into social studies lessons

Option (B) is correct. Developing a lunch group in which students can relax and get to know one another provides an opportunity for students to discuss interests and build relationships. Lunch groups also help struggling students develop listening and speaking skills while being respectful of others.

Which of the following is the best example of differentiating instruction for a student with a specific learning disability (SLD) in written expression who reads on grade level? Answer the question by selecting the correct response. A. Having the student read, reread, and annotate short science passages at home every day for twenty minutes B. Allowing the student to summarize the content of a social studies unit by drawing a cartoon, reciting a poem, or completing a graphic organizer C. Suggesting texts from a variety of genres for the student to read independently and record weekly progress in a reading log D. Having the student read a required grade-level novel with a partner and then cowrite a book report to publish digitally

Option (B) is correct. Differentiated instruction often means that students are given a choice when they have to demonstrate their understanding of the content of a unit of study that the teacher has covered in class. For a student with an SLD in written expression, an art project, a performance, or an enactment are possible alternatives to a written assignment assessing understanding.

Ian is a 6-year-old English learner in a first-grade inclusion classroom. Informal assessment indicates that Ian struggles with reading comprehension tasks, so the general education teacher confers with the special education teacher to address Ian's needs. Which of the following is the special education teacher most likely to suggest to improve Ian's reading comprehension skills before deciding whether to have him evaluated for special education? Answer the question by selecting the correct response. A. Having Ian examine pictures that accompany a text during a lesson to help him understand and connect with the text B. Having Ian sit in a quiet area before a lesson and listen to an audio version of a reading passage that will be used for instruction C. Ensuring that Ian has access to a library in his community where he can borrow books that interest him D. Allowing Ian to work in small discussion groups where he

Option (B) is correct. Hearing a text spoken aloud is known to help readers understand the text. Listening to audio versions of the reading passages before instruction will help Ian improve his comprehension skills by having him focus on the connection between the spoken and written words. Audiobooks are among the digital tools that help English learners access the curriculum and improve their comprehension skills.

Which of the following is the best strategy a teacher could use to support a student with a visual impairment? Answer the question by selecting the correct response. A. Providing video stimuli to go along with classroom lessons B. Recording classroom lectures C. Providing diagrams throughout the classroom D. Using white-lined paper for memos and handouts

Option (B) is correct. Listening to recorded lectures gives students with a visual impairment the opportunity to hear prior instruction, which assists them with studying, writing assignments, and note-taking.

Tom is a second-grade student educated in a general education classroom. He has an orthopedic impairment and a traumatic brain injury, which occurred at birth. Tom received early intervention and now receives special education and related services. The special education teacher has been working with Tom on his communication skills and discusses with the classroom teacher integrating assistive technology into the instructional day. Which of the following would most effectively enhance Tom's communication skills? Answer the question by selecting the correct response. A. Use of individualized schedule books B. Use of microswitches C. Use of sensory tables D. Use of pointers and reading props

Option (B) is correct. Microswitches are technical tools that help students with multiple disabilities to communicate their choices through simple responses to preferred stimuli.

After a student is referred by a teacher for an evaluation for special education services, which of the following is the most appropriate next step for the school to take? Answer the question by selecting the correct response. A. Provide the student with appropriate Tier 3 interventions B. Obtain consent from a legal guardian for initial evaluation of the student C. Schedule professional testing of the student D. Draft an agenda with a list of participants for the initial IEP team meeting

Option (B) is correct. Once there is an initial referral, the school must obtain consent from the parents or legal guardians to begin the evaluation phase of the referral process.

Which of the following supplementary supports will best help a student with memory deficits improve executive functioning skills? Answer the question by selecting the correct response. A. Extending project-based homework deadlines B. Providing a personal assignment notebook C. Supplying recordings of nonfiction books D. Reducing the number of questions on assignments

Option (B) is correct. Providing an assignment notebook to a student with memory deficits can compensate for memory problems by providing a place for the student to record and track assignments and reminders.

Amy, a third-grade student, is classified with a mild intellectual disability and receives most of her instruction in a general education classroom. Although Amy receives instruction with a reading specialist for 45 minutes daily, she continues to struggle with reading comprehension during classroom activities. Of the following, which is the best way for the classroom teacher to help Amy develop comprehension skills through self-directed learning? Answer the question by selecting the correct response. A. Speaking with Amy's IEP team about evaluating her readiness to learn independently B. Encouraging Amy to choose books based on her personal interests and strengths C. Asking Amy to review pretaught vocabulary from previous lessons D. Meeting with the reading specialist to consider adjusting Amy's IEP goals

Option (B) is correct. Self-directed learning is known to improve the literacy skills of students with disabilities because students have a choice in their learning and become active participants in the learning process. Students take ownership and responsibility for their learning by choosing specific experiences that interest them the most. Self-directed learning also enables students to improve their self-confidence, motivation, and lifelong learning skills.

Several students in a middle school inclusion class are impolite, impulsive, and emotionally immature. Which of the following is the most appropriate way to provide behavioral support to the students? Answer the question by selecting the correct response. A. Showing educational videos about respect and responsibility B. Having students role-play scenarios demonstrating behaviors C. Initiating punishment for the disrespectful behaviors D. Allowing students more time to mature socially

Option (B) is correct. Social skills should be taught directly using scripted scenarios that the students can act out.

John is a student with cognitive delays in an inclusion kindergarten. His Present Levels of Academic Achievement and Functional Performance (PLAAFP) indicate that John had low birth weight and as a result may experience minor deficits in thinking, learning, and retention. Which of the following factors most likely contributed to John's low birth weight? Answer the question by selecting the correct response. A. Social-emotional stress B. Prenatal and neonatal care C. Acquired brain injury D. Infectious disease

Option (B) is correct. The child with low birth weight may as a student experience cognitive delays due to biological risk factors associated with prenatal, neonatal, and perinatal care.

