Accommodations for individuals with multiple disabilities differ from individuals with
intellectual disabilities in ____.
a. degree and complexity
b. greater reliance on assistive technology
c. focus on concerns about physical space
d. no way at all
Each of the following is a self-evaluation question you should ask before assigning
homework EXCEPT:
a. Are the students capable of meeting the skill demands?
b. Do the students have the necessary background knowledge?
c. Do the parents have the necessary background knowledge?
d. Is enough time allotted to complete the assignment?
Which is not a characteristic of students with moderate to severe intellectual
disabilities?
a. difficulty combining skills
b. difficulty maintaining skills
c. difficulty learning through repetition
d. difficulty generalizing skills
Marie often appears forgetful and tends to lose things. She has difficulty sustaining
attention event in play activities. Maria also has difficulty organizing tasks, often
making careless mistakes in her schoolwork. It is most likely that Maria has ____.
a. neurotransmitter deficiency disorder
b. fetal alcohol syndrome
c. ADHD-predominantly inattentive type
d. ADHD-predominantly hyperactive-impulsive type
Success of teams ultimately depends upon the ____.
a. commitment of the members
b. training of the members
c. homogeneity of the members
d. various roles undertaken by the members
Charmaine’s teacher sampled her reading from a passage at the fifth-grade level and
found that she read at a correct rate of 43 words per minute with no errors. What is
Charmaine’s teacher most likely to conclude based on this information?
a. Charmaine is a careless reader.
b. Charmaine cannot read grade level material.
c. Charmaine has a problem with reading rate.
d. Charmaine has a problem with reading accuracy.
Students with visual impairments often struggle academically because they have ____.
a. a lower cognitive ability than typical learners
b. fewer opportunities to acquire information
c. to focus on orienting to the physical environment
d. difficulty interacting appropriately with others
The primary purpose of Step 3 in the INCLUDE strategy is to ____.
a. identify potential mismatches within an instructional context
b. search for activities or tasks the student can do successfully
c. analyze student’s strengths in view of instructional demands
d. check the effectiveness of intervention strategies implemented
The term for an individual’s use of ways other than speech to send a message to another
individual that may substitute for speech or be an addition to speech is _____.
a. assistive technology
b. nonaided communication
c. augmentative and alternative communication
d. aided communication
Which of the following identifies elements in the first step of the INCLUDE strategy,
identifying classroom demands?
a. identify instructional methods, note academic needs, and select age-appropriate
accommodations
b. note social-emotional development, identify strengths in physical development, and
determine possible bypass strategies
c. note academic needs, select accommodations with demonstrated effectiveness, and
evaluate student progress
d. determine classroom management, physical organization, routines, and climate
Which of the following is not a disease or disorder protected under the other health
impairments category?
a. severe asthma
b. sickle-cell anemia
c. cerebral palsy
d. severe ADHD
____ give students a visual format to organize their thoughts while looking for main
ideas.
a. Anticipation guides
b. Study guides
c. Graphic organizers
d. Visual guides
Students need which of the following preskills in order to utilize most note-taking
strategies?
a. using graphic organizers
b. differentiating main ideas and details
c. self-questioning
d. identifying story elements
Which of the following is not a strategy recommended for selecting accommodations?
a. select accommodations preferred by students
b. select appropriate accommodations regardless of how they may be perceived by
others
c. select novel accommodations you have not used before
d. select accommodations supported in the body of professional literature
The ____ typically identifies 6 to 12 percent of a class or grade level who may be
experiencing difficulty on particular skill.
a. median x 2
b. mode
c. median
d. median /2
Self-instruction is a strategy that helps students ____.
a. check themselves to ensure that they have performed targeted behaviors
b. learn to use language to guide or talk themselves through a task
c. monitor their behavior to make sure they are doing the right thing
d. guide their performance by using a checklist of specific questions
Paraprofessionals ____.
a. are required to be licensed teachers
b. generally complete their work without guidance from other staff members
c. are solely responsible for student instruction
d. often assist in the delivery of special services for many students
Students with autism spectrum disorder are most likely to communicate orally when
they ____.
a. feel pressured to make eye contact
b. interact in large peer groups
c. are in a predictable environment with less stress
d. are asked to lead the discussion
____ is an eligibility category applicable to students only up until the age of nine.
a. Autism
b. Multiple disabilities
c. Intellectual disabilities
d. Developmental delay
Which of the following instructional practices makes the content of a book or lecture
more understandable by putting the content within a more general framework?
a. preskills
b. anticipation guides
c. advance organizers
d. concept guides
A purposeful collection of student work that exhibits the student’s efforts, progress and
achievement in one or more areas is a(n) ____.
a. authentic collection
b. portfolio
c. performance-based assessment
d. competency checklist
Decisions in instructional evaluation involve ____.
