Lbs1 practice test
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About This Presentation
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Slide Content
02/01/14Dr. Candace Baker
1
LBS1 Practice TestLBS1 Practice Test
for Saint Xavier University for Saint Xavier University
CandidatesCandidates
1
LBS1 Practice TestLBS1 Practice Test
for Saint Xavier University for Saint Xavier University
CandidatesCandidates
02/01/14Dr. Candace Baker
2
Special Education: Teaching Special Education: Teaching
Students with Learning DisabilitiesStudents with Learning Disabilities
2
Special Education: Teaching Special Education: Teaching
Students with Learning DisabilitiesStudents with Learning Disabilities
02/01/14Dr. Candace Baker
3
Q1. Students with learning disabilities are Q1. Students with learning disabilities are
more likely than students without disabilities more likely than students without disabilities
to exhibit which of the following?to exhibit which of the following?
A.Clear Dominance of the left Brain for
Learning
B.Deficits in long-term memory retrieval
C.Selective attention disorders
D.Characteristics of giftedness in artistic
expression
3
Q1. Students with learning disabilities are Q1. Students with learning disabilities are
more likely than students without disabilities more likely than students without disabilities
to exhibit which of the following?to exhibit which of the following?
A.Clear Dominance of the left Brain for
Learning
B.Deficits in long-term memory retrieval
C.Selective attention disorders
D.Characteristics of giftedness in artistic
expression
02/01/14Dr. Candace Baker
4
Q1 --Q1 -- AnswerAnswer
The Correct Answer is C.
Research indicates that students with learning
disabilities are likely to lag behind other children in
their ability to identify and focus on the key aspects of
a task while disregarding the less important aspects. It
has not been proven that students with learning
disabilities are more likely than other students to have
either left-brain or right-brain dominance for learning,
and students with learning disabilities have no
particular difficulty with long-term memory retrieval
(Choice B). There is no clear evidence to suggest that
students with learning disabilities are more gifted than
others in artistic expression (Choice D).
4
Q1 --Q1 -- AnswerAnswer
The Correct Answer is C.
Research indicates that students with learning
disabilities are likely to lag behind other children in
their ability to identify and focus on the key aspects of
a task while disregarding the less important aspects. It
has not been proven that students with learning
disabilities are more likely than other students to have
either left-brain or right-brain dominance for learning,
and students with learning disabilities have no
particular difficulty with long-term memory retrieval
(Choice B). There is no clear evidence to suggest that
students with learning disabilities are more gifted than
others in artistic expression (Choice D).
02/01/14Dr. Candace Baker
5
Q2. Which of the following best represents Q2. Which of the following best represents
current research findings on brain damage / current research findings on brain damage /
dysfunction as it relates to learning disabilities?dysfunction as it relates to learning disabilities?
A.Direct, causal links have been found between
prenatal exposure to toxic substances and certain
well-defined learning disabilities.
B.Brain damage/dysfunction has been ruled out
altogether as a factor in the occurrence of learning
disabilities.
C.Brain damage/dysfunction caused by accident or
abuse is clearly linked to learning disabilities, but
such a link has not been established for damage
that is prenatal.
D.There is little direct evidence of a link between
learning disabilities and brain damage/dysfunction
but some evidence that is correlational.
5
Q2. Which of the following best represents Q2. Which of the following best represents
current research findings on brain damage / current research findings on brain damage /
dysfunction as it relates to learning disabilities?dysfunction as it relates to learning disabilities?
A.Direct, causal links have been found between
prenatal exposure to toxic substances and certain
well-defined learning disabilities.
B.Brain damage/dysfunction has been ruled out
altogether as a factor in the occurrence of learning
disabilities.
C.Brain damage/dysfunction caused by accident or
abuse is clearly linked to learning disabilities, but
such a link has not been established for damage
that is prenatal.
D.There is little direct evidence of a link between
learning disabilities and brain damage/dysfunction
but some evidence that is correlational.
02/01/14Dr. Candace Baker
6
Q2 -- AnswerQ2 -- Answer
The Best Answer is D.
Specific causal linkages between pre- or
postnatal development and/or experiences
and learning disabilities, as indicated in
choice A and choice C, have not yet been
established with certainty. Because
research is ongoing in this area, choice B
is not correct.
6
Q2 -- AnswerQ2 -- Answer
The Best Answer is D.
Specific causal linkages between pre- or
postnatal development and/or experiences
and learning disabilities, as indicated in
choice A and choice C, have not yet been
established with certainty. Because
research is ongoing in this area, choice B
is not correct.
02/01/14Dr. Candace Baker
7
Q3. Which of the following single Q3. Which of the following single
indicators is most commonly used to indicators is most commonly used to
signify students’ eligibility for services for signify students’ eligibility for services for
specific learning disabilities?specific learning disabilities?
A.Academic Achievement that is hampered by
social and emotional deficits
B.Academic achievement that is significantly
below grade level.
C.Academic aptitude that is significantly lower
than the norm for the chronological age.
D.Academic aptitude that is significantly
higher than academic achievement.
7
Q3. Which of the following single Q3. Which of the following single
indicators is most commonly used to indicators is most commonly used to
signify students’ eligibility for services for signify students’ eligibility for services for
specific learning disabilities?specific learning disabilities?
A.Academic Achievement that is hampered by
social and emotional deficits
B.Academic achievement that is significantly
below grade level.
C.Academic aptitude that is significantly lower
than the norm for the chronological age.
D.Academic aptitude that is significantly
higher than academic achievement.
02/01/14Dr. Candace Baker
8
Q3 -- AnswerQ3 -- Answer
The Best Answer is D.
Although definitions of learning disabilities
vary, most have an aptitude-achievement
discrepancy component. Social and
emotional deficits (choice A) are not primary
to identifying learning disabilities. Choice B
as a single indicator is incorrect; many factors
other than the presence of a learning disability
could account for low academic achievement.
Chronological age related to aptitude (choice
C) is not a primary indicator for learning
disabilities.
8
Q3 -- AnswerQ3 -- Answer
The Best Answer is D.
Although definitions of learning disabilities
vary, most have an aptitude-achievement
discrepancy component. Social and
emotional deficits (choice A) are not primary
to identifying learning disabilities. Choice B
as a single indicator is incorrect; many factors
other than the presence of a learning disability
could account for low academic achievement.
Chronological age related to aptitude (choice
C) is not a primary indicator for learning
disabilities.
02/01/14Dr. Candace Baker
9
Q4.Q4.A Student with learning disabilities who reads A Student with learning disabilities who reads
at grade level is enrolled in a regular biology class. at grade level is enrolled in a regular biology class.
The special education teacher is trying to determine The special education teacher is trying to determine
what strategies to use to help the student perform well what strategies to use to help the student perform well
in the class and pass the required tests. Which of the in the class and pass the required tests. Which of the
following Steps should the special education teacher following Steps should the special education teacher
take first?take first?
A.Determine how well the student organizes and
retains material that is representative of the course.
B.Obtain the required reading materials and highlight
important concepts for the student.
C.Secure a tape recorder for the student to use to tape
the lectures and other teacher presentations.
D.Use a readability index to determine the difficulty of
the required reading materials.
9
Q4.Q4.A Student with learning disabilities who reads A Student with learning disabilities who reads
at grade level is enrolled in a regular biology class. at grade level is enrolled in a regular biology class.
The special education teacher is trying to determine The special education teacher is trying to determine
what strategies to use to help the student perform well what strategies to use to help the student perform well
in the class and pass the required tests. Which of the in the class and pass the required tests. Which of the
following Steps should the special education teacher following Steps should the special education teacher
take first?take first?
A.Determine how well the student organizes and
retains material that is representative of the course.
B.Obtain the required reading materials and highlight
important concepts for the student.
C.Secure a tape recorder for the student to use to tape
the lectures and other teacher presentations.
D.Use a readability index to determine the difficulty of
the required reading materials.
02/01/14Dr. Candace Baker
10
Q4 -- AnswerQ4 -- Answer
The correct answer is A.
Many students with learning disabilities have
difficulty organizing materials for study and using
strategies that aid their retention of information. As a
first step, highlighting information (choice B) would
not be useful; it would not provide information about
the student, who might not have a deficit that requires
this step. Choice C would not be useful as a first step,
before the teacher learns the student’s specific study
needs. Because the student reads at grade level it
would be more advantageous to determine how the
student approaches study tasks than to determine the
difficulty of the material (Choice D).
10
Q4 -- AnswerQ4 -- Answer
The correct answer is A.
Many students with learning disabilities have
difficulty organizing materials for study and using
strategies that aid their retention of information. As a
first step, highlighting information (choice B) would
not be useful; it would not provide information about
the student, who might not have a deficit that requires
this step. Choice C would not be useful as a first step,
before the teacher learns the student’s specific study
needs. Because the student reads at grade level it
would be more advantageous to determine how the
student approaches study tasks than to determine the
difficulty of the material (Choice D).
02/01/14Dr. Candace Baker
11
Q5.Q5.Ralph is a fourth grade, recently mainstreamed Ralph is a fourth grade, recently mainstreamed
student who has a learning disability that causes him to student who has a learning disability that causes him to
decode written materials in a slow and labored manner. decode written materials in a slow and labored manner.
His comprehension is excellent. His teacher has organized His comprehension is excellent. His teacher has organized
the classroom in five reading / discussion groups to which the classroom in five reading / discussion groups to which
students have been assigned based on their reading students have been assigned based on their reading
performance. Ralph is placed in the highest group. Which performance. Ralph is placed in the highest group. Which
of the following best justifies the teacher’s decision?of the following best justifies the teacher’s decision?
A.Ralph will have his strengths reinforced and will likely receive
spontaneous peer tutoring.
B.Ralph will be forced to decode faster in order to be competitive
with the other students.
C.The social benefits of being in the higher group will outweigh
any instructional disadvantage Ralph experiences.
D.Ralph can keep pace by listening to the discussion and thereby
avoid some of the decoding tasks.
11
Q5.Q5.Ralph is a fourth grade, recently mainstreamed Ralph is a fourth grade, recently mainstreamed
student who has a learning disability that causes him to student who has a learning disability that causes him to
decode written materials in a slow and labored manner. decode written materials in a slow and labored manner.
His comprehension is excellent. His teacher has organized His comprehension is excellent. His teacher has organized
the classroom in five reading / discussion groups to which the classroom in five reading / discussion groups to which
students have been assigned based on their reading students have been assigned based on their reading
performance. Ralph is placed in the highest group. Which performance. Ralph is placed in the highest group. Which
of the following best justifies the teacher’s decision?of the following best justifies the teacher’s decision?
A.Ralph will have his strengths reinforced and will likely receive
spontaneous peer tutoring.
B.Ralph will be forced to decode faster in order to be competitive
with the other students.
C.The social benefits of being in the higher group will outweigh
any instructional disadvantage Ralph experiences.
D.Ralph can keep pace by listening to the discussion and thereby
avoid some of the decoding tasks.
02/01/14Dr. Candace Baker
12
Q5 -- AnswerQ5 -- Answer
The Best Answer is A.
