Sped EC-12

Which of the following characteristics are most likely to be seen in a child with an intellectual disability (not a specific learning disability)?

-significant deficits in adaptive skills Students with intellectual disabilities often have significant deficits in adaptive skills, such as difficulty with personal hygiene, functional communication, or social interaction. -IQ below 70 Students with intellectual disabilities typically have IQ scores below 70.

Jaden is a 16-year-old student who uses a walker. Jaden's reading and math skills are on grade level, but his penmanship skills are far below grade level. Jaden works with an occupational therapist to improve typing speed and handwriting legibility. Which of the following assistive technology devices may be most beneficial for Jaden when working in a small group to complete an activity on the computer? 1.voice recognition software Voice recognition software would be beneficial for a student who has limited fine motor skills. This will allow Jaden to navigate on the computer more easily. 2.text-to-speech software Text-to-speech software is appropriate for students with reading fluency or vision challenges. Jaden reads on grade level, so this would not be needed. 3.communication board 4.screen magnification device(enlarges screens)

.voice recognition software Voice recognition software would be beneficial for a student who has limited fine motor skills. This will allow Jaden to navigate on the computer more easily.

Which of the following best describes a testing accommodation that may be appropriate for a student who experiences panic attacks? 1.administering the test in a small group setting with familiar test examiner Having the student test in a small group with a familiar examiner will help to reduce anxiety. 2.permitting the student to have the test read aloud by a test examiner 3.allowing the student to use dictation software to record written responses 4.providing the student with approved graphic organizers This type of accommodation would be more appropriate for a student who has a specific learning disability in the area of written expression.

1.administering the test in a small group setting with familiar test examiner Having the student test in a small group with a familiar examiner will help to reduce anxiety.

Aaron is a seventh-grade student with a specific learning disability. Aaron's reading comprehension and math reasoning skills are on grade level. Aaron's math calculation skills are below grade level. He is taking a math test which includes word problems. Which of the following accommodations would be most appropriate? 1.allowing the use of a calculator (Since Aaron struggles with math calculations, this accommodation would be most appropriate.) 2.providing manipulatives 3.reducing the number of test questions There is no information to indicate that he does not have the ability or stamina to complete a test with the same number of problems as his peers. 4.reading the test aloud

1.allowing the use of a calculator Since Aaron struggles with math calculations, this accommodation would be most appropriate.

Which of the following elements of a lesson plan is most beneficial for Ms. Jackson to use for her ADHD students on an instructional objective related to avoidance behaviors? 1.anticipatory set This is the correct answer because the anticipatory set occurs at the beginning to engage the students in the topic which is when avoidance behaviors occur. 2.guided practice 3.modeling This occurs later in the lesson after avoidance behaviors have begun. 4.evaluation

1.anticipatory set

Voice recognition software, such as a speech-to-text program, is of greatest benefit for students with which of the following? 1.dysgraphia Students with dysgraphia struggle with written expression and mechanics. Providing assistive technology such as a speech-to-text program allows students to share responses verbally which are then recorded as text. 2.expressive language delay Students with expressive language delays struggle with verbal expression and may have difficulty with this type of device. 3.attention deficit hyperactivity disorder 4.speech articulation disorder(An articulation disorder occurs when a child makes sounds with incorrect placement, timing, pressure, speed, and/or coordination of the articulators.)

1.dysgraphia

What is the primary purpose of a Functional Behavior Assessment (FBA)? 1.identify the purpose or reason that a student is demonstrating certain behaviors A functional behavior assessment is used to identify specific behaviors and the reasons why a student is demonstrating these behaviors. Once these things have been identified, the IEP team can formulate a Behavior Intervention Plan (BIP) to target or replace the behaviors. 2.collect data to prepare for dismissal from special education services 3.implement a plan of action to extinguish or replace certain behaviors This describes a Behavior Intervention Plan (BIP) which is developed after the FBA. 4.prevent placement in a more restrictive setting

1.identify the purpose or reason that a student is demonstrating certain behaviors

A 10 year-old student with an intellectual disability is learning to identify colors. Which of the following activities would be most appropriate to help her to grasp an understanding of the color green? 1.identifying a green chair in the classroom, a green ball on the playground, and a green cup in the cafeteria Identifying common objects that are green will help the student to recognize and generalize the color. 2.finding words that begin with "G" like "green" when in the school or community 3.showing her a basket of toys and asking her, "which toy is "green"?" This could be confusing, especially if toys have more than one color. 4.asking her to learn how to write her name with a green pencil and green eraser

1.identifying a green chair in the classroom, a green ball on the playground, and a green cup in the cafeteria Identifying common objects that are green will help the student to recognize and generalize the color.

Alexander is a ninth-grade student who is identified as having autism and an intellectual disability. His most recent evaluation indicates that he is functioning on a first grade level. Alexander participates in a self-contained classroom and is instructed using functional curriculum. Which of the following IEP goals would be most appropriate for Alexander? 1.identifying sight words and using those words to form simple sentences A student who is functioning on a first-grade level may be able to identify simple sight words and write simple sentences using those words. 2.editing sentences to correct spelling and punctuation errors 3.writing a paragraph with an appropriate introductory sentence, body, and concluding sentence 4.solving real world algebraic equations with the use of verbal prompts This goal would not be appropriate for a student who is functioning significantly below grade level.

1.identifying sight words and using those words to form simple sentences A student who is functioning on a first-grade level may be able to identify simple sight words and write simple sentences using those words.

Below is an excerpt from Journey's Present Level of Academic Achievement and Functional Performance (PLAAFP) statement on her Individualized Education Program (IEP). Journey is a seventh-grade student with a specific learning disability in the area of reading. Journey demonstrates strengths with auditory memory but experiences deficits in the area of processing speed. She attends general education classes in the inclusion setting with support from a special education teacher. Journey advocates for herself by asking for help when she does not understand. She benefits from the use of checks for understanding, repetition of directions, and positive support and feedback. Which of the following assessment accommodations may be most appropriate for Journey? 1.providing a human reader for assessments Since she has strong auditory comprehension skills but struggles with reading fluency, a human reader would be the most appropriate accommodation. 2.providing reduced answer choices for assessments There is not information that indicates that she requires a reduction in answer choices. 3.providing graphic organizers for assessments 4.providing frequent breaks for assessments

1.providing a human reader for assessments Since she has strong auditory comprehension skills but struggles with reading fluency, a human reader would be the most appropriate accommodation.

Which of the following are accommodations allowable under IDEA? 1.providing large print materials Large print materials are replicas of what other students are using so it is an accommodation. 2.providing manipulatives for a students to demonstrate mastery rather than written work in math. Students are required to show mastery of written equations in math per state standards. Since this is changing what they are expected to learn, it is a modification, not an accommodation. 3.reducing the number of spelling words from 10 to 5 4.providing extended time for tests Extended time does not change what is learned making it an accommodation.