At the end of a lesson, a teacher gives each student an exit ticket that requires them to answer a question based on the day's lesson. The teacher reviews the students' answers and plans a mini-lesson for students who need additional instruction. Which of the following terms best describes the method of assessment the teacher is using? Answer the question by selecting the correct response. A. Summative B. Formative C. Holistic D. Aptitude

Option (B) is correct. The teacher is using the exit ticket as a formative assessment to gather information on how well the students have understood the lesson. An analysis of the students' responses on the exit tickets helps the teacher plan the next day's reteaching activities as well as future instruction.

Roger, a twelfth-grade student with a specific learning disability who is performing at grade level, was invited to join his IEP meeting. Which of the following best describes the purpose of Roger's participation? Answer the question by selecting the correct response. A. Practicing public-speaking skills B. Selecting a job coach for future employment C. Developing postsecondary goals D. Identifying daily-living skills for independent living

Option (C) is correct. A high school student is invited to an IEP meeting primarily to consider and articulate postsecondary goals and to understand how to access and use available transition services. Active participation in goal setting helps the student develop self-advocacy skills that will be needed after graduation, when IEP meetings will no longer be held to provide available services.

Which of the following students would primarily benefit from using a personal frequency-modulated (FM) system? Answer the question by selecting the correct response. A. A student who has autism spectrum disorder B. A student who has a visual impairment C. A student who has a hearing impairment D. A student who has sickle cell anemia

Option (C) is correct. A personal FM system is a hearing assistive technology that enables a student who is deaf or hard of hearing to hear the teacher's voice above the background noises in the classroom. Personal FM systems send signals from the teacher's microphone and transmitter directly to the student's receiver, which is typically attached to either a hearing aid or cochlear implant. Personal FM systems act as a means of reducing the speaker-to-listener distance.

Data collected from both formative and summative assessments reveal that a sixth-grade student with a specific learning disability in mathematics is functioning on a third-grade level. The student receives mathematics instruction in a resource room. Implementing which of the following will best help the student improve mathematics skills? Answer the question by selecting the correct response. A. A functional curriculum B. A social curriculum C. A supplementary curriculum D. An integrated curriculum

Option (C) is correct. A supplementary curriculum will help the student make progress in mathematics without overwhelming the student. A supplementary curriculum is typically provided by using supplemental materials and modifying the intensity or methods of instruction to fit the student's needs per the student's IEP.

A student who has dyslexia also has a moderate speech impediment and a stutter. Since the disabilities have an adverse effect on fluent communication, the student is trained to use an electronic fluency device with text-to-speech capabilities. In which of the following ways is the device most likely to benefit the student during social interactions? Answer the question by selecting the correct response. A. Creating opportunities for the student to listen to recreational songs B. Enabling the student to answer comprehension questions during written conversations C. Increasing the student's ability to use comprehensive language in conversations D. Amplifying the student's moods and emotions while the student is attempting to make social connections

Option (C) is correct. A text-to-speech device is a piece of assistive technology used in education to assist with fluency for students who have a speech impediment. The device helps a student to use language and participate in discussions during social interactions both in and out of the classroom, thus empowering the student to be academically and socially independent.

According to IDEA, when must a reevaluation occur? Answer the question by selecting the correct response. A. Immediately upon concerns of any misconduct B. Upon the request of a parent C. At least every three years D. When IEP team members disagree on special education services

Option (C) is correct. According to IDEA, a reevaluation must occur at least every three years.

Michael is a 14-year-old student who meets the criteria for other health impairment (OHI) and receives special education and related services. According to the Individuals with Disabilities Education Act (IDEA), which of the following meets the definition criteria for OHI? Answer the question by selecting the correct response. A. Traumatic brain injury B. Expressive language disorder C. Chronic asthma D. Developmental delay

Option (C) is correct. According to IDEA, chronic asthma falls under OHI because the disability may affect the student's performance in the classroom due to severe respiratory issues.

According to IDEA, which of the following is the best example of a modification for a third-grade student recently classified as having a specific learning disability who needs support in the inclusion classroom? Answer the question by selecting the correct response. A. Providing the student a pencil grip to support handwriting B. Allowing the student to summarize a book chapter by creating a comic strip C. Permitting the student to answer fewer math test questions than other students D. Pairing the student with a peer for a think-pair-share activity

Option (C) is correct. According to IDEA, inclusion teachers must provide appropriate supplementary aids and services to meet a student's needs. By allowing the student to answer fewer mathematics questions, the teacher makes sure the student's needs are met according to the student's IEP.

Aurora is a fourth-grade student in a general education classroom. She has a specific learning disability (SLD) in mathematics; her skills are on a second-grade level. Her reading fluency and comprehension skills are on grade level. Which of the following is an appropriate objective for Aurora? Answer the question by selecting the correct response. A. Aurora will identify the main idea and three supporting details of each chapter in the fourth-grade math textbook with 90% accuracy. B. Aurora will read summaries from the fourth-grade math textbook with expression at 90 words per minute with 90% accuracy. C. Aurora will successfully add two-digit numbers that total 100 or less in columns three times a week with 85% accuracy. D. Aurora will identify points, angles, lines, line segments, squares, and triangles in geometric figures with 80% accuracy.

Option (C) is correct. Adding two-digit numbers that total 100 or less is a typical math computation skill learned at the second-grade level. Since Aurora's math skills are at a second-grade level, this would be an appropriate objective for her. Reading from a math textbook is not the way to assess fluency or reading comprehension because the student does not have the background, vocabulary, or prior knowledge to be successful.

