“Un” as in unhappy and “-ed” as in walked are examples of:
A) Morphemes.
B) Phonemes.
C) Words.
D) Pragmatics.
What are instructional and curricular adaptations?
A) Working with a variety of professionals to maximize student progress
B) A variety of grouping practices that change depending on the goals and objectives
for the lesson
C) Accessing resources, collaborating with other professionals, and integrating
technology
D) Making learning visible and explicit; using clear, simple language; breaking a task
or activity into steps; and providing multiple ways of demonstrating learning
In letting families know about their child’s participation in the RTI process, schools
should do all of the following EXCEPT:
A) Describe the RTI process and the multi-tier system of supports.
B) Ask families what they should do next for their children.
C) Provide families with written intervention plans that are clearly explained.
D) Provide families with regular updates about their child’s progress.
With regard to resources, what is the main impediment to successful collaboration?
A) Time
B) Material resources
C) Financial compensation
D) Space to collaborate
Mr. Harris explains to the students how they should work in pairs. First, he models what
he would like them to do and then explains four different activities in a row.
Throughout his 30-minute explanation, he provides several examples. He prompts them
to listen by saying, “Settle down, pay attention please. We have a lot to get through
today.” He becomes frustrated when his students fidget and lose attention. He could
improve his instruction by:
A) Providing scaffolding and further modeling.
B) Limiting teacher talk and increasing opportunities for student response.
C) Writing the instructions on the board as he talks.
D) Prompting students to listen before each example.
Teaching students to consider problems carefully before responding to them and to
consider alternatives and their consequences is the purpose of which of the following
programs?
A) FAST
B) ASSET
C) Circle of Friends
D) Skillstreaming
The Circle of Friends intervention has been evaluated by 6″12 year old students with
emotional and behavioral disorders. Which of the following choices is NOT a purpose
of Circle of Friends?
A) Establish a supportive meeting each week.
B) Provide opportunities for peers to learn to interact.
C) Support their fellow students with emotional or behavioral problems.
D) Help students develop long-lasting friendships.
To what does the term “quick pacing” refer?
A) Increasing the amount of material covered and the speed of instruction to help
struggling students catch up with their peers.
B) Instructing at a manageable pace for students while taking full advantage of every
minute of instruction.
C) Increasing the amount of teacher instructional time while decreasing time for student
response.
D) Providing students with sufficient practice so that they can respond to teacher
prompts quickly and without hesitation.
Bobby is a third grader with learning disabilities. He is asked to write a grocery list and
then predict how much a dozen eggs, a gallon of milk, and three apples would cost. He
said $50.00. Bobby has poor skills in:
A) Computation.
B) Estimation.
C) Regrouping.
D) One-to-one correspondence.
Which of the following choices is NOT a benefit of progress monitoring?
A) Increased learning.
B) More special education referrals
C) Better communication with family and other professionals.
D) Improved accountability
All of the following techniques have been identified as effective for increasing reading
fluency for struggling readers EXCEPT:
A) Repeated reading of a text.
B) Reading aloud to model fluent reading while students read along.
C) Choral repeated reading.
D) Summarizing.
The percentage of learners that may require some supplemental instruction in Tier 2 is
approximately:
A) 30″50 percent.
B) 7″10 percent.
C) 15″20 percent.
D) 80″100 percent.
When working with families to extend language concepts, all of the following are
suggestions for using newly learning language concepts at home EXCEPT:
A) Encourage parents/guardians to ask open-ended rather than closed questions about
their child’s school day.
B) Discourage families from reading books to their children and instead focus on
real-life conversations.
C) Encourage parents/guardians to use new vocabulary words at home for the child to
share at school.
D) Have students ask their families about hypothetical situations to practice asking
questions and listening skills.
Sheila is a second grader who read 60 words during a one-minute sample and made 7
errors. What is her WCPM?
A) 60
B) 67
C) 53
D) 46
All of the following are directly associated with cognitive strategy instruction EXCEPT:
A) Cognitive modeling.
