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Test Bank For Learning Disabilities and Related Disabilities: Strategies for Success 13th Edition Test Bank

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    Multiple Choice 1. A definition of learning disabilities that is used in the schools is incorporated into national legislation known as a. The Americans with Disabilities Act. b. The No Child Left Behind Act. c. Head Start. d. The Individuals with Disabilities Education Improvement Act. e. The Bilingual Act. ANSWER: d LEARNING OBJECTIVES: LD&RD.Lerner.13.01.01 - Describe the key changes in special education NATIONAL STANDARDS: United States - CEC.6.2 - Beginning special education professionals understand how foundational knowledge and current issues influence professional practice. KEYWORDS: Bloom’s: Remembering 2. The term learning disabilities has been used since the first national organization meeting of parents and professional groups in a. 1947. b. 1963. c. 1969. d. 1974. e. 1982. ANSWER: b LEARNING OBJECTIVES: LD&RD.Lerner.13.01.01 - Describe the key changes in special education NATIONAL STANDARDS: United States - CEC.6.2 - Beginning special education professionals understand how foundational knowledge and current issues influence professional practice. KEYWORDS: Bloom’s: Remembering Page 1 Chapter 01: Learning Disabilities and Related Disabilities Characteristics and Current Directions

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    3. The latest estimate of children with autism is a. 1 in 500. b. 1 in 50. c. 1 in 120. d. 1 in 88. e. 1 in 1,000. ANSWER: b LEARNING OBJECTIVES: LD&RD.Lerner.13.01.01 - Describe the key changes in special education LD&RD.Lerner.13.01.04 - Identify new issues and directions in special education NATIONAL STANDARDS: United States - CEC.1.0 - Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities. United States - CEC.1.2 - Beginning special education professionals use understanding of development and individual differences to respond to the needs of individuals with exceptionalities. KEYWORDS: Bloom’s: Remembering 4. Which of the following statements is true of the Individuals with Disabilities Education Improvement Act? a. It mandates that every child with disabilities be taught in a special school. b. It does not include children with very severe disabilities. c. It requires that every child with disabilities be in a special class educational setting. d. It includes children who are gifted and talented. e. It gives every child with disabilities the right to a free and appropriate education. ANSWER: e LEARNING OBJECTIVES: LD&RD.Lerner.13.01.01 - Describe the key changes in special education NATIONAL STANDARDS: United States - CEC.6.0 - Beginning special education professionals use foundational knowledge of the field and their professional Ethical Principles and Practice Standards to inform special education practice, to engage in lifelong learning, and to advance their profession. United States - CEC.6.2 - Beginning special education professionals understand how foundational knowledge and current issues influence professional practice. United States - CEC.6.3 - Beginning special education professionals understand that diversity is a part of families, cultures, and schools, and that complex human issues can interact with the delivery of special education services. KEYWORDS: Bloom’s: Analyzing Page 2 Chapter 01: Learning Disabilities and Related Disabilities Characteristics and Current Directions

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    5. Learning disabilities are found among a. youngsters from poor families. b. youngsters with superior intelligence. c. adolescents in prisons. d. youngsters from the middle socioeconomic class. e. All of these. ANSWER: e LEARNING OBJECTIVES: LD&RD.Lerner.13.01.02 - Describe the categories of learning disabilities and related disabilities NATIONAL STANDARDS: United States - CEC.1.0 - Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities. United States - CEC.1.1 - Beginning special education professionals understand how language, culture, and family background influence the learning of individuals with exceptionalities. United States - CEC.1.2 - Beginning special education professionals use understanding of development and individual differences to respond to the needs of individuals with exceptionalities. United States - CEC.6.3 - Beginning special education professionals understand that diversity is a part of families, cultures, and schools, and that complex human issues can interact with the delivery of special education services. KEYWORDS: Bloom’s: Understanding 6. Which of the following statements is true of the Individual With Disabilities Education Improvement Act (IDEA- 2004)? a. gives every child with disabilities the right to a free appropriate public education b. mandates that every child with a disability be taught in a general education classroom c. does not include children with severe disabilities d. includes children who are gifted and talented e. requires that specific methods be used with children with disabilities ANSWER: a LEARNING OBJECTIVES: LD&RD.Lerner.13.01.01 - Describe the key changes in special education NATIONAL STANDARDS: United States - CEC.6.0 - Beginning special education professionals use foundational knowledge of the field and their professional Ethical Principles and Practice Standards to inform special education practice, to engage in lifelong learning, and to advance their profession. KEYWORDS: Bloom’s: Understanding Page 3 Chapter 01: Learning Disabilities and Related Disabilities Characteristics and Current Directions

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    7. The term learning disabilities has been used since the first national or organization meeting of parent groups and professionals in the year a. 1947. b. 1963. c. 1969. d. 1974. e. 1982. ANSWER: b LEARNING OBJECTIVES: LD&RD.Lerner.13.01.01 - Describe the key changes in special education NATIONAL STANDARDS: United States - CEC.1.1 - Beginning special education professionals understand how language, culture, and family background influence the learning of individuals with exceptionalities. United States - CEC.6.0 - Beginning special education professionals use foundational knowledge of the field and their professional Ethical Principles and Practice Standards to inform special education practice, to engage in lifelong learning, and to advance their profession. United States - CEC.6.2 - Beginning special education professionals understand how foundational knowledge and current issues influence professional practice. KEYWORDS: Bloom’s: Remembering 8. The largest number of students with learning disabilities served by the schools are ages a. 7–9. b. 10–14. c. 15–17. d. 18–22. e. 22–25. ANSWER: b LEARNING OBJECTIVES: LD&RD.Lerner.13.01.01 - Describe the key changes in special education NATIONAL STANDARDS: United States - CEC.1.0 - Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities. KEYWORDS: Bloom’s: Understanding Page 4 Chapter 01: Learning Disabilities and Related Disabilities Characteristics and Current Directions

