Q&A Hero

Q: The measure of ___ is actually a ratio comparing a student's mental age and chronological age.

Q: Once the standardized assessment has been completed, an examiner may use the method of __, incorporating teaching, to determine the student's potential to learn failed items.

Q: Bilingual students may have difficulty with both the language items on standardized assessments and the level of ___ required to perform well on the items.

Q: Students who have a dominant language other than English are often referred to as being bilingual, and students whose primary language is English and nonstandard English are referred to as ___.

Q: Minority students who may appear to be within the range of mental retardation on measures developed for use with students from the majority culture may not be within the range of mental retardation on ___ measures.

Q: IDEA includes statements of determining eligibility that require the team to exclude ___ as the primary reason for a disability before determining a student eligible for special education services.

Q: Because many of the instruments used to assess intelligence and achievement include numerous items of a verbal nature, the assessment of students whose primary language is not English should be given a(n) ___ measure in addition to other measures.

Q: According to Reschly (1982), what are the four concepts of the assessment of adaptive behavior?

Q: Assessments of adaptive behavior may be used to ___.

Q: Adaptive behavior is the ability to ___.

Q: This test includes an attentional domain.

Q: The ___includes both verbal and nonverbal domains.

Q: ___ is the Wechsler scale that assesses adults.

Q: ___ has a strong theoretical base that includes different ways to interpret the test based on those theories.

Q: Look at the domain scores. In what way is this student best able to process math?

Q: What areas would be of concern to you as a teacher planning instruction?

Q: What areas represent the areas of concern?

Q: What areas appear to represent strengths in cognitive processing?

Q: For very young students, what types of scores are available?

Q: Which index might be particularly useful when assessing a student whose primary language is Spanish?

Q: What two broad cognitive abilities are included in the CHC theory of intelligence?

Q: This term means that a student processes information one bit at a time, with each new piece of information linked to the previous bit of information

Q: Which of the cognitive assessment instruments can be administered to school age students ages 6"16?

Q: This Wechsler test was designed to be used with children from the ages of 2 years and 6 months to 7 years and 3 months.

Q: This IQ score reflects the performance of the student on all four indices.

Q: This subtest is divided into two parts, forward and backward, and measures auditory short-term memory and freedom from distractibility.

Q: Performance on this verbal comprehension subtest can be influenced by the student's conscience or moral sense.

Q: This subtest assesses an individual's perceptual reasoning without requiring the use of fine-motor skills.

Q: This instrument includes subtests that assess tasks believed to measure one's simultaneous and successive processing ability on cognitive tasks.

Q: The subtests on this index represent the student's ability to quickly respond on fine-motor tasks.

Q: On this subtest, the examiner provides clues that the student uses to respond with a specific word.

Q: This index score represents the student's ability to attend and process information in completing tasks.

Q: On this subtest, the examiner asks the student how two things are alike.

Q: This subtest presents math story problems, and performance can be influenced by attention span and concentration or working memory.

Q: This Wechsler test is designed to be used through adulthood.

Q: This instrument has four index scores that measure perceptual reasoning, verbal comprehension, working memory, and processing speed.

Q: Case finding the same IQ tests to be nondiscriminatory even though a few items were found to be biased.

Q: Case finding that the use of IQ tests to place black students in classes for persons with mental retardation was a discriminatory practice.

Q: When the examiner does not possess skill in communicating in the student's native language, it may result in this.

Q: A numerical representation of intellectual ability.

Q: A test may accurately predict for one group of students but not as accurately for another group, which results in this.

Q: When a test measures different constructs for people of different groups.

Q: When, as the result of discriminatory assessment, minority students are placed in dead-end educational or vocational tracts.

Q: Standardized norm-referenced assessment of cognitive abilities; the indirect measurement of the construct of intelligence.

Q: Case concerning students who were placed in a school for students with emotional disturbance without the benefit of nondiscriminatory assessment.

Q: Case involving administering tests in a language other than the child's native language.

Q: What is a manifestation determination and why would a student need one?

Q: What are the three levels at which PBS should be provided?

Q: List and define the direct observation techniques that can be used by school personnel.

Q: Anecdotal recording provides the basis for analyzing the ABCs of behavior. What are the ABCs?

Q: Mark and Joey are in the same math class. Mark was looking through his materials in his desk and was not attending to the work assigned by the teacher. Joey was working on his math class assignment and Mark began talking to Joey. Joey was distracted and was not able to redirect himself back to the task. The teacher reprimanded Joey. Mark laughed. Identify the ABCs of Joey and Mark's behavior.

Q: What are the characteristics that students may demonstrate in order to be found eligible under the category of emotional disturbance?