Because Ralph has no trouble understanding what he
reads, he is more likely to improve his skills in the
highest group than in one in which the students have
difficulty with both decoding and comprehension.
The teacher can employ strategies that will aid him in
decoding the materials. Trying to decode faster
without any type of adaptations (choice B) will likely
prove frustrating and counterproductive for Ralph.
The teacher should no undervalue Ralph’s
instructional needs (choice C), and avoiding decoding
(choice D) would not be beneficial for Ralph.
12
Q5 -- AnswerQ5 -- Answer
The Best Answer is A.
Because Ralph has no trouble understanding what he
reads, he is more likely to improve his skills in the
highest group than in one in which the students have
difficulty with both decoding and comprehension.
The teacher can employ strategies that will aid him in
decoding the materials. Trying to decode faster
without any type of adaptations (choice B) will likely
prove frustrating and counterproductive for Ralph.
The teacher should no undervalue Ralph’s
instructional needs (choice C), and avoiding decoding
(choice D) would not be beneficial for Ralph.
02/01/14Dr. Candace Baker
13
SpecialSpecial Education: Teaching Education: Teaching
Students with Behavioral Students with Behavioral
Disorders/Emotional DisturbanceDisorders/Emotional Disturbance
13
SpecialSpecial Education: Teaching Education: Teaching
Students with Behavioral Students with Behavioral
Disorders/Emotional DisturbanceDisorders/Emotional Disturbance
02/01/14Dr. Candace Baker
14
Q1. A school is considering adopting a “get tough” Q1. A school is considering adopting a “get tough”
policy that enables it to expel students whose policy that enables it to expel students whose
behavior is disruptive and/or violent. Which of the behavior is disruptive and/or violent. Which of the
following best describes the relationship between following best describes the relationship between
this school’s policy and IDEA?this school’s policy and IDEA?
A.It is consistent with the requirements of IDEA.
B.This practice probably is illegal for many students
covered by IDEA.
C.IDEA does not address administrative policies
concerning students who are disruptive and/or
violent.
D.IDEA permits the expulsion of disruptive and/or
violent students only if they lack the intellectual
capacity to do schoolwork.
14
Q1. A school is considering adopting a “get tough” Q1. A school is considering adopting a “get tough”
policy that enables it to expel students whose policy that enables it to expel students whose
behavior is disruptive and/or violent. Which of the behavior is disruptive and/or violent. Which of the
following best describes the relationship between following best describes the relationship between
this school’s policy and IDEA?this school’s policy and IDEA?
A.It is consistent with the requirements of IDEA.
B.This practice probably is illegal for many students
covered by IDEA.
C.IDEA does not address administrative policies
concerning students who are disruptive and/or
violent.
D.IDEA permits the expulsion of disruptive and/or
violent students only if they lack the intellectual
capacity to do schoolwork.
02/01/14Dr. Candace Baker
15
Q1 --Q1 -- AnswerAnswer
Based on case law, the best response is B.
Under EHA (PL94-142) and its amendments, the
courts have established that schools may not expel
students with disabilities without due process if the
behavior causing the expulsion proceedings is related
to their disabilities. The provisions of EHA and IDEA
that have been cited as relevant are those that call for
education in the least restrictive environment and those
related to placement decisions, with expulsion being
viewed by the courts as an unplanned change in
placement not in the student’s best educational
interests. Choices A, C, and D, therefore, are incorrect.
15
Q1 --Q1 -- AnswerAnswer
Based on case law, the best response is B.
Under EHA (PL94-142) and its amendments, the
courts have established that schools may not expel
students with disabilities without due process if the
behavior causing the expulsion proceedings is related
to their disabilities. The provisions of EHA and IDEA
that have been cited as relevant are those that call for
education in the least restrictive environment and those
related to placement decisions, with expulsion being
viewed by the courts as an unplanned change in
placement not in the student’s best educational
interests. Choices A, C, and D, therefore, are incorrect.
02/01/14Dr. Candace Baker
16
Q2. On school party days, two third-grade students with Q2. On school party days, two third-grade students with
EBD get so excited that their behavior becomes very EBD get so excited that their behavior becomes very
difficult to manage. The third-grade general education difficult to manage. The third-grade general education
teacher has asked the special education teacher not to send teacher has asked the special education teacher not to send
these students to the class on the days of school parties these students to the class on the days of school parties
because the students are so disruptive. Which of the because the students are so disruptive. Which of the
following would be the best way for the special education following would be the best way for the special education
teacher to deal with this problem?teacher to deal with this problem?
A.Urge the general education teacher to make allowances for these
students’ behaviors in these kinds of situations.
B.Agree to allow the students with emotional / behavioral disorders to
remain in the special education classroom with a member of the
nonprofessional staff during parties.
C.Advise the students that they will not be allowed to go to school parties
and offer them the option to stay home from school on those days.
D.Help the regular education teacher arrange to have additional adults
present to help with these students during parties.
16
Q2. On school party days, two third-grade students with Q2. On school party days, two third-grade students with
EBD get so excited that their behavior becomes very EBD get so excited that their behavior becomes very
difficult to manage. The third-grade general education difficult to manage. The third-grade general education
teacher has asked the special education teacher not to send teacher has asked the special education teacher not to send
these students to the class on the days of school parties these students to the class on the days of school parties
because the students are so disruptive. Which of the because the students are so disruptive. Which of the
following would be the best way for the special education following would be the best way for the special education
teacher to deal with this problem?teacher to deal with this problem?
A.Urge the general education teacher to make allowances for these
students’ behaviors in these kinds of situations.
B.Agree to allow the students with emotional / behavioral disorders to
remain in the special education classroom with a member of the
nonprofessional staff during parties.
C.Advise the students that they will not be allowed to go to school parties
and offer them the option to stay home from school on those days.
D.Help the regular education teacher arrange to have additional adults
present to help with these students during parties.
02/01/14Dr. Candace Baker
17
Q2 -- AnswerQ2 -- Answer
All choices except D, the best answer, allow the EBD
students to be “excluded” from important school
events with their peers. No matter how severe their
behavior has been in the past, EBD students have the
right to be included in current educational activities,
even if that means using a variety of support strategies
such as additional adult assistance. It is the EBD
teacher’s role to do more than just “try to persuade”
the mainstream or general education teacher to include
the EBD students. It is the EBD teacher’s
responsibility to see that it is done, and to help the
EBD students sustain their involvement in the activity
for as long as they are able.
17
Q2 -- AnswerQ2 -- Answer
All choices except D, the best answer, allow the EBD
students to be “excluded” from important school
events with their peers. No matter how severe their
behavior has been in the past, EBD students have the
right to be included in current educational activities,
even if that means using a variety of support strategies
such as additional adult assistance. It is the EBD
teacher’s role to do more than just “try to persuade”
the mainstream or general education teacher to include
the EBD students. It is the EBD teacher’s
responsibility to see that it is done, and to help the
EBD students sustain their involvement in the activity
for as long as they are able.
02/01/14Dr. Candace Baker
18
Q3.Q3.Which of the following is Which of the following is NOTNOT an an
important consideration in the process of important consideration in the process of
evaluating a student for evidence of EBD?evaluating a student for evidence of EBD?
A.The referring Teacher
B.The age of onset of the problem
behavior.
C.The setting in which the problem
behavior is exhibited
D.The treatment to be used.
18
Q3.Q3.Which of the following is Which of the following is NOTNOT an an
important consideration in the process of important consideration in the process of
evaluating a student for evidence of EBD?evaluating a student for evidence of EBD?
A.The referring Teacher
B.The age of onset of the problem
behavior.
C.The setting in which the problem
behavior is exhibited
D.The treatment to be used.
02/01/14Dr. Candace Baker
19
Q3 -- AnswerQ3 -- Answer
Choices A, B, and C are all
considerations in the evaluation process.
The correct response, D, is a part of the
educational plan that is developed based
on the completion of the evaluation
process.
19
Q3 -- AnswerQ3 -- Answer
Choices A, B, and C are all
considerations in the evaluation process.
The correct response, D, is a part of the
educational plan that is developed based
on the completion of the evaluation
process.
02/01/14Dr. Candace Baker
20
Q4.Q4.If a teacher aide is assigned to assist in a If a teacher aide is assigned to assist in a
classroom for students with EBD, which of the classroom for students with EBD, which of the
following guidelines would best help the aide to following guidelines would best help the aide to
assist students who are doing independent work?assist students who are doing independent work?
A.Give the students frequent encouragement to
get them to complete their work on their own.
B.Provide continuous feedback to students as
they work.
C.Show students how to complete their tasks,
doing some of the work for them if they delay.
D.Limit assistance to that help needed to keep
students working on their own.
20
Q4.Q4.If a teacher aide is assigned to assist in a If a teacher aide is assigned to assist in a
classroom for students with EBD, which of the classroom for students with EBD, which of the
following guidelines would best help the aide to following guidelines would best help the aide to
assist students who are doing independent work?assist students who are doing independent work?
A.Give the students frequent encouragement to
get them to complete their work on their own.
B.Provide continuous feedback to students as
they work.
C.Show students how to complete their tasks,
doing some of the work for them if they delay.
D.Limit assistance to that help needed to keep
students working on their own.
02/01/14Dr. Candace Baker
21
Q4 -- AnswerQ4 -- Answer
Independent work periods are intended
to help students learn to use their time
well and strengthen their problem-
solving skills. Students need to strike
a balance between receiving needed
assistance and coming to depend too
heavily on adult intervention; thus, the
best response is DD.
21
Q4 -- AnswerQ4 -- Answer
Independent work periods are intended
to help students learn to use their time
well and strengthen their problem-
solving skills. Students need to strike
a balance between receiving needed
assistance and coming to depend too
heavily on adult intervention; thus, the
best response is DD.
02/01/14Dr. Candace Baker
22
Q5.Q5.Maria, a student with EBD, has just been placed Maria, a student with EBD, has just been placed
in a regular mathematics class. Two days in a row, in a regular mathematics class. Two days in a row,
when given a math worksheet, Maria has looked at it when given a math worksheet, Maria has looked at it
for a few minutes, pushed it aside, and put her head for a few minutes, pushed it aside, and put her head
down on her desk. Which of the following does the down on her desk. Which of the following does the
teacher need to do before giving Maria more math teacher need to do before giving Maria more math
worksheets in class?worksheets in class?
A.Ask one of the other students to work with Maria on
one of the rejected worksheets.
B.Set up a bonus point system with Maria to encourage
her to do her math work.
C.Allow Maria to take her math work home to see if
she can complete it when not under pressure.
D.Talk with Maria and evaluate whether the math
assignments are appropriate for her.
22
Q5.Q5.Maria, a student with EBD, has just been placed Maria, a student with EBD, has just been placed
in a regular mathematics class. Two days in a row, in a regular mathematics class. Two days in a row,
when given a math worksheet, Maria has looked at it when given a math worksheet, Maria has looked at it
for a few minutes, pushed it aside, and put her head for a few minutes, pushed it aside, and put her head
down on her desk. Which of the following does the down on her desk. Which of the following does the
teacher need to do before giving Maria more math teacher need to do before giving Maria more math
worksheets in class?worksheets in class?
