Module 5-6 Assessment

Question 1

Which student behavior is characteristic of a student with autism spectrum disorder?

A) Inability to read or write at grade level, despite extensive teacher support
B) Oppositional behavior, including noncompliance with directions and difficulty forming relationships with peers
C) Persistent challenges with communication, sensory issues, and repetitive behaviors
D) Inability to focus, complete tasks, remain seated, or avoid interrupting.

Answer 1

C) Persistent challenges with communication, sensory issues, and repetitive behaviors

These behaviors may be indicators that a student should be evaluated for an autism spectrum disorder.

Question 2

Match the classroom behavior to the learning or developmental need that it may indicate. (Learning difficulties, Social and Emotional difficulties, or Speech and Language difficulties)

A student does not respond promptly to questions, has difficulty writing, and struggles to find the right words in conversation.

Answer 2

Speech and Language Difficulties

Students with speech and language difficulties may have difficulty producing speech, recalling words, and carrying on conversation.

Question 3

Match the classroom behavior to the learning or developmental need that it may indicate. (Learning difficulties, Social and Emotional difficulties, or Speech and Language difficulties)

A student struggles to maintain conversations with peers, becoming easily frustrated or angry during conversations that do not end as she expects them to.

Answer 3

Social and Emotional Difficulties

Students with social and emotional difficulties may experience challenges in relationships with peers and in conducting age-appropriate conversations.

Question 4

Match the classroom behavior to the learning or developmental need that it may indicate. (Learning difficulties, Social and Emotional difficulties, or Speech and Language difficulties)

A student does not complete work, often saying she cannot start it because she does not understand. She has difficulty reading aloud and completing silent reading.

Answer 4

Learning difficulties

Students with learning difficulties may not begin classroom work. They may feel discouraged and not begin work if they believe they will be unable to finish successfully.

Question 5

William is a bright high school student who tends to sit in the back of the classroom near his friends. However, when he does so, he has difficulty seeing what the teacher is writing on the board.

Which type of barrier does William seem to be encountering?

A) Social and emotional
B) Cognitive
C) Physical
D) Language

Answer 5

C) Physical

William’s inability to see the board indicates a vision problem, which is a physical barrier.

Question 6

For each scenario, indicate what the student’s primary barrier might be. (cognitive, social and emotional, language, or physical)

A student has stopped attending school because his grandmother can no longer bring him to the bus stop.

Answer 6

Physical

Transportation is a physical barrier for the student.

Question 7

For each scenario, indicate what the student’s primary barrier might be. (cognitive, social and emotional, language, or physical)

A student has stopped attending school because she has decided she is not going to graduate and there is no purpose in continuing her studies.

Answer 7

Social and Emotional

The student’s discouragement is a social and emotional barrier.

Question 8

For each scenario, indicate what the student’s primary barrier might be. (cognitive, social and emotional, language, or physical)

A student has just been diagnosed with a traumatic brain injury (TBI) and cannot remember facts or assignments.

Answer 8

Cognitive

The student’s brain injury has created a cognitive barrier.

Question 9

For each scenario, indicate what the student’s primary barrier might be. (cognitive, social and emotional, language, or physical)

A student experiences difficulty speaking intelligibly and cannot participate in group work without frustration.

Answer 9

Language

The student’s articulation difficulties are a language barrier.

Question 10

For each scenario, indicate what the student’s primary barrier might be. (cognitive, social and emotional, language, or physical)

A student has been diagnosed with bipolar disorder and frequently becomes upset or frustrated in class.

Answer 10

Social and Emotional

The student’s mental health condition is a social and emotional barrier.

Question 11

For each scenario, indicate what the student’s primary barrier might be. (cognitive, social and emotional, language, or physical)

A student is being bullied and does not want to draw attention to herself in class.

Answer 11

Social and Emotional

The fact that the student has experienced bullying is a social and emotional barrier.

Question 12

For each scenario, indicate what the student’s primary barrier might be. (cognitive, social and emotional, language, or physical)

A student has cerebral palsy and needs a classroom that is wheelchair accessible.

Answer 12

Physical

A physical disability poses a physical barrier.

