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Education
Q:
Differentiated instruction and adaptive instruction are basically the same concept.
Q:
Students cannot be taught to study more efficiently.
Q:
Instructional match is based on the concept of zone of proximal development in which the material is matched to a student's skills.
Q:
An effective adaptive instructional strategy includes teaching or modifying instruction according to a student's learning style (i.e visual, kinesthetic, auditory, left-brain etc.).
Q:
Academic learning time is a strong predictor of academic success.
Q:
An effective strategy for teaching English Language Learners is
a. Total immersion with little to no use of their first language
b. Avoid drawing parallels between their first and second language, like words that look the same, because it will further confuse them
c. Minimize the amount of time ELLs speak and maximize the amount of time native English speaker's model speaking English well
d. Judge students' answers based on content, not English grammar and pronunciation
Q:
If the referral is for a three-year reevaluation of a special education student (i.e., triennial) the psychologist conducting the assessment
a. Does not need parental permission
b. Should begin with testing, because there is no need for observation or review of records
c. Should want to determine whether the IEP has produced the desired results
d. Should re-administer all the same tests that initially qualified him for special education to see if his relative standing has changed with time.
Q:
The suggested way to proceed with assessing a student for a disability is:
a. Interview, Review, Observe, Test
b. Curriculum-based tests followed by norm referenced tests
c. Interview, Observe, Test, Interview
d. Review, Interview, Observe, Test
Q:
One of the What Works Clearinghouse suggestions for assisting students with ADHD is
a. Provide explicit, structured and high quality instruction matched to the student's learning style (probably kinesthetic)
b. Increase the amount of time the student has to take a test
c. Provide behavioral interventions
d. All of the above
Q:
VanDerHeyden and Witt (2008) found that _______________ of students identified as having academic learning problems actually had performance, not skill, deficits.
a. 35% to 50%
b. 7% to 15%
c. 27% to 50%
d. 50% to 65%
Q:
Critical pedagogy and Critical Race theory
a. Have little to no influence in teacher preparation programs
b. Are widely supported by scientific research
c. Explains the underachievement of culturally and linguistically diverse students
d. Is inconsistent with RtI practices
Q:
The "fourth grade slump" and the "8th grade cliff" describes
a. The phenomenon that the rich get richer, and the poor get poorer
b. The reading patterns of English Language Learners
c. Tier 2 interventions for struggling readers
d. The achievement gap between the different races
Q:
A "won"t do" compared to "can"t do" describes
a. A performance versus a skill deficit
b. One of the hypotheses Daly et al. (1997) suggested testing to determine the cause of a learning problem
c. A student whose academic problem is due to a lack of motivation
d. All of the above
Q:
Differentiated instruction includes ______________________________.
a. heterogeneous cooperative learning groups.
b. various scaffolding techniques.
c. previewing and reviewing content
d. All of the above.
Q:
The Matthew effect
a. Describes the increase in average scores on intelligence tests around the world with each re-standardization
b. Suggests the likelihood of a teacher implementing a consultant's suggestion is proportional to the number of suggestions offered
c. Includes the observation that skilled readers get more skilled over time, while poor readers fall further and further behind
d. Is erroneously and commonly thought to be best practice.
Q:
Teaching students in a way that is consistent with their learning style
a. Includes using many verbal prompts when teaching students with auditory deficits
b. Is an excellent strategy regardless of the skill or content to be taught
c. Is an evidence based practice
d. Is erroneously and commonly thought to be best practice.
Q:
The popular belief that teachers need to teach student according to their specific modality is known as:
a. Aptitude-by-Treatment interactions
b. Instructional match
c. Cognitive emphasis
d. Relevant practice
Q:
The evidenced based approach to teaching English Language Learners (ELLs) which emphasizes building background knowledge and vocabulary is known as:
a. Academic learning time (ATL)
b. Learning Styles (LS)
c. Common Core Standards (CCS)
d. Sheltered Instruction Observation Protocol (SIOP)
Q:
Instruction that requires students to explain how they came up with their answers is an example of instruction that includes
a. Relevant practice
b. A cognitive emphasis
c. Instructional match
d. All of the above
Q:
A ___________________________ is a method by which a consultant gathers information through interviews and observations on the characteristics of effective instruction.
a. Functional Assessment of Academic Behavior (FAAB)
b. Functional Behavior Assessment (FBA)
c. Survey Level Assessment
d. Psychoeducational Assessment
Q:
Academic learning time is defined as
a. Percent of time devoted to teaching academic content
b. Amount of time a student is actively engaged in academic content with at least 80% accuracy.
c. Amount of time a student is interacting with the curriculum.
d. Percent of time student independently produces academic responses.
