Teaching Students Who Are Exceptional, Diverse and at Risk in the General Education Classroom 7th Ed

TEACHING STUDENTS WHO ARE EXCEPTIONAL, DIVERSE AND AT RISK IN THE GENERAL EDUCATION CLASSROOM 7TH EDITION BY SHARON R. VAUGHN, CANDACE S BOS, JEANNE S SCHUM TEST BANK

MULTIPLE CHOICE QUESTIONS ESSAY QUESTIONS TEST BANKS Chapter 1: Special Education and Inclusive Schooling Chapter 2: Response to Intervention and Multitiered Systems of Support: Developing Success for All Learners Chapter 3: Communicating and Collaborating with Other Professionals and Families Chapter 4: Teaching Culturally and Linguistically Diverse Students Chapter 5: Promoting Social Acceptance and Managing Student Behavior Chapter 6: Teaching Students with Learning Disabilities and Attention Deficit Hyperactivity Disorder Chapter 7: Teaching Students with Communication Disorders Chapter 8: Teaching Students with Emotional and Behavioral Disorders Chapter 9: Teaching Students with Autism Spectrum Disorders/Pervasive Developmental Disorders Chapter 10: Teaching Students with Intellectual and Developmental Disabilities Chapter 11: Teaching Students with Lower-Incidence Disabilities Chapter 12: Differentiating Instruction and Assessment for All Learners Chapter 13: Promoting Content Learning Through the Teaching and Learning Connection Chapter 14: Facilitating Reading Chapter 15: Facilitating Writing Chapter 16: Helping All Students Succeed in Mathematics

Page 54 59 65 70 76 82 88 94 100 106 112 118 123 129 135 141

ANSWER KEYS Multiple Choice Questions Answer Key Grid (all Chapters 1-16) Essay Questions Answer Keys: Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Chapter 8 Chapter 9 Chapter 10 Chapter 11 Chapter 12

147 149 149 150 151 152 152 154 155 155 156 157 158

Chapter 13 Chapter 14 Chapter 15 Chapter 16

158 159 160 161

Chapter 1 Test Bank: Special Education and Inclusive Schooling Multiple Choice Questions: 1.

Which landmark racial discrimination case paved the way for students who experienced other inequalities in their education?

A. Brown v. Board of Education B. PARC v. Commonwealth of Pennsylvania C. Mills v. District of Columbia D. Honig v. Doe

2.

Which statement about the No Child Left Behind Act (NCLB) of 2001 is correct?

A. Teachers followed a nationally approved curriculum.

B. Every state followed a federally approved budget.

C. Schools experienced greater accountability.

D. Teachers’ salaries are based on the state’s dropout rate.

3.

In which year was P.L. 94-142, the Education for All Handicapped Children Act, enacted?

A. 1950 B. 1969 C. 1975 D. 1990

4.

The concept that no child with disabilities can be excluded from receiving a free appropriate public education (FAPE) is referred to as .

A. least restrictive environment B. child find C. nondiscriminatory inclusion D. zero reject

5.

IDEIA 2004 differs from IDEA 1990 in that it .

A. allows special education staff to assist general education students when needed B. establishes “person first” language for referring to people with disabilities C. extends provisions for due process and confidentiality for students and parents D. adds new disability categories

6.

IDEA 1990 differs from P.L. 94-142 in that it .

A. requires the use of the Individualized Education Plan (IEP) to meet the unique needs of each student B. adds the requirement that all records and documents regarding students with disabilities remain both confidential and accessible to parents C. provides for states, as well as school districts, to be sued if they violate IDEA D. no longer requires states to identify and track the number of students with disabilities

7.

Which provision of IDEA ensures that everyone with a stake in the student’s educational success has a voice and guarantees the right to an impartial hearing if appropriate procedures outlined by IDEA are not being followed?

A. Advocacy B. Due process C. Least restrictive environment D. Parent participation

8.

Which categories were added to IDEA that were NOT part of P.L. 94-142?

A. Autism and serious emotional disturbances B. Traumatic brain injury and multiple disabilities C. Orthopedic impairments and multiple disabilities D. Traumatic brain injury and autism

9.

IDEIA requires the use of evidence-based practices. What are evidence-based practices?

A. Practices that are based on core reading programs B. Practices that are based on Harris poll findings C. Practices that are based on research D. Practices that are based on legally valid principles

10.

When are parents first involved in the special education referral process?

A. At the IEP meeting when the IEP is written B. When parental permission is obtained C. During the evaluation period D. When the IEP is reevaluated

11.

Which statement is true about the Vocational Rehabilitation Act (P.L. 93-122)?

A. It prevents any private organization that uses federal funds from discriminating against people with disabilities solely based on a person’s disability.

B. It puts the person first and uses the disability second when referring to a person with a disability.

C. It adds assistive technology as a support service in early intervention programs.

D. It requires that transition services be included in students’ individualized education programs by at least age 16.

12.

In which placement will a student with disabilities receive services in the general education setting with his or her nondisabled peers instead of in a separate setting for students with disabilities?

A. Treatment center B. Resource room C. Special school D. Inclusive classroom

13.

Which team of people makes decisions about eligibility for special education services?

A. Multidisciplinary team B. Transdisciplinary team C. Interdisciplinary team D. Consultation assistance team

14. All answers include items that are included in an IEP EXCEPT for which one?

A. Student’s present level of performance B. Measurable annual goals C. General education teachers’ lesson plans D. How student’s progress toward annual goals are measured 15.

All answers include people who are required to attend an IEP meeting EXCEPT for which person who is NOT required to attend?

A. Representative of the local education agency B. Parents or guardians C. General and/or special education teacher D. Speech pathologist

16.

If a student is not making progress toward his/her IEP goals, what should a general education teacher do?

A. Continue the same teaching techniques and strategies B. Inform other members of the MDT team C. Look at the IEP for the first time D. Save the student’s best work samples to show progress

17.

Approximately what percent of students in the United States receive special education services?

A. 6% B. 10% C. 14% D. 19%

18.

Which is the largest disability category in U.S. schools?

A. Traumatic brain injuries B. Learning disabilities C. Intellectual disabilities D. Speech or language impairments

19.

Which statement about the prereferral process is accurate?

A. Response-to-intervention provides interventions with increasing intensity.

B. The prereferral assistance team (PAT) implements interventions in pull-out settings.

C. Students rarely succeed with prereferral support.

D. It is essential to implement a student’s IEP during this time.

20.

Which prereferral model involves collaboration by classroom teachers to identify student concerns and plan interventions to address them?

A. Prereferral assistance team model B. Response-to-intervention model C. Consultant model D. Problem-solving model

21.

Providing a student with an alternate form of a test is a/an A. response B. administration C. setting D. timing

22.

If you have a child who is under the age of three and needs special education and related services, which type of plan or program would be developed for him or her?

A. Individualized Educational Program B. Individualized Family Service Plan C. Section 504 Plan D. Vocational Rehabilitation Program

23.

A student will be turning 16 years old and his IEP needs to be updated. What will need to be included as part of his IEP? A. Individualized Transition Plan B. Individualized Graduation Plan C. Vocational Rehabilitation Plan D. Individualized Family Service Plan

24.

All of these items are included in a transition plan EXCEPT for which one?

A. Goals related to post-school outcomes B. Student’s needs, preferences, and input C. Possible supported employment during high school D. Home visits during the summer

25.

Which concept promotes the placement of students with disabilities in the general education classroom for the entire school day?

A. Full inclusion B. Inclusion C. Mainstreaming D. Pull-out services

accommodation.

Essay Questions: 1.

Explain how the Individuals with Disabilities Education Acts of 1990 and of 1997 and the Individuals with Disabilities Education Improvement Act differ from the original P. L. 94142 legislation.

2.

What is the definition of the Least Restrictive Environment (LRE) and how does the availability of a continuum of services ensure the LRE for students with disabilities?

Include the role the LRE should play when deciding a student's educational placement.

3.

Describe the purpose of an IEP. Who must attend the IEP meeting? List five pieces of information that must be included in an IEP. What is the role of the general education teacher in the implementation of an IEP?

4.

In your classroom, you have a student whose infant sibling has been diagnosed with Down syndrome. The parents have asked you what early intervention services are available to them. How would you explain the IFSP and what are some of the services that the parents and family would receive under this plan?

5.

There is a student in your special education resource classroom who is ready for a transition plan. Explain transition services and transition plans to him. When are they mandated and which ages does it affect? Why was it necessary to mandate transition planning and services under IDEA? What is the role of the job developer? Write three sample objectives that could be part of a transition plan.

Chapter 2 Test Bank: Response to Intervention and Multitiered Systems of Support: Developing Success for All Learners Multiple Choice Questions: 1.

What model is used for screening purposes and the data facilitates identification of students who need special education services?

A. RTI B. LRE C. IEP D. MDT

2.

Which statement about RTI and MTSS is correct?

A. They are identical in all ways.

B. MTSS is the new acronym for RTI. C. They both provide multiple levels of support to students.

D. Both are mandated by P.L. 94-142, IDEA, IDEIA, and NCLB.

3.

Since the learning disability category was established, it has increased by more than , although the increase has been more stable in the last decade.

A. 50% B. 100% C. 150% D. 200%

4.

In many cases, students who were assessed as being low in both ability and achievement did not qualify for special education services unless they had a cognitive delay. What are two of the difficulties involved in this process?

A. Overreliance on teacher recommendation and testing by school psychologist B. Overreliance on IQ measures and discrepancy between IQ and achievement C. Overreliance on parent input and IQ measures D. Overreliance on teacher input and evidence-based practices

5.

In the past, when students were struggling and there was not enough of a discrepancy between their achievement and ability, the prevailing model was .

A. wait for help B. wait and hope C. wait to fail D. wait it out

6.

Since students are screened early and their progress is assessed frequently to see if they are making adequate progress, RTI is often referred to as a/an model.

A. probation B. prevention and intervention C. adequate yearly progress D. multifactored evaluation

7.

Which answer is one of the three initiatives that led to the eventual use of RTI? A. State and local governments required the use of interventions before identification.

B. President’s Commission on Excellence in Special Education held public hearings.

C. The governors of every state convened the National Research Council about the need for early identification of students with learning disabilities.

D. The federal government instituted NCLB to combat over identification of children with learning disabilities.

8.

After IDEIA recommended the use of RTI to determine students’ eligibility for specific learning disabilities, the LEA (Local Education Agency) as part of the evaluation process.

A. is required to use a severe discrepancy between achievement and intellectual ability B. must use RTI to determine eligibility for all disability categories C. is encouraged to create his/her own referral and identification procedures D. may determine if a student responds to research-based interventions

9.

Even though there are multiple frameworks for the implementation of RTI, what is one of the critical components that all experts agree are essential to RTI? A. Only select students should receive instruction and intervention.

B. Every student should meet the same criteria in order to receive intervention.

C. Screening and progress monitoring are only for children with disabilities.

D. Evidence-based instructional practices are provided to all students.

10.

Which term represents the level of intensity of instruction that is provided to students?

A. Supplemental B. Dual discrepancy C. Tier D. Progress monitoring

11.

Approximately what percentage of students will require Tier 2 intervention?

A. 1% to 3% B. 6% to 9% C. 11% to 18% D. 15% to 20%

12.

Which of the RTI tiers is being utilized if the general education teacher is providing evidence-based instruction to all students in the class?

A. Tier 1 B. Tier 2 C. Tier 3 D. Tier 4

13.

Which of the RTI tiers is being utilized if the general education teacher provides evidencebased instruction to students who are not making adequate progress in Tier 1?

A. Tier 1 B. Tier 2 C. Tier 3 D. Tier 4

14.

Which of the RTI tiers is utilized for those students who continue to show minimum progress during secondary interventions?

A. Tier 1 B. Tier 2 C. Tier 3 D. Tier 4

15.

In which tier do students who receive special education services receive interventions that occur individually or in small groups?

A. Tier 1 B. Tier 2 C. Tier 3 D. Tier 4

16.

Which process involves administering the same test to all students in order to determine who is likely to be at risk for academic difficulties?

A. Universal screening B. Progress monitoring C. Universal design D. Informal assessment

17.

Which process is essential to effectively implement RTI because it measures students’ response to interventions and determines if additional intervention is needed?

A. Universal screening B. Progress monitoring C. Universal design D. Informal assessment

18.

Which method uses the same research-based treatments for all children with similar difficulties and does not differ from child to child?

A. Standard treatment protocol model B. Problem-solving model C. Hybrid approach D. Tertiary interventions

19.

What are the steps a teacher would follow when using the problem-solving model in RTI? A. Analyze the problem, define the problem, develop the plan, implement the plan, and evaluate the plan B. Define the problem, analyze the plan, evaluate the plan, develop the plan, and implement the plan C. Analyze the problem, define the problem, implement the plan, develop the plan, and evaluate the plan D. Define the problem, analyze the problem, develop the plan, implement the plan, and evaluate the plan

20.

Which answer is an example of a decision-making team including a member with relevant expertise?

A. A technology specialist provides high-speed internet for a virtual meeting.

B. An educational consultant shares statistics related to reading and math scores on state tests.

C. A reading specialist is involved if students struggle with reading.

D. A principal attends meetings for the high-profile students.

21.

Which answer describes a nonresponder?

A. Makes minimal gains after receiving interventions B. Responds well to interventions C. Decreases their achievement gap D. Unlikely to need additional intervention in the future

22.

Three of the four answers are guidelines for implementing effective intensive interventions.

Which answer is NOT one of them?

A. Provide instruction individually or in small groups.

B. Use research-based instruction and intervention.

C. Vary intervention practices.

D. Communicate occasionally with stakeholders.

23.

Which statement about RTI for students who are culturally and linguistically diverse (CLD) is accurate?

A. It rarely improves outcomes for students who are CLD. B. It is important to understand external factors for students who are CLD. C. It is important to know students’ level of proficiency only in English.

D. It is not effective for determining special education needs in students who are CLD.

24.

What should schools do to inform parents of their child’s participation in the RTI process?

A. Assume they understand the intervention plan B. Obtain consent when RTI process is complete C. Provide them with biannual progress updates D. Describe the RTI process to them

25.

Which answer is a role of the general education teacher in an RTI model?

A. Providing evidence-based intervention B. Meeting occasionally with stakeholders C. Making all decisions regarding eligibility for special education services D. Implementing Tier 3 intervention

26.

Which answer is a role of the special education teacher in a multitiered RTI process?

A. Working only with children with disabilities B. Offering intensive interventions to all students C. Collaborating and consulting with general education teachers D. Helping Tier 3 students to access the special education curriculum

27.

When using the data collected during the RTI process, the focus should be to develop a profile .

A. about areas of concerns for the special education teacher to correct B. about the child’s strengths and areas of need C. of further evaluations to be conducted on the child D. to address only the needs of the child

28.

Which answer is an example of a within-child factor?

A. Meeting grade-level academic demands B. Level of cognitive functioning C. Whether the classroom environment is conducive to learning D. Socially appropriate behavior within the classroom

29.

Which guideline for implementing effective Tier 2 interventions is being followed when students are frequently progress monitored?

A. Provide targeted, daily, explicit, and systematic instruction.

B. Follow a systematic routine.

C. Include frequent review of prior information.

D. Evaluate effectiveness of interventions.

30.

Which statement about using RTI models in middle and high schools is accurate?

A. Older students may require multiple years of intervention.

B. Content area teachers are rarely involved in the RTI model at this level.

C. It is difficult to determine which students require additional intervention at this level.

D. Most middle and high schools have adopted the same approach to implementing RTI.

Essay Questions: 1. Explain the importance of implementing an RTI or MTSS model and describe the issues that led to the development of RTI models.

2. Identify and explain the four key components that are commonly included in RTI models and explain the RTI implementation process.

3. When implementing RTI interventions, an educator can choose from two models. Select one of the two models and briefly explain how it would be used in your classroom. Include the steps you would use with your chosen model.

4. Describe the roles of the general educator and the roles of the special educator in the RTI process.

5. Explain what is meant by “within-child factors” and why there are important factors related to RTI. Describe other factors that are also important to consider and explain why.

Chapter 3 Test Bank: Communicating and Collaborating with Other Professionals and Families Multiple Choice Questions: 1.

Collaboration between professionals and families has been increasingly emphasized since .

A. NCLB and inclusion B. co-teaching and IEPs C. IDEIA and RTI D. social media and the internet

2.

A/An is a statement that indicates what students should know and be able to do as a result of teaching and learning.

A. transition B. accommodation C. educational standard D. behavior support plan

3.

Which answer includes two ways that collaboration among professionals and with families is required or implied by legislation?

A. Assessment and transition B. School websites and IEP participation C. Mediation and parent conferences D. Active listening and behavior support plans

4.

Which of the four basic principles for communicating with parents, teachers, and other professionals includes planning an agenda?

A. Acceptance B. Listening C. Questioning D. Staying focused

5.

Which question is an example of an open-ended question?

A. Why do you think your son has improved this quarter?

B. Do you think your son has improved this year?

C. Have you asked other family members about your son’s behavior when you are not home?

D. In what subject area do you think your child has made the most improvement?

6.

What does it mean to listen effectively?

A. Listening for the real content and feelings in a person’s message and restating the message to assure you understand B. Listening patiently until the person is finished so you can build a position that will more effectively communicate to him/her that you are right C. Allowing the speaker to talk until finished so he/she will know you have heard everything he/she has to say about the issue D. Waiting politely for the person to finish before you speak

7.

Which statement about collaboration among professionals is accurate?

A. Collaboration comes easily to everyone.

B. Collaboration occurs when two or more people work together as equal partners.

C. The goal of collaboration is to promote the home-school relationship.

D. Administrative support helps effective collaboration to occur, but it is not essential.

8.

The model is an interactive process that enables people with diverse expertise to generate creative solutions to mutually defined problems.

A. co-teaching B. peer collaboration C. teaming D. consultation

9.

Which answer includes two practices that are necessary for effective team collaboration?

A. Method of documenting meetings and mutual understanding of accountability issues B. Regularly scheduled meeting and efficient procedures and rules C. Focused leadership and mechanism for problem-solving D. Clear definition of roles and consistent team members

10.

Which factor is the biggest barrier to successful co-planning efforts?

A. Personality differences B. Differing teaching styles C. Lack of time to meet and plan D. One teacher becomes the lead teacher

11.

What is the best way to describe co-teaching?

A. When general education teachers work with teachers from other grade levels to improve their instruction.

B. When two teachers coordinate curriculum and instruction to teach heterogeneous groups of students in the general education classroom.

C. When special education teachers have adequate time and resources to design instruction.

D. When teachers who have been extremely successful with students with special needs are paired with new teachers to facilitate their success.

12.

In which co-teaching model are students taught in two groups that are based on their instructional needs?

A. Two Teachers; Content May Vary B. Two Teachers Teaching Together C. Two Teachers; Same Content D. Two Teachers; Different Content

13.

Which term can also be referred to as data-based decision making and has multiple purposes?

A. Co-teaching B. Evaluation C. RTI D. Collaboration

14.

Which task is appropriate for a paraeducator?

A. Assist with behavioral issues B. Write lesson plans C. Conduct parent conferences D. Write progress reports

15.

Some teachers believe that making adaptations in homework or tests is providing undue advantage for some students. This dilemma is referred to as .

A. student ownership B. individual versus class focus C. content versus accommodation D. real world versus student’s world

16.

Which statement is one of the rights parents have in the educational decision-making process?

A. Parents have the right to create the lesson plan for their child’s teacher.

B. Parents are only notified if their child wants them to know how he/she is doing in school.

C. Parents may request a due-process hearing to resolve differences with the school.

D. Parents should only be involved in the IEP or IFSP process if they have a degree in special education.

17.

What two forces contributed to the increased engagement of parents and other family members of children with disabilities?

A. Increased parent advocacy and research indicating family involvement has a positive impact on students’ academic and social outcomes B. Increased parent advocacy and the overrepresentation of minorities in special education classrooms C. The overrepresentation of minorities in special education classrooms and research indicating family involvement has a positive impact on students’ social outcomes D. Research indicating family involvement has a positive impact on students’ academic outcomes and the lack of parent involvement in high school

18.

