Q&A Hero

Special Education

Q: Evaluation for special education should include a. Assessment of peer relations. b. Direct behavioral observations. c. Standardized assessments of behavior. d. All of the above. e. Only A and C.
Q: The most frequently researched cultural factors include: a. Mass media. b. Neighborhood. c. Peer group. d. All of the above. e. None of the above.
Q: Evaluation for special education should include a. Standardized tests of achievement. b. Standardized tests of cerebral dominance. c. Standardized tests of intelligence. d. All of the above. e. Only A and C.
Q: The relationship between television watching and antisocial behavior is: a. A one-to-one correspondence. b. Direct. c. Not a one-to-one correspondence. d. A and B. e. None of the above.
Q: The eligibility process will be improved with a. Decreased reliability and decreased bias. b. Decreased reliability and increased bias. c. Increased reliability and decreased bias. d. Increased reliability and increased bias.
Q: Research has clearly linked watching television with: a. Decreases in aggression. b. Increases in aggression. c. No relationship with aggression.
Q: In practice, multidisciplinary teams often make a. Biased, predictable decisions. b. Biased, unpredictable decisions. c. Unbiased, predictable decisions. d. Unbiased, unpredictable decisions.
Q: Two cultural factors consistently related to aggressive conduct of children and youth are: a. Obscenity in the media and the ready availability of guns. b. Obscenity in the media and unsupervised time. c. Violence in the media and the ready availability of guns. d. Violence in the media and unsupervised time.
Q: Multidisciplinary teams a. Assess students for special education. b. Make decisions about special education funding. c. Make special education eligibility decisions. d. Provide pre-referral strategies.
Q: Violent media action appears to: a. Cause children to perceive their environment as a more aggressive and dangerous place. b. Desensitize children to acts of aggression. c. Instigate antisocial acts in some cases. d. All of the above. e. Only A and B.
Q: Special education evaluation must include input from: a. The parent (s) or guardian or the student. b. The referring adult. c. The student in question. d. All of the above. e. Only A and B.
Q: Teen suicidal behavior appears to increase following media coverage of teen suicides.
Q: Evaluation should be used a. Only to determine eligibility for special education. b. Only to screen students. c. Only to plan interventions for students. d. To screen and determine eligibility. e. To assess students and plan interventions.
Q: Evidence suggests that children with EBD learn pro-social behaviors from watching television.
Q: Which significant changes have occurred in the evaluation of exceptional students? a. Available information has increased. b. Terminology has shifted from diagnosis to assessment. c. Legal mandates have changed the evaluation process. d. All of the above. e. Only A and B.
Q: There is no relationship between watching television and aggression in children.
Q: Externalizing and internalizing behaviors are: a. Mutually exclusive. b. Not mutually exclusive. c. Overlapping. d. All of the above. e. None of the above.
Q: Progressive education programs have historically benefited racial and ethnic minorities.
Q: Externalizing problems are characterized by: a. Aggression, disobedient behavior, and delinquency. b. Aggression, depression, and delinquency. c. Aggression, disobedient behavior, and depression. d. Depression, disobedient behavior, and delinquency.
Q: Culture and temperament are interrelated in ways that make identification of problem behaviors difficult.
Q: Behavioral problems a. Can be the result of skill deficits. b. Can not be the result of skill deficits. c. Exist exclusive of skill deficits.
Q: The best strategy for improving the lives of children who are racial or ethnic minorities may be to focus on poverty itself.
Q: Functional Behavior Assessment is a. Implemented only in elementary schools. b. Implemented only in high schools. c. Required by the Individuals with Disabilities Education Act. d. Recommended by the Individuals with Disabilities Education Act.
Q: Concern with poverty has diverted our attention from the more pervasive effects of racial and ethnic differences.
Q: The Systematic Screening for Behavior Disorders is designed for: a. Elementary school screening. b. High school screening. c. Pre-school screening. d. All of the above. e. Only A and C.
Q: The interrelationships among cultural influences are strong; however, untangling the effects of these individual factors has been achieved.
Q: The Scale for Assessing Emotional Disturbance is: a. Consistent with the federal definition of EBD. b. Norm-referenced. c. Standardized. d. All of the above. e. None of the above.
Q: Only those values and behaviors that are incompatible with achieving the larger goals of education should be modified.
Q: The Behavioral and Emotional Rating Scale contains which subscales: a. Family involvement. b. Interpersonal strengths. c. Intrapersonal strengths. d. All of the above. e. Only B and C.
Q: In valuing multiculturalism, the central question for educators should be whether they have made sufficient allowance in their judgments for behavior that is a function of a child's particular cultural heritage.
Q: Strength-based assessment is the measurement of those skills: a. That create a sense of personal accomplishment. b. That prevent EBD. c. That cause resiliency. d. All of the above. e. Only A and B.
Q: Problems of cultural bias can make the evaluation of behavioral disorders difficult.
Q: Referral rates: a. Are low for young children. b. Are low for older children c. Peak at 14 and 15 years of age. d. All of the above. e. Only B and C.
Q: Race is a scientifically defensible biological fact.
Q: The series of focused steps used to determine eligibility for special education, is referred to as: a. Criterion gating. b. Criterion validity. c. Multiple gating. d. Multiple validity.
Q: Difference between the cultural norms of a classroom and the cultural norms of a particular family may cause difficulties in behavior.
Q: Students with disabilities are entitled to assessments administered: a. In all areas of suspected disability. b. In child's native language. c. By trained personnel. d. All of the above. e. Only A and C.
Q: Within the larger microculture of the United States, there exist a variety of macrocultures.
