Archives
Chapter 1 Chapter 1 According to the Traditional Assessment Model, what usually happened when a student was referred to a multidisciplinary team
➢ Mrs. Johnson needs to document what instructional strategies and assessments she is using with Jaime and the effects these strategies and assessments have on her progress. ➢ Mrs. Johnson needs to clarify the components of phonemic awareness in which […]
Chapter 10 Chapter 10 Standardized norm-referenced assessment of cognitive abilities; the indirect measurement of the construct of intelligence.
Answer: G. Lora v. New York City Board of Education Answer: L. Measurement of different constructs Answer: D. Inequitable social consequence Answer: J. Measurement of different constructs Answer: F. Differential predictive validity Answer: K. IQ Score Answer: I. Examiner language […]
Chapter 11 Chapter 11 In which of the program paradigms does the parent play a more active role in the assessment and planning processes
Answer: Developmental delay Answer: IFSP Answer: 6 months Answer: First, parent involvement is mandated by federal law. Second, family priorities must be considered in the making of the IFSP. Third, children ages 0–5 spend a great deal of time in […]
Chapter 12 Chapter 12 This test includes a working memory index, perceptual reasoning index, and a processing speed index as well as verbal measures.
Chapter 12 Chapter Focus This chapter discusses the procedures used in assessing older students with transition needs. It also explores some of the issues related to assessment procedures. Federal regulations require education professionals to assist students with special needs who […]
Chapter 13 Chapter 13 What general criteria are used to determine if a student is functioning within the range of mental retardation
Answer: Speech/language impairment Answer: Learning disability Answer: Emotional disturbance Chapter 13 Chapter Focus When a student does not respond to interventions by teachers and other professionals, she or he may be referred for a more comprehensive assessment as part of […]
Chapter 7 Chapter 7 One method to determine whether change has occurred is to set a cut-off point that must be met by the student
Answer: intensity and depth Answer: This study is not addressed in the chapter. I would assume the answer would be assessment and interventions. Answer: federal and state regulations Chapter 7 Chapter Focus Student academic progress in school can be detected […]
Chapter 8 Chapter 8 Using the raw score data, look up the standard scores on the following table and write the scores in the appropriate spaces on the protocol sheet.
Answer: 2–90 years old Answer: Clinical groups included in the normative update were individuals with anxiety disorders, ADHD, autism spectrum disorders, and depressive disorders; those with language disorders, mathematics disorders, reading disorders, and written expression disorders; those with head injury; […]
Chapter 9 Chapter 9 From the information provided, does it seem that his IEP and BIP are appropriate? Why or why not
Chapter 9 Chapter Focus This chapter addresses the assessment of behaviors that decrease academic engaged time and interfere with learning, such as externalizing (acting out) behaviors (including those attributed to attention deficit disorders), and the assessment of emotional and social […]