All answers include one of the six factors of successful family-school partnerships EXCEPT for which answer?

A. Equality B. Collaboration C. Respect D. Trust

19.

The needs of families fall into four broad categories. What are they?

A. Food; water; clothing; housing B. Information exchange; home-school newsletter; teacher-coordinated activities; speech therapy services C. Information exchange; consumer and advocacy information; counseling, therapy, and consultation; parent-coordinated service programs D. Physical therapy services; teacher-coordinated activities; home/community program implementation; parent-coordinated service programs

20.

Which of the following answers is a reason that teachers assign homework?

A. The teacher likes to keep busy grading papers after school B. Parent-teacher communications C. The administration requires homework every day D. Ensure students are staying in the house after school

21.

What is the “ten-minute rule”?

A. Ten minutes of review at the end of each school day B. Ten minutes of content review before homework is assigned C. Ten minutes of study time per night D. Ten minutes of homework per grade level, per night

22.

To prepare for planned conferences with parents, teachers should .

A. go to the meeting with an open mind and without preconceived topics to discuss B. suggest to parents that because the teacher knows the child best, she or he should become their child’s tutor C. meet with and learn the perspectives of other professionals who also work with the child D. come with a list of the areas that parents need to address in their home to help the child

23.

Which consideration below is designed to help parents feel comfortable at a conference with a teacher?

A. Summarize the decisions at the end of the meeting B. Welcome the parents and introduce the participants C. Solicit parent reactions and recommendations D. Review the agenda for the meeting and ask for additional items to include

24.

What should teachers do to effectively deal with unplanned parent conferences?

A. Arrange a time for a more formal meeting B. Try to resolve complex issues at the impromptu meeting C. Refer parents to the school counselor D. Tell the parents you are too busy to talk with them

25.

Which communication method is least likely to exclude low-income families?

A. Classroom web page B. Email C. Text message D. Monthly newsletter

Essay Questions: 1.

From the perspective of a general education teacher, what does it mean to collaborate with other professionals? Provide an example of a situation in which you anticipate that you might have to use collaborative skills and explain how you would use those skills.

2.

When students with special needs are placed in general education classrooms, procedures for their evaluation, assessment, and grading are often issues that need to be addressed.

Briefly describe the issues that are likely to occur and provide several suggestions for how teachers might solve the issues.

3.

Homework is an important issue for all parents and students. Identify at least four reasons why you would assign homework to the students in your class. Briefly describe the components you would include in your homework policy.

4.

Describe three of the issues and dilemmas that frequently arise when general and special education teachers collaborate. Give examples of how you would work through these issues.

5.

Communicating with parents is an ongoing part of your daily routine as a teacher. What are some of the ways to effectively communicate with parents? List and briefly explain each of these types of communication.

Chapter 4 Test Bank: Teaching Culturally and Linguistically Diverse Students Multiple Choice Questions: 1.

Minority students have a disproportionately identification and a disproportionately academic programs.

A. low; high B. high; low C. stable; unstable D. unstable; stable

percentage of special education percentage of placement in advanced

2.

All of the answers below are factors that are relevant when explaining why students from minority groups may have limited school success, EXCEPT for which one?

A. Limited role models B. Continued discrimination C. Curriculum that is not culturally responsive D. Lower percentage of students live in poverty

3.

Culturally responsive teaching is using cultural knowledge, , frames of reference, and performance styles of diverse students to make learning more relevant and effective.

A. prior experiences B. RTI C. rituals and ceremonies D. linguistic sensitivity

4.

Which answer contains two elements that are typically included in the definition of culturally responsive teaching?

A. Active teaching that is engaging; Funds of knowledge B. Positive perspectives on families; Supportive administration C. Small group instruction; High expectations for all students D. Community involvement; Cultural sensitivity

5.

Which answer is considered a major characteristic of the U.S. macroculture?

A. Inequality B. Orientation toward materialism C. Emphasis on cooperation and teamwork D. Group orientation

6.

Three answers include a common difference between the U.S. macroculture and microcultures. Which one does NOT? A. Individual versus group and family B. Competitive versus cooperative learning C. Standardized versus authentic assessment D. Objective knowledge versus personal knowledge

7.

A third-grade teacher visits his students’ homes and talks with parents to learn more about his students and their culture. He is learning about his students’ .

A. funds of knowledge B. source of pride C. CALP D. inner sources

8.

Cultural characteristics should serve as .

A. the major method for interpreting the behaviors and actions of students B. rules and guidelines about specific individuals within cultural groups C. a starting point for teachers to build an understanding about individual students D. an indicator of some type of cultural difference

9.

Which cultural group seems to have the least difficulty crossing cultural barriers?

A. Involuntary minorities B. Revolutionary minorities C. Voluntary minorities D. Autonomous minorities

10.

Three answers include a dimension of multicultural education. Which answer does NOT include a dimension of multicultural education?

A. Content integration B. Equity pedagogy C. Empowering school culture D. Integrating home culture

11.

One consideration for the school as a social system is A. the reading level of the textbooks B. socioeconomic status of the local community C. the political beliefs of the school board D. the attitudes, perceptions, and actions of the school staff

12.

Which answer is a desired student outcome related to multicultural education?

A. Express his/her own needs and rights B. Discuss gender-, ethnic-, age-, and disability-related concerns C. Identify the needs and concerns of people from only his/her own culture D. Accept the school culture

13.

Which approach to multicultural education includes integrating ethnic heroes and cultural artifacts into the curriculum?

A. Contributions approach B. Additive approach C. Transformation approach D. Social action approach

.

14.

Which approach to multicultural education conducts a value inquiry and analysis and also incorporates a cultural critique?

A. Contributions approach B. Additive approach C. Transformation approach D. Social action approach

15.

All answers identify strategies that are included in Sheltered English EXCEPT which one?

A. Hands-on learning B. Indirect experiences C. Meaningful context for instruction D. Teach English and content-area knowledge simultaneously

16.

Which program initially provides content-area instruction in students’ native language along with ESL instruction?

A. Transitional bilingual education B. Two-way immersion program C. Sheltered English D. Maintenance bilingual education

17.

All answers are part of the framework for second-language acquisition EXCEPT for which one?

A. Situational factors B. Linguistic input C. Learner characteristics D. Cognitive academic language proficiency

18.

A biology teacher highlights vocabulary in the textbook. This practice is an example of which strategy to make linguistic input more comprehensible?

A. Use simpler sentence construction B. Select familiar topics of conversation C. Emphasize key words D. Repeat important phrases

19.

Basic interpersonal communication skills (BICS) .

A. usually develop after CALP B. focus on conversational competencies C. generally take 5 to 7 years to develop in a second language D. are important to consider when deciding whether to teach content-area subjects in a student’s native or second language

20.

Cognitive academic language proficiency (CALP) .

A. usually develops after BICS B. focuses on conversational competencies C. generally takes 1 to 2 years to develop in a second language D. develops at the same pace as BICS

21.

Jeff’s fourth-grade class has students from Mexico, Japan, and other Asian countries.

Because several of his students came from fishing communities, Jeff incorporated an extended segment on fishing communities into the unit he was teaching. He borrowed books and magazines about fishing and rural life in Mexico and Asian countries. The students visited the local fish market, as well as Asian and Mexican food markets, and compared how fish was prepared in these markets. Jeff’s teaching is an example of .

A. Sheltered English B. Knowledge construction C. Contributions approach D. Context embedded instruction

22.

What is secondary language output?

A. Students are proficient in speaking and writing, but not in listening or reading.

B. Students’ expressive language skills naturally exceed their receptive language skills.

C. Students understand written and spoken language, but cannot express it by speaking or writing.

D. Students’ CALP and BICS have achieved native-speaker proficiency levels.

23.

Three statements about dialects are accurate. Which statement is NOT accurate?

A. Dialects refer to a language variation associated with a regional or social group of people.

B. Dialects tend to be distinguished by pronunciation, vocabulary features, and conversation patterns.

C. The use of dialects is a consequence of voluntary and involuntary immigrants in the early 1900s.

D. The most prevalent dialect in the U.S. is African American Vernacular English.

24.

Which answer reflects the current research findings about bilingualism?

A. It indicates that bilingual children have decreased vocabularies and inaccurate articulation.

B. It indicates that bilingualism is correlated with increased creativity and concept formation.

C. It indicates that monolingual children will generate more grammatical errors than bilingual children will generate.

D. It indicates that bilingualism causes decreased cognitive flexibility and increased contextual errors when reading.

25.

Which answer is a reason why standardized tests may pose a challenge for English language learners (ELLs)?

A. Historically low ELL performance and slow improvements B. Assessments that are accurate measurements of ELLs’ knowledge C. Stable nature of ELL testing subgroup D. Factors within the school’s control

26.

When implementing culturally responsive assessments, educators should A. use the same assessment materials they use with native English speakers B. implement appropriate accommodations C. select one valid assessment tool and rely on it extensively D. align all assessments with the Common Core State Standards

.

27.

Which statement about the characteristics of effective teachers of students who are culturally and linguistically diverse is accurate?

A. They rarely see themselves as members of the community.

B. They avoid using students’ first languages in school.

C. They provide frequent and indirect instruction and feedback.

D. They use instructional practices that teach higher-order thinking.

28.

Which answer contains two methods to encourage strategic use of students’ first language?

A. Discourage the use of English at home; Encourage use of the first language at school B. Encourage acquisition of reading and writing skills in the first language and in English; Provide books in a variety of languages C. Use multiple languages in all school communications; Recruit tutors who are fluent English speakers D. Have high expectations for all students; Allow speakers of the same language to communicate in that language

29.

Which method builds vocabulary with the first language as a foundation?

A. Reinforce basic interpersonal communication skills B. Focus on the context of a passage instead of the meaning of the words C. Teach vocabulary through synonyms D. Promote academic vocabulary

30.

Victor, a seventh-grade English language learner, has experienced a dramatic increase in vocabulary recognition, but idioms and more advanced vocabulary remain difficult. He often knows what he wants to say, but struggles for the acceptable words. He frequently makes mistakes in grammar, vocabulary, and pronunciation. In which stage of secondlanguage development is Victor functioning?

A. Mid-intermediate B. High-advanced C. Mid-beginning D. High-beginning

Essay Questions: 1.

Explain why collecting information about students’ funds of knowledge is important.

Describe how you could modify a thematic unit you plan to teach based on the information you learn.

2.

Define multicultural education in your own words. Then, describe its five dimensions and provide an example of how you could build each dimension into the curriculum and school culture – OR- describe the four approaches to multicultural education and explain how you could incorporate one approach into a thematic unit you plan to teach.

3.

Describe five strategies for making linguistic input more comprehensible for second language learners. Then, select three strategies and discuss how you could use each of them to teach in a content area classroom.

4.

Identify six factors to consider when implementing culturally responsive assessment.

Then, select four of the factors and explain how you could apply each of them in your future classroom.

5.

List three culturally responsive teaching practices you could use to facilitate successful learning for students who are culturally and linguistically diverse. Describe how you could use each strategy in a lesson (or lessons) you plan to teach.

Chapter 5 Test Bank: Promoting Social Acceptance and Managing Student Behavior Multiple Choice Questions: 1.

It is important for teachers to create a/an that ensures a smooth traffic flow, easy access to instructional materials, and limits distractions.

A. organizational plan B. class meeting structure C. token economy D. intrinsic motivation

2.

You are designing your classroom to ensure that you can monitor students and address behaviors quickly, while at the same time creating a learning community. Which answer is a guiding principle to create a respectful learning community?

A. Recognize that students are children or adolescents first.

B. Recognize that teachers’ needs come first.

C. Recognize that parents’ interests are the most important.

D. Recognize that administration has ultimate control of the classroom.

3.

As a teacher of children with behavioral disorders, you find class meetings to be highly effective. Which answer has the correct structure for running a class meeting?

A. 5 minutes of compliments and appreciations, future plans, new problems/solutions, and follow up on prior problems/solutions B. 5 minutes of compliments and appreciations, follow up on prior problems/solutions, new problems/solutions, and future plans C. Follow up on prior problems/solutions, future plans, new problems/solutions, 5 minutes of compliments and appreciations D. Future plans, 5 minutes of compliments and appreciations, follow up on prior problems/ solutions, and new problems/solutions

4.

Brenda learned that George, a second grader with behavior problems who often acted out, had earned a black belt in karate. She often asked George about his karate classes and asked him to demonstrate some of his moves to the class. Which strategy did Brenda use to ensure that all students in her class are accepted?

A. Treat all students with respect.

B. Teach students to have concern for one another.

C. Point out students’ abilities.

D. Serve as an advocate for your students.

5.

It is important for teachers to create opportunities for success and acknowledge their students’ improvements.

A. public and private B. academic and social C. extrinsic and intrinsic D. PBIS and RTI

6.

The self-concepts of some students with disabilities may be fragile depending on their life situations. Which of the following actions can you take to enhance your students’ selfconcepts?

A. Force students to work on difficult tasks until they get the correct answer B. Ensure students work only with other students with similar academic or social problems C. Allow only those students who succeed academically to work on tasks they enjoy D. Provide opportunities for students who struggle academically to succeed in other ways

7.

Three statistics about bullying are accurate. Which statistic is NOT? A. Up to 23% of third graders report being bullied at least two to three times per month.

B. Schools report that 10% to 30% of students are involved in bullying.

C. More than 40% of students in grades 3 through 12 are afraid of being bullied.

D. Over 75% of bullying incidents occur during class time.

8.

The letter P in the STOP IT acronym stands for A. Practice B. Prevent C. Provide D. Polite

9.

Two steps that competent schools take to prevent include implementing a schoolwide social skills curriculum and hiring adults who model the positive social behaviors expected of the students.

A. bullying and violence B. aggression and suicide C. fear and anger D. homelessness and poverty

10.

All answers include a potential result of teachers misinterpreting the behavior of minority students, EXCEPT for which one?

A. Increased discipline referrals B. Increased special education referrals C. Increased student expectations D. Decreased student motivation

11.

Which answer is a caution that teachers should consider when managing a culturally diverse classroom environment?

A. Behaviors allowed in the home are also acceptable at school.

B. If one student is demonstrating the behavior, so are most other members of the class.

C. Behavior is rarely related to students’ culture.

D. Behaviors that are indicative of problems in one group of students might not be so for another group.

.

12.

Positive Behavior Intervention Supports (PBIS) is a model, because it coordinates interventions across a schoolwide system and is oriented on problem solving based on data and evidence-based practices.

A. consequence B. prevention C. management D. token

13.

What are two responsibilities of a schoolwide positive behavior intervention supports (SWPBIS) team?

A. To establish rules and expectations and communicate them to stakeholders B. To engage in professional development and examine data C. To select a social skills curriculum and monitor student progress D. To evaluate the school plan regularly and evaluate teachers’ effectiveness in implementing the SWPBIS

14.

Why would a school develop a system to collect discipline referrals and other behaviorrelated data?

A. To establish a SWPBIS leadership team B. To incorporate RTI into their SWPBIS C. To track progress and evaluate the effectiveness of their SWPBIS efforts D. To provide data to the national SWPBIS database for educational research purposes

15.

Which statement reveals a relationship between PBIS and RTI? A. They both focus on academic and behavioral interventions.

B. They both are mandated by No Child Left Behind.

C. They both encourage maximum time spent outside of the general education classroom.

D. They both use universal strategies.

16.

Which Tier of RTI and PBIS is appropriate for a student who requires frequent and intense individual assistance that is provided by a trained professional outside of the general education classroom?

A. Tier 1 B. Tier 2 C. Tier 3 D. Tier 4

17.

Edward provides very clear and easily understood guidelines for behavior in his classroom and teaches appropriate behaviors to his students. Which research-based category associated with improved student behavior is he using?

A. Maximize organization and structure B. Instruct, review, monitor, and reinforce expectations C. Engage students actively in ways that are observable D. Use a continuum of practices for responding to behaviors

18.

When teachers reinforce and encourage positive behaviors in the classroom, establish rules and consequences, and help students to change their inappropriate behavior, they are utilizing for managing student behavior.

A. universal strategies B. reinforcers C. token economies D. class meetings

19.

Which statement about positive feedback is true?

A. It will sound fake and lose its effectiveness if used too often.

B. It does not provide judgment from the teacher.

C. It is more effective with older students than it is with younger students.

D. It needs to be specific and presented immediately after the target behavior.

20.

Brittany has a student in her classroom who frequently has trouble completing his assignments on time. She says, “If the assignment is not completed by the end of class, then you will lose recess until it is complete.” The student completes the assignment.

Brittany used to change the student’s behavior.

A. positive reinforcement B. negative reinforcement C. encouragement D. mistaken goals

21.

Which reinforcer in the hierarchy is an intrinsic reward?

A. Consumable B. Token C. Activity D. Self-satisfaction

22.

Darby uses a/an , where her students earn objects for following classroom rules and meeting target behavioral objectives. Students exchange them for rewards on Friday afternoons.

A. SWPBIS B. RTI C. token system D. continuum of practices

23.

Kelsey uses to provide structure for acceptable and unacceptable classroom behaviors and that occur at specified times to allow her class to run effectively.

A. rules; procedures B. consequences; guidelines C. guidelines; rules D. procedures; consequences

24.

When Mark yells and throws temper tantrums, his classmates and teacher proceed with the lesson as if nothing were happening. Which strategy are they using to help Mark improve his behavior?

A. Extinction B. Punishment C. Time-out D. STOP IT

25.

A student in Maggie’s kindergarten class burst angrily into the classroom and makes rude comments. Maggie asks him to go out in the hall and come back in appropriately. Which strategy did she use?

A. Response cost B. Overcorrection C. Verbal reprimand D. Time-out

26.

Which statement about punishment is true?

A. Punishment frequently generalizes across settings.

B. Punishment is a behavior modification strategy that provides students with information about how to behave appropriately.

C. Punishment tends to be effective over time.

D. Punishment is often reinforcing to the person who is doing the punishing.

27.

Tony, an easily distracted second-grader, is continually getting out of his seat. He only remains seated while drawing. Which of the following techniques should Tony’s teacher use to increase his in-seat behavior?

A. Premack principle B. Time-out C. Punishment D. Extinction

28.

Which answer is an indication that a punishment is ineffective and should be changed?

A. Students were not aware of the consequences of a behavior in advance.

B. The frequency or intensity of the inappropriate behavior does not decrease.

C. Negative behavior supports have been emphasized.

D. Punishment has not been delivered immediately after the behavior is displayed.

29.

Carol refuses to comply with her teachers’ requests to put her phone away. Which type of mistaken goal does Carol have?

A. Display of inadequacy B. Revenge C. Power/control D. Attention

30.

Class meetings are an example of which one of Dreikur’s approaches to classroom management?

A. Recognize that students are social beings who want to belong B. Establish parameters for promoting cooperation within the class and in ways that include every child C. Develop firm control over procedures and practices D. Implement logical consequences for misbehavior rather than arbitrary punishment

Essay Questions: 1.

Describe the steps you can take to establish a classroom climate that is respectful and accepting of all students in your class. What are some things you can do to optimize the physical environment in your classroom?

2.

Individuals who have a disability may receive more negative feedback from others, and, consequently, their self-concepts may be lower than those of students without disabilities.

How can you enhance the self-concepts of your students with learning and behavior problems? What are things you can do to ensure acceptance of all students in your classroom?

3.

Explain at least five ways that teachers and schools can reduce bullying. Include schoolwide actions in addition to strategies that individual teachers can use within their own classrooms.

4.

Describe the relationship between PBIS and RTI. Explain how they are similar and how they are different. Explain how SWPBIS are used to meet the needs of all students.

5.

Define positive reinforcement, negative reinforcement, and punishment and then describe the differences among them. Describe at least three positive behavior support interventions you can use to help students change their inappropriate behaviors. Provide examples of student behaviors that correspond with each of your suggested interventions.

Chapter 6 Test Bank: Teaching Students with Learning Disabilities and Attention Deficit Hyperactivity Disorder Multiple Choice Questions: 1.

