Q&A Hero

Q: Which of the following is an assessment that utilizes multiple components to determine the specific purpose of targeted behaviors? A. A functional behavioral assessment B. A replacement behavioral assessment C. A behavioral intervention assessment D. A behavior intervention plan

Q: Which of the following is designed to increase positive behaviors and decrease negative behaviors? A. A functional behavioral assessment B. Replacement behaviors C. A behavioral intervention plan D. All of the above

Q: Which of the following must be conducted to determine if misbehaviors are related to a child's disability? A. An IEP B. A transition plan C. A behavior intervention plan D. A manifestation determination

Q: Special education teachers are the only teachers required to participate in an FBA.

Q: IDEA requires the use of positive behavior supports for students at the school-wide level only.

Q: Academic engaged time is how long a student is required to be in class.

Q: Drawing tests assess a student's feelings about what they perceive is happening in a picture.

Q: When the total learning environment is assessed to determine if there are factors that contribute to the behavior, it is called ecological assessment.

Q: When a child has been sent from the classroom for misbehavior and the child feels relief, the function of the target behavior is escape.

Q: Checklists, questionnaires, and parent interviews are techniques that require assessment personnel to conduct direction observation of behavior.

Q: Robert's Apperception Test for Children is an example of a test that requires students to create stories about specific picture cards.

Q: Projective techniques are used to assess the student's feelings when shown various stimuli.

Q: Latency recording measures the amount of time elapsed between the specific stimulus and the actual response.

Q: Read the following scenario. Complete an analysis of the scenario and identify the highlighted phrases or words behaviorally. A middle-school student has begun arguing and getting into fights during unstructured times during the school day. You observe that nobody seems to provoke the student, but rather the student becomes argumentative whenever another student jokingly touches or comes near the target student. The result of the student's problematic behaviors is that the student who was jokingly touching or coming near the target student backs away and leaves the target student alone. The target student seems to be happier during structured times with adult supervision. Upon questioning the target student, you learn that his older brother has been hitting the target student when the parents are not at home. Present your analysis here:

Q: Students display many varieties of behaviors during a school day. When a specific behavior is identified as problematic requires intervention, it is referred to as ___.

Q: Assessment reveals that a student's continued calling out during class time is a strategy used by the student to gain the teacher's attention. Assessment that identifies the reason(s) for a particular behavior is known as ___.

Q: Assessment techniques such as completing sentence stems and drawing pictures of a house or person are called ___.

Q: Mrs. O"Connor questions Martin, one of her third-grade students, after she breaks up a playground fight he initiated. Martin is quite upset and tells Mrs. O"Connor that his parents were fighting that morning before school and he witnessed his father shoving his mother. This incident may be referred to as the ___ of Martin's behavior on the playground.

Q: The evaluation of the information collected in question 7 is called ___.

Q: Although much information can be obtained from norm-referenced standardized assessments, in order to analyze a student's progress and productivity in a curriculum, ____ should be collected and evaluated.

Q: A test that requires the psychologist to analyze story responses a student gives when shown specific picture cards is called a(n) ___.

Q: Mr. Dodd and other school personnel have observed Cal's off-task behavior in several settings. In assessing Cal's overall school performance with a particular focus on behavior, the school psychologist might administer a(n)___ to measure Cal's distractibility and sustained focused attention.

Q: Mrs. Elliott notices that Bryan has not been able to complete class work in the amount of time allotted. All other students in the class usually finish within the time frame expected. Bryan also seems to take more time preparing to begin assignments than his classmates. To establish a baseline about this specific behavior, Mrs. Elliott will need to record the __ time between the time she issues the assignment and the time Bryan begins to work.

Q: Mr. Malapati writes down information about a student's behavior that he will later analyze for antecedent, behavior, and consequence. He has used ___ as part of a functional behavioral assessment.

Q: Information about a student's behavior can be obtained by questioning persons who work with that student. However, in order to determine what behavior occurs in a specific environment, the method of ___ will need to be used over multiple sessions.

Q: Ms. Lancaster wants to determine the exact number of times Lindsay inappropriately leaves her seat. Ms. Lancaster needs this information before she can begin an intervention. Her initial data collection is referred to as the ___.

Q: Who are the academic "stars"?

Q: Which students seem to be the most socially popular?

Q: Which students appear to be in cliques or groups?

Q: Which students seem to be isolated from their peers?

Q: Which students have made mutual choices?

Q: Analyze the interval recording data. How often is the student on task?

Q: Analyze the latency recording information.

Q: Analyze the anecdotal recording. What are the antecedents, behaviors, and consequences?

Q: What additional important information was obtained in the functional interview?

Q: Analyze the observations of Jessica's behavior for antecedent, behavior, and consequence.

Q: This is the first score to be calculated and is used to determine standard scores. A. Raw score B. Percentile rank C. Scaled score D. Composite score

Q: The most important step for teachers learning new diagnostic instruments is which of the following? A. Careful planning of the testing session. B. Meeting with the parents before the testing. C. Becoming familiar with the correct responses. D. Becoming familiar with the test manual and test.

