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Special Education
Q:
What is meant by your textbook authors' statement: "There is no such thing as a typical student with learning disabilities"? How does this relate to characteristics of students with learning disabilities?
Q:
Describe the MAPs process and the eight key questions that are part of the process.
Q:
What is curriculum mapping?
Q:
Describe the SETT framework for making evaluation decisions.
Q:
What is the cognitive processing model for identifying students with disabilities?
Q:
How can peer tutoring be effective with students who have multiple disabilities?
Q:
Briefly describe three emotional and social characteristics associated with many students with learning disabilities.
Q:
Describe problems with determining the intellectual capabilities of students with multiple disabilities, and state general conclusions about their intellectual functioning.
Q:
What is one area of memory students with learning disabilities struggle with frequently?
Q:
What is a task analysis and what are the five steps it follows?
Q:
Explain the inclusionary and exclusionary standards for defining specific learning disabilities.
Q:
Explain partial participation and why it is important.
Q:
Sheila and her parents would like her to participate in her IEP meetings. You would like to prepare Sheila to become an active participant in the meetings and her education. What would you suggest to prepare Sheila for the meeting?
A. Role-play the meeting with Sheila.
B. Review Sheila's current IEP with her before the meeting.
C. Have Sheila fill out the IEP paperwork during the meeting.
D. Send her the IEP to study ahead of time.
Q:
Describe the Apgar test and how it is used.
Q:
Mr. File teaches history. His teaching style is to lecture to his students and require them to write notes and important dates to study for the chapter tests. A suggestion for Mr. File to differentiate his instructional process would be to:
A. Have the students read the chapter on their own.
B. Provide visual or graphic organizers to accompany the lectures.
C. Tape record the lectures for students to listen to later.
D. Continue with the lectures, there is nothing wrong with this teaching style.
Q:
What are the causes of multiple disabilities?
Q:
James frequently disrupts other students when he needs to be working independently on his assignments. You have discussed this behavior with James but it continues. An appropriate instructional intervention would be:
A. When James is disruptive, send him to the principal's office.
B. Move James to a different part of the classroom away from other students.
C. Use advance organizers to guide James' learning on independent assignments.
D. Inform James' parents of his behavior and ask for help.
Q:
Describe the areas of adaptive skills that are a challenge for students with multiple disabilities.
Q:
The most frequently implemented accommodation for students with learning disabilities is:
A. Taking an alternative test
B. Having tests read out loud
C. Testing in a separate setting
D. Extra time to take a test
Q:
Wesley is unable to communicate his needs or wants using words. This is an issue in the classroom because he is often unnoticed. What is an appropriate strategy to help Wesley in the classroom?
A. Use assistive technology to enable him to communicate.
B. Allow him to be an observer rather than a participant.
C. Ask for a speech therapy evaluation.
D. When Wesley has a need encourage him to verbalize it.
Q:
A maze task and read aloud are two measures in:
A. Reading probes
B. State tests
C. Testing accommodations
D. Writing probes
Q:
Kate is a student with multiple disabilities who has tantrums and hits herself and others. Which of the following is the most appropriate action for Kate's behaviors?
A. Write a behavior plan for Kate.
B. Learn to identify cues that trigger problem behavior.
C. Discipline Kate when she acts out.
D. Isolate Kate from other students.
Q:
A frequently used method of RTI used to track progress in reading, writing, spelling, and math for students with disabilities is:
A. Response to intervention
B. Curriculum-based measurement
C. Nonbiased assessment
D. Differentiated instruction
Q:
Michael is a student with multiple disabilities. His educational and functional skills are very limited but he is included in the general education setting for portions of the school day. What should the teachers do for Michael to enhance his general education experiences?
A. Let him complete tasks that are within his abilities.
B. Determine another placement for Michael since he cannot handle the regular education setting.
C. Create opportunities for him to benefit from peer tutoring.
D. Let Michael sit in the back of the classroom and sleep.
Q:
What percent of time is the majority of students with learning disabilities included in the general education classroom?A. 40-79%B. 0-39%C. 80-100%D. 50-89%
Q:
Portfolio-based and other alternative assessments rely on the use of rubrics with specific:
A. Formats
B. Instructions
C. Criteria
D. Guidelines
Q:
Graphic organizers assist students in all of the following except:
A. Identifying key concepts
B. Verbalizing the information they are learning
C. Comparing and contrasting information
D. Relating cause and effect
Q:
Which statement about standardized testing of students with disabilities is TRUE?