What term did Samuel Kirk coin in 1963 that is now generally accepted to describe students who, despite adequate cognitive functioning and the ability to learn some skills quickly, have great difficulty learning other skills?

A. Attention deficit hyperactivity disorder B. Dyslexia C. Perceptual impairment D. Specific learning disability

2.

Which student would be identified as having a specific learning disability according to IDEIA 2004?

A. Debbie, a shy sixth grader, has difficulty reading words like house and bird. Her parents tried many tutors and report that she does not retain what she learns. She says she hates school and homework.

B. Stephen, a fourth grader, has always had difficulty with word problems. When reading the problem, he has trouble identifying which information is relevant. Stephen receives free lunch and it is often the only time he eats during the day.

C. Robert loves animals. He can talk for hours about the latest National Geographic documentary. When his seventh-grade teacher asked him to write an essay about his favorite reptile, he was only able write a few illegible words. When he was six, the optometrist discovered a defect in the curvature of his cornea that limits his vision.

D. Ana never talks in class. She seems unable to answer the teacher’s questions and has difficulty expressing herself verbally. She arrived from Ecuador three months ago.

3.

Which answer is an overriding characteristic of students with learning disabilities?

A. MRI imaging shows decreased blood flow to the areas of the brain associated with reading and mathematics.

B. Ineffective or inefficient information processing or learning strategies in the area(s) of difficulty C. It is chronic over time and manifests before the age of 7.

D. Unexpected skill or excellent performance in one or more academic areas

4.

In your classroom, you have three students with very distinctive types of learning disabilities. The first student has because she has difficulty reading due to decoding and spelling problems. The second student has because she has problems with math concepts and computation. The third student has because he has difficulty forming letters when he handwrites.

A. dyslexia, dyscalculia, dysgraphia B. dyscalculia, dysgraphia, dyslexia C. dysgraphia, dyslexia, dyscalculia D. dyslexia, dysgraphia, dyscalculia

5.

What is the most frequent academic challenge of students with learning disabilities?

A. Spelling difficulties B. Math difficulties C. Reading difficulties D. Hyperactivity

6.

Which statement about adults with learning disabilities is true?

A. They live independently at the same rate as adults without disabilities.

B. They make adaptations for their disability in order to succeed.

C. They experience more success in postsecondary education than students without LD. D. They are typically overemployed.

7.

Which answer contains a possible explanation for the steady decrease in the percentage of students with learning disabilities since 2003?

A. New disability categories had been created.

B. More girls than boys were identified as having LD. C. The IQ-achievement discrepancy model required a greater discrepancy than before.

D. Early screening and intervention procedures were implemented.

8.

Since the reauthorization of IDEIA 2004, has been used as an alternative to traditional aptitude-achievement discrepancy approaches to identifying students with LD. A. PBIS B. SWPBIS C. RTI D. DSM-5

9.

Which factor is one of the most important predictors of whether a student will be identified with a learning disability?

A. Family lives below poverty level B. Not having a core and extended family C. Having a cultural disadvantage D. Referral from the classroom teacher

10.

Heather is considering referring one of her students to determine if he has a learning disability. What is the best way for her to determine his perceptions about school and of himself as a learner?

A. Ask the student B. Ask his parents C. Ask his guidance counselor D. Ask his friends

11.

Why does Matthew, an eleventh-grade science teacher, present an advance organizer to his students at the start of each new unit?

A. They are required in several of his students’ IEPs. B. They orient his students to the task and materials.

C. They model the thinking and learning process.

D. They are only useful with high school students.

12.

Cindy, a first-grade teacher, introduces a new book to her class. She talks about the cover and states her prediction about the topic, based on the title and pictures. What strategy is Cindy using to introduce the book?

A. Presenting information in multiple ways B. Memory strategies C. Thinking aloud D. Providing extended practice and application

13.

Read the following interaction between Ray and his teacher. What strategy is the teacher using to assist Ray? Teacher: “Read the first sentence.”

Ray: “The boy cut the branches from a beautiful maple tree.”

Teacher: “Well done! Which word in the sentence is the verb?”

Ray: “Cut.” Teacher: “What did you ask yourself to figure out which word was the verb?”

Ray: “What action did the boy do?”

A. Instructional conversation B. Adjusting workload C. Using learning tools and aids D. Controlling task difficulty

14.

Denise’s use of a graph to record her reading fluency progress is an example of A. modeling B. setting a purpose for learning C. self-monitoring D. frameworks for learning

15.

Alex, a ninth-grade teacher, starts a unit on Native Americans by showing a documentary.

He then passes around beads, bracelets, pottery, and tools once used by Native Americans.

After a discussion about what they have seen and touched, Alex provides his students with a written outline of the important dates and facts they will learn. To end the unit, he will have a lesson on how to make pottery with techniques used by Native Americans. What strategy is Alex using to teach this unit?

A. Modeling different processes B. Presenting information in multiple ways to address students’ learning styles C. Using several memory strategies to assist students with the retention of information D. Using self-regulation and self-monitoring activities

.

16.

Research indicates that students with learning disabilities are ineffective at employing memory strategies. Therefore, it is not only important to teach students to use memory strategies, but also to cue them to .

A. remain on task B. go back to the text and reread the information C. take clear and concise notes D. use the memory strategies they have learned

17.

A student in your class seems to daydream often, usually forgets his homework, and is easily distracted by almost everything. Which type of ADHD might this student have?

A. Combined B. Inattentive C. Hyperactive D. Impulsive

18.

ADHD has many characteristics. Which answer is NOT one of them?

A. Onset of behaviors before age 12 B. Behaviors present across three or more settings C. Significant impairment in social, academic, or occupational functioning D. MRI brain imaging reveals decreased blood flow in specific areas

19.

“ADHD only affects young children” is a A. myth B. fact C. law D. mandate

20.

Which student displays the core characteristics of ADHD? A. Jimmy is 16 years old. He has always been a good student with above average grades.

Lately, he does not seem to be able to pay attention to lectures, complete long assignments, and is easily distracted.

B. Since the age of three, Carlos fidgets and squirms, has difficulty waiting his turn, and often cries if he does not get what he wants right away.

C. Cheryl is a fourth grader who loves music, math, and science. She enjoys those classes and usually earns As in them. During the rest of the school day, she has difficulty waiting her turn, blurts out answers, and interrupts others.

D. Right after his grandfather’s death, Patrick had difficulty following rules, could not remain seated during class, and talked incessantly.

21.

Which two common developmental factors distinguish ADHD from mild attention or hyperactivity problems?

A. Requires medication and chronic over time B. Pervasive across situations and continues into adulthood C. Negatively affects learning and increased likelihood of having another disability D. Onset in early childhood and deviance from age-based standards

.

22.

Which tip is the central, guiding principle for teachers when they explain ADHD to children?

A. Use an accurate vocabulary.

B. Give examples of positive role models with ADHD. C. Caution the child not to use ADHD as an excuse.

D. Tell the truth.

23.

A student without the ability to withhold or delay a planned response lacks A. self-regulation B. executive functioning C. behavioral inhibition D. initiative

24.

Which statement about behavioral rating scales is true?

A. Examples of behaviors rated include distractible, restless, impulsive, and excitable.

B. They are normed for use on students aged 2 to 21.

C. Only parents complete them based on behaviors observed at home.

D. The DSM-5 established them as an evaluation tool under IDEIA 2004.

25.

The initial identification of ADHD usually is conducted by a A. classroom teacher B. guidance counselor C. multidisciplinary team D. physician

26.

It is difficult to keep track of the prevalence of students with ADHD because there is not a separate category for this disability under IDEIA 2004. Children with ADHD are often classified under the category.

A. Emotional and Behavioral Disorders B. Specific Learning Disability C. Other Health Impairment D. Communication Disorders

27.

If it is determined that a student has ADHD that adversely affects his/her educational performance, then he/she will .

A. have an IEP under Section 504 of the Rehabilitation Act of 1973 B. meet the DSM-5 criteria for special education services C. receive special education services under IDEIA 2004 D. visit a doctor who will prescribe stimulant medication

28.

Which personal characteristic is Wyatt displaying when he asks Roland, a student who has ADHD, about his sleep habits now that he has a new baby sister at home?

A. Concern B. Patience C. Understanding D. Respect

.

.

29.

At a recent workshop, Isabel learned that providing optimal stimulation for her students with ADHD can facilitate their learning. Which answer is a way that Isabel can provide optimal stimulation?

A. Divide assignments into smaller steps B. Use novelty in her instruction C. Have her students work in small groups D. Play classical music while her students are completing a math worksheet

30.

Which type of medication adjusts chemical imbalances in the brain to help children with ADHD to focus?

A. Depressant B. Hormonal C. Stimulant D. Antipsychotic

Essay Questions: 1.

Compare and contrast the major components of the definitions and criteria for determining learning disabilities and determining ADHD.

2.

Compare and contrast the characteristics of students who have learning disabilities with the characteristics of students who have ADHD. Describe how the characteristics of both disabilities can affect learning.

3.

Compare and contrast the identification procedure for students who have learning disabilities with the identification procedure for students who have ADHD. Be sure to include the teacher’s role in the identification processes.

4.

Explain the terms dyslexia, dysgraphia, and dyscalculia. Give an example of the classroom implications resulting from each of these learning disabilities. Provide two classroom modifications you can use to support students with each type of learning disability.

5.

Describe three strategies that classroom teachers can use to successfully teach students who have ADHD. Explain three teacher characteristics that assist teachers in working successfully with students who have ADHD and explain how you can demonstrate those characteristics.

Chapter 7 Test Bank: Teaching Students with Communication Disorders Multiple Choice Questions: 1.

A student who has difficulty exchanging knowledge, ideas, opinions, desires, and feelings may have a/an disorder.

A. articulation B. voice C. communication D. social communication

2.

A student in your kindergarten classroom is having difficulty pronouncing certain words with the “t” sound. You think she needs to be evaluated. Which professional will conduct the evaluation?

A. Pediatrician B. Speech and language pathologist C. Audiologist D. Otolaryngologist

3.

Three answers are broad categories of communication disorders identified by the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). Which one is NOT? A. Speech disorders B. Language disorders C. Aphasia D. Stuttering

4.

Bobby is a first grader who has been working with a speech and language pathologist for six months. He tends to substitute, omit, or distort words in his speech. What type of disorder is Bobby experiencing?

A. Articulation disorder B. Fluency disorder C. Voice disorder D. Receptive language disorder

5.

Children’s speech should be at least 90% intelligible by the A. age of three B. time they finish first grade C. age of ten D. time they enter kindergarten

6.

Nicole has difficulty controlling her pitch. Which quality may describe her voice?

A. Hoarse B. Too loud C. Hypernasal D. Monotone

.

7.

What is the most common fluency disorder in students with communication disorders?

A. Stuttering B. Dysfluency C. Distortions D. Apraxia

8.

Victoria’s speech is difficult to understand because her language has an irregular rhythm and flow. Victoria’s communication disorder is in the area of .

A. semantics B. fluency C. articulation D. voice

9.

Language disorders include difficulty with are related to difficulty with .

A. pragmatics; syntax B. phonology; semantics C. syntax; morphology D. semantics; pragmatics

10.

The ability to convey a message is referred to as language and the ability to understand what is being communicated in referred to as language.

A. comprehension; production B. expressive; receptive C. social; implicit D. metalinguistic; speaking

11.

Jessica makes sure to teach vocabulary, word categories, word relationships, multiple meanings, and figurative language in her seventh-grade class. What skill is Jessica teaching her students?

A. Semantics B. Morphology C. Syntax D. Pragmatics

12.

Which type of language includes words that are used in school and in textbooks?

A. Receptive language B. Expressive language C. Tier 1 words D. Academic vocabulary

and social communication disorders

13.

In a/an , categories are placed along one axis of a matrix and specific vocabulary is placed along the other axis in order to create a visual representation of the relationships among the concepts.

A. word bank B. syntactic segmentation C. semantic feature analysis D. idiom

14.

Casey noticed that several of her first graders have difficulty segmenting words into individual sounds and blending individual sounds to make words. These students are having difficulty with awareness.

A. syntax B. phonological C. pragmatic D. morphological

15.

What rule system governs the structure of words and word forms and affects children’s decoding, spelling, and reading comprehension?

A. Morphology B. Phonology C. Pragmatics D. Semantics

16.

A student who struggles with syntax is likely to struggle with which skill?

A. The order of words in sentences B. Abstract concepts such as metaphors C. Sounds and sound combinations D. Multiple meanings of words

17.

By the age of 13, students can vary their and person to whom they are speaking.

A. phonemes B. bound morphemes C. figurative language D. register

18.

The concept that language is a code for representing sounds, words, and ideas is called , and it can be developed by playing word games.

A. communication B. articulation C. metalinguistics D. alternative communication

depending on the setting, circumstances,

19.

About

of students aged 3 to 17 have a communication disorder and about of school-age children receive speech or language services.

A. 20%; 20% B. 6%; 12% C. 4%; 1% D. 8%; 21%

20.

Which statement about the prevalence of communication disorders is accurate?

A. Voice disorders are the most common type, followed by language disorders, swallowing, voice disorders, and speech disorders.

B. Students with communication disorders spend most of the school day in general education classes.

C. Girls are diagnosed with communication disorders five times more often than boys are.

D. A pediatrician initially diagnoses most communication disorders.

21.

Which statement describes a student with selective mutism?

A. Mackenzie refuses to speak in certain social situations.

B. Kelly cannot adjust the type of language she uses at home and at school.

C. Stan’s brain does not coordinate speech production.

D. Brian experiences motor difficulties due to genetic factors.

22.

A/An is a condition where young children experience language delays without symptoms of other developmental or hearing problems.

A. traumatic brain injury B. specific language disorder C. communication disorder D. apraxia

23.

You are concerned about Maria’s speech in your preschool classroom and you feel she needs to be assessed to determine if she has a speech disorder. Which answer is a step to consider because you suspect a communication problem?

A. Ask the speech and language pathologist for a test you can use to assess Maria B. Place Maria in speech class for one period a day C. Call Maria’s parents and ask them about her communication at home D. Send a written referral to Maria’s pediatrician

24.

All of the answers indicate a role of the speech and language pathologist EXCEPT for which answer?

A. They work with children with communication disorders.

B. They write IEPs for children with speech and language disorders.

C. They collaborate with teachers and parents.

D. They provide direct and indirect services.

25.

For what purpose does a student use an augmentative and alternative communication (AAC) system?

A. To create a safe environment to practice oral communication B. To implement the physical selection technique C. To remediate articulation errors D. To send and receive messages

26.

Identify which technique is used in this exchange between Patrick and his teacher: Patrick: “I did that question easy.”

Teacher: “Yes, you answered that question easily.”

A. Language presentation method B. Language elaboration C. Language expansion D. Purposive contexts

27.

An example of self-talk is when teachers describe A. what they are doing or thinking B. a homework assignment C. what a student is thinking while doing an activity D. the process of completing a task

28.

Which key practice for language intervention involves providing additional language intervention time during the school day or by adding language intervention after school or during the summer?

A. Active attention B. Intensity C. Reward D. Feedback

29.

Which strategy is suggested for parents of young students to extend their child’s language concepts at home?

A. Encourage parents to ask students to explain school assignments and homework B. Model and encourage how to follow conversation rules C. Practice figurative language through jokes and word play D. Listen to students’ stories, goals, and needs and help them solve problems

30.

Which strategy is suggested for parents of older students to extend their child’s language concepts at home?

A. Encourage parents to discuss books they read to or with their children.

B. Inform parents of new vocabulary child is learning.

C. Have students ask parents questions about topics learned in class.

D. Encourage families to let students take responsibility for communicating in the community.

.

Essay Questions: 1.

Define communication disorders and explain the potential causes for them. Explain each of the five broad categories of communication disorders. Tell which of these categories most commonly affect students.

2.

Define speech disorders. Explain each of the three components of speech disorders. For each component, describe possible classroom implications and provide several modifications or accommodations you would use.

3.

Explain language form and its three components. For each component, describe possible classroom implications, and provide several modifications or accommodations you would use.

4.

Describe the differences between pragmatics and semantics and how each one is affected by development.

5.

Describe the role of the general education teacher in working with students with communication disorders. Include their role in the identification process, ways they can facilitate speech and language development in the classroom, and ways they can create an accepting classroom community for students with communication disorders.

Chapter 8 Test Bank: Teaching Students with Emotional and Behavioral Disorders Multiple Choice Questions: 1.

There are several definitions of emotional and behavioral disorders. Which two definitions are the most prevalent?

A. NAEYC and NEA B. Federal definition and CCBD C. Federal definition and AAMR D. CCBD and CEC

2.

Three answers include one of criteria found in the definitions of emotional and behavioral disorders. Which answer does NOT include a criterion?

A. Behavior is displayed in only one setting.

B. Behavior is different from expected age, cultural, and ethnic norms.

C. Behavior occurs over an extended period of time.

D. Behavior adversely affects educational performance.

3.

The prevalence of student with emotional and behavioral disorders ranges from A. 2% to 4% B. 5% to 7% C. 6% to 10% D. 12% to 14%

4.

There are many reasons why students with emotional and behavioral disorders are underidentified in schools. Which answer is NOT one of those reasons?

A. Eligibility for categorization as emotionally disordered is not clearly defined.

B. Students do not display emotional and behavioral problems at school.

C. Schools may lack funding.

D. Few adequate assessment measures to facilitate identification exist.

5.

What is comorbidity?

A. Evidence of externalizing behaviors B. Displaying multiple symptoms of one disability C. Diagnosis by more than one professional D. Having more than one disability

6.

Which behavior is a student with externalizing behaviors likely to exhibit?

A. Shyness B. Whispering instead of talking C. Aggression toward others D. Feeling depressed

.

7.

Which behavior is a student with internalizing behaviors likely to exhibit?

A. Hitting out of anger B. Shouting out of frustration C. Pushing another student D. Withdrawal from peers

8.

What is the title of the reference book that provides a uniform nomenclature so clinicians and researchers can discuss, research, diagnose, and treat mental disorders?

A. Diagnostic and Statistical Manual of Mental Disorders B. American Medical Association Handbook C. Standard Manual of Mental Health Diseases and Disorders D. Physicians’ Desk Reference

9.

You have a student in your class who is constantly checking to see if his answers are correct and will start an assignment over if there are any extraneous marks on his paper or if he has made a mistake. Which one of the following types of anxiety disorders may your student be experiencing?

A. Social phobia B. Generalized anxiety disorder C. Panic disorder D. Obsessive-compulsive disorder

10.

Danae always seems to be irritable and angry. She has temper tantrums at home and in her kindergarten class. Which type of mood disorder might Danae have?

A. Bipolar disorder B. Depression C. Disruptive mood deregulation disorder D. Manic depression

11.

Derrick’s teacher noticed that he frequently challenged her directions and often blamed other students in his third grade class for his own actions. Later, he would destroy the property of students he thought had tattled on him. What disability might Derrick have?

A. Oppositional defiant disorder B. Schizophrenia C. Socialized aggression D. Disruptive mood deregulation disorder

12.

Students with conduct disorders may display covert behaviors, such as behaviors, such as .

A. coercion; lying B. stealing; bullying C. manipulation of others; use of drugs and alcohol D. escalated interactions; burglary

, or overt

13.

You see an increase in gang activity in your school and have students whom you suspect of being in a gang. These students tend to dress alike, but they are not very structured. In which type of gang do you suspect these students are claiming membership?

A. Turf-based B. Crime-oriented C. Violent D. Delinquent

14.

Alan is identified as displaying socialized aggression because he .

A. hits other children B. routinely engages in antisocial behavior, often in groups of other children C. shouts at other students and always wants to sit alone D. frequently says he hates himself and is not good at anything

15.

There is a student in your sixth period Biology class who, over the last few months, has shown significant changes in her behavior. It seems as if she is hallucinating and having delusions that cause her to act in strange ways. She may be exhibiting .

A. schizophrenia B. anxiety C. panic D. depression

16.

Which statement about the biological causes of emotional and behavioral disorders is true?

