Q&A Hero

Q: ___ is a computerized assessment of a student's ability to sustain attention across time.

Q: A ___ is a behavioral measure that indicates how students in a class view each other.

Q: ___ validity and ___ validity are differentiated by time.

Q: ___ indicates that an assessment instrument has items that are representative across the possible items in the domain.

Q: The purpose of assessment is to ___.

Q: Analysis of comprehensive testing results is included in the _____________ section of the test report.

Q: The measure of time between the presentation of a stimulus and a response is referred to as the ___.

Q: ___ is usually used to calculate confidence intervals.

Q: ___ provide performance comparisons with students the same age as the examinee across the United States.

Q: ___ is assessing the learning environment.

Q: ___ are designed to accompany a set of skills.

Q: ___ may provide additional information used for specific academic or other weaknesses.

Q: The ___ is the initial administration of an instrument to a sample population.

Q: The ___ may conduct cross-battery assessments.

Q: The use of a cognitive processing cross-battery analysis may be part of an evaluation for ___.

Q: The core features of an autism spectrum disorder are abnormalities in communication, repetitive patterns of behavior, and ___.

Q: The 1997 and 2004 IDEA amendments changed this process so that less testing may be necessary for some students.

Q: This is a method of analyzing a student's strengths in relation to her or his weaknesses to determine a pattern of functioning that may be influencing the student's educational performance.

Q: Interventions and strategies used to promote educational success.

Q: These are based on specific criteria included in state and federal regulations.

Q: This level of test interpretation compares the student with the age or grade expectations according to the norm-group statistics.

Q: When presented with ___, Susie will be able to ___ with ___% accuracy by ___.

Q: What types of educational interventions and strategies are recommended?

Q: According to assessment results, what are Susie's academic skill deficits?

Q: What additional assessment is recommended for Susie?

Q: What are Susie's weaknesses? How do these weaknesses appear to influence her academic functioning?

Q: What are Susie's strengths as indicated by assessment?

Q: What are the discrepancies in Susie's functioning according to test results?

Q: How is Susie functioning intellectually?

Q: Why was Susie referred for testing?

Q: If you were on the RTI committee for Rosalinda, what would you recommend after examining the December data?

Q: Examine the graph in Figure 13.1. What can you determine about the effectiveness of the interventions in December?

Q: When the RTI committee met to review Rosalinda's progress during the month of November, what did they decide to do? Why?

Q: Why was Rosalinda provided with Tier II interventions?

Q: A student who has impulsive behavior, acts out, has difficulty completing schoolwork, exhibits too much activity when observed, and whose parents and teachers rate as having these types of behavioral problems may be found to have ___.

Q: A student who has a communication problem that is affecting her or his relationships with peers and her or his ability to progress in school may have a ___.

Q: A student who is below expectancy in all academic areas, is subaverage in intellectual functioning, and has below-average adaptive behavior may be found to be functioning within the range of ___.

Q: If a student has average or above intellectual functioning, average emotional/behavioral functioning, and average adaptive behavior skills, but has significant difficulty in academic areas and specific fine-motor ability, she or he may be determined to have ___.

Q: If there appears to be a conflict in the home or emotional or behavioral problems are suspected, the student should be referred for ___.

Q: Before a decision is made that involves educational or intellectual ability, screening for ___ should be completed.

Q: What are the key components of assessment for autism spectrum disorders?

Q: For what categories of disabilities are classroom observations recommended as part the assessment process?

Q: Which tests are typically administered to assess for the possibility of learning disabilities?

Q: Behavioral observations, clinical interviews, information from multiple informants, and projective tests are used in determining what disability?

Q: Which term listed in Table 13.1 indicates that a student has discrepancies between ability and academic performance?

Q: Which term listed in Table 13.1 is used when the student has communication problems affecting developmental progress?

Q: What general criteria are used to determine if a student is functioning within the range of mental retardation?

Q: Explain the procedures that must take place when a student reaches the age of majority.

Q: Discuss two negative outcomes that are often associated with poor transition planning.

Q: What types of assessments does the National Secondary Transition Technical Assistance Center suggest take place for transition purposes?

Q: Identify at least three different types of assessments that can be used to determine transition needs.

Q: Identify the informants who typically provide data into the transition process.