B) Strategy steps.
C) Positive reinforcement.
D) Verbalization.
Floyd encounters an unfamiliar word in his eighth-grade social studies textbook. What
would be a good first strategy for him to use in decoding the word?
A) Segment the word into individual sounds
B) Make use of context
C) Divide the word into morphemes (meaning parts)
D) Use onset-rime
The sound /p/ is an example of a:
A) Voiceless stop.
B) Voiced stop.
C) Voiceless continuant.
D) Voiced continuant.
What does the language component “content” refer to?
A) Semantics
B) Ideas and concepts
C) Syntax
D) Pragmatics
Which of the following words has a nasal sound?
A) Cat
B) Plan
C) Crazy
D) House
Sheila was placed in Tier 2 intervention after her reading scores fell below benchmark
in September. She participated in 10 weeks of intervention and Tier 2 was discontinued
because she scored above benchmark. During progress monitoring 10 weeks later, her
scores fell below benchmark. Only 5 percent of students in her class had scores below
benchmark at this time. What might be the next step of the RTI team?
A) Place Sheila in Tier 3 intervention.
B) Place Sheila back in Tier 2 intervention.
C) Observe the teacher and modify class instruction.
D) Refer Sheila for special education.
Adolescent suicide attempts are generally made for all of the following reasons
EXCEPT:
A) To achieve a sort of fame and publicity
B) To escape stress or stressful situations
C) To demonstrate to others how desperate they are
D) To hurt or get back at others
Which of the following is not a spelling approach recommended for possible use with
students with learning disabilities?
A) The Gillingham and Stillman approach
B) The Fernald method
C) The Johnson and Myklebust technique
D) The Goldman and Fristoe method
Social skills that students with learning and behavior disorders frequently need to be
taught include all of the following EXCEPT:
A) Body language.
B) Greetings.
C) Remaining quiet during conversation.
D) Giving and receiving feedback.
Children of what age are eligible to receive a program of special education under the
Individuals with Disabilities Act (IDEA), Part B?
A) 3″18 years
B) 6″21 years
C) 3″21 years
D) 5″18 years
Spelling is difficult in English because:
A) Words are generally longer than in other languages.
B) Words are derived from a variety of different languages.
C) There is not a one-to-one correspondence between the individual sounds of spoken
words and the letters of written ones.
D) There are many compound words.
Ms. Kirchner provides lessons in specific writing skills for 15″20 minutes each day to
her third-grade class. Which of these topics would be appropriate to include in her
focused writing skill lesson?
A) Using quotation marks
B) Using the strategy of summarizing for comprehension monitoring
C) Using intonation while reading
D) Repeated reading to increase fluency
Mrs. Janik uses an approach that facilitates the transfer from oral language to written
language by capitalizing on her students’ linguistic, cognitive, social, and cultural
knowledge and abilities. Which method is Mrs. Janik using to teach reading?
A) SWAP
B) The modified language experience approach
C) The linguistic approach
D) The Reading Mastery Program
Which of the following is not a consideration when determining the severity of a
learning or behavior problem?
A) Persistence of the problem
B) Speed of progress
C) The student’s motivation
D) The student’s grade
Which of the following statements is NOT a feature of explicit code instruction?
A) Teaches letter-sound correspondences, but avoids phonological awareness, the
alphabetic principle, and the use of phonic analysis to decode words.
B) Systematic instruction of letter-sound correspondences and teaching students to
blend to sounds to make words and segment sounds to spell words.
C) Scaffolded instruction so that modeling, guidance, and positive and corrective
feedback are integral features of instruction.
D) Multiple opportunities for practice and review in various contexts
All of the following are general implications for teaching students to use executive
functioning EXCEPT:
A) Provide cues to students so that they can be guided to the relevant tasks or salient
features of the task
B) Discourage the activation of schemas
C) Have students study the critical feature differences between stimuli when trying to
perceive differences
D) Have the students use the context to aid in perception