A. Brain disorders cannot result from injuries or prenatal damage.

B. Temperament is related to environmental, not biological, characteristics.

C. Mental illness can be genetic.

D. Biological causes tend to result in more severe forms of a disability than environmental causes.

17.

Which answer is an example of an environmental factor that can occur at home, at school, and in the community?

A. Poverty B. Violence C. Family instability D. Genetics

18.

You have a student in your fifth-grade classroom who is constantly hitting, pushing, or tripping other students. You have considered referring him for evaluation for an emotional or behavioral disorder. Which characteristic is this student exhibiting?

A. Severity and duration of the behavior B. Behavior-age discrepancy C. Inner suffering D. Harm to others

19.

At which tier of the response to intervention (RTI) model would a student be receiving services if she received interventions regarding self-control and self-management skills training in a small group?

A. Tier 1 B. Tier 2 C. Tier 3 D. Tier 4

20.

The Social Skills Improvement System, Childhood Behavior Checklist, Social Skills Rating System for Children, and Systematic Screening for Behavior Disorders are all examples of .

A. universal screening measures B. functional behavioral assessments C. progress monitoring tools D. rating scales

21.

Which statement about functional behavioral assessment (FBA) is accurate?

A. It is mandated by NCLB for students with behaviors that interfere with their learning or the learning of others.

B. It often results in universal screening over time.

C. It is a method of gathering data in order to design a behavior improvement plan.

D. The first step of the process is to get parental consent.

22.

All answers include a part of the FBA process EXCEPT for which one?

A. Conduct an IQ test and additional assessments of the child’s academic abilities B. Define the target behavior in observable terms C. Collect data such as observations in different settings and interviews with parents, teachers, and the student D. Develop a hypothesis about why the behavior occurs

23.

As a teacher of middle school students with emotional and behavioral disorders, Amanda spends a great deal of time addressing inappropriate behaviors. One of her goals is to teach that will enhance instruction, relationships with others, and her students’ success.

A. Tier 1 of RTI B. wraparound services C. internalizing behaviors D. desirable behaviors

24.

According to Larrivee’s Model for Conflict Resolution, strategy.

A. taking turns B. exaggerating C. apologizing D. compromising

is a communication

25.

Kaitlyn, an English teacher, established a rule that any student who swears in her class will receive a detention. David is a student in her fourth-period class who has been identified as having conduct disorder. He shouts out a curse word. In order to promote appropriate behaviors, what should Kaitlyn do?

A. Give David detention and then ignore him for the rest of the period.

B. Give David detention and then remove him from the room.

C. Give David detention and then include him in the rest of the lesson.

D. Understand the manifestations of a conduct disorder and avoid giving David any consequences.

26.

Helping students with emotional and behavioral disorders learn to self-manage their own behavior is one of the major areas teachers must address with this population of students.

Which of the following statements is one of the benefits of teaching self-monitoring skills?

A. It helps students to become responsible for their own behavior.

B. It takes a tremendous amount of the teacher’s time but is worth the investment.

C. It decreases students’ ability to progress monitor their behavior.

D. It provides delayed feedback that allows wait time for thorough processing of effective strategies.

27.

You have a student who has difficulty interacting with peers and teachers because these skills have not been addressed in her home environment. In order to help her, you choose to use because it is “a positive, proactive intervention, designed to teach specific social behavior by replacing negative behaviors with more desirable ones.”

A. functional behavioral assessment B. social skills training C. self-management plans D. social learning strategies

28.

Which statement about students with emotional and behavioral disorders is true?

A. They are likely to be placed in inclusive general education settings.

B. They exhibit inappropriate behaviors only at school.

C. They are among the most highly segregated students with disabilities.

D. They do not understand the consequences of their social skill deficits.

29.

What process provides coordinated services to families and students with emotional and behavioral disorders and focuses on the actual needs of the students within their home, school, and community?

A. Wraparound B. RTI Tier 3 C. Self-Management plan D. Larrivee’s Model for Conflict Resolution

30.

The relationship between emotional and behavioral disorders and academic failure has resulted in dropout rates that are for students with emotional and behavioral disorders when compared to students with other disabilities.

A. about the same B. less consistent C. generally lower D. much higher

Essay Questions: 1.

Describe the characteristics of students with emotional and behavioral disorders. Explain how these behaviors may affect students’ learning.

2.

Explain the causes of emotional and behavioral disorders and describe how they may affect students’ behavior.

3.

Describe the teacher’s role in the identification and assessment of students with emotional and behavioral disorders. Include RTI, universal screening and progress monitoring, functional behavioral assessment, and behavioral intervention plan in your response.

4.

Describe a classroom environment that facilitates learning for students who have emotional or behavioral disorders. Include strategies that general education teachers can use within their classroom to support the needs of these students.

5.

Explain wraparound services and how they are used to support the needs of children with emotional and behavior disorders.

Chapter 9 Test Bank: Teaching Students with Autism Spectrum Disorders/Pervasive Developmental Disorders Multiple Choice Questions: 1.

Which term is used to describe autistic disorder or autism, Rett syndrome, childhood disintegrative disorder, Asperger syndrome, and pervasive developmental disorder–not otherwise specified?

A. Autism spectrum disorder B. Perseverative disorder–not otherwise specified C. Autism D. Pervasive developmental disorder

2.

The prevalence of individuals with ASD has A. doubled B. increased dramatically C. remained constant D. slowly decreased

3.

Which is the most common characteristic in students who have pervasive development disorders?

A. Body rocking B. Perseveration with objects C. Resisting change in routines D. Difficulty communicating with others

4.

Which DSM-5 level of support is correctly described?

A. Level 1 requires very substantial support B. Level 2 requires substantial support C. Level 3 requires minimal support D. Level 4 refers to the givers of support

5.

During which stage of an individual’s life does an ASD typically appear?

A. During the first three years of life B. During kindergarten or first grade C. By the age of ten D. At the onset of puberty

6.

A child in your classroom has recently been diagnosed with autism. In order for him to be diagnosed with autism, he had to have documented features in three areas. What is one of those areas?

A. Onset prior to age 7 B. Communication impaired with adults, but not with peers C. Stereotypic behavior D. Limited cognitive skills

in the last 15 to 20 years.

7.

All answers include a characteristic that is typically exhibited by students with Asperger syndrome EXCEPT for one. Which one does NOT? A. Impairment in social interactions B. Inability to relate to and identify emotions C. Delayed cognitive abilities D. Impairment in abstract thinking

8.

If a student is diagnosed with this disability, then he or she must have behaviors documented in six areas that may include impairment in social interactions and stereotypic behavior, but no clinical delays in cognition or self-help skills.

A. Autism B. Asperger syndrome C. Pervasive developmental disorder D. PDD–NOS

9.

Rett Syndrome is extremely rare, requires Level 3 supports, and only affects A. preschool children B. girls C. boys D. students with cognitive disabilities

10.

Victoria is six years old and has demonstrated regression in language, social skills, bowel and bladder control, and motor skills. Which disability is she likely to have?

A. Autism B. Pervasive developmental disorder–not otherwise specified C. Asperger syndrome D. Childhood disintegrative disorder

11.

Which diagnosis is used when no other diagnosis seems appropriate, but there are obvious delays for no apparent reason?

A. Rett syndrome B. Asperger syndrome C. Pervasive developmental disorder–not otherwise specified D. Childhood disintegrative disorder

12.

Which answer includes two characteristics of the social skills of students ASD? A. Difficulty interpreting social cues and regulating their emotions B. May not want to interact with others and prefers interactions with animals C. Difficulty understanding their own perspectives and behaviors D. Interacts with others in a typical fashion and struggles to understand other people’s behavior

.

13.

When asked a question, Kara often repeats exactly what she hears rather than providing an answer. What is this behavior called?

A. Autistic leading B. Perseveration C. Echolalia D. Self-injurious

14.

Rebecca is a student in your autistic support classroom. She continually sticks her fingers in and out of her mouth and closes her mouth when she removes her fingers. In what kind of behavior is this student engaged?

A. Repetitive motor behaviors B. Repetitive communication behaviors C. Repetitive asocial behaviors D. Repetitive maladaptive behaviors

15.

You may be involved in the assessment and evaluation process for students with ASD or PDD. Which answer includes two areas that teachers may be asked to document student performance as part of this process?

A. Language skills and social skills B. Academic behaviors and cognitive abilities C. Intelligence and adaptive behavior D. Contextual variables and head circumference

16.

Just like you would with students in a general education classroom, you want to know the likes and dislikes of your students with autism. What tool would you use in order to learn this information?

A. Indirect assessment B. Preference assessment C. Social Story intervention D. Social problem solving strategy

17.

According to the text, what is one of the most effective classroom strategies for individuals with ASD? A. Seat the child close to the teacher or paraprofessional.

B. Change the routine often to avoid boredom.

C. Enhance natural lighting opportunities.

D. Establish a predictable classroom routine early in the school year.

18.

Christine uses cooperative learning in her Health class. Which technique is she using to teach academic skills to her students with ASD? A. Utilize explicit instructional routines B. Use graphic organizers C. Teach strategy instruction D. Consider grouping practices

19.

Tabitha is helping Daniel, a student with autism, to identify five colors by pointing to them.

She repeats the same strategy with the same materials on a regular basis. The goal is for Daniel to respond independently. What strategy is Tabitha using?

A. Naturalistic instruction B. Milieu C. Massed trials D. Contextual variables

20.

Which strategy is Aaron using if he encourages a student with ASD to request a favorite toy in order to play with it during break time?

A. Naturalistic instruction B. Massed trials C. Communication board D. Social Stories

21.

In order for your students with limited verbal skills to participate in your classroom, you can use a/an made of symbols and pictures.

A. milieu strategy B. communication board C. Social Story D. academic skill intervention

22.

What skill is Jude, an autistic support teacher, teaching when he helps his students with ASD to initiate conversations with others, respond to social initiations from others, maintain conversations, and respond to criticism?

A. Social skills B. Adaptive skills C. Motor skills D. Academic skills

23.

Social skills are taught in a variety of home environment, and work settings.

A. positive behavioral supports B. preference assessments C. support levels D. social contexts

24.

A strategy that can be used with children with autism where the teacher uses a combination of role-playing, feedback, modeling, and verbal instruction is called .

A. Social Stories B. positive behavioral support C. social problem solving D. augmentative and alternative communication

, such as play and leisure situations, the

25.

What does it mean when students generalize a skill?

A. They use language skills for academic and social purposes.

B. They can apply a skill learned in one setting to another setting.

C. They mastered the skill through massed trials and are ready to move on to the next skill.

D. They demonstrate increased communication in all settings and contexts.

26.

Why are Social Stories used?

A. To improve students’ social interactions B. To assess how well students understand a concept C. To increase students’ reading comprehension D. To teach an academic content area

27.

Which statement about Social Stories is accurate?

A. They are delivered via a communication board.

B. They are a generally several pages in length.

C. They are based on a student’s observed needs.

D. They decrease autistic leading and other prelinguistic behaviors.

28.

Challenging behaviors are often a form of communication for students with limited verbal skills, so it is essential for teachers to .

A. implement an intervention immediately B. assign an appropriate consequence for the behavior C. ignore the behavior unless it affects other students D. understand why the behaviors are occurring

29.

Which answer is an example of a direct assessment that may be used during a functional behavioral assessment?

A. Parent interview B. Observation of the student C. Interview with prior teacher D. Rating scale

30.

Why would a teacher implement positive behavior supports in the classroom?

A. It is a proactive, rather than reactive, method of providing interventions.

B. The recommended interventions are based on the science of human development.

C. The ABC sequence chart facilitates its implementation in individual classrooms.

D. It limits the influence of social values during the assessment and intervention process.

Essay Questions: 1.

Define pervasive developmental disorders and describe the most prevalent characteristics of children with autism, Rett syndrome, childhood disintegrative disorder, Asperger syndrome, and pervasive developmental disorder-not otherwise specified.

2.

What types of assessments are used to identify students with ASD or PDD? How is the general education teacher involved in the assessment process?

3.

What roles do general education teacher play in modifying instruction for students with ASD or PDD? Provide five examples of instructional accommodations that general education teachers can implement.

4.

Describe several methods that general education teachers can use to facilitate the communication and social skills of students with ASD in their classroom.

5.

Why do educators use functional behavioral assessments and positive behavioral supports?

Describe the steps involved in conducting a FBA and explain why each step is important when addressing challenging behaviors. Explain several types of positive behavioral supports that you think would be effective in a general education classroom to support the needs of students with challenging behaviors.

Chapter 10 Test Bank: Teaching Students with Intellectual and Developmental Disabilities Multiple Choice Questions: 1.

The IDEIA 2004 definition includes three criteria to aid in the identification of students with intellectual disabilities. Which answer is NOT one of those criteria?

A. Significantly subaverage general intellectual functioning B. Exists concurrently with deficits in adaptive behavior manifested during the developmental period C. Originates before the age of 18 D. Adversely affects a child’s educational performance

2.

What term refers to the age-appropriate conceptual, social, and practical skills necessary for daily living and includes skills like communication, hygiene, work skills, and practical literacy and numeracy?

A. Social norms B. Contextual factors C. Intelligence quotient D. Adaptive behavior

3.

Bruce is a student with an intellectual disability. In math class, he must frequently review the previously learned material in order to retain mastery of the concepts. With which characteristic of students with intellectual disabilities does this need correspond?

A. Memory deficits B. Language challenges C. Difficulty generalizing skills D. Trouble spontaneously applying learned skills

4.

Although the definition did not change, why was the term mental retardation changed to intellectual disability in 2010?

A. To create opportunities for young children to attend public school B. To reflect current changes in social and cultural beliefs about people with intellectual disabilities C. To honor Rosa Marcellino, a young Maryland girl with an intellectual disability D. To establish uniform language to be used by diagnostic professionals, schools, and service providers

5.

Which answer provides a reason why children with intellectual disabilities may have difficulty forming friendships?

A. Successful opportunities to learn and practice social skills B. Gullibility makes them less prone to risky or inappropriate behavior C. Lack of motivation to have friends D. Limited communication skills

6.

Students with intellectual disabilities comprise approximately A. 1% B. 3% C. 5% D. 7%

of the school population.

7.

Prenatal refers to _ birth, perinatal refers to birth.

A. after, during, before B. before, during, after C. during, before, after D. before, after, during

8.

Approximately how many potential causes of intellectual disabilities have been identified?

A. 15 B. 25 C. 50 D. 75

9.

What is the most common chromosomal disorder?

A. Fragile X syndrome B. Down syndrome C. Intellectual disability D. Fetal alcohol syndrome

10.

Which syndrome is the most common inherited cause of intellectual disabilities and manifests itself with a range of intellectual abilities and physical symptoms?

A. Down syndrome B. Fetal alcohol syndrome C. Fragile X syndrome D. Rett syndrome

11.

What factor is quickly becoming the leading cause of intellectual disabilities and can be prevented?

A. Maternal use of alcohol during pregnancy B. Maternal abuse or neglect C. Maternal prenatal infection D. Chromosomal mutation

12.

Which answer is an example of a physical cause of intellectual disabilities?

A. Child abuse B. Low birth weight C. Poverty D. Parental neglect

birth, and postnatal refers to

13.

When are children with severe intellectual or developmental disabilities usually diagnosed?

A. In preschool B. By age 10 C. After age 18 D. At birth or shortly afterward

14.

When are children with mild intellectual or developmental disabilities usually diagnosed?

A. In preschool B. By age 10 C. After age 18 D. At birth or shortly afterward

15.

The DSM-5 requires two criteria for diagnosis with an intellectual disability. What is one of them?

A. Chromosomal mutation B. Average intellectual functioning C. Adaptive behavior deficit D. Nonbiased discriminatory assessment

16.

Sabrina earned an average score on her intelligence test. What was her score?

A. 25 B. 50 C. 75 D. 100

17.

During the identification process, what tool may be used by parents, teachers, other professionals, and students to evaluate adaptive behaviors across settings?

A. Intelligence test B. Task analysis C. Rating scale D. Curriculum-based measurement

18.

During a team meeting, several participants identified concerns about Colleen’s personal hygiene and they developed a plan to address her needs in this area. In which of the five dimensions did the team implement systems of support for Colleen?

A. Health B. Environmental factors C. Adaptive behavior D. Participation in social arenas

19.

As part of the identification process, Jason is documenting his observations of Karla during free play, at learning centers, and during independent work. What is he doing?

A. Collecting work samples B. Providing anecdotal notes C. Gathering test scores D. Reporting on the success of RTI Tier 1 and 2 interventions

20.

Georgina is currently being evaluated to see if she has an intellectual disability. Which method of identifying individuals with intellectual disabilities is now considered outdated and is no longer likely to be the sole determining factor in her diagnosis?

A. A matrix that determines levels of severity B. Evaluation across domain areas C. IQ score D. Level of severity of disability

21.

Adrianna is a high school junior who has a developmental delay. She collaborates with her support team at school to plan school experiences that support her goals for the adult world.

What type of approach is being used with Adrianna?

A. Career planning B. Project PLAI C. Person-centered planning D. Cooperative learning

22.

What type of tool is used to break each goal or activity into steps or subskills and determine the student’s present performance for each step or subskill?

A. Environmental analysis B. Discrepancy analysis C. Educational planning D. Functional assessment

23.

Brianna’s teacher gives her a/an that contains a list of the sequenced steps for her to follow in order to complete an activity.

A. alternate assessment B. task analysis C. partial participation D. discrepancy analysis

24.

What type of assessment is Abby using with her students who have intellectual disabilities when she has them compile multiple artifacts that show tangible evidence of their progress?

A. Portfolio B. Curriculum-based measurement C. Alternate assessment D. Progress monitoring

25.

Which type of assessment is Christopher taking if it is designed for students with more severe disabilities and is based on modified versions of his state standards?

A. Alternate Assessments Based on Modified Academic Achievement Standards B. Alternate Assessments Based on Achievable Standards for Students with Disabilities C. Alternate Assessments Based on Alternate Achievement Standards D. Alternate Assessments Based on Grade-Level Achievement Standards

26.

Three answers identify one of the factors that should be considered when adapting curriculum for students with intellectual or developmental disabilities. Which answer does NOT? A. The standards-based reform movement increases academic expectations for students with intellectual disabilities.

B. Curriculum overlapping addresses a single curricular area by extending it over several lessons or units.

C. With a multilevel curriculum, all students focus on the same standard but there are different expectation levels based on individual needs.

D. A cascade of integration options should be considered.

27.

When Cassie’s teacher introduces a new vocabulary word, she simultaneously presents Cassie with a picture flash card and a flash card with the printed word. What type of systematic instruction is being used?

A. Experientially-based B. Physical prompting C. Generalization D. Constant time delay

28.

Which strategy to support students in the general education classroom assumes that an individual has the right to engage in all activities to the maximum extent possible?

A. Partial participation B. Least intrusive prompts C. Hands-on instruction D. Fading of prompts

29.

Which answer is an example of a student engaged in functional practice with an academic skill?

A. Elise reads a menu.

B. Carlos completes a worksheet.

C. Jason finishes his weekly progress monitoring.

D. Michelle is included in a general education physical education class.

30.

A/An occurs in a home-school partnership when there is mutual trust, ongoing communication, high yet realistic expectations, and sensitivity to the family’s culture, basic needs, and choices.

A. McGill Action Planning System B. cascade of integration options C. adaptive behavior plan D. reliable alliance

Essay Questions: 1.

Using the AAIDD and IDEIA 2004 definitions, write a scenario that thoroughly describes a student who would be considered to have an intellectual or developmental disability.

2.

Explain the most prevalent causes of intellectual disabilities.

3.

Explain how students are identified as having an intellectual or developmental disability and the role of the general education teacher in the identification process.

4.

It is a few months into the school year and Emily will be entering your general education classroom next week. She is student with a developmental disability. The other students in your class have now had a few months to get to know each other and develop friendships.

Describe how you will promote an environment in which Emily can be accepted.

5.

Alexandra is a student with developmental disabilities in your general education class.

Create an activity that uses cooperative learning and explain how Alexandra can be included as a valued member of her group.

