Q&A Hero

Q: School-based teams that include support professionals, classroom teachers, and administrators who meet to address the instructional and behavioral needs of individual students are often called: A) IEP teams B) Sports teams C) Debate teams D) Teacher assistance teams

Q: Ms. Hallock takes a break at certain points during her lectures and has students work as partners for about two minutes to discuss what they are learning and review their notes. At the end of the two minutes, she asks the students if they have any questions and then she resumes her lecture. She finds that this method allows students to review the information and generate questions of their own. This procedure is called: A) The pause procedure. B) The advance organizer. C) Peer tutoring. D) Semantic feature analysis.

Q: Which of the following refers to the special educator and classroom teacher providing instruction together in the general education classroom? A) Coteaching B) Consultant teaching C) Teacher assistant teams D) Collaborative planning

Q: Text highlighting is a useful strategy for assisting students in A) Previewing information. B) Obtaining the most salient information. C) Reviewing information. D) Making predictions.

Q: In a collaborative model, the special education teacher collaborates with all of the following people EXCEPT: A) Family B) Regular education teacher C) Specialists associated with the students' needs D) Lawyers

Q: All of the following are recommended ways to adapt textbooks EXCEPT: A) Using alternative to reading such as listening to the text on CD. B) Using a study guide for the text. C) Highlighting the important information in the text for the student. D) Rewriting the text so that the sentences are shorter and easier to read.

Q: Which of the following strategies is the most representative of what occurs in the general education classroom? A) Undifferentiated large group instruction B) Small group instruction C) Individualized instruction D) Peer assisted instruction

Q: Which of the following is NOT one of the most common factors in preventing homework success for students? A) Problems forgetting to bring materials to and from school. B) Inaccurately recording homework assignments. C) Having a detailed plan for completing assignments at school and at home. D) Procrastinating completion of work.

Q: Cameron is a second grader that has difficulty paying attention in class. His teacher is frustrated because he cannot get Cameron to listen to instructions. What are some things that he can do to help Cameron attend?

Q: Ms. Salamon is teaching her third-grade students a geography lesson. She has several words she would like to arrange in a relationship chart. Which word should be a subordinate concept in relation to continent? A) World B) France C) Asia D) United States

Q: Describe the social status of children with learning disabilities. What factors may influence their social status?

Q: Which of the following statements is NOT true, with regard to knowledge being hierarchically organized? A) Relating the new concepts to students' prior knowledge will help students learn these new concepts. B) Teaching attributes of a new concept is important to concept learning. C) Using nonexamples can be confusing, so teachers should only use examples. D) Principles of scaffolded instruction and interactive dialogues will promote learning.

Q: Mrs. Pierce's intervention for her student with behavior problems is not working effectively. What are some possible problems with her method that she should consider?

Q: Mr. Vrabel is an eighth-grade social studies teacher. He is teaching a unit on the Great Depression. Before the students read the text, he informs them of the purpose of learning about the Depression and provides some background information. In addition, he introduces new vocabulary and provides an overview of the unit. He is providing: A) A schematic organizer. B) Semantic mapping. C) An advance organizer. D) A graphic organizer.

Q: What are some behaviors and situations for which teachers should consider providing clear guidelines and expectations?

Q: What activity can teachers use to orient students to the material before reading or class presentation? A) Classwide peer tutoring B) POSSE C) Advance organizers D) SLAM

Q: Ms. VanHornʹs teaching was observed by her principal while teaching reading to her second graders. The principal remarked in her feedback that Ms. VanHorn used too much large group instruction during her reading period and needs to provide more differentiated instruction for students in small groups. Ms. VanHorn is frustrated because she does not have a teacher aide and does not understand how she can provide small group instruction while keeping the other students occupied. What are some ways that Ms. VanHorn can provide effective small group instruction? Provide two examples.

Q: Which of the following can be used as a prelearning activity or content enhancement device? A) Advance organizer B) Semantic map C) Concept diagram D) Summarizing

Q: All of the following choices are ways in which teachers can address aggression and bullying in the classroom EXCEPT: A) All students must understand what types of behaviors are considered aggressive. B) Teachers can establish a no-tolerance rule regarding aggressive behavior. C) The teacher can establish relationships with students and families that provide support. D) The teacher must intervene in all scenarios and never allow students to resolve their own conflicts or mediate difficulties between other students.

Q: Which of the following plays a critical role in determining how effectively students will comprehend and retain any information and vocabulary presented? A) Advance organizers. B) Background knowledge. C) Morphemic analysis. D) Context analysis.

Q: Social skills that students with learning and behavior disorders frequently need to be taught include all of the following EXCEPT: A) Body language. B) Greetings. C) Remaining quiet during conversation. D) Giving and receiving feedback.

