A 5-year-old with Down Syndrome and associated language delays uses a speech-generating device that supplies the spoken word and/or related sound when she touches a picture on the screen. Which of the following is the most important benefit of this intervention for the child's future learning?

• Supporting the acquisition of vocabulary and concepts

• Promoting her problem-solving skills

• Improving her understanding of print concepts

• Helping extend the length of her attention span

A five-year-old in a prekindergarten class is reluctant to attempt new tasks, repeatedly telling the teacher that she "can't do it" and asking the teacher to "do it for me." Which of the following responses by the teacher would likely be most effective for helping the child develop an attitude of greater self-confidence and motivation to learn?

• Assigning the child simple tasks and commending her for completion of those tasks

• Telling the child that no matter how well she has performed a task, she should feel proud of the work she has done

• Having the child work with a peer on tasks and encouraging them to help one another

• Praising the child's effort, persistence, and ability when she is successful at a task she finds challenging

A four-year-old child who has moderate development delays has been enrolled in a special education preschool program. The child will be transitioning to kindergarten in the next school year. Which of the following actions by the child's preschool IEP team and the kindergarten IEP team would be likely to contribute most to a successful transition for the student?

• Arranging for the preschool teacher to visit the student periodically in the kindergarten classroom

• Having the student's family stay in the kindergarten classroom until the student adjusts to the new environment

• Sending some of the materials the student used in the preschool classroom to the kindergarten classroom for the first month

• Maintaining on-going contact with the student's family before and after the student begins kindergarten

Mina is an 8th grade student with a learning disability who is included in general education classes. She reads and comprehends text at a 5th grade level. Recent scores on the state assessment in English-Language Arts place her below basic level. To make effective progress in the 8th grade general education curriculum, Mina needs to read and comprehend literature and informational texts at the high end of the grades 6-8 text complexity band independently and proficiently. Which of the following annual goals would be most appropriate to include in Mina's next IEP?

• Given reading passages at the fifth grade level, Mina will orally read 150 or more words per minute with at least 100% accuracy in four out of five opportunities.

• Given reading passages at the sixth grade level, Mina will orally read 140 or more words per minute with at least 100% accuracy in four out of five opportunities.

• Given reading passages at the seventh grade level, Mina will orally read 150 or more words per minute with at least 90% accuracy in four out of five opportunities.

• Given reading passages at the eighth grade level, Mina will orally read 100 or more words per minute with at least 90% accuracy in four out of five opportunities.

A special education teacher in planning to teach a unit on the topic of food preparation skills to middle school students with moderate intellectual disabilities. Which of the following approaches should the teacher use first to introduce the skills?

• Providing a few different, detailed, written recipes explaining basic food preparations for different foods

• Giving a verbal explanation of the different ways to prepare foods and the steps involved

• Modeling each individual step in the process of preparation, with students demonstrating immediately after

• Conducting a hands-on activity that requires students to work in pairs to prepare one type of food by following the directions