5354 form 2

A fifth-grade student with cerebral palsy has average intelligence and intelligible speech but limited mobility and, as a result, struggles greatly with both fine motor and gross motor skills. To best help the student successfully complete written assignments, the teacher should provide a A.voice recognition software program B.pencil grip and raised-line paper C.portable word processor D.personal amplifier and FM system

A fifth-grade student with cerebral palsy has average intelligence and intelligible speech but limited mobility and, as a result, struggles greatly with both fine motor and gross motor skills. To best help the student successfully complete written assignments, the teacher should provide a A.voice recognition software program B.pencil grip and raised-line paper C.portable word processor D.personal amplifier and FM system

Option (A) is correct. Since the student has limited mobility and struggles with fine motor skills, it's appropriate to allow the student to use voice recognition software to dictate written assignments.

In which of the following scenarios is it most appropriate for a teacher to begin to use prompt-fading techniques to support a student's skill development? A.A student reads only assigned fiction texts and refuses to read nonfiction texts. B.A student often becomes argumentative after receiving a grade below 80 percent on an assignment. C.A student reciprocates greetings only when the teacher provides verbal reminders. D.A student ignores the gesture whenever the teacher points to a clock to remind the student to stay on task.

Option (C) is correct. A student reciprocates greetings only when the teacher provides verbal reminders, indicating that the student has become prompt dependent.

The teacher of a multigrade self-contained special education classroom considers the needs and abilities of the following students to group them for an upcoming mathematics lesson. Student 1 is a first grader with the following IEP goal. "Given paper circles and squares, the student will fold the papers and identify one-half and one-fourth of the whole with at least 80% accuracy." Student 2 is a second grader with the following IEP goal. "Given a variety of concrete fraction models of halves, fourths, and eighths, the student will correctly name the fractional parts with at least 80% accuracy." Student 3 is a third grader with the following IEP goal. "Given a set of ten one-step problems involving addition and subtraction of fractions with like denominators, the student will solve them with at least 80% accuracy." Student 4 is a fourth grader with the following IEP goal. "When shown the first two steps of a pattern, the student will extend the pattern twice with 80% accuracy on three consecutive days." Based on the students' IEP goals, which of the following grouping formats is most appropriate? A.Allowing the third and fourth graders to tutor the first and second graders B.Working with each student individually on specific learning objectives C.Teaching the first and second graders together while the others work independently D.Keeping all four students in a whole-group differentiated lesson on fractions

Option (C) is correct. The first and second graders have similar IEP goals related to fractions, therefore grouping the two students together makes sense.

Which of the following actions most effectively demonstrates that a student with cognitive delays has developed a generalization of the concept "red"? A.Learning how to brush one's teeth with a red toothbrush, a red cup, and a red toothpaste B.Identifying a red sweater, a red truck in the play area, and the red apple in a basket of fruit C.Separating a pile of red blocks and blue blocks into two sets of blocks by color D.Naming the letters in the word "red" and finding the word in easy-to-read picture books

Option (B) is correct. Identifying examples of objects that possess the color red in different contexts (sweater, truck, apple) indicates a student's ability to generalize redness.

Which of the following is an appropriate research-based compensatory intervention for a student with a traumatic brain injury that affects the student's expressive-language ability? A.Providing environmental cues to prompt the student to complete tasks B.Guiding the student to communicate relevant information needed for a task C.Labeling the names of classroom items to help the student request needed items D.Creating a picture notebook of important items to facilitate communication

Option (D) is correct. A student struggling significantly with expressive-language demands is likely unable to speak and communicate effectively. Using a notebook with pictures that the student can point to can help the student communicate without having to verbalize.

An eighth-grade English-language learner (ELL) understands and speaks conversational English with decreasing hesitancy but is significantly below grade level in reading comprehension skills. Which of the following best indicates that the source of the student's difficulty is most likely a learning disability and not a language barrier? A.Going through a noncommunicative silent period for several months B.Exhibiting plateaued growth in literacy skills over time despite receiving help C.Demonstrating stronger math computation skills than word problem skills D.Being more comfortable communicating with peers than with teachers

Option (B) is correct. An ELL student with a learning disability will not acquire the reading and writing skills needed to achieve grade-level expectations despite receiving help.

Which of the following IEP goals is most appropriate for preparing a student to achieve postsecondary education goals? A.The student will review college information and will be able to discuss admission requirements and application deadlines with 90% accuracy by December of the current school year. B.The student will finish all enrolled high school career and technology courses with a minimum grade of 75% and will then research local and state training programs that satisfy educational interests and needs. C.When applying to colleges, the student will locate at least three potential opportunities for part-time employment that meet the following conditions: near campus, within walking distance, and up to 20 hours per week. D.After locating a residence within one mile of the college campus and suitable work sites, the student will learn how to effectively pay for and use various modes of transportation such as buses, trains, subways, and taxis.

Option (A) is correct. It clearly identifies a goal that will help prepare the student for postsecondary education and specifies a criterion for communicating the college admission requirements and application deadlines.

Needs assistance remembering how to do simple tasks

Intellectual disability

Becomes angry and aggressive when challenged

Emotional disturbance

Since an accident, has difficulty with expressive language

Traumatic brain injury (TBI)

Has spina bifida and Down syndrome and uses a wheelchair

Multiple disabilities

Receives accommodations to learn to read and do math

Specific learning disability

Immediately after a student is referred by a teacher for an evaluation for special education services, the school must A.provide appropriate Tier 3 interventions to the student B.obtain consent from a legal guardian to test the student C.schedule professional testing of the student D.draft an agenda with a list of participants for the initial IEP team meeting

Option (B) is correct. Once a referral is provided, the school must obtain consent from the parent(s) or legal guardian(s) to begin the evaluation phase of the referral process.

