Special Education Core Skills (Birth to Age 21) Subtests 1 and 2 Flashcards
A third-grade student who has a developmental cognitive disability (DCD) exhibits difficulty following directions and frequently tries to engage classmates in off-topic conversations during class. When the special education teacher reminds the student to follow directions, the student becomes argumentative and then withdrawn. Considering these observations, which of the following steps should the student’s special education teacher take in this situation?
A) Asking himself reflective questions about his interactions with the student B) Placing the student's seat close to the front of the class away from other students C) Changing the instructional approach with the class to avoid the student's triggers D) Conductive additional diagnostic assessments with the student
A) Asking himself reflective questions about his interactions with the student
Section 504 of the Rehabilitation Act includes safeguards in protecting the rights of students with disabilities to:
A) Be provided specially designed instruction as described on an Individualized Education Program (IEP).
B) Receive accommodations to participate in programs and extracurricular activities offered by the public school
C) Be given a behavior intervention plan (BIP) in each area the student experiences social or emotional difficulty
D) Have a tutor or extended school year until the student is achieving commensurate with same-age peers
B) Receive accommodations to participate in programs and extracurricular activities offered by the public school
According to a Minnesota criteria, which of the following demonstrated characteristics may be considered criteria for determining a qualitative impairment in social interaction when determining eligibility for autism spectrum disorder (ASD)?
A) Reluctance to try new games or activities which involve working cooperatively
B) Restricted use of imaginative play with only one or two peers
C) Consistent preference to work with only familiar peers or adults
D) Limited joint attention and use of facial expressions directed toward others
D) Limited joint attention and use of facial expressions directed toward others
Tim is a fourth-grade student with autism spectrum disorder (ASD). He recently commented to a classmate, “I don’t like your drawing” and “I don’t want to work with you because you work too slowly,” resulting in the classmate no longer wanting to work with Tim.
Tim’s comments characterize which of the following communication difficulties commonly experienced by students with ASD?
A) Use of repetitive and stereotypic language
B) Delays in expressive vocabulary
C) Preoccupation on specific topics
D) Difficulty taking on others’ perspectives
D) Difficulty taking on others’ perspectives
Tim is a fourth-grade student with autism spectrum disorder (ASD). He recently commented to a classmate, “I don’t like your drawing” and “I don’t want to work with you because you work too slowly,” resulting in the classmate no longer wanting to work with Tim.
The special education teacher outlines specific steps in a communication strategy for the paraprofessional who works with Tim to improve Tim’s communication with peers. This outlining of steps primarily works to establish:
A) Progress monitoring
B) Intervention fidelity
C) Goal relevance
D) Inter-observer reliability
B) Intervention fidelity
Which of the following strategies should Individualized Family Service Plan (IFSP) team members use to address issues that arise between team meetings?
A) Communicating by phone, e-mail, or in person with other team members
B) Sharing concerns with the parents/guardians to pass along to other team members
C) Keeping detailed notes during visits to share with team members at the next meeting
D) Collaborating with other professionals in early intervention to gain feedback to share with team members
A) Communicating by phone, e-mail, or in person with other team members
A middle school special education teacher has self-contained classroom of nine students. Most of the students in class receive direct services from providers in the classroom according to each student’s Individualized Education Program (IEP). The teacher would like to create a system of communication with the service providers to ensure the students receive the appropriate amount of services as indicated on their IEPs. Which of the following approaches would likely be most effective for this purpose?
A) Creating a notebook for the service providers to sign in and out as they enter and leave the classroom
B) Asking the service providers to send an e-mail of their schedule at the beginning of each week
C) Meeting with service providers at the end of each week to discuss individual students
D) Suggesting parents/guardians communicate with the service providers regarding time spent with their child
A) Creating a notebook for the service providers to sign in and out as they enter and leave the classroom
A high school special education teacher plans to assist students with becoming involved in leisure and recreational activities in the community after graduation. The students have described which activities they are interested in to the teacher and are excited to explore new opportunities. Which of the following actions should the teacher take to achieve this goal?
