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Education
Q:
Self-determination refers to:
A) An individual's motivation to succeed.
B) An individual's ability or opportunity to make important decisions about his or her own life.
C) An individual's optimism about the future.
D) An individual's emotional well-being.
Q:
Mr. Pieter says each individual sound in a word (e.g., /s/, /p/, /l/, /i/, /t/) and his students try to identify the word and say the word out loud. This activity is called:
A) Segmenting.
B) Blending.
C) Structural analysis.
D) Syllabification.
Q:
Carla has the following goal on her IEP: "Carla will improve her reading by the end of the year." Based on that, which of the follow statements is FALSE?
A) It is not measurable.
B) It does not state the criterion of mastery.
C) It does not include the circumstances under which the behavior will take place.
D) It states what Carla can reasonably achieve in a year.
Q:
Which of the following activities is representative of phonemic awareness?
A) Clapping words in a sentence
B) Clapping syllables in words
C) Blending sounds in words
D) Recognizing the letter A
Q:
Which of the following is NOT true about an IEP goal?
A) An IEP goal can address academic needs.
B) An IEP goal can address social-emotional needs.
C) An IEP goal can address functional needs.
D) An IEP goal should not be specific.
Q:
Mrs. Horowitz says multisyllabic words and asks her students to clap the number of syllables in the words. This activity targets:
A) Phonological awareness.
B) Letter-sound correspondence.
C) Phonics.
D) Decoding.
Q:
According to IDEA, when must parents be informed of their child's progress towards goals?
A) When report cards are issued for all students
B) Once a year
C) Twice a year
D) Three times a year
Q:
Mr. Argent teaches his kindergarten students to recognize different sounds within a word. He says a word (e.g., bag) and the students say each sound in the word separately (e.g., /b/ /a/ /g/). In this activity, the students are practicing:
A) Blending.
B) Segmenting.
C) Discrimination.
D) Alliteration.
Q:
Which of the following is NOT required as part of an individualized education program?
A) The student's IQ score
B) Annual goals
C) The extent to which the student will not participate in general education classes
D) When services begin, frequency, location, and duration of services and modifications
Q:
Which of the following words has three phonemes?
A) Ship
B) Great
C) It
D) Split
Q:
At minimum, how often must an IEP be reviewed by the IEP team?
A) Monthly
B) Bi-annually (two times a year)
C) Annually
D) Every three years
Q:
Miss Walsh asks her students to line up in groups by the sound of the beginning of their first name. This activity provides practice in:
A) Phonological awareness.
B) Phonics.
C) Segmenting.
D) Blending.
Q:
Within the RTI model, assessments used for progress monitoring should be all EXCEPT which of the following choices?
A) Quick and easy to administer
B) Related to important classroom skills needed for academic success
C) Related to important classroom skills needed for behavioral success
D) Tied directly to the general education curriculum
Q:
Which of the following skills is associated with phonological awareness?
A) Segmenting or manipulating syllables
B) Reading fluently
C) Comprehending text
D) Sight word recognition
Q:
There are many models or frameworks for implementing RTI, such as:
A) Individualized education programs
B) State-wide standardized assessment
C) A problem-solving model using research-based practices or a standardized approach using research-based interventions
D) Progress monitoring
Q:
Which of the following is NOT a typical trait of poor readers?
A) They have difficulty with efficient memory processing.
B) They do not automatically monitor their comprehension.
C) They can read quickly but are unable to process the information at the same pace.
D) They do not engage in strategic behavior to restore meaning when there is a comprehension breakdown.
Q:
Within the RTI model, a student who responds poorly to intervention may be referred for further evaluation and considered for:
A) Special education.
B) Tier 1 instruction.
C) Progress monitoring.
D) Systematic instruction.
Q:
Which of the following does NOT influence our understanding of the text that we read?
A) Prior knowledge
B) Ability to decode
C) The level of the text
D) The size of the text
Q:
Within the RTI model, the purpose of screening measures is:
A) To monitor a student's progress on a weekly basis.
B) To provide an in-depth analysis of the student's strengths and weaknesses.
C) To help teachers pinpoint where a student is having difficulties.
D) To determine a student's eligibility for special education.
Q:
Mr. Tamberion is a first-grade teacher who has several students with language difficulties in his classroom. What are two activities that parents can do with their child to assist their children in expanding their vocabulary knowledge?
Q:
Which of the following illustrates that Sergio has an IQ-achievement discrepancy that may be used to indicate that he has a learning disability?
A) Sergio's scores on an IQ test are higher than his scores on a standardized achievement test.
B) Sergio's scores on a standardized achievement test are higher than his scores on an IQ test.
