Q&A Hero

Q: A father feeds his child green beans for lunch. After taking a bite, the child frowns, spits the beans out, and pushes the next spoonful of beans away. This child is A) Using morphological rules B) Using nonlinguistic communication behaviors C) Experiencing message distortion D) Interpreting a communication message

Q: Explain two areas described in the textbook found in the "N" step of INCLUDE.

Q: A child says, "That apple is weally wed." The child is having difficulty with what component of language? A) Semantics B) Phonology C) Pragmatics D) Syntax

Q: Explain the relationship between "universal screening" and the RtI process.

Q: A student who says, "I saw the mouses run out of the hole" is having difficulty with what component of language? A) Semantics B) Phonology C) Pragmatics D) Morphology

Q: Explain self-determination, and provide an example of this for a high school student.

Q: Explain the possible outcomes of "instructional evaluation" for a student with special needs.

Q: Explain "curriculum placement."

Q: Explain why "screening" would be utilized in special education.

Q: The component of language that deals with rules of putting words together to form phrases and sentences is called A) Morphology B) Phonology C) Pragmatics D) Syntax

Q: Explain the "key word method."

Q: Explain one possible outcome of a "program evaluation."

Q: What is the term used to describe when a caregiver fails to provide support for a child's well-being?

Q: A child who can tell his or her first name, hold up fingers to indicate his or her age, answer "where" questions, and use short sentences such as "Me want milk" is demonstrating the developmental milestones of a typically developing A) 1-year-old B) 2-year-old C) 3-year-old D) 4-year-old

Q: Explain "program placement" as it relates a student with special needs.

Q: Explain three examples of common classroom demands that significantly influence student learning.

Q: The American Speech-Language-Hearing Association identified four guiding principles for early interventions with young children having communication problems. What are those principles?

Q: Describe one responsibility you might assign to a paraprofessional working in your classroom.

Q: What is a "mnemonic"?

Q: Discuss how seating and setting can be manipulated so that the individual with speech-language disorder can be successful.

Q: Explain "diagnosis' as it relates to student placement.

Q: Discuss the family-directed assessment process.

Q: A student with a disability is expected to meet the same broad standards as your other students, but may meet them in more basic ways.

Q: An appropriate accommodation during a standardized test for a student with a disability could be to administer the test over several days.

Q: For a young preschool child with speech and language impairment, what would you recommend in terms of where the child should be placed? In addition, provide a rationale for why you made this recommendation.

Q: A student in your class has been diagnosed as ADHD-inattentive. List two student behaviors associated with ADHD-inattentive.

Q: If you were providing recommendations to a teacher who had a child with a central auditory processing disorder in his classroom, what recommendations and strategies would you recommend to the teacher to improve the child's functioning in the classroom?

Q: The Elementary and Secondary Education Act of 2002 requires that at least 75% of students with disabilities take high-stakes tests.

Q: Instructional materials are designed to cover a range of learning outcomes. Provide three examples.

Q: Psychological tests can be used as the single measure to establish eligibility for special education services.

Q: Describe the role of the school counselor.

Q: Describe one benefit of administering a "practice test".

Q: Discuss, from the perspectives of phonology, morphology/syntax, semantics, and pragmatics, the impact of language difficulties on students with learning disabilities.

Q: As a content area teacher in an inclusive classroom, what are some effective teaching strategies you might use to teach language concepts?

Q: Information collected from progress monitoring assessments is used to assign students to their instructional tiers.

Q: Differentiate between speech disorders and language disorders. Make sure to provide an example of a specific speech disorder and a language disorder and describe each of the disorders.

Q: Define "enrichment" and provide two examples.

Q: Universal Screening measures cannot be used for progress monitoring in the RtI process.

Q: Compare and contrast a phonological disorder and an articulation disorder. Explain why it is important for a speech-language pathologist to differentiate between these two disorders and describe the intervention strategies used with each.

Q: Provide three examples of upper elementary/middle school "sponges."

Q: Research shows that not all Universal Screening measures are created equal.

Q: The IEP team will make the decision for program placement.

Q: Differentiate between speech, language, and communication.

Q: Tony read a third grade passage at the rate of 70 works per minute with 15 errors. Tony has a problem with reading accuracy.

Q: Provide one example of when a student might be placed in a residential facility.

Q: Briefly discuss the social stories strategy. In your response, include the purpose of social stories, the basic steps in developing a social story, and an example of when the use of a social story might be appropriate.

Q: Tasks used to assess independent learning should directly parallel the tasks students are faced with in the classroom

Q: As a teacher, what can you prepare that will tell students what to study for a test?

Q: Teachers must be careful to include skills that students can bypass when designing probes of prerequisite skills.

Q: Although the precise definition of child abuse may vary from one state to another, what is the general definition?

Q: Explain "academic learning time."

Q: Story grammar analyzes whether the characters in a story use proper English grammar or some alternate dialect.

Q: Discuss the process that should occur for the diagnosis of ASD.

Q: What criteria would be used to determine if a student receives instruction in a separate classroom for a significant part of their day?

Q: Discuss the impact of communication deficits on individuals with ASD.

Q: Identify and discuss the suggestion that there are multiple etiologies of autism.

Q: When administering probes of basic academic skills, teachers should select a representative sample of the skills that are taught, not necessarily very skill.

Q: Accommodations for students with special needs can be made in three contexts. Provide one context listed in the textbook and one example of a specific accommodation for that context.

Q: Discuss the radical revisions of the DSM-5 in 2013.

Q: Curriculum-based assessments are most appropriate for assessing problem solving skills in real-world contexts.

Q: Babies born to mothers who drink alcohol often experience learning and behavior problems.

Q: Individually administered diagnostic tests are usually given to students by a special education teacher or a school psychologist.

Q: What factors should parents consider when selecting treatments for their child with autism spectrum disorder?

Q: Group-administered standardized achievement tests are intended to be used solely as screening measures.

Q: Why should the arrangement of your class should be predictable? Provide one example.

Q: Describe at least three stressors of families of children with autism spectrum disorders and cite at least one strategy to address each stressor.

Q: Because it is not possible to administer standardized tests frequently, their utility as a tool for evaluating day-to-day instruction is limited

Q: Resource rooms are utilized for what purpose?

Q: What questions should be considered when developing a plan for the transition of a person with autism spectrum disorders from school to postsecondary settings?

Q: Group-administered standardized achievement tests assess skills across many areas of the curriculum, many in great depth.

Q: Describe several strategies that would be employed in supporting a child with autism spectrum disorders in general education settings.

Q: In a norm-referenced test, the performance of one student is compared to the average performance of other students in the country who are the same age or grade level.

Q: What is the predominant method of evaluating student learning?

Q: Teachers have a legal and ethical obligation to report any suspected child abuse among students.

Q: Compare and contrast supported employment and sheltered workshops. Cite the advantages and disadvantages of each.

Q: Standardized achievement tests are designed to measure what students have retained in the curriculum

Q: What is the key element of "RtI"?

Q: Name three of the residential options for adults with autism spectrum disorders.

Q: Charmaine's teacher sampled her reading from a passage at the fifth-grade level and found that she read at a correct rate of 43 words per minute with no errors. What is Charmaine's teacher most likely to conclude based on this information? a. Charmaine is a careless reader. b. Charmaine cannot read grade level material. c. Charmaine has a problem with reading rate. d. Charmaine has a problem with reading accuracy.

Q: List the three cardinal features of autism spectrum disorders.