SPED Instr Midterm Study Set (fall 2026)

b

Eight-year-old Simone performs well in math but has a reading disability and has been identified for special education. Based on statistics from the U.S. Department of Education, National Center for Education Statistics (2020), Simone most likely receives education in which of the following settings?

a. General education for all instruction with extra homework in reading

b. General education classroom 80% of the time

c. Special education classroom 80% of the time

d. Special education classroom for all core subjects

a

The Jackson school district determines whether a student has a learning disability by comparing the student's test of overall intelligence (IQ) with the student's standardized achievement score. Why might this pose a problem?

a. A discrepancy between IQ and achievement test scores may be difficult to determine with young children and delay identification of a disability.

b. IQ tests and standardized achievement test scores provide comparable data and do not assist in identifying a learning disability.

c. IQ cannot be tested with accuracy until children reach adolescence.

d. Standardized achievement test scores do not provide information related to learning difficulties and do not assist in identification of a learning disability.

b

Nine-year-old Adriana has a learning disability and requires special education services. Her annual goals have been established for fourth grade. Which of the following statements meets the criteria for an annual goal that might be included on Adriana's IEP?

a. By the end of the year, Adriana will make an effort to finish reading assignments.

b. By the end of the year, Adriana will improve content-area reading by one grade level.

c. By the end of the year, Adriana will overcome her learning disability.

d. By the end of the year, Adriana will perform at the same level as other students in fourth grade.

a

Keller is a high school student with a moderate learning disability. He is attending classes that help him perform daily living tasks and prepare for a vocation. Identify this aspect of Keller's education.

a. Transition planning

b. Higher education

c. Postsecondary special education

d. General education

a

Kason struggles with most concepts in math. Following a lesson about adding fractions, Kason did not perform well on the activities. To help Kason succeed, his teacher broke the process into manageable steps for Kason, taught each step explicitly, and provided practice with each step. What element of effective instruction is Kason's teacher using?

a. Scaffolding

b. Quick pacing

c. Self-assessment

d. Self-monitoring

d

Amelia struggles with reading and is in a reading group with three other students who need additional help with new words and reading strategies. Ms. Lee calls Amelia's group to the reading table to begin reading lessons. Amelia, who dislikes reading group time, slowly looks for her notebook and pencil and eventually joins the group after the others have started. Ms. Lee tells Amelia she has gotten into a habit of joining the group late and needs to move more quickly in the future. In this situation, what is the antecedent of Amelia's behavior?

a. Amelia joins the group after the others have started.

b. Ms. Lee tells Amelia she has gotten into a habit of joining the group late.

c. Amelia slowly looks for her notebook and pencil.

d. Ms. Lee calls Amelia's group to the reading table.

b

Alexa is learning three new vocabulary words for science. She's heard the teacher use these words and she has seen them in her science book, but she is now memorizing their meanings and distinguishing them from other words with similar meanings. In this setting, what is Alexa's stage of learning?

a. Maintenance

b. Acquisition

c. Application

d. Entry

d

Ava wants to get out of her seat and talk to her friend across the classroom but knows that she will lose her privilege of playing computer games if she gets caught. She decides not to get out of her seat. What is decreasing Ava's undesirable behavior?

a. Time-out

b. Premack principle

c. Differential reinforcement

d. Response cost

a

Harper has problems remembering what she hears and is having particular difficulty remembering Mr. Morris's instructions about how to solve simple equations. Mr. Morris uses cognitive strategy instruction (CSI) to help her and other struggling students solve equations using a more systematic approach. At the white board, he methodically solves several equations by using this systematic approach and explaining each step aloud as he solves each equation. What common feature of CSI is Mr. Morris using?

a. Modeling

b. Feedback

c. Practice

d. Reflective thinking

a

Ms. Kimura's students are required to write summaries of their assigned reading. The students are in the habit of repeating the steps for summarizing a story as they write their summaries. Some of the students perform this self-monitoring strategy by going over the steps in their minds while others whisper the steps aloud to themselves. The students are using what feature of cognitive strategy instruction (CSI)?