A.Ask one of the other students to work with Maria on
one of the rejected worksheets.
B.Set up a bonus point system with Maria to encourage
her to do her math work.
C.Allow Maria to take her math work home to see if
she can complete it when not under pressure.
D.Talk with Maria and evaluate whether the math
assignments are appropriate for her.
02/01/14Dr. Candace Baker
23
Q5 -- AnswerQ5 -- Answer
The Best Answer is DD.
The teacher must first determine if the
math assignments are appropriate for
Maria before any of the other
strategies might be effective.
23
Q5 -- AnswerQ5 -- Answer
The Best Answer is DD.
The teacher must first determine if the
math assignments are appropriate for
Maria before any of the other
strategies might be effective.
02/01/14Dr. Candace Baker
24
Q6. Which of the following guidelines being Q6. Which of the following guidelines being
stated by a teacher is an example of a stated by a teacher is an example of a
dependent group contingency?dependent group contingency?
A.“As soon as each student makes it through an entire
home economics class without one reprimand for
disruptive behavior, we will prepare lunch for class.”
B.“If each student meets his or her self-monitoring goal
on Tuesday, the whole class can skip a homework
assignment.”
C.Each student who finishes her or his homework
during the allotted fifteen-minute homework drill will
receive a coupon for a fast-food restaurant.”
D.“Each time Johanna earns 10 points for completing
academic tasks, the entire class will be rewarded with
five minutes of free time.”
24
Q6. Which of the following guidelines being Q6. Which of the following guidelines being
stated by a teacher is an example of a stated by a teacher is an example of a
dependent group contingency?dependent group contingency?
A.“As soon as each student makes it through an entire
home economics class without one reprimand for
disruptive behavior, we will prepare lunch for class.”
B.“If each student meets his or her self-monitoring goal
on Tuesday, the whole class can skip a homework
assignment.”
C.Each student who finishes her or his homework
during the allotted fifteen-minute homework drill will
receive a coupon for a fast-food restaurant.”
D.“Each time Johanna earns 10 points for completing
academic tasks, the entire class will be rewarded with
five minutes of free time.”
02/01/14Dr. Candace Baker
25
Q6 -- AnswerQ6 -- Answer
Choice D, the correct response, fits the guidelines for
dependent group contingencies. The peer performance
of certain group members determines the consequence
received by the entire group. Choices A and B
represent an interdependent group contingency. In this
strategy, each student must reach a prescribed level of
behavior before the entire group receives a
consequence. Choice C represents an independent
group contingency. In this variation, the same
consequence is applied to individual group members.
25
Q6 -- AnswerQ6 -- Answer
Choice D, the correct response, fits the guidelines for
dependent group contingencies. The peer performance
of certain group members determines the consequence
received by the entire group. Choices A and B
represent an interdependent group contingency. In this
strategy, each student must reach a prescribed level of
behavior before the entire group receives a
consequence. Choice C represents an independent
group contingency. In this variation, the same
consequence is applied to individual group members.
02/01/14Dr. Candace Baker
26
Special Education: Application of Special Education: Application of
Core Principles Across Categories Core Principles Across Categories
of Disabilitiesof Disabilities
26
Special Education: Application of Special Education: Application of
Core Principles Across Categories Core Principles Across Categories
of Disabilitiesof Disabilities
02/01/14Dr. Candace Baker
27
Q1. A 13-year-old student with a severe degree of Q1. A 13-year-old student with a severe degree of
mental retardation has a verbal expressive mental retardation has a verbal expressive
vocabulary of a few isolated words. Which of the vocabulary of a few isolated words. Which of the
following augmentative communication systems following augmentative communication systems
can most immediately be used in a community can most immediately be used in a community
setting with the students?setting with the students?
A.Sign language
B.Cued Speech
C.A communication board using pictures
D.A communication board using the alphabet
and number system.
27
Q1. A 13-year-old student with a severe degree of Q1. A 13-year-old student with a severe degree of
mental retardation has a verbal expressive mental retardation has a verbal expressive
vocabulary of a few isolated words. Which of the vocabulary of a few isolated words. Which of the
following augmentative communication systems following augmentative communication systems
can most immediately be used in a community can most immediately be used in a community
setting with the students?setting with the students?
A.Sign language
B.Cued Speech
C.A communication board using pictures
D.A communication board using the alphabet
and number system.
02/01/14Dr. Candace Baker
28
Q1 --Q1 -- AnswerAnswer
The best answer is C.
A communication board using pictures is most
likely to be effective given the severity of the
student’s disability and the limited nature of the
student’s current language skills.
28
Q1 --Q1 -- AnswerAnswer
The best answer is C.
A communication board using pictures is most
likely to be effective given the severity of the
student’s disability and the limited nature of the
student’s current language skills.
02/01/14Dr. Candace Baker
29
Q2. Computer-assisted instruction has been shown Q2. Computer-assisted instruction has been shown
to be an important teaching method for students with to be an important teaching method for students with
mental retardation for all of the following reasons mental retardation for all of the following reasons
EXCEPTEXCEPT::
A.The computer requires little teacher intervention,
freeing the teacher to prepare upcoming lessons.
B.The computer can be programmed to
immediately deliver feedback on the correctness
of a response.
C.The computer can be programmed to provide as
much repetition as a student needs.
D.Computer graphics and sound can maintain a
student’s motivation and attention to task.
29
Q2. Computer-assisted instruction has been shown Q2. Computer-assisted instruction has been shown
to be an important teaching method for students with to be an important teaching method for students with
mental retardation for all of the following reasons mental retardation for all of the following reasons
EXCEPTEXCEPT::
A.The computer requires little teacher intervention,
freeing the teacher to prepare upcoming lessons.
B.The computer can be programmed to
immediately deliver feedback on the correctness
of a response.
C.The computer can be programmed to provide as
much repetition as a student needs.
D.Computer graphics and sound can maintain a
student’s motivation and attention to task.
02/01/14Dr. Candace Baker
30
Q2 -- AnswerQ2 -- Answer
The correct answer is A;
You are to choose the false statement.
Effective computer-assisted instruction
tends to require as much teacher
monitoring and intervention as other types
of individualized student work.
30
Q2 -- AnswerQ2 -- Answer
The correct answer is A;
You are to choose the false statement.
Effective computer-assisted instruction
tends to require as much teacher
monitoring and intervention as other types
of individualized student work.
02/01/14Dr. Candace Baker
31
Q3. To best assure the transfer of word Q3. To best assure the transfer of word
attack skills to newspaper reading, a attack skills to newspaper reading, a
middle school teacher of students with middle school teacher of students with
mild mental retardation should…mild mental retardation should…
A.prepare teacher-made newspaper articles for
the students to read.
B.select articles from the local newspaper for
students to read.
C.develop writing exercises using words from
newspaper articles.
D.prepare worksheet exercises based on single
sentences from newspaper articles.
31
Q3. To best assure the transfer of word Q3. To best assure the transfer of word
attack skills to newspaper reading, a attack skills to newspaper reading, a
middle school teacher of students with middle school teacher of students with
mild mental retardation should…mild mental retardation should…
A.prepare teacher-made newspaper articles for
the students to read.
B.select articles from the local newspaper for
students to read.
C.develop writing exercises using words from
newspaper articles.
D.prepare worksheet exercises based on single
sentences from newspaper articles.
02/01/14Dr. Candace Baker
32
Q3 -- AnswerQ3 -- Answer
The best answer is B,
Since one component of successful
transfer of learning is the similarity
between the situation in which a skill is
learned and the situation to which it is to
be applied.
32
Q3 -- AnswerQ3 -- Answer
The best answer is B,
Since one component of successful
transfer of learning is the similarity
between the situation in which a skill is
learned and the situation to which it is to
be applied.
02/01/14Dr. Candace Baker
33
Q4.Q4.Which of the following is an example Which of the following is an example
of functional language training for of functional language training for
children who are nonverbal?children who are nonverbal?
A.Rewarding the child for making a
vocalization approximating a sound made
by the teacher.
B.Rewarding the child for any vocalization
made while looking at the teacher.
C.Drilling on bilabial sounds so the student
can say “mama”.
D.Drilling the child on pointing to the sink
when he or she wants a drink of water.
33
Q4.Q4.Which of the following is an example Which of the following is an example
of functional language training for of functional language training for
children who are nonverbal?children who are nonverbal?
A.Rewarding the child for making a
vocalization approximating a sound made
by the teacher.
B.Rewarding the child for any vocalization
made while looking at the teacher.
C.Drilling on bilabial sounds so the student
can say “mama”.
D.Drilling the child on pointing to the sink
when he or she wants a drink of water.
02/01/14Dr. Candace Baker
34
Q4 -- AnswerQ4 -- Answer
The best answer is D,
Since functional language training
involves giving the child a means
of influencing and interacting with
the environment. Teaching the
child to make sounds or imitate
words in isolation does not fulfill
the goal of functional language
training.
34
Q4 -- AnswerQ4 -- Answer
The best answer is D,
Since functional language training
involves giving the child a means
of influencing and interacting with
the environment. Teaching the
child to make sounds or imitate
words in isolation does not fulfill
the goal of functional language
training.
02/01/14Dr. Candace Baker
35
Q5.Q5.A well-made teacher-developed test is A well-made teacher-developed test is
generally preferred to a standardized generally preferred to a standardized
achievement test when measuring learning achievement test when measuring learning
mastery because it . . .mastery because it . . .
A.is more likely to yield a true score
B.has higher interrater reliability
C.allows greater comparison of students
to each other
D.has better content validity
35
Q5.Q5.A well-made teacher-developed test is A well-made teacher-developed test is
generally preferred to a standardized generally preferred to a standardized
achievement test when measuring learning achievement test when measuring learning
mastery because it . . .mastery because it . . .
A.is more likely to yield a true score
B.has higher interrater reliability
C.allows greater comparison of students
to each other
D.has better content validity
02/01/14Dr. Candace Baker
36
Q5 -- AnswerQ5 -- Answer
The best answer is D.
“Learning mastery” generally refers to
those lessons taught in the classroom. A
teacher-developed test is more likely
than a standardized achievement test to
assess students’ mastery of those lessons
and, therefore, to have better content
validity.
36
Q5 -- AnswerQ5 -- Answer
The best answer is D.
“Learning mastery” generally refers to
those lessons taught in the classroom. A
teacher-developed test is more likely
than a standardized achievement test to
assess students’ mastery of those lessons
and, therefore, to have better content
validity.
02/01/14Dr. Candace Baker
37
Q6Q6. Which of the following best . Which of the following best
describes an ecological inventory?describes an ecological inventory?
A.An analysis of the curriculum of a given
school system.
B.A compilation of specific behavioral
management needs of a child with disabilities
C.A synthesis of the past educational
achievements of a child with disabilities
D.A compilation of life skills needed by a child
with disabilities in present or future settings.
37
Q6Q6. Which of the following best . Which of the following best
describes an ecological inventory?describes an ecological inventory?