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    9. The transition goal of most adolescents with learning disabilities after leaving high school is a. competitive employment. b. vocational training. c. college attendance. d. not working. e. None of these ANSWER: a LEARNING OBJECTIVES: LD&RD.Lerner.13.01.04 - Identify new issues and directions in special education NATIONAL STANDARDS: United States - CEC.1.0 - Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities. United States - CEC.1.2 - Beginning special education professionals use understanding of development and individual differences to respond to the needs of individuals with exceptionalities. KEYWORDS: Bloom’s: Applying 10. Which of the following is true about adolescents and adults with learning disabilities in regard to using computers? a. They cannot use computers. b. They often excel in using computers. c. They find computers too difficult to use. d. They cannot learn keyboard skills. e. They should not be allowed to use the Internet. ANSWER: b LEARNING OBJECTIVES: LD&RD.Lerner.13.01.04 - Identify new issues and directions in special education NATIONAL STANDARDS: United States - CEC.1.0 - Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities. KEYWORDS: Bloom’s: Applying Page 5 Chapter 01: Learning Disabilities and Related Disabilities Characteristics and Current Directions

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    11. Public Law 94-142, which first required special education for handicapped students was passed by Congress in a. 1963. b. 1968. c. 1975. d. 1986. e. 1991. ANSWER: c LEARNING OBJECTIVES: LD&RD.Lerner.13.01.01 - Describe the key changes in special education NATIONAL STANDARDS: United States - CEC.6.2 - Beginning special education professionals understand how foundational knowledge and current issues influence professional practice. KEYWORDS: Bloom’s: Remembering 12. The term brain injured child was first used by a. Clements. b. Kirk. c. Broca. d. Straus. e. Cruickshank. ANSWER: d LEARNING OBJECTIVES: LD&RD.Lerner.13.01.03 - Describe the neurosciences and the brain NATIONAL STANDARDS: United States - CEC.1.0 - Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities. United States - CEC.1.1 - Beginning special education professionals understand how language, culture, and family background influence the learning of individuals with exceptionalities. United States - CEC.1.2 - Beginning special education professionals use understanding of development and individual differences to respond to the needs of individuals with exceptionalities. KEYWORDS: Bloom’s: Remembering Page 6 Chapter 01: Learning Disabilities and Related Disabilities Characteristics and Current Directions

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    13. Learning disabilities are identified among students who speak a. English. b. Spanish. c. Chinese. d. Hebrew. e. All of these ANSWER: e LEARNING OBJECTIVES: LD&RD.Lerner.13.01.01 - Describe the key changes in special education NATIONAL STANDARDS: United States - CEC.1.2 - Beginning special education professionals use understanding of development and individual differences to respond to the needs of individuals with exceptionalities. KEYWORDS: Bloom’s: Analyzing 14. One of the common learning and behavioral characteristics of students with related disabilities is a. hearing loss. b. vision loss. c. cerebral palsy. d. disorders of attention. e. breathing problems. ANSWER: d LEARNING OBJECTIVES: LD&RD.Lerner.13.01.02 - Describe the categories of learning disabilities and related disabilities NATIONAL STANDARDS: United States - CEC.1.0 - Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities. KEYWORDS: Bloom’s: Understanding Page 7 Chapter 01: Learning Disabilities and Related Disabilities Characteristics and Current Directions

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    15. The type of support for students with intellectual disabilities that consists of constant high-intensity help across environments and involves more staff members is a. pervasive support. b. limited support. c. extensive support. d. intermittent support. e. sporadic support. ANSWER: a LEARNING OBJECTIVES: LD&RD.Lerner.13.01.04 - Identify new issues and directions in special education NATIONAL STANDARDS: United States - CEC.1.0 - Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities. KEYWORDS: Bloom’s: Understanding 16. A frequent element in the definition of a learning disability is a. intellectual disabilities. b. emotional disturbance. c. seizures. d. cognitive processing factors. e. vision acuity. ANSWER: d LEARNING OBJECTIVES: LD&RD.Lerner.13.01.02 - Describe the categories of learning disabilities and related disabilities NATIONAL STANDARDS: United States - CEC.1.0 - Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities. KEYWORDS: Bloom’s: Understanding Page 8 Chapter 01: Learning Disabilities and Related Disabilities Characteristics and Current Directions