a. Verbalization

b. Reflection

c. Memorization

d. Generalization

c

Jalen has a learning disability and has difficulty remembering strategies. Last week he learned a new strategy for reading comprehension, practiced and used it successfully, but is now confused about when to use the strategy. He can reiterate the steps to himself and clearly recalls the order of the steps. What common feature of cognitive strategy instruction (CSI) might his teacher incorporate to help Jalen know when to use the comprehension strategy?

a. Goal setting

b. Self-regulation

c. Reflective thinking

d. Verbalization

c

Mr. Conway is introducing a new science concept. He plans for students to read the text silently and listen to his mini-lecture. Recognizing that learning is a social event, Mr. Conway's plan is likely to include which of the following practices to support social learning?

a. Present facts on a graphic organizer

b. Check comprehension by asking students to complete a handout

c. Prompt discussion by asking open-ended questions

d. Conduct fact checks by asking close-ended questions

c

Mrs. Frost works with several students who struggle with learning and behavior problems. She stops at Carmen's desk and suggests that Carmen pause after each section of text in the silent reading assignment and summarize the content in her own words. In the small reading group, she tells Ben to recall the sound of the first letter of the new word he's trying to pronounce. Before she begins working with a small group, she reminds Tara to keep her focus on her seatwork and block out noise by using her headset. During large group instruction, Mrs. Frost gives the class a mnemonic device for the names of the Great Lakes in the United States. At the end of the day, she compliments her students for being good listeners. Which strategy or strategies most directly assist with working memory?

a. Reminding Tara to block out noise and complimenting students for being good listeners

b. Reminding Tara to block out noise and suggesting that Carmen pause after each section of text and summarize

c. Giving the class a mnemonic device and telling Ben to recall the sound of the first letter of a new word

d. Suggesting that Carmen pause after each section of text and summarize

c

Ms. Lassiter is teaching a unit about figures of speech and specifically focusing on similes and metaphors. Which of the following approaches is most likely to facilitate students' efficient use of executive functions for learning about these figures of speech?

a. Assign readings that include figurative language

b. Present a lecture about figures of speech

c. Compare the features of metaphors to the features of similes

d. Read the section of the textbook that describes metaphors and similes

c

After recess, Ms. Hernandez talks with Damien about an incident that occurred as students lined up to enter the classroom. She noted that Damien shoved Hanna when she accidentally bumped him. Ms. Hernandez suggested that Damien think of ways to respond rather than shoving, such as thinking about the contact as being accidental or asking Hanna what caused her to bump into him. In this setting, Ms. Hernandez demonstrates what element of executive functioning?

a. Comprehension monitoring

b. Working memory

c. Cognitive flexibility

d. Scaffolding

d

Mr. Sharp teaches first grade in a school that previously used the discrepancy criteria to identify students with disabilities, but the school currently uses response to intervention (RTI). Consider the following students in Mr. Sharp's class:

1. Connor: slightly below average in both academic achievement and IQ score

2. Jalen: busy, unfocused, often out of his seat, low achievement but high IQ score

3. Mara: high achievement in all academic areas and high IQ score

4. Zulema: average in math but high in reading achievement and high IQ score

Among the students described above, which student or students would have most likely been identified for special education services under the discrepancy criteria?

a. Connor and Jalen

b. Connor, Jalen, and Zulema

c. Zulema

d. Jalen

b

Demetri is struggling with reading in first grade. During a recent universal screening, he was identified as a student who needs extra help. Using the RTI model, what kind of help is Demetri likely to receive at this point?

a. Peer tutoring

b. Interventions targeted to his needs

c. Tier 3 interventions

d. Special education

d

Mrs. Blalock is conducting universal screening in math with her second graders. Such screening data are used for what purpose or purposes?

a. Determine students' placement in special education

b. Determine students' grades and identify gifted students

c. Determine students' performance ranking among their peers

d. Determine whether students are on track for proficient skill development

a

Universal screening is an essential component of RTI and MTSS models. Mr. Huron teaches in a school that adopted RTI and is conducting universal screening in his second-grade class. What areas are typically included in this universal screening?

a. Reading, math, and behavior

b. Reading and math

c. Reading, math, science, and social studies

d. Math and science

b

Ms. Sanchez conducted universal screening in her first grade and found that most of her students performed below expectations. In the RTI or MTSS model, what will typically occur as a result of such a classwide problem?