A.An analysis of the curriculum of a given
school system.
B.A compilation of specific behavioral
management needs of a child with disabilities
C.A synthesis of the past educational
achievements of a child with disabilities
D.A compilation of life skills needed by a child
with disabilities in present or future settings.
02/01/14Dr. Candace Baker
38
Q6 -- AnswerQ6 -- Answer
The best answer is D.
An ecological inventory is designed to
determine those skills needed by a
particular individual in his or her current
and future environments.
38
Q6 -- AnswerQ6 -- Answer
The best answer is D.
An ecological inventory is designed to
determine those skills needed by a
particular individual in his or her current
and future environments.
02/01/14Dr. Candace Baker
39
Q7Q7. A student with behavior problems is being . A student with behavior problems is being
taught to interact appropriately with peers on taught to interact appropriately with peers on
the playground. The playground supervisor the playground. The playground supervisor
provides the teacher with feedback on the provides the teacher with feedback on the
student’s behavior after every recess. The student’s behavior after every recess. The
student earns points for acceptable behavior. student earns points for acceptable behavior.
When an infraction has occurred during recess, When an infraction has occurred during recess,
the student loses points. This contingent the student loses points. This contingent
withdrawal of reinforcers is referred to as . . .withdrawal of reinforcers is referred to as . . .
A.negative reinforcement
B.discrimination learning
C.response cost
D.generalization training
39
Q7Q7. A student with behavior problems is being . A student with behavior problems is being
taught to interact appropriately with peers on taught to interact appropriately with peers on
the playground. The playground supervisor the playground. The playground supervisor
provides the teacher with feedback on the provides the teacher with feedback on the
student’s behavior after every recess. The student’s behavior after every recess. The
student earns points for acceptable behavior. student earns points for acceptable behavior.
When an infraction has occurred during recess, When an infraction has occurred during recess,
the student loses points. This contingent the student loses points. This contingent
withdrawal of reinforcers is referred to as . . .withdrawal of reinforcers is referred to as . . .
A.negative reinforcement
B.discrimination learning
C.response cost
D.generalization training
02/01/14Dr. Candace Baker
40
Q7 -- AnswerQ7 -- Answer
The correct answer is C.
Response cost refers to the removal or
withdrawal of reinforcing stimuli upon the
performance of an undesirable behavior.
40
Q7 -- AnswerQ7 -- Answer
The correct answer is C.
Response cost refers to the removal or
withdrawal of reinforcing stimuli upon the
performance of an undesirable behavior.
02/01/14Dr. Candace Baker
41
A.Modeling
B.Shaping
C.Extinction
D.The Premack principle
Q8Q8. Tomas, a student in a first-grade class, . Tomas, a student in a first-grade class,
is the only child standing quietly in a bus is the only child standing quietly in a bus
line. His teacher asks Tomas to show the line. His teacher asks Tomas to show the
other children how to stand quietly in line. other children how to stand quietly in line.
Many of the students imitate Tomas’ Many of the students imitate Tomas’
behavior. Which of the following behavior behavior. Which of the following behavior
management techniques did the teacher use?management techniques did the teacher use?
41
A.Modeling
B.Shaping
C.Extinction
D.The Premack principle
Q8Q8. Tomas, a student in a first-grade class, . Tomas, a student in a first-grade class,
is the only child standing quietly in a bus is the only child standing quietly in a bus
line. His teacher asks Tomas to show the line. His teacher asks Tomas to show the
other children how to stand quietly in line. other children how to stand quietly in line.
Many of the students imitate Tomas’ Many of the students imitate Tomas’
behavior. Which of the following behavior behavior. Which of the following behavior
management techniques did the teacher use?management techniques did the teacher use?
02/01/14Dr. Candace Baker
42
Q8 -- AnswerQ8 -- Answer
The correct answer is A.
Modeling is a process by which an
observer learns a response or behavior by
watching and imitating the behavior of
another.
42
Q8 -- AnswerQ8 -- Answer
The correct answer is A.
Modeling is a process by which an
observer learns a response or behavior by
watching and imitating the behavior of
another.
02/01/14Dr. Candace Baker
43
Q9Q9. As mandated in IDEA, the IEP team must consider . As mandated in IDEA, the IEP team must consider
the need for transition services for each student before the need for transition services for each student before
she or he leaves school. If it is determined that she or he leaves school. If it is determined that
transition services are needed, which of the following transition services are needed, which of the following
represents the most critical task for the team involved in represents the most critical task for the team involved in
preparing the transition plan?preparing the transition plan?
A.Adopting a transition plan previously drafted by officials of the
state department of education, the vocational rehabilitation
agency, and the local school district.
B.Getting information regarding post school educational services,
community living options, and employment, from adult agency
personnel.
C.Providing written information for the family and student to
review and suggesting a placement for postsecondary special
services.
D.Conducting meetings at which family and student goals are
determined, along with personnel responsibilities, information
to be collected, a time frame for providing information, and the
resources needed to meet each goal.
43
Q9Q9. As mandated in IDEA, the IEP team must consider . As mandated in IDEA, the IEP team must consider
the need for transition services for each student before the need for transition services for each student before
she or he leaves school. If it is determined that she or he leaves school. If it is determined that
transition services are needed, which of the following transition services are needed, which of the following
represents the most critical task for the team involved in represents the most critical task for the team involved in
preparing the transition plan?preparing the transition plan?
A.Adopting a transition plan previously drafted by officials of the
state department of education, the vocational rehabilitation
agency, and the local school district.
B.Getting information regarding post school educational services,
community living options, and employment, from adult agency
personnel.
C.Providing written information for the family and student to
review and suggesting a placement for postsecondary special
services.
D.Conducting meetings at which family and student goals are
determined, along with personnel responsibilities, information
to be collected, a time frame for providing information, and the
resources needed to meet each goal.
02/01/14Dr. Candace Baker
44
Q9 -- AnswerQ9 -- Answer
The best answer is D.
Transition to post school life will be most
effective when the goals of the student and
his or her family are considered, when all
responsible agencies work together to
develop a plan for the student, and when
specific tasks toward the goals are
scheduled, monitored, and completed.
44
Q9 -- AnswerQ9 -- Answer
The best answer is D.
Transition to post school life will be most
effective when the goals of the student and
his or her family are considered, when all
responsible agencies work together to
develop a plan for the student, and when
specific tasks toward the goals are
scheduled, monitored, and completed.
02/01/14Dr. Candace Baker
45
Q10Q10. For a special education teacher, which . For a special education teacher, which
of the following is the best example of of the following is the best example of
collaborative goal setting?collaborative goal setting?
A.Developing IEP goals with the regular
classroom teacher and then presenting the
completed goals to the students’ parents
B.Reaching a consensus on goals by consulting
with parents and the multidisciplinary team
C.Allowing parents to choose from goals
designed by the multidisciplinary team
D.Encouraging students to select goals for IEP
inclusion from teacher-approved lists.
45
Q10Q10. For a special education teacher, which . For a special education teacher, which
of the following is the best example of of the following is the best example of
collaborative goal setting?collaborative goal setting?
A.Developing IEP goals with the regular
classroom teacher and then presenting the
completed goals to the students’ parents
B.Reaching a consensus on goals by consulting
with parents and the multidisciplinary team
C.Allowing parents to choose from goals
designed by the multidisciplinary team
D.Encouraging students to select goals for IEP
inclusion from teacher-approved lists.
02/01/14Dr. Candace Baker
46
Q10 -- AnswerQ10 -- Answer
The best answer is B,
Since collaborative goal setting requires the
sharing of ideas among all those involved
with the student – educators, parents, related
services providers, etc. It is not appropriate
in collaborative goal setting for one person or
group to present previously prepared goals to
the student or his or her family. There must
be collaboration among all concerned to
develop appropriate goals for the student.
46
Q10 -- AnswerQ10 -- Answer
The best answer is B,
Since collaborative goal setting requires the
sharing of ideas among all those involved
with the student – educators, parents, related
services providers, etc. It is not appropriate
in collaborative goal setting for one person or
group to present previously prepared goals to
the student or his or her family. There must
be collaboration among all concerned to
develop appropriate goals for the student.
02/01/14Dr. Candace Baker
47
Special Education: Knowledge-Special Education: Knowledge-
Based Core PrinciplesBased Core Principles
47
Special Education: Knowledge-Special Education: Knowledge-
Based Core PrinciplesBased Core Principles
02/01/14Dr. Candace Baker
48
Q1. Which of the following techniques is Q1. Which of the following techniques is
likely to be most successful in helping likely to be most successful in helping
learners with mental retardation to retain learners with mental retardation to retain
previously acquired skills?previously acquired skills?
A.Scheduling frequent peer tutoring
sessions
B.Acknowledging appropriate behavior
regularly
C.Providing periodic review of lessons
D.Allowing longer independent practice
periods.
48
Q1. Which of the following techniques is Q1. Which of the following techniques is
likely to be most successful in helping likely to be most successful in helping
learners with mental retardation to retain learners with mental retardation to retain
previously acquired skills?previously acquired skills?
A.Scheduling frequent peer tutoring
sessions
B.Acknowledging appropriate behavior
regularly
C.Providing periodic review of lessons
D.Allowing longer independent practice
periods.
02/01/14Dr. Candace Baker
49
Q1 --Q1 -- AnswerAnswer
The best answer is C.
Once a skill has been mastered, the teacher can
best assure its retention by providing additional
meaningful learning situations in which the
student can recall and use the skill.
49
Q1 --Q1 -- AnswerAnswer
The best answer is C.
Once a skill has been mastered, the teacher can
best assure its retention by providing additional
meaningful learning situations in which the
student can recall and use the skill.
02/01/14Dr. Candace Baker
50
Q2.Q2. Which of the following is most clearly Which of the following is most clearly
an example of a student using inappropriate an example of a student using inappropriate
syntax?syntax?
A.Saying, “I see football game”
B.Saying, “Wa wa” as a substitute for water
C.Saying, “Me sister shoes new happy”
D.Saying, “He drinked his milk”
50
Q2.Q2. Which of the following is most clearly Which of the following is most clearly
an example of a student using inappropriate an example of a student using inappropriate
syntax?syntax?
A.Saying, “I see football game”
B.Saying, “Wa wa” as a substitute for water
C.Saying, “Me sister shoes new happy”
D.Saying, “He drinked his milk”
02/01/14Dr. Candace Baker
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Q2 -- AnswerQ2 -- Answer
The best answer is C;
Since using appropriate syntax involves
following rules for the correct arrangement
of word sequences.
51
Q2 -- AnswerQ2 -- Answer
The best answer is C;
Since using appropriate syntax involves
following rules for the correct arrangement
of word sequences.
02/01/14Dr. Candace Baker
52
Q3Q3. . Which of the following Which of the following
conditions is frequently conditions is frequently
attributable to Trisomy 21?attributable to Trisomy 21?
A.Down syndrome
B.Phenylketonuria (PKU)
C.Klinefelter syndrome
D.Turner syndrome
52
Q3Q3. . Which of the following Which of the following
conditions is frequently conditions is frequently
attributable to Trisomy 21?attributable to Trisomy 21?