C) Sergio's scores on two different IQ tests are significantly different.
D) Sergio's scores on an IQ test are average but he is performing poorly in class.
Q:
Within the RTI model, how does speech/language intervention differ from the traditional (e.g., clinical/medical) model of service delivery?
Q:
All of the following are concerns about using IQ-achievement discrepancy as a measure of identifying learning disabilities EXCEPT:
A) The discrepancy is difficult to determine with young children.
B) IQ tests provide little information to assist teachers in improving or modifying their instruction.
C) Formal IQ and achievement tests are expensive to administer.
D) Many young children ages 5"7 do not benefit from prevention programs.
Q:
What are some important considerations to keep in mind when providing instruction for students who speak English as a second language?
Q:
The most frequently suggested alternative to traditional IQ-achievement discrepancy approaches for identifying students with learning disabilities is:
A) ABA
B) IEP
C) RTI
D) IDEA
Q:
Explain expansion and elaboration and how they are used.
Q:
All of the following about RTI are true EXCEPT:
A) RTI is the frequently suggested alternative to traditional IQ-achievement discrepancy approach.
B) RTI involves a data collection system that informs decision-making.
C) RTI typically involves a single-tiered system of interventions.
D) RTI involves ongoing progress monitoring.
Q:
Name some effective strategies to consider when presenting a new language concept or skill.
Q:
What percentage of students with specific learning disabilities spend at least 80 percent of the day in a regular education classroom?
A) 12 percent
B) 28 percent
C) 59 percent
D) 62 percent
Q:
Mr. Hinton creates a barrier game for his students to work in pairs. Each pair sits facing each other with a barrier (large piece of cardboard) between them. One student has a picture and the other student has a blank piece of paper. The student with the picture has to describe it while the other student draws. Which of the following choices would NOT be considered a language goal for this activity?
A) Listening to directions
B) Asking for clarification
C) Giving directions
D) Forming complete sentences
Q:
Which of the following choices does NOT demonstrate the importance of inclusion for students with learning and behavior problems?
A) Students want to be successful in the general education classroom with age-similar peers.
B) The vast majority of students with learning disabilities and behavior problems profit from extensive time in the general education classroom when instruction and behavior supports meet their needs.
C) They require more intensive academic support in their area of need.
D) Inclusion in the general education classroom has been linked to better grades in core subjects.
Q:
Mrs. Moore's class was learning about the skeletal system and discovered where the smallest bone in the body is located. Students were instructed to ask their parents if they knew where it was. This is an example of
A) Response to intervention.
B) Using newly learned language concepts in a variety of environments.
C) A scavenger hunt.
D) Second language acquisition.
Q:
The latest reauthorization of IDEA (2004) mandates that:
A) All students with IEPs must be education in inclusive settings.
B) All students should be educated in the least restrictive environment possible.
C) General education teachers must be able to accommodate any student with any disability.
D) Instruction in self-contained settings is forbidden.
Q:
Which of the following statements about working with families to extend language concepts is NOT true?
A) Children are more likely to learn new vocabulary and language structures when they are active participants in their learning and can practice new concepts in different contexts.
B) Keep all language activities short and fun so that parents/guardians do not view communication as homework.
C) When planning language activities, it is important to be aware of cultural and linguistic differences in the home.
D) If a family does not speak English, encourage the student to complete these activities at a friend's house instead of completing them in the language used at home.
Q:
Which of the following is the least restrictive setting for a child with learning difficulties in reading?
A) The child receives assignments and homework that are modified by the regular classroom teacher.
B) The child receives support from a teaching assistant within the classroom.
C) The child receives supplemental instruction from a reading specialist outside of the classroom.
D) The child receives assistance from a teaching assistant in a resource room outside of the classroom.
Q:
Teachers use a variety of strategies to make learning English easier for culturally and linguistically diverse students. Which of the following choices would NOT be one of those strategies?
A) Simplify language, but continue to use more complex language as the students' understanding progresses
B) Never repeat spoken instructions or key ideas in order to increase their listening comprehension
C) Adapt materials without watering down the content
D) Include both language development and content vocabulary development
Q:
A setting in which an individual receives little or no instruction with nondisabled peers is considered:
A) special education
B) inclusion
C) differentiated
D) restrictive
Q:
When working with families to extend language concepts, all of the following are suggestions for using newly learning language concepts at home EXCEPT:
A) Encourage parents/guardians to ask open-ended rather than closed questions about their child's school day.
B) Discourage families from reading books to their children and instead focus on real-life conversations.
C) Encourage parents/guardians to use new vocabulary words at home for the child to share at school.
