Chapter 3 Identifying and Programming for Student Needs
3.1 Multiple Choice
1. General and special educators should collaborate in which of the following processes?
A) child study and referral
B) observations and assessments of the child
C) prereferral interventions
D) IEP development
E) all of the above
2. Which one of the following ensures that no individual will be deprived of his or her rights or privileges without
appropriate established procedures being followed?
A) Article 15 under Public Law 94–142
B) the due process clause under the U.S. Constitution
C) the procedural safeguard statements in the IDEA
D) one of the many safeguards mandated in Section 504 of the Rehabilitation Act of 1973
E) the procedural safeguard provision in the Americans with Disabilities Act
3. Which of the following is not one of the steps in the comprehensive evaluation process?
A) pre-referral intervention
B) determination of the behavior intervention plan
C) referral
D) development, implementation and review of IEP
4. Which of the following is the primary purpose of the prereferral intervention team?
A) to determine appropriate placement of the student within the special education continuum of services
B) to develop an IEP for the student with a disability
C) to evaluate the student for a suspected learning disability
D) to address the needs of students who exhibit learning and behavioral problems who have not yet been referred for
special education
E) all of the above
5. ________ are changes made during assessment, or to a child’s education, that do not substantially change the
curriculum content, the level of instruction, or the assessment criteria.
A) Modifications
B) Formal assessments
C) Peer tutoring programs
D) Accommodations
6. Which individual(s) below may initiate a special education referral?
A) parent
B) classroom teacher
C) physician
D) all of the above
7. Which of the following is not one of the four major phases in the prereferral process?
A) initial indication that a classroom-based problem exists
B) administration of individually-administered, norm-referenced intelligence and achievement tests
C) development of an intervention plan that contains strategies and other suggestions for addressing the
presenting problem
D) evaluation of the effectiveness of the interventions identified in the intervention plan
8. Thirteen-year-old Tameka, a student who has never been referred for a special education evaluation, is
exhibiting reading problems in her eighth-grade classroom. Her teacher, Ms. Largo, explains to her school’s Child
Study Team that she believes that Tameka does not belong in the general education classroom. Which of the
following is the most likely action that will be undertaken by the Child Study Team at this point?
A) Tameka will receive a comprehensive special education evaluation.
B) Tameka will be placed in a special education program for the learning disabled.
C) The Child Study Team will have Tameka placed in another teacher’s classroom.
D) The Child Study Team will analyze the problem and help Ms. Largo to implement reading strategies in the
general education classroom.
9. Which of the following is a common term used to refer to a Child Study Team?
A) Child Assistance Team
B) Teacher Intervention Team
C) Teacher Assistance Team
D) Prereferral Intervention Team
E) all of the above
10. Prereferral intervention techniques are generally implemented
A) for at least one school year
B) for a week
C) until the teacher gets to know the students
D) for at least one grading period
11. Significant departures from the general education assessment and/or instructional program are called
A) accommodations
B) related services
C) observations
D) behavior intervention plans
E) modifications
12. Bobby using a calculator for mathematics calculations is an example of a(n)
A) modification.
B) accommodation.
C) behavioral intervention
D) on-grade-level goal.
13. Which statement below is false?
A) All students with disabilities must be in the general education classroom for at least a portion of the
school day.
B) A required component of the IEP is a statement regarding the extent of time the student will participate in
the general education program.
C) The IDEA reflects a preference for placing students with disabilities in general education classrooms,
whenever appropriate.
D) School personnel must ensure that students with disabilities are educated in the least restrictive
environment.
14. Which one of the following is not a critical component of an IEP?
A) present levels of performance
B) measurable annual goals
C) daily lesson plans
D) short-term objectives
15. Nadia is a fourth grader whose learning disability inhibits her ability to complete math calculations associated with
addition and subtraction. Currently, Nadia is able to successfully compute basic addition and subtraction facts. She is
unable to complete addition and subtraction computations that involve regrouping. This is an example of a
__________________ for Nadia.
A) current short-term objective
B) measurable annual goal
C) present level of performance
D) statement of current services
16. The three major components of the IEP are
A) present level of educational performance, measurable annual goals, and a statement of how the child’s progress
toward annual goals will be measured.
