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Education
Q:
Mrs. Henderson is a behavior support specialist who observes the disruptive behavior of a child in a class. She observes for one hour and records how many times the student gets out of his seat and calls out in class. This type of measurement is called:
A) Event sampling.
B) Duration sampling.
C) Interval sampling.
D) Behavior sampling.
Q:
Which of the following choices is the most common cause of illegible handwriting?
A) Not leaving enough space between letters or words.
B) Not pressing hard enough with the pencil.
C) Forming letters incorrectly
D) Slanting letters improperly
Q:
The main purpose of positive behavioral support (PBS) is to:
A) Provide positive reinforcement for students when they maintain target behaviors.
B) Provide appropriate consequences for students when they display undesirable behaviors.
C) Develop individualized interventions that stress the prevention of problem behaviors.
D) Minimize negative reinforcement.
Q:
In the Gillingham and Stillman approach to teaching spelling, echo speech refers to which of the following descriptions?
A) The teacher says the word and students sound out each letter in it.
B) The teacher says the word and students repeat the word after the teacher.
C) The teacher says the word and students hold up a card with the first letter.
D) The teacher says the word and students check their own writing to see if they have used it and spelled it correctly.
Q:
Which of the following statements about positive reinforcement is NOT true?
A) Positive reinforcement is considerably less effective at the secondary level.
B) Elementary and secondary students need to be considered differently in terms of reinforcement
C) Elementary students find public recognition more rewarding than older students.
D) Secondary students prefer to receive individual feedback.
Q:
Which of the following techniques refers to a teacher-directed approach that assumes students have some spelling skills and begins with teaching small units of meaningful writing?
A) Fernald method
B) Cloze spelling approach
C) Morphographic spelling
D) Visualization approach
Q:
How many general education teachers do special education teachers generally work with to coordinate students' services?
A) None
B) Between 1 and 4
C) Between 5 and 10
D) Between 10 and 15
Q:
It is important to alleviate handwriting problems in students for all of the following reasons EXCEPT:
A) Handwriting difficulties are associated with a reduced interest in writing.
B) Students with handwriting difficulties often spell worse than those without handwriting problems.
C) Handwriting difficulties influence written expression.
D) Handwriting difficulties will prevent that student from going to college or getting a job.
Q:
The first step in designing an instructional game is to determine the purpose of the game. Which of the following choices is the second step?
A) To select an activity students are unfamiliar with.
B) To provide a sense of competition among students.
C) To provide an activity in which students work cooperatively towards a single goal.
D) To select and adapt a game that can be used to practice a skill or review knowledge.
Q:
Mrs. Gupta has a child in her class who has illegible handwriting. The letters are poorly formed and there is inconsistent spacing between the letters. Some letters slant to the right while others slant to the left. Mrs. Gupta suspects that the student might have:
A) A phonological awareness deficit.
B) Dyslexia.
C) Dysgraphia.
D) Aphasia.
Q:
Which of the following could most likely be used as a self-correcting material?
A) Flannel board
B) Instructional game
C) Computer program
D) Overhead projector
Q:
Which of the following characteristics of students with dysgraphia is NOT true?
A) They have poor letter formation.
B) Their letters are inconsistent in size.
C) They incorrectly use capital and lowercase letters.
D) They can still write quickly when required.
Q:
Which of the following is NOT one of the four basic elements needed for small-group learning to be cooperative?
A) Interdependence
B) Collaborative skills
C) Group processing
D) Group accountability
Q:
All of the following assertions for teaching spelling words are based in research on spelling interventions EXCEPT:
A) Students with LD should not be shown the correct spellings of any words they spell wrong, but should be encouraged to sound it out.
B) Students with LD should be introduced to only a few words at a time.
C) Computer-assisted instruction has been shown to be effective in improving spelling skills.
D) Peer tutoring is effective for reviewing spelling words.
Q:
When a teacher is working with a student individually, which of the following grouping formats would NOT be appropriate for the rest of the class?
A) Independent learning
B) Collaborative learning
C) Peer tutoring
D) Large-group instruction
Q:
The visualization approach is used to teach:
A) Editing.
B) Handwriting.