Q:
Burns, Riley-Tillman and VanDerHeyden suggest consultants should treat low academic skills as a classwide problem when ______________________________.
a. one fourth of the class falls in the frustration range
b. 2/3 of the class falls in the instructional range
c. the median score on fall and winter benchmarks for the class fall in the frustration range.
d. a hand full of students are in the frustrational range.
Q:
The primary goal for assessing academic problems is
a. To identify students who are eligible for special education
b. To identify the underlying cause of the problem
c. To hold school personnel accountable for students' outcomes
d. To identify academic interventions.
Q:
An initial response to an academic learning problem may be addressed in all of the following ways EXCEPT:
a. increase the student's skill
b. refer to special education evaluation
c. provide instructional support
d. decrease or modify teacher's expectations
Q:
An "academic learning problem" is defined in this chapter as
a. A mismatch between a student's developing skills and the teacher's expectations
b. Below the 25th percentile on a standardized test
c. Basic or far below basic on the state-wide test
d. All of the above
Q:
What are ways that a consultant can help a teacher with classroom management strategies?
Q:
What is School Wide Positive Behavior Support, and how can a consultant be able to help implement this at a school?
Q:
What are some steps that should be conducted by a consultant when conducting an FBA?
Q:
The end of a consultant's Functional Behavioral Assessment should answer what questions?
Q:
What is the difference between diagnosis and intervention under IDEA and under the DSM-V?
Q:
How can consultants assist in helping students with Traumatic Brain Injury?
Q:
Why are parents with children with ASD more likely to sue than any other parents with a child with a disability? What are ways to help facilitate a better relationships between these parents and the school
Q:
What is the relationship between a pro-social student and a student with social, emotional or behavioral problems? How can this relationship be better facilitated?
Q:
Name the 3 assumptions to a functional understanding of behavioral problems, and why consultant takes this approach.
Q:
A response cost is when a teacher administers a consequence for a maladaptive behavior in the form of removing one of a pre-specified number of chances to misbehave.
Q:
One effective strategy to promote positive behaviors in students is to provide general praises to the students, such as "good job" and "way to go."
Q:
Applied Behavioral Analysis is the deliberate manipulation of variables believed to be controlling the target behavior.
Q:
A student with ADHD can potentially be covered under 504, or IDEA under OHI, if the child is adversely affected by ADHD symptoms, even with reasonable accommodations.
Q:
Emotional disturbance is covered under IDEA (2004), while social maladjustment is not.
Q:
School climate can be determined by observing one teacher in one classroom.
Q:
The Coercive Pain Control cycle begins when a child does not comply with a demand because previously there has been no consequence for ignoring a demand.
Q:
One way that a consultant can help parents with children with social, behavioral and/or emotional problems is to provide parent training that target parent consistency, interactions and emotional communication skills.
Q:
Autism Spectrum Disorder
a. Has been decreasing in prevalence over the past 10 years.
b. Occurs more among boys
c. Can be identified as early as 2 years of age
d. Is always associated with impaired intelligence.
Q:
A manifestation determination is conducted by an IEP team to determine if the infraction:
a. Was caused by the disability of the child.
b. Against the law.
c. Was caused by peer pressure
d. Constituted bodily harm
Q:
Some reasons that behaviors occur are "within child" such as health issues, mental illness and ________________.
a. Parental fighting in the home
b. Motivation (or lack of)
c. Socio-economic-status
d. If parents are married or divorced.
Q:
Positive child-teacher relationships encourage students to:
a. Internalize the teacher's values about school and school work
b. Increase their capacity to "Free think" and work creatively.
c. Talk to their parents more about school
d. Increase the amount of work they get done in a day.
Q:
The two ecological systems that consultants need to be cognizant of are family and community and _____________.
a. Classroom and Schools
b. School districts and socio-economic status
c. Community and ethnicity
d. Consultants and teachers
Q:
Describe 7 broad area of competence consultants should develop.