a. No interventions will be provided, and all students will receive grade-level instruction.

b. Interventions will be provided at the class level.

c. The four or five lowest-performing students will receive interventions in a special education classroom.

d. Only the four or five lowest-performing students will receive interventions.

d

Ms. Nguyen teaches the following second-grade students:

1. Gia has been receiving interventions in reading for 2 weeks.

2. Henry is new and has not participated in universal screening yet.

3. Elizabeth's screening scores indicated that she is not struggling.

4. Asher received interventions until he caught up and now needs no extra help.

Ms. Nguyen now administers progress-monitoring measures to which student or students?

a. Gia and Asher

b. Gia, Henry, Elizabeth, and Asher

c. Gia, Henry, and Asher

d. Gia

c

Ms. Haley, a new third-grade teacher at Lakeside Elementary, has basic knowledge of RTI but does not know her role in the RTI process. Based on typical RTI programs, Ms. Haley will carry out three of the following roles. She will not carry out which of the following roles?

a. Provide evidence-based interventions for students who struggle

b. Monitor the progress of students who receive interventions

c. Develop the curriculum for students who require interventions

d. Identify students who need interventions

b

Mr. Kramer, a new second-grade teacher, is implementing Tier 2 interventions in his class with the help and guidance of a special education teacher. The following students are receiving Tier 2 interventions in Mr. Kramer's class, and progress monitoring indicates these results:

1. Kateryna speaks little English and is making only a little progress in Tier 2.

2. Adam made progress until he got sick and missed 4 days of school.

3. DeMarcus continues to fall further behind after 6 weeks of Tier 2 interventions.

4. Maddie continues to make steady progress and improve her skills.

Which of these students is most susceptible to being identified incorrectly in the RTI system?

a. Adam

b. Kateryna

c. DeMarcus

d. Maddie

a

Ms. Rojas is a middle school history teacher. How is RTI most likely to influence her history instruction for students who are struggling readers?

a. Ms. Rojas is likely to include strategies for vocabulary learning and comprehension.

b. Ms. Rojas is likely to add separate lessons at a lower grade level for struggling readers.

c. No aspects of RTI extend into middle schools.

d. Ms. Rojas is likely required to add reading instruction to her history curriculum.

b

Family involvement is an important part of identification and education of students with disabilities. When schools use RTI or MTSS models, they include families in many activities and decisions. Among the following school-family connections, which one is least likely to occur?

a. Educate families so they understand how RTI functions as it relates to their child

b. Expect parents to assist in the general education classroom each week

c. Obtain a family's consent for their child to receive interventions

d. Provide families with ongoing updates and written plans for their child's interventions

c

Nine-year-old Cindi got upset, refused to cooperate, and interrupted other students in her group as they worked on a project for social studies. Which of the following responses by her teacher, Mr. Trent, is most likely to bring about positive change in Cindi's behavior?

a. If you continue to break our rule about respecting others, I will call your parents. They will punish you.

b. As punishment for breaking our rule, you will stay here while the other students go to music class.

c. What class rule are you breaking? And what are the consequences for breaking the rule?

d. You are acting like a 2-year-old and should be treated like a 2-year-old.

d

Mrs. Washington, using applied behavioral analysis, is analyzing Hunter's behavior by noting the number of times he interferes with the student next to him in a half-hour period. What type of analysis is she using?

a. Progress monitoring

b. Interval sampling

c. Duration sampling

d. Event sampling

b

Mr. Reid is trying to understand Gianna's inappropriate behavior in his second-grade classroom. Gianna behaves appropriately during some of the class activities but acts like a completely different child during other activities. As spelling instruction ended today, Mr. Reid instructed students to put away their spelling notebooks and quickly get out their math books. When everyone was ready for math, Mr. Reid began by asking a question about a math problem on the smart board. Gianna began flipping pages in her book, tossed her pencil to the floor, and made a scene as she picked it up. Mr. Reid gave Gianna a silent cue to pay attention. In this scenario, Mr. Reid needs to identify the antecedent of Gianna's problematic behavior. What seems to be the antecedent?

a. Mr. Reid gave Gianna a silent cue to pay attention.

b. Mr. Reid asked a question about a math problem.

c. Spelling instruction ended.

d. Gianna flipped pages in her book, tossed her pencil, and made a scene.

a

Ms. Reyes decides to conduct a functional behavioral assessment (FBA) to gather helpful information about a student's disruptive behavior. Based on the steps in the FBA process, what steps should she take before hypothesizing about the conditions surrounding the behavior?