Parents or public agencies filing due process complaints must do which of the following in compliance with the Individuals with Disabilities Education Act (IDEA)? A.Document the alleged violations of IDEA that have occurred within the past five years B.Request signatures from the IDEA hearing officer and a representative of the local education agency C.Solicit attorney services to file the required IDEA paperwork and contact state officers D.Address the identification, evaluation, and free appropriate public education provisions of IDEA

Option (D) is correct. The due process complaints must address the identification, evaluation, and free appropriate public education (FAPE) provisions that have been made for the child.

A fifth-grade special education teacher plans to diagnose and correct students' misunderstandings related to the topics in a social studies unit. The teacher can best achieve the goal by using which of the following types of assessments? A.Formative B.Summative C.School readiness D.Universal screening

Option (A) is correct. A formative assessment is best used to assess students' current understanding of content and skills and helps a teacher plan instruction accordingly.

An IEP team is planning a meeting for a student whose guardian does not speak English. The case manager can ensure that the guardian is a full participant at the meeting by doing which of the following? A.Inviting a disability-rights advocate to speak for the guardian B.Recommending that meeting notes be translated for the guardian C.Providing an English-as-a-second-language teacher to represent the guardian D.Ensuring that an appropriate translator is in attendance for the guardian

Option (D) is correct. For the guardian to be considered an active, full-fledged member of the IEP team, the guardian must be able to understand and participate in the conversations and decisions made at the meeting.

The IEP for a student with an intellectual disability contains the following science objective: The student will use tools appropriately to measure time, temperature, and volume in 3 out of 4 trials. Which of the following student activities most effectively addresses the student objective? A.Following a recipe to bake a dozen muffins for the class in the school's kitchen B.Determining whether proper sanitation procedures are followed in the school kitchen C.Learning how to select the correct kitchen knife for a task and using the knife properly D.Using a food scale to weigh the ingredients needed to prepare a one-dish meal for six people

Option (A) is correct. Following a simple recipe involves using tools such as graduated cups, a mixer, spoons, a spatula, and a muffin tin, as well as measuring ingredients, temperature, and time.

A teacher is developing a unit about dinosaurs when a colleague points out that the state learning standards for the grade level do not include learning about dinosaurs. Which of the following is the most appropriate action for the teacher to take? A.Making plans to teach a standards-based unit after the dinosaur unit is completed B.Adding state standards for reading and writing to the end of the dinosaur unit C.Examining the state standards to determine the expected learning outcomes D.Asking another colleague to determine whether the lessons address any state standards

Option (C) is correct. The state standards must be the starting point for any unit of instruction. They dictate the student learning objectives to be met and the content to be taught through units, lessons, and activities.

Several students in a high school inclusion class are impolite, impulsive, and emotionally immature. Which of the following is the most appropriate way to provide behavioral support to the students? A.Holding regular class discussions about respect and responsibility B.Having students role-play scenarios demonstrating behaviors C.Initiating punishment for the disrespectful behaviors D.Allowing students more time to mature socially

Option (B) is correct. Social skills should be taught directly using prescripted scenarios that the students can act out.

The mother of a child with Down syndrome expresses concerns about the child not being socially or emotionally ready to enter preschool. Which of the following teacher suggestions will best help the mother support her child's social and emotional development at home? A.Teaching the child to identify the letters of the alphabet and to count to ten B.Selecting the child's clothing to eliminate the need to make decisions C.Singing interactive songs daily that involve body movements D.Establishing and following a predictable daily routine

Option (D) is correct. Establishing and following a predictable, daily routine at home creates a secure environment for the child to practice and master skills that mimic the school environment.

According to IDEA, which of the following best indicates that a student may be eligible for special education services because of a specific learning disability? A.Reading at least two grade levels below current grade placement B.Showing a lack of progress in multiple academic subject areas C.Exhibiting behaviors associated with attention-deficit/hyperactivity disorder D.Demonstrating a significant discrepancy between intelligence and achievement

Option (D) is correct. A significant discrepancy between intelligence and achievement may indicate that a student has a specific learning disability and is eligible for special education services.

Which of the following is most likely to help prekindergarten through first-grade students with autism spectrum disorder transition successfully during daily routines? A.Having a visual schedule of the day's events B.Watching a large timer count down during transitions C.Marking a favorite quiet spot in the classroom with a colored circle D.Putting task cards in a "finished" box after a successful transition

Option (A) is correct. A visual schedule prepares students for the day's changes by showing the day's activities with objects, pictures, and photographs. It also encourages conversations about the expectations when moving from one activity to another.

Peggy is a seventh grader with cerebral palsy whose twin sister, Ginny, is a typically developing teenager. Ginny's friends often ask questions about Peggy, and Ginny is sometimes embarrassed by the questions. Which of the following is the best way for Ginny's parents and teachers to help Ginny respond when asked such questions? A.Teaching Ginny to avoid answering questions about Peggy's medical condition B.Reminding Ginny that Peggy needs her support and loyalty at school C.Discouraging Ginny from expressing negative feelings about Peggy D.Rehearsing with Ginny different ways of explaining Peggy's disability

Option (D) is correct. Adolescents who have siblings with disabilities are often asked questions about the disability. If they are not prepared to respond, they can experience embarrassment or even resentment. By learning the basic facts about cerebral palsy and rehearsing responses to straightforward questions, Ginny can prepare herself to answer questions about Peggy's disability.

A special education teacher uses flash cards to reinforce students' knowledge of sight words. The teacher acknowledges correct responses with verbal praise and high-fives and withholds praise for incorrect responses. Which of the following best describes the teacher's instructional approach during the activity? A.Behavioral B.Cognitive C.Constructivist D.Ecological

Option (A) is correct. The teacher is using the flash cards as stimuli and praise as reinforcement for correct answers. By using praise and high-fives to reward and increase the frequency of correct responses, the teacher is taking a behavioral approach to student learning.

