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Special Education
Q:
Language programs that combine the systematic explicit teaching of reading with activities that incorporate the visual, auditory, tactile, and kinesthetic modalities are called:
A) Direct instruction programs.
B) Sensory awareness programs.
C) Multisensory structured language programs.
D) Implicit code instruction programs.
Q:
Parke is a first grader who struggles with math. When he gets frustrated, he provokes other children in class by hitting and biting. Before each in-class math assignment, the teacher calls Parke up to her desk and reminds him of how well he did on the previous assignment and shows him a graph of his improved grades. She provides him with a modified assignment and then has him sit with a math buddy. Parke's teacher reduces his undesired behavior by:
A) Providing positive reinforcement
B) Manipulating antecedents
C) Providing negative reinforcement
D) Using the Premack principle
Q:
Which of the following statements about Reading Mastery and Corrective Reading is true?
A) They incorporate student-led activities.
B) They are scripted for the teacher.
C) They are built on principles of implicit instruction.
D) They emphasize syntax and semantics as a way to decode text.
Q:
Which of the following best describes applied behavior analysis?
A) It explains how information is received, transformed, retrieved, and expressed.
B) It emphasizes the social nature of learning.
C) It focuses on identifying observable behaviors and manipulating the antecedents and consequences of behavior.
D) It deals with using strict classroom settings to improve student behavior.
Q:
Mr. Helmlinger teaches his students to read and spell several words that have common spelling patterns (e.g., tone, phone, cone, bone). What approach or technique is he using in his instruction?
A) The linguistic approach
B) The sight word approach
C) Emphasis on the word's context for decoding
D) Implicit instruction
Q:
Describe four features of designing and delivering effective instruction for students of different instructional needs.
Q:
What strategy would be best to use when readers want to cross-check their pronunciation and monitor their comprehension of text they are reading?
A) Phonics analysis
B) Onset-rime
C) Structural analysis
D) Syntax and semantics
Q:
IDEA requires that an IEP be developed for each student with special educational needs. Describe the role of the multidisciplinary team.
Q:
What syllable type is the first syllable in magnet?
A) Open (CV)
B) Vowel-consonant-e (CVCe)
C) Closed (CVC)
D) Vowel team (CVVC)
Q:
Briefly explain the components of RTI.
Q:
Mrs. Rutgers teachers her eighth-grade struggling readers to break apart words into their morphemes and try to identify specific affixes and root words. What decoding strategy is she teaching her students?
A) Onset-rime
B) Semantic analysis
C) Structural analysis
D) Automatic word recognition
Q:
What are some benefits of using RTI over the IQ-achievement discrepancy method as a way to identify and instruct children with learning difficulties?
Q:
Ms. Ruiz tells Mike to look at other words with the same ending to figure out a new word. What strategy does Ms. Ruiz want Mike to use?
A) Phonic analysis
B) Structural analysis
C) Syntax and context
D) Onset-rime
Q:
Describe four ways in which special education differs from regular education.
Q:
Floyd encounters an unfamiliar word in his eighth-grade social studies textbook. What would be a good first strategy for him to use in decoding the word?
A) Segment the word into individual sounds
B) Make use of context
C) Divide the word into morphemes (meaning parts)
D) Use onset-rime
Q:
All of the following choices are ways to increase opportunities for student response in the classroom EXCEPT:
A) Using choral responding
B) Using independent responding
C) Limiting teacher talk
D) Providing increased opportunities for independent seat work
Q:
Which of the following words would be best learned with a sight word strategy?
A) Have
B) Make
C) Crack
D) Made
Q:
Mr. Harris explains to the students how they should work in pairs. First, he models what he would like them to do and then explains four different activities in a row. Throughout his 30-minute explanation, he provides several examples. He prompts them to listen by saying, "Settle down, pay attention please. We have a lot to get through today." He becomes frustrated when his students fidget and lose attention. He could improve his instruction by:
A) Providing scaffolding and further modeling.
B) Limiting teacher talk and increasing opportunities for student response.
C) Writing the instructions on the board as he talks.
D) Prompting students to listen before each example.
Q:
Johnny tries to write the word bed but writes it incorrectly. Given the closeness of certain vowels in the vowel space, what would be the most likely mistake?
A) Bade
B) Bood
C) Bide
D) Bad
Q:
To what does the term "quick pacing" refer?
A) Increasing the amount of material covered and the speed of instruction to help struggling students catch up with their peers.
B) Instructing at a manageable pace for students while taking full advantage of every minute of instruction.
C) Increasing the amount of teacher instructional time while decreasing time for student response.
