Q&A Hero

Q: When planning a language program for students with delayed language skills, begin by: A) Adhering closely to a language curriculum. B) Determining what knowledge and skills a student has already acquired. C) Focusing on receptive language before expressive language. D) Focusing on expressive language before receptive language.

Q: Which of the following would be a language skill that is too advanced for a 6-year-old? A) Asking others for information B) Expressing affection appropriately C) Expressing hostility appropriately D) Making deliberate use of metaphors

Q: Throughout school-age years, students become more empathetic toward their conversational partner and are better able to understand a variety of perspectives. This is an increase in: A) Language pragmatics. B) Language form. C) BICS. D) CALP.

Q: Sheila is a third grader who often uses nonspecific words (e.g., thing, stuff) for specific words. Sheila most likely has a: A) Word-retrieval problem. B) Receptive language delay. C) Pragmatic deficit. D) Phonic deficit.

Q: The different uses of the word "running" in the two sentences below are representative of which component of language? Bob is running for office. Bob is running a marathon. A) Syntax B) Phonology C) Semantics D) Pragmatics

Q: Figurative language includes which of the following components of language? A) Similes B) Syntax C) Nouns D) Adjectives

Q: A student who has word-finding problems has difficulty with what aspect of language? A) BICS B) Use C) Content D) Form

Q: Al is a seventh grader who loves to talk to people. He often approaches other students and abruptly starts talking about his computer game collection. When the child takes a turn in the conversation (e.g., "I"ve got a computer game collection too!"), Al does not seem to hear and continues to talk about his own collection. He includes a lot of detail about specific computer games and does not seem to notice when his conversational partner gets bored or walks away. Al has difficulty with: A) Content. B) Pragmatics. C) Form. D) Semantics.

Q: Which of the following factors is NOT an influence on pragmatics? A) The listener's knowledge of the topic B) The circumstances C) The method of communication used D) The age of the listener

Q: In Spanish, the noun is often placed before the adjective. In English, the adjective is always before the noun. This example illustrates: A) A pragmatic difference between the two languages. B) A morphological difference between the two languages. C) A syntactic difference between the two languages. D) BICS.

Q: Which of the following choices represents the basic syntactical structure for English? A) Subject + object + verb B) Verb + object + subject C) Subject + verb + object D) Verb + subject + object

Q: Mrs. Garrison teaches her third graders to ask each other questions. She instructs them to find out information about each other by conducting an interview. She starts by having them ask open-ended questions and then closed questions. What aspect of language is she targeting in this activity? A) Semantics B) Vocabulary C) Phonology D) Pragmatics

Q: Mrs. Pollock writes sentences on sentence strips and then cuts out the words. She then asks her students to put the words in order to form correct sentences. This activity focuses primarily on which aspect of language? A) Syntax B) Pragmatics C) Semantics D) Use

Q: Which of the following components of language refers to the purposes or functions of communication, or how we use language to communicate? A) Semantics B) Phonology C) Grammar D) Pragmatics

Q: Which of the following is NOT a morpheme? A) Cat B) Pretty C) -est D) Ch

Q: How does the words "bat" and "cat" differ? A) By one morpheme B) By one phoneme C) In syntax D) In form

Q: What are the three types of approaches to mathematics intervention? Which method do you think would be best for children with learning disabilities and why?

Q: In the Italian language, "gn" can form a letter combination at the beginning of a word ("gnocchi") whereas in English, this letter combination never occurs at the beginning of a word. This example illustrates a difference between Italian and English: A) Morphology. B) Semantics. C) Pragmatics. D) Phonology.

Q: What are factors that can contribute to difficulties in problem solving? How can teachers assist students in improving their problem solving abilities?

Q: "Un" as in unhappy and "-ed" as in walked are examples of: A) Morphemes. B) Phonemes. C) Words. D) Pragmatics.

Q: How does mathematics instruction under the RTI model differ from traditional mathematics instruction?

Q: A six-year-old says "bis" for "fish," "bi" for "fine," and "bi" for "five." He most likely has a deficit in which area of language? A) Syntax B) Phonology C) Morphology D) Semantics

Q: What are some examples of instructional procedures that consider the needs of students from diverse cultures and language backgrounds?

Q: Which of the following definitions best describes a morpheme? A) The smallest unit of sound that differentiates meaning. B) The smallest unit of language that conveys meaning. C) A rule that governs phoneme order. D) A rule that governs word order.

Q: How does language development affect a student's ability to learn math? Name two ways a teacher can help students who have language problems.

