Q&A Hero

Q: Mr. Barnes has several students who speak Spanish in his class and who are from a variety of countries in Latin America. When trying to teach percentages, he brings into class some recent figures from the U.S. census on how many people speak more than one language at home. In teaching the math principles, Mr. Barnes also uses Spanish words for percent, percentage, and fraction in addition to the English terms. By incorporating these techniques in his instruction on percentages, Mr. Barnes is doing all of the following EXCEPT: A) Using applied mathematics. B) Using data about other cultures to illustrate mathematical concepts. C) Using the language of students in instruction. D) Using a cross-curricular strategy to teach his students both math and Spanish.

Q: Which of the following questions is NOT an example of an open question? A) What do you think might be happening? B) Are you pleased with your son's progress this year? C) How do you interpret it? D) How does this relate to his behavior at home?

Q: According to a report by the National Research Council (2001), "conceptual understanding" is a part of mathematical proficiency that refers to: A) Understanding mathematic concepts and operations. B) Being able to accurately and efficiently conduct operations and mathematical practices. C) The ability to formulate and conduct mathematical problems. D) Thinking about, explaining, and justifying mathematical work.

Q: Which of the following questions is an example of an open question? A) Tell me about Juan's attitude toward homework. B) Does Juan dislike doing homework? C) Is Juan's attitude toward homework poor? D) Are you concerned about Juan's attitude toward homework?

Q: According to a report by the National Research Council (2001) "adaptive reasoning" is a part of mathematical proficiency that refers to: A) The understanding of mathematic concepts and operations. B) The ability to accurately and efficiently conduct operations and mathematical practices. C) The ability to formulate and conduct mathematical problems. D) Thinking about, explaining and justifying mathematical work.

Q: Matuszny and colleagues (2007) developed a four-step plan for collaborating with culturally and linguistically diverse families. The steps include all of the following EXCEPT: A) Initiation phase: The family members and teacher get to know each other in a personal manner. B) Building the foundation: The teacher provides the families with choices. C) Instruction on guidelines: The teacher provides families with instruction on school guidelines, policies, and terminology. D) Maintenance and support: Positive communication is delivered according to the family's preference.

Q: According to a report by the National Research Council (2001), "strategic competence" is a part of mathematical proficiency that refers to: A) The understanding of mathematic concepts and operations. B) The ability to accurately and efficiently conduct operations and mathematics practices. C) The ability to formulate and conduct mathematical problems. D) Thinking about, explaining, and justifying mathematical work.

Q: Linda, a speech-language pathologist, has just evaluated a second-grade child and determined that the child has an expressive and receptive language disorder. When she meets with the child's parents to explain the findings, the parents disagree and say that the child speaks well at home. Linda immediately argues with the parents that the test scores are valid and it is essential that the child be placed in speech and language therapy. In what way is Linda communicating poorly with the parents? A) She is not demonstrating respect for the parents' knowledge and understanding of their child. B) She is giving the parents an opportunity to speak or be heard. C) She is using closed questions. D) She is not staying directed and on topic.

Q: To practice using percentages, Ms. Rocchino had her students record their spending habits in an Excel spreadsheet. Each time a student bought something, they had to record the purchase under the appropriate category (e.g., food, clothes, entertainment). At the end of the month, the students needed to figure out the percentage of their spending for each of these categories. This activity is based on which principle of instruction? A) Situated cognition B) Goal setting C) Behavior modification D) Schema theory

Q: All of the following are true about family and school collaboration EXCEPT: A) Family involvement and collaboration is fundamental to students' success. B) The focus of any discussion should be on the needs and wants of the family and student and not on their values. C) Most family members are not trying hard enough to provide good parenting. D) Family and school collaboration can increase if you accept the family and student as they are.

Q: If a student is not succeeding with one approach or program, the teacher should A) Refer the student for a full evaluation. B) Provide extra homework for practice. C) Place the student in tier 3 instruction. D) Change the approach or program.

Q: Which of the following choices is NOT one of the key factors for working with paraprofessionals? A) Limited communication B) Planning and scheduling C) Instructional support D) Providing support for RTI

Q: Students in Mr. Roskey's class were given a worksheet to identify the missing number in a sequence. Mr. Roskey told the students to do only the first problem. After they completed the first problem, they were to check it and make any necessary changes. If they thought that their answer to problem one was correct, they were to put a small check by the answer. If they thought that it was incorrect, they should mark a small "i" next to the answer. By this activity, Mr. Roskey is teaching his students to: A) Edit their work. B) Check their work and monitor their errors. C) Complete problems quickly and efficiently. D) Ask him questions when they do not know the answer.

