Practice Test Questions 1 Flashcards
Which of the following is an accurate
statement about what IDEA requires for any
IEP?
(A) The IEP must include a multiyear outline
of instructional objectives.
(B) The IEP must include a section on
assistive devices, regardless of the
nature or degree of the student’s
disability.
(C) The IEP must be in effect before special
education services or related services
are provided.
(D) The IEP must not be made available to
any school personnel except special
education teachers.
The correct answer is (C). According to IDEA, an IEP
must be in effect before special education and related
services are provided to an eligible student. None of
the other choices is required. The objectives in an IEP
are ordinarily for a single year, so (A) is not correct. (B) is
not correct because what IDEA requires is that an IEP
include a statement of the services and aids to be
provided to the child. For some students with
disabilities, this will include assistive devices, but many
students with disabilities do not require such devices.
Although special education teachers certainly have
access to their students’ IEPs, IDEA requires that regular
education teachers and other service providers who
are responsible for implementing a student’s IEP have
access to it as well, so (D) is not correct.
Trish is a sixth-grade student who is
diagnosed with autism spectrum disorder
(ASD). She has difficulty maintaining eye
contact and makes impulsive comments
during lessons. Which of the following
behavioral strategies would best help Trish?
(A) Assigning Trish a peer buddy to help her
keep on task
(B) Providing Trish a visual menu of
appropriate behaviors
(C) Seating Trish next to the window so she
can look outside
(D) Giving Trish high-interest, low-readinglevel assignments
The correct answer is (B). A visual reminder can
increase appropriate behavior. (A) is not correct
because a peer buddy should not be given the task of
keeping another student on task. (C) is not correct
because that is not an appropriate strategy for Trish. (D)
is not correct because that strategy is not related to the
behavior.
As an intervention, response cost is best
suited for which of the following purposes?
(A) Improving students’ understanding of
directions
(B) Increasing the speed of performance in
mathematics
(C) Decreasing the incidence of angry
outbursts
(D) Decreasing excessive competitiveness
among students
The correct answer is (C). Response cost needs to be
tied to the occurrence of a specific, observable
behavior. The behaviors that are identified in (A), (B),
and (D) would not benefit from the use of response
cost.
Which of the following is a nondegenerative
disorder that affects motor function as a result
of brain injury that occurred before, during, or
shortly after birth?
(A) Multiple sclerosis
(B) Cerebral palsy
(C) Muscular dystrophy
(D) Cystic fibrosis
The correct answer is (B). The characteristics that are
listed are most commonly associated with cerebral
palsy. (A), (C), and (D) are not characteristics of the
nondegenerative disorder that is defined in the
question.
To promote the transfer of word attack skills to newspaper reading, a middle school teacher of students with intellectual disabilities is most likely to (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 the curriculum (D) prepare worksheet exercises based on single sentences from newspaper articles
The correct answer is (B). One component of
successful transfer of learning is the similarity between
the situation on which a skill is learned and the
situation to which it is to be applied. (A), (C), and (D) are
not correct because they are activities that would most
likely not promote word attack skills.
Under the provisions of IDEA, an
Individualized Family Service Plan (IFSP) for a
2-year-old child is most likely to include
(A) a budget for early-intervention services
(B) plans for making the transition into
preschool
(C) techniques for the family to use in
introducing academic subjects
(D) a recommendation of counseling for the
child’s siblings
The correct answer is (B). According to IDEA, the IFSP
must include plans for making the transition from early
intervention services into preschool. (A) is not correct
because IFSPs do not include budgets. (C) and (D) are
not correct because they are optional and are not likely
to be documented in an IFSP.
Which of the following is an example of
functional language training for a child who is
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 child
can say “mama”
(D) Teaching the child to point to the sink
when he or she wants a drink of water
. The correct answer is (D). Functional language
training involves giving children a means of influencing
and interacting with the environment. (A), (B), and (C)
are not correct because teaching children to make
sounds or imitate words in isolation does not fulfill the
goal of functional language training.
A well-made teacher-developed test is generally preferred to a standardized achievement test when measuring learning mastery because it (A) is more likely to yield a true score (B) has higher interrater reliability (C) allows comparison of students to each other (D) has better content validity
The correct 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 is therefore more likely to
have better content validity. (A) is not correct because
all tests should be intended to yield true scores. (B) is
not correct because interrater reliability is determined
by the degree of agreement among raters. (C) is not
correct because that is more characteristic of a normreferenced assessment.