A.Down syndrome
B.Phenylketonuria (PKU)
C.Klinefelter syndrome
D.Turner syndrome
02/01/14Dr. Candace Baker
53
Q3 -- AnswerQ3 -- Answer
The correct answer is A.
There are several possible causes of
Down syndrome, with the most common
being Trisomy 21, the failure of one pair
of parental chromosomes to separate at
conception.
53
Q3 -- AnswerQ3 -- Answer
The correct answer is A.
There are several possible causes of
Down syndrome, with the most common
being Trisomy 21, the failure of one pair
of parental chromosomes to separate at
conception.
02/01/14Dr. Candace Baker
54
Q4Q4. According to . According to IDEAIDEA, when parents , when parents
and schools disagree over education issues and schools disagree over education issues
for a child with a disability, either party for a child with a disability, either party
can request a . . .can request a . . .
A.Mediator
B.Due process hearing
C.New teacher for the student
D.Court date
54
Q4Q4. According to . According to IDEAIDEA, when parents , when parents
and schools disagree over education issues and schools disagree over education issues
for a child with a disability, either party for a child with a disability, either party
can request a . . .can request a . . .
A.Mediator
B.Due process hearing
C.New teacher for the student
D.Court date
02/01/14Dr. Candace Baker
55
Q4 -- AnswerQ4 -- Answer
The best answer is B.
According to IDEA, either a parent or
the public educational agency may
initiate a hearing on the identification,
evaluation, or educational placement
of a student with a disability.
55
Q4 -- AnswerQ4 -- Answer
The best answer is B.
According to IDEA, either a parent or
the public educational agency may
initiate a hearing on the identification,
evaluation, or educational placement
of a student with a disability.
02/01/14Dr. Candace Baker
56
Q5Q5..Which of the following placement Which of the following placement
practices is required by federal law?practices is required by federal law?
A.Full inclusion
B.Mainstreaming
C.Least restrictive environment
D.Resource room
56
Q5Q5..Which of the following placement Which of the following placement
practices is required by federal law?practices is required by federal law?
A.Full inclusion
B.Mainstreaming
C.Least restrictive environment
D.Resource room
02/01/14Dr. Candace Baker
57
Q5 -- AnswerQ5 -- Answer
The correct answer is C.
IDEA states that each student must be
placed in the least restrictive
environment in which the unique needs
of that student can be met. Choice A, B,
or D may be the least restrictive
environment for a given student, but that
must be determined on an individual
basis.
57
Q5 -- AnswerQ5 -- Answer
The correct answer is C.
IDEA states that each student must be
placed in the least restrictive
environment in which the unique needs
of that student can be met. Choice A, B,
or D may be the least restrictive
environment for a given student, but that
must be determined on an individual
basis.
02/01/14Dr. Candace Baker
58
Q6Q6. According to. According to IDEAIDEA, , which of the which of the
following is a mandated responsibility of the following is a mandated responsibility of the
school in servicing a student who has been school in servicing a student who has been
identified as having a disability?identified as having a disability?
A.Guaranteeing that the student is placed in a
regular classroom in the student’s home school
B.Paying for an independent educational
evaluation of the student upon request by the
parent
C.Notifying the parent following the placement of
the student in a special education program
D.Guaranteeing appropriate access to and
confidentiality of the student’s records.
58
Q6Q6. According to. According to IDEAIDEA, , which of the which of the
following is a mandated responsibility of the following is a mandated responsibility of the
school in servicing a student who has been school in servicing a student who has been
identified as having a disability?identified as having a disability?
A.Guaranteeing that the student is placed in a
regular classroom in the student’s home school
B.Paying for an independent educational
evaluation of the student upon request by the
parent
C.Notifying the parent following the placement of
the student in a special education program
D.Guaranteeing appropriate access to and
confidentiality of the student’s records.
02/01/14Dr. Candace Baker
59
Q6 -- AnswerQ6 -- Answer
The correct answer is D,
As both confidentiality of and access to
students’ records are addressed in IDEA.
59
Q6 -- AnswerQ6 -- Answer
The correct answer is D,
As both confidentiality of and access to
students’ records are addressed in IDEA.
02/01/14Dr. Candace Baker
60
Q7Q7. The most useful information for . The most useful information for
developing the long-range goals and short-developing the long-range goals and short-
term objectives on an IEP is likely to come term objectives on an IEP is likely to come
from using the results of which of the from using the results of which of the
following types of assessment?following types of assessment?
A.Norm-referenced tests and adaptive behavior
scales
B.Criterion-referenced tests and behavioral
checklists
C.Norm-referenced tests and language samples
D.Developmental scales and group achievement
tests
60
Q7Q7. The most useful information for . The most useful information for
developing the long-range goals and short-developing the long-range goals and short-
term objectives on an IEP is likely to come term objectives on an IEP is likely to come
from using the results of which of the from using the results of which of the
following types of assessment?following types of assessment?
A.Norm-referenced tests and adaptive behavior
scales
B.Criterion-referenced tests and behavioral
checklists
C.Norm-referenced tests and language samples
D.Developmental scales and group achievement
tests
02/01/14Dr. Candace Baker
61
Q7 -- AnswerQ7 -- Answer
The best answer is B.
Criterion-referenced tests compare a student’s
performance to a specified level of mastery or
achievement. Behavioral checklists may be
used to gather various types of information
about the student’s current performance in a
given area. Both assess specific information
about a particular student, and therefore can be
useful in developing IEP goals and
objectives.
61
Q7 -- AnswerQ7 -- Answer
The best answer is B.
Criterion-referenced tests compare a student’s
performance to a specified level of mastery or
achievement. Behavioral checklists may be
used to gather various types of information
about the student’s current performance in a
given area. Both assess specific information
about a particular student, and therefore can be
useful in developing IEP goals and
objectives.
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62
A.Students of all ages
B.Students between the ages of 18 and 21
C.Students aged 14 to 16 through school
completion
D.Students who will graduate from high
school and be placed in a sheltered
workshop
Q8Q8. Which of the following best describes . Which of the following best describes
the group of special education students for the group of special education students for
whom transition plans must be developed whom transition plans must be developed
as part of the as part of the IEPIEP process? process?
62
A.Students of all ages
B.Students between the ages of 18 and 21
C.Students aged 14 to 16 through school
completion
D.Students who will graduate from high
school and be placed in a sheltered
workshop
Q8Q8. Which of the following best describes . Which of the following best describes
the group of special education students for the group of special education students for
whom transition plans must be developed whom transition plans must be developed
as part of the as part of the IEPIEP process? process?
02/01/14Dr. Candace Baker
63
Q8 -- AnswerQ8 -- Answer
The correct answer is C, as stated in
IDEA.
63
Q8 -- AnswerQ8 -- Answer
The correct answer is C, as stated in
IDEA.
02/01/14Dr. Candace Baker
64
Q9Q9. An . An IEPIEP must include which of the must include which of the
following components?following components?
A.The current level of student performance
B.A record of past student performance
C.A description of the student’s intellectual
functioning
D.Suggestions for parental involvement
64
Q9Q9. An . An IEPIEP must include which of the must include which of the
following components?following components?
A.The current level of student performance
B.A record of past student performance
C.A description of the student’s intellectual
functioning
D.Suggestions for parental involvement
02/01/14Dr. Candace Baker
65
Q9 -- AnswerQ9 -- Answer
The correct answer is A, as stated in
IDEA.
65
Q9 -- AnswerQ9 -- Answer
The correct answer is A, as stated in
IDEA.
02/01/14Dr. Candace Baker
66
SpecialSpecial Education: Teaching Education: Teaching
Students with Mental RetardationStudents with Mental Retardation
66
SpecialSpecial Education: Teaching Education: Teaching
Students with Mental RetardationStudents with Mental Retardation
02/01/14Dr. Candace Baker
67
1. After scoring 100% on an oral multiplication 1. After scoring 100% on an oral multiplication
test and repeating this performance on a similar test and repeating this performance on a similar
paper-and-pencil test, a 12-year-old student with paper-and-pencil test, a 12-year-old student with
mental retardation was unable to determine the mental retardation was unable to determine the
total cost of purchasing six comic books when the total cost of purchasing six comic books when the
price was $3 for one comic book. This student is price was $3 for one comic book. This student is
most clearly deficient in which of the following most clearly deficient in which of the following
areas?areas?
A. Memory skillsB. Computational skills
C. Conceptual skillsC. Generalization skills
67
1. After scoring 100% on an oral multiplication 1. After scoring 100% on an oral multiplication
test and repeating this performance on a similar test and repeating this performance on a similar
paper-and-pencil test, a 12-year-old student with paper-and-pencil test, a 12-year-old student with
mental retardation was unable to determine the mental retardation was unable to determine the
total cost of purchasing six comic books when the total cost of purchasing six comic books when the
price was $3 for one comic book. This student is price was $3 for one comic book. This student is
most clearly deficient in which of the following most clearly deficient in which of the following
areas?areas?
A. Memory skillsB. Computational skills
C. Conceptual skillsC. Generalization skills
02/01/14Dr. Candace Baker
68
Q1 --Q1 -- AnswerAnswer
The best answer is D.
Poor generalization skills are exhibited
when an individual cannot use a learned
skill under conditions different from the
learning situation.
68
Q1 --Q1 -- AnswerAnswer
The best answer is D.
Poor generalization skills are exhibited
when an individual cannot use a learned
skill under conditions different from the
learning situation.
02/01/14Dr. Candace Baker
69
Q2. Which of the following statements best Q2. Which of the following statements best
explains the increase in the number of children explains the increase in the number of children
identified as having mild mental retardation at identified as having mild mental retardation at
the time this population reaches school age?the time this population reaches school age?
A.Children with mental retardation tend to exhibit a
cognitive slump at about age 6.
B.Mental retardation is easier to detect at this age
because emphasis is placed on academic
achievement.
C.A label of mild mental retardation cannot legally be
given to children before they reach school age.
D.School personnel are generally more eager than
parents to find the reasons for children’s learning
difficulties.
69
Q2. Which of the following statements best Q2. Which of the following statements best
explains the increase in the number of children explains the increase in the number of children
identified as having mild mental retardation at identified as having mild mental retardation at
the time this population reaches school age?the time this population reaches school age?
A.Children with mental retardation tend to exhibit a
cognitive slump at about age 6.
B.Mental retardation is easier to detect at this age
because emphasis is placed on academic
achievement.
C.A label of mild mental retardation cannot legally be
given to children before they reach school age.
D.School personnel are generally more eager than
parents to find the reasons for children’s learning
difficulties.
02/01/14Dr. Candace Baker
70
Q2 -- AnswerQ2 -- Answer
The best answer is B.
Young children with mild mental retardation
often have age-appropriate adaptive behavior
and social skills, and therefore perform
adequately in the nonacademic situations
encountered before school begins. They begin
to exhibit problems, however, when the
academic demands of the classroom are placed
on them.
70
Q2 -- AnswerQ2 -- Answer
The best answer is B.
