Special Education Assessment Flashcard Brooks

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A student has been assessed for special education and, based on the school's evaluation, does not qualify for services. The student's parents disagree and would like the school district to fund an Independent Education Examination (IEE). Based on this request and legal guidelines, the district may agree to incur the expense of the evaluation or

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File a request for a due process hearing with the Texas Education Agency (TEA)

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A tenth-grade student diagnosed with a spoken language disorder does not participate in history class discussions. What intervention should the general education teacher try first? Options: Speaking louder and slower to the student, Allowing the student to work independently, Increasing wait time for the student to respond, Providing the student with lower-level reading material

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Increasing wait time for the student to respond

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Which of the following is the best way to ensure that a student with an autism spectrum disorder (ASD) feels comfortable in the school environment?
Options:
Offering multiple lunch choices,
Providing a predictable school routine,
Offering varying leadership opportunities,
Providing outside recess time

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Providing a predictable school routine

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Angelo, an English-language learner (ELL) who speaks limited English, has received appropriate instruction in all academic areas but is struggling academically. Angelo’s parents and teachers agree that an evaluation for special education services is warranted. Which of the following is the most appropriate way to evaluate him? Options: Conducting one long morning session so as to secure the most accurate evaluation of Angelo’s abilities at a given point in time, Reviewing information gathered during parent, student, and teacher interviews, Administering tests and other instruments in his first language to evaluate his specific area of need, Having each member of the Administration Review and Dismissal (ARD)

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Reviewing information gathered during parent, student, and teacher interviews

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When the progress of a student is being monitored, which of the following is an advantage of curriculum-based measurement (CBM) over norm-referenced tests? CBMs are more reliable measures than norm-referenced tests, CBMs can be used at more frequent intervals than norm-referenced tests, CBMs measure a variety of skills within one test, CBMs can be administered only by certified evaluation specialists.

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CBMs measure a variety of skills within one test.

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Timothy, an eighth-grader student with autism spectrum disorder (ASD), is struggling to obey basic classroom rules in all his classes. His teachers have submitted numerous discipline referrals to his case manager. What is the most appropriate next step for the case manager to take? Options: Developing a behavioral intervention plan (BIP) for Timothy, Conducting a functional behavioral assessment (FBA) of Timothy, Accompanying Timothy to his classes, Conducting a Response to Intervention (RTI) meeting for Timothy

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Accompanying Timothy to his classes

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Which type of assessment provides broad and comprehensive information about a student’s learning strengths and needs? Options: Portfolio assessment, Commercial pre- and post-tests, Basic skills assessment, Norm-referenced achievement tests

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Portfolio assessment

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Which type of informal assessment is most appropriate for gathering information on the frequency of scientific student behaviors? Options: Anecdotal record, Structured interview, Event recording, Graduated rating scale

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Anecdotal record

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Which of the following is the most common relative strength of students with a learning disability and students with attention-deficit/hyperactivity disorder (ADHD)?
Options: Ability to attend more than one idea at a time, Possession of effective self-motivational strategies, Self-confidence in managing time and tasks, Normal intelligence and capability to learn

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Normal intelligence and capability to learn

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A special education teacher has noticed that students from culturally and linguistically diverse backgrounds who have been referred for possible language disorders frequently demonstrate no language impairments. The special education teacher’s best response in this situation would be to: Distribute a memo to all classroom teachers urging them to investigate the distinction between language disorders and language differences.

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Distribute a memo to all classroom teachers urging them to investigate the distinction between language disorders and language differences.