Q: How is a sociogram developed and what purpose does it serve?

Q: Discuss three issues that teachers should consider when administering questionnaires.

Q: Define the term tantrum in behavioral terms.

Q: What is the difference between a functional behavioral assessment and a functional behavior analysis?

Q: What are the manifestation determination requirements that must be met prior to a student's being disciplined?

Q: Historically speaking, discuss why federal legislation was passed to address students with behavioral problems.

Q: This assessment gathers data by encouraging the respondent to describe behaviors or situations where the behavior occurs with objective, narrative statements. A. Rating scale B. Checklist C. Interview D. Questionnaire

Q: This assessment is similar in content to a checklist, but the respondent indicates their response along a rating scale allowing for interpretation of extreme behavior. A. Checklist B. Rating scale C. Interview D. Questionnaire

Q: These events make a consequence more attractive. A. Establishing operations B. Setting events C. Antecedents D. Observations

Q: These assessments are used to analyze a student's feelings by what the student projects into the story card or other stimulus. A. Projective assessments B. Ecological assessments C. Assessments of attention disorders D. Rating scale assessments

Q: Janet entered the classroom and wandered around the room. Once the teacher redirected Janet to her seat, she sat down and began looking for her materials for class. The teacher began instruction and Janet continued to look through her things. As the teacher continued, Janet looked around the room and waved to her friend. Janet appears to have difficulty with: A. Academic achievement B. Vision C. Duration D. Latency

Q: Which of the following is not a projective assessment? A. Draw a person test B. Sentence completion test C. Apperception test D. Behavior rating profile test

Q: What type of observation is conducted when an evaluator orally asks the respondent the questions and encourages objective, detailed information. A. Rating scale B. Checklist C. Interview D. Questionnaire

Q: Lists of academic or behavioral skills that the respondent completes by checking the appropriate responses. A. Rating scale B. Checklist C. Interview D. Questionnaire

Q: The school guidance counselor comes into your room to observe Susan. The counselor notices that Susan spent 15 minutes of the 43-minute class time walking around the room. The counselor obtained these data by performing what type of observation? A. Latency observation B. Duration observation C. Anecdotal observation D. Interval observation

Q: The school psychologist completes an observation of Jean and determines that she engages in an off-task behavior, on average, every six minutes, which is recorded as A. Duration B. Interval C. Interresponse time D. Anecdotal

Q: Mrs. Tilger notices that Michael is constantly out of his seat. What data recording method should she use to determine how many times Michael gets out of his seat? A. Duration recording B. Latency recording C. Event recording D. Interval recording

Q: IDEA allows for students with behavioral issues to be suspended for a maximum of A. 10 days B. 15 days C. 20 days D. 25 days

Q: This theory is founded in the idea that behaviors are maintained or increased by the reinforcing events that follow the event or behavior. A. FBA theory B. Academic engagement theory C. Observational theory D. Behavioristic theory

Q: Judy, a young preschooler, has temper tantrums. With interventions, the tantrums continue but do not seem to be as intense or long. In order to determine if Judy's tantrums are truly decreasing in length, the teacher should use A. Latency recording B. Duration recording C. Anecdotal recording D. Magnitude recording

Q: Which of the following is a graphic representation of the social dynamics of a classroom? A. A graphic distribution B. A sociogram C. A social distribution graphic D. An ecological assessment

Q: Which of the following methods of data collection would be most useful in determining antecedents? A. Latency recording B. Anecdotal recording C. Duration recording D. Frequency counting

Q: Linda has difficulty with talking out in class at inappropriate times. In order to determine if this behavior occurs more during a specific time of day, the teacher decides to note each occurrence. Linda's behavior is being observed and recorded using which of the following methods? A. Event recording B. Latency recording C. Duration recording D. Time sampling

Q: Every five minutes during math class, the teacher notes when Helen is on or off task. Helen's behavior is being observed and recorded using which of the following methods? A. Anecdotal B. Latency C. Interval recoding D. Time sampling

Q: An event that occurs prior to a target behavior but not in the same exact environment as the target behavior is known as which of the following? A. Setting event B. Consequence event C. Negative event D. Related event

Q: An event that occurs prior to the target behavior that increases or decreases the probability of the target behavior occurring is known as which of the following? A. Antecedent B. Baseline C. Target behavior D. Consequence

Q: Direct observation enables the observer to note how often a behavior occurs and to establish which of the following? A. Consequences B. A baseline C. Target analysis D. Rapport for follow-up interview

Q: Prior to beginning a behavioral observation, which of the following must be determined? A. Replacement behaviors B. Positive rewards for appropriate behavior C. Target behavior D. Antecedents