At the end of a lesson on photosynthesis, an inclusion science teacher poses a question for students to answer on an index card. Which of the following terms best describes the tool the teacher is using? Answer the question by selecting the correct response. A. Cooperative learning B. Unit preview C. Exit ticket D. Survey

Option (C) is correct. An exit ticket is a tool for assessing a student's understanding of a topic taught in class. This form of ongoing evaluation provides continuous feedback to the teacher on whether adjusting instruction is needed.

Roy is an eleventh-grade student with an intellectual disability. During his annual IEP meeting, Roy indicates that he wants to get a job and share an apartment within four years of graduating from high school. Which of the following IEP transition goals best supports what Roy wants to do? Answer the question by selecting the correct response. A. Roy will know how to interpret traffic signs independently while traveling. B. Roy will be able to clean the kitchen floors with staff assistance on a weekly basis. C. Roy will know how to pay his monthly rent and utility bills by check or online. D. Roy will be able to socialize with new friends and seek help when needed.

Option (C) is correct. Being able to pay monthly bills on time in an appropriate manner will demonstrate that Roy has a necessary independent-living skill.

Ms. Carr is a first-grade teacher in an inclusion classroom. Over time she notices that she has many students who struggle with decoding, fluency, and sight word vocabulary. Ms. Carr decides to have her students read the same passage at the same time with her to improve their reading skills. Which of the following best describes the reading strategy Ms. Carr is using to improve the students' reading skills? Answer the question by selecting the correct response. A. Echo reading B. Guided reading C. Choral reading D. Paired reading

Option (C) is correct. Choral reading involves having students in a class or a small group read a passage aloud in unison after listening to the teacher read the passage. Choral reading helps build students' fluency, decoding, and sight word skills, and it strengthens students' self-confidence.

In which of the following scenarios is it most appropriate for a teacher to begin to use prompt-fading techniques to support a student's skill development? Answer the question by selecting the correct response. A. A student reads only assigned fiction texts and refuses to read nonfiction texts. B. A student often becomes argumentative after receiving a grade below 80 percent on an assignment. C. A student reciprocates greetings only when the teacher provides verbal reminders. D. A student ignores the gesture whenever the teacher points to a clock to remind the student to stay on task.

Option (C) is correct. If a student reciprocates greetings only when the teacher provides verbal reminders, the student has become prompt dependent. The teacher should therefore begin using prompt-fading techniques to help the student become more self-sufficient and self-reliant.

Which of the following Supreme Court cases ruled that culturally biased IQ tests cannot be used to place students in special education? Answer the question by selecting the correct response. A. Lau v. Nichols B. Brown v. Board of Education C. Diana v. State Board of Education D. Plyler v. Doe

Option (C) is correct. In Diana v . State Board of Education , nine Mexican American children used Spanish as their primary language and were placed in special education after having assessments conducted in English.

During center time, several kindergartners are using cardboard tubes and blocks to build a series of tunnels to observe how fast marbles move through them. One child decides to dump out the marbles before the tunnels are finished. The other children complain loudly, and the teacher scolds the child who dumped the marbles. The child reacts by crying and refusing to return to the center. Which of the following stages of Erikson's psychosocial development is best illustrated by the child's behaviors in the scenario? Answer the question by selecting the correct response. A. Trust versus mistrust B. Autonomy versus shame and doubt C. Initiative versus guilt D. Industry versus inferiority

Option (C) is correct. In the scenario, a child dumps the marbles before the building of the tunnels is completed. The child is scolded by the teacher, cries, and withdraws from the activity, thus learning that the initiative was not acceptable and that unacceptable behavior can result in embarrassment and guilt.

Emma is a 7-year-old student with a developmental disability in a first-grade, general education inclusion classroom. At Emma's annual IEP meeting, her parents inquire about strategies and resources they can use to help Emma understand her home environment and learn how to use items properly. Which of the following is the best example of embedded instruction for the special education teacher to recommend? Teaching Emma to control items in the home environment using microswitches that require little or no physical pressure Familiarizing Emma with a home sound system that will help her hear when she is watching videos or listening to family conversations in noisy environments Modeling the use of familiar items in the home for Emma and providing opportunities for Emma to use the items in her daily routines Encouraging Emma to use pictures to fill in partially completed lists of the items she will use during the day

Option (C) is correct. Modeling the use of familiar household items and providing opportunities for the child to use them in daily routines is the best example of embedded instruction. Doing so allows family members to provide the child with developmentally appropriate, intentional instruction that advances the child's engagement and learning as part of everyday activities.

A screening indicates that a child who is starting kindergarten has low muscle tone and motor delays. Which of the following intervention services is most appropriate for the child? Answer the question by selecting the correct response. A. Speech and language services B. Nursing services C. Physical therapy D. Assistive technology

Option (C) is correct. Physical therapy addresses gross and fine motor weaknesses, including low muscle tone and motor delays. Identifying developmental delays early and providing appropriate services will help strengthen a child's muscles and make it possible for the child to participate fully in school offerings.

Layla is a third-grade student with autism spectrum disorder who spends the whole day in a special education classroom. Layla's teacher wants to start an inclusion plan for Layla for social studies and science and wants to provide the right support for her. What would be the best support for the teacher to put into place for Layla in the regular education classroom for her to be successful? Answer the question by selecting the correct response. A. Pairing with a peer tutor for help after school B. Hanging up posters of important concepts in the classroom C. Modifying the curriculum to focus on relevant topics D. Implementing a rigorous structure for improved behavior

Option (C) is correct. Providing the student a modified curriculum for social studies and science will allow the student to learn the necessary academic knowledge and skills outlined in the state standards in an inclusion setting with general education peers.