Q: Which of the following statements about paraprofessionals is NOT true? A) They may assist a student with special needs in the classroom. B) They are often supervised by special education teachers. C) They are always certified teachers. D) They often participate in planning, implementing, and evaluating a student's progress.

Q: The term "situated cognition" refers to the principle that students: A) Will learn complex ideas and concepts in the contexts in which they occur in day-to-day life. B) Learn best when they are given time to reflect upon their learning processes. C) Benefit from constructing meaning from interacting with people around them. D) Perform optimally within their zone of proximal development.

Q: If student assessment shows that coteaching for a particular group of students is not effective, what is the next best course of action? A) Spend more time coplanning. B) Increase the intensity of instruction by decreasing the teacher-student ratio. C) Increase the total instructional time. D) Discontinue coteaching and resume a pull-out model.

Q: Individualized programming means A) Providing independent work for individual students. B) Providing computerized programs so that students can learn individually. C) Providing instruction that is designed to meet the individual needs of a student. D) Working with students individually.

Q: What is the minimum planning time required for teachers to have a successful coteaching experience? A) 2 hours a week B) 45 minutes a week C) 1 hour every two weeks D) 1 hour a month

Q: Which of the following is NOT an appropriate alternative approach to instruction? A) Adjusting textbooks and/or workbooks B) Implementing math stations C) Provide students with calculators D) Utilizing manipulatives

Q: Special education teachers are used to grading based on effort, motivation and the abilities of their students. In contrast, general education teachers consider grades: A) As accurately reflecting an individualʹs strengths and weaknesses. B) From the perspective of a uniform set of expectations. C) To be adjusted according to individual needs. D) As a way of separating poor students from good ones.

Q: Students with math difficulties frequently display all of the following traits EXCEPT: A) Number deficits. B) Problems with retrieving math facts. C) Difficulty operating a calculator. D) Conceptual misunderstandings of math.

Q: Which of the following is NOT a coteaching model? A) Two mixed-ability groups B) Multiple groups C) Individual instruction D) Two same-ability groups

Q: Which of the following choices is NOT one of the deficits that can hinder math acquisition? A) Sensory and motor ability (gross and fine motor skills) B) Education factors (quality and amount of instruction) C) Self-regulation factors (persistence, attitude toward math, and math anxiety) D) Neuropsychological patterns (perception and visual spatial skills)

Q: Which of the following statements about coteaching is NOT true? A) The special education and general classroom teachers lead instruction during the same instructional period. B) The special education teachers work only with the special education students. C) Complementary instruction and supportive learning activities are part of the teachers' coplanning and instruction. D) Most of the instructional time involves teachers working with small groups or individuals.

Q: Many students who have learning disabilities and experience difficulty with mathematics tend to: A) Do well applying money concepts despite their difficulties in other areas. B) Do well with spatial relations. C) Have good memory skills despite their difficulties understanding mathematical concepts. D) Lack the prerequisite skills required to move from one area to the next.

Q: Particularly at the upper elementary and secondary grade levels, general education teachers focus on teaching the content and less on teaching individual students. This contrasts with the focus of special education teachers, whose planning and instruction is aimed at the needs of individual students. Which of the following choices is NOT something a special education teacher could do to successfully connect with the general education teacher? A) Develop materials including assessments and homework that are content-appropriate. B) Develop materials that enhance learning for all students. C) Develop materials that meet the needs of students with disabilities. D) Develop materials that only the general education students are required to complete.

Q: What are the three types of study skills and why are they important to learning?

Q: Special education teachers spend the majority of their time in general education classrooms either monitoring the learning and behavior of target students or teaching a large group of students (6 or more but not the entire class). Which of the following choices is one of the less frequently occurring activities? A) Referring student comments or questions to the general education teacher B) Small group instruction (fewer than 6 students) C) Individual student interaction D) Managing behavior

Q: Mr. Ellis agrees to do some textbook adaptations. However, he is concerned because he is unsure about what he can do. How can Mr. Ellis adapt the textbooks for the students in his class who need adaptations?