During center time, several kindergarten students are using blocks and cardboard tubes to build a series of tunnels for marbles. One student decides to dump the box of marbles onto the blocks before the tunnels are finished. The students report the incident, and the teacher scolds the student who dumped the marbles. The student reacts by crying and refusing to return to the center. Which of the following stages of Erikson's psychosocial development is best illustrated by the events in the scenario? A.Trust versus mistrust B.Autonomy versus shame and doubt C.Initiative versus guilt D.Industry versus inferiority

Option (C) is correct. In the scenario, one of the students takes the initiative of dumping the marbles before the tunnels are ready. The student soon learns that this initiative was not an acceptable decision and is scolded for this action. The scolding causes the student to cry and experience guilt.

Assessing the reliability of a test helps determine whether the test A.produces consistent results B.remains free from bias C.aligns well with the curriculum D.is legally defensible

Option (A) is correct. Reliability refers to how well a test produces stable and consistent results.

Roy is an eleventh-grade student with an intellectual disability. During his annual IEP meeting, Roy indicates that he wants to get a job and share an apartment within four years of graduating from high school. Which of the following IEP transition goals best supports Roy's goal? A.Roy will be able to read traffic signs independently while traveling. B.Roy will be able to clean the kitchen floors with staff assistance on a weekly basis. C.Roy will be able to write a check to pay monthly rent and utility bills. D.Roy will be able to socialize with new friends and seek help when needed.

Option (C) is correct. Being able to pay monthly bills on time in an appropriate manner will demonstrate that Roy has a necessary independent-living skill.

Which of the following accommodations can best help a first-grade student with a serious speech and language disorder communicate effectively? A.Placing a visual schedule on the student's desk B.Using a brain-computer interface system C.Providing the student with a talking calculator D.Utilizing a picture and symbol board

Option (D) is correct. Using a picture and symbol board allows the student to communicate with teachers, aides, and classmates to indicate a need, a want, or a choice.

Which of the following best indicates the primary purpose for incorporating the four blocks of literacy instruction—guided reading, self-directed reading, writing, and working with words—into daily instruction for students with cognitive disabilities? A.Providing a variety of opportunities for reading and writing B.Maintaining students' attention by using shortened assignments C.Creating opportunities for movement during reading tasks D.Giving the students a choice of language arts activities

Option (A) is correct. The four blocks of literacy instruction provide students with varied and multiple opportunities for exposure to reading and writing tasks.

Accommodation or Modification: Providing a partially completed graphic organizer

Modification

Accommodation or Modification: Chunking a reading passage into smaller sections

Accommodation

Accommodation or Modification: Allowing the use of noise-filtering headphones

Accommodation

Which of the following supplementary supports best helps a student with memory deficits improve executive functioning skills? A.Extending project-based homework deadlines B.Providing a personal assignment notebook C.Supplying recordings of nonfiction books D.Reducing the number of questions on assignments

Option (B) is correct. Providing an assignment notebook to a student with memory deficits can compensate for memory problems by providing a place for the student to record and track assignments and reminders.

A fourth-grade student with autism spectrum disorder struggles with retaining verbal instructions but does well with visual learning tasks. Which of the following strategies most effectively uses the student's learning strength? A.Teaching vocabulary through songs B.Highlighting directions in color C.Supplying a talking calculator D.Providing textured paper

Option (B) is correct. Highlighting directions enhances and presents information visually and thereby uses the student's strength.

What is the primary purpose of a behavioral intervention plan (BIP) ? A.Formulating a program of action for teaching replacement behaviors B.Ensuring that a student is not placed in an alternative educational setting C.Mapping out the transition of a student from resource classes to self-contained classes D.Helping school personnel decide how to identify relevant student behavior triggers

Option (A) is correct. Behavioral intervention plans (BIP) consider the data gathered through an individual's functional behavioral assessment (FBA) and employs data to create a plan of action to improve that individual's behavior.

The availability of audiobooks is of greatest benefit for students with which of the following? A.Dysgraphia B.Auditory processing disorders C.Expressive language delays D.Dyslexia

Option (D) is correct. Students with dyslexia are often slow, frustrated readers who tire easily and cannot process text efficiently. Audiobooks give such students access to curriculum material as well as to books that go beyond the curriculum to provide entertainment and enjoyment.

A student moves about constantly, talks excessively, lacks persistence, and struggles to remain on task, but does not exhibit any specific delays or deficits. For which of the following disability categories is the student most likely to be assessed? A.Emotional disturbance B.Intellectual disability C.Other health impairment D.Traumatic brain injury

Option (C) is correct. The characteristics of the student (fidgeting, talking excessively, struggling to remain on task) indicate a possible attention-deficit/hyperactivity disorder (ADHD) diagnosis, which falls under the category of other health impairment.

Which of the following is considered atypical behavior for a kindergarten student? A.Being unable to walk down steps independently by alternating feet B.Struggling to tie shoelaces C.Having difficulty sharing with others and taking turns D.Speaking with a loud voice to attract attention

Option (A) is correct. By kindergarten, a typically developing student should be demonstrating mastery of climbing and walking down steps by alternating feet.

The best example of extrinsic motivation is the desire to A.learn something new B.connect with others C.earn a token or privilege D.solve a personal problem

Option (C) is correct. The best example of extrinsic motivation is the desire to earn a token or privilege. Extrinsic motivation involves engaging in a task because of external factors such as working for money and food or taking actions to avoid harm.

Classwide peer tutoring is a research-based tutoring model that is most likely to be recommended by special education coteachers for which of the following reasons? A.It teaches students with learning disabilities to accept criticism from classmates. B.It can be applied within multiple environments with consistent results. C.It reduces the likelihood that students will drop out of school. D.It provides individual and group awards to motivate and maximize learning.

Option (B) is correct. Classwide peer tutoring can be integrated with most existing curricula. It is a flexible approach to tutoring that can be adjusted to meet individual student or class learning needs.

Which of the following mandates that public schools must provide instruction and/or related services at the appropriate level and free of charge for a student with a learning disability? A.Brown v. Board of Education B.The Individuals with Disabilities Education Act C.Plessy v. Ferguson D.The Every Student Succeeds Act

Option (B) is correct. The Individuals with Disabilities Education Act (IDEA) mandates that any student with a disability must be provided with a free and appropriate public education.