Q: Which of the following language components are included under "form"? A) Syntax, morphology, and phonology B) Content, semantics, and use C) Pragmatics, phonology, and semantics D) Grammar, vocabulary, and intonation

Q: Difficulties with traditional math curricula have included all of the following EXCEPT: A) The reading vocabulary is too difficult and the reading level is too high. B) Too many applied problems and not enough that focus on basic computation. C) The sequencing of material presented is poor. D) There is too much variance in the formatting of the pages.

Q: Which of the following systems of language refers to its structure? A) Content B) Use C) Form D) Pragmatics

Q: Which of the following instructional procedures emphasizes self-instruction and relies on the use of internalized language to facilitate the problem-solving process? A) Cognitive behavior modification B) Constant time delay C) Behavioral learning D) Discovery learning

Q: Mr. Kokoska teachers his class one proverb a day and they discuss what it might mean. What aspect of language is he targeting by this activity? A) Content B) Form C) Use D) Pragmatics

Q: "Eddie had a birthday party. Albert gave him two turtles. Alan gave him four dinosaurs. Matthew gave him three turtles. How many turtles did Eddie receive altogether?" Which of the following factors that can cause difficulties when solving story problems is most evident in this problem? A) The absence of cue words B) Complicated sentence structure C) Extraneous information D) Unsuitable content

Q: Approximately how many phonemes are there in the English language? A) 10 B) 26 C) 30 D) 45

Q: Students with learning disabilities struggle with story problems in mathematics because they have difficulty with all of the following choices EXCEPT: A) Reading. B) Problem solving. C) Classifying. D) Logical reasoning.

Q: Which of the following systems of language governs the structure of words and word forms? A) Morphology B) Syntax C) Phonology D) Pragmatics

Q: Mr. Mondschien emphases the sequence of events that his class does during the day (e.g., "First, we have circle time, then we have reading, and then recess..." etc). He also asks students to think about which events take longer (e.g., recess or reading, lining up for lunch or math). By discussing these topics, Mr. Mondschien is helping his students to understand: A) Math computation. B) Classification. C) Time. D) Measurement.

Q: Floyd is a 6-year-old who often has difficulty communicating about topics that are not in his immediate environment. For example, he was trying to describe his weekend trip with his family to an amusement park. He couldn"t remember the words for roller coaster or Ferris wheel so he called them the "fast thing" and the "round thing." Based on this information, what aspect of language does Floyd have difficulty with? A) Syntax B) Phonology C) Morphology D) Semantics

Q: In Mr. Swift's second grade class, a group of students is experimenting with cooking utensils such as measuring cups and spoons, egg cartons, and muffin pans. What concept is Mr. Swift most likely discussing with his students? A) One-to-one correspondence B) Classification C) Seriation D) Fractions

Q: What does the language component "content" refer to? A) Semantics B) Ideas and concepts C) Syntax D) Pragmatics

Q: Which of the following statements regarding the use of calculators during math instruction is true? A) When students use calculators, they do not get enough practice in basic skills. B) Students tend to complain that using calculators is boring. C) Use of calculators can increase self-concept by giving students confidence in their math abilities. D) Use of calculators can hinder practice in problem solving by distracting students from thinking about the problem.

Q: Which of the following features of language refers to the rules for combining and patterning sounds within the language? A) Morphology B) Phonology C) Syntax D) Semantics

Q: Ms. Perreca examines several math errors of one of her students to try to figure out the pattern of errors. What is the pattern of error for these particular problems?10 11+6 -5 4 16A) Regrouping errorB) Numeration errorC) Wrong operationD) Computation error

Q: Which of the following statements is the overarching goal that represents the standards for language development, according to the Common Core Standards? A) Use knowledge of language only when necessary in the classroom. B) Use knowledge of language only in special education settings. C) Use knowledge of language only in general education settings, or when deemed necessary in a special education setting. D) Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Q: Which of the following instructional procedures for teaching math facts involves: 1.presenting a student with a math fact; 2. allowing the student at a specific amount of time to give a correct answer; 3. modeling the correct response if the student doesn"t respond within the allotted time; and 4.having the student repeat the model? A) Peer-assisted practice B) Constant time-delay procedure C) Didactic instruction D) Cognitive approach

Q: A person's ability to understand language (e.g., following directions) is referred to as: A) Expressive language. B) Receptive language. C) Syntax. D) Semantics.

Q: "Using doubles" and "counting-on" are examples of strategies primarily designed to assist students in: A) Understanding place value. B) Understanding computation processes. C) Solving basic math facts. D) Solving word problems.