Q: Which of the following statements about semantic mapping is NOT true? A) It develops background knowledge by using brainstorming ideas about the topic to general a list of words related to the key concept. B) It requires that students know formal definitions before they can use it on a topic. C) It provides teachers with valuable information about their students' knowledge. D) It can serve as an initial blueprint for teaching.

Q: The Circle of Friends intervention has been evaluated by 6"12 year old students with emotional and behavioral disorders. Which of the following choices is NOT a purpose of Circle of Friends? A) Establish a supportive meeting each week. B) Provide opportunities for peers to learn to interact. C) Support their fellow students with emotional or behavioral problems. D) Help students develop long-lasting friendships.

Q: Which of the following choices is NOT a characteristic that should be used in evaluating textbooks and texts? A) Text organization B) Audience appropriateness C) Coherence D) Implicitness of main ideas.

Q: A social skills program that teaches adolescents the social skills they need to interact successfully with peers and adults is called: A) FAST B) ASSET C) LLW D) SLAM

Q: All of the following choices are key features to consider in assessing text structure EXCEPT: A) If the introduction provides purpose, relevance, and overview. B) If titles, headings, and subheadings reflect main ideas of content. C) If the definitions of key terms are provided. D) If the review questions focus exclusively on main concepts.

Q: Teaching students to consider problems carefully before responding to them and to consider alternatives and their consequences is the purpose of which of the following programs? A) FAST B) ASSET C) Circle of Friends D) Skillstreaming

Q: Which of the following statements about readability formulas is NOT true? A) Sentence complexity as measured by sentence length. B) Paragraph difficulty is measured by the number of sentences in a paragraph. C) Word difficulty as indexed by word length or frequency. D) Assessing the lexile level of the text is frequently used for determining the reading level.

Q: All of the following strategies are considerations for teachers when teaching social skills EXCEPT: A) Tell students to focus on their weaknesses so as to improve them for everybody in their group. B) Develop cooperative learning. C) Students benefit from working with peers in supportive and academically structured activities. D) Use principles of effective instruction.

Q: Which of the following is true about textbooks? A) Textbooks continue to serve as a key resource for instruction, even with the increased use of the internet and other media. B) Textbooks always explicitly state main ideas. C) Textbooks are easy to read because of the graphics and structure. D) Textbooks highlight words to represent important concepts.

Q: The best way to determine whether a social skills program is working is to: A) Assess a particular social skill outside of school. B) Measure progress over time. C) Inquire of parents if the child's skills are improving at home. D) Ask the student if they perceive a difference in social ability.

Q: Selecting the vocabulary and concepts to teach depends on all of the following choices EXCEPT: A) The teacher's expertise in the content area. B) The teacher's knowledge of the structure of the textbook information. C) The students' reading ability. D) The students' access to the textbook at home.

Q: Which of the following choices is NOT one of the four skills necessary for the successful resolution of interpersonal problems? A) The student must be able to identify and define the problem. B) The student must be able to avoid alternative solutions and focus in on one way of solving any given problem. C) The student must be able to identify and evaluate the possible consequences of each alternative. D) The student must be able to implement the solution and determine the effects of the solution implementation.

Q: Mr. Ferro is about to start a unit on the American Revolution. He has several students with learning disabilities in his class and some students who are English language learners. What is his first step in getting ready to teach the chapter? A) Have the students make predictions about what will happen in the chapter. B) Instruct the students to make graphic organizers of the framework of the chapter. C) Select the major concepts and related vocabulary to be taught. D) Have the students preview the chapter.

Q: Adolescent suicide attempts are generally made for all of the following reasons EXCEPT: A) To achieve a sort of fame and publicity B) To escape stress or stressful situations C) To demonstrate to others how desperate they are D) To hurt or get back at others

Q: Vocabulary is one of the most difficult areas of reading to assess because it entails all of the following reasons EXCEPT: A) Knowing how many words students know. B) Knowing which words they know and don"t know. C) Knowing how many synonyms and antonyms there are for each word. D) Knowing whether they know one or more meanings and can use them.

Q: Common goals of social skills training programs include the ability to do all of the following techniques EXCEPT: A) Solve problems and make decisions quickly B) Avoid communication with others when possible C) Adapt to situations that are new or unexpected D) Use coping strategies for responding to emotional upsets

Q: Content enhancements are techniques to help students with all of the following choices EXCEPT: A) Identify salient information. B) Organize information. C) Comprehend content information. D) Summarize the information.

