Activity 13.3
1. Why was Rosalinda provided with Tier II interventions?
2. When the RTI committee met to review Rosalinda’s progress during the month of
November, what did they decide to do? Why?
3. Examine the graph in Figure 13.1. What can you determine about the effectiveness of the
interventions in December?
4. If you were on the RTI committee for Rosalinda, what would you recommend after
examining the December data?
Activity 13.4
1. Why was Susie referred for testing?
2. How is Susie functioning intellectually?
3. What are the discrepancies in Susie’s functioning according to test results?
4. What are Susie’s strengths as indicated by assessment?
5. What are Susie’s weaknesses? How do these weaknesses appear to influence her
academic functioning?
6. What additional assessment is recommended for Susie?
7. According to assessment results, what are Susie’s academic skill deficits?
8. What types of educational interventions and strategies are recommended?
Apply Your Knowledge
Indicate any additional concerns you have about Susie after reading this report.
Activity 13.5
1. When presented with ___, Susie will be able to ___ with ___% accuracy by ___.
Apply Your Knowledge
Using the information provided for this case, write a long-term annual goal for Susie’s written
expression.
Think Ahead Exercises
1. This level of test interpretation compares the student with the age or grade expectations
according to the norm-group statistics.
2. These are based on specific criteria included in state and federal regulations.
3. Interventions and strategies used to promote educational success.
4. This is a method of analyzing a student’s strengths in relation to her or his weaknesses to
determine a pattern of functioning that may be influencing the student’s educational
performance.
5. The 1997 and 2004 IDEA amendments changed this process so that less testing may be
necessary for some students.
Progress Monitoring Assessment
Matching
1. The core features of an autism spectrum disorder are abnormalities in communication,
repetitive patterns of behavior, and ___.
2. The use of a cognitive processing cross-battery analysis may be part of an evaluation for
___.
3. The ___ may conduct cross-battery assessments.
4. The ___ is the initial administration of an instrument to a sample population.
5. ___ may provide additional information used for specific academic or other weaknesses.
6. ___ are designed to accompany a set of skills.
7. ___ is assessing the learning environment.
8. ___ provide performance comparisons with students the same age as the examinee across
the United States.
9. ___ is usually used to calculate confidence intervals.
10. The measure of time between the presentation of a stimulus and a response is referred to
as the ___.
Fill in the Blanks
11. Analysis of comprehensive testing results is included in the _____________ section of
the test report.
12. The purpose of assessment is to ___.
13. ___ indicates that an assessment instrument has items that are representative across the
possible items in the domain.
14. ___ validity and ___ validity are differentiated by time.
15. A ___ is a behavioral measure that indicates how students in a class view each other.
16. ___ is a computerized assessment of a student’s ability to sustain attention across time.
17. Regulatory disturbances might be assessed when the assessment involves ___.
18. Story starters might be useful in the informal assessment of ___.
19. Any device that is necessary for a student to function within the educational environment
is known as___.
20. The final result of a comprehensive evaluation is to provide ___.
Chapter 13 Test Bank
True and False
1. Eligibility for special education services is determined by using a set of criteria stated in
IDEA. Specific criteria vary from state to state for the different types of disabilities.
2. If a student does not meet eligibility criteria for special education services, they may be
considered to receive accommodations under Section 504.
3. Educational setting or placement is determined previous to eligibility in the IEP process.
4. Eligibility is determined by a group of people rather than one person.
5. Students who would be found eligible to receive special education services according to
the federal law may be excluded by state criteria.
6. Administration of assessments is the most critical aspect of the evaluation process.
7. Sensory problems should be considered prior to full assessment of a student.
8. A student’s prior academic career has no impact on their current level of performance in
school.
9. Developing an IEP is not required as long as the psychoeducational report is
comprehensive in nature.
10. IDEA requires that an eligibility reevaluation occur every five years, and it is required to
be comprehensive.
Multiple Choice
1. Test results help educators make decisions about which of the following?
A. Educational planning and interventions
B. Possible eligibility for special education services
C. Needed transition services
D. All of the above
2. IDEA regulations require that assessment data be interpreted and used to develop
educational and behavioral interventions that are characterized as which of the following?