Q: The traditional roles and responsibilities of a special education teacher have been changing. These roles can include all of the following choices EXCEPT: A) Supporting special education students in the general education classroom. B) Teaching with another teacher in a content area in which they have little or no background knowledge. C) Helping students with assignments. D) Engaging in disciplining and classroom management of a fewer number of students.

Q: What are some features teachers should look for when assessing a textbook?

Q: Mrs. Rodriguez is a fifth-grade teacher who has several students in her class who struggle with reading. The special education teacher gives her some ideas on how to modify their assignments and homework. Mrs. Rodriguez is resistant to make these accommodations because she believes that all students should receive the same assignments and everyone should be expected to do the same work. After all, when these students finish school, they will not get accommodations, so why should they now? What dilemma is illustrated by Mrs. Rodriguez's situation? A) Individual versus class focus B) Content versus accommodation C) Real world versus the student's world D) New roles for special education teachers

Q: How can teachers help students understand how to use context to determine the meanings of unfamiliar words?

Q: Mr. Henderson is an eighth-grade social studies teacher. His state requires that all eighth-grade students take a social studies achievement test at the end of the year. The scores of students at his school have been poor in the past and Mr. Henderson is under pressure from the principal to raise the scores. He covers a large amount of material each day to prepare his students for this test and some of his struggling students are falling behind. What barrier to successful inclusion is Mr. Henderson experiencing? A) Student ownership B) Content versus accommodation C) Individual versus class focus D) Lack of preparation time

Q: Mrs. Gawn is asked by the reading coach at her school if she teaches specific vocabulary words to her fifth-grade students. "Of course I do," she answers. "We have a spelling list every week. These words are our vocabulary words. I use words with similar spelling patterns and have the students look up their definitions." What can Mrs. Gawn do to make the vocabulary instruction in her class more effective?

Q: Which statement is NOT true about teacher assistance teams? A) They discuss ways to promote successful learning and behavior for students with learning and behavior needs. B) They are school-based teams that assist teachers in meeting individual students' needs. C) They are made up exclusively of special education teachers. D) They work at with all grade levels and content areas.

Q: Expression skills are study skills that include all of the following skills EXCEPT: A) Retrieval skills. B) Time management skills. C) Test-taking skills. D) Using oral/written expression to demonstrate understanding.

Q: All of the following statements are benefits of consultation and collaboration EXCEPT: A) Reduced mislabeling of students as disabled B) Better understanding across education disciplines C) Suitability in meeting the needs of secondary school students D) Increased time for lesson planning

Q: A study skill called SQ3R has the following five steps: Survey, Question, Read, Recite, and Review. SQ3R is a technique for: A) Peer partner in reading text. B) Editing text. C) Working cooperatively to construct meaning. D) Studying text.

Q: A potential misuse and perceived drawback of collaboration and consultation includes all of the follow statements EXCEPT: A) Excessive caseload management of special education teachers. B) The guarantee that the programs will be effective. C) Inadequate support and cooperation from classroom teachers. D) Unrealistic expectations for change and social acceptance.

Q: The SLANT strategy is an acronym for: 1. Sit up. 2. Lean forward. 3. Activate your thinking. 4. Name key information. 5. Track the talker. This strategy is intended to improve: A) Cursive writing. B) Classroom participation. C) Reading comprehension. D) Manuscript writing.

Q: Many special education teachers work with general education teachers at least what percentage of time? A) 10% B) 75% C) 98% D) 50%

Q: Henry often tries to stay up late to finish book reports the night before they are due. He often falls asleep and his mother has to wake him up early to finish the assignment. Even if he gets up early, he often doesn"t have time to complete the work. Although he knows in advance when the assignments are due, he always waits until the last minute to start. His mom is frustrated because she encourages him to start early but he doesn"t listen. He makes C's on his work but would be able to get B's or A's if he started them earlier. Henry has difficulty with which of the following study skills? A) Personal development skills B) Process skills C) Expression skills D) Revising skills

Q: Which of the following is NOT considered crucial for teacher collaboration? A) Time B) Space C) An established friendship D) Knowledge of the collaboration processes