According to Section 504 of the Rehabilitation Act, which of the following is a protection provided for students with a disability? A.Ensuring that a student with a physical disability is included in physical education classes B.Ensuring that data collected on a student's behavior is kept confidential at all times C.Ensuring that private coaching in individual sports is provided for a student with a physical disability D.Ensuring that teachers know how to properly use assistive technology in their classrooms

Option (A) is correct. Section 504 of the Rehabilitation Act ensures that no child with a disability is excluded from an educational program or activity that receives federal financial assistance.

A special education teacher and a general education teacher are coteaching a first-grade class composed of students with and without IEPs. All special education services are provided within the classroom. Which of the following best describes the most successful collaborative relationship between the teachers? A.The special education teacher instructs only small groups of students with IEPs, and the general education teacher groups the rest of the students by ability. B.The special education and the general education teachers plan together and use dynamic grouping to ensure that students receive instruction from both teachers. C.The general education teacher takes on the leadership role in the classroom and shares daily lesson plans with the special education teacher. D.The general education teacher provides all direct instruction, and the special education teacher pulls small groups of students to reteach lessons as necessary.

Option (B) is correct. Coteaching is most effective and successful when the students cannot differentiate between students with IEPs and those without.

A second-grade student's IEP goal is to use nonverbal communication in the classroom to express the need for a five-minute break when becoming frustrated. Data from the first three weeks of the term show that the student used nonverbal communication no more than once a day when frustrated and was sent to the office several times for outbursts. Which of the following is the best next step for the teacher to take? A.Meeting with the IEP team to discuss alternative interventions for the student B.Meeting with parents to ask their opinion on the student's progress C.Collaborating with a case manager to develop a reward system for the student D.Revising the student's IEP to describe appropriate nonverbal ways of communicating

Option (A) is correct. When a student is not making the progress expected, it is essential to determine why and take corrective action.

ASD or ED: Pervasive mood of unhappiness or depression

ED

ASD or ED: Fighting, acting act, or self-injurious behavior

ED

ASD or ED: Engaging in repetitive or stereotyped responses

ASD

Which of the following classroom behaviors is likely to be more prevalent in girls with ADHD than in boys with ADHD? A.A tendency to daydream B.Physical aggression C.Talking excessively D.An inability to sit still and sit quietly

Option (A) is correct. Research shows that girls with ADHD tend to be withdrawn, inattentive, and daydreamers.

Students with learning disabilities and low levels of self-esteem are at greatest risk of developing which of the following conditions? A.Attention-deficit/hyperactivity disorder B.Dyslexia C.Depression D.Speech disorder

Option (C) is correct. Educational research has identified a correlation between learning disabilities and low self-esteem and the development of depressive and anxiety symptoms.

Which of the following is most likely to have the greatest negative impact on the self-esteem of a student with Tourette syndrome? A.Knowing that tic severity often decreases in early adulthood B.Reducing the prevalence of tics with cognitive-awareness training C.Realizing that medication can effectively control symptoms of the disorder D.Receiving reminders to stay calm, sit still, and refrain from making noises

Option (D) is correct. Constant reminders to stop doing something that is not within the control of the individual is likely to have a negative impact on the person's self-esteem.

Which of the following instructional approaches best demonstrates an inclusion teacher's understanding of lesson planning based on an approved curriculum? A.Engaging students in standards-based classroom activities B.Developing activities that keep students entertained and busy C.Using an approved textbook as the major organizing framework D.Planning from day to day according to students' accomplishments

Option (A) is correct. Today most curricula are standards based, and teachers are expected to develop activities that align with the approved curriculum.

A special education teacher tests students after a lesson on an important concept, and the students' test scores are very low. Which of the following reflective questions will best help the teacher determine whether the lesson plan was effective? A.Did the anticipatory set adequately draw on the students' knowledge? B.Were new vocabulary terms introduced and explained prior to the lesson? C.Did the test accurately assess whether the instructional objective was achieved? D.Were appropriate accommodations in place for each student during the test?

Option (C) is correct. Good tests are closely aligned with and assess the instructional objectives for a lesson.

A high school student who is blind is enrolled in a biology class that has a lab requirement. One of the curricular objectives is to make a labeled drawing of a cell when viewed through a microscope. Which of the following is the most appropriate way to assess the student's achievement of the objective? A.Having the student identify the major parts of a cell as described by a peer partner B.Letting the student use specialized software to view an enlarged image of a cell C.Providing the student with a tactile model of a cell on which to locate and name its parts D.Asking the student to name from memory the major parts of a cell and their functions

Option (C) is correct. Tactile models enable students with visual impairments to learn and identify the parts of a cell through touch.

To ensure that a student with a disability has access to the curriculum, a special education teacher is responsible for which of the following? A.Aligning the student's IEP goals with state standards B.Monitoring colleagues' implementation of the IEP goals C.Seeking parental consent for needed adaptations D.Determining which adaptations are necessary and appropriate

Option (D) is correct. One of the major responsibilities of a special education teacher is to determine which accommodations or modifications a student needs for access to the curriculum.

Which of the following is the most effective way to help a kindergarten student with a severe visual impairment make sense of daily activities in the classroom? A.Putting large signs on all classroom objects in print and braille B.Creating a predictable environment with repetitive routines C.Restricting the student to one area of the classroom D.Providing a paraprofessional to support the student's daily activities

Option (B) is correct. If the classroom is well organized, the student will learn where classroom objects are kept and how to access them. If the teacher uses repetitive routines, the student will quickly learn what is expected from day to day.

An inclusion classroom reduces isolation for students with Down syndrome and provides them best with opportunities to observe which of the following? A.Students engaging in competitive and cooperative play B.Peers modeling social and communicative skills C.Paraprofessionals supporting all students D.Teachers implementing an adapted curriculum

Option (B) is correct. Children with disabilities such as Down syndrome often learn social skills and communicative skills by observing and imitating classmates.