1.providing large print materials 4.providing extended time for tests

A special education teacher is developing an end of unit test for her students. Which of the following considerations is most important when developing items on the test? 1.Is it possible to provide accommodations during this test? Accommodations are not optional and must be provided per students' IEPs. 2.Do the test questions adequately reflect learning objectives that were taught throughout the unit? An end-of-unit assessment should appropriately capture students' level of mastery of skills that were taught throughout the unit and build upon skills taught in previous units. 3.Is the test short enough to maintain students' attention? 4.Is the rigor of the test appropriate so that all students can receive high grades?

2.Do the test questions adequately reflect learning objectives that were taught throughout the unit? An end-of-unit assessment should appropriately capture students' level of mastery of skills that were taught throughout the unit and build upon skills taught in previous units.

Ayden, a student with attention deficit hyperactivity disorder (ADHD), has been making inappropriate comments during class. The behavior intervention team determined that Ayden is doing this to seek attention from the teacher. Which of the following responses will help to decrease the inappropriate comments? 1.Remove Ayden from the classroom each time he makes an inappropriate comment. 2.Ignore Ayden until he asks or comments appropriately. Ignoring the behavior will help to reduce the behavior because Ayden will not receive attention. Praising Ayden for making appropriate comments will also help to reinforce the desired behavior. 3.Praise Ayden's peers for appropriate comments and tone of voice. It would be more appropriate to praise Ayden when he demonstrates the desired behavior since it was determined that he was making inappropriate comments in order to gain attention from others. 4.Post a reminder of classroom rules on Ayden's desk.

2.Ignore Ayden until he asks or comments appropriately. Ignoring the behavior will help to reduce the behavior because Ayden will not receive attention. Praising Ayden for making appropriate comments will also help to reinforce the desired behavior.

Elena is a fifth-grade student with a specific learning disability in reading. Elena's reading fluency level is slightly below grade level, but she has significant deficits in reading comprehension skills and responds to reading comprehension questions on a second grade level. Based on this information, what would be an appropriate objective to meet Elena's current needs in the area of reading? 1.When given a fifth-grade-level text, Elena will accuracy identify the beginning, middle, and end of the story. 2.When given a third-grade-level text, Elena will respond to questions pertaining to the main idea, characters, and setting with 80% accuracy. Elena reads fluently but struggles with reading comprehension. Since her reading comprehension skills are currently at a second grade level, this objective is most appropriate. 3.When given a second-grade level text, Elena will read at a rate of 120 words per minute with less than 2 errors. Elena's reading fluency level is close to grade level, so this goal would not be appropriate for her. 4.When given a fifth-grade level text, Elena will respond to questions pertaining to the main idea, characters, and setting with 100% accuracy.

2.When given a third-grade-level text, Elena will respond to questions pertaining to the main idea, characters, and setting with 80% accuracy.

When the IEP committee determines that a student's behavior is a manifestation of the student's disability, the IEP committee must conduct or complete which of the following? 1.a Behavioral Intervention Plan (BIP) 2.a Functional Behavioral Assessment (FBA) An FBA is necessary to evaluate how the behavior is impacting the student's ability to function and learn. An FBA refers to a problem-solving framework to address student behavior, determine strategies to identify the reason for the behavior; review and consider the social, emotional, and cognitive factors of the behavior; and design interventions to address and redirect behavior. The special educator must be cognizant of the ethics, the LEA (Local Education Agency) policies, state and federal laws, and Procedural Safeguards relative to planning, facilitating, and implementing discipline procedures for students with disabilities. 3.an Independent Educational Evaluation (IEE) 4.an Individual Educational Plan (IEP)

2.a Functional Behavioral Assessment (FBA) An FBA is necessary to evaluate how the behavior is impacting the student's ability to function and learn. An FBA refers to a problem-solving framework to address student behavior, determine strategies to identify the reason for the behavior; review and consider the social, emotional, and cognitive factors of the behavior; and design interventions to address and redirect behavior. The special educator must be cognizant of the ethics, the LEA (Local Education Agency) policies, state and federal laws, and Procedural Safeguards relative to planning, facilitating, and implementing discipline procedures for students with disabilities.

What transition services must be established for program continuity when transitioning a student with multiple disabilities from preschool to elementary school? 1.a developmentally appropriate program that addresses the instructional needs of all of the students The key word is "all." The transition plan is specific to the one student and addresses only that student's needs. 2.a developmentally appropriate program that engages the student in critical thinking and problem-solving skills in collaborative grouping The key words to focus on are "student engagement, critical thinking and problem-solving skills." The special educator understands and is cognizant of the programs and services available to facilitate planning for transition. 3.a developmentally appropriate program that incorporates collaborative grouping 4.a developmentally appropriate program recommended by the parents

2.a developmentally appropriate program that engages the student in critical thinking and problem-solving skills in collaborative grouping

A kindergarten teacher is planning a lesson about holidays. When planning the lesson, he considers all holidays that are celebrated by students in his class and how to incorporate aspects of all into the lesson. This teacher is demonstrating an understand of: 1.constructive learning theory.(Constructivist learning theory underpins a variety of student-centered teaching methods and techniques which contrast with traditional education, whereby knowledge is simply passively transmitted by teachers to students.) 2.culturally responsive instruction. The teacher is demonstrating culturally responsive instruction by incorporating all holidays celebrated by students in the classroom rather than just focusing on one holiday that may be celebrated by most students in the class. 3.providing background knowledge. 4.jigsaw learning.(Introduce the strategy and the topic to be studied. Assign each student to a "home group" of 3-5 students who reflect a range of reading abilities. Determine a set of reading selections and assign one selection to each student.)

2.culturally responsive instruction.

In a very diverse class, the teacher notices that some students from the same culture are eager to help others before ensuring they have finished their work. This may be due to cultural impact on: 1.confidence. 2.interactions. Some students' cultures value collectivism more than independence and this affects their interactions with others. 3.education. This is due to social interactions and the belief that the whole group is more important than the individual. 4.habits.

2.interactions.

Which of the following assessments would be best for measuring a student's ability to apply concepts learned in a unit to the outside world? 1.content-referenced-(benchmark tests that periodically measure student learning.) 2.performance-based-(A performance assessment comes from students producing a project to show an application of knowledge to a real-world problem.) 3.teacher-made 4.norm-referenced

2.performance-based-(A performance assessment comes from students producing a project to show an application of knowledge to a real-world problem.)

When a student with emotional behavioral disability needs home and hospital teaching because of a crisis, what parts of the IEP must be changed? 1.area of eligibility and consideration of special factors This does not need to be changed. 2.placement Educational placement is determined by calculating the amount of time the student is with nondisabled peers and home/hospital instruction changes the time he is with nondisabled peers. 3.present levels, goals and objectives 4.classes/Test accommodations/modifications

2.placement Educational placement is determined by calculating the amount of time the student is with nondisabled peers and home/hospital instruction changes the time he is with nondisabled peers.