Chapter 11 Test Bank: Teaching Students with Lower-Incidence Disabilities Multiple Choice Questions: 1.

A student who is unable to see the blackboard at a distance of 20 feet has limited and a student with limited peripheral vision has a limited .

A. cortical visual ability, visual acuity B. visual acuity, visual field C. vision, visual system D. visual field, refractive skills

,

2.

Which term describes individuals with visual acuity in the range of 20/70 to 20/200, who continue to have difficulty with vision even with corrective lenses?

A. Partially sighted B. Total blindness C. Legal blindness D. Low vision

3.

Evan just learned that a student with a visual impairment will be in his science class in the next term. What kind of information will be most valuable in trying to meet this student’s academic needs?

A. The cause of the visual impairment B. The student’s level of functional vision C. The medical diagnosis D. The degree of visual acuity

4.

Braxton, a student who has total blindness, does not understand the meaning of the expression “As far as the eye can see.” This is an example of a delay in his .

A. mobility B. self-help skills C. communication D. concept development

5.

What is the most widely used reading accommodation for students with visual impairments?

A. Braille B. Audio tapes C. Large print D. Oral reading

6.

All of the answers are common physical characteristics of students with visual impairments EXCEPT for which one?

A. Articulation errors B. Excessive blinking C. Squinting D. Headaches

7.

Which of the following pieces of evidence is required in order for a student to receive special education services from a teacher specializing in visual impairments?

A. Signed parental request B. Referral from a general education teacher C. Written documentation from an ophthalmologist D. Below average performance on the school’s vision screening

8.

Hope is learning how to use her low vision to navigate independently from homeroom to the lunchroom. What type of skill is she learning?

A. Functional skill B. Mobility skill C. Optical aid skill D. Social skill

9.

When administering classroom tests, all of the following answers are beneficial modifications for students with visual impairments, EXCEPT for .

A. exempting them from testing B. orally reading sections to them C. assigning alternate items D. providing large print or Braille answer sheets

10.

To what does the term prelingually deaf refer?

A. Children who lost their hearing before learning language skills B. Children who have one or both parents who are deaf C. Children who use assistive technology to communicate D. Children who cannot communicate with others

11.

Emerson’s parents scheduled an appointment with a/an and plot his responses to sounds on a graph.

A. ophthalmologist B. speech and language therapist C. audiologist D. orientation and mobility specialist

12.

Normal hearing falls within the range of A. 0-15 B. 16-40 C. 40-90 D. 90 or more

dB.

who will test his hearing

13.

Which statement about American Sign Language (ASL) is accurate?

A. It is a visual representation of English.

B. It has its own unique grammar and usage.

C. It is a simplified language that uses gestural contractions.

D. It is a spoken language that occasionally uses fingerspelling.

14.

Viewing hearing loss not as a disability, but as a common characteristic among a group of individuals, is a .

A. coping mechanism B. strategy used by teachers to increase the self-esteem of students with hearing loss C. reason why students with hearing impairments should be taught in public schools with hearing peers D. belief of members of the Deaf culture

15.

What is the least restrictive environment for most students who have a hearing impairment?

A. Resource setting B. Residential school C. General education classroom D. Home-schooling

16.

Which answer is a warning sign that classroom teachers may observe in students who have a mild hearing loss that has not yet been formally identified?

A. Thrusting head forward B. Inappropriate responses to questions C. Tripping over or bumping into objects D. Recurring sties

17.

What form of amplification increases sound in the environment?

A. Hearing aids B. American Sign Language C. The use of interpreters D. Closed captioning

18.

The category of orthopedic impairments includes all of the following factors, EXCEPT for which one?

A. Congenital anomalies B. Impairments caused by disease C. Chronic health problems D. Impairments from other causes

19.

Seizure disorders, cerebral palsy, spina bifida, muscular dystrophy, and polio are all examples of .

A. multiple or dual sensory disabilities B. health impairments C. neurological impairments D. traumatic brain injuries

20.

Which student is eligible for special education services under the other health impairment category?

A. Erin received damage to her brain during the birth process.

B. Coleman has had dual sensory impairments since birth.

C. Danielle is agitated and irritable after falling off her bicycle and hitting her head.

D. Gabe has persistent inflammation of his air passages and difficulty breathing.

21.

Which student has muscular dystrophy?

A. Madison, because she has progressive muscle weakening that limits her mobility B. Arthur, because he experiences tonic-clonic seizures C. Domenico, because his spinal cord failed to close properly and he is paralyzed D. Alexis, because a disease is attacking her cells and destroying her immune system

22.

Which step should a teacher follow if a student has a tonic-clonic seizure in class?

A. Ease the student into a sitting position.

B. Wake the student as soon as the seizure is over.

C. Place something soft under the student’s head so it will not bang on the floor.

D. Encourage the student to resume classwork right away.

23.

Which student is considered medically fragile?

A. Renee has cancer and is at risk for medical emergencies on a regular basis.

B. Keith requires specialized life support systems, including a ventilator.

C. Todd has an acute health problem that results in limited strength, vitality, and alertness.

D. Nancy requires the use of an interpreter to support her communication needs.

24.

What does it mean if a disability is considered to be a low-incidence disability?

A. Students with that disability have a limited life expectancy.

B. It is considered less severe than high-incidence disabilities.

C. The least restrictive environment for students with that disability will be a highly restrictive setting.

D. Comparatively few students have that disability.

25.

The lowest number of students received special education services under which of these disability categories during the 2011-2012 school year?

A. Vision impairment B. Deaf-blindness C. Orthopedic impairment D. Traumatic brain injury

26.

In which area is Bridget being assessed when her special education teacher evaluates the effects of her impairment on her social and emotional functioning?

A. Activities of daily living B. Mobility C. Transition skills D. Psychosocial development

27.

Samantha works with elementary students who have severe physical disabilities. To support her students’ literacy development, she decorates the classroom with a variety of posters, signs, bulletin boards, and other visual displays that include words, pictures, and symbols. Which practice is Samantha using?

A. Accessing literacy B. Siblings and peers C. Positioning D. Print in the environment

28.

Which student will be identified, and eligible for special education services, under the multiple disabilities category?

A. Winston has a profound intellectual disability and spina bifida.

B. Arthur has severe dual sensory impairments.

C. Sharon has a moderate intellectual disability with significant adaptive behaviors.

D. Catherine has seizures and asthma that diminish her school attendance.

29.

Three of the answers below are reasons why it is important for students with multiple or dual sensory disabilities to learn communication skills. Which answer is NOT one of those reasons?

A. It provides students with control over their environment.

B. It helps students to be socially accepted.

C. A lack of speech indicates a lack of communication.

D. Communication can occur in a variety of ways.

30.

Jocelyn has limited mobility in her hands and feet, in addition to speech that is very difficult to understand. Which type of assistive technology is best suited to her needs?

A. Speech recognition software B. Eye-gaze pointing C. Screen reader D. Single switch

Essay Questions: 1.

Visual impairments affect all aspects of a child’s development. Discuss how a visual impairment affects a child’s motor, social, and academic development. Give two modifications you can use in your classroom to enhance development in each of these areas.

2.

Describe the roles of the special education teacher specializing in hearing loss, speech and language pathologist, interpreter, note taker, and general education teacher as they work with this student (include at least two responsibilities of each). Provide an example of how you plan to work together with these professionals if you share a student with hearing loss.

3.

Provide the main elements of the definitions for orthopedic impairment, other health impairment, and traumatic brain injury. Then, list three examples of disabilities that fall under the orthopedic impairment category and three examples of disabilities that fall under the other health impairment category.

4.

Describe at least five strategies to support the needs of students with physical impairments, health impairments, and traumatic brain injuries in the general education classroom.

5.

Explain what it means to take a holistic approach to educating students who have multiple or dual sensory disabilities. Explain at least three practices, accommodations, or guidelines that can be used to help accomplish that goal.

Chapter 12 Test Bank: Differentiating Instruction and Assessment for All Learners Multiple Choice Questions: 1.

What event inspired the standards-based movement?

A. Increased numbers of nonEnglish-speaking students in public schools B. Changes in special education laws C. Increased emphasis on proficient standardized test scores as a requirement for high school graduation D. The report titled A Nation at Risk

2.

The Common Core State Standards were released in adopted them.

A. 2015, 48 B. 2010, 42 C. 2000, 37 D. 2005, 34

3.

Critics of the Common Core State Standards argue that because of the sometimes-excessive number of standards, content coverage is gained while .

A. the curricular focus is diminished B. a decrease in the efficiency of developing instructional materials is inevitable C. the overall quality of the assessments used to evaluate them has decreased D. in-depth inquiry is lost

4.

Public school teachers are responsible to teach their state standards and often follow for guidance in teaching and assessing curricular benchmarks.

A. a pacing guide B. the Common Core State Standards C. curricular frameworks D. differentiated instructional strategies

5.

The pace of instruction, dull textbooks, and foundational skills in reading, writing, and math are examples of .

A. problems that were addressed by the advent of standards-based instruction B. challenges that are alleviated through RTI Tier 1 and Tier 2 interventions C. issues that can impact students’ success in content-area classes D. concerns that teachers who use differentiated instructional strategies no longer need to worry about

and, to date,

states have

6.

What is the name of the philosophy of instructing students where instruction is based on the individual needs of the students, draws on a variety of instructional practices, and can occur in a variety of educational settings?

A. Response to intervention B. Standards-based instruction C. Differentiated instruction D. Planning pyramid

7.

In order to help his students understand the material, Carl begins each new geography unit by discussing the vocabulary in the upcoming chapter. Which of the key elements in planning for differentiated instruction is Carl considering when he does this?

A. Process B. Content C. Learning environment D. Products

8.

Which answer includes two components of differentiated instruction?

A. Curriculum enhancements and curriculum modifications B. Learning contracts and adaptations C. Accommodations and curriculum modifications D. Curriculum accelerations and standards-based programs

9.

Randall groups his students based on them having similar achievement levels. What grouping practice is he using?

A. Heterogeneous grouping B. Homogeneous grouping C. Multiple grouping D. Cooperative learning groups

10.

Anaisa has her students work together toward a common goal in a way that helps them to learn their math concepts. What strategy is she using?

A. Differentiated instruction B. Multiple grouping formats C. Learning stations D. Cooperative learning groups

11.

Gail wants to help her students, who have a range of ability levels, learn the history content. She co-plans using a three-tiered framework for planning, identifies key concepts to be learned, and incorporates adaptations into her assignments and instruction. What strategy is Gail using?

A. Universal design for learning B. The planning pyramid C. Curriculum mapping D. Concept anchoring routine

12.

Candace is being interviewed about her use of learning stations to differentiate instruction.

She is likely to make all of the following statements in the interview, EXCEPT which one?

A. “I use my learning stations in lots of ways, like practicing, exploring, and extending concepts.”

B. “Sometimes I lead the learning stations. Sometimes the students lead them, and my paraprofessional does too.”

C. “Creating learning stations is simple and easy. It doesn’t take very much time to plan or design them.”

D. “I found so many ideas online. There are websites where teachers share the learning stations they created for their students. I get so many ideas that way.”

13.

Students who are gifted can be quite diverse because of the differences in eligibility criteria for admission to gifted programs. What are the two parts that make up the diversity of the gifted population?

A. Individual differences and degree of giftedness B. State eligibility requirements and proficiency on state standards C. Ethnicity and local criteria to be considered talented D. Reading level and overall advanced academic achievement

14.

Madeline pre-tests her students to see what they already know about an upcoming topic.

She eliminates what they already know from her lessons and replaces it with advanced learning experiences. What is this practice called?

A. Parallel curriculum model B. Acceleration C. Enrichment D. Curriculum compacting

15.

Which statement about the relationship between differentiated instruction (DI) and response to intervention (RTI) is accurate?

A. DI occurs only at RTI Tier 2 and Tier 3.

B. DI and RTI have different origins, but have goals that are very well aligned.

C. DI and RTI are fully integrated in most high schools.

D. DI and RTI are federal initiatives to enhance the special education evaluation process.

16.

What framework is used to estimate the difficulty level of a text for reading instruction?

A. State standards B. Friendliness level C. Lexile D. FLIP chart

17.

What kind of text is written in a way that enables readers to easily extract information and also has support available for readers who do not understand the text?

A. Content-area text B. Friendly text C. Lexile text D. Instructional text

18.

Jim taught his fifth-grade students to turn to the textbook’s glossary whenever they are unsure of a word’s meaning. The glossary an example of a/an .

A. explication B. metadiscourse C. organization tool D. instructional device

19.

Although Isabel knows many of her students with reading difficulties have problems comprehending the world history text, she does not specifically know what areas are causing them the most trouble. What tool can Isabel use to discover what makes her students uncomfortable when reading?

A. FLIP chart B. Lexile level C. Curriculum compacting D. Parallel Curriculum Model

20.

Research indicates that content-area teachers often do not make adaptations and resort to instead.

A. exempting struggling readers from reading assignments B. asking the special education teacher to make them C. orally reading the text to students D. avoiding the use of a textbook

21.

“Text graffiti” is an example of A. friendly text B. text highlighting C. technology that supports learning D. listening to learn

22.

Which answer is an example of a way that assessment and instruction should be linked?

A. Post-assessment is necessary to find out what each student knows and learned.

B. Infrequent assessment is used to monitor student learning during instructional units in order to make adjustments as necessary.

C. Teachers identify one or two ways for students to demonstrate what they have learned.

D. Students become actively engaged in setting instructional goals and in self-assessment to meet those goals.

23.

What are the skills that students use during an examination?

A. Test-approach skills B. Test-taking skills C. Test-preparedness skills D. Test-exit skills

.

24.

All of the answers are examples of alternative assessments, EXCEPT for which one?

A. Audio and video recordings B. Journals and self-reflections C. Graphs of individual student progress D. Worksheets

25.

Avery creates a process-oriented instrument that breaks an activity into component parts when she assesses her students’ essays. Which type of rubric does she use?

A. Holistic rubric B. Scoring guide C. Analytic rubric D. Process rubric

Essay Questions: 1. Describe the standards-based movement and the benefits and challenges it presents to teachers.

2. Plan and describe a lesson that uses cooperative learning. You can select the topic and grade level. Describe the methods you will use to plan the groups’ compositions.

3. Identify three factors in content-area classes that frequently pose problems for students, and then explain the problems students may experience because of them. Provide a strategy to assist students with each of the difficulties you identified.

4. Discuss factors that teachers must consider when familiarizing themselves with their textbooks. What are the five characteristics of friendly texts? What are three textbook adaptations you can make to help all your students?

5. Discuss assignment, homework, and test adaptations that help students with learning problems to succeed in the classroom. Discuss your point of view on making adaptations for students with special learning needs who are in the regular classroom. Should these students receive special treatment? Why or why not?

Chapter 13 Test Bank: Promoting Content Learning Through the Teaching and Learning Connection Multiple Choice Questions: 1.

Academic vocabulary is comprised of words from which tier?

A. Tier 0 B. Tier 1 C. Tier 2 D. Tier 3

2.

When introducing a new topic in her Physics class, Jeanne connects the new information to what her students already know about the topic. Which component of instructional clarity is Jeanne demonstrating through this practice?

A. Presenting B. Structuring C. Understanding D. Explaining

3.

When creating effective PowerPoint presentations, use a font size no less than more than slides, and lecture for no more than minutes.

A. 10, 20, 30 B. 20, 30, 10 C. 20, 10, 30 D. 30, 10, 20

4.

Charles shows his students how to complete the steps in a sequential process. Then, he has one student perform each of the steps while verbalizing them. Finally, all students complete the activity by following the steps in sequence. What strategy is Charles using?

A. Key word B. I PLAN C. Demonstration plus model D. BEST

5.

What metacognitive strategy is used by teachers to model how to think and learn for their students?

A. Graphic organizer B. Think-aloud C. Mnemonic device D. Pause procedure

6.

Guided notes provide a/an A. graphic organizer B. outline C. advance organizer D. visual

, use no

of a lecture with spaces for students to write key ideas.

7.

Tess is reorganizing her notes from today’s English class and writing out the abbreviations.

She looks over the chapter to supplement her notes with additional information and checks the spelling of difficult words. What is Tess doing?

A. She is reviewing her notes after class.

B. She is using her notes to study for a test.

C. She is cleaning up her notes.

D. She is creating a semantic map.

8.

Ted is teaching his fourth-grade students how to master the four key areas in note-taking.

What are they?

A. Legibility, cognizant thought, posture, and penmanship B. Selectivity, organization, consolidation, and fluency C. Handwriting, auditory processing, consistency, and visual and auditory cueing D. Auditory listening comprehension, style, elaboration, and hand-eye coordination

9.

All of the following statements about cooperative learning are true EXCEPT for one.

Which statement is FALSE? A. Students automatically know how to work collaboratively with others.

B. Cooperative learning groups are an excellent way to foster discussions.

C. Student pairs are a successful method for promoting class discussions.

D. Many students need direct instruction in how to work efficiently in small groups.

10.

During his student teaching experience, Geoff’s supervisor suggested that he keep a list of student names near his lesson plan and place a check by each name, each time he called on that student. In what area is Geoff’s supervisor helping him to improve?

A. Ask questions in a nonthreatening manner B. Distribute questions evenly among all students C. Make certain that questions are stated clearly D. Sequence questions to provide structure for students

11.

Ashley typically provides seconds of wait time to allow her students to develop more thoughtful and elaborate responses to her questions and to increase the likelihood of participation from more of her students.

A. 1 to 3 B. 2 to 4 C. 3 to 5 D. 4 to 6

12.

Kyle wants to develop vibrant discussions in his Geometry class. In order to achieve this goal, what will Kyle want to do?

A. Act as a moderator who engages reluctant participants B. Serve as an encourager who helps groups to establish a focus and stay on topic C. Create opportunities for students to connect the content to their personal experiences D. Focus on the content of discussions more than the processes by which students are learning

13.

Which type of graphic organizer should Jody use if she wants her students to determine the definitions, characteristics, examples, and nonexamples of the vocabulary words in an upcoming Ecology unit?

A. Semantic map B. Timeline C. Discussion web D. Concept diagram

14.

Kathleen uses a to help her students prepare for conversations in her content-area class because it provides a structure for critical thinking when her students examine both sides of an issue.

A. timeline B. discussion web C. concept diagram D. semantic map

15.

There are many reasons why students may not be independent, successful learners, and teachers often have no control over them. However, teachers do have control over which answer?

A. Cultural factors B. Motivation to learn C. Strategies taught D. Family obligations

16.

All of the following strategies are effective ways to organize notebooks EXCEPT for which answer?

A. Including a semester calendar with to-do lists in it B. Having a pouch for school supplies C. Labeling all dividers D. Using a spiral-bound notebook

17.

If Miles wants to help his ninth-graders to set goals, which method or tool should he use because it includes a goal-setting element?

A. The Study Habits Checklist B. PROJECT strategy C. The Help-Seeking Inventory D. SHARE strategy

18.

Each week, Audrey distributes a schedule form to her students and provides class time for them to keep track of their activities. She uses this strategy to support her students’ skills.

A. reading comprehension B. note-taking C. test-taking D. time management

19.

For what purpose was the PROJECT strategy originally developed?

A. To provide early intervention supports as quickly as possible for elementary students who are identified with minor delays during the screening process B. To support academic success in a post-secondary learning environment for college students with documented disabilities C. To support the acquisition of content-area concepts for high school students who receive RTI Tier 2 or 3 interventions D. To provide structure for assignment completion for middle school students with learning disabilities

20.

When Gavin assigns a major project to his sixth-grade students, he breaks the project into small steps and sets deadlines for each step. What is he helping his students to do?

A. Organize and plan for long-term assignments B. Create a time management system they can use in other content-area classes C. Use a graphic organizer to facilitate incremental concept development D. Engage in active learning strategies

21.

What is the goal of strategy instruction?

A. To create independent learners B. To improve standardized test scores C. To give students an additional instructional device D. To promote student-centered organization

22.

Which of the strategy instruction guidelines is Aurelia addressing with her students when she presents content and strategies concurrently?