Behavior Frequency

Counting how many times a behavior occurs during a specified amount of time

Behavior Duration

Monitoring the amount of time the behavior is exhibited during an observation period

Behavior Interval

Observing the student at predetermined times to assess whether or not the behavior is occurring

Franz is a middle school student with autism spectrum disorder who is educated in a general education inclusion setting. Franz's IEP indicates he is to develop skills for independently participating in the daily class meeting. Which of the following supports will best help Franz achieve the goal? A.Observing peers modeling appropriate classroom behavior B.Receiving prompts from a paraprofessional during classroom meetings C.Practicing classroom meeting protocols with a speech therapist D.Attending after-school workshops on interpreting social stories

Option (A) is correct. Peer modeling helps students learn academic processes and classroom routines. Peer modeling is an excellent way to provide appropriate behavioral models to students who need to improve their social skills by giving social reminders.

A student with a learning disability in reading comprehension and written expression struggles when asked to find the main idea of a nonfiction text. Which of the following types of graphic organizers is most likely to support the student's needs? A.A Venn diagram B.A K-W-L chart C.A 5 W's chart D.Fact or opinion chart

Option (C) is correct. Students can use the 5 W's chart during reading to record key information that will help them converge details into a main idea and connect reading and writing to improve comprehension.

Before writing a measurable IEP goal for a student, it is most important to consider the student's A.age B.gaps C.grade level D.skill level

Option (D) is correct. An effective, measurable, and appropriate IEP goal must match the student's skill level as determined through informal and formal assessments.

A school district conducts a functional behavioral assessment (FBA) to evaluate a student who is exhibiting problem behaviors. A parent who disagrees with the results of the FBA has the right to request which of the following? A.Another FBA conducted by the school district B.A change of placement for the student C.A mediation session to modify the results of the FBA D.An independent educational evaluation

Option (D) is correct. Parents have the right to request an independent educational evaluation if they do not agree with the evaluation results of the school district's FBA.

Which of the following is the best example of a Tier 3 intervention for a student who is struggling with learning math facts? A.Using flash cards with a partner twice a week to practice recall of math facts B.Working with a classmate to complete math-fact families printed on large, triangular cards C.Working with a specialist daily on visual and tactile representations of math facts D.Attending resource classes once a week for supplementary math-fact tutoring

Option (C) is correct. A Tier 3 intervention provides the student with the help of a specialist who prepares materials, maintains a daily schedule, and monitors progress until criteria are met.

Which of the following is a limitation of oral reading as a decoding assessment? A.A student may develop low self-esteem when asked to read orally in front of peers. B.A student's silent reading competence is hindered by oral reading. C.A student can guess words correctly using context clues or pictures. D.A student's word knowledge is acquired through reading grade-level material.

Option (C) is correct. During oral reading, students who know a word by sight or are able to guess a word by using a picture or a context clue are not decoding.

A special education teacher who uses running records to gather information about how well students are reading required texts is evaluating students by means of A.a summative assessment B.an interview-based assessment C.an informal assessment D.a rubric-driven assessment

Option (C) is correct. A running record based on a required text is an informal assessment that indicates how accurately and fluently a student can read an excerpt from a specific book.

An elementary student with a language processing disorder scores poorly on a pretest for a science unit. Before retesting the student, the teacher edits the test and includes visual representations for many of the questions. By including visuals, the teacher is primarily doing which of the following? A.Modifying the objectives tested B.Making the test questions accessible C.Ensuring that the student's grade improves D.Changing the student's learning goal

Option (B) is correct. By including visual representations, the test becomes more accessible for a student with a language processing disorder.

Which of the following characteristics is most closely associated with an emotional disturbance? A.Processing difficulties B.Social withdrawal C.Receptive language problems D.Intellectual disability

Option (B) is correct. Social withdrawal is a characteristic most often associated with an emotional disturbance.

The summary information below contains details about Kyle and his present levels of academic achievement and functional performance (PLAAFP). Kyle is an eighth-grade student with an intellectual disability who receives services in a functional life-skills program taught most of the day in a self-contained classroom. Kyle's most recent evaluation resulted in a full-scale intelligence score of 59, a general-language score of 62, and an adaptive-behavior composite score of 59. Kyle can decode most words at a third-grade level and is occasionally able to use his knowledge of prefixes and suffixes to decode multisyllabic words. Kyle struggles with literal comprehension and has difficulty answering the teacher's questions when he reads independently. This year, Kyle has had very little progress in the area of reading comprehension. Kyle can count and identify numbers up to the hundreds place. He can add and subtract two whole numbers with and without regrouping. He knows most of the basic multiplication facts but has difficulty multiplying two whole numbers with regrouping and solving multiplication word problems. He can successfully identify many shape and color patterns. Kyle participates in classroom group activities with verbal prompts from the teacher. During personal interactions, he struggles with conversational turn-taking and interpreting facial expressions. He often shares inappropriate information and makes rude comments about other students. Kyle's level of functioning is most characteristic of a student with a A.mild intellectual disability B.moderate intellectual disability C.severe intellectual disability D.profound intellectual disability

Option (A) is correct. A student with mild ID is most accurately described by the convergence of data in the scenario, including the cognitive score ranges, adaptive skills scores, and reports of academic and social skills.

