Q&A Hero

Q: "A rule-based method of communication" best sums up the definition of which of the following terms? A) Speech B) Communication C) Language D) Phonology

Q: Describe three ways general education teachers are involved with providing services to students with disabilities.

Q: Provide one example of an "alternative to letter/number" grading option.

Q: By kindergarten, most children have a vocabulary of how many words? A) 2,000 B) 500 C) 1,000 D) 4,000

Q: Which of the following represents the fourth step a teacher should follow when using the INCLUDE strategy? a. look for potential problem areas b. brainstorm ways to differentiate c. check for potential areas of student success d. identify classroom demands

Q: Which of the following identifies elements in the first step of the INCLUDE strategy? a. identify instructional methods, note academic needs and select age-appropriate accommodations b. note social-emotional development, identify strengths in physical development and determine possible bypass strategies c. note academic needs, select accommodations with demonstrated effectiveness and evaluate student progress d. determine classroom management, physical organization, routines and climate

Q: A low-tech augmentative or alternative communication device includes the use of A) Picture symbols B) The selection of words to generate speech C) iPods or iPads D) Concrete choices

Q: The textbook provides two guidelines regarding accommodations for students with a Section 504. What are the two guidelines? Include one example for each guideline in your response.

Q: Children with speech and language impairments who are second-language learners are difficult to identify because A) Parents are reluctant to have their children tested. B) Reliable and valid tests used for identification are limited. C) To be valid, tests must be conducted in the child's second language. D) Communication behaviors emerge at different ages in different cultures.

Q: Effective classroom rules share three key characteristics. List the three characteristics.

Q: Which of the following provides the best example of a "reasonable" accommodation? a. The teacher develops a separate test with different items for a student with a learning disability. b. The teacher writes an outline of the new science lesson, including key terminology, on the board to help a hearing impaired student. c. The teacher spends at least half an hour each morning working one-on-one with a student with autism. d. The teacher produces audiotapes of all the trade books used in his classroom for a student who is visually impaired.

Q: Early intervention with young children with speech and language impairments is critical because A) The younger the child, the more successful the outcomes of the intervention. B) Some interventions have been shown to be effective only with children younger than 5 years. C) Young children need intensive interventions in self-contained settings. D) Federal legislation mandates young children receive early intervention services by a speech-language pathologist.

Q: RtI schools subscribe to a tiered approach for educating all students. Mrs. Edgar teaches 3rd grade. She has determined a student should move from Tier 1 to Tier 2 in the RtI process. The child's parent has asked Mrs. Edgar to provide a rationale for this decision. Discuss the information Mrs. Edgar would most likely share with the child's parents.

Q: Many "simple interventions' can be made by the classroom teacher. Explain three changes you could make to address a student's unmet needs.

Q: Inclusive education encourages a variety of instructional grouping arrangements. Explain the purpose and advantages of CBA probes. How is the information used to group students?

Q: Most students with speech and language impairments are served in A) General education classrooms B) Special classes targeted for students with speech-language impairments C) Resource rooms D) Speech therapy classrooms

Q: Explain one benefit of providing a "rubric" for grading.

Q: What is an appropriate educational strategy to use if a teacher wants to develop functional language skills for a student with central auditory processing disorder? A) Do auditory discrimination exercises (the student identifies the difference between words such as these and please) B) Have the student repeat oral directions after the teacher gives them C) Have the student practice repeating sounds heard in a sequence D) Have the student locate a sound the teacher makes in a room

Q: Your textbook provides ten recommendations for providing a fair assessment of diverse students. Discuss 5 strategies you could incorporate into your classroom practices that will assist you in interpreting the performance of diverse students more accurately.

Q: If a child's screening assessment determines that there is a possibility of a communication disability, the next step in the assessment process is to A) Make a referral B) Conduct a second screening C) Determine eligibility D) Plan the child's program

Q: Your textbook provides six categories of testing accommodations. As a teacher, you will be expected to implement accommodations for students with special needs. Explain three of the six categories. Provide a minimum of three examples in your explanation of each category.

Q: In regard to FAPE, explain the most significant difference between IDEA and Section 504.