A. Few students with disabilities actually receive any accommodations in assessment and testing.
B. Most students with disabilities are not able to take state accountability assessments, even with assessments.
C. IDEA does not allow for the creation of alternative assessments.
D. Students with the most significant cognitive deficits may take alternative assessments.
Q:
A learning strategy that requires students to actively interact with material and promotes intrinsic motivation for learning is:
A. Metacognition
B. Self-questioning
C. Graphic organizers
D. Advance organizers
Q:
The use of data-based decision techniques is:
A. IEP-linked body of evidence
B. Performance assessment
C. Rubrics
D. Portfolio-based alternative assessment
Q:
Learning strategies can help students with disabilities to learn independently and to:
A. Assess learning
B. Comprehend material
C. Acquire information
D. Generalize information
Q:
Which of the following is when teachers collect student products, similar to portfolio assessment, but use them to illustrate how well a student has mastered content aligned with standards?
A. IEP-linked body of evidence
B. Performance assessment
C. Rubrics
D. Portfolio-based alternative assessment
Q:
Using more than one methodology, providing a variety of formats of materials, expanding assessment options, and varying the complexity and nature of the content are elements of:A. Response to interventionB. Embedded learning approachC. Differentiated instructionD. Universal design for learning
Q:
Literal counts of the number of times a behavior occurred or the number of intervals in which a behavior occurred is:
A. Frequency counts
B. Time sampling
C. Event recording
D. Field observation
Q:
Which skill is a major one college students with disabilities should be prepared to use in order to be ready for success in postsecondary education?
A. Test-taking skills
B. Advocacy
C. Problem-solving skills
D. Content reading skills
Q:
Recording the occurrence or nonoccurrence of specific behaviors during short, predetermined intervals is:
A. Portfolio-based assessment
B. Time sampling
C. Event recording
D. Field observation
Q:
Which of the following helps students anticipate the relationship between their prior knowledge and the new material they must master?
A. Advance organizers
B. Universal Design for Learning
C. Priority organizers
D. Cognitive organizers
Q:
Which of the following involves simply observing and recording in an anecdotal format what the student is doing?
A. Portfolio-based assessment
B. Time sampling
C. Event recording
D. Field observation
Q:
To know the scope and sequence of content being delivered in the general curriculum, teachers should engage in:
A. Curriculum-based measurement
B. Individualized education planning
C. Universal design for learning
D. Curriculum mapping
Q:
What percent of students with multiple disabilities spend all of their time in separate educational settings?A. 16%B. 46%C. 24%D. 14%
Q:
An instructional program with eleven lessons designed to promote greater student involvement in IEP meetings is:
A. Self-advocated IEP
B. Self-determined IEP
C. Self-directed IEP
D. Self-administered IEP
Q:
Suggestions for implementing self-monitoring strategies include: implementing self-monitoring strategies after the student has already learned to do the task; teaching the self-monitoring strategy to the student before implementing the strategy; and which of the following?
A. Teaching problem-solving skills
B. Building in checks to determine accuracy
C. Teaching the what-where strategy
D. Task sequencing
Q:
The capacity to use a sound system of language to process oral and written communication is:
A. Language
B. Phonological processing
C. Dyslexia
D. Phonics
Q:
Which of the following involves students learning to collect data on their progress toward educational goals?
A. Self-instruction strategies
B. Student-directed learning strategies
C. Antecedent cue regulation
D. Self-monitoring strategies
Q:
Each is an example of psychological processing except:
A. Executive functions
B. Processing speed
C. Short-term memory
D. Semantic memory
Q:
Teaching students to use their verbal or other communication skills to direct their learning involves:
A. Student-directed learning strategies
B. Self-instruction strategies
C. Antecedent cue regulation
D. Self-monitoring strategies
Q:
In the RTI model, identification of learning disabilities is based on each of the following except:
A. Response to instruction in terms of progress rates and performance levels
B. Assessment of low achievement using norm-referenced achievement tests
C. Application of the exclusionary standard
D. Assessment of the IQ-achievement discrepancy
Q:
Strategies used by students to modify and regulate their own learning is called:A. Partial participationB. Student-directed learning strategiesC. Antecedent cue regulationD. Task analysis
Q:
RTI is a model for:
A. Identification
B. Rehabilitation
C. Assessment
D. Instruction
Q:
Which principle rejects an all-or-none approach under which students either function independently in a given environment or not at all?
A. Partial participation
B. Functional participation
C. Semi participation
D. Maximum participation
Q:
A problem-solving approach that involves multiple tiers of increasingly intense, research-based interventions matched to each student's needs is:
A. Response to Intervention
B. Norm-referenced assessment
C. Discrepancy model
D. Reaction to Instruction
Q:
Scanning or direct are types of:
A. Display systems
B. Output choices
C. Symbol choices
D. Selection options
Q:
When determining the presence of learning disabilities using the discrepancy standard, evaluators compare a student's IQ and achievement scores. Woodcock (1990) described three types of discrepancies which include all of the following except:
A. Norm-referenced
B. Aptitude-achievement
C. Intracognitive
D. Intra-achievement
Q:
Fixed or dynamic are two examples of:
A. Display systems
B. Selection options
C. Symbol choices
D. Output choices
Q:
According to the figure in your text, a student with an average IQ of 100 and severe discrepancy in reading, would have an achievement score of which of the following, or below?