Q: Self-concept of students with disabilities is an excellent predictor of their achievement. Which of the following choices would be the best way to increase the self-concept of students with disabilities? A) Keep them out of general education classrooms B) Involve them in extracurricular activities such as sports or music. C) Allow them to attend a school assembly D) Place them in groups where no other students possess disabilities

Q: Brad is a second grader who has heard the word "economy" and knows that it has something to do with money. However, he is unable to define the word or use it in a sentence. His partial understanding of this word illustrates which characteristic of vocabulary words and vocabulary knowledge? A) English has many synonyms. B) Words have multiple meanings. C) A dictionary definition of a word is often more complicated than the word itself. D) There are different levels of word knowledge.

Q: The following statements about students with attention deficits and/or hyperactivity who are treated with medication are all true EXCEPT: A) Unwanted side effects can occur. B) Monitoring the effectiveness of the medication is the responsibility of family members and teachers. C) Medications do not make the learning disability disappear. D) The least effective technique for monitoring the effects of drugs is observing the student's behavior for any changes.

Q: The most important consideration in selecting words for vocabulary instruction is to choose words that: A) Have a high impact on learning and instruction. B) The student can already read and spell. C) Can be analyzed morphologically. D) Are conceptually related to each other.

Q: All of the following strategies are ways for dealing with attention problems EXCEPT: A) Use clear ways of cueing students to obtain their attention B) Look for times when students are attending and focusing C) Consider where in the classroom and near whom students work, and make adjustments to promote better focus on assignments D) Ignore the students demonstrating problems to force them to concentrate

Q: Which of the following is a recommended practice for teaching affixes (morphemic analysis)? A) Incorporate morphemic analysis instruction in at least 50 percent of writing instruction. B) Only 1 or 2 prefixes or suffixes should be introduced at a time. C) Focus more on morphemic analysis for younger than for older students. D) Morphemic analysis works with an unlimited set of words.

Q: Which of the following choices is NOT a common characteristic of ADHD? A) Easily distracted with difficulty demonstrating sustained attention to tasks B) Difficulty with impulse control or delay of gratification C) Excessive activity and restlessness D) Bursts of high energy followed by periods of low energy

Q: Describe the types of morphemes that are in the word unsuccessful. A) One prefix and one suffix B) Two affixes C) One prefix, one free morpheme and one suffix D) Two prefixes and one free morpheme

Q: According to Smith and Adams (2006), what percentage of children do families report as having both Attention Deficit Hyperactivity Disorder and learning disabilities? A) 4.5% B) 3.7% C) 1.0% D) 5.8%

Q: What type of morpheme is "re" in the word "replace"? A) Root B) Suffix C) Bound D) Free

Q: Tommy has uncontrollable temper tantrums and angry fits without apparent provocation. Sometimes his anger is directed at his classmates; other times, it appears to not be directed at anybody in particular and for no apparent reason. What type of aggressive behavior does Tommy exhibit? A) Indirect aggression B) Verbal aggression C) Outburst aggression D) Provoked physical aggression

Q: Learning prefixes are easier than learning suffixes for all of the following reasons EXCEPT: A) Prefixes generally have clearer meanings than suffixes. B) Prefixes are generally spelled more regularly than suffixes. C) Prefixes generally don"t change their spelling depending on the base words. D) Prefixes generally don"t have abstract meanings while suffixes always do.

Q: Students with social disabilities may be unable to function adequately with only the services provided in the general education classroom because of all the following reasons EXCEPT: A) Social interactions. B) Communication difficulties. C) Attention problems/hyperactivity. D) Pacifism

Q: The use of contextual analysis and morphemic analysis are considered: A) Writing strategies. B) Word-learning strategies. C) Instructional methods for specific word instruction. D) Fluency strategies.

Q: In regards to communication, students with mild intellectual disabilities generally do all of the following EXCEPT: A) Initiate conflicts less often. B) Take on a respondent role. C) Use higher level conflict initiating strategies less often. D) Begin classroom arguments more often.

Q: In the following sentence, what type of context clue allows the reader to understand the word "amiable"? "Lucy was very friendly. In fact, she was so amiable that she had more friends than she could count." A) Synonym B) Contrast C) Description D) Definition

Q: Pragmatic skills refer to all of the following EXCEPT: A) Eye contact. B) Ignoring others. C) Interaction. D) Sharing.

Q: Which type of context clue can be used to determine the meaning of "gregarious" in this sentence? "The husband and wife were very different. Al was reserved and shy but Sophie was quite gregarious." A) Definition B) Synonym C) Description D) Contrast

Q: When compared with their peers without learning disabilities, students with learning disabilities are all of the following EXCEPT: A) At greater risk for social alienation and rejection. B) Less accepted by peers. C) Perceived as having lower social status and social skills. D) More like to make new friends

Q: Which of the following statements about high-utility words is NOT true? A) They are words that students will encounter in a variety of contexts. B) They are words that will assist students in understanding a particular text. C) They should be used by the teacher as vocabulary words. D) They are words that are unlikely to be seen or used outside the specific unit.