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    17. The left hemisphere of the brain does what? a. controls nonverbal stimuli b. reacts to and controls language-related activities c. controls spatial skills d. controls mechanical skills e. controls eating ANSWER: b LEARNING OBJECTIVES: LD&RD.Lerner.13.01.03 - Describe the neurosciences and the brain NATIONAL STANDARDS: United States - CEC.1.0 - Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities. United States - CEC.1.2 - Beginning special education professionals use understanding of development and individual differences to respond to the needs of individuals with exceptionalities. KEYWORDS: Bloom’s: Understanding 18. Gender research shows which of the following? a. Boys and girls with learning disabilities have the same characteristics. b. Clinics and schools identify four times more boys than girls who have learning disabilities. c. Girls with learning disabilities are over-identified. d. Girls with learning disabilities tend to be more aggressive than boys. e. Boys are not identified as much as girls with learning disabilities. ANSWER: b LEARNING OBJECTIVES: LD&RD.Lerner.13.01.02 - Describe the categories of learning disabilities and related disabilities LD&RD.Lerner.13.01.03 - Describe the neurosciences and the brain NATIONAL STANDARDS: United States - CEC.1.2 - Beginning special education professionals use understanding of development and individual differences to respond to the needs of individuals with exceptionalities. United States - CEC.6.0 - Beginning special education professionals use foundational knowledge of the field and their professional Ethical Principles and Practice Standards to inform special education practice, to engage in lifelong learning, and to advance their profession. United States - CEC.6.2 - Beginning special education professionals understand how foundational knowledge and current issues influence professional practice. United States - CEC.6.3 - Beginning special education professionals understand that diversity is a part of families, cultures, and schools, and that complex human issues can interact with the delivery of special education services. KEYWORDS: Bloom’s: Understanding Page 9 Chapter 01: Learning Disabilities and Related Disabilities Characteristics and Current Directions

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    19. Recent brain research has shown which of the following? a. Brain imaging studies show that people with dyslexia exhibit significant differences in brain functioning. b. In postmortem studies it was found that there was no abnormality in the brain. c. The area of the right hemisphere in a person with dyslexia was smaller and had fewer brain cells than the brain of an individual without dyslexia. d. The area of the left hemisphere in a person with dyslexia was larger and contained more cells than the brain of an individual without dyslexia. e. None of these ANSWER: a LEARNING OBJECTIVES: LD&RD.Lerner.13.01.03 - Describe the neurosciences and the brain NATIONAL STANDARDS: United States - CEC.1.0 - Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities. United States - CEC.1.1 - Beginning special education professionals understand how language, culture, and family background influence the learning of individuals with exceptionalities. United States - CEC.1.2 - Beginning special education professionals use understanding of development and individual differences to respond to the needs of individuals with exceptionalities. KEYWORDS: Bloom’s: Analyzing 20. Which of the areas of the brain is responsible for phonemic production? a. parietal lobe b. frontal lobe c. occipital lobe d. the right parietal lobe e. Wernincke's area of the brain ANSWER: b LEARNING OBJECTIVES: LD&RD.Lerner.13.01.03 - Describe the neurosciences and the brain NATIONAL STANDARDS: United States - CEC.1.0 - Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities. United States - CEC.1.1 - Beginning special education professionals understand how language, culture, and family background influence the learning of individuals with exceptionalities. United States - CEC.1.2 - Beginning special education professionals use understanding of development and individual differences to respond to the needs of individuals with exceptionalities. KEYWORDS: Bloom’s: Understanding Page 10 Chapter 01: Learning Disabilities and Related Disabilities Characteristics and Current Directions

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    21. The organization which is responsible for the creation of professional teaching standards for special education is the a. ARC. b. Learning Disabilities Association of America. c. Council for Exceptional Children. d. National Association of State Directors of Special Education. e. Council of Chief State School Officers ANSWER: c LEARNING OBJECTIVES: LD&RD.Lerner.13.01.04 - Identify new issues and directions in special education NATIONAL STANDARDS: United States - CEC.6.0 - Beginning special education professionals use foundational knowledge of the field and their professional Ethical Principles and Practice Standards to inform special education practice, to engage in lifelong learning, and to advance their profession. United States - CEC.6.2 - Beginning special education professionals understand how foundational knowledge and current issues influence professional practice. KEYWORDS: Bloom’s: Remembering 22. A new trend in special education is a. a decrease in the identification of children with autism. b. an increase in the number of children with intellectual disabilities. c. an increase in self-contained or instructional special education classes. d. an increase in the number of inclusive placements of students with disabilities. e. a decrease in diversity in the schools. ANSWER: d LEARNING OBJECTIVES: LD&RD.Lerner.13.01.04 - Identify new issues and directions in special education NATIONAL STANDARDS: United States - CEC.6.2 - Beginning special education professionals understand how foundational knowledge and current issues influence professional practice. KEYWORDS: Bloom’s: Analyzing Page 11 Chapter 01: Learning Disabilities and Related Disabilities Characteristics and Current Directions

