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Special Education
Q:
Self-determination skills are commonly taught through all of the following EXCEPT
a. Direct instruction
b. Counseling
c. Modeling
d. Role playing
Q:
Self-determination is defined as
a. Learning how to speak up for yourself and your beliefs.
b. The ability to determine if another person is acting in ones self-interest.
c. A set of skills that includes being able to access resources and express one's needs and preferences in order to achieve desired outcomes.
d. Learning how to make your own decisions about your own life and future.
Q:
Schools are required to provide evidence that
a. Vocational assessments have been conducted
b. The student has been invited to the IEP in which transition services will be discussed
c. Representatives from participating agencies attended the transition planning meeting
d. All the above
Q:
What are the two types of transition assessments?
a. Open and closed
b. Formal and informal
c. Closed and formal
d. Open and informal
Q:
Student with disabilities are less likely to
a. Drop out of high school
b. Attain competitive employment after high school
c. Be exposed to risk factors associated with school failure
d. None of the above
Q:
Challenges yet to be addressed in current transition programs include
a. Narrowing of curriculum, limited access to postsecondary education, and lack of collaboration
b. Narrowing of curriculum, lack of collaboration, and lack of legal mandates
c. Limited access to postsecondary education, lack of collaboration, and lack of legal mandates
d. None of the above
Q:
The purpose of transition planning, a collaborative effort between a student, his/her parents and teachers, and adult agencies, is to:
a. Improve the perception of consultation among participants
b. Improve the student's academic functioning
c. Improve the student's postsecondary outcomes
d. All the above
Q:
The transition planning process involves making decisions about
a. Living arrangements
b. Further schooling
c. Career choices
d. All of the above
Q:
What is the Office of Civil Rights and Office of Special Education Programs statement on serving students with ADHD?
Q:
Compare and contrast "differentiated instruction" and" tracking."
Q:
What is a systematic approach that a consultant can employ when conducting an assessment for the purpose of special education eligibility determination? Identify and describe the different components to this process.
Q:
What are some causes of learning problems that consultants can help improve?
Q:
At what point does a school psychologist or other pupil personnel staff member need to gather parental permission to continue his assessments?
Q:
As mentioned in the chapter, how can study skills be taught?
Q:
Describe four strategies for differentiating instruction (adaptive instruction) to promote a good instructional match.
Q:
The Functional Assessment of Academic Behavior (FAAB) includes a series of observations and interviews that a consultant utilizes in order to gather information on 11 characteristics of effective instruction. Identify these characteristics.
Q:
Define academic skill problem and identify the three ways in which it can be addressed.
Q:
The Sheltered Instruction Observation Protocol (SIOP) is considered an evidence-based and popular approach to teaching English Language Learners (ELLs). List and define the eight characteristics of SIOP that are essential to a lesson for ELLs.
Q:
Dramatic improvements in the achievement gap between white and African American and Latino students have been made in recent years.
Q:
Empirical observations may include counting how many times a behavior occurred.
Q:
When supporting or providing instruction to ELLs with limited vocabulary and background knowledge, it is important to teach comprehension strategies that will encourage them to read more widely.
Q:
According to the National Association of School Psychologists, school psychologists must have written parental permission to observe a student in his classroom.
Q:
School personnel such as school psychologists can recommend and require that students with ADHD be treated with medication.
Q:
Differentiated instruction and adaptive instruction are basically the same concept.
Q:
Students cannot be taught to study more efficiently.
Q:
Instructional match is based on the concept of zone of proximal development in which the material is matched to a student's skills.
Q:
An effective adaptive instructional strategy includes teaching or modifying instruction according to a student's learning style (i.e visual, kinesthetic, auditory, left-brain etc.).
Q:
Academic learning time is a strong predictor of academic success.
Q:
An effective strategy for teaching English Language Learners is
a. Total immersion with little to no use of their first language
b. Avoid drawing parallels between their first and second language, like words that look the same, because it will further confuse them
c. Minimize the amount of time ELLs speak and maximize the amount of time native English speaker's model speaking English well
d. Judge students' answers based on content, not English grammar and pronunciation
Q:
If the referral is for a three-year reevaluation of a special education student (i.e., triennial) the psychologist conducting the assessment
a. Does not need parental permission
b. Should begin with testing, because there is no need for observation or review of records
c. Should want to determine whether the IEP has produced the desired results
d. Should re-administer all the same tests that initially qualified him for special education to see if his relative standing has changed with time.
