CHAPTER 3
Multiple Choice
1. Participants in IFSP meetings usually include
a. Parents, physician, an advocate
b. Service coordinator, assessor, physician
c. Parents, service coordinator, assessor
d. Physician, service coordinator, other family members as desired by parents
2. The person whose job it is to serve as the single point of contact in helping families to obtain appropriate
services is the
a. Specialist involved
b. Early interventionist
c. Assessor
d. Service coordinator
3. At what age does the law require an IEP?
a. One year
b. Two years
c. Three years
d. When the child enters kindergarten
4. Which person does not usually participate in the meeting where the IEP is developed?
a. Parent
b. Physician
c. Administrator in the school district
d. Special education teacher
5. Whose goals take highest priority on the list of objectives formulated at the IEP planning meeting?
a. Parent
b. Special education teacher
c. Specialist most involved
d. Interdisciplinary IEP team member
6. Who has primary responsibility for implementation of the IEP?
a. Parent
b. Special education teacher
c. Specialist most involved
d. Administrator in the school district
7. Proficiency level on a task is usually defined as
a. 50%
b. 60%
c. 80%
d. 100%
8. _______ are what a child with disabilities can be expected to accomplish in one school year.
a. Program plan
b. Behavioral objectives
c. Criterion
d. Annual goals
9. A child’s IEP must include all of the following except
a. A statement of annual goals
b. A complete instructional plan
c. A statement of the child’s level of functioning
d. The appropriate objective criteria
10. Which of the following is not a basic component of behavioral objectives?
a. The behavior the child is expected to perform
b. The level of performance expected
c. The conditions under which the performance will take place
d. The day the objective is completed
True-False
1. The IFSP is family-focused while the IEP is still more child-focused.
2. The IEP includes goals and objectives.
3. The IEP process provides for service coordination and smooth transition.
4. The IFSP and the IEP documents are secondary to the process the team uses in developing them.
5. The multidisciplinary assessment team is expected to collaborate with the parents in writing appropriate
outcomes for the IFSP.
6. The primary decision maker in the IFSP is the service coordinator.
7. The IFSP document contains outcome statements that should directly connect to the concerns and priorities
expressed by the family.
8. The IFSP and the program plan are one and the same.
9. One job of the service coordinator is informing families of the availability of advocacy services.
10. The primary purpose of most teacher observation is to determine the etiology of the child’s disability.
Short Answer
1. How often must an IEP be evaluated?
2. How is an annual goal different from a related behavioral objective?
3. Why do outcome statements in the IFSP often use the term, “in order to”?
4. What materials might be included in a child’s portfolio assessment?
5. Discuss the suggestions offered to assist in the effective use of technology in managing the IEP process.
6. Discuss why the IEP is not intended to be a complete instructional plan.
7. What are 2 techniques to accomplish culturally fair assessments?
8. How can the information gathered from an assessment be linked to the curriculum?
9. Describe the difference between the three models of service coordination.
10. Explain the SMART guidelines for writing IEP goals
Comprehensive Essay
1. Transition to preschool is described as a stressful time for families and children. Why would that be true?
What are some things service coordinators can do to make the transition smooth?
2. Compare the IFSP process with the IEP process. What are the similarities and main differences?
3. Write a behavioral objective for use in an inclusive classroom by using the three basic components needed in
any behavioral objective. Identify and discuss how the objective meets the SMART guidelines.
4. How do outcome statements in the IFSP differ from goals and objectives found in the IEP?
5. What should a teacher do to be thoroughly prepared for an IEP conference? How could an “IEP One–Pager”
help to engage parents?
6. Outline and describe the process for developing an IFSP with a family. What should happen from the time
the family is referred for service until the document is signed by parents and professionals?
7. State specifically what is required in a statement in the IFSP document that refers to “natural environments.”
Explain the rationale behind the statement.
8. Observations do not always need to be direct observation. Describe some types of observation samples.
9. Describe some questions that you would ask a family in order to elicit their concerns, priorities, and
resources.
10. You are assessing a child whose second language is English. What considerations would you need to take in
account in order to do a nonbiased assessment?
Test Bank Answer Key