Students in a tenth-grade inclusion class are learning to write essays on a teacher-assigned topic. During one of the lessons, the special education coteacher asks students to exchange their draft essay for that of a peer. The students have just completed a minicourse on peer review, and the data show that they are ready to practice the intervention technique with classmates. Which of the following is the primary purpose of a peer review intervention? Answer the question by selecting the correct response. A. Encouraging students to complete their essay assignment on time B. Introducing students to a variety of approaches to a specific writing topic C. Providing valuable feedback for both students and teachers D. Allowing teachers to use their time more efficiently during the school day

Option (C) is correct. Reviewing peers' draft essays empowers high school students to become more confident as writers because the process acknowledges that students have a genuine voice that needs to be heard. Peer review provides feedback for both teachers and students, triggers constructive discussions in the classroom, and creates a classroom environment that leads to academic growth.

Which of the following is the most effective way for a special education teacher to communicate with parents whose primary language at home is not English? Answer the question by selecting the correct response. A. By communicating in English to encourage families to learn the language B. By requesting that all non-English-speaking parents take an English class C. By providing written communication in English and preferred languages D. By suggesting that parents hire a bilingual interpreter from the school community

Option (C) is correct. Sending written communication home in both English and other languages will ensure that families are able to access the material.

Which of the following strategies is most appropriate for improving comprehension? Answer the question by selecting the correct response. A. Speed drills B. Word-recognition chart C. Sequencing D. Word chunks

Option (C) is correct. Sequencing focuses on putting a story in order, and to do that the student has to have an understanding of the story.

A middle school student with a specific learning disability in mathematics uses a calculator efficiently in the classroom when solving worksheets. However, the student is unable to use the calculator in a local convenience store when calculating the total cost of items. Which of the following does the student need to work on? Answer the question by selecting the correct response. A. Skill transfer B. Skill acquisition C. Skill generalization D. Skill synthesis

Option (C) is correct. Since the student is able to use the calculator in the classroom but not in a different setting outside the classroom, the student needs to work on skill generalization. Generalization means that the student has the ability to use a skill outside the classroom in the natural environment of the community.

Sasha, a second-grade student with a learning disability, starts to exhibit extremely disruptive behavior each time she is in the library, such as sometimes throwing or slamming a book. What is the first step for the librarian to take if an intervention plan is needed? Answer the question by selecting the correct response. A. Talking to the student each time the behavior occurs B. Selecting books on social stories that the student can borrow C. Defining the behavior in specific observable terms D. Ignoring the student and having her sit in a quiet location

Option (C) is correct. Since the student shows disruptive behavior each time she is in the library, it is important for the librarian to define the behavior as the first step in conducting a functional behavioral assessment (FBA). FBA is a process that helps in analyzing and identifying the problem behavior in order to improve that behavior.

Michael was recently diagnosed with a mild reading disability. The IEP team determines that the use of a colored overlay and a reading pacer in addition to a research-based online reading program should be implemented to ensure his success. Which of the following placements best illustrates the least restrictive environment (LRE) for Michael? Answer the question by selecting the correct response. A. A small group pull-out program for reading for 60 minutes daily B. A full-day special education program for all subjects that require reading C. An inclusion classroom with supplemental aids and in-class support for 30 minutes of reading intervention daily D. A general education classroom with peer tutoring to help reinforce newly taught reading concepts and skills

Option (C) is correct. The least restrictive environment (LRE) mandates students with disabilities to be placed in a classroom with nondisabled peers to the greatest extent possible. The inclusion classroom with supplementary aids and in-class support is the most appropriate placement for Michael to meet his academic needs for reading.

Ms. Gray is a general education teacher in a third-grade inclusion classroom. Cameron, a recently enrolled student who receives special education services, gets frustrated and struggles to cooperate when it is time for an activity to end. Which of the following strategies will best ensure Cameron's successful inclusion in the general education classroom and is most likely to help improve Ms. Gray's professional practice? Answer the question by selecting the correct response. A. Posting a chart of the day's lessons on the classroom Web site so Cameron can learn the schedule B. Targeting the different senses when planning lessons so that Cameron's senses work together to help him acquire new knowledge C. Integrating Cameron's specific goals into daily routines and transitions and reflecting often on the effectiveness of the strategy D. Planning instruction that is one grade level below to provide Cameron with

Option (C) is correct. The strategy of embedding Cameron's specific IEP goals into daily routines and transitions targets his behavioral needs and makes his full inclusion in the classroom more likely. In addition, taking notes and reflecting on the effectiveness of the strategy allows Ms. Gray to make adjustments, thus improving her professional practice.

Ms. Thomas asked her tenth-grade class to write a summary about a news story that happened this week without giving their opinion. Mary, a student with ADHD, writes about a fictional athlete's first experience at the Olympics because she loves watching the Olympics. Which of the following is an accurate statement about the assignment and Mary's writing? Answer the question by selecting the correct response. A. The teacher asked the class to write a narrative piece about a current news story and Mary wrote a narrative story. B. The teacher asked the class to write a narrative piece about a current news story and Mary wrote a persuasive piece. C. The teacher asked the class to write an expository piece about a current news story and Mary wrote a narrative story. D. The teacher asked the class to write a descriptive piece about a current news story and Mary wrote an expository piece.

Option (C) is correct. The teacher asked the class to write about a news story that involves facts, information, and a logical order. The teacher did not tell the students to give an opinion, just explain what happened in the news story. The student wrote a fictional story about an athlete, which is a narrative piece.