The summary information below contains details about Kyle and his present levels of academic achievement and functional performance (PLAAFP). Kyle is an eighth-grade student with an intellectual disability who receives services in a functional life-skills program taught most of the day in a self-contained classroom. Kyle's most recent evaluation resulted in a full-scale intelligence score of 59, a general-language score of 62, and an adaptive-behavior composite score of 59. Kyle can decode most words at a third-grade level and is occasionally able to use his knowledge of prefixes and suffixes to decode multisyllabic words. Kyle struggles with literal comprehension and has difficulty answering the teacher's questions when he reads independently. This year, Kyle has had very little progress in the area of reading comprehension. Kyle can count and identify numbers up to the hundreds place. He can add and subtract two whole numbers with and without regrouping. He knows most of the basic multiplication facts but has difficulty multiplying two whole numbers with regrouping and solving multiplication word problems. He can successfully identify many shape and color patterns. Kyle participates in classroom group activities with verbal prompts from the teacher. During personal interactions, he struggles with conversational turn-taking and interpreting facial expressions. He often shares inappropriate information and makes rude comments about other students. Which of the following must also be included in Kyle's PLAAFP to satisfy the legal requirements of IDEA? A.How progress toward meeting his annual IEP goals will be measured and recorded B.How the disability affects his involvement in the general-education curriculum C.How soon his transitional objectives for high school will be implemented D.How a graduation plan will be sequenced into his customized curriculum

Option (B) is correct. Information about how Kyle's disability will affect his involvement in the general education curriculum is a required component of the PLAAFP that is missing from the selection.

The summary information below contains details about Kyle and his present levels of academic achievement and functional performance (PLAAFP). Kyle is an eighth-grade student with an intellectual disability who receives services in a functional life-skills program taught most of the day in a self-contained classroom. Kyle's most recent evaluation resulted in a full-scale intelligence score of 59, a general-language score of 62, and an adaptive-behavior composite score of 59. Kyle can decode most words at a third-grade level and is occasionally able to use his knowledge of prefixes and suffixes to decode multisyllabic words. Kyle struggles with literal comprehension and has difficulty answering the teacher's questions when he reads independently. This year, Kyle has had very little progress in the area of reading comprehension. Kyle can count and identify numbers up to the hundreds place. He can add and subtract two whole numbers with and without regrouping. He knows most of the basic multiplication facts but has difficulty multiplying two whole numbers with regrouping and solving multiplication word problems. He can successfully identify many shape and color patterns. Kyle participates in classroom group activities with verbal prompts from the teacher. During personal interactions, he struggles with conversational turn-taking and interpreting facial expressions. He often shares inappropriate information and makes rude comments about other students. Which of the following placement options is most appropriate to improve Kyle's social-skills development? A.Participating in an extended school day that is customized for students with disabilities B.Receiving instruction in a resource room setting C.Receiving homebound instruction with peers who can challenge one another D.Maximizing supported time spent with peers in the general education classroom

Option (D) is correct. Increased time in the general education classroom is the best choice in the continuum of placement options given Kyle's need for direct skills training, as stated in the scenario.

The summary information below contains details about Kyle and his present levels of academic achievement and functional performance (PLAAFP). Kyle is an eighth-grade student with an intellectual disability who receives services in a functional life-skills program taught most of the day in a self-contained classroom. Kyle's most recent evaluation resulted in a full-scale intelligence score of 59, a general-language score of 62, and an adaptive-behavior composite score of 59. Kyle can decode most words at a third-grade level and is occasionally able to use his knowledge of prefixes and suffixes to decode multisyllabic words. Kyle struggles with literal comprehension and has difficulty answering the teacher's questions when he reads independently. This year, Kyle has had very little progress in the area of reading comprehension. Kyle can count and identify numbers up to the hundreds place. He can add and subtract two whole numbers with and without regrouping. He knows most of the basic multiplication facts but has difficulty multiplying two whole numbers with regrouping and solving multiplication word problems. He can successfully identify many shape and color patterns. Kyle participates in classroom group activities with verbal prompts from the teacher. During personal interactions, he struggles with conversational turn-taking and interpreting facial expressions. He often shares inappropriate information and makes rude comments about other students. Which of the following teacher actions is most likely to improve Kyle's reading-comprehension skills? A.Providing Kyle with a text-to-speech program that can read to him B.Using real-life objects to help Kyle make connections with texts C.Encouraging Kyle to use a chunking strategy when reading connected text D.Having Kyle participate in readers' theater presentations with classmates

Option (B) is correct. Kyle has weak background knowledge of vocabulary, and using real-life objects is a proven method for strengthening comprehension.

The summary information below contains details about Kyle and his present levels of academic achievement and functional performance (PLAAFP). Kyle is an eighth-grade student with an intellectual disability who receives services in a functional life-skills program taught most of the day in a self-contained classroom. Kyle's most recent evaluation resulted in a full-scale intelligence score of 59, a general-language score of 62, and an adaptive-behavior composite score of 59. Kyle can decode most words at a third-grade level and is occasionally able to use his knowledge of prefixes and suffixes to decode multisyllabic words. Kyle struggles with literal comprehension and has difficulty answering the teacher's questions when he reads independently. This year, Kyle has had very little progress in the area of reading comprehension. Kyle can count and identify numbers up to the hundreds place. He can add and subtract two whole numbers with and without regrouping. He knows most of the basic multiplication facts but has difficulty multiplying two whole numbers with regrouping and solving multiplication word problems. He can successfully identify many shape and color patterns. Kyle participates in classroom group activities with verbal prompts from the teacher. During personal interactions, he struggles with conversational turn-taking and interpreting facial expressions. He often shares inappropriate information and makes rude comments about other students. Which of the following activities is most appropriate to include in a mathematics lesson on money to help Kyle generalize the skills? A.Working with a teacher's assistant to sort plastic money into trays B.Recognizing money on a work sheet with pictures of real coins and bills C.Using real money to role-play buying actual snacks at the store D.Playing a board game that exchanges play money for goods and services

Option (C) is correct. Using real coins to role-play buying snacks at the store is the most relevant example of active learning, as real objects are used and role-play simulates the natural environment.