Q: When conducting an assessment of a student's speech and language, which of the following is conducted using a formal measure? A) Observation of prelinguistic behaviors B) Conversational language sample C) Articulation test D) Parent interview

Q: Explain "universal screening." Include in your explanation a discussion of three suggestions for choosing a universal screening measure.

Q: Explain one example of "establishing clear routines."

Q: Identify the 5 major questions you should ask yourself when analyzing the unmet needs of a student. Provide a brief explanation of each question in your response.

Q: Give three examples of how you can simplify the language on a test for an English-Language Learner in your math class.

Q: Which of the following would not be a characteristic of an expressive language disorder? A) Difficulty formulating questions B) Difficulty following oral directions C) Difficulty with correct grammar usage D) Difficulty developing vocabulary

Q: Describe the following probes and provide an example of each probe: direct observation, analysis of student products and student self-evaluation.

Q: Some of the earliest sounds to emerge in young children's speech include A) zh, v, z, s B) k, g, d, t C) p, m, h, n, w D) ng, f, y, r, l

Q: What are probes of basic academic skills designed to assess? Provide in your discussion examples of four major types of probe classifications, including how probes are generally administered and scored.

Q: Psychological tests are used to evaluate students with special needs. What is the purpose of using psychological tests? Explain four important guidelines for interpreting the results of psychological test reports.

Q: Who has the primary responsibility for making accommodations for a student with a 504? Provide one example of a Section 504 accommodation in your response.

Q: Your school participates in group-administered standardized achievement tests. Explain four reasons why the information from group-administered tests may not help you when making decisions about instruction for a particular student.

Q: List four elements included in your textbook under "instructional methods."

Q: Which of the following scenarios is an example of a student demonstrating receptive language? A) The teacher tells Bob to go get a marker and bring it to her. Bob gets the marker and takes it to the teacher. B) Bob holds up a marker and says to the teacher, "I have a marker." C) The teacher tells Bob to go get a marker and bring it to her. Bob walks to the sink. D) Bob holds up a marker and says to the teacher, "Me marker."

Q: As the general education teacher, you suspect a student in your classroom may have a disability that may qualify him/her for special education services. Prior to referral to the special education department, what are your professional responsibilities?

Q: A student with aphasia exhibits A) Additions of speech sounds in words (e.g., likes for like) B) Breathiness C) An impairment of language function D) An inability to position speech muscles to produce speech sounds

Q: Molly has great difficulty with multiple-choice questions. Explain one modification you can make for Molly in your test construction of multiple-choice questions.

Q: General education teachers contribute assessment information in six important decision making areas according to your textbook. Describe four of the six decision-making areas. Provide an example for each of your responses.

Q: Abnormalities in respiration, phonation and vocal resonance can influence which of the following? A) Articulation B) Voice quality C) Fluency D) All of the above

Q: A child who was in a car accident and received head trauma developed a speech and language problem following the accident. How would the etiology of this child's communication disorder be classified? A) Aphasic B) Developmental C) Congenital D) Acquired

Q: Valerie, a gifted student in your social studies class, is bored. What intervention could you use to eliminate instruction for goals that she has already met?

Q: Despite accommodations you have made for a student, including attempts in the classroom to remediate, the difference between the student and his/her peers continues to worsen. Explain the next step in the RtI process.

Q: How do you decide whether a given practice is evidence-based? Provide one example.

Q: Your school has instituted RtI for all classrooms and you have been informed you will provide the first step of the "prerequisite skills assessment" process. Explain the expectation for the teacher in the first step.

Q: Approximately what percentage of preschoolers (i.e., 3-, 4-, and 5-year-olds) receiving special education have a speech and language disorder? A) 10% B) 30% C) 46% D) 75%

Q: IDEA stipulates procedural safeguards to ensure parent's rights. Describe the guideline provided regarding parent access to inspect educational records.

Q: Discuss the three components to the "think-write" probe.

Q: A child with normal hearing who has difficulty paying attention while listening, paying attention to the teacher when background noise is in the classroom, remembering information presented orally, and discriminating between similar sounding words may be demonstrating A) A syntactic disorder B) Aphasia C) Apraxia of speech D) A central auditory processing disorder

Q: Your school utilizes the "Maze" for word recognition and comprehension assessment. Explain how this assessment is administered.