Q: The percentile ranking of a student on a standardized diagnostic test indicates which of the following? A. The student has been ranked according to the performance of other students in the national norm group B. The student performed as well as the percentile group C. The student is below the percentile stated D. The student has performed in the expectancy range

Q: Which of the following indicates when diagnostic instruments may be used? A. Once every three years B. Before each annual review C. To determine if exit criteria are met D. When additional information is needed about a student's skills

Q: When a student who has had significant difficulty has been assessed and it is determined that the level of curriculum is too difficult, the student may have been receiving instruction at which of the following levels? A. Mastery B. Instructional C. Failure D. Achievement

Q: In determining significant difference between scores, a significant difference at the .05 level indicates which of the following? A. There is a 5% chance that the difference is significant. B. There is a 95% chance that the difference is due to error. C. There is a 5% chance that the difference is due to error. D. There is a difference of 5% between the scores.

Q: Which of the following assessments compares a student's performance to that of same age/grade peers? A. Curriculum-Based Measurement B. Curriculum-Based Assessment C. Norm-Referenced Assessment D. Standardized Assessment

Q: Which of the following assessments is aligned to the NCTM standards? A. Test of Mathematical Abilities B. Key Math C. Peabody Individual Achievement Test D. Kaufmann Test of Educational Achievement

Q: Area of cognitive development or ability thought to be evidenced by certain behaviors or skills. A. Domain B. Subtest C. Achievement test D. Aptitude test

Q: This score is used as another measure to determine ongoing progress. A. Grade equivalent B. Age equivalent C. Growth scale value D. Significant level

Q: These tests measure how well students adapt to different environments. A. Adaptive behavior scales B. Achievement tests C. Aptitude tests D. Diagnostic tests

Q: What term defines utilizing language skills in speaking or writing?A. Receptive languageB. Expressive languageC. Written languageD. Spoken language

Q: What term refers to a student using inner language concepts and applying them to what is heard? A. Receptive language B. Expressive language C. Written language D. Spoken language

Q: Evaluates the types of errors students made while attempting to complete a task.A. Item-level error analysisB. Within-item error analysisC. Diagnostic analysisD. Screening analysis

Q: Evaluating the types of items answered correctly with the types of items answered incorrectly. A. Item-level error analysis B. Within-item error analysis C. Diagnostic analysis D. Screening analysis

Q: Brief tests containing items that survey a range of skill levels, domains, or content areas. They are typically used to determine weak areas. A. Diagnostic test B. Achievement test C. Aptitude test D. Screening test

Q: These tests are designed to measure what the student has learned. A. Diagnostic test B. Achievement test C. Aptitude test D. Screening test

Q: These tests are used to obtain further information about a specific skill or area of academic achievement. A. Diagnostic test B. Achievement test C. Aptitude test D. Screening test

Q: Composite scores are the scores that are used to compare a student against a grade/age norm.

Q: Many assessments have multiple versions (e.g., A and B) in order to allow students to be assessed multiple times in a fairly short amount of time.

Q: The WIAT provides two ways of determining disabilities (1) traditional ability-achievement discrepancy and (2) evaluating patterns of strengths and weaknesses.

Q: The Peabody Picture Vocabulary Test is a measure of expressive language.

Q: When administering a norm-referenced test, all subtests must be administered according to the standardized directions.

Q: Aptitude tests are designed to measure what a student has learned.

Q: When using diagnostic assessment instruments, it is important to keep in mind that research has indicated that grade level equivalencies may not be consistent with grade placement in school.

Q: Expressive language skills are used in speaking and writing.

Q: One of the problems incurred when attempting to assess content subject areas such as social studies with norm-referenced instruments is that the content of the instrument may not match the curriculum to which the student has been exposed.

Q: Screening tests are appropriate to use for placement and eligibility decisions.

Q: This vocabulary test was co-normed with the PPVT-4.

Q: This vocabulary assessment asks the student to name pictures or provide synonyms.

Q: This test includes measures for rapid naming.

Q: This academic achievement test includes many multiple-choice items that may encourage guessing.

Q: This achievement test includes a Language Composite that measures both expressive language and receptive listening skills.

Q: These academic achievement instruments were co-normed with their cognitive assessment instruments.

Q: This test provides cluster scores and individual subtest scores.

Q: This diagnostic test would not be used to assess complex calculus skills or other college- level math.

Q: This diagnostic test may be used in the very early grades to assess the cognitive abilities and functions required for reading.

Q: This test has standard and supplemental batteries.

Q: This test, which provides a model of performance in reading, offers a diagnostic look at reading without necessitating the administration of an entire achievement battery.

Q: This diagnostic mathematics test is normed for students through the grade skill levels of twelfth grade.

Q: Are designed to measure strength, talent, or ability in a particular domain or area.

Q: When informal methods and classroom interventions do not seem to have effective results, a teacher may need additional assessment information. This information can be provided by using _____ to compare the student to national average performance.

Q: A student's classroom performance in reading is inconsistent. Her teacher is not certain that he has identified where her performance is breaking down. In order to obtain more specific and in-depth information about this student's reading skills, he might use a different ___.

Q: A broad-based instrument that samples a few items across the domains of a curriculum is called a(n) ___.