D) Providing students with sufficient practice so that they can respond to teacher prompts quickly and without hesitation.
Q:
Which of the following pairs of letters represents a single phoneme?
A) pr
B) ch
C) st
D) gr
Q:
Which of the following choices refers to the use of a variety of grouping practices that change depending on the goals and objectives for the lesson?
A) Scaffolding
B) Individualizing instruction
C) Curriculum-based measurement
D) Flexible grouping
Q:
Which of the following words has a consonant digraph?
A) Chin
B) Fin
C) Cram
D) Hot
Q:
Mrs. Jones is a new teacher who is introducing multiplication for the first time to her students. She begins by asking a couple of students what their favorite numbers are. One student says 2 and another says 12. Mrs. Jones shows them how to multiply numbers by 2 and then shows them how to multiply numbers by 12. Her students are confused because her teaching is not:
A) Systematic
B) Explicit
C) Concrete
D) Adapted
Q:
The sounds /sp/ and /st/ are examples of:
A) Consonant digraphs.
B) Continuant digraphs.
C) Consonant blends.
D) Phonemic segments.
Q:
Spencer is in the eighth grade and can read fourth-grade texts independently but struggles to understand more advanced level texts. The reading specialist works with Spencer in a small group to read sixth-grade level texts. When the teacher guides Spencer to read slowly, paraphrases after each paragraph and asks questions when he does not understand, Spencer can successfully answer sixth-grade comprehension questions. Based upon this information, what is Spencer's zone of proximal development for reading?
A) At the fourth-grade level
B) At the sixth-grade level
C) Between the fourth- and sixth-grade level
D) Between the fourth- and eighth-grade level
Q:
Which of the following words has a nasal sound?
A) Cat
B) Plan
C) Crazy
D) House
Q:
What are instructional and curricular adaptations?
A) Working with a variety of professionals to maximize student progress
B) A variety of grouping practices that change depending on the goals and objectives for the lesson
C) Accessing resources, collaborating with other professionals, and integrating technology
D) Making learning visible and explicit; using clear, simple language; breaking a task or activity into steps; and providing multiple ways of demonstrating learning
Q:
The sound /p/ is an example of a:
A) Voiceless stop.
B) Voiced stop.
C) Voiceless continuant.
D) Voiced continuant.
Q:
Designing instruction refers to:
A) Using effective, research-based instructional practices when teaching.
B) Ongoing assessment.
C) Using student data to plan for effective instruction.
D) Writing benchmarks and long-term goals on the IEP.
Q:
Which of the following sounds are voiced?
A) /s/
B) /f/
C) /p/
D) /d/
Q:
Which of the following techniques could be used to measure reading fluency?
A) Have students read a passage and time how long they go before making 5 errors.
B) Have students read a passage as fast as they can.
C) Have students read 100-word passages from the reading curriculum and graph fluency rates across time.
D) Have students score how they feel they performed while reading a particular passage.
Q:
Which of the following words has a continuant sound?
A) Fin
B) Pea
C) Weird
D) Wild
Q:
Which of the following choices is NOT a standard use for a progress graph?
A) Silent reading rate
B) Speed in completing math facts
C) Percentage of questions answer correctly for an assignment
D) Students' grades in core subjects
Q:
The ability to blend and segment sounds in words can be all of the following EXCEPT:
A) Phonemic awareness.
B) A phonological skill.
C) A metalinguistic skill.
D) Morphemic awareness.
Q:
Mr. Goodenough teaches an eighth-grade language arts class. He has collaborated with the special education teacher to measure the reading fluency of four students in his class who struggle with reading. Each week, they use 100-word passages from the reading curriculum and record fluency rates over time. This type of performance measure is called a:
A) Curriculum-based measurement.
B) Progress chart.
C) Learning log.
D) Weekly portfolio.
Q:
What kind of assessments compare a student's performance to other students of the same age or grade?
A) Curriculum-based measures
B) Informal assessments
C) Formal assessments
D) Norm-based assessments
Q:
An IEP is one example of a:
A) Progress chart.
B) Performance record.
C) Curriculum-based measurement.
D) Progress monitoring tool.
Q:
What kind of assessments are used to allow the teacher to regularly monitor the progress of students to determine whether their progress is on track or whether the teacher needs to make adjustments?
A) Standardized assessments
B) Diagnostic assessments
C) Norm-based assessments
D) Progress-monitoring assessments
Q:
Which is used to record student progress across a set of skills or knowledge and for a significant length of time?
A) Progress chart
B) Progress graph
C) Curriculum-based measurement
D) Performance record
Q:
What is the onset for the word split?