Q: Ariel approaches another group of children who are talking about the baseball game. She stands very close to the children, gets close to their faces, and says, "I have two cats at my house." The children acknowledge her, back away a bit, and continue the conversation about the ballgame. Ariel interrupts again, moves closer to the children, and says, "My Siamese cat and my Persian cat belong to me, not my brother." In what component of language does Ariel most likely have a deficit? A) Syntax B) Morphology C) Pragmatics D) Semantics

Q: The characteristic(s) of a phonation disorder include(s) A) Too little or too much air passing through the nasal passage B) Hoarseness, breathiness, and huskiness C) An inability to make intelligible speech sounds D) A disruption in the fluency of speech

Q: Riley never completes his tests and he leaves many items blank. Explain to Riley the strategy provided in your textbook for "use time wisely."

Q: Alexander comes to school on the first day and speaks to the teacher, Ms. Milan. She thinks he sounds like he is holding his nose when he speaks. Ms. Milan alerts the speech-language pathologist, who says the student may have A) Vocal nodules B) A phonation disorder C) Hyponasality D) Hypernasality

Q: What is the definition of "differentiation"?

Q: Explain "authentic skill assessment."

Q: Which of the following is not associated with stuttering? A) More males than females stutter. B) Children who are twins are more likely to stutter. C) Stuttering has been linked to psychological trauma. D) Stuttering is the most common fluency disorder.

Q: Step "D" of INCLUDE involves strategies to try. Explain three guidelines suggested in your textbook for step "D."

Q: Alternate assessments can be collected in a number of ways. Give two examples according to your textbook.

Q: Describe one example of how Tier 2 would be implemented for a student having difficulty reading.

Q: Explain "alternate assessments." Include in your response the percentage of students with disabilities that would be included in this type of assessment.

Q: Assessing diverse students can be problematic. Give two examples of the problems you may encounter according to your textbook.

Q: Provide three of the six rules for responding to multiple-choice test items.

Q: All sounds in the English language are mastered by children by the time they reach A) 6 years of age B) 7 years of age C) 8 years of age D) 9 years of age

Q: Explain two qualities of "universal design" included in your textbook.

Q: A child with a severe articulation disorder A) Has speech that cannot be understood most of the time by most people B) Has speech that cannot be understood except by family members C) Can produce sounds but only pronounces them correctly some of the time D) Can produce sounds but only pronounces them correctly when the child thinks he or she is alone

Q: Discuss one reason why the issue of high-stakes testing is important to you as a teacher of students with disabilities in your classroom.

Q: A 12-year-old student who says "I-I-I-I want i-i-i-ice c-c-c-cream" is exhibiting A) A voice disorder B) Cluttering C) Apraxia of speech D) A fluency disorder

Q: Mark, a first grade student in your class, blurts out the answers to every question and talks excessively to the student in the next seat. Mark's behavior is consistent with ____.

Q: The "U" step of INCLUDE identifies possible ways to differentiate. What are two ways to differentiate for students with disabilities?

Q: Students with disabilities are entitled to a range of accommodations during high-stakes testing. Provide two examples of common testing accommodations.

Q: Explain how parents can be viewed as your partners.

Q: A 7-year-old boy with a speech impairment makes the following statement to his mother: "I hur my han when I wan into the fence." The boy was attempting to say ,"I hurt my hand when I ran into the fence." This child is demonstrating the speech production errors of A) Addition and substitution B) Addition and omission C) Substitution and distortion D) Substitution and omission

Q: A key requirement of IDEA is that students with disabilities have maximum access to the general education curriculum. Explain how this requirement differs from the past.

Q: Kayla says her spelling word, spells it out loud three times, covers the word, writes the word and then compares her spelling to the correct word. What strategy is Kayla using for spelling?

Q: The label used by the Individuals With Disabilities Education Improvement Act (PL 108-446) for a student's difficulty with communication is A) Speech and language impairment B) Communication disorder C) Speech and language delay D) Communication impairment

Q: Provide one example of "acceleration".

Q: A mild to moderate speech and language disorder A) Is so subtle that it usually affects students' lives inconsequentially B) Is experienced only by a small percentage of students C) Most often occurs secondary to pervasive cognitive disabilities D) May have a profound effect on all aspects of a student's life

Q: Four assessment batteries are most commonly used for reading within RtI programs. Provide two examples of reading assessments.