Q: Describe three ways that special educators collaborate with general education teachers.

Q: These are two problems that Melissa completed as part of her homework assignment.52 23+39 +17200 715Which concept or skill is Melissa struggling with?A) SeriationB) NumerationC) Subtraction factsD) Reasoning skills

Q: Mrs. Loera is a middle-school special education teacher. She has a student with a learning disability who is transitioning from a resource room for reading and language arts to a regular education classroom. What can Mrs. Loera do to prepare the classroom teacher?

Q: Lydia knows that the "3" in 38 represents 3 tens and the "8" represents 8 ones. She understands: A) Regrouping. B) Discrimination. C) Place value. D) Fractions.

Q: Describe the family's role in planning and placement conferences.

Q: Charles made the following errors on his math test.45 - 36 = 1175 - 47 = 3886 - 47 = 43What concept does he have difficulty with?A) RegroupingB) Place valueC) CardinalityD) Ordinality

Q: Mr. Williams is a first-grade teacher with a new teacher aide this year. At the beginning of the year, the teacher aide said that she had 20 years of experience and they did not need to meet on a regular basis. Mr. Williams assigned four of his struggling readers to work with the teacher aide in a small group for 30 minutes a day. During the first month of progress monitoring, these students did not show any progress. What can Mr. Williams do to improve his relationship with the teacher aide and ensure that effective instruction is delivered?

Q: Bobby is a third grader with learning disabilities. He is asked to write a grocery list and then predict how much a dozen eggs, a gallon of milk, and three apples would cost. He said $50.00. Bobby has poor skills in: A) Computation. B) Estimation. C) Regrouping. D) One-to-one correspondence.

Q: Mrs. Henderson has one student who struggles in reading in her first-grade class. He speaks English fluently, but his parents do not. Mrs. Henderson is constantly frustrated because the student's family does not show up to meetings. When the mother does attend meetings, she usually brings a baby with her and seems distracted and passive. Mrs. Henderson believes that this family does not care about the academic performance of the student. She wishes they would respond to her concerns. What issues should she consider when working with this family and assist them in participating in a collaborative relationship?

Q: Mr. Gergen has his kindergarten class line up by height. The shortest children are in front and the tallest children are in back. This activity focuses on which skill? A) Classification B) Seriation C) One-to-one correspondence D) Quantity discrimination

Q: All of the following are potential barriers to successful inclusion EXCEPT: A) The general education teacher may feel unable to meet the needs of an included student with disabilities. B) The general education teacher may not want to work with the student with disabilities. C) Most students with disabilities do not like inclusive settings. D) Finding time to meet with teachers is challenging.

Q: Kendra is a kindergarten student who is asked to sort food by fruits and vegetables and then asked to sort those groups by size. After that, she has to make a list of how many items are in each pile. This activity involves all of the following skills EXCEPT: A) Classification B) Seriation C) Estimation D) Basic counting

Q: When a student with a learning or behavior problem is placed in the general education classroom, the special education teacher can take several steps to communicate effectively with the general education teacher. Which of the following choices is NOT one of those steps? A) Describe the type of learning or behavior problem the child has. B) Provide a copy of the child's IEP to the classroom teacher, and discuss the goals, objectives, special materials, and procedures needed. C) Describe the progress reports you will be providing to the home and putting in your files. D) Explain that regular meetings will be unnecessary and not to worry about finding time to do so.

Q: Which of the following choices is NOT a prenumber skill? A) One-to-one correspondence. B) Classification. C) Quantity discrimination. D) Seriation.

Q: An IFSP may include all of the following choices EXCEPT: A) A description of the student's level of functioning across the developmental areas. B) An IQ assessment. C) A designated case manager. D) Specific information on the start and duration of the intervention.

Q: Mrs. Fleming is a preschool teacher who uses every opportunity to teach students the relationship between number words (e.g., one, two, three, four) and objects. For example, "Here are two paintbrushes: one for you and one for Madju." "There are six students in our group, and we need a book for each student." Which prenumber skill is she focusing on in these conversations? A) Seriation B) One-to-one correspondence C) Classification D) Numeration

Q: Which of the following statements about an IFSP is true? A) It is the same as an IEP. B) It can be developed by an early intervention teacher. C) It must be developed by a multidisciplinary team. D) It does not include related services (e.g., speech-language).