A) Inviting recent graduates from the high school to discuss their favorite afterschool activities with current students
B) Developing an afterschool activity specifically for students with disabilities
C) Researching types of extracurricular activities that would be most beneficial for each student
D) Teaching the students how to contact local organizations of interest to obtain information about programs they offer
D) Teaching the students how to contact local organizations of interest to obtain information about programs they offer
A special education teacher is reading aloud a story to a class. The class includes several children with developmental delays in the area of communication or cognition. The teacher discusses important words that will be encountered during the story, including the words listen, follow, and invent. The teacher models the American Sign Language (ASL) signs for these words and has the children practice using them. A primary benefit of this practice is it:
A) Enhances comprehension of key concepts
B) Enables the modification of abstract ideas
C) Improves reception of spoken language
D) Differentiates text according to language levels
A) Enhances comprehension of key concepts
A ninth-grade student with a mild developmental cognitive disability (DCD) is researching online information to support his argument in a persuasive essay. The special education teacher is supporting the student in applying a chunking strategy when reading complex digital text. The student is learning how to break the text into smaller, logical units and paraphrase key content. This strategy primarily supports the student’s ability to:
A) Organize ideas in sequential order
B) Understand technical vocabulary
C) Analyze text genre and structure
D) Manage and process information
D) Manage and process information
A special education teacher works in a sixth-grade English language arts class which includes several students with various disabilities. The teacher conducts a whole-class lesson on the following standard:
Students will use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase
During the lesson, students practice identifying the meaning of an unknown word or phrase in texts at their individual instructional level. Some students are required to analyze texts which include pictures and few words, some students are required to analyze one or two sentences, and some students are required to analyze a paragraph or more. This approach primarily reflects the teachers’ ability to:
A) Modify learning standards according to cognitive functioning
B) Facilitate students in being self-directed in their work
C) Differentiate instruction to promote curricular access
D) Address differences in individual learning styles and modalities
C) Differentiate instruction to promote curricular access
A middle school math teacher is concerned that a student who is new to the school has significant learning needs in math. The student is an eighth-grader and is bilingual. She can read the math problems in English, but struggles to identify the processes needed to solve the problems and explain her thinking. To assess the student’s math proficiency, it would be most appropriate for the special education teacher to take which of the following steps?
A) Determining if the student exhibits difficulties understanding math materials she reads in her home language
B) Requesting that the student completes math work with English learner (EL) teacher support
C) Interviewing the student’s parents/guardians about her prior school progress and grades
D) Consulting with the student’s teachers from her previous school to identify strategies they used in teaching math
A) Determining if the student exhibits difficulties understanding math materials she reads in her home language
Prior to the development of a student’s behavior intervention plan (BIP), an Individualized Education Program (IEP) team must meet and:
A) Determine how the student’s behavior relates to the school environment
B) Decide which service provider will be responsible for behavior interventions with the student
C) Establish which positive reinforcements for behavior already work for the student at home
D) Discuss how to conduct a functional behavior assessment (FBA) with the student.
D) Discuss how to conduct a functional behavior assessment (FBA) with the student.
An early childhood special education teacher would like her students to learn how to follow multiple-step directions. She tells one of her students, “go to your cubby and get your coat.” The student gets her coat out of her cubby and returns to the teacher. The teacher then asks the student to “put your coat on, zip it up, and stand by the door.” The teacher is using which of the following strategies to motivate the student?
A) Turn and talk strategy
B) Gradual release strategy
C) Pivotal response strategy
D) Behavior momentum strategy
D) Behavior momentum strategy
A fifth-grade student has demonstrated difficulties with word retrieval in conversation and in writing assignments. As a result, the student has become frustrated and often refuses to participate in classroom discussions or to complete writing assignments. Which of the following types of student activities would most effectively support this student’s needs?
A) Maintaining a journal on daily activities and experiences
B) Making text-to-text and text-to-self connections
C) Filling out story maps and Ven diagrams
D) Practicing rapid naming and making lists in various categories
D) Practicing rapid naming and making lists in various categories