 

a. Collect data about the antecedent and consequences of the behavior

b. Begin Tier 3 behavioral interventions

c. Recommend referral for special education services

d. Develop a behavioral improvement plan (BIP)

d

Students are playing games inside Mr. Nash's fourth-grade classroom on a bad-weather day. Joel and Tino are playing in one corner of the room. Dave, who wants to occupy the corner of the room, shoves Joel and Tino against the wall. Joel hits back at Dave. Tino withdraws with hurt feelings and tells himself he will never play with other boys in his class. Shelli dislikes Joel but has a crush on Dave and tells Mr. Nash that she saw Joel start a fight with Dave. In this scenario, which student or students exhibit unprovoked physical aggression?

 

a. Shelli

b. Dave and Joel

c. Dave and Shelli

d. Dave

a

Ten-year-old Starla has attention-deficit hyperactivity disorder (ADHD) and has performed below expectations each year. Her fifth-grade teacher is using several strategies to help Starla improve behaviorally and academically. Three of the following strategies are likely to be effective. Which strategy is least likely to be effective with Starla?

 

a. Assign extra homework to compensate for distractions during the school day

b. Drop a yellow reminder card on Starla's desk when she seems distracted and inattentive

c. Assign tasks that can be completed in short periods of time

d. Present directions in short, clear steps

a

Mr. Schultz has several students in his middle school classes who struggle with relationships and social skills. They typically have difficulty resolving interpersonal conflicts. With these students, Mr. Schultz teaches them to apply interpersonal problem-solving skills that include identifying the problem, deciding on a goal, and generating a variety of solutions. What else is involved in this approach to solving interpersonal problems?

 

a. Think about the outcome of each possible solution

b. Seek friends who take your side

c. Withdraw from the conflict and avoid contact

d. Ask an adult to intervene

d

With her upcoming unit in math, Ms. Kato needs to prepare the instructional environment to meet various student needs. Her plans include the following:

1. Use a number line to present a new math concept

2. Meet the needs of Josh and Sara who missed essential background skills when they were absent

3. Meet the needs of four students who are struggling to understand how to use a number line

4. Meet the needs of a few students who have already learned the skill but still need practice

In this scenario, what instructional arrangement is likely the most effective approach for Ms. Kato to use as she presents the new math concept?

 

a. Small-group instruction

b. Independent learning

c. Peer teaching

d. Large-group instruction

d

Mrs. Adams is a resource teacher in grades 3 through 5 in a large school and works with many students and their general education teachers. As she prepares her schedule and incorporates instructional time with students, she is likely to benefit from three of the following suggestions. Which suggestion is least likely to be beneficial?

 

a. Present advance organizers that prepare students for the lesson

b. Meet with general education teachers to discuss each student's progress

c. Provide students' preferred activities on a contingency basis

d. Provide individual practice opportunities rather than explicit instruction

c

Mr. Lawrence taught a new math concept today in his second-grade class that includes the following students who have individualized education programs (IEPs):

1. Blake who does not understand the new math concept and cannot explain the steps

2. Ricardo who was able to complete the sample problems correctly

3. Savanna who works a problem correctly when her peer buddy helps her with each step

4. Mara who has a reading disability but understands math and works the sample problems correctly

Which student or students are ready to be assigned independent learning tasks that apply the new math concept?

 

a. Mara

b. Ricardo

c. Ricardo and Mara

d. Ricardo, Savanna, and Mara

c

Mr. Novak is a new special education teacher at Crossroads Elementary School. In his new role, he is learning about the students who have disabilities. He finds that these students are likely to follow which of the following patterns in general education settings?

 

a. Excel at a faster rate than other students

b. Take leadership roles in large-group activities

c. Participate infrequently during class

d. Volunteer frequently to answer the teacher's questions

b

Mrs. Campbell is a special education teacher who works collaboratively with eight general education teachers at the elementary level. In her role, Mrs. Campbell is likely to collaborate in three of the following ways. She is least likely to collaborate in which of the following tasks?