The summary information below contains details about Kyle and his present levels of academic achievement and functional performance (PLAAFP). Kyle is an eighth-grade student with an intellectual disability who receives services in a functional life-skills program taught most of the day in a self-contained classroom. Kyle's most recent evaluation resulted in a full-scale intelligence score of 59, a general-language score of 62, and an adaptive-behavior composite score of 59. Kyle can decode most words at a third-grade level and is occasionally able to use his knowledge of prefixes and suffixes to decode multisyllabic words. Kyle struggles with literal comprehension and has difficulty answering the teacher's questions when he reads independently. This year, Kyle has had very little progress in the area of reading comprehension. Kyle can count and identify numbers up to the hundreds place. He can add and subtract two whole numbers with and without regrouping. He knows most of the basic multiplication facts but has difficulty multiplying two whole numbers with regrouping and solving multiplication word problems. He can successfully identify many shape and color patterns. Kyle participates in classroom group activities with verbal prompts from the teacher. During personal interactions, he struggles with conversational turn-taking and interpreting facial expressions. He often shares inappropriate information and makes rude comments about other students. The primary purpose of teaching Kyle to recognize happiness, sadness, and anger in his own facial expressions and those of others is to help him develop A.a meaningful communication style B.rapport with his peers and teachers C.a generalized emotional intelligence D.empathy and compassion for others

Option (D) is correct. The goal for Kyle is necessarily limited to what he can understand.

Which of the following is best for collecting data about a student's inappropriate ways of communicating in an effort to determine what the student is actually communicating? A.Individual intelligence test B.Curriculum-based measurement C.Alternate portfolio assessment D.Functional behavioral assessment

Option (D) is correct. A functional behavioral assessment is used to identify the ways a student communicates intent with the goal of identifying alternate and more appropriate forms of communication.

Which TWO of the following assessments best help a teacher to determine whether a student with a specific learning disability in reading comprehension remembers and understands what he or she has read in a given text? A.Requiring the student to complete a literary-elements chart for the text B.Asking the student about connections made before and after reading the text C.Having the student read a passage aloud before answering questions D.Giving the student a matching vocabulary test containing words from the text E.Requesting that the student provide textual evidence to support answers to questions

Options (B) and (E) are correct. Option (B) is correct because a student's ability to make connections to the text is a sign that the student comprehends the text. Option (E) is correct because a student's ability to point to a part of the text that supports an answer is also a sign that the student comprehends the text.

Andrew is a ninth grader with a specific learning disability in reading who currently reads on a fourth-grade level. Andrew's listening and mathematics computation skills are on-level, but he struggles with story-based application problems. Which of the following accommodations is most appropriate for Andrew during an assessment of story-based application problems? A.Allowing Andrew access to manipulatives B.Lowering learning expectations for Andrew C.Administering the test orally to Andrew D.Providing Andrew with a selection of blank graphic organizers

Option (C) is correct. Since Andrew struggles with reading but is proficient in math computations, it is appropriate to orally administer math problem-solving assessments.

Before proceeding with an evaluation to determine a student's qualification for special education services, the school must first A.inform the parents of the date of the evaluation B.receive the parents' informed consent for the evaluation C.guarantee that the student will receive services after an evaluation D.provide the parents with a list of qualified educational diagnosticians

Option (B) is correct. Parental consent is necessary for all initial evaluations to determine whether a child should be classified with a disability.

A fourth-grade student, John, has been displaying signs of depression for several months. He is sad and anxious, neglects his schoolwork, and often feels ill and refuses to eat. Which of the following disability categories is suggested by John's behavior? A.Emotional disturbance B.Specific learning disability C.Other health impairment D.Autism spectrum disorder

Option (A) is correct. Emotional disturbance is defined as a condition demonstrating various characteristics over a long period of time, two of which are a general, pervasive mood of unhappiness and difficulty learning, despite not having any other explainable reason.

Evidence-based research indicates that formative assessment is best utilized for which of the following purposes? A.Determining student learning at the end of a unit of study B.Providing tiered evaluations to meet the needs of all students C.Supporting the progress of students while they are acquiring new concepts D.Comparing student achievement on a range of performance tasks

Option (C) is correct. Formative assessments are designed to provide feedback on student progress while students are learning new concepts. Such feedback allows teachers to adjust lesson plans based on student needs.

The following is an excerpt from the Present Level of Academic Achievement and Functional Performance (PLAAFP) statement of Juno's Individualized Education Program (IEP). Juno is a ninth-grade student with a specific learning disability in mathematics. She has short-term memory and auditory processing deficits and receives instruction in a general education setting with the support of a special education teacher. She is organized, conscientious, and hardworking and works well with peers. Juno benefits from having copies of class notes and graphic organizers. To best meet Juno's needs, which of the following is most likely to be included in her IEP's assessment modifications and accommodations? A.Providing a private room in which Juno can complete assessments B.Allowing Juno to give oral answers to open-ended assessment questions C.Reading assessment items aloud to Juno in a small-group setting D.Reducing the amount of information Juno needs to process on assessments

Option (D) is correct. A student with short-term memory deficits has difficulty storing and recalling information, so reducing the amount of information on assessments would be recommended for Juno.

After an informal reading assessment it is determined that a third-grade student with a specific learning disability is reading on a second-grade level. Though able to decode words independently and make personal connections to the stories, the student still needs help with reading and understanding difficult texts. The student can best be described as which of the following? A.An emergent reader B.An early reader C.A transitional reader D.A fluent reader

Option (C) is correct. Transitional readers like to read books at a good pace. At this stage the student generally has the strategies to figure out most words but continues to need help with understanding increasingly more difficult text.

A student with Tourette syndrome experiences complex motor tics and vocalizations that adversely affect the student's educational performance. Which of the following disability categories best qualifies the student for special education services? A.Specific learning disability B.Other health impairment C.Orthopedic impairment D.Autism spectrum disorder

Option (B) is correct. A student with Tourette syndrome qualifies for special education services under the disability category of other health impairment.

Which of the following is the most accurate statement regarding the rights of parents of children with disabilities? A.Parental consent for an initial evaluation ensures that their child will receive special education services. B.Parents may hire a school district professional to conduct an independent educational evaluation. C.Parents may file a due process complaint against the district if mediation is unsuccessful at resolving a dispute. D.Procedural safeguard documents must provide parents with summaries of their child's evaluation results.