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    23. Which of the following is true of the common core state standards? a. They have been adopted by half of the states. b. There is an emphasis on students working individually. c. They are designed to result in uniform expectations and are sequential. d. Assessments will not be needed to measure progress in the standards. e. They are only for elementary schools. ANSWER: c LEARNING OBJECTIVES: LD&RD.Lerner.13.01.01 - Describe the key changes in special education LD&RD.Lerner.13.01.04 - Identify new issues and directions in special education NATIONAL STANDARDS: United States - CEC.6.0 - Beginning special education professionals use foundational knowledge of the field and their professional Ethical Principles and Practice Standards to inform special education practice, to engage in lifelong learning, and to advance their profession. United States - CEC.6.2 - Beginning special education professionals understand how foundational knowledge and current issues influence professional practice. KEYWORDS: Bloom’s: Analyzing Essay 24. What do you think about more students with disabilities being in general education classrooms? What are the advantages and disadvantages of students with disabilities being in general education classroom? ANSWER: Responses will vary. LEARNING OBJECTIVES: LD&RD.Lerner.13.01.01 - Describe the key changes in special education LD&RD.Lerner.13.01.04 - Identify new issues and directions in special education NATIONAL STANDARDS: United States - CEC.6.2 - Beginning special education professionals understand how foundational knowledge and current issues influence professional practice. KEYWORDS: Bloom’s: Evaluating 25. How do you predict the Common Core Standards will change education for students with disabilities? ANSWER: Responses will vary. LEARNING OBJECTIVES: LD&RD.Lerner.13.01.01 - Describe the key changes in special education LD&RD.Lerner.13.01.04 - Identify new issues and directions in special education NATIONAL STANDARDS: United States - CEC.6.2 - Beginning special education professionals understand how foundational knowledge and current issues influence professional practice. KEYWORDS: Bloom’s: Analyzing | Bloom’s: Evaluating Page 12 Chapter 01: Learning Disabilities and Related Disabilities Characteristics and Current Directions

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    26. Prepare a timeline with five critical events in the history of learning disabilities. ANSWER: Responses will vary. LEARNING OBJECTIVES: LD&RD.Lerner.13.01.01 - Describe the key changes in special education NATIONAL STANDARDS: United States - CEC.6.0 - Beginning special education professionals use foundational knowledge of the field and their professional Ethical Principles and Practice Standards to inform special education practice, to engage in lifelong learning, and to advance their profession. United States - CEC.6.2 - Beginning special education professionals understand how foundational knowledge and current issues influence professional practice. KEYWORDS: Bloom’s: Creating Page 13 Chapter 01: Learning Disabilities and Related Disabilities Characteristics and Current Directions

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    Multiple Choice 1. Response-to-Intervention is intended for a. special education. b. secondary education. c. general education. d. postsecondary education. e. None of these ANSWER: c LEARNING OBJECTIVES: LD&RD.Lerner.13.02.03 - Describe response-to-intervention (RTI) NATIONAL STANDARDS: United States - CEC.1.2 - Beginning special education professionals use understanding of development and individual differences to respond to the needs of individuals with exceptionalities. United States - CEC.4.0 - Beginning special education professionals use multiple methods of assessment and data sources in making educational decisions. United States - CEC.4.1 - Beginning special education professionals select and use technically sound format and informal assessments that minimize bias. United States - CEC.4.3 - Beginning special education professionals in collaboration with colleagues and families use multiple types of assessment information in making decisions about individuals with exceptionalities. KEYWORDS: Bloom’s: Understanding 2. In order for a student to be eligible for special education, there must be which of the following? a. a disability b. a disability that has an adverse impact on educational performance c. delayed development d. cultural differences e. a family history of disability ANSWER: b LEARNING OBJECTIVES: LD&RD.Lerner.13.02.02 - Explain eligibility to special education services NATIONAL STANDARDS: United States - CEC.1.0 - Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities. United States - CEC.1.1 - Beginning special education professionals understand how language, culture, and family background influence the learning of individuals with exceptionalities. United States - CEC.1.2 - Beginning special education professionals use understanding of development and individual differences to respond to the needs of individuals with exceptionalities. KEYWORDS: Bloom’s: Understanding Page 1 Chapter 02: Assessment and the IEP Process

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    3. The IEP team must consider which of the following? a. the strengths of the student b. cultural and linguistic factors c. accommodations for the student d. behavioral interventions when behavior impedes learning e. All of these ANSWER: e LEARNING OBJECTIVES: LD&RD.Lerner.13.02.05 - Describe the individualized education program (IEP) NATIONAL STANDARDS: United States - CEC.4.4 - Beginning special education professionals engage individuals with exceptionalities to work toward quality learning and performance and provide feedback to guide them. United States - CEC.5.1 - Beginning special education professionals consider an individual’s abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individuals with exceptionalities. KEYWORDS: Bloom’s: Understanding 4. 4. Which of the following is considered a formal assessment measure? a. portfolio assessment b. informal reading inventory c. progress monitoring d. standardized achievement test e. teacher-made test ANSWER: d LEARNING OBJECTIVES: LD&RD.Lerner.13.02.01 - Describe uses of assessment information LD&RD.Lerner.13.02.08 - List examples of tests NATIONAL STANDARDS: United States - CEC.4.0 - Beginning special education professionals use multiple methods of assessment and data sources in making educational decisions. United States - CEC.4.1 - Beginning special education professionals select and use technically sound format and informal assessments that minimize bias. United States - CEC.4.3 - Beginning special education professionals in collaboration with colleagues and families use multiple types of assessment information in making decisions about individuals with exceptionalities. KEYWORDS: Bloom’s: Analyzing Page 2 Chapter 02: Assessment and the IEP Process

