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Special Education
Q:
The flexible "whole school" approach that contributes to progress in the general education classroom in designing assessment methods and teaching strategies to accommodate a wide range of abilities and preferences is called ____________.
Q:
Services that help students with disabilities prepare for life after high school are called _______ services.
Q:
_______ is an informal assessment approach that analyzes a child"s performance in various environments.
Q:
________ uses the actual curriculum as the standard and provides a basis for evaluating and modifying the curriculum for an individual student.
Q:
________ is the process of gathering relevant information to use in making decisions about students.
Q:
A ________ must be developed, as part of the IEP process, for students with disabilities whose behavior impedes their learning, or that of others.
Q:
Place a check mark (x) next to any of the following that are required IEP components for students with disabilities, ages 3 to 21.a. Present level of performance statementb. Eligibility for services statementc. Prereferral intervention documentationd. Measurable annual goalse. Special education and related servicesf. Explanation of the extent to which student will participate in regular education classesg. Participation of parents in support groupsh. Modifications to be used in state-or district-wide assessment of student achievement or an explanation of how the student is to be assessed if different from non-disabled peers.i. How parents will be regularly informed of the student's progress toward annual goals
Q:
The 2004 reauthorization of IDEA cites than children will not be ________ for services if their parents do not consent to placement.
Q:
The ________ provides a description of services for students with disabilities.
Q:
________ are often attempted before a formal referral for a special education evaluation is undertaken.
Q:
True or False
Students with sensory, motor, or multiple disabilities pose considerable challenges during the assessment process.
Q:
True or False
IDEA 2004 states that tests must be administered in the child"s native language or other form of communication most likely to yield accurate information.
Q:
True or False
Section 504 consideration should be given to any student who is referred for special education services but who does not qualify under the IDEA.
Q:
True or False
The components of a written Section 504 accommodation plan have been specifically mandated and described in this federal law.
Q:
True or False
If a student is determined to be eligible for services under Section 504, school personnel are required to provide reasonable accommodations for the student.
Q:
True or False
Assistive technology and services must be included in the IEPs of all students with disabilities.
Q:
True or False
Extended school year services are not required if a school district has less than adequate funds available.
Q:
True or False
Special education teachers plan transition services with little input from general educators.
Q:
True or False
A functional behavioral assessment should be conducted for students who may need a behavior intervention plan.
Q:
True or False
If a child with disabilities attends any regular education classes, the general education teacher must be involved in developing, reviewing, revising, and implementing the IEP.
Q:
True or False
Except for extreme conditions in which a student is incapacitated, once a student reaches the age of majority, he or she must sign his or her own IEP.
Q:
True or False
IDEA 2004 requires transition services on IEPs for students beginning no later than age sixteen.
Q:
True or False
Prereferral interventions have been successful in reducing the number of students referred for a special education evaluation.
Q:
True or False
The primary role of the prereferral intervention team is to complete a comprehensive special education evaluation.
Q:
True or False
Prereferral intervention teams write the IEPs for students who need them.
Q:
True or False
All students with learning and behavioral problems must receive prereferral intervention before a comprehensive special education evaluation may be undertaken.
Q:
Which IDEA principle attempts to prevent bias in assessment?
A) culturally and linguistically appropriate services
B) nondiscriminatory evaluation
C) procedural safeguards
D) least restrictive environment
E) individualized education program
Q:
Ms. Hale recently finished teaching a unit on making change with money. In lieu of a paper and pencil test, Ms. Hale assesses her students'"money skills"as they purchase items from the school supply store. This type of assessment is an example of ________.
A) systematic observation
B) authentic assessment
C) criterion-referenced testing
D) curriculum-based assessment
Q:
Which statement below is false regarding special education evaluations?
A) The student must receive a comprehensive evaluation before he or she can be classified as disabled.
B) Parental consent is required before an evaluation can be conducted.
C) A single test can be used to determine eligibility.
D) A student"s strengths and needs should be identified.