A. 100
B. 18
C. 122
D. 80
Q:
AAC devices typically have all of the following features except:
A. Symbol choices
B. Display systems
C. Selection options
D. Calculators
Q:
Three ways that IDEA allows agencies to determine the presence of learning disabilities are through each of these ways except which one?
A. Discrepancy model
B. Scientific, research based interventions
C. Other alternative research based procedures
D. Report card grades
Q:
One way of assessing students individually during cooperative learning activities is to:A. Watch the group to see who is workingB. Have the students rate each others' performanceC. Assign each student a discrete task that contributes to the whole groupD. Individual assessment is not appropriate for cooperative learning activities
Q:
Which of the following enables students who cannot communicate verbally or through other formats, to do so through technology?
A. MAP
B. AAC
C. SETT
D. Sign language
Q:
Children and youth with reading learning disabilities typically have less activity in which part of the brain?
A. Left hemisphere
B. Right hemisphere
C. Temporal lobe
D. Parietal lobe
Q:
Which component of school functional assessment evaluates students' involvement in school activities and environments?A. ParticipationB. Task supportsC. Activity performanceD. Academic achievement
Q:
A popular person-centered approach that customizes students' IEPs to their specific visions, strengths, and needs is:
A. MAP
B. SETT
C. AAC
D. Wraparound
Q:
Compared to students with other disabilities, those with learning disabilities have:
A. Fewer friends
B. More anxiety
C. Fewer problems with mental health
D. A lower incidence of behavior problems
Q:
The majority of students with spina bifida have intelligence measured in the:A. Low average rangeB. Average rangeC. High average rangeD. Low range
Q:
The "E" in the SETT framework for making evaluation decisions stands for which of the following?
A. Evaluation of equipment to be used
B. Extension of learning for generalization
C. Environment in which technology will be used
D. Equipment to be used to support needs
Q:
Having difficulty recalling information shortly after it is presented is an example of which of the following?
A. Short term memory
B. Executive functioning skills
C. Metacognition
D. Social skills
Q:
A disability that affects both the legs and arms but the legs more than the arms is:A. DiplegiaB. ParaplegiaC. QuadriplegiaD. Hemiplegia
Q:
An assistive technology evaluation team should include all of the following except:
A. Speech/language pathologists
B. Orientation and mobility specialists
C. The student's family members
D. Pediatrician
Q:
Procedural problems, and fact retrieval are indications of:A. Language difficultyB. Reading difficultyC. Executive functioningD. Math difficulty
Q:
Which of the following requires the teacher to accumulate permanent products that exemplify the student's work?A. Portfolio-based assessmentB. Formative analysisC. Summative analysisD. Field observation
Q:
The Apgar Test is a traditional way to screen for detection of a disability in a newborn. The test includes ranking the child on five traits, including heart rate, respiratory effort, muscle tone, gag reflex, and which of the following?
A. Mobility
B. Skin color
C. Grasping
D. Eyesight
Q:
Difficulty with decoding words, comprehending text, and appropriate speed and fluency are elements of:
A. Language disorder
B. Reading disorder
C. Written language disorder
D. Math disorder
Q:
Which of the following involves providing visual and/or audio cues to support students to regulate their own behavior and to complete assigned tasks?A. Self-instruction strategiesB. Student-directed learning strategiesC. Antecedent cue regulationD. Task analysis
Q:
In what percent of time is the cause of severe intellectual impairments known?
A. 25%
B. 50%
C. 75%
D. 100%
Q:
Which of the following represents the percentage of students who have disabilities in both reading and math?
A. 30
B. 10
C. 20
D. 40
Q:
Accommodations like reassuring the student gently, meeting with the parents to find out how the child likes to communicate, and being on the alert for frustration or anger and modifying expectations during those times are particularly good for students who:A. Display inattentionB. Are impulsiveC. Have mood characteristicsD. Have difficulty complying
Q:
Deaf-blindness is a separate category under IDEA because:
A. The majority of students with multiple disabilities are deaf-blind
B. These students have unique educational needs
C. So few students with multiple disabilities are deaf-blind
D. Advocacy groups for the deaf-blind have been so effective
Q:
What percentage of students with disabilities have specific learning disabilities?
A. About 75%
B. Nearly 36%
C. Almost 26%
D. About 14%
Q:
Which of the following is a known cause of ADHD in children?A. Structural differences in the brainB. Dietary issues such as too much sugarC. Prenatal exposure to cigarette smoke, lead, and alcoholD. Watching too much television
Q:
Students with multiple disabilities often have motor impairments that produce:
A. Extreme pain
B. Abnormal muscle tone
C. Broken bones
D. Convulsions