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
Special Education
Q:
Which one of the following is part of the exclusionary criteria for learning disabilities?
A. An impairment that is caused primarily by poor instruction
B. An impairment that is caused primarily by perceptual difficulties
C. An impairment that is caused primarily by emotional disturbance
D. An impairment that is caused primarily by brain injury
Q:
A student who uses two languages equally well is considered to be:A. BilingualB. BidialectalC. MultilingualD. Multidialectal
Q:
Most students with multiple disabilities have IQ scores of:
A. 100 or lower
B. 25 or lower
C. 80 or lower
D. Just over 100
Q:
Why is it important for teachers to become partners with parents in advocating for the rights and services of children with disabilities?
Q:
Voice reflects the interactive relationship of pitch, duration, intensity, resonance and which of the following?A. VolumeB. Vocal qualityC. FluencyD. Tempo
Q:
Intellectual functioning, adaptive skills, motor development, sensory functioning, and which of the following are characteristics of multiple disabilities?
A. Communication skills
B. Behavior problems
C. Vocational skills
D. Brain disorders
Q:
Describe how you can enhance family participation in IEP conferences.
Q:
An example of working memory is:A. Storing informationB. Reading in an automatic fashionC. Remembering factsD. The ability to preserve some information while processing other information
Q:
What percent of students receiving special education services are classified with multiple disabilities?
A. About 20%
B. Nearly 10%
C. Over 5%
D. About 2%
Q:
How does empathetic listening relate to the seven principles of partnerships with families?
Q:
Three areas in which a teacher can differentiate are curricular content, instructional process, and:A. Product requirementsB. Homework lengthC. Problem-solving stepsD. Advanced organizers
Q:
Each of the following is a component of the definition of multiple disabilities except:
A. There are concomitant impairments
B. The combination of impairments causes severe educational needs
C. Needs may be accommodated by programs for just one of the impairments
D. Needs cannot be accommodated by services solely for one of the impairments
Q:
What are the domains of family quality of life and what is your role as an educator in relation to this concept?
Q:
Parenting is a domain of family quality of life that includes each of the following EXCEPT:A. Talking openly with each otherB. Helping child learn to be independentC. Helping child with schoolworkD. Making time to care for the needs of each child
Q:
Describe applied behavior analysis (ABA) and discrete trial training.
Q:
Why is it important to have an educational understanding of the meaning of "family?"
Q:
Each statement about children living in poverty is true except:A. 63% of children living in poverty live with a single parent.B. The achievement gap in reading between high and low income children has increased by 40 percent over the last three decadesC. Four times as many students who experience poverty do not graduate from high school as compared to peers who have never been poorD. Homelessness is not highly correlated with poverty.
Q:
Explain functional behavioral assessment (FBA) and its purposes.
Q:
How can you as a teacher achieve a high level in the professional competence domain of partnerships?
Q:
White students and which of the following are overrepresented in gifted programs?A. American Indian/Alaska Native studentsB. Hispanic studentsC. Asian/Pacific Islander studentsD. Black students
Q:
Discuss the causes of autism, and provide an historical perspective on causes.
Q:
List 5 tips for improving homework completion.
Q:
Which of the following determines whether any student, with or without a disability, needs more intensive instruction?A. Response to interventionB. Universal Design for LearningC. Alternative assessmentD. Positive behavior supports
Q:
Describe repetitive and problem behaviors exhibited by some students with autism and suggest possible explanations for those behaviors.
Q:
Describe the Circle of Friends.
Q:
Compare and contrast product and process evaluation.
Q:
Describe characteristics of social development exhibited by children with autism.
Q:
What is the purpose of PTIs, CPRCs, P2P, and F2F HICs?
Q:
Describe the schoolwide enrichment model.
Q:
Describe schoolwide positive behavior support and how it helps all students.
Q:
What is family quality of life?
Q:
Describe the autonomous learner model and tell why it is useful for students who are gifted.
Q:
List (and briefly describe) the five instructional areas for promoting friendships.
Q:
Ms. Mann, a sixth-grade teacher, arranges a parent-teacher conference with Mr. and Mrs. Dixon to discuss a problem she is having with their son Bobby, who has learning disabilities. Most authorities would recommend that Ms. Mann:
A. Emphasize positive things about Bobby, along with the negative.
B. End the conference by summarizing Bobby's deficit areas.
C. Start with business first rather than informal social conversation.
D. Use professional language so that the Yubas will view her as a professional.
Q:
Compare and contrast enrichment and acceleration.
Q:
Explain social stories and the different types of sentences used in them.
Q:
Sally's parents both work to support their family. They do not attend Sally's conferences, IEP meetings, or other school functions because they say they cannot spare the time. The teachers feel it is very important for Sally's parents to be more involved in her education. What can the teachers tell Sally's parents to help them understand that their participation is needed?