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    5. All of the following are benefits of Response-to-Intervention (RTI) EXCEPT a. it is aimed at students in general education. b. it uses evidenced-based materials for intervention. c. it determines the student's IQ score. d. it provides intervention for students without using categorical labels. e. it provides early intervention. ANSWER: c LEARNING OBJECTIVES: LD&RD.Lerner.13.02.03 - Describe response-to-intervention (RTI) NATIONAL STANDARDS: United States - CEC.4.0 - Beginning special education professionals use multiple methods of assessment and data sources in making educational decisions. United States - CEC.4.1 - Beginning special education professionals select and use technically sound format and informal assessments that minimize bias. United States - CEC.4.3 - Beginning special education professionals in collaboration with colleagues and families use multiple types of assessment information in making decisions about individuals with exceptionalities. KEYWORDS: Bloom’s: Evaluating 6. The participants at an IEP meeting must include all of the following EXCEPT a. a representative of the local education agency. b. a pediatric neurologist. c. one or both of the student's parents. d. a general education teacher. e. a special education teacher. ANSWER: b LEARNING OBJECTIVES: LD&RD.Lerner.13.02.05 - Describe the individualized education program (IEP) NATIONAL STANDARDS: United States - CEC.4.3 - Beginning special education professionals in collaboration with colleagues and families use multiple types of assessment information in making decisions about individuals with exceptionalities. United States - CEC.4.4 - Beginning special education professionals engage individuals with exceptionalities to work toward quality learning and performance and provide feedback to guide them. United States - CEC.5.1 - Beginning special education professionals consider an individual’s abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individuals with exceptionalities. KEYWORDS: Bloom’s: Remembering Page 3 Chapter 02: Assessment and the IEP Process

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    7. Which test can be used to assess a student's potential for learning? a. Brigance Comprehensive Inventory of Basic Skill-Revised b. Wechsler Scale of Intelligence for Children IV c. Peabody Individual Achievement Test-Revised d. Stanford Achievement Test e. Woodcock Reading Mastery Test-Revised ANSWER: b LEARNING OBJECTIVES: LD&RD.Lerner.13.02.01 - Describe uses of assessment information LD&RD.Lerner.13.02.04 - Explain the comprehensive evaluation LD&RD.Lerner.13.02.06 - Describe how to obtain assessment information LD&RD.Lerner.13.02.07 - Explain testing and accountability LD&RD.Lerner.13.02.08 - List examples of tests NATIONAL STANDARDS: United States - CEC.4.0 - Beginning special education professionals use multiple methods of assessment and data sources in making educational decisions. United States - CEC.4.1 - Beginning special education professionals select and use technically sound format and informal assessments that minimize bias. United States - CEC.4.2 - Beginning special education professionals use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities. United States - CEC.4.3 - Beginning special education professionals in collaboration with colleagues and families use multiple types of assessment information in making decisions about individuals with exceptionalities. KEYWORDS: Bloom’s: Evaluating 8. The purpose of a screening test is to a. detect pupils who need a more comprehensive evaluation. b. provide an in-depth diagnosis of students. c. help make placement decisions. d. obtain an IQ score to determine eligibility for services. e. measure the effectiveness of a program. ANSWER: a LEARNING OBJECTIVES: LD&RD.Lerner.13.02.02 - Explain eligibility to special education services LD&RD.Lerner.13.02.06 - Describe how to obtain assessment information LD&RD.Lerner.13.02.08 - List examples of tests NATIONAL STANDARDS: United States - CEC.1.1 - Beginning special education professionals understand how language, culture, and family background influence the learning of individuals with exceptionalities. United States - CEC.4.0 - Beginning special education professionals use multiple methods of assessment and data sources in making educational decisions. United States - CEC.4.1 - Beginning special education professionals select and use technically sound format and informal assessments that minimize bias. KEYWORDS: Bloom’s: Understanding Page 4 Chapter 02: Assessment and the IEP Process

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    9. The Response-to-Intervention (RTI) uses all of the following EXCEPT a. tiers of intervention. b. progress monitoring. c. a discrepancy procedure involving IQ and achievement. d. evidenced-based intervention. e. frequent assessment. ANSWER: c LEARNING OBJECTIVES: LD&RD.Lerner.13.02.03 - Describe response-to-intervention (RTI) NATIONAL STANDARDS: United States - CEC.4.0 - Beginning special education professionals use multiple methods of assessment and data sources in making educational decisions. KEYWORDS: Bloom’s: Understanding 10. All of the following are commonly used to obtain assessment information about students with learning disabilities or mild disabilities EXCEPT a. case history. b. formal survey tests. c. informal inventories. d. observation. e. EEG reports. ANSWER: e LEARNING OBJECTIVES: LD&RD.Lerner.13.02.04 - Explain the comprehensive evaluation LD&RD.Lerner.13.02.07 - Explain testing and accountability NATIONAL STANDARDS: United States - CEC.4.0 - Beginning special education professionals use multiple methods of assessment and data sources in making educational decisions. United States - CEC.4.1 - Beginning special education professionals select and use technically sound format and informal assessments that minimize bias. KEYWORDS: Bloom’s: Understanding 11. Which of the following assessment methods looks at multiple samples of a student's classroom work? a. standardized test b. informal word reading test c. norm-referenced test d. portfolio assessment e. informal mathematics computation test ANSWER: d LEARNING OBJECTIVES: LD&RD.Lerner.13.02.01 - Describe uses of assessment information LD&RD.Lerner.13.02.08 - List examples of tests NATIONAL STANDARDS: United States - CEC.4.0 - Beginning special education professionals use multiple methods of assessment and data sources in making educational decisions. United States - CEC.4.1 - Beginning special education professionals select and use technically sound format and informal assessments that minimize bias. KEYWORDS: Bloom’s: Understanding Page 5 Chapter 02: Assessment and the IEP Process