Ali, a sixth-grade student with learning disabilities, has exhibited some aggressive behaviors. The teacher observed her yelling and pushing her classmates when working in collaborative groups. The teacher consulted with the special education teacher. What is the best response that the special education teacher can recommend? 1.convene an IEP meeting immediately Convening an IEP meeting may not be the best response to address the current situation. The behaviors need to be addressed immediately and thoroughly. 2.redirect the behaviors by assigning collaborative group roles specifically for the student and coach the student with specific responses when working in collaborative groups Specific collaborative group roles will provide the opportunity for active participation. Coaching strategies will provide the student with appropriate problem-solving skills that are paramount to her success with collaborative group learning experiences. 3.isolate the student from the collaborative groups 4.spend more one-on-one time with the student to prevent behavior in the future

2.redirect the behaviors by assigning collaborative group roles specifically for the student and coach the student with specific responses when working in collaborative groups

A student with a specific learning disability is receiving services in a part-time Exceptional Student Education (ESE) classroom. The student is struggling to make progress and is showing increased behavioral challenges. The IEP team is considering another placement that would be more appropriate for the student's current needs. Choose the next least restrictive placement. 1.related services in addition to part-time ESE classroom Related services are not a least restrictive environment option. These are a type of services. 2.self-contained ESE classroom at current school If the student is unable to make progress in a part-time ESE classroom, the IEP team may consider a self-contained ESE classroom at the student's current school. 3.consultative services in general education classroom 4.self-contained ESE classroom at specialized school

2.self-contained ESE classroom at current school If the student is unable to make progress in a part-time ESE classroom, the IEP team may consider a self-contained ESE classroom at the student's current school.

A second-grade teacher is computing grades. Rather than working for typical letter grades, students are working for mastery of each concept. Each subject is broken into small tasks identified as learning goals. Students are given a grade for each task on a scale of 1 to 4, with 1 representing little understanding of the concept and 4 representing an understanding greater than expected. What type of grading is the teacher implementing? 1.criterion-referenced grading (Criterion-referenced grading is not a real method. Criterion-referenced testing is what is generally used in classrooms when the teacher gives a quiz, test, or exam.) 2.standards-based grading (This is the method for using standards-based grading.) 3.norm-referenced grading-(refers to a grading system wherein a student's grade is placed in relation to the performance of a group. Thus, in this system, a grade of 80 means that the student performed better than or same as 80% of the class (or group). 4.performance-based grading-(is a summative assessment tool that is used as a substitute for high-stakes testing. It's intended to focus more on practical or applied skills—more "do you know how to use your knowledge?" versus "tell me what you know.")

2.standards-based grading (BECAUSE-Standard- based grading is a system of education which focuses on student learning and grades based on demonstrated understanding of specific concepts. Instead of a simple letter, students receive grades in multiple different learning targets and can see which concepts they understood well and which they need to improve on.)

In determining appropriate transition services for a specific student, the ARD committee must consider which of the following? 1.the student's progress as compared to grade level peers 2.the student's preferences, interests, and strengths Who the student is as an individual should always been taken into consideration when considering transition services. 3.the student's instructional level Considering the level of instruction a student is receiving ensures the student's success with the transition process and in the appropriate setting. 4.the student's related services Related services are a part of any transitional plan.

2.the student's preferences, interests, and strengths 3.the student's instructional level 4.the student's related services

Which of the following provisions is not a provision of the Individuals with Disabilities Education Act (IDEA)? 1.Parents have the right to meaningful participation in IEP meetings. 2.Procedural safeguards must be provided to parents at least once annually. 3.ARD committees must have all of the student's teachers present at every IEP meeting. The ARD committee (the IEP team) must include an LEA designee, special education teacher, general education teacher, and a parent. Additional teachers may be invited but are not mandatory team members. 4.Schools that receive federal funds must provide services and programs to eligible students at no cost to parents.

3.ARD committees must have all of the student's teachers present at every IEP meeting.

Maurice is a fourth-grade student who is color blind. He is in an inclusion fourth-grade class. Which of the following strategies would be most helpful for supporting Maurice's vision needs when the class studies graphs, maps, and charts? 1.Offer alternate assignments for Maurice. 2.Provide large-print versions of all graphs, maps, and charts. Students who are color blind would not require enlarged font if color blindness was the only aspect of their visual impairment. 3.Avoid color-coded identifiers on graphs, maps, and charts. Consider using patterns instead. By using patterns for all graphs, maps, and charts, Maurice can interpret and analyze the data without attempting to rely on color-coded identification. If color key codes are built into certain visuals, his teacher can provide an accommodation by labeling the items with the name of the color. 4.Allow Maurice to skip any assessment questions that involve graphs, maps, and charts.

3.Avoid color-coded identifiers on graphs, maps, and charts. Consider using patterns instead. By using patterns for all graphs, maps, and charts, Maurice can interpret and analyze the data without attempting to rely on color-coded identification. If color key codes are built into certain visuals, his teacher can provide an accommodation by labeling the items with the name of the color.

A third-grade teacher is preparing to teach a social studies lesson to an inclusion class. Many of the students read below grade level, so the teacher has chosen to play an audio version of a non-fiction text rather than having the students read the text independently. What is the primary reason for using an audio version of the text? 1.The students lack the comprehension skills to read the text. Students who struggle with reading fluency may still have appropriate comprehension skills or be able to comprehend a text that is read aloud. 2.The audio version will increase vocabulary acquisition. 3.The students struggle to read grade level texts fluently. Students who struggle to read fluently but have grade level or near grade level comprehension skills can access the curriculum through an audio version of the text. 4.The audio version will allow the teacher to complete the lesson more quickly.

3.The students struggle to read grade level texts fluently. Students who struggle to read fluently but have grade level or near grade level comprehension skills can access the curriculum through an audio version of the text.

Jonah is a seventh-grade student who has a health impairment due to multiple sclerosis (MS). Jonah's disability causes vision problems, pain, and fatigue. Which of the following accommodations is most appropriate for Jonah during his inclusion English language arts class? 1.reducing the number of answer choices during assessments 2.implementing a Behavior Intervention Plan (BIP) 3.allowing him to listen to audiobook versions of novels or short stories Audiobooks will allow Jonah to focus on comprehension of text by being able to listen as he reads, particularly when he is experiencing vision difficulties or significant pain. 4.providing seating in the front of the room to reduce his distractions Providing seating in the front of the room may be beneficial, but this does not directly address Jonah's physical needs, and there is not information provided indicating that he is easily distracted.

3.allowing him to listen to audiobook versions of novels or short stories

The secondary teacher of students with learning disabilities has been teaching the students to use Cornell Notes in all of the content classes. The best benefit of this strategy would be which of the following? 1.engages students in the lessons 2.serves as an organizational tool for due dates and upcoming projects 3.creates a study guide to use for the content classes' tests The focus is on the students' responsibility and higher order thinking skills: the synthesizing of the learning presented through targeting the main idea and summarizing the text. The student generated questions and answers serve as a self-designed study guide. 4.provides an opportunity for the students to write The focus is on writing with a purpose.

3.creates a study guide to use for the content classes' tests The focus is on the students' responsibility and higher order thinking skills: the synthesizing of the learning presented through targeting the main idea and summarizing the text. The student generated questions and answers serve as a self-designed study guide.

What type of assessment compares a student's knowledge or skills against a predetermined standard or learning goal? 1.norm-referenced assessment 2. ipsative assessment(the practice of assessing present performance against the prior performance of the person being assessed.) 3.criterion-referenced assessment 4.self-assessment.