Young children with mild mental retardation
often have age-appropriate adaptive behavior
and social skills, and therefore perform
adequately in the nonacademic situations
encountered before school begins. They begin
to exhibit problems, however, when the
academic demands of the classroom are placed
on them.
02/01/14Dr. Candace Baker
71
Q3.Q3. According to the definition used by the According to the definition used by the
AAmerican merican AAssociation on ssociation on MMental ental RRetardation etardation
((AAMRAAMR), which of the following is one of the ), which of the following is one of the
conditions required before an individual can be conditions required before an individual can be
said to have mental retardation?said to have mental retardation?
A.An IQ score below 50
B.A known cause of the individual’s condition
C.Deficits in adaptive behavior
D.Deficits in social skills
71
Q3.Q3. According to the definition used by the According to the definition used by the
AAmerican merican AAssociation on ssociation on MMental ental RRetardation etardation
((AAMRAAMR), which of the following is one of the ), which of the following is one of the
conditions required before an individual can be conditions required before an individual can be
said to have mental retardation?said to have mental retardation?
A.An IQ score below 50
B.A known cause of the individual’s condition
C.Deficits in adaptive behavior
D.Deficits in social skills
02/01/14Dr. Candace Baker
72
Q3 -- AnswerQ3 -- Answer
Of the choices given, C is the only
condition specified in the AAMR
definition of mental retardation.
72
Q3 -- AnswerQ3 -- Answer
Of the choices given, C is the only
condition specified in the AAMR
definition of mental retardation.
02/01/14Dr. Candace Baker
73
Q4.Q4. The most recent conceptual thinking The most recent conceptual thinking
related to program delivery options for individuals related to program delivery options for individuals
with mental retardation gives the greatest amount with mental retardation gives the greatest amount
of emphasis to the…of emphasis to the…
A.development of skills that will promote
independence in an institutional setting
B.development of skills that will help with
integration into the community
C.mastery of academic skills
D.mastery of computer technology
73
Q4.Q4. The most recent conceptual thinking The most recent conceptual thinking
related to program delivery options for individuals related to program delivery options for individuals
with mental retardation gives the greatest amount with mental retardation gives the greatest amount
of emphasis to the…of emphasis to the…
A.development of skills that will promote
independence in an institutional setting
B.development of skills that will help with
integration into the community
C.mastery of academic skills
D.mastery of computer technology
02/01/14Dr. Candace Baker
74
Q4 -- AnswerQ4 -- Answer
The best answer is B.
Although the process of successful
integration into the community is
extremely complex both conceptually and
practically, it has been noted by many
educators, researchers, and advocacy
groups in recent years that it is essential
for appropriate programming to occur in
school to assure such success for
individuals with mental retardation.
74
Q4 -- AnswerQ4 -- Answer
The best answer is B.
Although the process of successful
integration into the community is
extremely complex both conceptually and
practically, it has been noted by many
educators, researchers, and advocacy
groups in recent years that it is essential
for appropriate programming to occur in
school to assure such success for
individuals with mental retardation.
02/01/14Dr. Candace Baker
75
Q5.Q5. Using a functional approach is important Using a functional approach is important
when designing instruction for students with when designing instruction for students with
moderate and severe degrees of mental moderate and severe degrees of mental
retardation because this approach…retardation because this approach…
A.follows a sequence according to normal child
developmental milestones
B.breaks down the skills to be taught into a series of
discrete behaviors and then sequences those
behaviors into the progression in which they occur
when performing the skill
C.concentrates on behaviors that are critical to
performing a necessary task
D.teaches those skills that occur naturally within a
school environment.
75
Q5.Q5. Using a functional approach is important Using a functional approach is important
when designing instruction for students with when designing instruction for students with
moderate and severe degrees of mental moderate and severe degrees of mental
retardation because this approach…retardation because this approach…
A.follows a sequence according to normal child
developmental milestones
B.breaks down the skills to be taught into a series of
discrete behaviors and then sequences those
behaviors into the progression in which they occur
when performing the skill
C.concentrates on behaviors that are critical to
performing a necessary task
D.teaches those skills that occur naturally within a
school environment.
02/01/14Dr. Candace Baker
76
Q5 -- AnswerQ5 -- Answer
The correct answer is CC, since the
functional approach emphasizes
teaching skills that the students
need now or will need in the future.
76
Q5 -- AnswerQ5 -- Answer
The correct answer is CC, since the
functional approach emphasizes
teaching skills that the students
need now or will need in the future.
02/01/14Dr. Candace Baker
77
Q6. Which of the following procedures is Q6. Which of the following procedures is
likely to be most effective in teaching basic likely to be most effective in teaching basic
arithmetic concepts to students with mental arithmetic concepts to students with mental
retardation?retardation?
A.Using manipulatives and pictures for
counting and grouping
B.Completing paper-and-pencil drill-
and-practice worksheets
C.Using calculators for problem-solving
D.Using flash cards for learning basic
addition and subtraction facts.
77
Q6. Which of the following procedures is Q6. Which of the following procedures is
likely to be most effective in teaching basic likely to be most effective in teaching basic
arithmetic concepts to students with mental arithmetic concepts to students with mental
retardation?retardation?
A.Using manipulatives and pictures for
counting and grouping
B.Completing paper-and-pencil drill-
and-practice worksheets
C.Using calculators for problem-solving
D.Using flash cards for learning basic
addition and subtraction facts.
02/01/14Dr. Candace Baker
78
Q6 -- AnswerQ6 -- Answer
The best answer is A, since counting and
grouping are two of the basic elements
required in learning arithmetic concepts. All
children who are learning basic arithmetic
concepts are assisted in this effort if
manipulatives, pictures, or other concrete
representations of the concepts are
presented.
78
Q6 -- AnswerQ6 -- Answer
The best answer is A, since counting and
grouping are two of the basic elements
required in learning arithmetic concepts. All
children who are learning basic arithmetic
concepts are assisted in this effort if
manipulatives, pictures, or other concrete
representations of the concepts are
presented.
02/01/14(0381) Text Questions & Answers
79
Professional Assessments Professional Assessments
for Beginning Teachers for Beginning Teachers
Special EducationSpecial Education
79
Professional Assessments Professional Assessments
for Beginning Teachers for Beginning Teachers
Special EducationSpecial Education
02/01/14Dr. Candace Baker
80
Q1. Q1. Which of the following is the focus of the Which of the following is the focus of the
noncategorical or cross-categorical approach to noncategorical or cross-categorical approach to
special education?special education?
A.The use of self-contained special education
classes for students with disabilities
B.The differentiation of students’ needs based on
their specific disabilities
C.The education of students with disabilities based
on their similar characteristics and needs
D.The use of differential diagnosis as a technique
for distinguishing among disabilities
E.The application of task-analysis techniques in
the instruction of students with severe
disabilities.
80
Q1. Q1. Which of the following is the focus of the Which of the following is the focus of the
noncategorical or cross-categorical approach to noncategorical or cross-categorical approach to
special education?special education?
A.The use of self-contained special education
classes for students with disabilities
B.The differentiation of students’ needs based on
their specific disabilities
C.The education of students with disabilities based
on their similar characteristics and needs
D.The use of differential diagnosis as a technique
for distinguishing among disabilities
E.The application of task-analysis techniques in
the instruction of students with severe
disabilities.
02/01/14Dr. Candace Baker
81
Q1 --Q1 -- AnswerAnswer
The best answer is C.
Schools or districts that use a noncategorical or
cross-categorical approach to special education
generally base that decision on a belief that the
etiology of students’ disabilities is not
important. Rather, the students’ instructional
needs should be assessed, and students with
similar needs should receive similar treatment.
81
Q1 --Q1 -- AnswerAnswer
The best answer is C.
Schools or districts that use a noncategorical or
cross-categorical approach to special education
generally base that decision on a belief that the
etiology of students’ disabilities is not
important. Rather, the students’ instructional
needs should be assessed, and students with
similar needs should receive similar treatment.
02/01/14Dr. Candace Baker
82
Q2.Q2. Which of the following is a factor that impedes Which of the following is a factor that impedes
researchers’ attempts to determine with certainty the researchers’ attempts to determine with certainty the
prevalence of learning disabilities in the United States?prevalence of learning disabilities in the United States?
A.The absence of any definition of learning disabilities
in federal guidelines for special education
B.A general reluctance on the part of educators and
diagnosticians to classify students as having learning
disabilities
C.The overlap in identification criteria between the
classifications of severe learning disabilities and
severe emotional disturbance
D.The tendency of school districts to place students
identified as having learning disabilities in regular
rather than special education classes
E.The lack of a precisely defined cut-off point at which
a learning problem requiring remediation becomes a
disability requiring special education.
82
Q2.Q2. Which of the following is a factor that impedes Which of the following is a factor that impedes
researchers’ attempts to determine with certainty the researchers’ attempts to determine with certainty the
prevalence of learning disabilities in the United States?prevalence of learning disabilities in the United States?
A.The absence of any definition of learning disabilities
in federal guidelines for special education
B.A general reluctance on the part of educators and
diagnosticians to classify students as having learning
disabilities
C.The overlap in identification criteria between the
classifications of severe learning disabilities and
severe emotional disturbance
D.The tendency of school districts to place students
identified as having learning disabilities in regular
rather than special education classes
E.The lack of a precisely defined cut-off point at which
a learning problem requiring remediation becomes a
disability requiring special education.
02/01/14Dr. Candace Baker
83
Q2Q2 -- Answer -- Answer
The best answer is E.
Definitions of learning disabilities are often imprecise
in their guidance regarding the point at which a specific
learning problem should be classified as a disability, a
factor that affects identification of the condition.
Choice A is incorrect because the Individuals with
Disabilities Education Act defines specific learning
disabilities in general terms. B is incorrect; the
numbers indicate just the opposite. C is incorrect
because identification criteria for these two areas do not
present an appreciable problem of overlap. D is
irrelevant; placement is not the issue of the question.
83
Q2Q2 -- Answer -- Answer
The best answer is E.
Definitions of learning disabilities are often imprecise
in their guidance regarding the point at which a specific
learning problem should be classified as a disability, a
factor that affects identification of the condition.
Choice A is incorrect because the Individuals with
Disabilities Education Act defines specific learning
disabilities in general terms. B is incorrect; the
numbers indicate just the opposite. C is incorrect
because identification criteria for these two areas do not
present an appreciable problem of overlap. D is
irrelevant; placement is not the issue of the question.
02/01/14Dr. Candace Baker
84
Q3Q3. . The total number of children with The total number of children with
disabilities who are served in special education disabilities who are served in special education
programs has grown at a phenomenal rate since programs has grown at a phenomenal rate since
1975. Which of the following is the most likely 1975. Which of the following is the most likely
reason for the increase?reason for the increase?