A. Guideline 1 B. Guideline 2 C. Guideline 3 D. Guideline 4

23.

Which memory strategy is Morgan using when she breaks the material to be learned in her Music class into manageable chunks and conducts several short study sessions over several weeks?

A. Mnemonic device B. Overlearning C. Strategy instruction D. Distributed practice

24.

PROJECT, LISTS, FIRST, MARKER, I PLAN, BEST, and SHARE are all examples of which type of mnemonic device?

A. Key word B. Acronym C. FIRST-letter strategy D. Acrostic

25.

Hannah has a student who has a difficult time staying in his seat during class discussions.

She wants to help him to improve his skills so that he can effectively keep an eye on, control, and adjust his learning and learning behaviors.

A. self-monitoring B. self-advocacy C. self-evaluation D. self-recording

26.

Francine, a tenth-grade Humanities teacher, asks her students to set goals and provide written documentation of their incremental progress toward meeting those goals. What strategy is Francine using?

A. Strategy instruction guideline 3 B. Self-recording C. Communication approach D. Advocacy method

27.

All answers are steps of the MARKER strategy EXCEPT for one. Which answer is NOT a step of the MARKER strategy?

A. Reevaluate your goals if you do not succeed at them.

B. Arrange a plan for each goal and predict your success.

C. Keep records of your progress.

D. Make a list of goals, set the order, and set the dates.

28.

Wyatt teaches elementary students who have disabilities. He often helps them learn strategies that develop their skills, so they can successfully negotiate their interests, desires, needs, and rights.

A. self-monitoring B. social C. self-advocacy D. communication

29.

The strategy helps students develop their self-advocacy skills and is effective for older students who are becoming more independent learners.

A. LISTS B. I PLAN C. MARKER D. BEST

30.

Why does Alicia use the SHARE strategy in her second grade class?

A. To increase understanding of academic concepts B. To enhance vocabulary knowledge C. To promote positive communication D. To assess academic progress

Essay Questions: 1.

Effective note-taking is a learned skill. Develop an informal lesson plan that describes how you can incorporate the teaching of note-taking skills. Include a strategy you plan to use to teach the skill and how you will assess whether students are mastering note-taking skills.

2.

Consider the many strategies for effective questioning and identify five of them. Then, provide a specific example of how you can incorporate each of them into lessons.

3.

Select one of the graphic organizers described in the chapter and create an example of it to accompany a topic/subject of your choice. Do not use the content provided in the chapter’s examples or shown as examples in class.

4.

Describe the steps of PROJECT strategy, including the additional steps under Organize.

Explain each step thoroughly.

5.

Why is it important to teach self-monitoring and self-advocacy skills to students? Describe several techniques that teachers can use to help students develop skills in these areas.

Chapter 14 Test Bank: Facilitating Reading Multiple Choice Questions: 1.

To provide students with the skills, strategies, and knowledge to read fluently and to understand and construct meaning from text for purposes of enjoyment and learning is the goal of .

A. society B. reading instruction C. literacy D. education

2.

The ability to use digital literacy and to read, write, and communicate via reading, writing, speaking, listening, and viewing is referred to as .

A. reading B. language C. socially mediated language D. literacy

3.

Why is learning to read a socially mediated language-learning activity?

A. Because it involves English and students’ native languages and cultures B. Because it is related to communication in social contexts C. Because it is highly decodable for motivated readers D. Because it includes sounds that correspond to socially-agreed upon symbols

4.

To what does reciprocal causation refer?

A. Common planning time for specialized literacy professionals B. Understanding content that is emphasized in a text C. Working collaboratively to ensure that reading and writing are taught together D. A domino effect of factors that adversely affects reading

5.

Ahri works with the teachers in her school to provide them with professional development, model literacy strategies, and support them as they implement literacy assessment and instruction. What is her title?

A. Literacy coordinator B. Literacy supervisor C. Literacy coach D. Reading/literacy specialist

6.

Jonas carefully designed his classroom to support his second-grade students’ literacy development. At one of the centers, he stocked a variety of magazines, catalogs, brochures, and books that are color-coded by genre and reading level. What type of station is it?

A. Listening station B. Writing center C. Word study center D. Library center

7.

Assessment can be used for a variety of purposes. All of the answers provide a way that assessment can be used EXCEPT only three of them are described in the chapter. Which of the uses for assessment is NOT described in the chapter?

A. Screen students B. Monitor student response to intervention C. Account to stakeholders D. Evaluate teacher effectiveness

8.

As a reading specialist, Lydia is involved in the RTI process when she screens students and progress monitors the students who are receiving reading interventions. What is one of the critical aspects Lydia should consider when she chooses a test to use for these purposes?

A. The specific information needed about a student’s reading B. The purpose for her involvement in the test C. How long the test will take to administer D. What other teachers have to say about a student’s reading

9.

Which type of assessment should Neil use if he wants to know specifically how Holly, a student in his kindergarten class, is performing and which skills she still needs to learn?

A. Sight word list B. Diagnostic assessment C. Norm-based assessment D. Progress monitoring

10.

Dana uses informal reading inventories to diagnose her students’ specific instructional needs. Which one of her students is reading at the instructional level?

A. Andrew who recognizes 92% of the words and comprehends with 85% accuracy B. Corrine who recognizes 96% of the words and comprehends with 94% accuracy C. Justin who recognizes 79% of the words and comprehends with 45% accuracy D. Melissa who recognizes 95% of the words and comprehends with 60% accuracy

11.

Curriculum-based measurement uses to measure students’ academic performance.

A. interventions aligned with the Common Core State Standards B. frequent samplings from curriculum materials C. traditional basal program approaches D. standardized testing procedures

12.

All of the answers contain true statements about standardized tests EXCEPT for one.

Identify the answer that includes an INCORRECT statement.

A. They tend to focus on the “product” of reading and ignore factors that influence success or failure in literacy development.

B. They are also called high-stakes tests.

C. They produce scores that are often used for student promotion, graduation, and placement in specialized programs.

D. They are valid progress monitoring tools to assess struggling readers across grade levels.

13.

Garrett is a new teacher and is just beginning to plan ways to provide appropriate and intensive reading instruction to his students. All answers contain practices he should incorporate EXCEPT for one. Which practice should Garrett AVOID? A. Match instruction to students’ instructional reading levels and needs B. Use research-based materials and strategies C. Provide whole-class reading instruction D. Frequently monitor students’ progress

14.

All of the answers contain true statements about older students who experience reading difficulties EXCEPT for one. Identify the answer that includes an INCORRECT statement.

A. Most older students will require intensive instruction in phonological awareness.

B. Teaching older students with significant reading difficulties to read is not much different from teaching younger students.

C. Phonics and other word-study practices should be taught using multisyllabic words.

D. There is growing interest in the research and development of instructional materials to meet the needs of older students who are struggling readers.

15.

Kim struggles to understand that spoken language can be broken down into smaller parts and manipulated. In what area does she need support?

A. Fluency B. Word recognition C. Phonological awareness D. Listening comprehension

16.

To what does the alphabetic principle refer?

A. Understanding the relevance of phoneme position in words and phrases B. Understanding the sequence of letters in written words represents the sequence of sounds in spoken words C. Understanding the use of word order and context to determine the meanings of unknown words D. Understanding the guidelines for breaking words into smaller parts in order to decode their meanings

17.

Alex has learned that using decodable texts is a highly effective strategy to use with his struggling readers. Why does he use them?

A. Because they reinforce previously learned letter-sound correspondences B. Because they are matched to his students’ Lexile levels and include large pictures C. Because they help his students to access and engage their prior knowledge D. Because they provide a purpose and structure for his students’ independent reading

18.

Research indicates that systematic phonics instruction will benefit students’ A. sight word recognition B. decoding and spelling skills C. reading and listening comprehension D. vocabulary knowledge

19.

What reading skills are supported by students’ automaticity in recognizing sight words?

A. Decoding and syntax B. Spelling and syllabication C. Phonics and morphological awareness D. Fluency and comprehension

20.

Marissa is learning onset-rimes. What is she learning to do?

A. Apply knowledge of word patterns to decode the meanings of multisyllabic words B. Identify and blend letter-sound correspondences into words C. Use common spelling patterns to decode words by blending D. Divide words by common syllable types

21.

Theresa creates a _ to reinforce her students’ ability to recognize and spell words.

She includes examples of previously learned phonics rules and organizes them alphabetically. She occasionally includes pictures, too.

A. big book B. Making Words C. word wall D. K-W-L

22.

The DISSECT strategy is a reading strategy for more advanced readers that involves .

A. identifying multisyllabic words through structural analysis and syllabication B. analyzing words for alliteration, rhyme, segmentation, and blending C. developing phonological awareness of common spelling patterns D. enhancing reading comprehension through close reading

23.

When Joseph reads aloud, his reading lacks expression and intonation. With which component of fluency is he struggling?

A. Phrasing B. Accuracy C. Pace D. Prosody

.

24.

Marina’s WCPM falls below the first grade benchmark because she frequently stops to decode words that she has previously decoded many times before. Which strategy is most likely to increase Marina’s oral reading fluency?

A. K-W-L B. Story retelling C. Repeated reading D. DISSECT

25.

Research regarding peer tutoring has identified many positive outcomes. All answers include one of these outcomes EXCEPT for one. Which one does NOT? A. The amount of reading practice time increases substantially.

B. Strong relationships are formed that result in long-term friendships.

C. Students of all ability levels improve in fluency and comprehension.

D. Positive social and behavioral benefits

26.

Trevor has adequate decoding skills, but he has difficulty understanding what he reads.

What does Trevor need?

A. Comprehension strategies to use before, during, and after reading B. To develop phonological awareness skills C. Reciprocal causation D. Systematic phonics instruction

27.

Kayla’s students are investigating a short piece of text. They read it multiple times over several instructional lessons. She guides them to deeply analyze and appreciate various aspects of the text, such as key vocabulary words and how their meanings are shaped by context. What is Kayla teaching?

A. Structural analysis B. Vocabulary C. Close reading D. Phrased text lesson

28.

Which answer is an example of a student learning word meanings through an indirect experience?

A. Ariel’s teacher introduces a vocabulary word and asks the class to repeat it.

B. Gina’s teacher uses a graphic organizer to illustrate the relationships among words.

C. Martin’s teacher preteaches the vocabulary before a new unit.

D. Gary’s teacher reads a variety of narrative and expository texts to the class.

29.

Which strategy includes previewing, click and clunk, getting the gist, and wrap-up?

A. Collaborative strategic reading (CSR) B. K-W-L C. Question-answer relationships (QAR) D. Questioning the author (QtA)

30.

Shawn is working in a cooperative learning group and it is his job to call on different group members to read and share ideas. What is his role called?

A. Clunk expert B. Announcer C. Reporter D. Encourager

Essay Questions: 1.

Discuss the roles of assessment in reading instruction. Include in your answer the types of assessments that may be used and for what purpose they are used.

2.

First, briefly define phonological awareness, phonics, letter-sound correspondence, and the alphabetic principle. Then, identify and explain three strategies you can use to develop students’ skills in these areas.

3.

First, briefly define decoding and sight words. Then, identify and explain three strategies you can use to develop students’ skills in these areas.

4.

First, briefly define fluency and its four components. Then, identify and explain three strategies you can use to develop students’ reading fluency.

5.

First, briefly define reading comprehension. Then, identify and explain three strategies you can use to develop students’ reading comprehension.

Chapter 15 Test Bank: Facilitating Writing Multiple Choice Questions: 1.

All of the answers include a current trend in writing curricula and instruction EXCEPT for one. Which answer does NOT include one of the current trends?

A. Emphasis on balanced and effective writing instruction for all students B. Increased emphasis on assessment C. Focus on handwriting instruction in the Common Core State Standards D. Implementation of research-based writing practices

2.

Every two weeks, Donald selects and rates his students’ writing samples according to a 5point scale that uses the criteria he focused on with each student during that 2-week period.

Which type of writers does Donald teach?

A. Very beginning writers B. Beginning writers C. Writers D. Advanced writers

3.

When assessing writing, each teacher may have a different idea of what is an acceptable writing piece from his or her students. One way for teachers to be more objective in their scoring of students’ writing is the use of because they identify levels of performance for each criterion being assessed.

A. writing rubrics B. dialog journals C. strategic processes D. socially mediated language-learning

4.

Migdalia has decided to use writing portfolios. Which type of portfolio is she using if she decides to only include artifacts collected over a period of time?

A. Showcase portfolio B. Documentation portfolio C. Process portfolio D. Evaluation portfolio

5.

All of the answers include an accurate statement about writing as a process EXCEPT for one. Which answer has a FALSE/INACCURATE statement?

A. Systematic procedures are essential for success at each stage of the authoring process.

B. There are sequential steps involved in composing writing.

C. To become more proficient writers, students need to work independently instead of collaboratively.

D. Writers need to take responsibility for helping readers to construct meaning from their texts.

6.

Elaine is engaging in the steps of the authoring process. What are the steps?

A. Sharing, revising, and editing B. Prewriting, composing, and postwriting C. Drafting, encoding, and moving model D. Conferencing, planning, and publishing

7.

Students write daily in Simon’s kindergarten classroom and he ensures that they have many opportunities to find personal meaning in what they write. Simon is using a process to support his students’ writing.

A. socially mediated B. strategically balanced C. student-centered D. standards-aligned

8.

Megan’s third-grade classroom has a large station designed for making books. It includes plentiful writing materials and supplies. Each of her students has a folder for ongoing writing projects, in addition to an assessment portfolio that serves as a record of his/her progress throughout the year. What is this type of station called?

A. Publishing center B. Classroom library C. Reading nook D. Writing station

9.

Prewriting entails developing a plan for writing and that plan includes three steps. Which step is Adam completing when he determines how his writing will be structured?

A. State a purpose for writing.

B. Select a topic for writing.

C. Identify the intended audience.

D. Decide on a format.

10.

During which stage of the writing process does Brooke collect information about a topic by observing, remembering, interviewing, and reading?

A. Postwriting B. Topic selection C. Composing D. Prewriting

11.

During the stage, Sasha developed a sloppy copy. During the ongoing stage, she attended to meaning and making adjustments. During the stage, Sasha marked the errors she recognized and noted potential changes.

A. preplanning, sharing, conferencing B. composing, revising, editing C. prewriting, drafting, near-point copying D. topic selection, encoding, planning

12.

For what purpose does Scott use the author’s chair in his fourth-grade class?

A. To provide an opportunity for students to share their writing in a positive environment B. To have his students peer-check their classmates’ spelling and punctuation C. To create an opportunity to privately conference with each student D. To give students extra time to complete writing assignments

13.

Which one of these statements about writing conferences is true?

A. They only occur during the editing phase.

B. They should be teacher-led.

C. They only focus on a few specific areas for improvement.

D. They typically last at least 20 minutes.

14.

Marge noticed that several of her students’ stories , so she decided to place those students into a small group and use a story web to model the process for them.

A. had incomplete use of story elements B. were not organized C. showed limited character development D. lacked unity and coherence

15.

Mason teaches various writing styles to his junior high school English students. He starts with writing because his students have prior knowledge of stories to use as a model. Next, he teaches writing and uses the characters’ knowledge as a foundation to provide information to the reader. Lastly, Mason teaches writing and uses the knowledge his students gained earlier to support their ability to convince the reader of their thoughts about a topic.

A. narrative, expository, opinion/argument B. student-centered, essay, judgment C. paragraph, transitional, argument D. Hanover, five-paragraph essay, persuasive

16.

Which strategy provides students with step-by-step procedures to support cohesive paragraph writing?

A. RAFT B. Tell It Again C. Fix It D. PLEASE

17.

Students in Hazel’s high school Anatomy class are expected to produce sophisticated that use multiple data sources to provide evidence to support their claims, in addition to incorporating opposing claims.

A. opinion pieces B. informational essays C. paragraphs D. argument pieces

18.

Which answer represents one of the steps of the STOP and DARE strategy that is used to help students compose well-developed and well-supported opinions and arguments?

A. End with a conclusion B. Supply supporting details C. Activate writing with a topic sentence D. Pick the topic and audience

19.

When Gene writes, he represents all the essential sound features of words, and he develops particular spellings for long and short vowels. He chooses letters based on sound, but without regard for English letter sequences or other conventions. Gene is in what stage of development?

A. Precommunicative B. Phonetic C. Transitional D. Semiphonetic

20.

Which answer is an example of a student “catching” spelling rather than being taught it?

A. Stephanie is writing a story and she is able to spell a word correctly after she recalls seeing it on a billboard.

B. Kevin’s teacher writes a word on the chalkboard, says it orally, and asks the class to repeat it.

C. Henry is frequently reminded to use the word wall to accurately spell sight words.

D. Melanie and her sister watch an educational video that writes song lyrics on the screen, letter-by-letter, while singing them to a tune.

21.

Diane teaches students who have learning disabilities and struggle with spelling. To help them learn to spell new words, she has them trace words in sand, arrange magnetic letters on a whiteboard, and type words on the computer using different colors and fonts. Which of the recommended instructional practices for spelling is Diane following?

A. Connect spelling and word meanings B. Reduced unit size C. Multiple modalities D. Peer tutoring

22.

A traditional oral spelling test is an example of which type of spelling assessment?

A. Proofreading tasks B. Examination of student spelling in composition products C. Error-detection D. Dictation

23.

Research indicates that handwriting instruction benefits students in more ways than just legibility. All answers contain one of those benefits EXCEPT for one. Which one?

A. Phonological awareness B. Reading and spelling C. Letter perception D. Writing fluency

24.

This week, Jonathon is teaching his students about digraphs. He encourages them to bring items from home that have digraphs in their spelling to place on the sound table for further exploration. Which principle of effective spelling instruction is Jonathon following?

A. Teaching in small units B. Selecting appropriate words C. Teaching spelling patterns D. Maintaining previously learned words

25.

Sara, a fifth grader of average intelligence, has severe difficulties with her mechanical writing skills. What is the name of Sara’s disability?

A. Dyscalculia B. Dysgraphia C. Dyslexia D. Dysphasia

26.

Ivar has a hard time staying in the lines when he writes because many of his letters are disproportionately large. Which practice is most likely to help Ivar?

A. Providing arrows to indicate the direction of correct letter formation B. Having him copy letters from the board onto the computer C. Giving verbal steps for letter formation D. Using lined paper

27.

Jacob, a third grader with writing difficulties, has illegible handwriting. His teacher is working with him on his posture. Which of the following postures may help Jacob’s handwriting to become more legible?

A. The back should be straight and leaning against the back of the chair. The feet should rest on the floor and the right forearm should be resting on the desk.

B. The lower back should touch the back of the chair and the feet should rest on the floor.

The torso leans forward slightly with both forearms resting on the desk and elbows slightly extended.

C. The back should be straight and leaning against the back of the chair. The feet may be crossed or resting on the floor. Elbows should be slightly extended making sure the forearm used for writing is resting on the desk.

D. The hips should touch the back of the chair and the feet may be crossed or resting on the floor. The torso leans forward slightly, making sure the forearm used for writing is resting on the desk.

28.

Sophia has fine motor problems when it comes to writing and it often takes her a long time to write information on paper. Her teacher decided to have her use the computer and keyboard to increase her writing quality and quantity. Although it is a great adaptation for Sophia, what is a possible drawback to the use of the computer and keyboard?

A. Students cannot read the letters on the keyboard.

B. Students’ parents may be doing the work for them.

C. Students’ fingering cannot be monitored directly.

D. Students are too familiar with computers to learn this way.

29.

What is the most important goal of handwriting?

A. Far-point copying B. Legibility C. Spelling D. Fluency

30.

Even though Emilio writes neatly and legibly, it takes him a very long time to write a few sentences. Which strategy may help Emilio to write more fluently?

A. Hanover method B. Compare, diagnose, and operate C. Timed writings D. VCe rule

Essay Questions:

Select 5 of these 7 questions to answer. Identify which questions you are answering.

1.

Describe and discuss three current trends in writing instruction. Give examples of how you foresee these trends affecting your teaching.

2.