C) Spelling.
D) Revising.
Q:
What is the purpose of using independent learning as a grouping format?
A) To allow students to practice a skill that they have already learned
B) To allow students to learn new skills independently
C) To allow students of different levels to assist each other
D) To allow students to work collaboratively
Q:
Mrs. Koenig is teaching her fifth-grade class to spell "democracy." First, she shows the class the word. Then she shows the class the word with the vowels missing "d_m_cr_c_" and students write the word, supplying the missing vowels. Then she shows the class the a card in which the word is missing the consonants "_e_ o _ _ a _y." The students write the word again and try to fill in the blanks. Lastly, the students write the word without a model. She is using which method of spelling instruction?
A) Fernald method
B) Cloze spelling approach
C) Johnson and Myklebust technique
D) Five-step word-study strategy
Q:
What is the role of the special education teacher in the RTI model?
Q:
According to Fernald (1943), specific school techniques that tend to produce poor spellers include which of the following?
A) A focus on spelling errors
B) An overemphasis on kinesthetic methods of learning
C) Opportunities for tracing the word
D) Providing opportunities for the student to hear the pronunciation of the word before seeing it in written form
Q:
What are the benefits of universal screening?
Q:
Which of the following is not a spelling approach recommended for possible use with students with learning disabilities?
A) The Gillingham and Stillman approach
B) The Fernald method
C) The Johnson and Myklebust technique
D) The Goldman and Fristoe method
Q:
Describe how a written intervention plan in the RTI model differs from an IEP. What is included in the intervention plan?
Q:
The following are all instructional strategies used to teach spelling EXCEPT:
A) Five-step word study strategy.
B) Visualization approach.
C) Graphic organizers.
D) Test-study-test.
Q:
What are the benefits of progress monitoring?
Q:
Principles of direct instruction for teaching spelling words include all of the following EXCEPT:
A) Selecting words from reading text.
B) Providing a set number of words to master a day.
C) Providing individualized instruction.
D) Providing multiple opportunities for incidental word learning in spelling.
Q:
What principles relating to learning disabilities and the use of RTI to identify them were established by the Office of Special Education Programs in 2001?
Q:
Miss Saitta is choosing some spelling words to teach that have the "-tion" spelling pattern. Which of the following words would not be an appropriate word to teach to her third-grade class?
A) Nation
B) Station
C) Abrogation
D) Attention
Q:
Sheila was placed in Tier 2 intervention after her reading scores fell below benchmark in September. She participated in 10 weeks of intervention and Tier 2 was discontinued because she scored above benchmark. During progress monitoring 10 weeks later, her scores fell below benchmark. Only 5 percent of students in her class had scores below benchmark at this time. What might be the next step of the RTI team?
A) Place Sheila in Tier 3 intervention.
B) Place Sheila back in Tier 2 intervention.
C) Observe the teacher and modify class instruction.
D) Refer Sheila for special education.
Q:
Spelling words should ideally:
A) Be introduced in a group of 20 words at the beginning of each week.
B) Include words that are unfamiliar to the child.
C) Include words that the student is unable to read.
D) Include high-frequency words.
Q:
Cedar Hills School District has decided to encourage its schools to implement RTI, but implementation is not mandatory. The teachers at one of the schools, Cedar Grove Elementary, have just attended an RTI conference with the principal. Half of the teachers at Cedar Grove are interested in implementing RTI on a trial basis and the other half want to continue with their traditional instruction and intervention framework. What would be the best option for Cedar Grove Elementary at this moment?
A) The principal should mandate that all teachers participate in RTI.
B) Half of the teachers should participate in RTI.
C) The school should seek additional information about RTI (e.g., observe and talk to other schools in the area who are implementing RTI).
D) RTI should be implemented on a trial basis for half the school year.
Q:
What is the cause of spelling difficulties for most students with learning and behavior disorders?
A) Phonological awareness problems
B) Visual memory problems
C) Handwriting difficulties
D) Ineffective instruction
Q:
All of the following statements about universal screening are true EXCEPT:
A) It is an essential component of RTI.
B) It occurs only at the Tier 3 level.