Q:
Name and describe five areas of potential conflict of interest for consultants.
Q:
Koocher and Keith-Spiegel designed a problem solving model to assist consultants in determining if and ethical violation has occurred. Name the five of the ten components of this model.
Q:
List and briefly describe the principles of ethical behavior.
Q:
When asked by teachers in the teacher's lounge to discuss cases, the consultant should defer this discussion to a private area, and only do it with personnel who have a right to have information about the situation.
Q:
One should assume that if a person has had a course of study in their training program that included information about consultation, that person is competent to engage in school-based consultation practices.
Q:
Although it is appropriate to evaluate the rights, responsibilities, and welfare of all affected parties, this process may be curtailed in the interest of moving the consultation process forward in a timely manner.
Q:
Part of the ethical problem"solving process includes understanding the legal issues involved in practical decision-making.
Q:
Ethically speaking, consultants should not try to influence the thinking of consultants.
Q:
Issues of confidentiality do not apply when consultants discuss or observe teaching practices.
Q:
Some areas consultants can continue to develop in order to become better ethical problem solvers include
a. Knowledge of one's on world and cultural view and how these values may differ from others.
b. Identifying the cleanest, easiest solution to an ethical problem.
c. See potential unintended negative effects as extraneous and part of the "cost of doing business' in schools.
d. Increase confidence that they have the most ethical response.
Q:
A risk-benefits analysis
a. Considers the outcomes of the choices you have already made.
b. Weighs the potential harm for the student against the cost savings for the school
c. Enumerates the consequences of each decision.
d. Considers various outcomes and their likelihood of occurring.
Q:
The Council on Exceptional Children (CEC) code of ethics requires members to do all of the following except:
a. Maintain challenging expectations to individuals with exceptionalities to develop the highest possible learning outcomes
b. Promote meaningful and inclusive participation of individuals with exceptionalities in their schools and communities.
c. Develop relationships with families based on the consultant as the expert.
d. Protect and support the physical and psychological safety of individuals with exceptionalities.
Q:
The Family Educational Rights and Privacy Act (FERPA) and the Health Insurance Portability and Accountability Act (HIPPA) involves all of the following except:
a. FERPA stipulates that the school cannot release records on a student without parental permission in any circumstance.
b. HIPPA protects patients' privacy by prohibiting the sharing of medical information in away that could be overheard by others.
c. Consultants who provide mental health services may need to ensure that their procedures are HIPPA-compliant.
d. School-based consultants should be sure that they are sharing information only with people who need to know.
Q:
Which of the following is not an ethical code according the Council on Exceptional Children's Code of Ethics:
a. Maintain average expectations for individuals with exceptionalities.
b. Protect and support the physical and psychological safety of individuals with exceptionalities.
c. Use evidence, instructional data, research, and professional knowledge to inform practice.
d. Neither engage in nor tolerate any practice that harms individuals with exceptionalities.
Q:
Describe how assertiveness can facilitate or inhibit consultation.
Q:
Describe four of the eight methods for dealing with and overcoming resistance in consultation.
Q:
Explain when resistance occurs, and describe four of its possible causes.
Q:
Compare and contrast expert and referent power.
Q:
What purposes do questions serve, and what are some types of questions that a consultant may pose?
Q:
Describe 5 of the 10 suggestions for being goal-oriented.
Q:
Describe the 4 types of resistance.
Q:
Describe four of the six barriers to effective communication.
Q:
Describe the 5 forms of power initially introduced by Raven.
Q:
Describe the 6 skills needed for effective communication.
Q:
Cultural competence requires ongoing learning and reflection.
Q:
Formal interviews are more common than informal interviews.
Q:
Resistance can be BOTH healthy and unhealthy.
Q:
An example of referent power is when the consultant knows more about interventions related to the referral question than the consultee.
Q:
Some of the essential components to an assertive message include an objective behavior description and a statement of purpose.
Q:
Informational power derives from valuing scientific findings or the experiences of people who know about the topic.
Q:
Communication skills are more likely to be successful if they are delivered in the context of a positive and professional interpersonal relationship.
Q:
The form of social power, known as referent, refers to the ability to bestow benefits, valued praise, or awards on another person.