Q: Students with disabilities are entitled to: a. Informed parental consent for initial assessment. b. Informed parental consent for re-evaluation. c. Assessment using a variety of validated tools. d. All of the above. e. Only A and B.
Q: Family factors related to EBD are best evaluated in the context of cultural differences and changes.
Q: A measure of the importance of a phenomenon under consideration is: a. Concurrent validity. b. Construct validity. c. Content validity. d. Criterion validity.
Q: There is reason to believe that a structured, predictable classroom will: a. Cause boredom. b. Cause misbehavior. c. Prevent boredom. d. Prevent misbehavior.
Q: If you wanted to demonstrate the adequacy of a new testing instrument, you would measure: a. Concurrent validity. b. Construct validity. c. Content validity. d. Criterion validity.
Q: Most student with EBD are a. Low in achievement. b. Low in IQ. c. Low in achievement and IQ. d. Low in achievement but not IQ.
Q: _________ ____________ can be thought of as the degree to which an assessment tool matches the standard curriculum. a. Concurrent reliability. b. Concurrent validity. c. Content reliability. d. Content validity.
Q: Student who are high achieving and popular tend to exhibit: a. Appropriate verbal interaction. b. Doing more than the minimum work required. c. Rapport with teacher. d. All of the above. e. Only A and C.
Q: The degree to which an assessment accurately predicts a future criterion is known as: a. Criterion reliability. b. Criterion validity. c. Predictive reliability. d. Predictive validity.
Q: Students who are low achieving and socially unsuccessful tend to exhibit: a. Dependence on teacher for direction. b. Originality and reasoning ability. c. Volunteering in class discussions. d. All of the above. e. Only A and B.
Q: A screening tool designed to identify students who are likely to develop bullying behaviors must have especially strong _________ __________ if it is to work as a screening measure. a. Concurrent validity. b. Construct validity. c. Content validity. d. Predictive validity.
Q: The relationship between overt behaviors and academic achievement is generally considered: a. Causal b. Clear c. Reciprocal d. Unclear
Q: The degree to which a test measures a specific concept or idea is referred to as: a. Construct reliability. b. Construct validity. c. Content reliability. d. Content validity.
Q: Students with EBD tend to be particularly deficient in: a. Linguistics. b. Orthographics. c. Pragmatics. d. Phonological awareness.
Q: A confidence interval is usually expressed as a a. Percentage. b. Range of scores. c. Standard score. d. Z scores.
Q: Students with EBD: a. Behave in ways that anger their teachers and peers. b. Do not know how to make and keep friends. c. Find it difficult to adjust to changing expectations. d. All of the above. e. Only B and C.
Q: Standard error of measurement is usually expressed as a a. Percentage. b. Range of scores. c. Standard score. d. Z scores.
Q: Scores on achievement tests a. Allow comparison of normative and non-normative groups. b. Are not highly accurate measures of academic aptitude. c. Are not precise measures of academic attainment. d. All of the above. e. Only B and C.
Q: Functional behavior assessment seeks to identify which assessment functions best for evaluating behavior.
Q: The single best predictor of educational achievement among students with EBD is a. Achievement b. Degree of EBD c. Family History d. IQ
Q: MDT decisions must be made with a clear understanding of the possibility of bias in the use of procedures and interpretation of data.
Q: Based on mean IQ score, students with EBD are likely to demonstrate: a. A greater-than-normal frequency of academic failure and socialization. b. A greater-than-normal frequency of grade-level failure and socialization. c. A lower-than-normal frequency of academic failure and socialization. d. A lower-than-normal frequency of grade-level failure and socialization.
Q: In practice, MDT decisions are often made with information from limited sources.
Q: Average tested IQ for students with EBD tends to be: a. In the high 90s. b. In the high 80s. c. In the low 90s d. In the low 80s.
Q: Language disorders and EBD have little overlap.
Q: One of the criteria historically used to identify intellectual disabilities (formerly known as mental retardation) was IQ. Students were considered to have mental retardation if their IQ fell below: a. 30 b. 50 c. 70 d. 90
Q: The field of special education has yet to adequately identify the population of students with EBD.
Q: Psychologists agree that intelligence is comprised of a variety of abilities: a. Both cognitive and emotional. b. Both creative and academic. c. Both verbal and nonverbal. d. All of the above. e. None of the above.
Q: A student can be determined to have an EBD caused by low IQ.
Q: Two characteristics most closely linked to the way in which students respond to the demands of school are: a. Intelligence and academic achievement. b. Intelligence and family structure. c. Emotional intelligence and academic achievement. d. Emotional intelligence and family structure.
Q: Assessment of EBD according to the definition provided in IDEA must include the extent to which the student exhibits an inability to learn not explained by intellectual, sensory, or health factors.
Q: IQ is an indicator of: a. General intelligence. b. Overall cognitive ability. c. Performance on an intelligence test. d. All of the above. e. Only A and B.
Q: Positive behavior intervention plans based on a functional behavioral assessment must be included in IEPs.
Q: Low achievement is a significant risk factor for EBD.
Q: Students with EBD must be included in general assessments of educational progress.
Q: Most students with EBD function below grade level in most academic areas.
Q: Transition planning must be part of the IEP for students age 16 or older.
Q: In general, low IQ causes EBD.
Q: Periodic revaluation for special education is required only when manifestation determination becomes an issue.
Q: There is no reason to expect a greater-than-normal frequency of academic failure among students with EBD.
Q: Parents have a right to mediation or a due process hearing.
Q: The average IQ for most students with EBD is in the low normal range.
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