By midyear, a student, Joseph, reaches 95 percent accuracy on all benchmarks related to one of the math goals in his IEP, as measured by a twice-weekly teacher test. The parents reach out to the IEP team to find out next steps. Based on the information, the IEP team is most likely to recommend which of the following? Answer the question by selecting the correct response. A. Continuing to test Joseph twice a week on the same IEP goal B. Adding enrichment mathematics goals to Joseph's IEP C. Focusing on the remaining mathematics goals in Joseph's IEP D. Removing goals in mathematics from Joseph's IEP

Option (C) is correct. The teacher interprets the results of the IEP goal for the parents and determines the next area of focus. Since the tests administered twice a week demonstrate mastery of one of the math goals, the teacher should focus math instruction on the remaining goals in Joseph's IEP.

Which of the following is mandated in a high school student's Individualized Transition Plan? Answer the question by selecting the correct response. A. A list of after-school activities that the student can participate in B. An outline of the financial supports necessary for independent living once the student has left the school environment C. All postsecondary goals, taking into consideration the student's academic strengths and weaknesses D. The services that the student's family will need to support the continued development of the student

Option (C) is correct. The transition plan is for a student who turns 16, typically in high school, in order to prepare the student for college or employment and self-sufficient or independent daily living. A student's interests, needs, strengths, and skills are all considered and included in the plan to prepare for transitional and future success.

A coherent unit of instruction designed around an essential idea or probing question is an example of Answer the question by selecting the correct response. A. scaffolding B. cooperative learning C. thematic instruction D. differentiated instruction

Option (C) is correct. Thematic instruction is instruction organized around a theme, topic, or probing question. It is based on the idea that students acquire knowledge best when they can connect what they are learning to the real world. Thematic instruction integrates reading, mathematics, science, and writing in practical tasks that also allow for creative exploration.

Which of the following is the most appropriate way for a kindergarten teacher to ensure that a student with fine motor deficits will be able to work on activities at the literacy center in an inclusion classroom? Answer the question by selecting the correct response. A. Assigning a paraprofessional to monitor participation at the center B. Modifying the checklist used for assessing the activities at the center C. Providing various-sized pencils, pens, grips, and slant boards D. Eliminating all activities that consist of individual writing rather than partner writing

Option (C) is correct. Various-sized pencils, pens, grips, and slant boards provide students who have fine motor deficits the same level of access to the activities that typically developing peers have.

Theresa, a fifth-grade student in a general education classroom, was recently diagnosed with dyscalculia. Her teacher notices that Theresa has difficulty with visual-spatial representations of numbers, words related to math, and mental math. Which of the following activities is most appropriate for helping Theresa develop her math skills independently? Answer the question by selecting the correct response. A. Measuring ingredients for a simple recipe using measuring cups B. Estimating the total cost of three items bought at a supermarket C. Using manipulatives to solve math word problems D. Connecting numbers to groups of items placed on her desk

Option (C) is correct. Visual aids such as manipulatives can help students with dyscalculia solve problems. The use of manipulatives is also a multisensory approach to helping students learn skills and understand concepts (that is, touching and seeing objects) so that the students make stronger connections to what they are learning.

A second-grade student, John, has autism spectrum disorder. John receives special education and related services and has a special education teacher in the classroom to support his learning. During gym class, John struggles with physical activities because of low muscle tone and repetitive rocking behaviors. Which of the following is the most effective approach to help John develop and improve gross motor skills? Answer the question by selecting the correct response. A. Integrating more physical body movements into classroom activities throughout the day B. Contacting the parents to find out what exercises John likes to engage in at home with the family C. Asking an occupational therapist to evaluate the classroom environment and recommend updates to support John D. Having a physical therapist design, implement, and document a treatment therapy plan that can benefit John

Option (D) is correct. A physical therapist (PT) would first observe and evaluate John's performance in physical education class. Based on that evaluation, the PT would then develop and implement a plan to teach John how to strengthen and use his muscles to support his body. The PT would also document John's treatment and progress for his IEP.

Kyle uses a wheelchair during transitions at school but uses crutches to navigate around the classroom. Obstacles in the classroom as well as in the school building often prevent Kyle from moving around independently. Which of the following individuals is best to include in the planning process to remove the obstacles? Answer the question by selecting the correct response. A. Occupational therapist B. Physical education specialist C. Supervisor of special education D. Physical therapist

Option (D) is correct. A physical therapist works on gross motor abilities and helps to determine how to design the school environment for independent mobility. Adjustments that allow the student to move independently throughout the day create a welcoming and inclusive environment.

A third-grade student has an auditory processing disorder, which makes following verbal directions in class difficult. Which of the following is the most appropriate strategy for a teacher to use during instruction for students with such auditory processing disorders? Answer the question by selecting the correct response. A. Lowering active participation requirements B. Providing multistep verbal directions C. Allowing frequent breaks during lessons D. Using frequent visual cues

Option (D) is correct. A student with an auditory processing disorder will typically benefit from receiving frequent visual cues during instruction. Visual cues can provide emphasis and will allow the student to focus on the most important points, making the curriculum more accessible.

A student who is able to identify all the sounds in the word "cat" best demonstrates which of the following abilities? Answer the question by selecting the correct response. A. Attention B. Retention C. Fluency D. Phonemic awareness

Option (D) is correct. A student with developed phonemic awareness can break a word into individual sounds. Decoding the word "cat" involves establishing letter-sound relationships among the three sounds, /c/, /a/, and /t/.