 

a. Coordinating the work of paraprofessionals

b. Planning curriculum for all students

c. Coteaching with general education teachers

d. Organizing grade-level meetings

d

In a response to intervention (RTI) framework, special education teachers and general education teachers work collaboratively. As a special education teacher, Marci is most likely responsible for which of the following critical decisions within her school's RTI framework?

 

a. Establishing patterns for general classroom teachers' communications with parents

b. Establishing rules for the general education classroom

c. Determining how to instruct students who do not have disabilities

d. Determining how to differentiate instruction in the classroom

b

Mr. Powell teaches a third-grade class with several students who have individualized education programs (IEPs) that specify individual needs and learning goals to address learning and behavior difficulties. Mrs. Chan, the special education teacher, works collaboratively with Mr. Powell and other teachers in the school to meet these students' needs. Which teacher or teachers have responsibility for the success of the students in Mr. Powell's class who have learning and behavior difficulties?

 

a. The RTI team

b. Mr. Powell and Mrs. Chan

c. Mrs. Chan

d. Mr. Powell

b

Four of the students in Ms. Compton's inclusive first-grade class are struggling to read. They are not able to read the beginning level books for first grade. What might Ms. Compton do to help these students succeed at the learning centers she has created for language arts?

 

a. Exclude nonreaders from work in centers

b. Provide instructions in pictures

c. Provide no instructions for the work in centers

d. Provide instructions in simple sentences

a

When a student with learning or behavior difficulties is placed in the regular classroom, there are several steps the special education teacher can take to communicate effectively with the general education teacher. Which of the following is one of those steps?

 

a. Provide a copy of a student's IEP to the student's classroom teacher

b. Mandate the type of assessments that must be used with each special education student

c. Dictate rules of conduct the special education student must follow

d. Remind teachers of their legal obligations to educate students receiving special education

b

Sara has behavior difficulties and is not accepted by her peers. She is likely to transition into a general education classroom in the near future. What, if any, is the role of the special education teacher in dealing with this lack of acceptance?

 

a. Keep Sara out of the general education classroom

b. Teach Sara appropriate behaviors

c. Teach general education students to ignore Sara's behaviors

d. The special education teacher has no role in dealing with a student's lack of acceptance

a

Mr. Cruz, a special education teacher, is meeting with the parents of fourth-grade student Lillie. They requested the meeting to discuss Lillie's poor performance and lack of progress in the last grading period. During the meeting, Lillie's parents raise issues related to chaos in their home. What is the most professional way for Mr. Cruz to deal with the personal information shared by these parents?

 

a. Provide information about resources to help with family issues

b. Ignore the personal information and close the meeting

c. Ask the parents to keep the focus on Lillie's academic performance

d. Counsel the parents and attempt to resolve the family issues

b

During a casual conversation, a second-grade teacher shared frustrations about working with a student who has a learning disability. Ms. Nunez, the special education teacher, heard the teacher's frustrations and wondered how she should respond. Based on the principles of effective communication, what should Ms. Nunez do?

 

a. Interrupt the teacher and suggest a solution

b. Listen to the real content and feelings of the teacher's message

c. Give quick advice about dealing with frustrations

d. Change the topic

d

Seven-year-old Natalie has a reading disability and receives Tier 3 interventions with the special education teacher. Natalie also has a speech difficulty and receives speech therapy each week with a speech-language pathologist (SLP). Most of the day, Natalie is in the general education classroom learning alongside her peers. In the RTI system, what individuals need to collaborate effectively in order for Natalie to progress academically?

 

a. Special education teacher and SLP

b. General education teacher and SLP

c. General education teacher and special education teacher

d. General education teacher, special education teacher, SLP

e

What are common characteristics of learning/behavior disabilities?

a. Poor academics

b. Attention/hyperactivity

c. Memory or language difficulties

d. Unusual behavior

e. All of the above

g

What six features define effective special education instruction?

a. Individually planned

b. Specialized

c. Intensive

d. Goal-directed

e. Research-based

f. Guided by student performance

g. All of the above

LRE

educating students with disabilities with peers when appropriate

IDEA

Education in least restrictive environment ensured by the _____?

IDEA

Individuals with Disabilities Education Act is also known as ____