C) It is a quick way to identify general performance levels of students.
D) It provides information about class performance and where teachers might need further professional development.
Q:
When trying to determine whether or not there is a pattern to a student's spelling errors, all of the following questions should be asked EXCEPT:
A) Is the student applying mistaken rules?
B) Is the student applying rules that assist in remembering spellings?
C) Is the student purposely misspelling words that he knows how to spell?
D) Is the student spelling words correctly in isolation but not in context?
Q:
Universal screening in reading and sometimes math is an essential component of the RTI model at the:
A) Tier 1 level.
B) Tier 2 level.
C) Tier 3 level.
D) Time of referral for a complete evaluation.
Q:
Mr. Epstein is doing an error analysis of a student's work. One of the sentences in a student's composition is: "When he wnt to the pet stor, he cudn"t decid betwen the two pets so he got both of them." This sentence reflects which error pattern?
A) Reversal of consonant or vowel directionality
B) Omission of letters
C) Reversal of consonant order
D) Reversal of whole words
Q:
The Council for Exceptional Children recommends that families be involved and notified at least by the time:
A) The child is in Tier 1 instruction.
B) The child is in Tier 2 instruction.
C) The child is in Tier 3 instruction.
D) The child is referred for a comprehensive evaluation.
Q:
Spelling is difficult in English because:
A) Words are generally longer than in other languages.
B) Words are derived from a variety of different languages.
C) There is not a one-to-one correspondence between the individual sounds of spoken words and the letters of written ones.
D) There are many compound words.
Q:
Within the RTI model, students who score at adequate levels or higher on screening instruments are typically assessed by progress monitoring measures:
A) Once a year.
B) Three times a year.
C) Every week.
D) Every month.
Q:
All of the following choices are ways for RTI to be used for students with writing difficulties EXCEPT:
A) Provide extra time each day.
B) Provide extra instruction.
C) Implement specific research-based strategies.
D) Restrict computer usage.
Q:
It is advised that parents understand all of the following information about their child's intervention plans EXCEPT:
A) A description of the specific intervention.
B) The length of time that will be allowed for the intervention to have a positive effect.
C) The number of minutes per day the intervention will be implemented.
D) How many students will be in the group.
Q:
All of the following are advantages to using a computer to facilitate writing EXCEPT:
A) Computers make revising and editing easier.
B) Computers provide spell-checking features.
C) Computers produce neat copies that enhance readability.
D) Computers can assist students in using accurate paragraph and sentence structures.
Q:
In letting families know about their child's participation in the RTI process, schools should do all of the following EXCEPT:
A) Describe the RTI process and the multi-tier system of supports.
B) Ask families what they should do next for their children.
C) Provide families with written intervention plans that are clearly explained.
D) Provide families with regular updates about their child's progress.
Q:
All of the following points about conferring with students are true EXCEPT:
A) Make sure the student is writing in the way you would write it.
B) Ask the student what steps in the writing process he/she used to develop this piece.
C) Ask questions that teach.
D) Agree on the steps the student will take to improve the paper.
Q:
When assessing student progress, designing interventions, and interpreting English language learners' responses to intervention, all of the following should be considered EXCEPT:
A) second language acquisition
B) best practices for English language learners (ELLs)
C) the student's IQ
D) cultural variations
Q:
Fun and simple activities that families could do to help promote their children's writing might include all of the following EXCEPT:
A) Spell with letter blocks or magnetic letters.
B) Help children make labels for their room.
C) Have them write a report of what they did that day.
D) Have them make a grocery list.
Q:
A lack of sufficient knowledge about cultural and linguistic diversity can result in all of the following statements EXCEPT:
A) Educators implementing RTI may presume that a child who does not make progress at a certain pace must have a disability.
B) Educators implementing RTI may not recognize that a child may need additional time and support while learning English.
C) Educators may equate cultural differences with cultural deficits.
D) Educators refusing to recommend culturally and linguistically diverse students for special education because the problem is only a language difference and not a genuine disability.
Q:
Which of the following factors would NOT influence the writing of an English language learner (ELL)?