Q: All of the following are examples of internalizing behaviors EXCEPT: A) Obsessive-compulsive behavior. B) Shyness. C) Aggression. D) Depression.

Q: How many vocabulary words should be taught each week to students?A) 1-3B) 5-7C) 7-10D) 15-20

Q: Jose is an expert at exhibiting behaviors that are disturbing and upsetting to other students as well as to teachers. Last year, his classroom behavior frustrated his teacher to the point of tears. Jose displays A) Internalizing behaviors. B) Externalizing behaviors. C) Learning difficulties. D) Aggressive behaviors.

Q: When providing new vocabulary words, teachers should perform all of the following steps EXCEPT: A) Have students say the words aloud so they know the proper pronunciation. B) Discuss the meaning of the word without using synonyms so as not to confuse students. C) Check with students on their understanding by asking students to figure out positive or incorrect examples and to explain why. D) Give students an opportunity to interact with the word either verbally or in writing.

Q: Sheila moved to a new high school midyear. Her classmates and teacher have noticed that she does some strange things in the classroom. She often sits alone and pretends to smoke invisible cigarettes. When a student walks by her desk she pretends to extinguish the cigarette and blow away the smoke. She often mutters under her breath or talks to an imaginary person under her desk. From this information, Sheila may be exhibiting: A) Internalizing behaviors B) Externalizing behaviors C) Learning difficulties D) Aggressive behaviors

Q: What are the two main approaches for teaching vocabulary? A) Indirect and direct B) Audiovisual method and multisensory method C) Thematic and incidental D) Expressive technique and receptive technique

Q: In a schoolwide behavioral support program, students who display similar behavior problems might be provided with an intervention that provides additional supports, prompts, feedback, and acknowledgement to ensure that behavior changes occur. Which stage of RTI does this describe? A) Tier 1 B) Tier 2 C) Tier 3 D) No specific Tier, but it is an overarching principle of RTI in general.

Q: The words that a reader recognizes in listening and uses in speaking refer to: A) Receptive vocabulary. B) Expressive vocabulary. C) Oral vocabulary. D) Reading vocabulary.

Q: If the combination of a schoolwide behavioral support model and group interventions is not associated with improved behavioral outcomes, then more specific and intensive intervention focused at the student level are introduced and monitored in: A) A Tier 1 RTI (response to intervention) model B) A Tier 2 RTI (response to intervention) model C) A Tier 3 RTI (response to intervention) model D) All Tiers of an RTI (response to intervention) model

Q: The words that a reader recognizes or uses in print refer to: A) Receptive vocabulary. B) Expressive vocabulary. C) Oral vocabulary. D) Reading vocabulary.

Q: What might be a Tier 1 component of schoolwide behavioral support in a response to intervention (RTI) model? A) Provide specific interventions at the individual level. B) Provide small group intensive interventions. C) Screen for behavior problems schoolwide. D) Group students who have similar behavior problems together.

Q: What are the causes of handwriting problems?

Q: What is the first step in conducting an effective FBA? A) Develop a hypothesis of the conditions under which the target behavior occurs. B) Develop an intervention plan that considers antecedents and reinforcers. C) Record events and behaviors that precede or follow the target behavior. D) Define the target behavior in behavioral terms.

Q: What are some important considerations in instructing spelling for students with learning and behavior problems?

Q: According to IDEA, students with disabilities who have significant behavior problems that interfere with their own learning or with the learning of other students must undergo: A) A functional behavioral assessment. B) A complete assessment to determine the presence of learning disabilities. C) An IQ assessment. D) An applied behavioral analysis.

Q: Describe the elements of the writing process. How does the student move through these components?

Q: In measuring the target behaviors for ABA, which of the following choices explores whether a behavior occurs during a specific period of time? A) Random sampling. B) Duration sampling. C) Event sampling. D) Interval sampling.

Q: What are some ways in which teachers can monitor students' progress in writing?

Q: The application of applied behavior analysis principles to change maladaptive behaviors is referred to as: A) Behavioral therapy B) Skills implementation. C) Group contingency D) Interpersonal problem solving.

Q: Describe the difficulties that students with learning disabilities have with the writing process.

Q: Mr. Peralta has a student in his class who engages in severe tantrum behavior. He is working with the special education teacher and the behavioral support specialist on some strategies to reduce the severity of the tantrums. Each time a tantrum occurs, he records the length of time that it lasts to determine any change in the behavior. This type of sampling is called: A) Event sampling. B) Duration sampling. C) Interval sampling. D) Behavior sampling.

Q: Which of the following groups of letters account for 48 percent of the errors made by students when forming letters? A) a, e, i, o, u, and y B) q, w, e, r, t, and y C) q, j, z, u, n, and k D) c, s, t, p, k, and g