In full inclusion settings, the most appropriate
role for the special education teacher is to
(A) plan instruction with the general
education teacher and co-teach all
students in the class
(B) serve as an instructional assistant to the
general education teacher
(C) observe the general education teacher at
least once a week in order to discuss
teaching strategies that seem to work
well
(D) manage the behavior of the students
receiving special education while the
general education teacher presents
academic content
The correct answer is (A). In inclusion settings, an
appropriate role for the special education teacher is as a
co-teacher with the general education teacher.
Although the special education teacher may have
primary responsibility for behavior management with
certain special education students, the teachers should
share responsibility for both behavior management and
academic content. The special education teacher should
not be the assistant to the general education teacher, so
(B) is not correct. While the special education teacher
may observe the general education teacher and offer
recommendations on working with classified students,
this is done in the role of collaborating professional, not
in the role of evaluator, so (C) is not correct. (D) is not
correct because, although the special education teacher
may have primary responsibility for behavior
management with certain special education students,
the teachers should share responsibility for both
behavior management and academic content
Which of the following statements best defines the ecological perspective on emotional and behavioral disorders? (A) Poisons in the physical environment cause emotional and behavioral disorders. (B) Emotional and behavioral disorders involve interactions between the child and the child’s social environment. (C) Children with emotional and behavioral disorders need exposure to an everbroadening social environment. (D) Inclusion settings are less beneficial for students with emotional and behavioral disorders than for students with other types of disabilities.
The correct answer is (B). The ecological perspective
emphasizes the importance of interactions between the
child and the child’s environment in emotional and
behavioral disorders. (A) is not correct; the ecological
perspective on emotional and behavioral disorders does
not refer to the influence of toxins in the physical
environment. Neither (C) nor (D) defines this
perspective
Using a student’s classwork as a means to
evaluate progress and adapt instruction is
known as
(A) curriculum-based assessment
(B) standardized achievement testing
(C) summative assessment
(D) guided practice
The correct answer is (A). All student work reflects
the curriculum; thus, the assessment is curriculumbased. (B) is incorrect because standardized tests
compare students’ data with those of other students in
the same age-group. (C) is incorrect because summative
assessments are used to determine whether the student
is meeting the curriculum requirements; it is not used to
guide instruction. (D) is incorrect because guided
practice is a teaching strategy used to provide
instruction, not evaluate progress.
Which of the following is the best rationale for
using task analysis in instructing students with
disabilities?
(A) Instruction is delivered in steps that are
easily achievable and that promote
student success.
(B) Students can eventually learn to analyze
assigned tasks themselves.
(C) Students learn classification skills by
identifying similar aspects of different
kinds of tasks.
(D) Instruction can be delivered effectively to
many students at once without need for
individualization.
. The correct answer is (A). Instruction that is
provided in steps that are easily achievable and that
promote student success are two key justifications for
the use of task analysis. (B) is incorrect because,
although the skill it describes is a possible benefit of
using task analysis, it is not the basic rationale for the
use of task analysis. (C) is not correct because the
learning of classification skills is not a primary objective
of task analysis. (D) is not correct because
individualization of instruction is always important in
instructing students with disabilities.
Mary is a seventh-grade student who has a
specific learning disability. Her mathematics
achievement score indicates that she has a
stanine of 9. Which of the following
mathematics classes is most appropriate for
Mary?
(A) Remedial mathematics
(B) Functional mathematics
(C) Standard mathematics
(D) Advanced mathematics
The correct answer is (D). Mary’s achievement score
indicates high mathematical ability; 9 is the highest
possible stanine score. Based on the information
presented, the most appropriate placement is the
advanced class. (A), (B), and (C) are not appropriate
based on her high mathematical ability. Despite her
learning disabilities, it is entirely possible that she could,
perhaps with support, undertake an advanced class in
an area of strength.
Jodeen is a 7-year-old who has been
evaluated and found to have a mild expressive
language delay. Her hearing is normal, and
her functioning in all areas other than
expressive language is age appropriate.
Which of the following placements would be
most appropriate for Jodeen?
(A) A self-contained special education class
with speech and language services
(B) A part-time placement in a resource
room for developmental and oral reading
(C) A full-time general education placement
with speech and language services
(D) A full-time general education placement
with an emphasis on reading support
The correct answer is (C). Since Jodeen’s
functioning is age appropriate in most respects, it is
probable that she could work at the level of the class in
a general education setting if she were provided with
appropriate support services to address her expressive
language deficit. There is no clear justification for a
full-time special education setting, as in (A), as the
initial placement for a young child with a very specific
expressive language delay and no other disability.
There is no evidence that Jodeen needs support for
reading, so (B) and (D) are not correct
Which of the following techniques is likely to
be most successful in helping learners with
intellectual disabilities to retain 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
The correct 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. (A), (B),
and (D) are not correct because they would not assist
learners in retaining previously acquired skills.