3.criterion-referenced assessment BECAUSE-With criterion-referenced tests, each person's performance is compared directly to the standard, without considering how other students perform on the test.

An inclusion teacher assists the sixth-grade math teacher with individual and small group instruction for the students with learning disabilities. Which instructional strategy would be appropriate to recommend when designing instructional lessons? 1.whole group instruction 2.rote instruction 3.differentiated instruction Differentiated instructional strategies provide an opportunity to create a teaching and learning environment for all students to access, participate, and progress in the general education curriculum. The teacher connects the learning to the student's current instructional level. The instructional design compels the student to develop the knowledge and skills for academic success. 4..cooperative learning group instruction (CLG)

3.differentiated instruction

A student with a specific learning disability (SLD) in the area of written expression is reluctant to share answers during class discussions due to fear of being incorrect. Which of the following instructional strategies to be used while reading a short story in language arts class will help the student to gather his thoughts and engage in class discussion? 1.offering an audiobook instead of reading the story independently 2.asking the student to practice his answer with a peer before sharing 3.providing a graphic organizer with prompts to complete while reading The graphic organizer will allow the student to gather his thoughts and ideas while reading which will encourage active participation. 4.providing a laptop to type responses A laptop would be more beneficial for a student with fine motor deficits.

3.providing a graphic organizer with prompts to complete while reading The graphic organizer will allow the student to gather his thoughts and ideas while reading which will encourage active participation.

Which of the following scenarios could be most effectively be addressed by conducting a task analysis for a kindergarten student with Down syndrome? 1.demonstrating appropriate communication skills during the school day There are too many skills associated with communication throughout the school day. It would be more appropriate to address specific skills or focus on specific times of the day. 2.sharpening a pencil 3.purchasing lunch in the cafeteria and sitting at a table to eat with peers The student's participation in lunch in the cafeteria can be broken into smaller parts so that the teacher can teach individual skills such as ordering lunch, purchasing food, sitting with peers, and eating lunch. 4.greeting a peer at recess

3.purchasing lunch in the cafeteria and sitting at a table to eat with peers The student's participation in lunch in the cafeteria can be broken into smaller parts so that the teacher can teach individual skills such as ordering lunch, purchasing food, sitting with peers, and eating lunch.

In reviewing all of the available data, the IEP committee determines that positive behavioral interventions and behavioral supports are needed to increase a student's academic achievement. These interventions should be documented in which of the following? 1.discipline records 2.the student's permanent record The student's permanent record is a cumulative record of the student's academic progress. 3.the IEP The IEP must note the student's present level of performance and the measurable annual goals including the LEA, district, and state assessments to determine and monitor progress within the general education curriculum as supported by the accommodations. 4.the student grade book

3.the IEP

Which of the following behaviors is more often seen in girls with depression than in boys with depression 1.irritability 2.aggression 3.withdrawal Withdrawal is a symptom of depression that is more prevalent among teenage girls. 4.fatigue

3.withdrawal Withdrawal is a symptom of depression that is more prevalent among teenage girls.

How can a special education teacher develop a lesson plan for an inclusion classroom that demonstrates appropriate knowledge of using an approved curriculum to plan lessons? 1.Plan activities that the students will find to be enjoyable. While this is important, it does not relate to using an approved curriculum. 2.Teach a lesson about test-taking strategies. 3.Require students to answer all multiple choice and essay questions included in the class textbook. 4.Develop a post-assessment that includes questions aligned with state standards. The teacher can demonstrate knowledge of using an approved curriculum for lesson planning by developing lesson activities that address state standards and closing the lesson with a post-assessment that will demonstrate the students' level of understanding of those standards.

4.Develop a post-assessment that includes questions aligned with state standards. The teacher can demonstrate knowledge of using an approved curriculum for lesson planning by developing lesson activities that address state standards and closing the lesson with a post-assessment that will demonstrate the students' level of understanding of those standards.

Mrs. Marks is a general education teacher at Kam Middle School. She collaborates with the special education teacher regarding appropriate instructional strategies to effectively teach linguistically diverse students with disabilities. What is the most effective strategy the special education teacher can offer Mrs. Marks? 1.Introduce memory strategies for sight words. 2.Have the students work in collaborative learning groups. Working in collaborative learning groups may not be the most effective instructional strategy at this point. The focus of this question is the linguistically diverse component. 3.Present all lessons in one on one teacher conferences. 4.Engage the students with the vocabulary presented during the learning process. Student engagement with the vocabulary provides the opportunity for students to make connections with the text as the special education teacher should be cognizant of culturally and linguistically diverse differences and their effects on instructional delivery for students with disabilities.

4.Engage the students with the vocabulary presented during the learning process. Student engagement with the vocabulary provides the opportunity for students to make connections with the text as the special education teacher should be cognizant of culturally and linguistically diverse differences and their effects on instructional delivery for students with disabilities.

Which of the following is the best strategy for providing an effective continuity to ease the transition of special education students from the elementary program to the middle school program? 1.Implement instructional strategies that promote the students' critical thinking skills. Some special education students may not have highly developed critically thinking skills in elementary school; instruction should focus on the individual and not preset goals. 2.Develop an elementary program that places a heavy emphasis on acquiring mathematical skills. 3.Ensure both programs implement developmentally appropriate instruction that accounts for varying differences in the students' academic ability. This is the best answer because as student's transition, it is important that their individual's needs are still being met. If the instruction implements the appropriate adjustments, then the transition will much smoother. This requires communication between the elementary and middle grades special education coordinators. 4.Develop an elementary program that promotes the use of technology during instruction.

4.Ensure both programs implement developmentally appropriate instruction that accounts for varying differences in the students' academic ability.

A kindergarten student with autism has an IEP goal to independently complete the steps associated with washing and drying hands after using the restroom. The student has been working on this goal for eight weeks, but he has not made any progress toward initiating or completing the steps without partial physical prompts. The student is beginning to express frustration when the teacher intervenes. Which of the following is an appropriate next step for the teacher to take? 1.Schedule a parent/teacher conference and provide a visual checklist for the student to use at home. Providing a visual checklist for use at both home and school would be helpful but would not completely eliminate the student's requirement of prompting. 2.Offer hand sanitizer instead of requiring the student to wash hands. 3.Remove any prompting from the teacher to reduce the student's frustration. 4.Meet with the IEP committee to discuss ways to teach this skill. The IEP committee should discuss ways to support the student and consider whether there are strategies that related service providers can use to incorporate this goal into their therapy sessions.

4.Meet with the IEP committee to discuss ways to teach this skill. The IEP committee should discuss ways to support the student and consider whether there are strategies that related service providers can use to incorporate this goal into their therapy sessions.