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    12. What is the initial level of the response-to-intervention process? a. tier one b. tier two c. tier three d. tier four e. None of these ANSWER: a LEARNING OBJECTIVES: LD&RD.Lerner.13.02.03 - Describe response-to-intervention (RTI) NATIONAL STANDARDS: United States - CEC.1.0 - Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities. United States - CEC.1.1 - Beginning special education professionals understand how language, culture, and family background influence the learning of individuals with exceptionalities. KEYWORDS: Bloom’s: Remembering 13. The individualized education program (IEP) is a. a plan developed for an entire classroom. b. an oral agreement between the school and a child's parents. c. an administrative arrangement for placing students. d. a full inclusion policy. e. a written educational plan for an individual student. ANSWER: e LEARNING OBJECTIVES: LD&RD.Lerner.13.02.05 - Describe the individualized education program (IEP) NATIONAL STANDARDS: United States - CEC.1.0 - Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities. United States - CEC.1.1 - Beginning special education professionals understand how language, culture, and family background influence the learning of individuals with exceptionalities. United States - CEC.1.2 - Beginning special education professionals use understanding of development and individual differences to respond to the needs of individuals with exceptionalities. United States - CEC.4.4 - Beginning special education professionals engage individuals with exceptionalities to work toward quality learning and performance and provide feedback to guide them. KEYWORDS: Bloom’s: Understanding Page 6 Chapter 02: Assessment and the IEP Process

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    14. The content of the IEP must include all of the following EXCEPT a. present levels of academic achievement and functional performance. b. related services. c. a lesson plan, including materials to be used. d. the education setting for instruction. e. annual goals. ANSWER: c LEARNING OBJECTIVES: LD&RD.Lerner.13.02.05 - Describe the individualized education program (IEP) NATIONAL STANDARDS: United States - CEC.1.0 - Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities. United States - CEC.1.2 - Beginning special education professionals use understanding of development and individual differences to respond to the needs of individuals with exceptionalities. United States - CEC.4.4 - Beginning special education professionals engage individuals with exceptionalities to work toward quality learning and performance and provide feedback to guide them. KEYWORDS: Bloom’s: Understanding 15. Standardized tests a. can be changed in terms of time limits. b. can be modified so that students do as well as possible. c. can be quickly developed by teachers for students in their class. d. are informal measures. e. require that prescribed procedures be followed during the administration of the test. ANSWER: e LEARNING OBJECTIVES: LD&RD.Lerner.13.02.07 - Explain testing and accountability NATIONAL STANDARDS: United States - CEC.4.1 - Beginning special education professionals select and use technically sound format and informal assessments that minimize bias. United States - CEC.4.2 - Beginning special education professionals use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities. KEYWORDS: Bloom’s: Understanding Page 7 Chapter 02: Assessment and the IEP Process

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    16. Portfolio assessment is all but which of the following? a. It is an informal measure. b. It requires students to gather samples of work over a period of time. c. It is a way to share progress with parents. d. It is a standardized achievement test. e. It shows progress over time. ANSWER: d LEARNING OBJECTIVES: LD&RD.Lerner.13.02.01 - Describe uses of assessment information LD&RD.Lerner.13.02.06 - Describe how to obtain assessment information NATIONAL STANDARDS: United States - CEC.1.0 - Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities. United States - CEC.1.1 - Beginning special education professionals understand how language, culture, and family background influence the learning of individuals with exceptionalities. United States - CEC.1.2 - Beginning special education professionals use understanding of development and individual differences to respond to the needs of individuals with exceptionalities. United States - CEC.4.0 - Beginning special education professionals use multiple methods of assessment and data sources in making educational decisions. United States - CEC.4.1 - Beginning special education professionals select and use technically sound format and informal assessments that minimize bias. United States - CEC.4.2 - Beginning special education professionals use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities. United States - CEC.4.3 - Beginning special education professionals in collaboration with colleagues and families use multiple types of assessment information in making decisions about individuals with exceptionalities. United States - CEC.4.4 - Beginning special education professionals engage individuals with exceptionalities to work toward quality learning and performance and provide feedback to guide them. United States - CEC.5.1 - Beginning special education professionals consider an individual’s abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individuals with exceptionalities. KEYWORDS: Bloom’s: Applying Page 8 Chapter 02: Assessment and the IEP Process

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    17. Which of the following is an informal test? a. standardized achievement test b. standardized intelligence test c. test that compares a student's score to that of a normed population d. norm-referenced test e. teacher-made test ANSWER: e LEARNING OBJECTIVES: LD&RD.Lerner.13.02.04 - Explain the comprehensive evaluation LD&RD.Lerner.13.02.08 - List examples of tests NATIONAL STANDARDS: United States - CEC.4.0 - Beginning special education professionals use multiple methods of assessment and data sources in making educational decisions. United States - CEC.4.1 - Beginning special education professionals select and use technically sound format and informal assessments that minimize bias. United States - CEC.4.2 - Beginning special education professionals use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities. United States - CEC.4.3 - Beginning special education professionals in collaboration with colleagues and families use multiple types of assessment information in making decisions about individuals with exceptionalities. KEYWORDS: Bloom’s: Understanding Page 9 Chapter 02: Assessment and the IEP Process

