Accounting
Anthropology
Archaeology
Art History
Banking
Biology & Life Science
Business
Business Communication
Business Development
Business Ethics
Business Law
Chemistry
Communication
Computer Science
Counseling
Criminal Law
Curriculum & Instruction
Design
Earth Science
Economic
Education
Engineering
Finance
History & Theory
Humanities
Human Resource
International Business
Investments & Securities
Journalism
Law
Management
Marketing
Medicine
Medicine & Health Science
Nursing
Philosophy
Physic
Psychology
Real Estate
Science
Social Science
Sociology
Special Education
Speech
Visual Arts
Education
Q:
Mr. Lavella, a specialized education teacher at Washington High School, begins making the list of students whose re-evaluations are due within the month. He attempts to contact all three of the parents but only two of the three parents agree to attend the meetings. The third parent refuses to come and asks Mr. Lavella not to contact her again. Which is a true statement?
A. The re-evaluation cannot take place without the permission of the parents.
B. The re-evaluation cannot take place without the permission and participation of the parents.
C. The re-evaluation can occur without the permission of the parents.
D. The school is entitled to participate in due process against the parents.
Q:
Which of the following physical disabilities is considered neurological?
A. Traumatic brain injury
B. Muscular dystrophy
C. Juvenile rheumatoid arthritis
D. Cerebral palsy
Q:
The concept of ___________________________________________ proposes that when children's lives are permeated with risk factors, those factors collectively promote maladaptive behavior patterns and subsequently constrain the development of positive adjustment
Q:
Phillip is an eighth grader with intellectual disabilities. He is exempt from the achievement tests required by ESEA. This occurred because:
A. Phillip's parents signed a waiver stating they did not want him tested
B. Phillip's IEP specifies that alternative assessments are more appropriate
C. Students with intellectual disabilities are automatically exempt
D. Students with disabilities usually are exempt from these tests
Q:
After John's stroke, he could only move the limbs on the right side of his body. This could be referred to as:
A. Monoplegia
B. Paraplegia
C. Hemiplegia
D. Diplegia
Q:
Students who are ___________________________________(i.e., those who intentionally act out or break rules) are not considered to have this disability unless they also meet one of the other criteria.
Q:
Which IEP component comprises achievement test scores, teacher ratings of student behavior, and scores on specialized assessments?
A. Present level of performance
B. Annual goal
C. Short-term objective
D. Benchmark
Q:
Melanie was born with cerebral palsy. This is an example of a/an:
A. Episodic disability
B. Acquired disability
C. Degenerative disability
D. Congenital disability
Q:
Wyatt is a preschooler who has been diagnosed with emotional and behavior disorders. His family would like some assistance in eliminating some destructive behaviors that occur during mealtime each day within their home. The consultant has suggested that they collaboratively analyze Wyatt's behavior during mealtimes for the purpose of deciding the purpose of the destructive behavior and a way to address it. The consultant is suggesting that they conduct a/an:
A. Positive behavior support
B. Functional behavior assessment
C. IEP
D. Strengths-based assessment
Q:
"Jenna will increase her decoding and reading comprehension from a first grade level to a second grade level" is an example of a/an:
A. Present level of performance
B. Annual goal
C. Short-term objective
D. Benchmark
Q:
Nina is a middle school student with severe, chronic asthma. To attend school, she must receive breathing treatments up to four times a day. What court case paved the way for Nina to receive these services at school at no expense to her parents?
A. Brown v. Board of Education of Topeka, Kansas
B. Irving Independent School District v. Tatro
C. Richardson v. Thomas H.
D. Wall v. Wiley School District
Q:
The Boyd family has twins, Markus and Valeria, both of whom have been identified with emotional and behavior disorders. Mr. and Mrs. Boyd as well as Mrs. Williams, the grandmother, have begun meeting twice each month at the community center with other families. During these meetings the families share information about local resources; ideas and suggestions for dealing with behavior, social, and academic issues; and strategies for coping on a day to day basis. This is an example of:
A. Parent education
B. Parent and community collaboration
C. Parent support groups
D. Parent counseling
Q:
Each of the following is a decision made by the multidisciplinary team EXCEPT whether:
A. The student has a disability
B. The disability adversely affects educational performance
C. The student's needs can be addressed by special education
D. The school has the services needed by the student
Q:
What is the issue facing professionals who teach students with visual impairments in suburban and rural areas? What are the implications of this issue for both students and professionals?
Q:
Thomas is a high school student who has a long history of negative experiences in school and with the authorities. He is aggressive and frequently lies to adults in his life. He has been arrested for destroying school property and stealing from a local grocery store. Thomas's behaviors are characteristic of which disorder?
A. Conduct disorder
B. Depression disorder
C. Mood disorder
D. Oppositional defiant disorder
Q:
Each is a parent right regarding special education eligibility determination EXCEPT:
A. To have immediate access to educational records after a formal request
B. To request individual testing
C. To be full members of the team determining services
D. To have their child educated in the LRE
Q:
Describe the two sets of curricular needs of students with visual impairment, and the challenge VI specialists have with this.