B) present level of educational performance, statement of transition services, and related aids and services.
C) prereferral interventions, eligibility determination, and parental consent.
D) transition goals and objectives, behavior intervention plan, statement of duration and frequency of services.
17. Annual goals on the IEP should be
A) measurable.
B) positive.
C) student-oriented.
D) relevant.
E) all the above
18. Which of the following would not be considered a related service under IDEA?
A) transportation
B) physical therapy
C) access to physician care
D) specific computer software
E) speech therapy
19. Behavior intervention plans must be written for which of the following groups of students?
A) all students with disabilities
B) all students with special needs
C) all students with disabilities whose behavior impede their learning or that of others
D) all students who have been referred by their parents for behavior problems
20. Behavior intervention plans are required for which of the following groups of students with disabilities?
A) students with attention deficit hyperactivity disorder
B) students whose behavior impedes their own learning or that of others
C) students with learning disabilities
D) students with traumatic brain injury
21. Which of the following terms describes a “coordinated set of activities for a student, designed within an outcome
oriented process, which facilitate movement from school to post-school activities?”
A) vocational preparation
B) employment development
C) transition services
D) career counseling
22. Which individual(s) below determine whether or not a child with disabilities qualifies for extended school year
services?
A) parents/guardians
B) student who has reached the age of majority
C) the IEP team
D) the special education teacher
23. An individualized family service plan must be written for children within which one of the following age ranges?
A) birth to five
B) five to seven
C) birth to seven
D) six to eleven
24. “Outcome statements” in the individualized family service plan are ________ rather than ________.
A) child-centered; family-centered
B) family-centered; school-centered
C) family-centered; child-centered
D) none of the above
25. A ________ is a test that provides quantitative information used in comparing the performance of an individual student
to others in his or her age-and/or grade-appropriate peer group.
A) records or portfolio review
B) criterion-referenced test
C) observation
D) norm-referenced test
26. Which of the following is not true of formal assessments?
A) Formal assessments are typically criterion-referenced.
B) Formal assessments are generally commercially available.
C) Formal assessments are typically norm-referenced.
D) Formal assessments may help to identify areas in which informal assessments may be needed.
E) Formal assessments are typically standardized.
27. Interviews and rating scales reflect what type of approach to assessment?
A) observation
B) record or portfolio review
C) recollection
D) testing
28. If an eligibility team seeks to compare the student’s performance to his or her age-appropriate peers, which one of the
following types of assessments would be most appropriate?
A) informal assessments
B) criterion-referenced assessments
C) anecdotal assessments
D) norm-referenced assessments
E) functional assessments
29. What is the most important distinction between formal and informal assessments?
A) Informal tests are used to make decisions regarding a student’s eligibility whereas informal tests are not.
B) Informal tests contain guidelines for administration, scoring, and interpretation as well as statistical information
regarding validity, reliability, and standardization. Typically, formal tests do not.
C) Informal tests are typically closely tied to instruction. Formal tests are typically used to determine eligibility or
to determine a student’s standing relative to age-or grade-appropriate peers.
D) all of the above
30. ________ are usually loosely structured and are closely tied to teaching.
A) Norm-referenced tests
B) Informal tests
C) Standardized tests
D) none of the above
31. Ms. Smith gives eight-year-old Shannon a test designed to measure her mastery of addition of whole numbers. This
test is an example of a(n):
A) standardized test.
B) norm-referenced test.
C) portfolio assessment.
D) criterion-referenced test.
32. Which one of the following is not true of criterion-referenced tests?
A) Criterion-referenced tests typically do not yield information about a student’s performance regarding
a criterion or specific skill.
B) Criterion-referenced tests typically do not yield global scores and information.
C) Criterion-referenced tests typically disregard a student’s relative standing in a group.
D) Criterion-referenced tests typically provide scores such as percentile ranks,
standardized scores, etc.
33. Which statement below is false regarding special education evaluations?
A) The student must receive a comprehensive evaluation before he or she can be classified as disabled.
B) Parental consent is required before an evaluation can be conducted.
C) A single test can be used to determine eligibility.