A) sp-
B) spl-
C) -it
D) -lit
Q:
Self-monitoring procedures have been used for students who have learning and behavior problems by providing all EXCEPT which of the following choices?
A) Prompts to remind the student to self-monitor
B) Lower expectations for students who self-monitor
C) Encouragement to self-monitor
D) Modeling for how to self-monitor
Q:
Which of the following accurately describes phonemic awareness?
A) Rhyming and alliteration
B) Sentence segmenting
C) Segmenting, blending and manipulation of phonemes
D) Segmenting, blending and manipulation of syllables
Q:
Which of the following choices is the most accurate statement regarding the instructional cycle?
A) The instructional cycle refers to the process of teaching a particular concept, and then asking questions to check for understanding.
B) The instructional cycle refers to the process of setting instructional goals, planning instruction, providing instruction, evaluating, and modifying instruction.
C) The instructional cycle should be used in an inflexible way; once a lesson has been planned, it is important not to make changes during the lesson.
D) The instructional cycle refers primarily to the beliefs and attitudes of the teacher, which should be considered when planning for instruction.
Q:
Which of the following refers to the way in which the sounds of our language map to print?
A) Onset-rime
B) Alphabetic principle
C) Phonological awareness
D) Syllable segmentation
Q:
Each week, Mrs. Komentski reviews Charlie's IEP objectives with him. They use a progress chart to record Charlie's progress with knowledge of math facts. By engaging Charlie in the monitoring of the progress towards his annual goals, Mrs. Komentski is hoping to improve Charlie's:
A) scaffolding.
B) zone of proximal development.
C) self-determination.
D) behavioral support.
Q:
Which word would be the easiest for a child to read by blending the sounds?
A) Clap
B) Hot
C) Tapped
D) Strike
Q:
Self-determination refers to:
A) An individual's motivation to succeed.
B) An individual's ability or opportunity to make important decisions about his or her own life.
C) An individual's optimism about the future.
D) An individual's emotional well-being.
Q:
Mr. Pieter says each individual sound in a word (e.g., /s/, /p/, /l/, /i/, /t/) and his students try to identify the word and say the word out loud. This activity is called:
A) Segmenting.
B) Blending.
C) Structural analysis.
D) Syllabification.
Q:
Carla has the following goal on her IEP: "Carla will improve her reading by the end of the year." Based on that, which of the follow statements is FALSE?
A) It is not measurable.
B) It does not state the criterion of mastery.
C) It does not include the circumstances under which the behavior will take place.
D) It states what Carla can reasonably achieve in a year.
Q:
Which of the following activities is representative of phonemic awareness?
A) Clapping words in a sentence
B) Clapping syllables in words
C) Blending sounds in words
D) Recognizing the letter A
Q:
Which of the following is NOT true about an IEP goal?
A) An IEP goal can address academic needs.
B) An IEP goal can address social-emotional needs.
C) An IEP goal can address functional needs.
D) An IEP goal should not be specific.
Q:
Mrs. Horowitz says multisyllabic words and asks her students to clap the number of syllables in the words. This activity targets:
A) Phonological awareness.
B) Letter-sound correspondence.
C) Phonics.
D) Decoding.
Q:
According to IDEA, when must parents be informed of their child's progress towards goals?
A) When report cards are issued for all students
B) Once a year
C) Twice a year
D) Three times a year
Q:
Mr. Argent teaches his kindergarten students to recognize different sounds within a word. He says a word (e.g., bag) and the students say each sound in the word separately (e.g., /b/ /a/ /g/). In this activity, the students are practicing:
A) Blending.
B) Segmenting.
C) Discrimination.
D) Alliteration.
Q:
Which of the following is NOT required as part of an individualized education program?
A) The student's IQ score
B) Annual goals
C) The extent to which the student will not participate in general education classes
D) When services begin, frequency, location, and duration of services and modifications
Q:
Which of the following words has three phonemes?
A) Ship
B) Great
C) It
D) Split
Q:
At minimum, how often must an IEP be reviewed by the IEP team?
A) Monthly
B) Bi-annually (two times a year)
C) Annually
D) Every three years
Q:
Miss Walsh asks her students to line up in groups by the sound of the beginning of their first name. This activity provides practice in:
A) Phonological awareness.
B) Phonics.
C) Segmenting.
D) Blending.
Q:
Within the RTI model, assessments used for progress monitoring should be all EXCEPT which of the following choices?
A) Quick and easy to administer
B) Related to important classroom skills needed for academic success
C) Related to important classroom skills needed for behavioral success
D) Tied directly to the general education curriculum
Q:
Which of the following skills is associated with phonological awareness?