Q: Discuss three of Clark's (1996) suggestions for ensuring successful transitions.

Q: Identify Kohler's (1996) five areas of transition planning.

Q: Discuss two evidenced-based practices that, when employed, have positive effects for successful transition planning.

Q: What is the difference between transition planning and transition assessment?

Q: What are the requirements of the transition plan to be included in the IEP?

Q: Each page of this provides a specific, measureable objective that can be included among or adapted for the student's transition IEP objectives. A. Self-Determination Battery B. Kaufman Functional Assessment Skills Test C. Brigance Transition Inventory D. Transitional Planning Inventory E. What are the requirements of the transition plan to be included in the IEP? F. What is the difference between transition planning and transition assessment? G. Discuss two evidenced-based practices that, when employed, have positive effects for successful transition planning. H. Identify Kohler's (1996) five areas of transition planning. I. Discuss three of Clark's (1996) suggestions for ensuring successful transitions. J. Identify the informants who typically provide data into the transition process. K. Identify at least three different types of assessments that can be used to determine transition needs. L. What types of assessments does the National Secondary Transition Technical Assistance Center suggest take place for transition purposes? M. Discuss two negative outcomes that are often associated with poor transition planning. N. Explain the procedures that must take place when a student reaches the age of majority.

Q: This instrument is available in multiple languages in order to provide families with the maximum opportunity to participate in transition planning. A. Self-Determination Battery B. Kaufman Functional Assessment Skills Test C. Brigance Transition Inventory D. Transitional Planning Inventory

Q: This instrument assesses the examinee's skill in performing math- and reading-related tasks carried out in everyday life. A. Self-Determination Battery B. Kaufman Functional Assessment Skills Test C. Brigance Transition Inventory D. Transitional Planning Inventory

Q: This test assesses the student's beliefs about his or her ability to make his or her needs known, to make decisions, to establish his or her own goals, and to understand his or her feelings in different situations. A. Self-Determination Battery B. Kaufman Functional Assessment Skills Test C. Brigance Transition Inventory D. Transitional Planning Inventory

Q: Often a job coach may be used in: A. independent employment strategies B. vocational assessment C. supported employment D. post-secondary interventions

Q: Employing a person with a disability with persons without disabilities where the arrangement is for at least minimum wage and may include job supports is called A. supported employment B. self-determination C. transition planning D. job coaching

Q: Which of the following items is not likely to provide effective transition programs? A. Programs that actively involve students B. Career programs that promote awareness and teach skills C. Programs that adopt a "one-size fits all" approach. D. Engage students in meaningful learning

Q: The ability to make one's needs known and to advocate for oneself is known as A. self-management B. self-determination C. transition planning D. transition assessment

Q: How often must a transition plan be updated and re-evaluated? A. Every 6 months B. Every year C. Every two years D. On a continuous basis

Q: Districts must report on which of the following regarding their success with transition planning? A. Report post-secondary outcomes B. Report on employment and/or educational status C. Report on employment duration D. All of the above

Q: Students with disabilities who are least likely to receive a high school diploma are students with A. Emotional disturbance B. Mental retardation C. Autism D. All of the above

Q: Age-appropriate measures of academics, functional skills, and independent living that determine a student's needs following high school A. Transition planning B. Norm-references assessments C. Curriculum-based assessments D. Transition assessment

Q: Meetings that evaluate and determine a student's needs following high school. A. Transition planning B. Transition assessment C. IEP meetings D. Evaluation meetings

Q: Federally speaking, at what age must transition planning begin? A. 14 B. 16 C. 18 D. 21

Q: At what age does a student reach the "age of majority" in most states? A. 14 B. 16 C. 18 D. 21

Q: Employing a person with a disability with persons without disabilities is called job coaching.

Q: Transition assessments should not only be culturally and linguistically fair, but also culture/language enhanced.

Q: Transition planning assesses skills, academic and otherwise, applied in everyday living.

Q: Districts are required to ensure interagency collaboration for transition planning.

Q: A student's IEP must include transition goals.

Q: Transition planning relies solely on data provided by the student.

Q: Transition services are to be based on the student's needs as related to assessed strengths, preferences and interests.

Q: Students must be invited to meetings when transition services are being discussed.