George is a third-grade student who wears a hearing aid and receives special education services for a mild intellectual disability. Data based on teacher observations over several consecutive weeks were collected, and the data indicate that George is often fatigued after gym and lunch. As a result, George quickly becomes frustrated by writing tasks after lunch and avoids them using delaying tactics. Which of the following is the most effective intervention that George's teachers could employ to help George make progress on the productive writing goals in his IEP? Answer the question by selecting the correct response. A. Modifying George's IEP to ensure that he has a scribe with him during classroom activities that involve free writing and responding to questions B. Supplying George with specialized egg pencil grips to help develop the small muscles of his hand and improve his control and comfort when working on w

Option (D) is correct. A writing app designed for young students that provides a planning and brainstorming tool, story starters and word choices, and a story board with existing illustrations could motivate George to organize his thoughts, write sentences, learn grammar, and meet IEP expectations for productive writing.

Which of the following best characterizes a student with EBD? Answer the question by selecting the correct response. A. Is unable to sit still, has trouble concentrating, and may need assistive technology for motor skills B. Has difficulty understanding body language, facial expressions, and other nonverbal cues C. Shows an inability to discriminate between letters, numbers, and sounds D. Exhibits inappropriate types of behaviors or feelings under normal circumstances

Option (D) is correct. According to IDEA, emotional and behavioral disturbance (EBD) means a condition in which a child exhibits one or more of the following characteristics over a long period of time and to a marked degree that adversely affects the child's educational performance: an inability to learn that cannot be explained by intellectual, sensory, or health factors; an inability to build or maintain satisfactory interpersonal relationships with peers and teachers; inappropriate types of behavior or feelings under normal circumstances; a general pervasive mood of unhappiness or depression; and a tendency to develop physical symptoms or fears associated with personal or school problems.

Peggy is a seventh grader with cerebral palsy whose twin sister, Ginny, is a typically developing teenager. Ginny's friends often ask questions about Peggy, and Ginny is sometimes embarrassed by the questions. Which of the following is the best way for Ginny's parents and teachers to help Ginny respond when asked questions about Peggy? Answer the question by selecting the correct response. A. Teaching Ginny to avoid answering questions about Peggy's medical condition B. Reminding Ginny that Peggy needs her support and loyalty at school C. Discouraging Ginny from expressing negative feelings about Peggy D. Rehearsing with Ginny different ways of explaining Peggy's disability

Option (D) is correct. Adolescents who have siblings with disabilities are often asked questions about the disability. If they are not prepared to respond, they can experience embarrassment or even resentment. By learning the basic facts about cerebral palsy and rehearsing responses to straightforward questions, Ginny can prepare herself to answer questions about Peggy's disability.

Which of the following types of meetings is held to determine whether a student's misconduct has been caused by or has a direct and substantial relationship to the student's disability? Answer the question by selecting the correct response. A. Reevaluation B. Parent-teacher C. Initial IEP D. Manifestation determination

Option (D) is correct. At specific times, and for certain violations of the student code of conduct, IDEA's discipline procedures require school systems to conduct what is known as a manifestation determination review. The purpose of the review meeting is to determine whether the student's behavior that led to a disciplinary infraction was caused by or had a direct and substantial relationship to the student's disability or was the direct result of the local education agency's failure to implement the student's IEP.

Which of the following best explains why autism spectrum disorder (ASD) is known as a spectrum disorder? Answer the question by selecting the correct response. A. Because of the wide age range of individuals diagnosed with it B. Because of the infinitely large number of disorders grouped within it C. Because of the large number of comorbidity disorders that occur within it D. Because of the wide variety and severity of symptoms for individuals diagnosed with it

Option (D) is correct. Autism spectrum disorder is a neurological and developmental disorder that affects individuals in different ways and manifests in a wide variety of symptoms and severity across individuals, regardless of age, ethnicity, and socioeconomic background. These symptoms may affect an individual's ability to function in a school or work environment without appropriate support.

Several students in a second-grade class are English learners (ELs) who are reading significantly below grade level. Which of the following will best ensure that the ELs understand the responsibilities of an assigned classroom job? Answer the question by selecting the correct response. A. Having students remain with the same job throughout the year B. Designating a peer to inform the students of their assigned job C. Listing the classroom jobs in two languages on a large poster D. Representing each job on a chart using pictures and simple words

Option (D) is correct. By illustrating the steps involved in each job in pictures and simple words, the teacher is removing a barrier to learning and providing equal access for all students.

Jason is a fifth-grade student in a general education classroom. Among behaviors that began in third grade, Jason often throws items on the floor, rips down posters and student artwork, and kicks and hits classmates for no apparent reason. Jason also struggles with communicating needs, following directions, and using reasoning and thinking skills as well as focusing on tasks for more than two minutes. Although Jason has an IEP for a traumatic brain injury (TBI) experienced at age 5, his parents believe he needs greater support and additional services. In response to Jason's parents' concerns, the IEP team is most likely to consider testing Jason for which of the following co-occurring conditions? Answer the question by selecting the correct response. A. A learning disability and dysgraphia B. Autism spectrum disorder and dyslexia C. An orthopedic impairment and cerebral palsy D. Emotional disturbance and intellec

Option (D) is correct. Common symptoms after a TBI include significantly altered learning abilities, behavioral challenges, impulsivity, and emotional issues. These symptoms also indicate intellectual disability or emotional disturbance and can negatively affect school performance for years after the injury.

Rhonda is a seventh-grade student with oppositional defiant disorder. Each day, Rhonda fills out a checklist that helps her self-monitor her behavior. Each week, her teachers review and sign the checklist. After each week, Rhonda is rewarded if she completes her checklist and her teachers acknowledge Rhonda's self-monitoring behaviors as accurate. Which of the following best describes the type of reinforcement Rhonda is receiving? Answer the question by selecting the correct response. A. Variable reinforcement B. Negative reinforcement C. Intermittent reinforcement D. Continuous reinforcement

Option (D) is correct. Continuous reinforcement is described as providing reinforcement after every instance of a desired behavior. So each week, Rhonda will expect and receive a reward for accurately and consistently self-monitoring.