A) Knowledge of English language structure
B) Knowledge of English vocabulary
C) Their proficiency in their native language
D) Understanding of word use
Q:
RTI practices that are responsive to the cultural and linguistic needs of students can assist teachers in determining whether students' progress is related to all of the following choices EXCEPT:
A) What they are being taught.
B) Their background experiences.
C) How they are being taught.
D) Where they are being taught.
Q:
Whereas revision focuses mainly on content, editing focuses on
A) Publishing.
B) Mechanics.
C) Organization.
D) Expanding.
E) Brainstorming.
Q:
At Oak Grove School, more than half of the students did not reach benchmarks for reading at midyear. What should be the next step of the school?
A) To observe the teachers to ensure that the program is well-implemented
B) To immediately replace the reading program with a different one.
C) To rearrange the classroom environment.
D) To assign more homework to students.
Q:
The strategy of "box and explode" is used to assist with which component of the writing process?
A) Prewriting
B) Revising
C) Composing
D) Editing
Q:
Which of the following is NOT true about nonresponders?
A) They do not seem to make adequate progress even when instructed with a research-based approach.
B) Teachers must realize that not all students learn in the same way.
C) Teachers need to understand that although one student may respond well to a given research-based intervention, another student may not.
D) Research cannot explain why nonresponders do not make progress.
Q:
When writing sentences and paragraphs, students with learning behavior problems require explicit instruction in all of the following EXCEPT:
A) How to add vivid words and lively verbs
B) How to split compound and complex sentences up into several smaller ones.
C) How to reduce long and run-on sentences
D) How to read and revise to add meaning
Q:
In the RTI model, students who make minimal gains even after high-quality, intensive instruction are said to be:
A) Learning disabled.
B) Cognitively impaired.
C) Academically challenged.
D) Nonresponders.
Q:
Cue cards are most often used to assist during which component of the writing process?
A) Prewriting
B) Revising
C) Composing
D) Editing
Q:
In the RTI model, students who make expected academic gain are said to ________ instruction.
A) like
B) respond to
C) benefit from
D) exceed
Q:
Graphic organizers can be used in the writing process in all of the following ways EXCEPT:
A) As a method to assist with brainstorming
B) As semantic maps
C) As replacements for rough drafts.
D) As structured organizers
Q:
In a school where RTI is the model used, the decision-making team could include all of the following team members EXCEPT:
A) Classroom teacher
B) School psychologist
C) Special education teacher
D) Lawyer
Q:
Mr. Barcola tells his class, "Imagine you have been given a million dollars by a long lost relative. Think about how you would spend the money. Would you spend it on yourself or on others? Would you by lots of things or would you spend money of experiences like going to Disney World? I want you to make a list of things you would do with your money. You will not have to write about all of these things. The purpose of this exercise is to brainstorm and think of as many ideas as you can. Go ahead and write." Mr. Barcola is engaging his class in a
A) Revising activity.
B) Editing activity.
C) Prewriting activity.
D) Modeling activity.
Q:
Once a month, the RTI team at Live Oak Elementary meets to discuss the progress of struggling students by analyzing progress monitoring data. Students are moved among Tier 1, Tier 2, and Tier 3 instruction based on their results of progress monitoring measures. Error analysis of specific measures is performed to determine where students are struggling. Instructional strategies are discussed and suggestions for modifications are presented if certain students are not progressing. This school is most likely using which approach in making instructional decisions?
A) Standard treatment protocol
B) Problem-solving model
C) Report card grade protocol
D) Cognitive-behavioral model
Q:
The process of prewriting includes:
A) Collecting information about a topic by observing, remembering, interviewing, and/or reading.
B) Forming a draft of the composition.
C) Revising the composition.
D) Reviewing what you have already written.
Q:
All of the following statements are true about the standard treatment protocol EXCEPT:
A) Empirically validated treatments are used for children with similar problems.
B) Interventions are provided in a standardized format.
C) Fidelity of implementation is ensured through standardized interventions.
D) Intervention plans are adjusted according to student data.
Q:
Which of the following choices is NOT a strategy for improving the writing of older students?
A) Tell students to avoid more complex sentence types so they can focus on improving easier ones.