Q: Mrs. Harris is a speech therapist who works with a group of kindergarten children to sort different ideas. She asks them to sort animals that swim and animals that live on land. This activity addresses which important prenumber skill? A) Seriation B) One-to-one correspondence C) Classification D) Numeration

Q: Children of what age are eligible to receive a program of special education under the Individuals with Disabilities Act (IDEA), Part B?A) 3-18 yearsB) 6-21 yearsC) 3-21 yearsD) 5-18 years

Q: Which of the following principles does NOT reflect the RTI model for math? A) Screening all students for math ability B) Providing evidence-based math instruction C) Providing intervention for all students, whether they need it or not D) Regularly monitoring studentsʹ progress

Q: Dembinski & Mauser (1977) conducted a survey of 200 families of children with learning disabilities and results showed that families want all of the following EXCEPT: A) Communication without jargon. B) Conferences to accommodate all family members. C) Written reports about their child. D) Daily phone calls.

Q: Mr. Capolongo shows his students a pattern of numbers "5, 10, 15, ___, 25, 30, ___" and asks them to figure out what goes in the blanks. This activity provides practice in A) Computation. B) Identification of missing numbers. C) Number identification. D) Quantity discrimination.

Q: Conferences with family members provide teachers with the opportunity to do all of the following EXCEPT: A) Review the student's materials, grades, and work progress. B) Meet with other professionals to provide an overall review and report on student progress. C) Provide samples of the student's most recent work. D) Inform the parents that they are not doing enough at home to help their child.

Q: Mrs. Basir holds flash cards of numbers and asks kindergarten students to say the numbers when they see them. This activity provides practice in: A) Computation. B) Word problems. C) Number identification. D) Quantity discrimination.

Q: Which of the following choices is NOT true about why families are so involved in special education? A) It ensures cooperation between home and school. B) It allows them to more easily exploit any flaws in the program to receive more benefits for their child. C) It ensures that families will have access to information about student evaluations and records. D) It allows them to better monitor appropriate placement and programming by the school.

Q: Asking students to count to 20 and count by tens are ways to measure a student's: A) Abstract reasoning. B) Problem solving skills. C) Number sense. D) Skills in mathematical operations.

Q: Which of the following statements is NOT true of having a sibling with a learning disability? A) Children can be affected very little by having a sibling with a learning disability. B) Children may have concerns about the causes of their sibling's disability. C) Children may ask for explanations for the unusual behaviors of their sibling. D) Children are generally ok with their sibling receiving all of their parents' attention.

Q: Paul's teacher pretested all of his multiplication facts in random order, timing him while he completed a worksheet and graphing the number of problems correct. Together, they planned for Paul to take a version of this test every week to determine whether he could increase the number of problems he got correct and decrease the amount of time he needed to complete the test. They kept a graph of Paul's progress. In this activity, Paul and his teacher are doing all of the following EXCEPT: A) Using a curriculum-based measurement B) Using assessment to motivate Paul. C) Using assessment to chart Paul's progress. D) Using individualized assessment.

Q: Many mental health professionals recommend an integrated approach to working with students with learning disabilities and behavior disorders. All of the following are true EXCEPT: A) All families who have children with learning and behavior problems need therapeutic assistance. B) An integrated approach typically involves all or part of the family in the program. C) An initial meeting could be held with the entire family. D) Family involvement could include selected family members.

Q: Whether a student's understanding of a number and of its use and meaning is flexible and fully developed refers to which of the following choices? A) Curriculum-based measures B) Number sense C) Progress monitoring measures D) Comprehensive math performance

Q: All of the following choices are ways in which families might initiate an unplanned conference EXCEPT: A) Calling the teacher B) Showing up to the school C) Scheduling a conference with very little notice D) Contacting a teacher via social networking site

Q: What is CBM for math? A) A way of documenting the extent to which the student is learning the critical elements in the targeted curriculum. B) A strategy to review mathematical facts. C) A way to justify and explain the operations of solving word problems. D) A standardized math assessment that is administered once a year.

Q: Which of the following choices is NOT a feature of effective listening? A) It is more than waiting politely for the person to finish. B) It requires hearing the message the person is sending. C) It often requires restating the message to ensure understanding. D) It is listening for only the content of the message, not any personal feelings that might have been included.

Q: The main advantage of group-administered math measures over individually administered math measures is that: A) Group-administered measures provide more specific information on an individual's performance as compared with their peers. B) Group-administered measures take less time to administer. C) Group-administered measures allow for more specific error analysis. D) Group-administered measures are more accurate.

Q: Acceptance of others is communicated by all of the following choices EXCEPT: A) How you listen to them. B) How you look at them. C) How you respond to them. D) How you avoid physical contact with them.