Q:
What occurs when a student is involuntarily confined to a room, left alone, and prevented from leaving?
A. Restraint
B. Seclusion
C. Physical restraint
D. Time out
Q:
Which aspect of assessment refers to the consistency with which a test measures something?
A. Reliability
B. Validity
C. Content validity
D. Accuracy
Q:
How does the VI help implement inclusive practices for students with vision impairment (describe at least 4 techniques)?
Q:
Of the 14 million youth diagnosed with mental illness, how many actually receive services?
A. At least 35 percent
B. At least 60 percent
C. Less than 20 percent
D. Less than 48 percent
Q:
Who are the central members of the IEP team?
A. Educators
B. Parents
C. Administrators
D. Students
Q:
What is the role of the vision impairment (VI) specialist in the assessment and eligibility process? Describe the three assessments used to complete a comprehensive evaluation in identifying an individual with visual impairments.
Q:
Which of the following statements regarding families of children with emotional and behavior disabilities and advocacy is TRUE?
A. Parent-led advocacy groups do not generally exist among families of children with emotional and behavior disabilities.
B. Parent groups require expensive fees, which eliminates the participation of many families.
C. Parents of children with emotional and behavior disabilities prefer not to participate in such groups because of the shame and embarrassment.
D. There are too few students identified with EBD for there to be enough parents to form such groups.
Q:
Mr. Fuentas called Sarah's parents to schedule a meeting to update information on Sarah's learning progress and to set goals for the upcoming year. This type of meeting is called a/an:
A. Three-year evaluation
B. Eligibility meeting
C. Intervention assistance
D. Annual review
Q:
Summarize the development of the visual impairment field (1800s to today).
Q:
Which statement BEST describes why negative interactions between parents and school professionals are heightened during meetings?
A. Most parents simply do not show up to meetings, which makes professionals angry.
B. Parents often are worried about meeting with professionals because they do not want to learn about additional issues related to their child.
C. School professionals treat families of children with emotional and behavior disorders differently than other families because the family is usually the cause of such disorders.
D. Due to the few number of meetings, families and school professionals have poor relationships that make meetings awkward and uncomfortable.
Q:
Tier 2 interventions generally involve:
A. Daily one-to-one instruction outside the classroom
B. Extra instruction in reading or math
C. Small-group instruction several times a week
D. Use of research-based approaches for all students
Q:
What is the expanded core curriculum?
Q:
Which of the following demographic characteristics form a barrier to partnerships between families of children with emotional and behavior disorders and professionals?A. Economic statusB. CultureC. ReligionD. Gender
Q:
Tier 1 interventions are most often used with:
A. Serious behavior concerns
B. Reading and math problems
C. Social skills problems
D. Emotional problems
Q:
Which model of providing services (consultant, itinerant, or resource) is the most widely used option for delivering services to students with visual impairments? What is the role of the teacher in this model and for what type of students is the model most appropriate?
Q:
A functional behavior assessment involves each of the following steps EXCEPT:A. Implement a specific interventionB. Identify the problem behavior.C. Describe in detail the settings in which the behavior occurs.D. Form a hypothesis about the function of the behavior based on the data gathered.
Q:
A new option for addressing serious student learning problems that may indicate a learning disability is:
A. Response to Intervention
B. Response to Treatment Programs
C. Individualized Education Program
D. Individualized Education Plan
Q:
What is the difference between an ophthalmologist and an optometrist?
Q:
Which of the following statement is TRUE?
A. Students with emotional and behavior disorders usually have good social skills but struggle academically and emotionally.
B. Students with emotional and behavior disorders cannot be taught social skills if they lack this ability naturally.
C. Students with emotional and behavior disorders can be taught appropriate social skills using problem solving steps.
D. Students with emotional and behavior disorders usually have poor social skills but excel academically.
Q:
Mrs. Byrd needs assistance. In spite of her efforts to use a variety of strategies to assist Donna in math, she continues to lag behind her classmates. Donna is becoming increasingly frustrated and often cries during math. Mrs. Byrd decides to ask that Donna's case be reviewed by the:
A. Psychology team
B. Multidisciplinary team
C. Intervention assistance team
D. Behavior assistance team
Q:
What are access technologies and what are they used for?
Q:
A general approach to interagency collaboration based on a coordinated network of service providers that is child and family centered, community based, and sensitive to cultural diversity is called:
A. Collaboration services
B. Wraparound services
C. Multiagency care services
D. System of care
Q:
Each of the following is a term used to describe educators who work under the direction of a teacher or another school professional to help in the delivery of services EXCEPT:
A. Paraeducator
B. Service support professional
C. Paraprofessional
D. Teaching assistant
Q:
Samuel Gridley Howe led the New England Asylum for the Blind in Massachusetts. What were the three guiding principles Howe believed his educational program should follow?
Q:
A record of the length of time a behavior occurred is:
A. Event recording
B. Duration recording
C. Narrative recording
D. Antecedents-Behavior-Consequences recording
Q:
Which of the following are NOT categorized as related service professionals?