A. Tell the parents that Sally cannot continue in special education unless they attend the IEP meeting.
B. Tell the parents that Sally cannot continue in the school unless they become involved.
C. Explain that Sally's school success and family quality of life will improve if they can participate.
D. Ask Sally's older sibling to attend meetings and school functions.
Q:
Describe the characteristics of students who are gifted and talented.
Q:
List 3 of common attributes of communication of children with autism.
Q:
Ahmed and his family moved to the United States from the Middle East. Ahmed and his parents speak English very well but during conferences Ms. Smith, Ahmed's teacher, is uncomfortable with the parents' behavior. Ahmed's mother does not speak in the meetings, and the parents do not make eye contact. How can Ms. Smith make the meetings more comfortable for all involved?
A. Learn about Ahmed's culture and plan meeting participation to meet the parents' needs.
B. Talk to Ahmed's mother alone to get information.
C. Have the school principal conduct the conferences.
D. Confront Ahmed's parents about their unusual behaviors.
Q:
What are four ways to integrate critical thinking into daily instructional strategies?
Q:
Explain the possible impact of removing such designations like Asperger syndrome.
Q:
What is a primary way to prevent legal action on behalf of parents?
A. Write the IEP before the meeting.
B. Keep sporadic data and reporting.
C. Include parents as much as possible
D. Provide services only near the IEP meeting time.
Q:
What is curriculum compacting?
Q:
Lauren is a student in your class who has autism. During group activities or unstructured time, Lauren becomes very antagonistic with her peers and teacher. What would be a good course of action to help Lauren with this behavior?
A. Remove Lauren from the classroom during these times.
B. Use social stories to help her learn ways to concentrate in noisy environments.
C. Use mnemonic strategies to help her control her behavior.
D. Discuss Lauren's behavior with her and set up a plan for consequences when the behavior occurs.
Q:
What percent of parents reported that they have considered legal action to secure an appropriate special education program for their children?
A. Nearly 50%
B. Only 2%
C. Approximately 20%
D. Approximately 16%
Q:
How does differentiated instruction affect gifted students?
Q:
A 14-year-old boy with mild autism would be LEAST likely to have which of the following components in his curriculum?
A. Functional academics on how to read bus schedules
B. Social-skills training in how to join a conversation
C. Reading instruction in a second grade text
D. Career interest development
Q:
Which of the following statements about parents' participation in homework is TRUE?
A. Many students with disabilities do not rely on their parents for help.
B. Students with disabilities are five times as likely as their nondisabled peers to get frequent homework assistance.
C. Students without disabilities receive more homework assistance than those with disabilities.
D. There may be less stress between the parent-child relationships for parents who help their children with homework.
Q:
Briefly describe possible causes of giftedness.
Q:
Joslyn has severe autism and exhibits several repetitive self-injurious behaviors. To address these behaviors, Joslyn's parents and teachers are engaging in a functional behavioral assessment. Which of the following is an intended outcome of this assessment process?
A. To determine if Joslyn qualifies for special education with the label of autism.
B. To determine the purpose of Joslyn's self-injurious behaviors.
C. To develop a system of punishing Joslyn when she exhibits such behaviors.
D. To increase Joslyn's academic skills so the negative behaviors will subside.
Q:
Children with emotional or behavioral disorders who have circles of friends:
A. Maintain those friendships throughout their school years
B. Are more socially accepted than those who do not
C. Are unable to make friends on their own
D. Have more friendships as adults than children who did not have circles of friends
Q:
List attributes of giftedness most frequently recognized by different states.
Q:
An accommodation that is fairly unique to students with autism is:
A. Use of a familiar examiner
B. Use of a familiar testing site
C. More than doubling extended time
D. Using questions with only one format
Q:
Each is a way to effectively collaborate with parents in participating in the development of an appropriate IEP except:
A. Prepare in advance by appointing a service coordinator
B. Connect and start meetings with informal conversations
C. Prepare the document in advance so all the parent needs to do is sign it
D. Give parents written copies of all evaluation results, ahead of time if possible
Q:
Cindy is a gifted student who participates often in classroom discussions. However, she asks so many questions and makes so many comments that there is not time for other students to participate or for you to finish the lesson. How can you help Cindy continue to participate without monopolizing the class?
A. Tell her to be quiet and pay attention.
B. Tell her you will only allow her to ask two questions per class.
C. Ignore her questions and allow others to ask questions.
D. Begin a dialogue journal that Cindy can write her questions in and enable her to research answers during less-active periods.
Q:
What percent of students with autism spend 80-100% of their time in general education settings?