Option (C) is correct. If parents disagree with the decisions made by the IEP team about services the district will provide to their child, the parents may request mediation. If mediation cannot resolve the parents' objections, the parents may file a due process complaint.

A student may qualify for a specific learning disability in which of the following areas if the student does not achieve adequately for his or her age when provided with learning experiences and instruction appropriately matched to state-approved grade-level standards? A.Intellectual functioning B.Oral expression C.Limited English proficiency D.Motor skills

Option (B) is correct. Students with specific learning disabilities frequently experience difficulty with oral expression, a problem that can affect both academic and social interactions.

A student with autism spectrum disorder displays inappropriate behaviors. To best ensure that the interventions designed for the student are most effective, the student's special education teacher is responsible for doing which of the following? A.Conducting a comprehensive functional behavioral assessment B.Generating a similar intervention plan for the family to use at home C.Including opportunities for skill practice in unstructured surroundings D.Transitioning from behavior modeling to partial physical assistance

Option (C) is correct. A student who is receiving specially designed interventions needs multiple opportunities to practice replacement behaviors and skills in unstructured, naturalistic environments as well as in structured environments.

Which of the following accommodations is most appropriate for a first-grade student with dysgraphia who struggles with handwriting and benefits from tactile cues? A.Providing partially completed outlines for writing assignments B.Providing thick black markers during cursive lessons C.Providing a computer tutorial that teaches script lettering D.Providing various types of raised-line paper

Option (D) is correct. Raised-line paper provides a tactile accommodation for a student struggling with handwriting.

Which of the following is the most appropriate way for a teacher to help middle school students with intellectual disabilities increase academic engagement and time on task? A.Being well prepared and rehearsing expected classroom procedures B.Providing content-rich lessons and the latest technology tools C.Using hands-on materials and collaborative groupings D.Identifying common causes of misbehavior that interfere with teaching

Option (A) is correct. A teacher who is well prepared will not waste time and will get students working as soon as class begins.

A student with significant cognitive disabilities has the following IEP short-term objective:By December, the student will correctly decode a list of ten age- and grade-appropriate multisyllabic words with at least 90 percent accuracy three times a week. The student's teacher uses formative assessments to track progress toward the goal. In November, the teacher notices that the student is decoding lists of ten multisyllabic words with a 30 to 40 percent accuracy rate. Which of the following teacher actions is most appropriate? A.Revising the IEP goals to accommodate the student's present level of performance B.Adjusting ongoing instructional activities to promote the student's success C.Modifying the student's short-term objectives to reduce the level of rigor D.Increasing the frequency of the student's progress monitoring

Option (B) is correct. The teacher should use the assessment data to adjust the instructional activities to better meet the student's needs.

A student has a speech disorder characterized by repetitions and disruptions in the production of speed sounds. The disorder seriously interferes with the student's ability to communicate effectively across a number of activities at home and school. The student is likely to qualify for speech therapy for which of the following? A.Receptive language disorder B.Voice disorder C.Fluency disorder D.Articulation disorder

Option (C) is correct. Repetitions and interruptions in the flow of speech are characteristic of stuttering and indicative of a fluency disorder.

A task analysis for which of the following is likely to be most effective for a student with autism spectrum disorder who is having difficulty transitioning from preschool to kindergarten? A.Following the classroom morning routine B.Sitting at an assigned table in the classroom C.Remembering routines learned in preschool D.Greeting the teacher upon arriving in the morning

Option (A) is correct. Following a classroom morning routine is a skill that can be broken down into smaller, more manageable components that can be directly taught.

Which of the following is the most appropriate way for a parent to motivate a child with a learning disability to achieve academic success? A.Encouraging independent reading B.Setting realistic expectations C.Requesting curricular modifications D.Avoiding frustrating situations

Option (B) is correct. When a parent sets realistic expectations for a child's academic achievements, the child is likely to experience success and confidence in his or her own abilities.

IDEA Identification Process Step #1

Identifying the student and referring or requesting an evaluation for a disability

IDEA Identification Process Step #2

Conducting a comprehensive evaluation of the student in all areas of suspected disability

IDEA Identification Process Step #3

Determining which of the disabilities defined by IDEA the student has

IDEA Identification Process Step #4

Determining the special education and related services the student requires

IDEA Identification Process Step #5

Writing an IEP and determining an appropriate placement for the student

A second grader is an emergent reader who cannot read text independently. Which of the following instructional strategies is likely to be most appropriate when introducing a new science topic from an approved text written on a second-grade level? A.Locating a kindergarten version of the text on the subject B.Providing the grade-level text in audio form C.Determining the text structure used by the text's author D.Removing grade-level vocabulary from the text

Option (B) is correct. The text in audio form gives the student access to the same curriculum that all students in the class need to receive during the science lesson.

Which of the following is the most appropriate way for a kindergarten teacher to ensure that a student with fine motor deficits will be able to work on the tasks at the literacy center? A.Assigning a paraprofessional to monitor participation at the center B.Modifying the checklist used for assessing the tasks at the center C.Providing various-sized pencils, pens, grips, and slant boards D.Eliminating all tasks that consist of individual writing rather than partner writing

Option (C) is correct. Various-sized pencils, pens, grips, and slant boards provide students who have fine motor deficits the same level of access to the tasks that typically developing peers have.

A special education coteacher has been working with third-grade students on writing and reviewing complete sentences. Which of the following tasks is most appropriate to use to assess whether students are ready to begin lessons on paragraph writing? A.Identifying the parts of speech in a set of sentences B.Composing a short writing sample for a narrative prompt C.Completing a writing sample consisting of cloze sentences D.Marking up the grammar errors in a short writing sample

Option (B) is correct. Having students produce a short writing sample allows the teacher to examine an authentic piece of writing and determine whether the students are ready to write connected sentences.