Accounting
Anthropology
Archaeology
Art History
Banking
Biology & Life Science
Business
Business Communication
Business Development
Business Ethics
Business Law
Chemistry
Communication
Computer Science
Counseling
Criminal Law
Curriculum & Instruction
Design
Earth Science
Economic
Education
Engineering
Finance
History & Theory
Humanities
Human Resource
International Business
Investments & Securities
Journalism
Law
Management
Marketing
Medicine
Medicine & Health Science
Nursing
Philosophy
Physic
Psychology
Real Estate
Science
Social Science
Sociology
Special Education
Speech
Visual Arts
Question
In order to have a better understanding of a student's true abilities, the concept of ___ must be understood and applied to obtained scores.Answer
This answer is hidden. It contains 28 characters.
Related questions
Q:
This case resulted in the court's finding that schools could no longer use standardized but unvalidated IQ tests for the purpose of identifying and placing black children into segregated special education classes for children designated as educable mentally retarded.
A. Larry P. v. Riles
B. PASE v. Hannon
C. Diana v. State Board of Education
D. Lora v. New York City Board of Education
Q:
Which of the following people may fill out an adaptive behavior assessment?
A. Teacher
B. Parent
C. Job coach
D. All of the above.
Q:
This type of assessment views the ceiling as an area of functioning that warrants further investigation.
A. Intelligence testing
B. Achievement testing
C. Adaptive behavior assessment
D. Dynamic assessment
Q:
On the Stanford-Binet, a student who obtains a score of 112 would fall within which range?
A. Very gifted
B. Gifted or highly advanced
C. High average
D. Superior
Q:
On the Stanford-Binet V, the factors assessed include:
A. Verbal and nonverbal
B. Verbal only
C. Nonverbal only
D. None of the above
Q:
Which of the following batteries was designed to assess nonverbal intelligence?
A. UNIT
B. C-TONI
C. TONI
D. All of the above
Q:
The theories upon which IQ tests are based influence their use and interpretation.
Q:
In planning the educational program for a student with mental retardation, educational achievement tests are not needed as long as the intelligence and adaptive behavior have been assessed.
Q:
When assessing students who have linguistic differences, a fair assessment of cognitive abilities may include administering a nonverbal measure.
Q:
The Stanford-Binet is a nonverbal measure of intellectual ability.
Q:
What areas represent the areas of concern?
Q:
This IQ score reflects the performance of the student on all four indices.
Q:
The subtests on this index represent the student's ability to quickly respond on fine-motor tasks.
Q:
This subtest presents math story problems, and performance can be influenced by attention span and concentration or working memory.
Q:
This instrument has four index scores that measure perceptual reasoning, verbal comprehension, working memory, and processing speed.
Q:
A numerical representation of intellectual ability.
Q:
When a test measures different constructs for people of different groups.
Q:
When, as the result of discriminatory assessment, minority students are placed in dead-end educational or vocational tracts.
Q:
Standardized norm-referenced assessment of cognitive abilities; the indirect measurement of the construct of intelligence.
Q:
What is a manifestation determination and why would a student need one?
Q:
How is a sociogram developed and what purpose does it serve?
Q:
This assessment is similar in content to a checklist, but the respondent indicates their response along a rating scale allowing for interpretation of extreme behavior.
A. Checklist
B. Rating scale
C. Interview
D. Questionnaire
Q:
These assessments are used to analyze a student's feelings by what the student projects into the story card or other stimulus.
A. Projective assessments
B. Ecological assessments
C. Assessments of attention disorders
D. Rating scale assessments
Q:
The school guidance counselor comes into your room to observe Susan. The counselor notices that Susan spent 15 minutes of the 43-minute class time walking around the room. The counselor obtained these data by performing what type of observation?
A. Latency observation
B. Duration observation
C. Anecdotal observation
D. Interval observation
Q:
When the total learning environment is assessed to determine if there are factors that contribute to the behavior, it is called ecological assessment.
Q:
Checklists, questionnaires, and parent interviews are techniques that require assessment personnel to conduct direction observation of behavior.
Q:
Assessment reveals that a student's continued calling out during class time is a strategy used by the student to gain the teacher's attention. Assessment that identifies the reason(s) for a particular behavior is known as ___.
Q:
The evaluation of the information collected in question 7 is called ___.
Q:
A test that requires the psychologist to analyze story responses a student gives when shown specific picture cards is called a(n) ___.
Q:
Mrs. Elliott notices that Bryan has not been able to complete class work in the amount of time allotted. All other students in the class usually finish within the time frame expected. Bryan also seems to take more time preparing to begin assignments than his classmates. To establish a baseline about this specific behavior, Mrs. Elliott will need to record the __ time between the time she issues the assignment and the time Bryan begins to work.