Certify Teacher Missed Questions

A diagnostician for a local school district is notified by an early intervention agency regarding a 2-year, 6-month-old child living in the school district who receives services from the agency. The child has a medical diagnosis of cerebral palsy and is provided physical therapy, occupational therapy, speech therapy, and developmental services. How should the diagnostician address this notification?

• Complete assessments after the child turns 3 years old, when he will be eligible for the district’s PreK-3 Program, to determine if he meets criteria for special education services.

• 
  Before the child turns 3 years old, complete a speech evaluation and gather data for the consideration of Other Health Impairment. Occupational therapy and physical therapy assessments can be considered later if the teachers observe this need in the school setting.

• 
  Schedule a Transition meeting with the parent and early intervention agency and complete a Full and Individual Evaluation before the child turns 3 years old, which should include assessments for the consideration of occupational therapy, physical therapy, and speech/language services.

• 
  Refer the parents to a local rehabilitation center for assessments and therapy to address the child’s needs until he is enrolled in school. As an enrolled student, he can be referred for a Full and Individual Evaluation to determine if he meets criteria for a disability according to IDEA.

Referral information indicates a third grade student has difficulty in math calculations and following oral instructions. When conducting the Full and Individual Initial evaluation, the diagnostician observes the following standard scores on the WJ IV Oral Language.

WJ IV Oral Language

Picture Vocabulary92

Oral Comprehension67

Segmentation84

Rapid Picture Naming94

Sentence Repetition97

Understanding Directions78

Sound Blending89

Based on the information obtained, which of the following is the most appropriate recommendation for the diagnostician to make?

• 
  Consider eligibility for Specific Learning Disability in Oral Expression.

• Request a speech/language evaluation.

• 
  Request medical information for consideration of Other Health Impairment due to ADHD.

• 
  Include a dyslexia assessment in the Full and Individual Evaluation.

Jacob is an 8-year-old with autism.  According to a recent Function Based Assessment, Jacob needs extensive support with his behavior and social skills.  His second grade teacher reports that his behavior has become so disruptive that it has been very difficult to complete her daily lessons.  His current placement is in the general education class with paraprofessional support for half a day.  The Annual Review and Dismissal Committee is considering changing Jacob's placement to address his behavior and social skill deficits.  What would be the most appropriate placement based on the information provided?

• homebound

• residential school

• Current placement

• resource room less than 50% of the day

When scoring Michael's WISC-V, the diagnostician discovers that for one of the subtests, credit or partial credit was awarded for his responses to several items that were administered beyond attainment of the ceiling.  Which of the following accurately describes how the diagnostician should treat this information when calculating Michael's raw score for this subtest?

• All points earned should be counted toward the raw score since the initial ceiling may be considered a false one.

• A raw score should not be calculated for this subtest, and the administration of the subtest should be treated as invalid.

• 
  All points earned should be counted toward the raw score, and the irregular administration should be noted in the evaluation report.

• 
  Only those points earned at and below the ceiling item should be used to calculate the raw score for the subtest.

When scoring Jon's WJ-IV Achievement test, the diagnostician realized that she administered several items beyond attainment of the ceiling items.  Which of the following accurately describes how the diagnostician should treat this information?

• Calculate all responses as part of the raw score.

• Explain in the report that your results should be interpreted with caution, due to a mistake in the scoring.

• Correct the errors that affect the interpretation of the scores by not counting the correct responses past the ceiling item.

• 
  Administer a different achievement battery.

Prior to being referred for special education, a student—

I.   must be at least two grade levels below his peers.
II.   must be considered for all support services available to all children.
III.   must have parent permission for referral.
IV.   must be screened by the educational diagnostician.

• 
  IV only

• 
  II only

• 
  I, II, III

• 
  II, III, IV

 The child was assessed using the WISC-V.  Using the information in the table below and test publisher definitions, which index measures the child's ability to hold information in immediate awareness and perform a mental operation and/or recall information in the same sequence in which it was presented.

• 
  Working Memory Index, WMI

• 
  Processing Speed Index, PSI

• 
  Fluid Reasoning Index, FRI

• 
  Visual Spatial Index, VSI

The child was assessed using the WISC-V.  Using the information in the table below and based on test publisher definitions, which index measures the child's ability to reason and solve verbal problems and effectively communicate knowledge?

• Verbal Comprehension Index, VCI

• 
  Processing Speed Index, PSI

• 
  Fluid Reasoning Index, FRI

• 
  Visual Spatial Index, VSI

The Woodcock-Johnson IV Test of Achievement was administered to a 5th grader as part of a 3- year evaluation.  The following reading cluster and subtest standard scores were obtained.  Using the information from the table below, identify the most comprehensive clusters that an educational diagnostician would interpret for each reading specific learning disability (SLD) category.

• BROAD READING, READING FLUENCY, AND READING COMPREHENSION

• READING, BASIC READING SKILLS, AND PHONEME-GRAPHEME KNOWLEDGE

• 
  BASIC READING SKILLS, BROAD READING, AND READING COMPREHENSION

• BASIC READING SKILLS, READING FLUENCY, AND READING COMPREHENSION

colored overlays

• response and or presentation accommodation

• timing accomodation

• formatting currciculum accommodation

• setting accommodation

• schedule accomodation