a. where to begin instruction
b. where a student’s special education instruction will take place
c. whether to continue or change instructional procedures
d. whether the special education program should be terminated, kept the same or
modified
Decoding problems are most observable when the student tries to ____.
a. summarize key points of what they have read
b. explain what they have learned from their reading
c. define vocabulary from the reading context
d. read a passage of text orally for the teacher
The type of grouping that provides students with special needs a range of positive
models for academic and social behavior is ____.
a. small, same-skill group
b. small, mixed-skill group
c. large group
d. one-on-one
Which of the following represents an accommodation within the physical organization
of a classroom to improve the instructional environment?
a. The teacher requested two new computers to assist students with their writing skills.
b. The teacher changed his/her physical organization each day to keep it interesting.
c. The teacher arranges a work and reading area with soft light instead of fluorescent.
d. The teacher places books and materials needed at the computer center on shelves
above the computer.
Each of the following is an essential characteristic of cooperative learning EXCEPT:
a. students in groups have positive interdependence
b. it emphasizes group accountability
c. it requires face-to-face interaction
d. it stresses student interpersonal skills
In order for co-teaching to be most effective, teachers must ____.
a. put the students into homogeneous groups
b. have one teacher consistently take the lead
c. choose an approach aligned to their teaching style
d. let the curriculum guide the choice of approach
A student who receives the same reward over time may no longer find it rewarding.
This best defines ____.
a. response cost
b. satiation
c. primary reinforcement
d. removal punishment
Self-image can be enhanced by all of the following strategies except ____.
a. teaching self-reinforcement skills
b. setting unrealistic goals
c. giving students responsibilities
d. providing corrective feedback contingent on student behavior
How did the Americans with Disabilities Act (ADA) and Americans with Disabilities
Act Amendments (ADAA) improve upon Section 504 as it applies to students, places
open to the public, employers and school settings?
Which of the following is a true statement concerning practice activities?
a. Practice activities do not need to be monitored frequently.
b. Practice activities should include new content and mastered content.
c. All students should have the exact same practice activities.
d. Students should be able to complete practice activities independently.
Which type of grouping works best when some, but not all, students are having trouble
mastering a skill?
a. small, same-skill group
b. small, mixed-skill group
c. large group
d. one-on-one
Which of the following is a true statement regarding reinforcement?
a. Negative reinforcement should be tried before positive reinforcement because
negative reinforcement tends to be more effective and have longer-lasting results.
b. Some professionals object to using positive reinforcement with students because they
fear it teaches students that they are entitled to a payoff for appropriate behavior.
c. Any increase in behavior to avoid a response is referred to as a positive
reinforcement.
d. Reinforcement increases positive behaviors and decreases negative behaviors.
Describe the criteria used when a student’s behavior indicates an “alternative interim
placement” must be implemented, including length of time and required educational
services.
Explain “high-incidence disabilities’ and give one example.
What role did the civil rights movement have in contributing to new approaches in
special education?
Explain the difference between “event recording” and “duration recording.” Provide one
example of each recording strategy in your response.
Provide two examples of the questions you should ask yourself about the goals for a
student with low-incidence disabilities.
What is the first strategy for monitoring special services and how is this accomplished?
List the three key elements associated with the theme of high expectations and
accountability in education.
According to IDEA, the IEP team must consider whether a child needs
assistive-technology devices and services as part of his/her plan. Discuss three of the
questions your textbook has indicated your IEP team could use for determining
classroom demands.
Students with learning and behavior disabilities can spell well when words follow
linguistic rules or are phonetic, but struggle with irregular words.
One of the benefits of performance-based tests is that accommodations are not needed
for students with disabilities and special needs.
You have just learned that Sonia, who is deaf-blind, will be in your fourth-grade class
beginning in the fall. From her file, you learn that she has average intelligence and has
been quite successful at her last school where she was well liked by her classmates and
teachers. What accommodations can you make to help Sonia be successful
academically and assist her social transition?
Students who cannot use language to communicate may use various forms of
augmentative communication.
The general education teacher has most of the responsibility for directly teaching
self-advocacy skills to students with special needs.
Jeremy is a middle school student who has a communication disorder in which he
displays significant problems with receptive language. Describe two receptive language
problems you have observed and provide a corresponding accommodation you would
make for each language problem.
It is the beginning of the school year and your principal, Mr. Madden, is addressing the
faculty. Mr. Madden is concerned about improving the use of behavior strategies for all
students. During his presentation he states ‘students with disabilities and other special
needs are children and youth first.” Write a reflection of what this statement means to
you. Include in your examples of the behavior management strategies you plan to
utilize when working with special needs students in your classroom. Explain how the
strategies you adopt will impact your ability to help all students.
Cognitive behavior management is a strategy for helping students manage their own
behavior. What are two common strategies used to teach the students how to manage
their own behavior? Include in your discussion the three steps teachers should use for
teaching CBM to students.