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    18. Which of the following is considered a use of assessment? a. screening b. referral c. classification d. instructional planning e. All of these ANSWER: e LEARNING OBJECTIVES: LD&RD.Lerner.13.02.01 - Describe uses of assessment information LD&RD.Lerner.13.02.06 - Describe how to obtain assessment information NATIONAL STANDARDS: United States - CEC.1.0 - Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities. United States - CEC.1.1 - Beginning special education professionals understand how language, culture, and family background influence the learning of individuals with exceptionalities. United States - CEC.1.2 - Beginning special education professionals use understanding of development and individual differences to respond to the needs of individuals with exceptionalities. United States - CEC.4.3 - Beginning special education professionals in collaboration with colleagues and families use multiple types of assessment information in making decisions about individuals with exceptionalities. United States - CEC.4.4 - Beginning special education professionals engage individuals with exceptionalities to work toward quality learning and performance and provide feedback to guide them. KEYWORDS: Bloom’s: Understanding Page 10 Chapter 02: Assessment and the IEP Process

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    19. Which of the following is considered assistive technology? a. A. a device that allows a student to dictate to a computer b. B. a device that allows a student to listen to printed text c. C. a computer that reads printed text aloud d. D. keyboarding for a student who has difficulty writing e. All of these ANSWER: e LEARNING OBJECTIVES: LD&RD.Lerner.13.02.05 - Describe the individualized education program (IEP) NATIONAL STANDARDS: United States - CEC.1.0 - Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities. United States - CEC.1.2 - Beginning special education professionals use understanding of development and individual differences to respond to the needs of individuals with exceptionalities. United States - CEC.4.4 - Beginning special education professionals engage individuals with exceptionalities to work toward quality learning and performance and provide feedback to guide them. KEYWORDS: Bloom’s: Applying Page 11 Chapter 02: Assessment and the IEP Process

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    20. All of the following are true of a comprehensive evaluation EXCEPT which of the following? a. It has been used for over 35 years since the 1975 Special Education law. b. It is the traditional assessment process. c. It uses a Response-to-Intervention (RTI) approach. d. It is the approach used by other related professions. e. It gathers a wide variety of information about the student. ANSWER: c LEARNING OBJECTIVES: LD&RD.Lerner.13.02.04 - Explain the comprehensive evaluation NATIONAL STANDARDS: United States - CEC.1.0 - Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities. United States - CEC.1.2 - Beginning special education professionals use understanding of development and individual differences to respond to the needs of individuals with exceptionalities. United States - CEC.4.0 - Beginning special education professionals use multiple methods of assessment and data sources in making educational decisions. United States - CEC.4.1 - Beginning special education professionals select and use technically sound format and informal assessments that minimize bias. United States - CEC.4.2 - Beginning special education professionals use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities. United States - CEC.4.3 - Beginning special education professionals in collaboration with colleagues and families use multiple types of assessment information in making decisions about individuals with exceptionalities. KEYWORDS: Bloom’s: Understanding Page 12 Chapter 02: Assessment and the IEP Process

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    21. Which of the following is true in reference to statewide assessment, according to the Individuals with Disabilities Education Improvement Act (IDEA-2004)? a. Children with disabilities are excluded from testing. b. Children with disabilities are included in the testing. c. Accommodations in the testing are not permitted. d. Children with disabilities can go to study hall instead of taking the test. e. Children with disabilities are encouraged to stay home on testing day. ANSWER: b LEARNING OBJECTIVES: LD&RD.Lerner.13.02.07 - Explain testing and accountability NATIONAL STANDARDS: United States - CEC.4.3 - Beginning special education professionals in collaboration with colleagues and families use multiple types of assessment information in making decisions about individuals with exceptionalities. United States - CEC.4.4 - Beginning special education professionals engage individuals with exceptionalities to work toward quality learning and performance and provide feedback to guide them. United States - CEC.5.1 - Beginning special education professionals consider an individual’s abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individuals with exceptionalities. KEYWORDS: Bloom’s: Understanding 22. The first special education law, PL 94142 (All Handicapped Children’s Act), was passed in a. 1963. b. 1975. c. 1990. d. 1997. e. 2004. ANSWER: b LEARNING OBJECTIVES: LD&RD.Lerner.13.02.02 - Explain eligibility to special education services NATIONAL STANDARDS: United States - CEC.5.1 - Beginning special education professionals consider an individual’s abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individuals with exceptionalities. KEYWORDS: Bloom’s: Remembering Page 13 Chapter 02: Assessment and the IEP Process