Q:
The suggested way to proceed with assessing a student for a disability is:
a. Interview, Review, Observe, Test
b. Curriculum-based tests followed by norm referenced tests
c. Interview, Observe, Test, Interview
d. Review, Interview, Observe, Test
Q:
One of the What Works Clearinghouse suggestions for assisting students with ADHD is
a. Provide explicit, structured and high quality instruction matched to the student's learning style (probably kinesthetic)
b. Increase the amount of time the student has to take a test
c. Provide behavioral interventions
d. All of the above
Q:
VanDerHeyden and Witt (2008) found that _______________ of students identified as having academic learning problems actually had performance, not skill, deficits.
a. 35% to 50%
b. 7% to 15%
c. 27% to 50%
d. 50% to 65%
Q:
Critical pedagogy and Critical Race theory
a. Have little to no influence in teacher preparation programs
b. Are widely supported by scientific research
c. Explains the underachievement of culturally and linguistically diverse students
d. Is inconsistent with RtI practices
Q:
The "fourth grade slump" and the "8th grade cliff" describes
a. The phenomenon that the rich get richer, and the poor get poorer
b. The reading patterns of English Language Learners
c. Tier 2 interventions for struggling readers
d. The achievement gap between the different races
Q:
A "won"t do" compared to "can"t do" describes
a. A performance versus a skill deficit
b. One of the hypotheses Daly et al. (1997) suggested testing to determine the cause of a learning problem
c. A student whose academic problem is due to a lack of motivation
d. All of the above
Q:
Differentiated instruction includes ______________________________.
a. heterogeneous cooperative learning groups.
b. various scaffolding techniques.
c. previewing and reviewing content
d. All of the above.
Q:
The Matthew effect
a. Describes the increase in average scores on intelligence tests around the world with each re-standardization
b. Suggests the likelihood of a teacher implementing a consultant's suggestion is proportional to the number of suggestions offered
c. Includes the observation that skilled readers get more skilled over time, while poor readers fall further and further behind
d. Is erroneously and commonly thought to be best practice.
Q:
Teaching students in a way that is consistent with their learning style
a. Includes using many verbal prompts when teaching students with auditory deficits
b. Is an excellent strategy regardless of the skill or content to be taught
c. Is an evidence based practice
d. Is erroneously and commonly thought to be best practice.
Q:
The popular belief that teachers need to teach student according to their specific modality is known as:
a. Aptitude-by-Treatment interactions
b. Instructional match
c. Cognitive emphasis
d. Relevant practice
Q:
The evidenced based approach to teaching English Language Learners (ELLs) which emphasizes building background knowledge and vocabulary is known as:
a. Academic learning time (ATL)
b. Learning Styles (LS)
c. Common Core Standards (CCS)
d. Sheltered Instruction Observation Protocol (SIOP)
Q:
Instruction that requires students to explain how they came up with their answers is an example of instruction that includes
a. Relevant practice
b. A cognitive emphasis
c. Instructional match
d. All of the above
Q:
A ___________________________ is a method by which a consultant gathers information through interviews and observations on the characteristics of effective instruction.
a. Functional Assessment of Academic Behavior (FAAB)
b. Functional Behavior Assessment (FBA)
c. Survey Level Assessment
d. Psychoeducational Assessment
Q:
Academic learning time is defined as
a. Percent of time devoted to teaching academic content
b. Amount of time a student is actively engaged in academic content with at least 80% accuracy.
c. Amount of time a student is interacting with the curriculum.
d. Percent of time student independently produces academic responses.
Q:
Burns, Riley-Tillman and VanDerHeyden suggest consultants should treat low academic skills as a classwide problem when ______________________________.
a. one fourth of the class falls in the frustration range
b. 2/3 of the class falls in the instructional range
c. the median score on fall and winter benchmarks for the class fall in the frustration range.
d. a hand full of students are in the frustrational range.
Q:
The primary goal for assessing academic problems is
a. To identify students who are eligible for special education
b. To identify the underlying cause of the problem
c. To hold school personnel accountable for students' outcomes
d. To identify academic interventions.