Sven is a tenth-grade student with an emotional disability. He has difficulty answering questions in class and often puts his head on his desk if called on. His teacher would like to encourage participate to include Sven in class and also gauge his understanding. Which of the following interventions is most appropriate for Sven? 1.Send Sven to the school counselor's office whenever he puts his head on his desk. 2.Begin offering participation points for each student's grade. Remind Sven that he will lose points if he does not participate. 3.Read a social story that discusses the importance of participating in class. 4.Social stories are more commonly used for younger students. 4.Review the class schedule daily at the beginning of class. Use a nonverbal cue, such as highlighting a question on a worksheet, to notify Sven of which question he may be asked to answer. Reviewing the day's schedule is beneficial for all students and will help Sven anticipate group discussions. Providing a nonverbal cue of the question that he may be asked to answer will allow him to prepare his response in advance.

4.Review the class schedule daily at the beginning of class. Use a nonverbal cue, such as highlighting a question on a worksheet, to notify Sven of which question he may be asked to answer.

Tom is a fifth-grade student with an intellectual disability who participates in an inclusion classroom. Tom has an IEP goal related to independently packing up his desk materials and backpack to prepare to leave school at the end of the day. Which of the following supports can help Tom to meet this goal? 1.Prompt Tom to pack up his materials at the end of the day and guide him through each step in the process. 2.Send home a checklist so Tom can practice packing his backpack to take it to school the next day. While this can help to reinforce skills, this may be confusing since it is a different process than packing to leave school. 3.Invite Tom to join a weekly extended day program that focuses on study skills. 4.Seat Tom next to a peer who models this behavior so he has daily opportunities to observe. Students with intellectual disabilities benefit from observing peers who model appropriate skills.

4.Seat Tom next to a peer who models this behavior so he has daily opportunities to observe. Students with intellectual disabilities benefit from observing peers who model appropriate skills.

A science teacher intends to design a performance assessment. Which of the following activities would be most appropriate to use for this type of assessment? 1.Students review their lab reports to select the worst ones, and then they set a goal for improving the quality of reports during the next semester. 2.Students are given an image of a microscope and are asked to label all parts. This describes objective testing which has specific right and wrong answers. (objective testing-multiple choice, classification sets, true/false.) 3.Students safely prepare their area for an experiment while the teacher observes. 4.Students follow steps to determine a hypothesis and complete a lab experiment. This accurately describes a performance assessment, or "authentic" assessment, where students are required to perform a task rather than selecting answers.

4.Students follow steps to determine a hypothesis and complete a lab experiment. This accurately describes a performance assessment, or "authentic" assessment, where students are required to perform a task rather than selecting answers.

1A first-grade student in Exceptional Student Education (ESE) is having difficulty organizing materials at the end of the day due to talking to a friend at his table. The teacher plans to use extinction to address this behavior. Which of the following is an example of extinction? 1.The teacher takes away the student's recess time the following day each time he does not organize his materials to go home. 2.The teacher gives the student a sticker each time he organizes his materials without prompting. This is an example of positive reinforcement. 3.The teacher gives the student verbal prompts and reminds him that he does not have free choice time until his materials are organized. 4.The teacher moves the student's seat so that he is not seated by his friend. This is an example of extinction because the teacher has stopped the behavior (talking to a friend and not organizing materials) from occurring. Since the student is distracted due to talking to his friend, changing seats causes gradual extinction of the behavior by allowing the student to focus on organizing his materials to go home.

4.The teacher moves the student's seat so that he is not seated by his friend.

Which of the following scenarios accurately describes the use of skill reinforcement through hierarchy of prompts? 1.The teacher leads a whole group activity on letter identification and then shows the students how to form letters to write sight words. Next, the teacher has students practice forming letters to write sight words individually. 2.The teacher pairs the student with an older student who guides the younger student in an activity to practice spelling and writing sight words. 3.The teacher provides the student with magnetic letters to use for spelling while peers practice spelling words on dry erase boards. This describes a modification. 4.The teacher uses hand over hand to teach a student how to form letters and then transitions to sticky tape on the pencil to reinforce appropriate pencil grasp. By transitioning from using hand over hand to sticky tape, the teacher is using a hierarchy of prompts from most to least prompts.

4.The teacher uses hand over hand to teach a student how to form letters and then transitions to sticky tape on the pencil to reinforce appropriate pencil grasp.

An inclusive physics class is studying speed and velocity. The students are having class in the auditorium to determine a more effective way to arrange theater sets during changes in scenes. Which of the following skills does this lesson address? 1.linguistic(The linguistic environment of the classroom is influential to young children's language development.) 2.intrapersonal(Comforting people when they need it Clear communication skills) 3.visual spatial There are visual spatial components, but since students are building and arranging the set, it appeals more to the bodily-kinesthetic intelligence. 4.bodily-kinesthetic Building and arranging sets in order to calculate speed and velocity during scene changes appeals to bodily-kinesthetic intelligences since students can use tools to build.

4.bodily-kinesthetic Building and arranging sets in order to calculate speed and velocity during scene changes appeals to bodily-kinesthetic intelligences since students can use tools to build.

Which of the following teaching strategies would provide the best opportunity for differentiated instruction of preschool students? 1.center-based independent practice Independent practice in centers allows the teacher to work with students individually according to their needs. 2.whole group instruction 3.small group instruction by separating students according to the first letter of their names Grouping students by the letters of their names will provided mixed ability levels and limit differentiation opportunities for small group instruction. 4.mixed groupings by having the preschool class join the kindergarten class

4.center-based independent practice Independent practice in centers allows the teacher to work with students individually according to their needs.

A fifth-grade inclusion science class is completing a mid-unit activity of building models to represent ecological biomes to demonstrate knowledge of what they have learned so far. Which of the following instructional strategies would be best to facilitate all students' participation? 1.flipped classroom(technology is used. teachers make video which can be time consuming. 2..teacher-directed learning 3.inquiry-based instruction Inquiry-based instruction involves posing questions for students to investigate and respond in order to obtain knowledge. This may be better suited for earlier in the unit when students are gathering information. 4.cooperative learning Cooperative learning will facilitate student participation since students will have the opportunity to work in small groups to share knowledge and build models of biomes. Students are typically grouped with mixed abilities.

4.cooperative learning Cooperative learning will facilitate student participation since students will have the opportunity to work in small groups to share knowledge and build models of biomes. Students are typically grouped with mixed abilities.

A third-grade special education teacher is using a behavior recording system for a student who has been drawing pictures during class instead of completing assignments. Which of the following methods will gather information about the duration of the behavior? 1.counting how many times the student draws pictures during a specific period of time This refers to the frequency of drawing pictures. 2.indicating what occurred in the classroom just prior to instances of drawing pictures 3.observing the student at predetermined times and noting whether or not the student is drawing pictures or working 4.monitoring the amount of time that the student draws pictures during an observation period Monitoring the amount of time that the student draws pictures during an observation period will provide data about the duration of the behavior.

4.monitoring the amount of time that the student draws pictures during an observation period

Instructional and/or testing accommodations must be provided for a student with a disability by the school when it is 1.necessary in order for the student to excel Accommodations are provided in order to allow students to access the general curriculum and demonstrate gains. While some students may excel with the provision of accommodations, accommodations are provided to allow the student to make progress. 2.requested by the student's parents 3.requested by the student's teachers 4.necessary in order for the student to access the curriculum Accommodations are provided in order to allow students to access the general curriculum.