Q:
Which one of the following is not true of criterion-referenced tests?A) Criterion-referenced tests typically do not yield information about a student's performance regarding a criterion or specific skill.B) Criterion-referenced tests typically do not yield global scores and information.C) Criterion-referenced tests typically disregard a student's relative standing in a group.D) Criterion-referenced tests typically provide scores such as percentile ranks, standardized scores, etc.
Q:
Ms. Smith gives eight-year-old Shannon a test designed to measure her mastery of addition of whole numbers. This test is an example of a(n):
A) standardized test.
B) norm-referenced test.
C) portfolio assessment.
D) criterion-referenced test.
Q:
________ are usually loosely structured and are closely tied to teaching.
A) Norm-referenced tests
B) Informal tests
C) Standardized tests
D) none of the above
Q:
What is the most important distinction between formal and informal assessments?
A) Informal tests are used to make decisions regarding a student"s eligibility whereas informal tests are not.
B) Informal tests contain guidelines for administration, scoring, and interpretation as well as statistical information regarding validity, reliability, and standardization. Typically, formal tests do not.
C) Informal tests are typically closely tied to instruction. Formal tests are typically used to determine eligibility or to determine a student"s standing relative to age-or grade-appropriate peers.
D) all of the above
Q:
If an eligibility team seeks to compare the student"s performance to his or her age-appropriate peers, which one of the following types of assessments would be most appropriate?
A) informal assessments
B) criterion-referenced assessments
C) anecdotal assessments
D) norm-referenced assessments
E) functional assessments
Q:
Interviews and rating scales reflect what type of approach to assessment?
A) observation
B) record or portfolio review
C) recollection
D) testing
Q:
Which of the following is not true of formal assessments?
A) Formal assessments are typically criterion-referenced.
B) Formal assessments are generally commercially available.
C) Formal assessments are typically norm-referenced.
D) Formal assessments may help to identify areas in which informal assessments may be needed.
E) Formal assessments are typically standardized.
Q:
A ________ is a test that provides quantitative information used in comparing the performance of an individual student to others in his or her age-and/or grade-appropriate peer group.
A) records or portfolio review
B) criterion-referenced test
C) observation
D) norm-referenced test
Q:
"Outcome statements"in the individualized family service plan are ________ rather than ________.
A) child-centered; family-centered
B) family-centered; school-centered
C) family-centered; child-centered
D) none of the above
Q:
An individualized family service plan must be written for children within which one of the following age ranges?
A) birth to five
B) five to seven
C) birth to seven
D) six to eleven
Q:
Discuss the guidelines that IDEA provides for how assessment data are to be presented and used in the psychoeducational process.
Q:
Discuss how cross-battery assessment may provide sights into a student's pattern of functioning.
Q:
Identify at least three considerations when assessing a student holistically.
Q:
Identify the five suggestions Bagnato (1980) provides for organizing testing write-ups.
Q:
Discuss the difference between the IDEA regulations of 1997 and those of 2004 with regard to the re-evaluation process.
Q:
Provide an outline of the recommended format for the psychoeducational report.
Q:
Describe the general procedures for writing a report of educational test results.
Q:
Compare and contrast short-term objectives and long-term goals and provide examples of each.
Q:
Compare and contrast interindividual interpretations and intra-individual interpretations.
Q:
Describe the major purposes of assessment.
Q:
Interpretations of cognitive measures that reveal similarities and differences between specific areas of functioning are known as
A. cross-battery assessment
B. psychoeducational report
C. patterns of functioning
D. summary statement
Q:
Interpreting a student's skills and abilities across several assessment instruments is called
A. cross-battery assessment
B. patterns of functioning
C. psychoeducational report
D. summary statement
Q:
Which of the following statements is not true regarding the interpretation of assessment results?
A. Tests results are most useful when interpreted and presented in a clear format.
B. The regulations of the 1997 amendments to IDEA require that assessment data be interpreted and used to develop educational and behavioral interventions that will be of benefit to the student.
C. When interpreting assessment results the holistic view of the student should be considered.
D. Tests results that are used to determine if eligibility criteria have been met may not be considered when determining educational or behavioral interventions.