A. Utilized as part of the school code of conduct
B. Beneficial to the student
C. Published for public record
D. None of the above
3. Which of the following terms refers to interventions and strategies used to promote
educational success?
A. Measurement criteria
B. High school exit evaluation
C. Educational planning
D. IEP team meetings
4. Which of the following terms refers to the determination of whether a student will receive
special education services?
A. Pre-referral meeting
B. Eligibility decisions
C. Placement decisions
D. Needs assessment
5. Which of the following refers to observable and measurable objectives that provide
evidence of a student’s progress toward annual goals in the IEP?
A. Behaviorally stated short-term objectives
B. Behaviorally stated long-term objectives
C. Estimated short-term objectives
D. Estimated long-term objectives
6. Which of the following refers to markers that provide evidence of a student’s progress
toward annual goals set forth in the IEP?
A. Promotion to the next grade
B. Norm-referenced assessment scores
C. Semester grades
D. Benchmarks
7. Which of the following refers to statements of anticipated progress that a student will
make in one year, upon which the short-term objectives and benchmarks are based?
A. Yearly grades
B. Annual grades
C. Promotion criteria
D. Long-term goals
8. Students with the sole disabling condition of ADHD may qualify to receive special
education services under which of the following IDEA categories?
A. Specific learning disability
B. Other Health Impaired
C. Emotionally disturbed
D. Section 504
9. Interpreting assessment results by comparing a student’s levels of performance on a
particular instrument to those of his/her peer norm group is known as which of the
following?
A. Interindividual interpretations
B. Intra-individual interpretations
C. Comparison interpretations
D. Performance interpretations
10. Which of the following refers to interpreting assessment results by comparing a student’s
levels of performance with his or her own performance?
A. Intra-individual interpretations
B. Comparison interpretations
C. Performance interpretations
D. None of the above
11. Before referring a student for special education testing which of the following must
professionals secure?
A. A complete medical history
B. Procedural safeguards
C. Parental permission
D. All of the above
12. Cognitive and intellectual measures are generally administered by which of the
following?
A. School psychologist
B. Clinical psychologist
C. Educational diagnosticians
D. All of the above
13. Which of the following sections is typically presented first in psychoeducational reports?
A. Background and referral information
B. Identifying data
C. Test results
D. Test interpretations
14. Since the 1997 amendments of IDEA regarding reevaluation have been implemented,
which of the following has been true?
A. The same areas initially assessed were required to be reassessed
B. Each area was required to be reassessed regardless of whether it was initially
assessed
C. Assessment only in the areas necessary to make a decision regarding
continued eligibility were required to be assessed
D. Reevaluations were mandated to take place every 2 years
15. Which of the following should be considered in interpreting test results?
A. Language factors that impact achievement
B. The possibility of an emotional and/or behavioral problem
C. Environmental factors
D. All of the above
16. Which of the following refers to the process of interpreting a student’s skills and abilities
across several assessment instruments?
A. Cross-battery assessment
B. Patterns of functioning
C. Psychoeducational report
D. Summary statement
17. Interpretations of cognitive measures that reveal similarities and differences between
specific areas of functioning are known as which of the following?
A. Cross-battery assessment
B. Psychoeducational report
C. Patterns of functioning
D. Summary statement
Short Answer
1. Describe the major purposes of assessment.
2. Compare and contrast interindividual interpretations and intra-individual interpretations.
3. Compare and contrast behaviorally stated short-term objectives and long-term goals,
providing examples of each.
4. Describe the general procedures for evaluating a student and interpreting test results.
5. Provide an outline of the recommended format for a psychoeducational report.
6. Discuss the difference between the IDEA regulations of 1997 and those of 2004 with
regard to the re-evaluation process.
7. Identify the five suggestions Bagnato (1980) provides for organizing testing write-ups.
8. Identify at least three considerations when assessing a student holistically.
9. Discuss how cross-battery assessment may provide insight into a student’s pattern of
functioning.
10. Discuss the guidelines that IDEA provides for how assessment data are to be presented
and used in the psychoeducational process.
Chapter 13 Test Bank Answer Key
True and False
comprehensive.
Multiple Choice
Short Answer