Describe writing as an interactive process, a strategic process, and as an active attempt to convey meaning. Give examples of ways that students may encounter difficulties with each of these processes and then provide several strategies to address these challenges.

3.

Describe how, in your future classroom, you will establish a physical environment that promotes writing and establishes a writing community.

4.

After composing a draft, it is important for students to revise and edit their work. What are the purposes of revision and editing? Describe several difficulties students may experience during revision and editing, and include at least two strategies you can use to help them effectively revise and edit their writing.

5.

Describe problems students may experience when they are involved in narrative, expository, and opinion/argument writing. Describe three strategies you will use to teach narrative, expository, and opinion/argument writing in your classroom.

6.

Write an essay that describes effective spelling instruction and compares traditional and current trends in spelling instruction. Your essay should discuss the following topics: instruction, practice, word selection, assessment, and at least five of the principles of effective spelling instruction.

7.

Discuss at least five of the nine principles of effective handwriting instruction. Describe two areas of difficulty that students may experience when handwriting, and several strategies you can use to assist them with these challenges.

Chapter 16 Test Bank: Helping All Students Succeed in Mathematics Multiple Choice Questions: 1.

U.S. students, across all achievement groups, do not fare as well in mathematics when compared with students in other countries. To what reason is this attributed?

A. In other societies, parents regard education as their responsibility. In the U.S., parents relinquish this responsibility to the schools.

B. In other countries, mathematics is taught with a greater emphasis on rote facts with plenty of drill and practice. In the U.S., the emphasis is on conceptual problem solving.

C. Mathematics instruction is in a continuous state of change. School districts modify the curriculum every few years without using research as a basis for their decisions.

D. Students’ mathematic performance in the U.S. is related to the way mathematics is taught.

2.

All answers state a fact about the National Council of Teachers of Mathematics EXCEPT for one. Which statement is WRONG/INCORRECT? A. They have not prioritized mathematical problem solving.

B. They created professional and assessment standards, in addition to standards for the development and implementation of curricula.

C. They are significantly influential in defining instructional core content in mathematics.

D. They were involved in drafting the Common Core State Standards.

3.

Elijah hates math. Whenever he is assigned a page full of problems for homework, he only completes the first few and then gives up because he already knows he is going to get them all wrong anyway. Which aspect of math proficiency is negatively affecting Elijah?

A. Procedural fluency B. Adaptive reasoning C. Productive disposition D. Strategic competence

4.

Paul, an eleventh grader, has a developmental arithmetic disorder. Which statement is most likely to be true about Paul?

A. He needs minimal strategic and explicit instruction to achieve mastery.

B. He experienced math difficulties throughout his entire school career.

C. He has low overall cognitive functioning.

D. He is also failing several other subjects.

5.

Ophelia has a nonverbal mathematics disability. She is likely to experience all of the factors below EXCEPT for one of them. Which answer is NOT a characteristic that is associated with nonverbal mathematics disabilities?

A. Reading below grade level B. Social immaturity C. Deficits in visual, motor, and self-help skills D. Problems with estimating distance and time

6.

There are many reasons why students may display poor math performance. Which answer can teachers most easily address?

A. Lack of parental involvement B. Limited computer access in students’ homes C. Textbook content and format D. Use of research-based instructional practices

7.

Daisy is aware that the English language learners in her Trigonometry class need so she preteaches the key terms before beginning a new chapter.

A. support with technical vocabulary B. to build their prior experiences with math concepts C. materials and methods that are culturally relevant D. opportunities to use their native languages

8.

Marie has several gifted students in her Calculus class. She wants to differentiate her math instruction to meet their needs, so she collaborates with Chase, the Gifted Support teacher.

Chase recommended all of the strategies below EXCEPT for one. Which strategy was NOT suggested to Marie?

A. Give them more challenging assignments.

B. Give them tasks tailored to their interests.

C. Give them a choice in assignments.

D. Give them more of the same kind of problems.

9.

Which answer about individually-administered assessments is true?

A. All forms of them are appropriate for students of all ages.

B. They are always the best type of assessment to use to determine students’ level of math proficiency.

C. They provide teachers with the most information about students with special needs.

D. Only two of them have been developed.

10.

In which way should Delaney implement curriculum-based measurement (CBM) into her math assessment practices?

A. Consider only paper-pencil applications of CBM B. Make instructional decisions based on CBM results C. Plan extensive time to implement CBM each week D. Use standardized CBM tools that are aligned with the Common Core State Standards

11.

All of the answers provide a reason why Craig should assess his students’ number sense EXCEPT for one of them. Which answer is NOT a reason?

A. It determines which of his students are currently struggling in math.

B. There are several informal measures available to assess his students’ number sense.

C. The scores predict which of his students may have learning difficulties in the future.

D. He will only need to assess their skills once or twice to have enough data for the year.

,

12.

Why does Rita develop supplemental review materials to complement the textbook in her Statistics class?

A. The concepts are presented poorly and too many concepts are introduced at once.

B. Her students cannot read the information written in it.

C. It does not have enough problems to practice each concept.

D. The pages and organizational format are not consistent.

13.

In Jeffrey’s Algebra class, each of the four or five students in a heterogeneous learning team is assigned individualized math material at his/her own level. Students help each other to solve problems. They also self-monitor and document their progress. What method is Jeffrey using?

A. Team-assisted individualization B. Corrective math C. Peer tutoring D. Systematic use of learning principles

14.

Veronica is teaching basic addition facts to her first-grade students. She gives ten pennies to each student and then instructs them all to place one penny in each box on their worksheet. Veronica is teaching and incorporating manipulatives because her students need experiences with the concept.

A. numeration, representational B. one-to-one correspondence, concrete C. regrouping, foundational D. problem solving, abstract

15.

Sierra always asks her students to explain the strategies they used to solve a geometry problem, both verbally and with manipulatives. Why does Sierra do this?

A. To increase students’ math vocabulary B. To ensure students progression to the abstract stage C. To provide additional practice with the concepts D. To teach for comprehension

16.

What is the final step in the process if Greg correctly implements the constant time-delay procedure with Daryl, a student in his seventh-grade math class?

A. The student masters the concept or skill.

B. The student answers the question.

C. The teacher presents a stimulus.

D. The teacher provides a controlling prompt.

17.

Which answer includes an example of appropriate feedback?

A. “Louis, you still have some trouble. Please do numbers five through ten again.”

B. “Louis, please remind me to go over those subtraction problems with you next week.”

C. “Louis, let’s look at number five. You made a mistake in lining up the columns.

Please explain why you solved it that way.”

D. “Louis, I see you had some trouble with numbers five through ten. I know you tried very hard, so don’t worry. I’ll only grade the first half of your assignment.”

18.

Lisa created a game that has her students by balancing a bank account and paying bills such as rent, electric, and cell phone service.

A. use cooperative learning activities B. experience success C. simulate real-world experiences D. practice individual accountability

19.

Sheldon is reviewing his progress monitoring data to determine which students need extra support. Which student should he place in a small group and provide additional, intensive instruction in numeration?

A. Kendall struggles to sort objects by their size.

B. Clarissa has difficulty estimating.

C. Daria incorrectly identifies most numbers.

D. Tristan cannot count by tens.

20.

Maxine uses a variety of strategies to teach prenumber skills to her kindergarten students.

Which answer is NOT one of those skills? All answers contain a prenumber skill EXCEPT for one.

A. Understanding zero B. Classification C. Patterning D. Seriation

21.

Olivia is teaching her students to group by ones and tens. She starts with uses , and finally moves to .

A. pictures, numbers, manipulatives B. pictures, manipulatives, numbers C. numbers, manipulatives, pictures D. manipulatives, pictures, numbers

22.

Devon attended a webinar to learn effective strategies to teach fractions. All answers include a strategy from the webinar EXCEPT for one. Which answer is NOT a strategy to teach fractions?

A. Implement one highly effective strategy to illustrate each concept B. Separate confusing elements and terminology C. Write fraction names when showing fractional drawings D. Use diagrams to represent fractional units

23.

There are several unifying components of , and students must possess all of them in order to develop skills in this area. These components include a mathematics knowledge base, application of this knowledge base to new situations, and the ability to actively engage in thinking processes and apply this knowledge base to problems.

A. prenumber skills B. mathematical problem solving C. numeracy D. basic math skills

, then

24.

Which mistake is an example of a procedural error?

A. 38 + 58 106 B. 25 – 17 = 18 C. 12 x 2 = 14 D.

146 + 2311 3771

25.

Peter is a fourth grader who has difficulty writing clearly. Even though he knows how to add and subtract well, he often makes mistakes because he cannot read the numbers he has copied from the board. What type of problem is Peter having?

A. Motoric B. Visual detail C. Failure to shift operations D. Spatial organization

26.

All statements are supported by research EXCEPT for one. Which answer is NOT a research finding related to students’ use of calculators?

A. They increase students’ acquisition of basic skills.

B. Students often experience decreased self-concept about their math skills when they use them.

C. They improve students’ attitudes toward mathematics.

D. Students who use them on criterion tests produce higher achievement scores than students who do not.

27.

Four of the seven key steps of strategy instruction are listed below. Which one of these steps is listed too early in the sequence?

A. Teacher modeling of strategy B. Careful sequencing of problems C. Scaffolding of instruction to work toward independence D. Incorporation of opportunities for student verbalization and discussion of processes

28.

Three of the answers are examples of integrating math problem solving into STEM areas and one is NOT. Which answer is NOT? A. Connor computes the speed of the school’s internet connection.

B. Tara calculates the perimeter of a skyscraper.

C. Austin estimates how long it will take to get to Jupiter if he travels at light speed.

D. Lucy determines the number of miles a character travels in a short story.

29.

What multi-step strategy to teach math problem solving uses explicit and scaffolded instruction?

A. Solve It! B. FAST DRAW C. ETA/hand2mind D. Count On

30.

Which answer has two guidelines that Bristol should follow when she teaches story problems to her students who have learning and behavioral difficulties?

A. 1. Be certain students can perform the arithmetic computation before introducing the computation in story problems.

2. Have students read the story only once.

B. 1. Identify extraneous information because this information will be very important.

2. Ask students whether their answer is likely, based on their estimate.

C. 1. Identify the key question. In the beginning stages of problem solving, students should write the key question so it can be referred to when computation is complete.

2. The student plays an important role by asking questions and guiding classmates in formulating arithmetic problems.

D. 1. Instruct with one type of problem until mastery is attained.

2. Teach students to read through the word problem and visualize the situation. Ask them to read the story aloud and tell what it is about.

Essay Questions: 1.

Discuss current trends in mathematics curriculum and instruction and how they may affect your teaching career.

2.

Describe reasons that may cause students to struggle with math and the classroom implications. Identify several ways you can help students to develop confidence and competence in math.

3.

Describe several ways you can assess students’ instructional needs and monitor their progress in learning mathematics. Explain the importance and relevance of math assessment in the instructional process.

4.

Discuss how to provide appropriate instruction in math and which elements contribute to systematic and explicit instruction. How should you use manipulatives to teach concepts and provide correction and feedback to students with math difficulties?

5.

Give several examples of how teachers can help students to develop and use problemsolving strategies across the math curriculum. Also, explain three ways to integrate math into other content areas. Do not use the following examples, which were provided in a multiple-choice question above: Connor computes the speed of the school's internet connection.

Tara calculates the perimeter of a skyscraper.

Austin estimates how long it will take to get to Jupiter if he travels at light speed.

Lucy determines the number of miles a character travels in a short story.

Chp 14

Chp 15

Chp 16

#30

Chp 13

#27 #28 #29

Chp 12

#25 #26

Chp 11

#22 #23 #24

Chp 10

#18 #19 #20 #21

Chp 9

#15 #16 #17

Chp 8

#13 #14

Chp 7

#11 #12

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ANSWER KEY: Multiple Choice Questions for All Chapters A C C D A C B D C B A D A C D B C B A D B B A D A

A C D B C B B D D C D A B C C A B A D C A D B D A C B B D A

C C A D A A B D C C B D B A D C A B C B D C B A D

B D A C B C A C C D D B A D B A D C B A D C C B A B D B D A

A A B C B D D C A C D B A C D C B A D B D C A A B D A B C B

D A B A C B D C D A B C A C B D B B A B D D C A D C C A D C

C B C A D D A B D B A D C B A A D C D B A B C B D C A B C D

B A C B D C D A D C A B D B A C B D B D C A D C C A B C A D

D B D B A C C B B D C A C A A B D D C A B A D C B A C D B A

C D A B D A B C B C A B D A C D C A B C C D B A C B D A A D

B D B D C A C B A A C A B D C B A C C D A C A D B D D A C B

D B D A C C A A B D B C A D B C B D A C B D B D C

D C D C B B C B A B C C D B C D C D D A A B D B A B A C B C

B D B D C D D A B A B D C A C B A B D C C A D C B A C D A B

C D A B C B C A D D B A C A A D D A B A C D A C B D B C B C

D A C B A D A D C B D C A B D B C C B A D A B C A B C D A D

#1 #2 #3 #4 #5 #6 #7 #8 #9 #10 #11 #12 #13 #14 #15 #16 #17 #18 #19 #20 #21 #22 #23 #24 #25 #26 #27 #28 #29 #30

ANSWER KEY: Essay Questions ESSAY QUESTION ANSWERS Chapter 1: Special Education and Inclusive Schooling Chapter 2: Response to Intervention and Multitiered Systems of Support: Developing Success for All Learners Chapter 3: Communicating and Collaborating with Other Professionals and Families Chapter 4: Teaching Culturally and Linguistically Diverse Students Chapter 5: Promoting Social Acceptance and Managing Student Behavior Chapter 6: Teaching Students with Learning Disabilities and Attention Deficit Hyperactivity Disorder Chapter 7: Teaching Students with Communication Disorders Chapter 8: Teaching Students with Emotional and Behavioral Disorders Chapter 9: Teaching Students with Autism Spectrum Disorders/Pervasive Developmental Disorders Chapter 10: Teaching Students with Intellectual and Developmental Disabilities Chapter 11: Teaching Students with Lower-Incidence Disabilities Chapter 12: Differentiating Instruction and Assessment for All Learners Chapter 13: Promoting Content Learning Through the Teaching and Learning Connection Chapter 14: Facilitating Reading Chapter 15: Facilitating Writing Chapter 16: Helping All Students Succeed in Mathematics

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CHAPTER 1 ESSAY ANSWERS 1. Answers should list the five differences between the four pieces of legislation and briefly explain each (e.g., puts the person first and the use of the disability second, term improvement added, etc).

2.

Answers should include the definitions of LRE and continuum of services. Essays should explain that placement should be dynamic and ongoing and that students cannot be educated in more segregated settings simply because it is easier to do so. The best essays will also explain that placing students in the settings most like those of their nondisabled peers is the principle behind the least restrictive environment and that placement decisions must be determined on a student-by-student basis.

3.

Answers should explain that the law requires the IEP and is developed and implemented by the multidisciplinary team to support student learning. Responses should list five pieces of information included in the IEP (e.g., student's present levels of performance, parent signature, special instructional media and materials) and those who must be present at IEP meetings (e.g., parents, school representative). Communication with parents, attending IEP meetings, and collaborating with the special education teachers are some of the responsibilities of the general education teacher.

4.

Answers should include full title of IFSP (Individualized Family Service Plan) and discuss services the plan provides (screening and assessment, occupational and physical therapies, speech, language and audiology services, family involvement, etc).

5.

Answers should describe transition services and transition plans. The year the transition plan was amended, which ages it affects (16-21), history, responsibilities of the job developer, and three sample objectives related to work and job skills should be included.

CHAPTER 2 ESSAY ANSWERS 1. Answers should include a rationale for the importance of implementing RTI and the issues that led to the development, such as: identification issues, educational initiatives, and legislation.

2. Answers should include the four components commonly used in RTI models with a brief explanation of each component. They are: implement high-quality, research-based instruction matched to students’ needs, monitor students’ learning over time to determine their level and rate of progress, provide interventions of increasing intensity when students struggle, and make educational decisions based on data. Answer should also include a description of how the three tiers are implemented.

3. Answers should include either the standard treatment protocol model or the problem-solving model and should describe the chosen model’s use in their classroom.

4. Answers should include all the roles of both general and special educators. General educators’ roles should include the following examples: identify students who need intervention, provide evidence-based interventions, monitor the effects of interventions, make decisions in collaboration with others about students’ needs for more or less intensive intervention, and meet regularly with stakeholders to facilitate interventions and identification of students who may need special services. Special educators’ roles should include the following examples: collaborate with general education teachers and provide consultation services, provide professional development, help to identify children with disabilities, interpret students’ progress to determine if they need additional intervention, design and/or provide intensive interventions, communicate with families and stakeholders, collaborate with other professionals, and help students to access the general education curriculum.

5. Answers should define within-child factors as factors that have traditionally been the focus of determining whether a student had special needs, include cognitive functioning (which can be measured by an IQ test), academic functioning (often assessed by individually administered tests in reading, math, writing, and spelling), or functioning on such processing measures as auditory and visual tasks. Emphasis is also placed on how students are performing in the classroom, whether students are meeting the academic and social demands of their grade level, and whether the classroom environment is conducive to learning.

CHAPTER 3 ESSAY ANSWERS 1. Answers may vary, a possible response includes: “One way I would collaborate with other professionals is by striving to prevent difficulties in my classroom by identifying students atrisk for academic and social problems and problem-solving strategies with other related professionals to assure students’ success. A second way I may collaborate with other professionals is through establishing goals to develop a more effective school, curriculum, or specialized program. A third way I may collaborate with other professionals is by coordinating instruction or other services to meet the specific needs of target students, e.g., students with learning or behavior disorders.”

2. Answers will vary; a possible response may be: “The issues involve the extent to which treating all students fairly means treating them the “same.” Making adaptations in homework or tests can be viewed as ways to assure that all students can learn in the classroom and demonstrate their learning. When teachers work cooperatively, they can address these issues and brainstorm ways to assure that students are treated fairly and also ensure that all students can participate and show what they know.”

3. Answers should list some of the reasons teachers might want to assign homework (e.g., practice to strengthen skills, participation in learning activities, personal development including a sense of responsibility, increase home or parent involvement in school activities, and a means to communicate with parents what students are learning at school). In addition, responses should include some of the components to be included in a homework policy (e.g., what you expect of the students, what you expect of parents, and what both the parents and students can expect of you).

4. Answers should describe three of the four collaboration dilemmas/issues presented in the chapter (e.g. student ownership, individual versus class focus, content versus accommodation, real world versus student’s world). When giving examples of how they would solve these issues, students should refer to the use of critical communication skills such as open-ended questions, effective listening, and acceptance.

5. Answers should include letters, notes, calendars, newsletters, texts, social media, web pages, and phone calls. The best responses will also describe different kinds of letters, bulletins, calendars, positive behavior notes, newsletters, and the reasons for sending each.

CHAPTER 4 ESSAY ANSWERS 1. Answers should explain that information gained from the funds of knowledge can integrate the home and school communities. In addition, an example of how a thematic unit may be modified to include information gathered from the funds of knowledge should be provided.

2. Answers should define multicultural education in students’ own words. If students describe the five dimensions, the answer should include content integration, knowledge construction, prejudice reduction, equity pedagogy, and an empowering school culture. If they answer the four approaches, the response should include the contributions approach, additive approach, transformation approach, and social action approach. Either choice should include a description of how students can incorporate these ideas.

3. Answers should identify five of these six strategies: select topics of conversation that are familiar to students, create a context for what is being discussed, use simpler sentence construction, repeat important phrases, incorporate students’ first language into instruction, and emphasize key words. Students should select three of these strategies and explain how they can apply them in a content area classroom.

4. Answers should identify five of these six strategies: consider the testing environment and how it relates to students’ prior experiences, keep students’ level of language proficiency in mind, determine students’ prior opportunities to learn the skill or concept, implement appropriate accommodations, use a variety of authentic assessments, align assessment with regular instruction and intensive interventions, provide specific and frequent feedback, and involve students and families as active participants in the assessment process. Students should select four of these strategies and describe how they can apply them.