A student is taking a cumulative examination at the end of the marking period. Which of the following assessments best represents this type of evaluation? Answer the question by selecting the correct response. A. Preassessment B. Formative assessment C. Norm-referenced assessment D. Summative assessment

Option (D) is correct. Cumulative assessment typically covers content taught previously during the whole term or marking period. A summative assessment is an example of cumulative assessment because it measures a student's achievement at the end of an instructional unit.

Marta, a first-grade student who has a specific learning disability, is participating in choral reading with a small group of peers. Marta has trouble reading the passage and says, "I don't know how to sound out these words." At other times, the teacher notices that Marta guesses at words based on the first letter and has difficulty matching sounds and letters. Which of the following best describes the area that Marta is struggling in? Answer the question by selecting the correct response. A. Comprehension B. Sight words C. Fluency D. Decoding

Option (D) is correct. Decoding is the ability to correctly pronounce written words using knowledge of letter-sound relationships, including letter-pattern knowledge. Marta has a limited understanding of letter-sound association.

Which of the following appropriately refers to the coteaching model in which two teachers split the class into two groups and teach the same content simultaneously? Answer the question by selecting the correct response. A. Station teaching B. Alternative teaching C. Team teaching D. Parallel teaching

Option (D) is correct. Parallel teaching involves teachers dividing the class into two groups with each teacher covering the same content simultaneously.

Stuart is a kindergarten student with a visual processing disorder. Stuart struggles most with identifying the difference between two similar letters, shapes, or objects. Which of the following areas of visual processing is Stuart most likely having trouble with in the classroom? Answer the question by selecting the correct response. A. Visual sequencing B. Visual closure C. Visual-motor processing D. Visual discrimination

Option (D) is correct. Problems with visual discrimination can involve the inability to discriminate between two letters, shapes, or objects that look similar but are distinct, such as the letters "p" and "q".

A student who is a native speaker of Portuguese and has been in the United States for two years is referred for a psychoeducational evaluation. Which of the following best describes the rationale for a communication assessment? Answer the question by selecting the correct response. A. Determine the student's reading fluency. B. Monitor the student's progress in the curriculum. C. Rule out an intellectual disability. D. Determine the strength of the student's native language skills.

Option (D) is correct. Psychoeducational evaluation allows trained professionals to evaluate a student's strengths and weaknesses to ensure the student is successful in school. In this scenario, the student's native language development is an important foundation for the development of English skills.

The Response to Intervention (RTI) approach primarily affects special education procedures by requiring that students Answer the question by selecting the correct response. A. obtain a learning disability diagnosis before receiving special education services B. be provided with instruction in an inclusion classroom with the support of a special education teacher C. receive daily personalized instructional intervention in a resource classroom D. be provided with research-based interventions before evaluations are conducted

Option (D) is correct. Response to Intervention (RTI) programs require that teachers provide a hierarchy of interventions prior to special education referral. The tiered intervention ranges from whole-class instruction to intensive intervention either in a small group or one-on-one.

Which of the following individuals should be present at an IEP meeting for a student whose parents speak only Spanish? Answer the question by selecting the correct response. A. A speech and language therapist B. A bilingual guidance counselor C. An English-language teacher D. A professional translator

Option (D) is correct. Schools must provide a translator or interpreter if parents request one. Providing a translator or interpreter for families whose first language is not English is necessary because doing so allows them to understand and make informed decisions during IEP meetings.

Identifying the median of a distribution of test scores primarily involves determining the Answer the question by selecting the correct response. A. average of all scores B. most recurrent score C. variation between scores D. midpoint of all scores

Option (D) is correct. The midpoint of a set of test scores that have been arranged in order from least to greatest is referred to as the median. The median of a set of test scores can help teachers understand how the scores are distributed and whether the set contains any disproportionately high or low numbers that could skew the value of an average.

A third-grade teacher is concerned that a student may have a reading disability. Which of the following is the most appropriate action for the teacher to take before recommending an evaluation? Answer the question by selecting the correct response. A. Asking the school psychologist to collect diagnostic information on the student B. Modifying the curriculum and assessments to address the student's needs C. Having a special education teacher conduct a classroom observation of the student D. Administering a curriculum-based assessment that covers multiple domains

Option (D) is correct. The teacher must document the student's present level of functioning before recommending that the student be evaluated for a disability.

Mr. Wilson is a fifth-grade special education teacher in an inclusion mathematics class. He would like to use a quick, informal assessment at the beginning of a mathematics class before starting a new lesson to check how well students understood the material presented the previous day. Mr. Wilson will use the data to make instructional decisions. Which of the following is the best assessment tool for Mr. Wilson to use? Answer the question by selecting the correct response. A. Exam or quiz B. Transition card C. Exit slip D. Entry slip

Option (D) is correct. The use of entry slips is a quick way to check for prior understanding of a lesson taught and to gauge what students have learned. It is also an effective way to gather data to help adjust instruction accordingly.

Kaylee is a recently enrolled fourth-grade student who has an IEP for an intellectual disability. The school does not yet have her previous IEP. She says little in class and answers questions by pointing. Which of the following is the best first step in determining an intervention for Kaylee? Answer the question by selecting the correct response. A. Finding an age-appropriate sign-language program for Kaylee B. Creating a basic communication board to encourage Kaylee to communicate C. Asking Kaylee's parents to share strategies they use to communicate at home D. Assessing Kaylee's language skills to determine the ones she currently possesses

Option (D) is correct. To decide on the interventions that will best help Kaylee, the teacher needs to administer an adaptive language assessment to determine the communication competencies Kaylee possesses. Her skills may be as basic as greeting people and saying "yes" or "no" or more complex, such as using correct sentence structure.