4.necessary in order for the student to access the curriculum Accommodations are provided in order to allow students to access the general curriculum.

An eight-year-old student in Exceptional Student Education (ESE) who has muscular dystrophy has limited fine motor strength. The student is having difficulty writing with a pencil for long periods of time. An appropriate adaptation for the student is a 1.pencil weights(I found one recent study on the use of weighted pencils and handwriting. In theory, the purpose of the weighted pencil is to provide extra proprioceptive input in the fingers and hand to help provide extra feedback.) 2.legibility guide 3.fidget tool(Fidget tools, sometimes referred to as sensory tools or fidget toys, are designed to help with self-regulation. Fidgets come in a variety of formats and have been shown to help students focus, relax, and maintain attention to instruction.) 4.pencil grasp trainer A pencil grasp trainer will help the student with proper pencil grip and also activate muscles needed to hold the pencil.

4.pencil grasp trainer

A fifth-grade teacher has a student who is colorblind. The teacher is developing a math test that involves pie charts. Last year's version of the test involved colored sections of the pie, but the teacher edits the graphic so that the pie charts are in black and white with patterns to represent each section. What is the teacher doing by replacing colors with patterns? 1.modifying the curriculum This is not a modification because the skill that was being assessed did not change. 2.aligning to state standards 3.conducting a pre-assessment 4.providing an accommodation The teacher is providing an accommodation by adjusting the visual graphic so that it is accessible to the student who is colorblind.

4.providing an accommodation The teacher is providing an accommodation by adjusting the visual graphic so that it is accessible to the student who is colorblind.

The Local Education Agency (LEA) is required to conduct a Review of Existing Evaluation Data (REED) for all of the following reasons except: 1.the parents request a reevaluation of related services This is a parental right as indicated in the Procedural Safeguards. 2.the teacher requests a reevaluation based on the student's academic achievement 3.the student's academic achievement improves, resulting in a dismissal of services 4.the student is experiencing fewer behavior issues in class Improved behavior is a positive change, but it does not require the LEA to conduct a REED.

4.the student is experiencing fewer behavior issues in class Improved behavior is a positive change, but it does not require the LEA to conduct a REED.

Children who are eligible in the area of developmental delay have a significant delay (typically defined as 25% decrease in ability in comparison to same-aged peers) in two or more areas of development. Which of the following areas below is not an area in which a child may be identified as having a developmental delay?

Academic skills are not a classification of developmental delay. Although students with developmental delays often struggle to acquire and demonstrate academic skills, this is the result of other areas of deficit, such as cognitive skills or social/emotional skills.

accommodation vs Modification

Accomodations- examples alter seating, more time on test,reading questions outloud, Modifications-reduce amount of work, work changes,

mild intellectual disability students would struggle with...

Figurative language writing prompt bc they struggle to differentiate concrete and abstract concepts. Figurative language such as metaphors, similes, idiomatic expressions, etc. are typically quite confusing.

Students can have developmental delays in

Fine and Gross motor skills, Social and Emotional skills, Cognitive skills.

Multiple Sclerosis (MS)

Multiple sclerosis (MS) is a potentially disabling disease of the brain and spinal cord (central nervous system)

The LEA has the responsibility to identify, locate, and evaluate all students who reside in the state of Texas who are in need of special education or related services, including students enrolling in private schools. At what age can children begin receiving services?

NO-5 years old or enrolled in elementary school YES-Birth This is the correct answer. Children can receive services as soon as they are identified which can be at birth. NO-3 years old or enrolled in preschool Children can receive services as soon as they are identified which can be at birth. NO-Once they begin speaking

A teacher who identifies strengths and weaknesses for each student, designs instruction according to students' areas of need, uses varying instructional strategies according to each students' needs, and develops custom learning paths for each of the students is using:

NO-Cooperative learning. Cooperative learning strategies include group work with teacher facilitation.(students working in groups to accomplish a physical task.) NO-flipped classroom.(Flipped classroom lets each student move at their own pace while learning the material.) YES-diagnostic-prescriptive method. BECAUSE-A diagnostic-prescriptive method adjusts learning paths according to students' needs, so each student may be working on different skills according to their current levels and abilities. NO-inquiry-based learning(is a student-centered approach where the instructor guides the students through questions posed, methods designed, and data interpreted by the students)

There is a biology test next week and the general education teacher is unsure of how to modify the test for her special education students. How can the special education teacher collaborate with the biology teacher?

NO-Provide a copy of last year's test and offer to reuse it. NO-Offer to write a modified test without input from the biology teacher. YES-Offer to draft a modified test based on the original test and then they can edit it together. BECAUSE-This approach ensures the teachers are collaborating and the students are accessing as much of the curriculum as is possible. NO-Offer to review a modified test after the biology teacher writes one.

The fifth-grade ELA teacher informs the special education teacher that RtI is a means to place students into special education. All of the following are appropriate responses except:

NO-RtI is the first step to the special education referral process. BECAUSE-The key words are "first step." RtI is not the first step for special education services. First, a general or special education teacher, caretaker, or parent observes the student's lack of progress in the general education curriculum, or in social or behavioral interactions based on all assessment data. YES-RtI is a systematic process for students who are experiencing academic difficulties and who may not meet the grade level achievement standards. This shows that IDEA 2004 mandates a response to intervention. It is important that the teacher understands the RtI process. The quality of the instructional delivery is paramount to the students' academic success. YES-RtI is highly qualified instruction grounded in scientifically researched instructional intervention strategies. YES-RtI is a process to monitor students' academic and/or behavioral progress based on result-oriented data.

Which of the following scenarios indicates a situation in which a parent has the right to request an independent educational evaluation (IEE)?

NO-The parent disagrees with the IEP team's proposal to adjust the wording on reading and math goals. NO-The parent disagrees with the IEP team's decision to move a student who was in a self-contained classroom at a local school to a specialized program for students with autism. This is a situation which may be handled through mediation or due process. NO-The parent disagrees with the district's summary of performance and decision to exit a student from special education services due to graduation from high school. YES-The parent disagrees with the district's re-evaluation which found a student only eligible under specific learning disability (SLD) when the student previously had a secondary disability qualifier also. If the parent does not agree to the district's re-evaluation, the parent has a right to request an IEE.

Which of the following scenarios indicates that a student may meet certain eligibility criteria for a specific learning disability?

NO-The student is identified as an English Language Learner and receives ELL services from a certified teacher. YES-The student has received Tier 3 reading interventions but continues to read below grade level. Students who fail to make progress despite receiving research-based interventions may be eligible as having a specific learning disability. NO-The student has been diagnosed with attention deficit hyperactivity disorder (ADHD). BECAUSE-A student with a diagnosis of ADHD may be considered for eligibility in the area of other health impairment. NO-The student's intelligence quotient (IQ) score on a cognitive assessment is below 60.

A seventh grade student in Exceptional Student Education (ESE) with a disability in the area of autism scored at the 10th percentile in reading fluency when a diagnostic assessment was administered. What conclusion can be made from this information?