Q:
An initial response to an academic learning problem may be addressed in all of the following ways EXCEPT:
a. increase the student's skill
b. refer to special education evaluation
c. provide instructional support
d. decrease or modify teacher's expectations
Q:
An "academic learning problem" is defined in this chapter as
a. A mismatch between a student's developing skills and the teacher's expectations
b. Below the 25th percentile on a standardized test
c. Basic or far below basic on the state-wide test
d. All of the above
Q:
What are ways that a consultant can help a teacher with classroom management strategies?
Q:
What is School Wide Positive Behavior Support, and how can a consultant be able to help implement this at a school?
Q:
What are some steps that should be conducted by a consultant when conducting an FBA?
Q:
The end of a consultant's Functional Behavioral Assessment should answer what questions?
Q:
What is the difference between diagnosis and intervention under IDEA and under the DSM-V?
Q:
How can consultants assist in helping students with Traumatic Brain Injury?
Q:
Why are parents with children with ASD more likely to sue than any other parents with a child with a disability? What are ways to help facilitate a better relationships between these parents and the school
Q:
What is the relationship between a pro-social student and a student with social, emotional or behavioral problems? How can this relationship be better facilitated?
Q:
Name the 3 assumptions to a functional understanding of behavioral problems, and why consultant takes this approach.
Q:
A response cost is when a teacher administers a consequence for a maladaptive behavior in the form of removing one of a pre-specified number of chances to misbehave.
Q:
One effective strategy to promote positive behaviors in students is to provide general praises to the students, such as "good job" and "way to go."
Q:
Applied Behavioral Analysis is the deliberate manipulation of variables believed to be controlling the target behavior.
Q:
A student with ADHD can potentially be covered under 504, or IDEA under OHI, if the child is adversely affected by ADHD symptoms, even with reasonable accommodations.
Q:
Emotional disturbance is covered under IDEA (2004), while social maladjustment is not.
Q:
School climate can be determined by observing one teacher in one classroom.
Q:
The Coercive Pain Control cycle begins when a child does not comply with a demand because previously there has been no consequence for ignoring a demand.
Q:
One way that a consultant can help parents with children with social, behavioral and/or emotional problems is to provide parent training that target parent consistency, interactions and emotional communication skills.
Q:
Autism Spectrum Disorder
a. Has been decreasing in prevalence over the past 10 years.
b. Occurs more among boys
c. Can be identified as early as 2 years of age
d. Is always associated with impaired intelligence.
Q:
A manifestation determination is conducted by an IEP team to determine if the infraction:
a. Was caused by the disability of the child.
b. Against the law.
c. Was caused by peer pressure
d. Constituted bodily harm
Q:
Some reasons that behaviors occur are "within child" such as health issues, mental illness and ________________.
a. Parental fighting in the home
b. Motivation (or lack of)
c. Socio-economic-status
d. If parents are married or divorced.
Q:
Positive child-teacher relationships encourage students to:
a. Internalize the teacher's values about school and school work
b. Increase their capacity to "Free think" and work creatively.
c. Talk to their parents more about school
d. Increase the amount of work they get done in a day.
Q:
The two ecological systems that consultants need to be cognizant of are family and community and _____________.
a. Classroom and Schools
b. School districts and socio-economic status
c. Community and ethnicity
d. Consultants and teachers
Q:
Describe 7 broad area of competence consultants should develop.
Q:
Name and describe five areas of potential conflict of interest for consultants.
Q:
Koocher and Keith-Spiegel designed a problem solving model to assist consultants in determining if and ethical violation has occurred. Name the five of the ten components of this model.
Q:
List and briefly describe the principles of ethical behavior.
Q:
When asked by teachers in the teacher's lounge to discuss cases, the consultant should defer this discussion to a private area, and only do it with personnel who have a right to have information about the situation.
Q:
One should assume that if a person has had a course of study in their training program that included information about consultation, that person is competent to engage in school-based consultation practices.
Q:
Although it is appropriate to evaluate the rights, responsibilities, and welfare of all affected parties, this process may be curtailed in the interest of moving the consultation process forward in a timely manner.
Q:
Part of the ethical problem"solving process includes understanding the legal issues involved in practical decision-making.
Q:
Ethically speaking, consultants should not try to influence the thinking of consultants.
Q:
Issues of confidentiality do not apply when consultants discuss or observe teaching practices.