Planning, Selecting, Tailoring, and Implementing Recommendations for Students with SLD

Question 1

The use of an evidence-based program (e.g., Read 180) aimed to address specific academic skill weaknesses exemplifies which of the following intervention types:
A.	An accommodation
B.	Compensation
C.	A modification
D.	Remediation

Answer 1

D. Remediation

Question 2

All of the following are examples of secondary evaluation data except:
A. Rating scales
B. Standardized cognitive and academic scores
C. Parent and teacher interviewers
D. Classroom observations

Answer 2

B. Standardized cognitive and academic scores

Question 3

When a practitioner is reviewing manifestations of cognitive weaknesses, organizing secondary data, identifying types of academic skill deficits, and identifying initial targets of intervention, he or she is engaged in which step of SMARRTI?
A.	Step 1
B.	Step 2
C.	Step 3
D.	Step 4

Answer 3

C. Step 3

Question 4

Information relating to the types of instructional materials (e.g., textbooks, consumables) used with a student is an example of…
A.	Primary data
B.	Secondary data
C.	Tertiary data
D.	All of the above

Answer 4

C. Tertiary data

Question 5

Reducing the amount of material that a student is required to learn is an example of…
A.	Accommodation
B.	Compensation
C.	Remediation
D.	Modification

Answer 5

D. Modification

Question 6

If a teacher provides a student with a separate room to work, allows for the use of a scribe, and extends project deadlines, he/she is offering:
A.	Remediation
B.	Modification
C.	Accommodation
D.	Compensation

Answer 6

C. Accommodation

Question 7

Which of the following represents a specific manifestation of a Fluid Reasoning (Gf) weakness?
A. Understanding the vocabulary of math
B. Internalizing procedures and processes to use to solve problems
C. Comprehension of text involving visual concepts
D. All of the above

Answer 7

B. Internalizing procedures and processes to use to solve problems

Question 8

Slow access to phonological representations during decoding, difficulty retelling or paraphrasing what one has read, and difficulty accessing background knowledge to support new learning while reading are all specific manifestations of which cognitive ability domain?
A.	Auditory Processing (Ga)
B.	Crystallized Knowledge (Gc)
C.	Fluid Reasoning (Gf)
D.	Long-Term Storage and Retrieval (Glr)

Answer 8

D. Long-Term Storage and Retrieval (Glr)

Question 9

Encouraging the use of relational strategies (e.g., mnemonics), providing written schedules, using instructional guides, and delivering information in management parts are all factors that can facilitate learning and aid in bypassing or minimizing which cognitive ability weakness?
A.	Visual processing (Gv)
B.	Short-Term Memory (Gsm)
C.	Processing Speed (Gs)
D.	Long-Term Retrieval (Glr)

Answer 9

B. Short-Term Memory (Gsm)

Question 10

Which of the following statements is true about SMAARTI?
A. SMAARTI involves the organization, analysis, and synthesis of assessment data to ad in understanding the cognitive basis of students’ learning difficulties
B. SMAARTI is based on the use of multiple data sources
C. SMAARTI assists in identifying multiple methods of intervention (MARC) that make instruction more accessible to a student
D. All of the above

Answer 10

D. All of the above

Question 11

Which of the following statements is true?
A. We cannot solely use a composite score that is normatively weak as our instant marker that a recommendation/goals is needed in that domain
B. We cannot discount “intact” scores as automatically unimportant to intervention planning
C. We cannot automatically assume that a normative deficit on a cognitive ability measure is solely reflective of that singular ability
D. All of the above

Answer 11

D. All of the above

Question 12

Beyond establishing ecological validity, functional manifestations…
A. Help us to organize priority concerns and guide intervention planning
B. Help us to know where cognitive weaknesses are
C. Help us to capitalize upon identified strengths in intervention planning/instruction
D. All of the above

Answer 12

D. All of the above

Question 13

Identifying initial “targets” for intervention involves which of the following:
A. Reviewing primary forms of data across cognitive and academic areas
B. Reviewing primary and secondary forms of data across cognitive and academic areas and examining the relations between cognitive and academic weaknesses
C. Reviewing data from cognitive areas only as that is the area in which we primarily target intervention
D. Pinpointing and addressing all weaknesses that were evident in standardized score data

Answer 13

B. Reviewing primary and secondary forms of data across cognitive and academic areas and examining the relations between cognitive and academic weaknesses

Question 14

Which statement best describes when clear guidelines for implementing an intervention should be discussed and offered?
A. When working with newer teachers that have not routinely addressed learning differences in their classroom
B. When using a new remedial program that the district has just purchased
C. Any time that an intervention is being proposed or an accommodation, modification, compensatory technique, or remedial program is suggested
D. Implementation guidelines do not require discussion as SMAART suggests leaving it to each either to decide how they will implement a recommendation

Answer 14

C. Any time that an intervention is being proposed or an accommodation, modification, compensatory technique, or remedial program is suggested

Question 15

Which of the following represents a specific manifestation of a Visual Processing (Gv) weakness?
A. Understanding the vocabulary of math
B. Internalizing procedures and processes to use to solve problems
C. Comprehension of text involving visual concepts
D. All of the above

Answer 15

C. Comprehension of text involving visual concepts

Question 16

Difficulties with efficiently processing information, quickly perceiving relationships, working within time parameters, and completing simple rote tasks quickly are all general manifestations of which CHC cognitive ability domain?
A.	Long-Term Storage and Retrieval (Glr)
B.	Processing Speed (Gs)
C.	Short-Term Memory (Gsm)
D.	Executive Functioning (EF)

Answer 16

B. Processing Speed (Gs)

Question 17

Which of the following represents a specific manifestation of a Crystallized Intelligence (Gc) weakness?
A. Bland writing with limited descriptors
B. Comprehension of text involving visual concepts
C. Drawing inferences from text
D. All of the above

Answer 17

A. Bland writing with limited descriptors

Question 18

Which of the following is true about remediating weaknesses?
A. Remediation of weaknesses is intended for academic deficits only
B. Remediation of weaknesses is intended for cognitive deficits only
C. Some research has supported that beyond academic skills, there are specific cognitive processes that may be amenable to remediation (e.g., phonemic awareness)
D. None of the above

Answer 18

C. Some research has supported that beyond academic skills, there are specific cognitive processes that may be amenable to remediation (e.g., phonemic awareness)

Question 19

Using a word bank or providing “prompts” (e.g., story starter, picture prompt) are supports that may be particularly useful for a student with a weakness in which cognitive ability domain?
A.	Fluid Reasoning
B.	Long-Term Retrieval
C.	Crystallized Intelligence
D.	Processing Speed

Answer 19

B. Long-Term Retrieval

Question 20

Beyond available cognitive and academic data, which of the following additional factors should be considered when planning interventions?
A.	Teacher skill level
B.	Parent availability
C.	Student interests
D.	All of the above

Answer 20

D. All of the above