NO-The student is reading on a 10th grade level. NO-The student is reading in the top 10th percentile of same-aged peers. BECAUSE-student who scored in the top 10th percentile would have had a 90th percentile ranking on this type of assessment. NO-The student scored 10% on the assessment. YES-The student has a reading fluency rate that is 10% higher than same-aged peers. BECAUSE-The student's score in the 10th percentile indicates that the student is reading significantly below grade level and has a faster reading fluency rate than 10% of same-aged peers.

A small group of students has been scoring below average on math benchmarks. The teacher pulls this group for small group remediation. Which of the following assessments would be most appropriate for this group of students?

NO-anecdotal record NO-formative assessment NO-observational checklist YES-progress monitoring These students need to have their progress monitored to ensure they are making gains in the math curriculum.

Which of the following is a major disability category that is recommended under the Individuals with Disabilities Education Act (IDEA)?

NO-cerebral palsy YES-vision impairment BECAUSE-A vision impairment is one of the thirteen disability categories that is recognized under IDEA. NO-speech apraxia NO-dyslexia BECAUSE-Dyslexia is not a specific eligibility category, although some states recognize dyslexia as a type of learning disability. A student with dyslexia may be eligible under the category of specific learning disability.

A teacher is preparing for an annual review IEP meeting. Which of the following assessments is most beneficial to determine current levels of academic performance?

NO-current least restrictive environment (LRE) percentage NO-state test scores from the previous school year NO-parent observations YES-curriculum-based assessment BECAUSE-Curriculum based assessments will provide the most current information about how the student is performing with the current services. This will help the IEP team to determine whether what is currently in place is working well or if revision is needed.

Which of the following are examples of a point at which an informal assessment is appropriate? Select all answers that apply.

NO-early in the grading period, as the first grade on a new skill BECAUSE-Informal assessments would usually not be used toward a student's class average. YES-at the beginning of a unit BECAUSE-It is useful to informally assess students at the beginning of a unit to better understand how much they already know about the topic. NO-at the conclusion of a unit YES-during a lesson; after introducing a new topic BECAUSE-There are many strategies that a teacher can use to informally assess the class during instruction, to make sure the are understanding the lesson.

The Behavior Assessment System for Children (BASC) is most likely to be used for consideration of identification in the area of:

NO-specific learning disability (SLD). NO-intellectual disability (ID). BECAUSE-Rating scales such as the Vineland Adaptive Behavior Scales (VABS) or Adaptive Behavior Assessment System (ABAS) may be used for consideration of intellectual disability. YES-attention deficit disorder (ADHD). BECAUSE-A behavior rating scale may be used as part of a multi-disciplinary process when determining eligibility for other health impairment (OHI) which includes the classification of ADHD. Children are often rated by both parents/guardians and teachers/staff. NO-generalized anxiety disorder.

A sixth-grade special education teacher is providing instruction on human body systems in a co-taught science class. The teacher would like to determine students' current level of understanding and gaps in learning to prepare additional lessons in the unit. Which of the following assessments should be used to address this?

NO-standardized assessment NO-summative assessment NO-pre-assessment BECAUSE-A pre-assessment would be more appropriate to use prior to beginning a unit to determine what knowledge students already have. YES-formative assessment BECAUSE-A formative assessment will assess the students' current level of understanding. The teacher can use this information to plan opportunities for reteaching and intervention.

Which of the following types of assessment provides information about how a student is progressing in academic areas such as reading and math classes and may provide periodic updates for parents?

NOT-Standardized Assessment NOT-Formative Assessment NOT-Diagnostic Assessment YES-curriculum-based assessment A curriculum-based assessment provides periodic updates on how a student is progressing in academic areas at school.

Mr. Waller begins an English lesson on the structure of sentences. After a few example sentences, Mr. Waller asks each student to list the parts of a sentence. As the students write down the parts of a sentence, Mr. Waller walks around the room looking at their answers. After a few minutes, Mr. Waller returns to the front of the class and resumes instruction. Which type of assessment is being used by Mr. Waller?

NOT-formal NOT-summative NOT-informal BECAUSE-Informal assessments are not data driven, but content and performance driven. Examples would include a book report, a multiple-choice exam over an instructional unit, or a classroom assessment which utilizes a rubric. YES-formative BECAUSE-Formative assessments focus on qualitative feedback. Examples would include an oral examination over a reading assignment or having students brainstorm information related to an instructional activity before beginning an activity so that the teacher can her best to scaffold information.

Which of the following is not a criterion used to determine a child eligible as having an intellectual disability?

NOT-significantly below average cognitive ability NOT-significant limitations in two or more adaptive skills NOT-significantly below average academic achievement YES-significant behavioral limitations BECAUSE- Behavioral needs are not a required criterion when considering eligibility for an intellectual disability, although some students identified as having an intellectual disability do have behavior goals/services.

Which of the following is the best approach to target individual skills that a student needs to develop?

No-lecture YES-student-teacher conference BECAUSE-A brief conference provides the opportunity for individualized instruction in a specific area. NO-cloze activity(Students are given a choice of three possible words that would make a correct sentence.) NO-inquiry-based activity(Experimenting with them will help your curious young learners discover the 'why's and'hows' of life.) BECAUSE_An inquiry-based activity may help students increase and grow their knowledge, but it does not target specific skills for individual students.

What are 4 tiers in Sped?

Tier 1 - Level of instruction found in general education classrooms Tier 2 - More deliberate, direct and explicit in how students are taught and how feedback is modeled and details provided Tier 3 - Intensive instruction, including the introduction of a specialist with specific expertise to weigh in on the situation Tier 4 - referral to Special Education.

Which is the best example of an Exceptional Student Education (ESE) teacher conducting a work sample analysis?

YES-A teacher reviews a writing sample to identify types of grammatical errors. BECAUSE-By reviewing the writing sample, the teacher can identify the student's current strengths and deficits. NO-A teacher completes a behavior rating scale in preparation for a student's triennial evaluation. NO-A teacher explains how to solve subtraction problems and models the process to students. NO-A teacher administers a pre-assessment to identify the student's current reading fluency level.

A high school student with ADHD receives special education services for Other Health Impairment (OHI). He often needs extra time on tests and has qualified to use this accommodation on the SAT. When his scores are returned, he sees that he scored in the 65th percentile. What does this mean?

YES-His score was better than 65% of other students taking the test. BECAUSE-Percentile rank shows the place at which others scored equal to or less than the student. NO-He can get into 65% of the colleges he applies to. NO-He correctly answered 65% of the questions. NO-He scored lower than 65% of other students taking the test. BECAUSE-Percentile rank tells what percentage the student out-performed.

Which of the following statements is not a component of measurable IEP goals?

YES-Measurable goals including criteria related to mastery. YES-Measurable goals related to a student's area(s) of need. NOT-Measurable goals based on the student's grade level. BECAUSE-With an IEP in place, measurable goals are based on students' disabilities and needs, not on students' grade levels. YES-Measurable goals tied to the student's skill level. Measurable goals should include baseline data which are tied to the student's current skill level.