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    23. Which of these goals would be written in MOO terms? a. Billy will improve his social skills. b. Jenny will stay in her seat 50% of the time. c. Jamar will pay attention in class for 10 minutes. d. Given a group of 10 math problems at the second grade level, Laurie will be able to complete 5 of the problems without prompts from the teacher. e. Given a 30-minute period of time, Alysha will pay attention the majority of the time. ANSWER: d LEARNING OBJECTIVES: LD&RD.Lerner.13.02.05 - Describe the individualized education program (IEP) NATIONAL STANDARDS: United States - CEC.4.4 - Beginning special education professionals engage individuals with exceptionalities to work toward quality learning and performance and provide feedback to guide them. KEYWORDS: Bloom’s: Evaluating 24. An effective test-taking strategy for student participation in statewide assessment is which of the following? a. modifying the test b. reducing the number of answer possibilities c. changing the directions d. reducing the number of questions e. instruct students to eliminate any answers they know are incorrect ANSWER: e LEARNING OBJECTIVES: LD&RD.Lerner.13.02.09 - Describe test-taking strategies in the general education classroom NATIONAL STANDARDS: United States - CEC.4.4 - Beginning special education professionals engage individuals with exceptionalities to work toward quality learning and performance and provide feedback to guide them. United States - CEC.5.1 - Beginning special education professionals consider an individual’s abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individuals with exceptionalities. KEYWORDS: Bloom’s: Understanding Essay 25. Create a one-page fact sheet for parents about the IEP process. ANSWER: Responses will vary. LEARNING OBJECTIVES: LD&RD.Lerner.13.02.05 - Describe the individualized education program (IEP) NATIONAL STANDARDS: United States - CEC.1.1 - Beginning special education professionals understand how language, culture, and family background influence the learning of individuals with exceptionalities. KEYWORDS: Bloom’s: Creating Page 14 Chapter 02: Assessment and the IEP Process

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    26. Outline five pros and five cons about the RTI process. ANSWER: Responses will vary. LEARNING OBJECTIVES: LD&RD.Lerner.13.02.03 - Describe response-to-intervention (RTI) NATIONAL STANDARDS: United States - CEC.4.3 - Beginning special education professionals in collaboration with colleagues and families use multiple types of assessment information in making decisions about individuals with exceptionalities. KEYWORDS: Bloom’s: Evaluating 27. Write three goals in MOO terms for a student in special education. ANSWER: Responses will vary. LEARNING OBJECTIVES: LD&RD.Lerner.13.02.05 - Describe the individualized education program (IEP) NATIONAL STANDARDS: United States - CEC.1.2 - Beginning special education professionals use understanding of development and individual differences to respond to the needs of individuals with exceptionalities. United States - CEC.4.4 - Beginning special education professionals engage individuals with exceptionalities to work toward quality learning and performance and provide feedback to guide them. United States - CEC.5.1 - Beginning special education professionals consider an individual’s abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individuals with exceptionalities. KEYWORDS: Bloom’s: Creating Page 15 Chapter 02: Assessment and the IEP Process

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    Multiple Choice 1. Teachers can make modifications to help the child learn. All of the following are examples of accommodations that teachers can make EXCEPT a. reducing or enlarging the space in which the child works. b. providing extended timelines. c. changing the material content. d. providing a scribe. e. providing amplification. ANSWER: c LEARNING OBJECTIVES: LD&RD.Lerner.13.03.02 - Differentiate specialized instruction from accommodations and modifications LD&RD.Lerner.13.03.08 - List accommodations for students with learning disabilities and related disabilities NATIONAL STANDARDS: United States - CEC.1.0 - Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities. United States - CEC.1.2 - Beginning special education professionals use understanding of development and individual differences to respond to the needs of individuals with exceptionalities. United States - CEC.3.3 - Beginning special education professionals modify general and specialized curricula to make them accessible to individuals with exceptionalities. United States - CEC.4.4 - Beginning special education professionals engage individuals with exceptionalities to work toward quality learning and performance and provide feedback to guide them. United States - CEC.5.0 - Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities. United States - CEC.5.1 - Beginning special education professionals consider an individual’s abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individuals with exceptionalities. United States - CEC.5.5 - Beginning special education professionals develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams. KEYWORDS: Bloom’s: Applying Page 1 Chapter 03: Specialized Instruction and Technology

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    2. Ms. Carson gives Courtney an additional 30 minutes to complete the math assignment. What did Ms. Carson change? a. the amount of time the student is given to complete the task b. the difficulty level of the material c. the language used by the teacher d. the space in which the student works e. the reward system for completing the task ANSWER: a LEARNING OBJECTIVES: LD&RD.Lerner.13.03.02 - Differentiate specialized instruction from accommodations and modifications LD&RD.Lerner.13.03.07 - Give examples of how to work with students in general education LD&RD.Lerner.13.03.08 - List accommodations for students with learning disabilities and related disabilities NATIONAL STANDARDS: United States - CEC.1.0 - Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities. United States - CEC.1.2 - Beginning special education professionals use understanding of development and individual differences to respond to the needs of individuals with exceptionalities. United States - CEC.3.3 - Beginning special education professionals modify general and specialized curricula to make them accessible to individuals with exceptionalities. United States - CEC.4.4 - Beginning special education professionals engage individuals with exceptionalities to work toward quality learning and performance and provide feedback to guide them. United States - CEC.5.0 - Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities. United States - CEC.5.1 - Beginning special education professionals consider an individual’s abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individuals with exceptionalities. United States - CEC.5.4 - Beginning special education professionals use strategies to enhance language development and communication skills of individuals with exceptionalities. KEYWORDS: Bloom’s: Applying Page 2 Chapter 03: Specialized Instruction and Technology

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