Q:
Previous to the 1997 amendments of IDEA regarding reevaluation, which of the following is true?
A. the same areas initially assessed were required to be reassessed
B. each area was required to be reassessed regardless of whether it was initially assessed
C. assessment only in the areas necessary to make a decision regarding continued eligibility were required to be assessed
D. reevaluations were mandated to take place every 2 years
Q:
Which of the following sections is typically presented first in psychoeducational reports?
A. background and referral information
B. identifying data
C. test results
D. test interpretations
Q:
Cognitive or intellectual measures are generally administered by which of the following?
A. school psychologist
B. clinical psychologist
C. educational diagnosticians
D. all of the above
Q:
Before referring a student for special education testing which of the following must professionals secure?
A. a complete medical history
B. procedural safeguards
C. parental consent
D. none of the above
Q:
Which of the following terms refers to interpreting assessment results by comparing a student's levels of performance with his or her own performance?
A. intra-individual interpretations
B. comparison interpretations
C. performance interpretations
D. interindividual interpretations
Q:
Interpreting assessment results by comparing a student's levels of performance on a particular instrument to those of his/her peer norm group is known as
A. interindividual interpretations
B. intra-individual interpretations
C. comparison interpretations
D. performance interpretations
Q:
Students with the sole disabling condition of ADHD may qualify to receive special education services under which of the following IDEA categories?
A. specific learning disability
B. other health impairment
C. emotionally disturbed
D. Section 504
Q:
Which of the following refers to statements of anticipated progress that a student will make in one year, upon which the short-term objectives are based?
A. yearly grades
B. annual grades
C. promotion criteria
D. long-term goals
Q:
Which of the following refers to markers that provide evidence of a student's progress toward annual goals set forth in the IEP?
A. promotion to the next grade
B. 9 week's grades
C. semester grades
D. benchmarks
Q:
Which of the following refers to measurable objectives that provide evidence of a student's progress toward annual goals in the IEP?
A. behaviorally stated short-term objectives
B. estimated short-term objectives
C. behaviorally stated long-term objectives
D. estimated long-term objectives
Q:
Which of the following terms refers to the determination of whether a student will receive special education services?
A. pre-referral meeting
B. eligibility decisions
C. placement decisions
D. needs assessment
Q:
Which of the following terms refers to interventions and strategies used to promote educational success?
A. measurement criteria
B. high school exit evaluation
C. educational planning
D. IEP team meetings
Q:
The regulations of the 1997 amendments to IDEA require that assessment data be interpreted and used to develop educational and behavioral interventions that will be which of the following?
A. utilized as part of the school code of conduct
B. of benefit to the student
C. published for public record
D. none of the above
Q:
Test results help educators make decisions about which of the following?
A. educational planning and interventions
B. possible eligibility for special education services
C. needed transition services
D. all of the above
Q:
IDEA requires that an eligibility reevaluation occur every three years, although it is not required to be comprehensive.
Q:
An IEP is not required to be developed as long as the psychoeducational report is comprehensive in nature.
Q:
A student's prior academic career has no impact on their current level of performance in school.
Q:
It is important to rule out any sensory acuity problems and refer to or consult with medical personnel if physical problems are suspected prior to embarking on a full psychoeducational evaluation.
Q:
Administration of assessments is the most critical aspect of the evaluation process.
Q:
Students who would be found eligible to receive special education services according to the federal law may be excluded by state criteria.
Q:
Eligibility is determined by a group of people rather than one person.
Q:
Educational setting or placement is determined previous to eligibility in the IEP process.
Q:
If a student does not meet eligibility criteria for special education services, they may be considered to receive accommodations under Section 504.
Q:
Eligibility for special education services is determined by using a set of criteria stated in IDEA; however, specific criteria vary from state to state for the different types of disabilities.
Q:
The final result of a comprehensive evaluation is to provide ___.
Q:
Any device that is necessary for a student to function within the educational environment is known as___.
Q:
Story starters might be useful in the informal assessment of ___.
Q:
Regulatory disturbances might be assessed when the assessment involves ___.