In the middle of a lesson on plant systems, a teacher asks students to raise their hand if a statement she says about roots is true. She reads four statements and notes how accurate the class is for each statement. This exercise is an example of:

YES-a formative assessment. BECAUSE-A formative assessment is given during a unit to inform further instruction. The teacher can use how well the students rated the statements to decide if they understand roots. NO-a summative assessment. NO-a performance assessment.(Open-ended or extended response exercises are questions or other prompts that require students to explore a topic orally.) NO-a summative assessment. NO-a self-assessment.(where students evaluate their own work. Teacher teaches students how to evaluate work first and then students practice)

Which of the following is a norm-referenced test?

YES-a multiple-choice test that evaluates basic reading skills BECAUSE-A norm-referenced test compares the test taker to other students of the same age or grade and would be expected to produce similar results across states. NO-a standardized state test BECAUSE-A state test is a criterion-referenced test, as it evaluates the knowledge gained against a set of criteria or objectives the student should have learned after completion of a specific course. NO-a pre-test and post-test to evaluate instructional effectiveness NO-an end-of-unit test created by the teacher

Which of the following is an example of a formative assessment?

YES-asking students to complete an exit ticket to gauge understanding and adjust instruction based on students' responses BECAUSE-This is an example of formative assessment because the teacher will use students' responses to determine level of understanding and drive instructional focus based on students' needs. NO-assessing students on one unit of course content after completing all activities in the unit This is an example of a summative assessment. NO-comparing students' standardized test scores from the previous school year to the current school year NO-tracking students' reading fluency levels from month to month

The IEP team has proposed an initial evaluation for a student who is suspected of having an educational disability of autism. Which of the following areas of evaluation may be recommended?

YES-communication assessment One of the characteristics of autism is communication deficits. This may include difficulties with expressive, receptive, or pragmatic language. YES-cognitive assessment Cognitive testing is often a standard portion of the initial evaluation. This information will be used to demonstrate whether the student's cognitive ability is commensurate with his/her achievement scores. YES-achievement assessment Achievement testing is often a standard portion of the initial evaluation. This information will be used to demonstrate whether the student's achievement is commensurate with his/her cognitive ability. NOT-gross motor assessment

Which of these would not be a needed source of data for a student going through the referral process for a potential learning disability?

YES-formalized testing YES-classroom observations NO-growth reports BECAUSE-A child's height is not generally tied to a learning disability. YES-behavioral incident reports

During social studies instruction, the teacher periodically asks the students to spend a few minutes and write in their journals on the information just discussed. What type of assessment is being used in this social studies class?

YES-formative BECAUSE- Formative assessment is the periodic review of the students' assignments in monitoring their progress. NOT-Self NOT-Summative NOT-Informal

Which of the following may be a component of the Response to Intervention (RTI) process for a student who is struggling in reading?

YES-periodic meetings with parents and school staff to review progress or lack of progress BECAUSE-Students who are in the RTI process will have periodic meetings, typically every 6-8 weeks, to review progress or lack of progress. The team may consider other interventions or strategies at these meetings. NOT-conducting a formal evaluation to determine eligibility for special education services NOT-developing and implementing a behavior chart and reward system NOT-assessing the student's reading levels through benchmark assessments with classmates

In order for a special education teacher to monitor IEP progress on reading goals on fluency and accuracy for a small group of fourth-grade students, which is the best assessment procedure?

YES-record each student's accuracy and speed on a weekly graph BECAUSE-This is the correct answer because a weekly basis is essential to providing feedback, evaluating a student's progress so that the intervention can be adjusted if needed. NOT-create a reading portfolio that lists words read accurately monthly NOT-complete an error analysis of students' reading every 30 days NOT-perform an informal reading inventory every 30 days-BECAUSE, This gives information but takes too long to be adjusted if needed.

Which of the following considerations would NOT be included in the process of determining whether or not a student is eligible as having an emotional disability?

YES-settings in which the behavior occurs NOT-student's adherence to a medicine and therapy regime BECAUSE-While medicine and therapy may be beneficial for some students, the IEP team cannot require a student to take medicine or pursue therapy outside of school, and this cannot be used as a basis for whether or not the child is eligible for services. YES-observations and input provided by parents and teachers YES-significant impact of the behavior or emotional disturbance

Which of the following would be considered a summative assessment in a social studies classroom?

YES-students creating a travel brochure for a city after studying the culture of Germany BECAUSE-This project requires the student to use knowledge of German culture and would serve as a summative assessment. A summative assessment evaluates the mastery level of a student at the end of a unit. NO-students discussing their knowledge of Germany using a KWL chart NO-students writing a summary of a magazine article about German automobiles in the United States NO-students completing an exit ticket at the end of a lesson on German traditions This task does not summarize all that a student has learned in the unit but rather what the student has learned in the lesson. This would be a formative assessment.

What is the primary reason for administering an aptitude test?

YES-to determine strengths and interests of an individual BECAUSE-An aptitude test shows the potential someone has for a job or skill, as determined by their strengths and interests. NO-to assess understanding of a unit.(Formative) NO-to determine IQ score(The Wechsler Intelligence Scale for Children (WISC) NO-to determine mastery of a course BECAUSE-Criterion-referenced tests determine mastery of a course.

The Woodcock-Johnson IV Test of Cognitive Abilities may be administered as part of a multi-disciplinary process for consideration of all of the following disabilities except:

Yes-Specific Learning disability. Yes-Intellectual disability. Yes-Emotional Disability EXCEPT-speech/language impairment. Because It would be more appropriate to administer a speech/language evaluation such as the Goldman Fristoe Test of Articulation (GFTA-3) or Clinical Evaluation of Language Fundamentals (CELF-5) when considering speech/language impairment.

A third-grade general education student, James, has been displaying limitations with social interactions for several years. James enjoys playing games with much younger children, but he struggles to be included with his peers during classroom activities and recess. James has difficulty interpreting body language and pragmatic language such as puns, idioms, and sarcasm. Recently, he has been sent to the school counselor's office for making inappropriate comments during class. He has started complaining that he doesn't want to go to school, although he is typically a student who earns As and Bs. Which of the following disability categories may be indicated by James' behavior?

autism James' behavior is characteristic of a student with autism due to impairment with social interactions and pragmatic language.

Formative Assessment

because a formative assessment refers to a wide variety of methods that teachers use to conduct in-process evaluations of students' comprehension and learning needs to adjust their instruction.

alternate assessment

because an alternate assessment measures students' performance using portfolios and presentations.

Formal assessments

because formal assessments are generally scored using percentiles, stanines, or standard scores. After being scored, they provide data beyond just the score

spinal muscular atrophy (SMA)

genetic disorder characterized by severe muscle weakness in infancy and progressive respiratory failure

Inquiry-based instruction

is a teaching technique in which teachers create situations in which students are to solve problems. Lessons are designed so that students make connections to previous knowledge, bring their own questions to learning, investigate to satisfy their own questions and design ways to try out their ideas. Such investigations may extend over a long period of time.

Which of the following is a typical language development between 2-3 years of age?

less than 50 words by age two This is the correct answer because late-talking children are those at age two with a vocabulary of fewer than 50 words.