Q: Ms. Parker demonstrated how her students could predict the questions that will be asked on a test. The students can use what they know about the teacher's testing style, their class notes, their maps, and other study aids to predict questions. Two days before a test, Ms. Parker had the students work in cooperative groups and write what they thought would be the most important questions on the test and then answer them. What was the main purpose of Ms. Parker's instruction? A) To improve reading comprehension B) To practice study skills C) To reinforce cooperative learning D) To model goal setting

Q: With regard to resources, what is the main impediment to successful collaboration? A) Time B) Material resources C) Financial compensation D) Space to collaborate

Q: Study skills can be categorized into which three areas? A) Expressive skills, receptive skills, and written skills B) Oral skills, writing skills, and reading skills C) Personal development skills, process skills, and expression skills D) Academic skills, social skills, and personal skills

Q: School-based teams that include support professionals, classroom teachers, and administrators who meet to address the instructional and behavioral needs of individual students are often called: A) IEP teams B) Sports teams C) Debate teams D) Teacher assistance teams

Q: Ms. Hallock takes a break at certain points during her lectures and has students work as partners for about two minutes to discuss what they are learning and review their notes. At the end of the two minutes, she asks the students if they have any questions and then she resumes her lecture. She finds that this method allows students to review the information and generate questions of their own. This procedure is called: A) The pause procedure. B) The advance organizer. C) Peer tutoring. D) Semantic feature analysis.

Q: Which of the following refers to the special educator and classroom teacher providing instruction together in the general education classroom? A) Coteaching B) Consultant teaching C) Teacher assistant teams D) Collaborative planning

Q: Text highlighting is a useful strategy for assisting students in A) Previewing information. B) Obtaining the most salient information. C) Reviewing information. D) Making predictions.

Q: In a collaborative model, the special education teacher collaborates with all of the following people EXCEPT: A) Family B) Regular education teacher C) Specialists associated with the students' needs D) Lawyers

Q: All of the following are recommended ways to adapt textbooks EXCEPT: A) Using alternative to reading such as listening to the text on CD. B) Using a study guide for the text. C) Highlighting the important information in the text for the student. D) Rewriting the text so that the sentences are shorter and easier to read.

Q: Which of the following strategies is the most representative of what occurs in the general education classroom? A) Undifferentiated large group instruction B) Small group instruction C) Individualized instruction D) Peer assisted instruction

Q: Which of the following is NOT one of the most common factors in preventing homework success for students? A) Problems forgetting to bring materials to and from school. B) Inaccurately recording homework assignments. C) Having a detailed plan for completing assignments at school and at home. D) Procrastinating completion of work.

Q: Cameron is a second grader that has difficulty paying attention in class. His teacher is frustrated because he cannot get Cameron to listen to instructions. What are some things that he can do to help Cameron attend?

Q: Ms. Salamon is teaching her third-grade students a geography lesson. She has several words she would like to arrange in a relationship chart. Which word should be a subordinate concept in relation to continent? A) World B) France C) Asia D) United States

Q: Describe the social status of children with learning disabilities. What factors may influence their social status?

Q: Which of the following statements is NOT true, with regard to knowledge being hierarchically organized? A) Relating the new concepts to students' prior knowledge will help students learn these new concepts. B) Teaching attributes of a new concept is important to concept learning. C) Using nonexamples can be confusing, so teachers should only use examples. D) Principles of scaffolded instruction and interactive dialogues will promote learning.

Q: Mrs. Pierce's intervention for her student with behavior problems is not working effectively. What are some possible problems with her method that she should consider?

Q: Mr. Vrabel is an eighth-grade social studies teacher. He is teaching a unit on the Great Depression. Before the students read the text, he informs them of the purpose of learning about the Depression and provides some background information. In addition, he introduces new vocabulary and provides an overview of the unit. He is providing: A) A schematic organizer. B) Semantic mapping. C) An advance organizer. D) A graphic organizer.

Q: What are some behaviors and situations for which teachers should consider providing clear guidelines and expectations?

Q: What activity can teachers use to orient students to the material before reading or class presentation? A) Classwide peer tutoring B) POSSE C) Advance organizers D) SLAM

Q: Ms. VanHornʹs teaching was observed by her principal while teaching reading to her second graders. The principal remarked in her feedback that Ms. VanHorn used too much large group instruction during her reading period and needs to provide more differentiated instruction for students in small groups. Ms. VanHorn is frustrated because she does not have a teacher aide and does not understand how she can provide small group instruction while keeping the other students occupied. What are some ways that Ms. VanHorn can provide effective small group instruction? Provide two examples.