A. Adapted physical educator
B. Rehabilitation counselor
C. Art therapist
D. Audiologist
Q:
In many cases, services in suburban and rural areas are limited to ___________________ or _________________________ teaching in local school programs or specialized schools.
Q:
Which of the following statements is TRUE?
A. IDEA requires that RTI be used to address behavior problems.
B. RTI has been proven to be effective for addressing behavior problems.
C. There is no provision in special education law for RTI to be applied to behavior.
D. RTI is ineffective as a means to improve behavior problems.
Q:
Professionals who are licensed to administer intelligence tests and other assessment used in determining whether a student is eligible to receive special education services is a:
A. School psychologist
B. Social worker
C. School counselor
D. Special educator
Q:
A _________________ _____________________ __________________ involves deciding whether the student could benefit from optical devices,nonoptical devices, or other adaptations.
Q:
What is the estimated dropout rate of students with emotional and behavior disorders?
A. 35%
B. 44%
C. 56%
D. 74%
Q:
Which individuals sometimes conduct lessons for an entire class to resolve issues in peer relationships?
A. School psychologist
B. Social worker
C. School counselor
D. Special educator
Q:
About ____________ the students with visual impairments who do not have additional disabilities develop reading and other academic skills commensurate with their peers with typical vision.
Q:
Special schools that include special education in small classes with a strong emphasis on individualized instruction are:
A. Day treatment programs
B. Residential programs
C. Resource settings
D. Self-contained settings
Q:
Bilingual special education teachers generally have expertise in each of the following EXCEPT:
A. Special behavior management techniques
B. Knowledge of language proficiency
C. Appropriate assessment tools and techniques
D. Cultural and linguistic diversity
Q:
The cornea, the transparent structure that both protects and has a major role in the process of bending the light rays entering the eyea process called __________________________.
Q:
What percent of students with EBD are in general education for 80 percent or more of the school day?
A. Only about 41%
B. Only 20%
C. About 55%
D. Nearly 70%
Q:
Students who have disabilities and whose first language is NOT English sometimes receive their special education services from a:
A. Bilingual teacher
B. Special education teacher
C. Bilingual paraeducator
D. Bilingual special education teacher
Q:
The extension of regular curriculum with different examples and associations that build complex ideas is:A. DifferentiationB. EnrichmentC. AccelerationD. Compacting
Q:
Professionals can assist parents in effectively interacting with their children with speech and language disorders by:A. Providing parents with literature on strategies to useB. Advising parents to attend to their children's speechC. Providing parents the names of family counselorsD. Increasing parent awareness and understanding of speech and language development
Q:
To be able to take notes from a discussion or lecture, students must be able to paraphrase or summarize, select ____________, and record information quickly using ____________________ or symbols.
Q:
Sticky notes, foldables, and _______________ are three strategies that students can use if they cannot write in their own textbooks.
Q:
The rules of summarization include ________ unimportant information and __________ key idea statements when the author explicitly provides one.
Q:
____________________ are the observable or "in the head" techniques that successful learners use when they are trying to increase their understanding of a difficult content area concept.
Q:
In order to enhance their concentration and to improve their purposeful reading, students should learn how to ______________ their reading assignments.
Q:
Findings from research studies suggest that it takes a few _________________ before students begin to feel comfortable with a new strategy.
Q:
Teachers can help students understand the "what" and "how" of new strategies if they provide students numerous __________ from their content area textbooks or materials.
Q:
In order to improve their performance in a content area, students need to learn how to analyze their academic _____________.
Q:
______ can be characterized in terms of the products (e.g., papers, tests, lab reports) students must create and the levels of thinking involved in completing those products.
Q:
Many students believe knowledge to be something handed down by authorities that can be acquired ___________________ with little __________.
Q:
The more appropriate the match between a study process and an academic task, the more easily information can be transferred to long-term memory.
Q:
How students define knowledge has a minimal impact on how they choose to read and study in a content area.
Q:
When students are engaged in activities that require them to reflect and evaluate, they are less likely to attribute their performances to external factors.
Q:
The talk through is a strategy that involves students in the written rehearsal of content area concepts.
Q:
Study sheets are a strategy designed to help students summarize information from a textbook.
Q:
Students will not continue to use a strategy unless they see it as effective and worthy of their effort.
Q:
Most students can master rather quickly the four rules of summarization.
Q:
Knowing how to adjust your reading rate and how to discern patterns in text structure are two types of fix-up strategies.
Q:
Knowing the format of a textbook and how to preview that textbook are two of the important basis processes that provide the foundation for all the other learning strategies. ______
Q:
When students have conditional strategy knowledge they understand the procedures or "how" of a strategy.
Q:
Students with low self-efficacy are more likely to attribute their failures to external factors.
Q:
By high school most students have a wide array of strategies for monitoring their understanding and fixing-up difficulties.
Q:
Research has demonstrated that there is a best strategy for studying.