Seven-year-old Abby finds it difficult to read and recall information in text, which often makes reading tasks and solving math word problems challenging. She often struggles with decoding unfamiliar or new words as well as recognizing math symbols in the general education classroom. Which TWO of the following learning disabilities does Abby exhibit, based on her struggles in the classroom? Answer the question by selecting the correct responses. A. The student exhibits difficulties from dyscalculia. B. The student exhibits difficulties from dyspraxia. C. The student exhibits difficulties from dysgraphia. D. The student exhibits difficulties from dyslexia.

Options (A) and (D) are correct. Abby has learning disabilities in both mathematics and reading. Her symptoms manifest in difficulties with recognizing math symbols and remembering math facts that are associated with dyscalculia. Her lack of decoding skills is associated with dyslexia. Students with learning disabilities exhibit processing problems that interfere with basic academic skills such as reading and calculations.

A fifth-grade student with ADHD does well in class assignments in all subject areas, but data show that the student's performance drops in standardized assessments. The student's teachers also observe that the student gets nervous and anxious around tests and therefore cannot complete tests on time. Which TWO of the following intervention strategies can the teachers implement to ease the student's anxiety during tests? Answer the question by selecting the correct responses. A. Preparing the student to understand the test format B. Asking the student to keep track of questions that are unfair C. Asking the student to answer questions that are more difficult first D. Incorporating deep-breathing exercises to alleviate the student's level of stress

Options (A) and (D) are correct. Since the student does well in class but receives poor grades on assessments, the teachers can help the student's test anxiety by ensuring that the student knows the test format well (for example, multiple choice, true or false). In addition, teaching the student deep-breathing exercises will help calm the student's anxiety level during tests.

Which TWO of the following testing accommodations are most appropriate for a middle school student functioning at grade level who has dysgraphia and an orthopedic impairment in the hands and arms? Answer the question by selecting the correct responses. A. Providing speech-to-text software B. Reading test directions and questions aloud C. Providing large-print materials D. Allowing extended time and frequent breaks

Options (A) and (D) are correct. Testing accommodations change how a student is tested but not what a test measures. Dysgraphia can manifest itself as difficulty with small motor skills in the hands as well as difficulty spelling and putting thoughts down on paper. Therefore, providing speech-to-text software that allows the student's responses to test questions to be recorded rather than written is a reasonable accommodation, as is allowing extended time and frequent breaks.

Which THREE of the following activities are important for a special education teacher to complete before conducting a student evaluation? Answer the question by selecting the correct responses. A. Determining whether the issues are occurring across various educational settings B. Determining whether the issues are consistent with the age of the student C. Documenting the frequency of the issues throughout the day D. Providing benchmarks to be achieved to meet the annual academic goals

Options (A), (B), and (C) are correct. Before starting the evaluation process for potential intervention, the special education teacher should recognize certain academic and/or behavioral issues the student may demonstrate. The special education teacher must also gather data to document whether the student struggles across various school settings, such as the classroom, gym, or cafeteria and whether the issues are typical of students of that age. In addition, the teacher also needs to document the number of times the issues occur or whether the academic and/or behavioral struggles are sporadic or consistent.

The school administrator is planning an in-service training for all teachers at the beginning of the year. Which THREE of the following areas of focus will deepen the collaboration between the general education teacher and the special education teacher in an inclusion classroom? Answer the question by selecting the correct responses. A. Applying accommodations and modifications related to students' needs B. Serving as case manager for development and implementation of students' IEP goals C. Preparing progress reports and final grades for all students in the class D. Planning lessons and instructing all students in at least one core content subject area E. Implementing and tracking progress of all students with behavioral intervention plans

Options (A), (C), and (E) are correct. In addition to teaching general education students, the special education teacher and the general education teacher have a joint responsibility to adhere to the IEP goals of students with disabilities. An in-service training that focuses on IEP requirements such as accommodations and modifications, progress monitoring, and implementing behavior plans will strengthen the collaboration between the two teachers.

Which TWO of the following student populations would most likely benefit from interactions with sensory toys? Answer the question by selecting the correct responses. A. Students with a specific learning disability B. Students with a visual impairment C. Students with autism spectrum disorder D. Students with selective mutism

Options (B) and (C) are correct. Sensory toys can help students with autism spectrum disorder develop social skills and build language and vocabulary. Sensory toys help stimulate the senses that students with visual impairments rely on and give them confidence to play and explore more naturally.

Which TWO of the following are metacognitive strategies for reading? Answer the question by selecting the correct responses. A. Round-robin reading B. Think-alouds C. Reflection on learning D. Sound blending

Options (B) and (C) are correct. Think-alouds and ongoing reflection on learning are metacognitive strategies in reading that help students monitor their own thoughts during reading and help them develop a better understanding of what they are learning.

Based on comments in a recent progress report, the parents of a student with SLD find out that the student makes syntax errors in writing. When interpreting the comments to the parents at a conference, the teacher should focus on which TWO areas of improvement in the student's writing? Answer the question by selecting the correct responses. A. Base words, roots, prefixes, and suffixes B. The mechanics of language C. The identification of syllables in spoken words through clapping D. The correct use of grammar to ensure meaning in a sentence

Options (B) and (D) are correct. Based on the progress report, the student needs to focus on the mechanics of language as well as grammar, since both aspects show the functions of words to convey meaning.