A) Segmenting or manipulating syllables
B) Reading fluently
C) Comprehending text
D) Sight word recognition
Q:
There are many models or frameworks for implementing RTI, such as:
A) Individualized education programs
B) State-wide standardized assessment
C) A problem-solving model using research-based practices or a standardized approach using research-based interventions
D) Progress monitoring
Q:
Which of the following is NOT a typical trait of poor readers?
A) They have difficulty with efficient memory processing.
B) They do not automatically monitor their comprehension.
C) They can read quickly but are unable to process the information at the same pace.
D) They do not engage in strategic behavior to restore meaning when there is a comprehension breakdown.
Q:
Within the RTI model, a student who responds poorly to intervention may be referred for further evaluation and considered for:
A) Special education.
B) Tier 1 instruction.
C) Progress monitoring.
D) Systematic instruction.
Q:
Which of the following does NOT influence our understanding of the text that we read?
A) Prior knowledge
B) Ability to decode
C) The level of the text
D) The size of the text
Q:
Within the RTI model, the purpose of screening measures is:
A) To monitor a student's progress on a weekly basis.
B) To provide an in-depth analysis of the student's strengths and weaknesses.
C) To help teachers pinpoint where a student is having difficulties.
D) To determine a student's eligibility for special education.
Q:
Mr. Tamberion is a first-grade teacher who has several students with language difficulties in his classroom. What are two activities that parents can do with their child to assist their children in expanding their vocabulary knowledge?
Q:
Which of the following illustrates that Sergio has an IQ-achievement discrepancy that may be used to indicate that he has a learning disability?
A) Sergio's scores on an IQ test are higher than his scores on a standardized achievement test.
B) Sergio's scores on a standardized achievement test are higher than his scores on an IQ test.
C) Sergio's scores on two different IQ tests are significantly different.
D) Sergio's scores on an IQ test are average but he is performing poorly in class.
Q:
Within the RTI model, how does speech/language intervention differ from the traditional (e.g., clinical/medical) model of service delivery?
Q:
All of the following are concerns about using IQ-achievement discrepancy as a measure of identifying learning disabilities EXCEPT:
A) The discrepancy is difficult to determine with young children.
B) IQ tests provide little information to assist teachers in improving or modifying their instruction.
C) Formal IQ and achievement tests are expensive to administer.
D) Many young children ages 5"7 do not benefit from prevention programs.
Q:
What are some important considerations to keep in mind when providing instruction for students who speak English as a second language?
Q:
The most frequently suggested alternative to traditional IQ-achievement discrepancy approaches for identifying students with learning disabilities is:
A) ABA
B) IEP
C) RTI
D) IDEA
Q:
Explain expansion and elaboration and how they are used.
Q:
All of the following about RTI are true EXCEPT:
A) RTI is the frequently suggested alternative to traditional IQ-achievement discrepancy approach.
B) RTI involves a data collection system that informs decision-making.
C) RTI typically involves a single-tiered system of interventions.
D) RTI involves ongoing progress monitoring.
Q:
Name some effective strategies to consider when presenting a new language concept or skill.
Q:
What percentage of students with specific learning disabilities spend at least 80 percent of the day in a regular education classroom?
A) 12 percent
B) 28 percent
C) 59 percent
D) 62 percent
Q:
Mr. Hinton creates a barrier game for his students to work in pairs. Each pair sits facing each other with a barrier (large piece of cardboard) between them. One student has a picture and the other student has a blank piece of paper. The student with the picture has to describe it while the other student draws. Which of the following choices would NOT be considered a language goal for this activity?
A) Listening to directions
B) Asking for clarification
C) Giving directions
D) Forming complete sentences
Q:
Which of the following choices does NOT demonstrate the importance of inclusion for students with learning and behavior problems?
A) Students want to be successful in the general education classroom with age-similar peers.
B) The vast majority of students with learning disabilities and behavior problems profit from extensive time in the general education classroom when instruction and behavior supports meet their needs.
C) They require more intensive academic support in their area of need.
D) Inclusion in the general education classroom has been linked to better grades in core subjects.
Q:
Mrs. Moore's class was learning about the skeletal system and discovered where the smallest bone in the body is located. Students were instructed to ask their parents if they knew where it was. This is an example of
A) Response to intervention.
B) Using newly learned language concepts in a variety of environments.
C) A scavenger hunt.
D) Second language acquisition.
Q:
The latest reauthorization of IDEA (2004) mandates that:
A) All students with IEPs must be education in inclusive settings.
B) All students should be educated in the least restrictive environment possible.
C) General education teachers must be able to accommodate any student with any disability.
D) Instruction in self-contained settings is forbidden.