A.The passage of PL 94-142, which required that the
public schools educate all children with disabilities
from age three through twenty-one
B.Improved assessment techniques that made it easier
to locate and identify children with disabilities
C.An increase in the number of special education
teachers trained to serve students with disabilities
D.A general decrease in school enrollment resulting
in more space for special education students
E.An increase in federal aid for education
84
Q3Q3. . The total number of children with The total number of children with
disabilities who are served in special education disabilities who are served in special education
programs has grown at a phenomenal rate since programs has grown at a phenomenal rate since
1975. Which of the following is the most likely 1975. Which of the following is the most likely
reason for the increase?reason for the increase?
A.The passage of PL 94-142, which required that the
public schools educate all children with disabilities
from age three through twenty-one
B.Improved assessment techniques that made it easier
to locate and identify children with disabilities
C.An increase in the number of special education
teachers trained to serve students with disabilities
D.A general decrease in school enrollment resulting
in more space for special education students
E.An increase in federal aid for education
02/01/14Dr. Candace Baker
85
Q3 -- AnswerQ3 -- Answer
The best answer is A.
The Education for All Handicapped Children
Act (PL 94-142), passed in 1975, was the
first law to mandate a free and appropriate
public education for all children and youth
with disabilities. Prior to that time, schools
could exclude children they felt were not
educable.
85
Q3 -- AnswerQ3 -- Answer
The best answer is A.
The Education for All Handicapped Children
Act (PL 94-142), passed in 1975, was the
first law to mandate a free and appropriate
public education for all children and youth
with disabilities. Prior to that time, schools
could exclude children they felt were not
educable.
02/01/14Dr. Candace Baker
86
Q4Q4. Kevin is a second grader whose grade-. Kevin is a second grader whose grade-
equivalent score on a reading test is 5.0. Which equivalent score on a reading test is 5.0. Which
of the following is an accurate interpretation of of the following is an accurate interpretation of
Kevin’s score?Kevin’s score?
A.Kevin has the reading skills of the average fifth
grader.
B.Kevin can read fifth-grade materials.
C.Kevin correctly answered as many questions on the
test as did the average beginning fifth grader.
D.Kevin has progressed three years beyond the level at
which he is expected to be reading.
E.Kevin has mastered the skills of the reading
curriculum up to the fifth-grade level.
86
Q4Q4. Kevin is a second grader whose grade-. Kevin is a second grader whose grade-
equivalent score on a reading test is 5.0. Which equivalent score on a reading test is 5.0. Which
of the following is an accurate interpretation of of the following is an accurate interpretation of
Kevin’s score?Kevin’s score?
A.Kevin has the reading skills of the average fifth
grader.
B.Kevin can read fifth-grade materials.
C.Kevin correctly answered as many questions on the
test as did the average beginning fifth grader.
D.Kevin has progressed three years beyond the level at
which he is expected to be reading.
E.Kevin has mastered the skills of the reading
curriculum up to the fifth-grade level.
02/01/14Dr. Candace Baker
87
Q4 -- AnswerQ4 -- Answer
The best answer is C.
A grade-equivalent score for an individual
represents the score on the test that is the
same as the median, or average, score for
all students at that grade level in the
norming group. Therefore, if Kevin
obtained a grade-equivalent score of 5.0 on
a reading test, he correctly answered the
same number of questions on the test as did
the average beginning fifth grader.
87
Q4 -- AnswerQ4 -- Answer
The best answer is C.
A grade-equivalent score for an individual
represents the score on the test that is the
same as the median, or average, score for
all students at that grade level in the
norming group. Therefore, if Kevin
obtained a grade-equivalent score of 5.0 on
a reading test, he correctly answered the
same number of questions on the test as did
the average beginning fifth grader.
02/01/14Dr. Candace Baker
88
Q5.Q5.Of the following methods of assessment, Of the following methods of assessment,
which is likely to provide thewhich is likely to provide the LEASTLEAST useful useful
information for instructional planning?information for instructional planning?
A.Intelligence tests
B.Behavioral checklists
C.Criterion-referenced achievement tests
D.Systematic observations
E.Informal skill inventories
88
Q5.Q5.Of the following methods of assessment, Of the following methods of assessment,
which is likely to provide thewhich is likely to provide the LEASTLEAST useful useful
information for instructional planning?information for instructional planning?
A.Intelligence tests
B.Behavioral checklists
C.Criterion-referenced achievement tests
D.Systematic observations
E.Informal skill inventories
02/01/14Dr. Candace Baker
89
Q5 -- AnswerQ5 -- Answer
The best answer is A.
It has been widely acknowledged in the
field of education that, although intelligence
tests may serve several appropriate
purposes, they provide teachers with limited
useful information. Results of intelligence
tests are unlikely to help teachers decide
what to teach or how to teach it.
89
Q5 -- AnswerQ5 -- Answer
The best answer is A.
It has been widely acknowledged in the
field of education that, although intelligence
tests may serve several appropriate
purposes, they provide teachers with limited
useful information. Results of intelligence
tests are unlikely to help teachers decide
what to teach or how to teach it.
02/01/14Dr. Candace Baker
90
Questions 6 – 8 are based on the Questions 6 – 8 are based on the
following information.following information.
Michelle, a 19-year-old whose parents are
deceased, has profound mental retardation
and lives in a group home. She is bused to a
special class by the local school district.
Michelle has had frequent, extended absences
from school because of her frail physical
condition. She is nonambulatory and
nonverbal; her vision and hearing are intact.
She can communicate a few basic needs by
means of a pictorial language board.
90
Questions 6 – 8 are based on the Questions 6 – 8 are based on the
following information.following information.
Michelle, a 19-year-old whose parents are
deceased, has profound mental retardation
and lives in a group home. She is bused to a
special class by the local school district.
Michelle has had frequent, extended absences
from school because of her frail physical
condition. She is nonambulatory and
nonverbal; her vision and hearing are intact.
She can communicate a few basic needs by
means of a pictorial language board.
02/01/14Dr. Candace Baker
91
Q6Q6. . Which of the following is the Which of the following is the
appropriate focus of Michelle’s appropriate focus of Michelle’s
individualized education program (individualized education program (IEPIEP)?)?
A.Functional academics
B.Basic academic skills
C.Prevocational skills
D.Self-care skills
E.Oral language
91
Q6Q6. . Which of the following is the Which of the following is the
appropriate focus of Michelle’s appropriate focus of Michelle’s
individualized education program (individualized education program (IEPIEP)?)?
A.Functional academics
B.Basic academic skills
C.Prevocational skills
D.Self-care skills
E.Oral language
02/01/14Dr. Candace Baker
92
Q6 -- AnswerQ6 -- Answer
The best answer is D.
Because of Michelle’s profound level of
mental retardation and the severe nature of
her secondary disabilities, choices A, B, C,
and E are not likely to be realistic or useful
areas on which to focus. Self-care skills,
however, would help Michelle function better
both at school and at home.
92
Q6 -- AnswerQ6 -- Answer
The best answer is D.
Because of Michelle’s profound level of
mental retardation and the severe nature of
her secondary disabilities, choices A, B, C,
and E are not likely to be realistic or useful
areas on which to focus. Self-care skills,
however, would help Michelle function better
both at school and at home.
02/01/14Dr. Candace Baker
93
Q7Q7. Michelle’s . Michelle’s IEPIEP would be expected would be expected
to include goals and objectives in all of to include goals and objectives in all of
the following the following EXCEPTEXCEPT . . . . . .
A.Recreation
B.Articulation
C.Feeding
D.Toileting
E.Communication
93
Q7Q7. Michelle’s . Michelle’s IEPIEP would be expected would be expected
to include goals and objectives in all of to include goals and objectives in all of
the following the following EXCEPTEXCEPT . . . . . .
A.Recreation
B.Articulation
C.Feeding
D.Toileting
E.Communication
02/01/14Dr. Candace Baker
94
Q7 -- AnswerQ7 -- Answer
The best answer is B.
Michelle, at age nineteen, is still
nonverbal. Therefore, articulation is an
inappropriate area for which to include
goals and objectives on her IEP.
94
Q7 -- AnswerQ7 -- Answer
The best answer is B.
Michelle, at age nineteen, is still
nonverbal. Therefore, articulation is an
inappropriate area for which to include
goals and objectives on her IEP.
02/01/14Dr. Candace Baker
95
A.A representative of the state agency for children’s
services
B.A court-designated staff member of the group
home in which she resides
C.A blood relative willing to assume this
responsibility
D.A surrogate parent appointed by the local
education agency
E.A member of the local school board where
Michelle attends school
Q8Q8. Since Michelle’s parents are deceased, who . Since Michelle’s parents are deceased, who
is required to review and approve her is required to review and approve her
educational program?educational program?
95
A.A representative of the state agency for children’s
services
B.A court-designated staff member of the group
home in which she resides
C.A blood relative willing to assume this
responsibility
D.A surrogate parent appointed by the local
education agency
E.A member of the local school board where
Michelle attends school
Q8Q8. Since Michelle’s parents are deceased, who . Since Michelle’s parents are deceased, who
is required to review and approve her is required to review and approve her
educational program?educational program?
02/01/14Dr. Candace Baker
96
Q8 -- AnswerQ8 -- Answer
The best answer is D, as stated
in PL 94-142 and subsequent
legislation.
96
Q8 -- AnswerQ8 -- Answer
The best answer is D, as stated
in PL 94-142 and subsequent
legislation.
02/01/14Dr. Candace Baker
97
Q9Q9. . Which of the following is most important for Which of the following is most important for
teachers of students with disabilities to do during teachers of students with disabilities to do during
scheduled conferences with parents?scheduled conferences with parents?
A.Use professional terminology when referring to the
student’s disability and instructional needs
B.Express agreement with the parents’ opinions about
their child’s strengths and weaknesses
C.Use the time in a leisurely, unstructured manner so
that issues and concerns will arise spontaneously
D.Determine whether the parents have hidden feelings
of frustration regarding their child’s disability
E.Present work samples and other evidences of the
student’s skills and discuss ideas for future activities.
97
Q9Q9. . Which of the following is most important for Which of the following is most important for
teachers of students with disabilities to do during teachers of students with disabilities to do during
scheduled conferences with parents?scheduled conferences with parents?
A.Use professional terminology when referring to the
student’s disability and instructional needs
B.Express agreement with the parents’ opinions about
their child’s strengths and weaknesses
C.Use the time in a leisurely, unstructured manner so
that issues and concerns will arise spontaneously
D.Determine whether the parents have hidden feelings
of frustration regarding their child’s disability
E.Present work samples and other evidences of the
student’s skills and discuss ideas for future activities.
02/01/14Dr. Candace Baker
98
Q9 -- AnswerQ9 -- Answer
The best answer is E.
Student work samples and other evidence are useful
for giving parents a concrete representation of their
child’s progress, and teachers should include parents
in a discussion of educational planning. A would be
inappropriate. B is not an especially helpful policy in
itself and would be dishonest if agreement did not
exist. C is incorrect; a conference should be well-
prepared so the time can be used productively. D
would be inappropriate.
98
Q9 -- AnswerQ9 -- Answer
The best answer is E.