Question 13

For each scenario, indicate what the student’s primary barrier might be. (cognitive, social and emotional, language, or physical)

A student who has an intellectual disability has difficulty remembering the steps of a process and requires a peer buddy to help him complete assignments.

Answer 13

Cognitive

The student’s intellectual functioning is a cognitive barrier.

Question 14

A student has been diagnosed with a TBI after an auto accident and experiences difficulty with attention. In addition, the student is experiencing nightmares, flashbacks, and post-traumatic stress from the accident.

Which two types of barriers is the student currently experiencing?

A) Cognitive and physical
B) Cognitive and social-emotional
C) Social-emotional and language
D) Cognitive and language

Answer 14

B) Cognitive and social-emotional

The student’s TBI is a cognitive barrier, and the student’s post-traumatic stress symptoms are a social and emotional barrier.

Question 15

A classroom teacher is working with a diverse student population. One student, Kamal, has a physical disability and uses a wheelchair. Another student, Jack, has a hearing impairment (for which he uses a hearing aid) and an expressive language disorder. A third student, Maria, lives in a house where there is chronic food insecurity, and she typically comes to school hungry, pays little attention in class, and sleeps. A fourth student, Fatima, has an autism spectrum disorder. Fatima has difficulties with speech and communication, sensory sensitivity, and challenges in social interaction with peers.

Which two students might have difficulties in communicating their needs to the teacher?

A) Jack
B) Maria
C) Fatima
D) Kamal

Answer 15

A) Jack
C) Fatima

While their diagnoses are different, both Jack and Fatima experience language development and communication barriers.

Question 16

A classroom teacher is working with a diverse student population. One student, Kamal, has a physical disability and uses a wheelchair. Another student, Jack, has a hearing impairment (for which he uses a hearing aid) and an expressive language disorder. A third student, Maria, lives in a house where there is chronic food insecurity, and she typically comes to school hungry, pays little attention in class, and sleeps. A fourth student, Fatima, has an autism spectrum disorder. Fatima has difficulties with speech and communication. She has challenges in social interaction with peers, and she has sensory sensitivity, which requires her to have sensory input in order to stay engaged and focused.

What is one need that Fatima might display in class?

A) Disruptive behavior
B) Difficulty focusing
C) Difficulty reading
D) Excessive talking with peers

Answer 16

B) Difficulty focusing

Fatima’s sensory issues make it difficult for her to focus if she is not touching an object or receiving other sensory stimulation.

Question 17

A classroom teacher is working with a diverse student population. One student, Kamal, has a physical disability and uses a wheelchair. Another student, Jack, has a hearing impairment (for which he uses a hearing aid) and an expressive language disorder. A third student, Maria, lives in a house where there is chronic food insecurity, and she typically comes to school hungry, pays little attention in class, and sleeps. A fourth student, Fatima, has an autism spectrum disorder. Fatima has difficulties with speech and communication, sensory sensitivity, and challenges in social interaction with peers.

What is Maria’s primary learning need?

A) Behavioral supports to help her stay focused
B) Access to food to address food insecurity
C) Engaging curriculum to keep her awake
D) Modified assessments that she can complete more easily

Answer 17

B) Access to food to address food insecurity

Maria’s primary need, the issue underlying her challenges, is access to nutritious, sufficient food.

Question 18

A student has an intellectual disability. What is the primary way this might affect her classroom performance?

A) The student is likely to have heightened fight-or-flight responses.
B) The student is likely to demonstrate oppositional behavior and outbursts.
C) The student is likely to need modified curriculum and support with independent functioning.
D) The student is likely to need support with social skills, routines, and anxiety.

Answer 18

C) The student is likely to need modified curriculum and support with independent functioning.

Students with intellectual disabilities often need slower paced curriculum and assistance in functioning independently.

Question 19

A student has a learning disability. How is this need likely to impact her functioning and performance?

A) The student is likely to engage in destructive and antisocial behavior.
B) The student is likely to have attendance issues.
C) The student is likely to complete work more slowly and less accurately.
D) The student is likely to have few friends and struggle in peer relationships.

Answer 19

C) The student is likely to complete work more slowly and less accurately.

Students with learning disabilities may work more slowly and exhibit challenges with correct responses, particularly in reading and math.