A. 10%
B. 50%
C. 18%
D. 39%
Q:
When parents and educators have a concern, it is helpful to have a person from outside the school who can objectively structure the meeting. This person is a(n):
A. Facilitator
B. Broker
C. Mediator
D. Intermediary
Q:
Steven is a gifted student who is very bored in class and does not complete his homework. What would be the best way to help Steven become excited about learning again?
A. Don"t require him to complete homework since he knows the material.
B. Have Steven tutor other students.
C. Modify the scope and sequence of Steven's curriculum through acceleration.
D. Don"t be concerned about Steven's behavior since he probably already knows the concepts.
Q:
Which of the following is an event or action that follows your student's response and increases the possibility that your student will exhibit that same response again?
A. Discriminative stimulus
B. Response
C. Reinforcing stimulus
D. Consequence
Q:
Each of the following is generally true of IEP conferences EXCEPT:
A. Professionals tend to dominate discussions
B. Multiple family members usually attend
C. Professionals tend to dominate decision making
D. Parents often feel confused, intimidated, and disrespected
Q:
June has an IQ of 140 and is more than four years ahead of her third-grade peers in reading and writing. Her parents and teachers have agreed that acceleration would be best for June. Which of the following would be a good type of acceleration for June?
A. June attends seventh-grade English class.
B. Have June take the seventh-grade state English test.
C. Have June tutor sixth- and seventh-grade students in English.
D. Have June skip English class until she enters seventh grade.
Q:
Which of the following uses the discriminative stimulus, the response, and the reinforcing stimulus or consequence?
A. Positive behavior support
B. Discrete trial teaching
C. Applied behavior analysis
D. Social stories
Q:
PTIs serve families of children with disabilities in what age range?
A. Birth to age 3
B. Birth to age 21
C. Birth to age 6
D. Birth to age 26
Q:
Written agreements between a student and teacher that describe the outcomes of student learning are:
A. Learning contracts
B. Behavioral contracts
C. Teaching contracts
D. Instructional contracts
Q:
Which of the following uses the principles of operant psychology to reduce problem behavior or increase positive behavior?
A. Positive behavior support
B. Discrete trial training
C. Applied behavior analysis
D. Social stories
Q:
Parent training and information centers (PTIs) help families do each of the following EXCEPT:
A. Understand the nature of disabilities
B. Communicate with educators
C. Serve as a resource for quality health care
D. Know their rights and responsibilities
Q:
Which of the following involves active student participation and responsibility in the assessment process?
A. Kid watching
B. Portfolios
C. Written tests/projects
D. Reflective evaluations
Q:
Universal support, group support, and individual support are levels of which of the following?
A. IEP
B. ITP
C. Individual positive behavior support
D. Schoolwide positive behavior support
Q:
Which network that guides families to helpful resources has been the most thoroughly researched in terms of its particular outcomes for families?
A. Parent training and information centers
B. Community parent resource centers
C. Parent-to-parent programs
D. Family-to-family health information centers
Q:
Observing and learning from a student's comments or work is:
A. Portfolio assessment
B. Process evaluation
C. Product evaluation
D. Curriculum evaluation
Q:
Positive behavior support seeks to tailor students' environments to their strengths, needs, and which of the following?
A. Differences
B. Preferences
C. Family structure
D. Cultural background
Q:
Each of the following is a network that guides families to helpful resources except which one?
A. Parent training and information centers
B. Community parent resource centers
C. Parent-to-family programs
D. Family-to-family health information centers
Q:
Which of the following primarily involves written tests?
A. Portfolios
B. Process evaluation
C. Product evaluation
D. Curriculum-based assessment
Q:
Which of the following is a systems-level and evidenced-based method for improving valued social and learning outcomes for all students?
A. Schoolwide positive behavior support
B. Conflict resolution
C. Problem-based learning
D. Social stories
Q:
Individualizing communication requires teachers to do each of the following EXCEPT:
A. Take the family's language facility with English into consideration
B. Make themselves available at all times
C. Determine when a family has access to a telephone
D. Determine if a family has access to email
Q:
Two ways of monitoring the progress of students who are gifted are product evaluation and:
A. Standardized tests
B. Process evaluation
C. Portfolios
D. IQ tests
Q:
A technique used to teach appropriate interactions, cool and uncool behaviors, understanding others' perspectives, and knowing the unwritten codes of conduct is:
A. Conflict resolution
B. Peer mediation
C. Social stories
D. Schoolwide behavior support
Q:
What involves more than just registering, reflecting, or even understanding words that are said?
A. Critical listening
B. Empathetic listening
C. Analytical listening
D. Sympathetic listening
Q:
Starting in kindergarten or college early, skipping one or more grades in order to experience higher levels of instruction, and/or attending a higher grade level program for part of the school day is:
A. Cluster grouping
B. All-school enrichment program
C. Acceleration
D. Enrichment