Student work samples and other evidence are useful
for giving parents a concrete representation of their
child’s progress, and teachers should include parents
in a discussion of educational planning. A would be
inappropriate. B is not an especially helpful policy in
itself and would be dishonest if agreement did not
exist. C is incorrect; a conference should be well-
prepared so the time can be used productively. D
would be inappropriate.
02/01/14Dr. Candace Baker
99
Q10Q10. A first-grade teacher has established a . A first-grade teacher has established a
system in which students earn points by complying system in which students earn points by complying
with classroom rules and completing work. The with classroom rules and completing work. The
teacher also takes points away fr0m students who teacher also takes points away fr0m students who
do not follow rules and do not complete work. do not follow rules and do not complete work.
When taking away points, the teacher is using When taking away points, the teacher is using
which of the following techniques?which of the following techniques?
A.Negative reinforcement
B.Overcorrection
C.Response cost
D.Timeout
E.Differential reinforcement
99
Q10Q10. A first-grade teacher has established a . A first-grade teacher has established a
system in which students earn points by complying system in which students earn points by complying
with classroom rules and completing work. The with classroom rules and completing work. The
teacher also takes points away fr0m students who teacher also takes points away fr0m students who
do not follow rules and do not complete work. do not follow rules and do not complete work.
When taking away points, the teacher is using When taking away points, the teacher is using
which of the following techniques?which of the following techniques?
A.Negative reinforcement
B.Overcorrection
C.Response cost
D.Timeout
E.Differential reinforcement
02/01/14Dr. Candace Baker
100
Q10 -- AnswerQ10 -- Answer
The best answer is C.
Response cost is a behavior-management
strategy in which a positive reinforcing
stimulus (in this case, earned points) is
removed following the performance of an
undesirable behavior.
100
Q10 -- AnswerQ10 -- Answer
The best answer is C.
Response cost is a behavior-management
strategy in which a positive reinforcing
stimulus (in this case, earned points) is
removed following the performance of an
undesirable behavior.
02/01/14(0381) Text Questions & Answers
101
Educable Mentally Educable Mentally
HandicappedHandicapped
101
Educable Mentally Educable Mentally
HandicappedHandicapped
02/01/14Dr. Candace Baker
102
Q1. Q1. In relation to cognitive development, most In relation to cognitive development, most
five-year-old children are able to:five-year-old children are able to:
A.Use numerical concepts to solve problems.
B.Identify abstract similarities and
differences.
C.Draw conclusions based on their own
experience.
D.Generalize rules from one situation to
another.
102
Q1. Q1. In relation to cognitive development, most In relation to cognitive development, most
five-year-old children are able to:five-year-old children are able to:
A.Use numerical concepts to solve problems.
B.Identify abstract similarities and
differences.
C.Draw conclusions based on their own
experience.
D.Generalize rules from one situation to
another.
02/01/14Dr. Candace Baker
103
Q1 --Q1 -- AnswerAnswer
The best answer is C.
In terms of their cognitive development, five-year-old children
typically exhibit the ability to draw conclusions based on their own
experience. The fact that their thinking is often characterized by a
number of faulty assumptions and conclusions is more a result of
their extremely limited experience than an inability to draw what are
to them reasonable conclusions. On the other hand, most five-year-
olds are unable to use numerical concepts to solve problems (choice
A), identify abstract similarities and differences (choice B), or
understand how rules can be generalized from one situation to
another (choice D). These cognitive abilities are generally
developed by children during middle and later childhood.
103
Q1 --Q1 -- AnswerAnswer
The best answer is C.
In terms of their cognitive development, five-year-old children
typically exhibit the ability to draw conclusions based on their own
experience. The fact that their thinking is often characterized by a
number of faulty assumptions and conclusions is more a result of
their extremely limited experience than an inability to draw what are
to them reasonable conclusions. On the other hand, most five-year-
olds are unable to use numerical concepts to solve problems (choice
A), identify abstract similarities and differences (choice B), or
understand how rules can be generalized from one situation to
another (choice D). These cognitive abilities are generally
developed by children during middle and later childhood.
02/01/14Dr. Candace Baker
104
Q2.Q2. Piaget’s Theory is based on the premise that Piaget’s Theory is based on the premise that
children’s cognitive development depends primarily children’s cognitive development depends primarily
upon:upon:
A.The appropriate use of positive and negative
reinforcers by parents and other caretakers.
B.Their unconscious drives and motives.
C.Their attainment of a biologically based,
sequential series of developmental stages.
D.The availability of appropriate role models.
104
Q2.Q2. Piaget’s Theory is based on the premise that Piaget’s Theory is based on the premise that
children’s cognitive development depends primarily children’s cognitive development depends primarily
upon:upon:
A.The appropriate use of positive and negative
reinforcers by parents and other caretakers.
B.Their unconscious drives and motives.
C.Their attainment of a biologically based,
sequential series of developmental stages.
D.The availability of appropriate role models.
02/01/14Dr. Candace Baker
105
Q2Q2 -- Answer -- Answer
The best answer is C.
This question requires knowledge of a major theory of human cognitive
development. According to Piagetian theory, intellectual development occurs
in a universal sequence of stages, each stage building on cognitive skills
attained during previous stages and involving progressively more complex
types of thought. The universality of the developmental stages observed by
Piaget in children worldwide caused him to hypothesize further that these
stages reflect an immutable and biologically based element common to all
human populations (choice C). The alternative choices listed all characterize
other well-known theories of development. The use of positive and negative
reinforcers (choice A) as primary external factors in cognitive development
characterizes behaviorist theories of development rather than Piaget’s theory.
A child’s unconscious drives and motives (choice B) are the underlying
factors in a variety of psychoanalytic approaches that focus on the
subconscious as a primary determinant of human development. Finally, the
availability of appropriate role models (choice D) is viewed as an important
causal factor in social learning theory but not in Piagetian theory.
105
Q2Q2 -- Answer -- Answer
The best answer is C.
This question requires knowledge of a major theory of human cognitive
development. According to Piagetian theory, intellectual development occurs
in a universal sequence of stages, each stage building on cognitive skills
attained during previous stages and involving progressively more complex
types of thought. The universality of the developmental stages observed by
Piaget in children worldwide caused him to hypothesize further that these
stages reflect an immutable and biologically based element common to all
human populations (choice C). The alternative choices listed all characterize
other well-known theories of development. The use of positive and negative
reinforcers (choice A) as primary external factors in cognitive development
characterizes behaviorist theories of development rather than Piaget’s theory.
A child’s unconscious drives and motives (choice B) are the underlying
factors in a variety of psychoanalytic approaches that focus on the
subconscious as a primary determinant of human development. Finally, the
availability of appropriate role models (choice D) is viewed as an important
causal factor in social learning theory but not in Piagetian theory.
02/01/14Dr. Candace Baker
106
Q3Q3. . Which of the following cognitive disabilities Which of the following cognitive disabilities
is caused by the presence of an extra is caused by the presence of an extra
chromosome?chromosome?
A.Tay-Sachs disease
B.Fragile X
C.Down syndrome
D.Phenylketonuria (PKU)
106
Q3Q3. . Which of the following cognitive disabilities Which of the following cognitive disabilities
is caused by the presence of an extra is caused by the presence of an extra
chromosome?chromosome?
A.Tay-Sachs disease
B.Fragile X
C.Down syndrome
D.Phenylketonuria (PKU)
02/01/14Dr. Candace Baker
107
Q3 -- AnswerQ3 -- Answer
The best answer is C.
Down syndrome is a cognitive disability caused by a genetic
abnormality involving the presence of an extra twenty-first
chromosome (choice C). Although the other conditions listed in the
question are also of genetic origin, none is caused by the presence of
an extra chromosome. Tay-Sachs disease (choice A) is the result of
a recessive gene. It causes rapid mental and physical deterioration
after birth and typically leads to death during early childhood.
Fragile X (choice B) involves an abnormality of the X chromosome
that results in mental impairment, particularly in males.
Phenylketonuria (PKU) (choice D) is caused by a recessive gene that
affects phenylalnin metabolism. If left untreated, PKU can also
cause a severe cognitive disability.
107
Q3 -- AnswerQ3 -- Answer
The best answer is C.
Down syndrome is a cognitive disability caused by a genetic
abnormality involving the presence of an extra twenty-first
chromosome (choice C). Although the other conditions listed in the
question are also of genetic origin, none is caused by the presence of
an extra chromosome. Tay-Sachs disease (choice A) is the result of
a recessive gene. It causes rapid mental and physical deterioration
after birth and typically leads to death during early childhood.
Fragile X (choice B) involves an abnormality of the X chromosome
that results in mental impairment, particularly in males.
Phenylketonuria (PKU) (choice D) is caused by a recessive gene that
affects phenylalnin metabolism. If left untreated, PKU can also
cause a severe cognitive disability.
02/01/14Dr. Candace Baker
108
Q4Q4. Mr. Bronson’s sixth grade class includes . Mr. Bronson’s sixth grade class includes
students from several ethnic minority groups. To students from several ethnic minority groups. To
plan an effective classroom management strategy, plan an effective classroom management strategy,
it is important for Mr. Bronson to recognize that it is important for Mr. Bronson to recognize that
these students:these students:
A.Generally wish to assimilate into the dominant
culture.
B.Are likely to be openly hostile to a white male
teacher.
C.Will see one another as allies in overcoming
discrimination.
D.May form ethnic peer groups that become isolated
from another.
108
Q4Q4. Mr. Bronson’s sixth grade class includes . Mr. Bronson’s sixth grade class includes
students from several ethnic minority groups. To students from several ethnic minority groups. To
plan an effective classroom management strategy, plan an effective classroom management strategy,
it is important for Mr. Bronson to recognize that it is important for Mr. Bronson to recognize that
these students:these students:
A.Generally wish to assimilate into the dominant
culture.
B.Are likely to be openly hostile to a white male
teacher.
C.Will see one another as allies in overcoming
discrimination.
D.May form ethnic peer groups that become isolated
from another.
02/01/14Dr. Candace Baker
109
Q4 -- AnswerQ4 -- Answer
The best answer is D.
In typical social development, preadolescent children are
likely to form social groups based on perceived similarity
(choice D). A teacher wishing to promote ethnic diversity
cannot assume that members of various ethnic groups wish
to assimilate into the dominant culture (choice A).
Students will respond to the teacher on the basis of their
previous school and family experiences and will not
necessarily be hostile to a whit male teacher (choice B).
Because children of this age group tend to form social
groups based on obvious similarities, they will not
necessarily see one another as allies (choice C) unless they
are provided with instruction and structured experiences
that help them understand discrimination.
109
Q4 -- AnswerQ4 -- Answer
The best answer is D.
In typical social development, preadolescent children are
likely to form social groups based on perceived similarity
(choice D). A teacher wishing to promote ethnic diversity
cannot assume that members of various ethnic groups wish
to assimilate into the dominant culture (choice A).
Students will respond to the teacher on the basis of their
previous school and family experiences and will not
necessarily be hostile to a whit male teacher (choice B).
Because children of this age group tend to form social
groups based on obvious similarities, they will not
necessarily see one another as allies (choice C) unless they
are provided with instruction and structured experiences
that help them understand discrimination.
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