5. Answers may include a variety of factors. Students may address the characteristics of effective teachers of students who are CLD, methods to encourage strategic use of the first language, or strategies to build vocabulary in the first language. Students should describe how they could use three strategies in one or more lessons.

CHAPTER 5 ESSAY ANSWERS 1.

Answers should refer to the use of class meetings to foster student involvement in the management of their class. Responses should also include a discussion of at least three of the five guiding principles presented in the chapter. When discussing the physical environment, students should consider seating arrangements and how to use the available space to optimize environmental conditions.

2.

Answers should describe three of the five suggestions for enhancing the self-concepts of students with learning and behavior problems presented in the chapter. In addition, students should explain things they can do to ensure acceptance of all students (e.g., all students are treated with respect).

3.

Answers should include several of the eight factors that competent schools do to prevent bullying and violence and the STOP IT program. Students should also include strategies that can be implemented within individual classrooms.

4.

Answers should explain the similarities between PBIS and RTI, such as tiered levels of support provided to students based on need, use of universal strategies, the use of data and evidence-based practices, emphasis on collaboration, and legislative mandates for their use.

A difference is the focus on students’ academic or behavioral needs. SWPBIS uses the strategies listed as similarities to meet the needs of all students on a schoolwide basis.

5.

Answers should provide a definition of positive reinforcement, negative reinforcement, and punishment, as well as compare them. Students should also describe three positive behavioral support interventions and the behaviors that correspond with each of them.

CHAPTER 6 ESSAY ANSWERS 1. Answers should include the following information for LD: student does not achieve commensurate with his or her age and ability level in one or specific areas, student participated in, but does not respond adequately to, scientific or research-based interventions, student needs special education services, severe discrepancy between ability and achievement is no longer required. Major components of the federal definition of SLD: difficulty with academic and learning tasks, discrepancy between expected and actual achievement that can be documented through a limited response to intervention, disorder in basic psychological processing, and exclusion of other causes.

Answers should include the following information for ADHD. These common developmental features distinguish ADHD from mild attention or hyperactivity problems: onset in early childhood, chronic over time, generally pervasive behaviors across situations, deviance from age-based standards, and increased likelihood of having another difficulty such as learning or psychiatric disorders. The Diagnostic and Statistical Manual of Mental Health Disorders (DSM-5) describes ADHD as a neurodevelopmental disorder with three presentations: predominately inattentive presentation, predominately hyperactive-impulsive presentation, and combined presentation.

2. Answers should include the characteristics of students with LD: unexpected difficulty or low performance in one or more academic areas and ineffective or inefficient information processing or learning strategies in the area(s) of difficulty. Students may identify a variety of ways these characteristics affect learning.

Answers should include the characteristics of students with ADHD: characteristics of inattention and/or hyperactivity-impulsivity should be present in two or more settings, characteristics significantly impair social, academic, or occupational functioning, onset of behaviors occurred before age 12. The core characteristics of ADHD: feeling fidgety and restless, blurting out answers, poor sustained attention/easily distracted, rarely completing a task before moving to the next task, being impulsive, poor delay of gratification, being hyperactive, difficulty regulating activity, diminished rule-governed behavior, and increased variability of task performance. Students may identify a variety of ways these characteristics affect learning.

3. Answers should include this information about identifying students with LD: until recently, most professionals used the IQ-achievement discrepancy model to diagnose LD, but this approach is no longer mandated and often no longer appropriate; IDEIA 2004 includes the use of response to intervention (RTI) as an alternative to traditional aptitude-achievement discrepancy approaches to identifying students with LD; RTI provides a validated intervention to students in the instructional area of need before determining eligibility for special education. The teacher’s role in the process: identify areas of need, referral, collaboration, and collect work samples and student information.

Answers should include this information about identifying students with ADHD: initial identification involves a medical evaluation, the identification process involves interviews and/or behavioral rating scales completed by parents, teachers, and, when appropriate, the student, cultural and ethnic factors are important considerations in the assessment process, and some instruments allow for observation and comparison to peers from the same cultural group. The teacher’s role in the process: collect behavioral data, observe medication effects, and collaboration.

4. Answers should include description of the terms dyslexia (reading disability), dysgraphia (writing disability), and dyscalculia (math disability). Possible classroom implications and modifications should be provided (e.g., A student with dyscalculia may have difficulty lining up numbers when adding and subtracting. Possible modifications: providing graph paper and/or calculator). Strategies mentioned in the text: controlling task difficulty, teaching in small interactive groups of 6 or fewer students, use graphic organizer or other visual displays to illustrate key ideas and concepts, use combination of direct instruction and cognitive strategy instruction, provide modeling and “think alouds” to demonstrate strategies and learning practices, teach students to self-regulate and self-monitor, and provide opportunities for extended practice and feedback.

5. Answers should include three of these strategies: use novelty in instruction and directions, maintain a schedule, prepare students for transitions and provide support in completing transitions, emphasize time limits, provide organizational assistance, provide rewards consistently and often, be brief and clear, arrange the environment to facilitate attention,

provide optimal stimulation, allow for movement and postures other than sitting, and promote active participation through effective questioning techniques. Answers should include three of these characteristics and provide examples of how students can demonstrate them: personal characteristics of understanding, compassion, patience, concern, respect, responsiveness, and a sense of humor.

CHAPTER 7 ESSAY ANSWERS 1. Answers should define communication disorders as interfering with the ability to exchange knowledge, ideas, opinions, desires, and feelings. Communication disorders may be developmental or acquired through injuries, diseases, or other factors. The response should also include the five broad categories of communication disorders: speech disorders, language disorders, stuttering, social communication disorders, and other communication disorders. Speech disorders are the most typical among students.

2. Answers should explain that individuals have speech disorders when their communication is unintelligible, unpleasant, or interferes with communication. In addition, the response should include a description of the three components (articulation, voice, fluency), classroom implications, and appropriate modifications.

3. Answers should explain that form refers to the structure of language and includes phonology (sounds), morphology (words and word parts), and syntax (sentence structure). Students should define each of these three components, provide examples of possible classroom implications (i.e., students with poor phonological awareness are not able to generate rhyming words), and modifications or accommodations teachers can use in their classrooms (i.e., teaching root words and suffixes to students with poor morphologic skills).

4. Answers should define pragmatics (social use of language) and semantics (meaning/content of words) and explain how they differ from each other. In addition, students should describe how development affects each of these language components (i.e., an example of how development affects pragmatics: young children use language to gain and hold attention, while older students use language to express positive or negative feelings).

5. Answers should describe the role of the general education teacher in the identification of students with communication disorders (i.e., the general education teacher is an observer and listener of students and shares observations and concerns with the school’s speech and language pathologist). Ways to facilitate speech and language development in the classroom may include the use of speech and language pathologist as a source of information on what skills need to be reinforced; developing personal cueing systems for students who have difficulty responding in large groups; creating an accepting environment in the classroom; using augmentative communication systems to compensate for impairments, etc. Students should describe the type of atmosphere they want to have in their classroom and address how their verbal interactions with the children will help promote language development. The responses should include specific examples of cueing systems, response times, classroom rules, or other tips that help create a classroom that makes students feel comfortable.

CHAPTER 8 ESSAY ANSWERS 1. Answers should discuss a student who exhibits some of the following behaviors: hitting, fighting, throwing temper tantrums, acting defiant or disobedient, being irritable or overactive, difficult to get along with, uncooperative, inconsiderate, resistive, jealous, quarrelsome, distractible, teasing, irresponsible, inattentive, possibly provoking peers to hit them, and defiance toward adults.

Responses should indicate a negative influence on student learning.

2. Answers should identify biological (genetics, brain disorders, temperament) and environmental (home, community) characteristics. Responses should include factors like poverty, family instability, violence, and natural disasters and how they may affect students’ behavior.

3. Answers should include the teacher’s role in identifying characteristics of children with EBD such as completing rating scales, collaborating with other professionals to develop and implement universal screening and progress monitoring as part of RTI, FBA, and BIP, and working with parents and service providers.

4. Answers should include methods to increase the success of students with EBD such as strategies to promote desirable behaviors, teaching self-monitoring, creating selfmanagement plans, resolving conflicts, social skills training, etc.

5. Answers should explain that wraparound services coordinate services to meet the emotional and behavioral needs of the student at home, school, and in their community. It involves a variety of resources and is a recommended Tier 3 intervention within RTI.

CHAPTER 9 ESSAY ANSWERS 1. Answers should state that PDD is a diagnostic category used to describe the five related disabilities that are listed. Responses should discuss the characteristics of each of the five disabilities and specifically identify challenges related to communication, language, cognition, social skills, and behavior, and the level of supports needed.

2. Answers should identify direct and indirect assessment methods and identify several of each type. General education teachers will assess student performance related to language, social, academic, and adaptive behaviors. They participate in ongoing progress monitoring, initial assessment, and reevaluation processes.

3. Answers should describe the general education teachers’ roles in making accommodations related to student preferences, classroom routines, academic skills, communication skills, or social skills. Responses should give at least five examples from these areas.

4. Answers should mention several methods to facilitate the communication and social skills of students with ASD, such as incorporating communication into all activities, using massed trials and naturalistic instruction, using AAC, collaborate with speech and language pathologist, teach conversation skills, Social Stories, social problem solving, etc.

5. Answers should explain the use of FBA and PBS to support the needs of students with challenging behaviors. Responses should describe the FBA steps (indirect assessments, direct assessments, and functional analysis) and why each is important. PBS strategies may include using access to natural communities of reinforcement, using proactive methods rather than reactive methods, etc.

CHAPTER 10 ESSAY ANSWERS 1. Answers should include these factors: substantial limitations in present functioning, significantly sub-average intellectual functioning that exists concurrently with related limitations in two or more of the following applicable adaptive skill areas: communication, self-care, home living, social skills, community use, self-direction, health and safety, functional academics, leisure, and work. These symptoms negatively affect learning and should have manifested before age 18.

2. Answers should identify the main causes: chromosomal disorders, Fragile X syndrome, fetal alcohol syndrome, physical causes, and nonphysical causes. There are approximately 50 identified potential causative factors.

3. Answers should explain that children with severe intellectual disabilities are often identified at birth or shortly afterward. General education teachers are typically involved in the identification process if a child is identified during his/her school years. Students will be evaluated, including assessment of intellectual functioning and adaptive behaviors, across settings. Teachers often complete interviews and rating scales and collect student work samples, anecdotal notes, and test scores. Teachers also need to know the procedures at their school, participate in prereferral interventions/RTI, collaborate with others, and document and share observations about student learning and adaptive behaviors.

4. Answers will vary but may include the use of The Circles of Friends, Project PLAI, developing routines and including Emily in them, give Emily the same things as other students (books, locker, etc.), demonstrate respect through age-appropriate language, collaborate with educational team, consult with specialists for ideas, increase learning opportunities, promote equality and interactions with other classmates, and make connections among students who have common interests.

5. Activities will vary but should demonstrate how Alexandra can participate with her group, to the maximum extent possible, in working toward their cooperative goals.

CHAPTER 11 ESSAY ANSWERS 1. Answers will vary but should include some of the implications discussed in the chapter that are related to motor, social, and academic development. Examples of modifications will also vary, but should address each of these areas.

2. Answers should include at least two of the responsibilities of each of the professionals listed in the question. Examples of collaborative practices when working together with other professionals will vary.

3. Definitions include: Orthopedic impairment: a severe orthopedic impairment that adversely affects a child’s educational performance. The term includes impairments caused by congenital anomaly (e.g., clubfoot, absence of some member, etc.), impairments caused by disease (e.g., poliomyelitis, bone tuberculosis, etc.), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures). (IDEA 300.8[c][8]) Other health impairment: having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome; and adversely affects academic performance. (IDEA 300.8 [c][9]) Traumatic brain injury: an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child’s education performance. The term applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech. The term does not apply to brain injuries that are congenital or degenerative, or brain injuries induced by birth trauma. (IDEA 300.8[c][12]) Examples include: Orthopedic impairment: cerebral palsy, spina bifida, muscular dystrophy Other health impairment: asthma, epilepsy, HIV and AIDS 4. Answers may vary, but should support students’ development in these areas: communication, social skills, mobility, self-care, daily living skills, attention, literacy development, assistive technology use, physical abilities, psychosocial development, health and wellness, and/or transition.

5. Answers should explain that a holistic approach is an approach in which the student is viewed as a whole person. In determining educational goals and teaching strategies, professionals consider factors such as the student’s emotions, cognitive processes, and other factors that interact with the environment to produce behavior. Practices, accommodations, and guidelines will vary, but should address those factors.

CHAPTER 12 ESSAY ANSWERS 1. Answers should refer to the 1983 report titled A Nation at Risk and the reauthorization of NCLB in 2010 as contributing factors to the creation of the standards-based movement.

Answers should describe the Common Core State Standards. Benefits include shared expectations for student performance, improved curricular focus, greater efficiency in developing materials and teacher preparation, and improved quality of assessments.

Challenges include authentic learning and student engagement may dwindle, standards are too high for some students and too low for others, content coverage is gained but in-depth inquiry is lost, and meeting all the required standards.

2. Lesson topics and grade level will vary. All lessons should include cooperative groups and explain what factors were used to create the groups, such as heterogeneous or homogeneous arrangements.

3. Answers should identify three of the difficulties presented (e.g., textbooks in content area classes can be dull and encyclopedic) and explain the challenges they may cause for students.

Answers should also provide a strategy for each of the difficulties identified (i.e., study guide).

4. Answers should explain the readability level and friendliness level, in addition to describing the five characteristics of friendly texts (organization, explication, conceptual density, metadiscourse, instructional devices). Responses should discuss advance organizers, text highlighting, using multiple sources, using technology, and listening to learn.

5. Answers must include a description of possible adaptations that teachers can use for homework, assignments, and tests. The best responses will explain teaching test-prep skills to students, creating rubrics and scoring guides, and using teacher-made tests, alternative assessments, and student assessment portfolios. Students should present and defend their position on making adaptations for students with special learning needs.

CHAPTER 13 ESSAY ANSWERS 1. Possible answers may include references to different note-taking styles, such as two-column note-taking or guided note-taking and having students review and clean up their notes. They may teach specific skills such as selectivity, organization, consolidation, and fluency.

Answers may include a variety of ways to evaluate students’ note-taking skills.

2. Answers may include any five of these strategies: distribute questions evenly among all students, state questions clearly, ask a variety of question types to all students, give specific feedback about answers, let students explain why their answer is correct, let students explain their thinking about incorrect answers, sequence questions to provide structure, ask questions in a nonthreatening way, encourage students to ask questions of you and peers, and make questions relevant. Examples of how to incorporate them will vary.

3. Answers should include one of the graphic organizers discussed in the chapter: discussion web, semantic web, concept diagram, and timelines. The topics to which they are applied to will vary.

4. Answers should list and explain the steps of the PROJECT strategy: Prepare your assignment sheet Record and ask Organize Break the assignment into parts Estimate the number of study sessions Schedule the sessions Take your materials home Jump into it Engage in the work Check your work Turn in your work 5. Answers should explain the importance of teaching self-monitoring and self-advocacy skills.

Answers may include a variety of methods to enhance these skills: self-recording, MARKER strategy, I PLAN, SHARE behaviors, time-management skills, self-evaluation, goal-planning and monitoring sheet, setting goals, etc.

CHAPTER 14 ESSAY ANSWERS 1. Answers should include that assessment can be used for many purposes including screening, determining reading level and instructional needs, planning grouping arrangements, monitoring progress, diagnosing needs, determining end-of-year outcomes, evaluating school reading programs, accounting to stakeholders, diagnostic testing, norm-based testing, curriculum-based measures, and high-stakes testing.

2. Answers should define phonological awareness, phonics, letter-sound correspondence, and the alphabetic principle. Examples of strategies may include using decodable texts and teaching rhyming, alliteration, blending, segmenting, and manipulating sounds. Students may also include recommended practices and/or guidelines from the chapter as strategies.

3. Answers should define decoding and sight words. Examples of strategies may include phonic analysis, teaching onset-rhymes, morphological awareness, syllabication, Making Words, word walls, and the DISSECT strategy. Students may also include recommended practices and/or guidelines from the chapter as strategies.

4. Answers should define fluency and its four components (pace, accuracy, prosody, and correct phrasing). Examples of strategies may include reading aloud as a model, using big books, repeated readings, phrased text lesson, and peer tutoring (PAL and CWPT). Students may also include recommended practices and/or guidelines from the chapter as strategies.

5. Answers should define reading comprehension. Examples of strategies may include before, during, and after strategies; activating background knowledge; predicting; generating and answering questions; clarifying; summarizing; using text structure; monitoring comprehension; reading engaging texts; having conversations about reading; close reading; building vocabulary; K-W-L; question-answer relationships (QAR); questioning the author (QtA); collaborative strategic reading (CSR); and cooperative learning groups. Students may also include recommended practices and/or guidelines from the chapter as strategies.

CHAPTER 15 ESSAY ANSWERS Students should select any 5 of the 7 essay questions to answer.

1. Answers should include descriptions of movement toward standards-based writing instruction, implementation of research-based practices, increased emphasis on assessment, and an emphasis on balanced and effective writing instruction for all students. Essays should also include examples of how these trends will affect the students’ future teaching.

2. Answers should explain the three different types of writing processes. In addition, answers should include examples of how students may have difficulties with each of these processes (e.g., difficulties planning and monitoring writing) and strategies to address those problems.

3. Answers should describe the physical environment as one that creates a working atmosphere similar to a writers’ studio, thus promoting independence and peer interactions. Answers may include a variety of methods.

4. Answers should include a description and the purposes of the revision and editing steps in writing. Some of the difficulties faced by students during revision and editing must be explained, along with two strategies to help them succeed in these tasks.

5. Answers should list some of the difficulties students experience when writing narrative text (e.g., include lack of organization, lack of unity and coherence, lack of character development, and incomplete use of story elements), expository text (e.g., being unaware of the purpose of informational writing), and opinion/argument writing (e.g., planning and critical thinking). In addition, responses should describe three strategies that can be used to effectively teach narrative, expository, and opinion/argument writing (e.g., STOP and DARE, PLEASE).

6. Answers should describe effective spelling instruction and compare traditional and current practices in spelling instruction. Answers should include instruction, practice, word selection, assessment, and at least five of the principles of effective spelling instruction (e.g., teach in small units, provide sufficient practice).

7. Answers should discuss at least five of the nine principles of effective handwriting instruction (e.g., direct instruction, individualized instruction). Answers should also describe two difficulties that students may have with fluency and/or legibility, along with several strategies that can be used to assist them.

CHAPTER 16 ESSAY ANSWERS 1. Answers should explain that current trends in mathematics include an emphasis on problem solving, concern about student performance compared with other countries, need to improve math instruction, and standards-based instruction and assessment. The best essays will also include the position of the National Council of Teachers in Mathematics. Students should also include how these trends may affect their future career.

2. Answers should list variables that influence the math abilities of students with learning problems (e.g., math disabilities, prior ineffective instruction) and give examples of possible classroom implications. Essays should also identify ways teachers can help to develop students’ confidence and competence in math (e.g., instructional games, acting as a role model).

3. Answers should mention screening, progress monitoring, and diagnosis. Methods may include individually- or group-administered tests and CBM. Assessment is important because it allows teachers to gauge students’ progress and adapt their instruction accordingly.

4. Answers should include elements that contribute to systematic and explicit instruction (e.g., highly organized, step-by-step presentation of information, use of learning principles, research-base); a description of how best to use manipulatives to scaffold development from concrete to abstract; and a description of how to provide immediate and appropriate correction and feedback.

5. Answers may include the key steps of strategy instruction (e.g., step-by-step presentation of strategies, modeling of strategies, use of visual representations) or specific steps in the process of teaching problem-solving skills. Answers may also include the Solve It! or FAST DRAW strategies. Essays should additionally describe three ways to integrate math into other content areas. Students should not use the integrated activities in multiple choice question #28 (computing speed of school’s internet connection, calculating perimeter of a skyscraper, estimating distance at light speed, and determining miles driven by a story character).