Chapter 5
Multiple Choice Questions
5.1 The Responsiveness to Intervention (RTI) process is a __________ approach to providing services and
interventions to struggling learners at increasing levels of intensity.
a. single level
b. one-way
c. two-way
d. multi-tiered
5.2 Which of the following is not the purpose of RTI?
a. RTI is intended to reduce the incidence of “instructional casualties” by ensuring that students are provided high
quality instruction with fidelity.
b. By using RTI, districts can provide interventions to students as soon as a need arises.
c. RTI is very similar to the methods associated with the aptitude achievement discrepancy models traditionally
utilized for SLD identification.
d. All of the above are purposes of RTI
5.3 RTI is comprised of _________ core principles that represent recommended RTI practices
a. four
b. five
c. six
d. seven
5.4 IDEIA creates the option of using up to ___% of Part B funds for “early intervening services…for
students…who have not been identified as needing special education or related services but who need additional
academic and behavioral support to succeed in a general education environment.”
a. 15
b. 20
c. 25
d. 30
5.5 The movement toward change towards RTI stems from criticisms of current _____ determination
components, procedures, and criteria.
a. specific learning disability (SLD)
b. autism
c. emotional disturbance (ED)
d. intellectual disability (ID)
5.6 Tier 1 is designed to meet the needs of a majority of the school population and has _____ critical elements:
a. one
b. two
c. three
d. four
5.7 _________ is for students who are falling behind same-age peers and need additional, targeted interventions
to meet grade-level expectations. The goal is to accelerate learning for students who need more intensive support.
a. Tier I
b. Tier II
c. Tier III
d. All of the above
5.8 _________ is designed for students who still have considerable difficulty in mastering necessary academic
and/or behavioral skills. It addresses students’ needs through intensive individualized services. In this tier,
students receive intensive and highly focused, intentional, research-based instruction, possibly over a long period
of time.
a. Tier I
b. Tier II
c. Tier III
d. All of the above
5.9 IDEIA continues to define ___________ as “a disorder in 1 or more of the basic psychological processes
involved in understanding or in using language, spoken, or written, which disorder may manifest itself in the
imperfect ability to listen, think, speak, write, spell, or do mathematical calculations.”
a. autism
b. specific learning disability
c. other health impairment
d. speech and language impairment
5.10 The process for determining the presence of a specific learning disability has involved the use of an
intelligence-achievement discrepancy criterion for many years. This method has been widely criticized as the
“wait–to–fail” method since students rarely qualify for special education services until third or fourth grade.
a. True
b. False
5.11 It is now widely acknowledged that there ________ a scientific basis for the use of a measured IQ
achievement discrepancy as either a defining characteristic of or a marker for LD.
a. is
b. appears to be
c. is a high probability
d. is not
5.12 Response to Intervention offers the promise of “building better _____” through the provision of
differentiated instruction based on data from ongoing assessments for all students in the early grades.
a. mathematicians
b. scientists
c. readers
d. athletes
5.13 Which of the following statements best reflects the importance of RTI within the larger context of the SLD
determination process?
a. RTI should be considered as the most important element within the larger context of the SLD determination
process.
b. RTI should be considered as the least important element within the larger context of the SLD determination
process.
c. RTI should be considered as merely one important element within the larger context of the SLD determination
process
d. None of the above
5.14 While RTI is not intended as a stand-alone approach to determining specific learning disabilities, it can be a
key component of a comprehensive approach to disability determination.
a. True
b. False
ANSWER KEY