Q: Which of the following can be used as a prelearning activity or content enhancement device? A) Advance organizer B) Semantic map C) Concept diagram D) Summarizing

Q: All of the following choices are ways in which teachers can address aggression and bullying in the classroom EXCEPT: A) All students must understand what types of behaviors are considered aggressive. B) Teachers can establish a no-tolerance rule regarding aggressive behavior. C) The teacher can establish relationships with students and families that provide support. D) The teacher must intervene in all scenarios and never allow students to resolve their own conflicts or mediate difficulties between other students.

Q: Which of the following plays a critical role in determining how effectively students will comprehend and retain any information and vocabulary presented? A) Advance organizers. B) Background knowledge. C) Morphemic analysis. D) Context analysis.

Q: Social skills that students with learning and behavior disorders frequently need to be taught include all of the following EXCEPT: A) Body language. B) Greetings. C) Remaining quiet during conversation. D) Giving and receiving feedback.

Q: Which of the following statements about semantic mapping is NOT true? A) It develops background knowledge by using brainstorming ideas about the topic to general a list of words related to the key concept. B) It requires that students know formal definitions before they can use it on a topic. C) It provides teachers with valuable information about their students' knowledge. D) It can serve as an initial blueprint for teaching.

Q: The Circle of Friends intervention has been evaluated by 6"12 year old students with emotional and behavioral disorders. Which of the following choices is NOT a purpose of Circle of Friends? A) Establish a supportive meeting each week. B) Provide opportunities for peers to learn to interact. C) Support their fellow students with emotional or behavioral problems. D) Help students develop long-lasting friendships.

Q: Which of the following choices is NOT a characteristic that should be used in evaluating textbooks and texts? A) Text organization B) Audience appropriateness C) Coherence D) Implicitness of main ideas.

Q: A social skills program that teaches adolescents the social skills they need to interact successfully with peers and adults is called: A) FAST B) ASSET C) LLW D) SLAM

Q: All of the following choices are key features to consider in assessing text structure EXCEPT: A) If the introduction provides purpose, relevance, and overview. B) If titles, headings, and subheadings reflect main ideas of content. C) If the definitions of key terms are provided. D) If the review questions focus exclusively on main concepts.

Q: Teaching students to consider problems carefully before responding to them and to consider alternatives and their consequences is the purpose of which of the following programs? A) FAST B) ASSET C) Circle of Friends D) Skillstreaming

Q: Which of the following statements about readability formulas is NOT true? A) Sentence complexity as measured by sentence length. B) Paragraph difficulty is measured by the number of sentences in a paragraph. C) Word difficulty as indexed by word length or frequency. D) Assessing the lexile level of the text is frequently used for determining the reading level.

Q: All of the following strategies are considerations for teachers when teaching social skills EXCEPT: A) Tell students to focus on their weaknesses so as to improve them for everybody in their group. B) Develop cooperative learning. C) Students benefit from working with peers in supportive and academically structured activities. D) Use principles of effective instruction.

Q: Which of the following is true about textbooks? A) Textbooks continue to serve as a key resource for instruction, even with the increased use of the internet and other media. B) Textbooks always explicitly state main ideas. C) Textbooks are easy to read because of the graphics and structure. D) Textbooks highlight words to represent important concepts.

Q: The best way to determine whether a social skills program is working is to: A) Assess a particular social skill outside of school. B) Measure progress over time. C) Inquire of parents if the child's skills are improving at home. D) Ask the student if they perceive a difference in social ability.

Q: Selecting the vocabulary and concepts to teach depends on all of the following choices EXCEPT: A) The teacher's expertise in the content area. B) The teacher's knowledge of the structure of the textbook information. C) The students' reading ability. D) The students' access to the textbook at home.

Q: Which of the following choices is NOT one of the four skills necessary for the successful resolution of interpersonal problems? A) The student must be able to identify and define the problem. B) The student must be able to avoid alternative solutions and focus in on one way of solving any given problem. C) The student must be able to identify and evaluate the possible consequences of each alternative. D) The student must be able to implement the solution and determine the effects of the solution implementation.