D) Have students ask their families about hypothetical situations to practice asking questions and listening skills.
Q:
Which of the following is intended to ensure that there is a continuum of alternative placements available for students with disabilities?
A) PL 94-142
B) PL 99-457
C) PL 98-511
D) Lau v. Nichols decision
Q:
When working with students with difficulties with social-emotional communication skills, a speech-language teacher may do all of the following strategies EXCEPT:
A) Provide information regarding the link between social-emotional problems and social communication skills.
B) Assist in training school staff to use effective verbal and nonverbal communication strategies in conflict resolution.
C) Demonstrate lessons to enhance pragmatic communication skills.
D) Adopt the role of a special education teacher and coteach in the general education classroom.
Q:
Which of the following choices is NOT a defining feature of special education?
A) Individually planned and guided by student performance
B) Specialized
C) Intensive
D) Avoids research-based methods
Q:
All of the following ideas are things speech and language therapists do to promote RTI in their schools EXCEPT:
A) Explain the role of language in curriculum and instruction.
B) Provide research-based knowledge on language screening and assessment.
C) Take exclusive control in identifying screening measures.
D) Provide professional development on language.
Q:
Sophie exhibits social skills difficulties in her second-grade classroom. She often displays defiant behavior toward other students and lashes out verbally or physically when she becomes frustrated. Her language skills are delayed for her age. She sees a speech-language therapist twice a week in a small group for assistance with language and social skills. The type of support she receives by the speech-language therapist is considered:
A) Specialized instruction
B) Curriculum-based instruction
C) Least restrictive instruction
D) Independent instruction
Q:
When working with students with literacy and language difficulties, a speech-language teacher may do all of the following strategies EXCEPT:
A) Collaborate with classroom teachers to implement developmentally appropriate language arts and literacy programs.
B) Assist in modifying and selecting language and instructional strategies that integrate oral and written communication skills.
C) Withhold information on students' progress from other school personnel so as not to influence their opinions of the students.
D) Provide information and support for parents of at-risk children regarding language and literacy activities in the home environment.
Q:
Which of the following is not a consideration when determining the severity of a learning or behavior problem?
A) Persistence of the problem
B) Speed of progress
C) The student's motivation
D) The student's grade
Q:
Ms. Volpe is working with a third grader who is an ELL and has difficulty forming complex sentences and causal structures. The third grader said, "I didn"t arrive school on time. The bus was late." Ms. Volpe says, "Oh, you didn"t arrive to school on time because the bus was late." What technique is she using to assist this third grader?
A) Self-talk
B) Expansion
C) Chunk information
D) Slow pacing
Q:
Approximately what percentage of all students has some type of learning or behavior problem?A) 3-6%B) 8-12%C) 15-25%D) 30-40%
Q:
When working with culturally and linguistically diverse students, which of the following strategies would NOT be representative of an effective teacher?
A) Having high expectations of their students
B) Seeing themselves as a member of the community
C) Displaying a sense of confidence in their ability to succeed with students who are culturally and linguistically diverse
D) Reminding students that the classroom is no place for their first language and discouraging its use in school
Q:
Assistive technology can range from high-tech solutions to no-tech solutions.
a. True
b. False
Q:
Carlos is a child who is blind with an intellectual disability. Which of the following devices would be most beneficial to him?
A. a touch screen
B. a keyguard
C. voice recognition software
D. a communication board
Q:
A special software that allows students to enter their ideas into the computer using their voices is termedA. instructional programsB. special voice programsC. voice activatorsD. speech input and recognition programs
Q:
________ allow students to enter information into the computer by simply pointing at the computer screen with a finger or pointing deviceA. aided systemsB. keyguardsC. touch screensD. none of the above
Q:
Kwame has Cerebral Palsy which makes it difficult for him to maintain control of his hands and fingers while typing. Which of the following would be most beneficial to him?A. keyguardsB. virtual realityC. unaided systemsD. coaching
Q:
Technology should be viewed as a
A. method.
B. material.
C. tool.
D. technique
Q:
The person(s) responsible for remaining current on the progression of assistive technology is
A. special education teachers.
B. general education teachers.
C. the resident computer education teacher.
D. all educators.
Q:
Functional evaluations must be conducted
A. in the child's customary environment.
B. in a neutral environment.
C. in a school setting.
D. in a clinic setting.
Q:
Mary does not speak, but wishes to communicate with her peers. Which of the following would be a logical first step to assist her?A. keyguardsB. virtual realityC. communication boardsD. a computer
Q:
Sign language is an example of
A. an aided system.
B. an unaided system.
C. virtual reality.
D. a speech input and recognition system.
Q:
________ require(s) a person to use only hand or body motions to communicate
A. conversation aids
B. virtual reality
C. gestures
D. unaided systems
Q:
________ require the use of a picture or word board, a notebook, or a computerized aid
A. aided systems
B. unaided systems
C. a & b
D. augmentative communications
Q:
An augmentation board is an example of
A. an aided system.
B. an unaided system.
C. virtual reality.
D. a speech input and recognition system.
Q:
A set of approaches used to improve the communication skills of individuals who do not speak or whose speech is not intelligible is calledA. speech input and recognition systemB. augmentative communicationC. communicative boardsD. none of the above
Q:
The individual interacts with a computer-simulated environment in detail when applyingA. keyguardsB. virtual realityC. touch screensD. technical reality
Q:
Low-tech modifications are beneficial to the teacher because
A. they require minimal time and training in the classroom
B. they are cost effective
C. students feel more comfortable with low-tech modifications
D. all of the above
Q:
An example of a low-tech modification is
A. a computer
B. a word processor
C. a highlighter
D. a communication board
Q:
What barrier(s) prevent novice teachers from using technologies or cause teachers to abandon technologies altogether?
A. limited access to technology
B. limited professional development opportunities
C. lack of incentives
D. all of the above
Q:
Most teachers seem to learn computer skills through
A. colleague interaction
B. collaboration
C. information sharing
D. all of the above
Q:
The most effective teacher trainers are
A. highly skilled technology experts.
B. instructors who model the use of technology in their own teaching.
C. peer instructors who have attended technology workshops and conferences.
D. central office personnel who have attended technology workshops and conferences.
Q:
Although the ______ does not focus directly on technology, the law places requirements on public schools to provide access to the same services for individuals with and without special needs.
A. Americans with Disabilities Education Act
B. Civil Rights of Amendment Bill
C. Technology-Related Assistance for Individuals with Disabilities Act
D. Civil Rights Act
Q:
The ______ provides financial assistance to states to engage in activities that assist each state in maintaining and strengthening a permanent comprehensive statewide program of technology- related assistance.
A. Individuals with Disabilities Education Act
B. Americans with Disabilities Act
C. Technology Related Assistance for Individuals with Disabilities Act
D. Individuals with Disabilities Access to Technology Act
Q:
The act that directly addresses the need for increased access to technology by individuals with disabilities and their families is the
A. Individuals with Disabilities Education Act.
B. Americans with Disabilities Act.
C. Technology Related Assistance for Individuals with Disabilities Act.
D. Individuals with Disabilities Access to Technology Act.
Q:
Problems can occur when families are notA. properly trained on the equipment and given financial assistance.B. provided support services or trained in methods for integrating the device into the child's natural environment.C. given financial assistance and provided support services.D. properly trained on the equipment and given time to integrate the equipment into the family situation in their own manner.
Q:
When planning for technologies for the IFSP some considerations are
A. teacher preferences, availability, and cost.
B. student preferences, teacher preferences, availability.
C. resources, logistics, and cost.
D. family routines, values, and resources.
Q:
To ensure a free and appropriate public education IDEA requires schoolsA. to provide assistive technologies for students with disabilities if the services and equipment are necessary.B. to provide assistive technologies for all students enrolled in school who would benefit from the services and equipment.C. to include all available assistive technologies in the IEP.D. to have a current list of the available assistive technologies to which the school has access that the members of the IEP committee can choose to incorporate into the IEP, if needed.
Q:
In 1993, the National Council on Disability conducted a 19-month survey summarizing the benefits of assistive technology devices and services. They found that almost _____ of school age children with disabilities were able to remain in general education classes.A. one-thirdB. one-halfC. three-quartersD. none of the above
Q:
Initially when choosing a technology to be used by an individual with an intellectual disability the two components that must be considered are theA. exhibited needs of the individual and the potential benefits of the technology.B. sophistication and cost of the technology.C. accessibility and potential benefits of the technology.D. exhibited needs of the individual and the accessibility of the technology.
Q:
Typically a device is rated on the low-tech/high-tech continuum based on the
A. size of the device.
B. type of technology in the device.
C. cost of the device.
D. accessibility of the device.
Q:
Positioning equipment, mobility devices, computer applications, and battery-powered toys are examples ofA. conversation aidsB. assistive technologyC. aided systemsD. speech input and recognition programs
Q:
Any device used to increase, maintain or improve the functional capabilities of a child with a disability is calledA. unaided systemsB. touch screensC. assistive technologyD. communication board
Q:
Present software programs are easily learned by individuals with intellectual disabilities.
a. True
b. False