D) A student’s strengths and needs should be identified.
34. Ms. Hale recently finished teaching a unit on making change with money. In lieu of a paper and pencil test, Ms. Hale
assesses her students’ “money skills” as they purchase items from the school supply store. This type of assessment is an
example of ________.
A) systematic observation
B) authentic assessment
C) criterion-referenced testing
D) curriculum-based assessment
35. Which IDEA principle attempts to prevent bias in assessment?
A) culturally and linguistically appropriate services
B) nondiscriminatory evaluation
C) procedural safeguards
D) least restrictive environment
E) individualized education program
3.2 True or False
1. All students with learning and behavioral problems must receive prereferral intervention before a
comprehensive special education evaluation may be undertaken.
2. Prereferral intervention teams write the IEPs for students who need them.
3. The primary role of the prereferral intervention team is to complete a comprehensive special education evaluation.
4. Prereferral interventions have been successful in reducing the number of students referred for a special education
evaluation.
5. IDEA 2004 requires transition services on IEPs for students beginning no later than age sixteen.
6. Except for extreme conditions in which a student is incapacitated, once a student reaches the age of majority, he or she
must sign his or her own IEP.
7. If a child with disabilities attends any regular education classes, the general education teacher must be involved in
developing, reviewing, revising, and implementing the IEP.
8. A functional behavioral assessment should be conducted for students who may need a behavior intervention
plan.
9. Special education teachers plan transition services with little input from general educators.
10. Extended school year services are not required if a school district has less than adequate funds available.
11. Assistive technology and services must be included in the IEPs of all students with disabilities.
12. If a student is determined to be eligible for services under Section 504, school personnel are required to
provide reasonable accommodations for the student.
13. The components of a written Section 504 accommodation plan have been specifically mandated and
described in this federal law.
14. Section 504 consideration should be given to any student who is referred for special education services but who does
not qualify under the IDEA.
15. IDEA 2004 states that tests must be administered in the child’s native language or other form of communication most
likely to yield accurate information.
16. Students with sensory, motor, or multiple disabilities pose considerable challenges during the assessment process.
3.3 Short Answer
1. ________ are often attempted before a formal referral for a special education evaluation is undertaken.
2. The ________ provides a description of services for students with disabilities.
3. The 2004 reauthorization of IDEA cites than children will not be ________ for services if their parents do not consent
to placement.
4. Place a check mark (x) next to any of the following that are required IEP components for students with disabilities, ages
3 to 21.
a.
b.
c.
d.
e.
f.
g.
h.
i.
5. A ________ must be developed, as part of the IEP process, for students with disabilities whose behavior impedes their
learning, or that of others.
6. ________ is the process of gathering relevant information to use in making decisions about
students.
7. ________ uses the actual curriculum as the standard and provides a basis for evaluating and modifying the
curriculum for an individual student.
8. _______ is an informal assessment approach that analyzes a child’s performance in various environments.
9. Services that help students with disabilities prepare for life after high school are called _______ services.
10. The flexible “whole school” approach that contributes to progress in the general education classroom in designing
assessment methods and teaching strategies to accommodate a wide range of abilities and preferences is called
____________.
3.4 Essay
1. Give an illustrative example of a situation in which a student might be eligible for a Section 504 accommodation
plan but not an IEP. Be sure to describe your student’s presenting problems and needs.
2. Describe at least five (5) legal requirements for assessment mandated by the IDEA.
3. Consider the following present level of performance statement:
Six-year-old Jeremy currently is able to recognize 20 of the 100 most common sight words.
Write an annual goal and a short-term objective for Jeremy based on this present level of performance statement.
4. IDEA 2004 mandates that specific team members be involved in the development of a student’s IEP. List
those individuals who must participate in the IEP process.
5. Fad et al. (2000) described seven steps in the behavior intervention planning process. Identify
and describe these steps.
6. Describe the process for addressing learning challenges in the classroom.
7. Discuss the Tiered Approach to the Response to Intervention Model.
Chapter 3 Identifying and Programming for Student Needs
3.1 Multiple Choice
3.2 True or False
3.3 Short Answer
3.4 Essay