B) Establish goals for students' writing to improve outcomes.
C) Give students access to and instruction in word processing to facilitate writing.
D) Assist students in developing prewriting practices that help generate or organize ideas for writing.
Q:
Which of the following choices is NOT true of Tier 3 intervention?
A) It is for students who continue to experience difficulties during Tier 2.
B) Tier 3 is still never considered special education.
C) Tier 3 intervention is typically provided for a longer period of time and more frequently than secondary intervention.
D) Instruction takes place individually or in small groups of two or three students.
Q:
Which of the following choices does NOT indicate a way to monitor progress in writing for a first-grade student?
A) Monitor the total number of words written.
B) Monitor the number of words spelled correctly.
C) Monitor the punctuation.
D) Monitor the number of complex sentences written.
Q:
Which of the following choices is NOT true of Tier 2 instruction?
A) Tier 2 support is under the domain of special education.
B) Tier 2 interventions are provided in small groups.
C) Tier 2 instruction is more intensive than Tier 1 instruction.
D) Tier 2 instruction is for students who are not making adequate progress in Tier 1.
Q:
Which of the following instructional concepts would most likely be mastered first in writing development?
A) Capital letters in place names
B) Colons in sentences
C) Quotation marks in titles
D) End of sentence punctuation
Q:
All of the following choices are true about Tier 1 instruction EXCEPT:
A) Tier 1 is for all students.
B) General education teachers provide Tier 1 instruction.
C) Instruction is based on research.
D) Tier 1 instruction includes intensive instruction for students who do not respond.
Q:
Teachers can monitor students' progress by noting all of the following choices EXCEPT:
A) Whether students can complete the written project.
B) How proficient they are at the writing process as a whole, instead of focusing on individual elements.
C) Whether they can apply the skills and knowledge to other contexts.
D) Which elements of writing are proceeding as expected and which require additional instruction.
Q:
Which of the following choices is NOT a benefit of progress monitoring?
A) Increased learning.
B) More special education referrals
C) Better communication with family and other professionals.
D) Improved accountability
Q:
All of the following are critical points about teaching conventions EXCEPT:
A) Focus on writing conventions facilitates writing.
B) Even young children should be taught writing and spelling conventions.
C) Reserve about 20% of the instructional time of students with learning and behavior problems for teaching writing conventions.
D) Writing conventions should be less emphasized for students with LD because they have negative associations with writing.
Q:
The percentage of readers that should need Tier 3 support is approximately:
A) 5"6 percent.
B) 12"20 percent.
C) 30"40 percent.
D) 50"60 percent.
Q:
Ms. Kirchner provides lessons in specific writing skills for 15"20 minutes each day to her third-grade class. Which of these topics would be appropriate to include in her focused writing skill lesson?
A) Using quotation marks
B) Using the strategy of summarizing for comprehension monitoring
C) Using intonation while reading
D) Repeated reading to increase fluency
Q:
The percentage of learners that may require some supplemental instruction in Tier 2 is approximately:
A) 30"50 percent.
B) 7"10 percent.
C) 15"20 percent.
D) 80"100 percent.
Q:
The conventions of teaching writing include which of the following selections?
A) Capitalization, punctuation, and sentence structure
B) Prewriting, editing, and revising
C) Reviewing and proofreading
D) Manuscript and cursive
Q:
The percentage of learners that should make adequate progress in Tier 1 is approximately:
A) 15 percent.
B) 80 percent.
C) 50 percent.
D) 60 percent.
Q:
With regards to writing, students with learning disabilities display all of the following traits EXCEPT:
A) They are less aware of the steps of the writing process.
B) They are less sure of the procedures for organizing written text.
C) They are more dependent on teacher feedback regarding their writing.
D) They are better at revising, despite their initial difficulty with planning.
Q:
Progress monitoring involves all of the following EXCEPT:
A) Frequent or ongoing assessment of student knowledge.
B) Frequent or ongoing assessment of student skills.
C) Examination of student data to evaluate instruction
D) Examination of student data to determine the student's next placement.
Q:
List and describe 3 of the strands that are weaved throughout the grades in the Common Core State Standards for fluency and comprehension.