Special Education Praxis 5543 Questions and Answers Already Graded A

Special Education Praxis 5543 Questions and Answers Already Graded A Which of the following types of information is generally the most useful in making decisions about instruction for a student with a disability Curriculum-based assessment Of the following, which student would receive services under Section 504 of the Rehabilitation Act A student who requires related services (a student who does not require special education is not entitled to the rights and protections of the Individuals with Disabilities Education Act (IDEA) and, therefore, receives service under Section 504 of the Rehabilitation Act) A that model focuses on how teachers must understand the causes of negative behavior and how to help the student acquire self control through reflection and planning Psychoeducational model What is the first step after referring a student to the RTI team for behavioral difficulties? Asking teachers to complete an antecedent, behavior, consequence chart (Determining the cause of the behavior is a prerequisite for a functional behavioral assessment) A child who has ADHD needs many accommodations and needs praise when they are focused and attentive What is an effective teaching strategy for students with dysgraphia (an SLD in writing)? sky writing letters Examples of differentiated instruction for preschool students flexible grouping and independent learning centers The classroom strategy where the teacher stands or sits close to a student who appears ready to start a disruption proximity control Effective instructional strategy for students with learning disabilities multisensory activities Technique demonstrated by the teacher observing the students working during a class period, monitoring their progress in order to remediate if there are difficulties guided practice Sequence of a functional behavior assessment (FBA) 1. Describe the targeted behavior in measurable, observable terms 2. Collect information on possible functions of the targeted behavior 3. Categorize the behavior to determine the deficit 4. Analyze the behavior and form a hypothesis on the function of the behavior 5. Devise an intervention plan to replace the behavior The purpose of a cognitive assessment is to measure intellectual ability Damage to the brain caused by a violent impact, characterized by severe headaches, memory loss, and slurred speech, is a Traumatic brain injury (TBI) Distinctive facial features and delayed development are symptoms of Fetal alcohol syndrome The most appropriate example of student involvement in the assessment process Students create an assignment and the scoring criteria What is the most important goal for educators when collaborating with families of students? Ensuring that students are successful and learn A developmental birth defect caused by the incomplete closure of the embryonic neural tube. Some vertebrae overlying the spinal cord are not fully formed and remain unfused and open. Spina bifida (The most frequently occurring permanently disabling birth defect) Used early in a child's life to provide information about motor, cognitive, and sensory functioning and to ascertain whether referral for additional testing is indicated screenings federal safeguards of the rights of parents included in the Individuals with Disabilities Education Act (IDEA) the right to participate in all meetings, examine all educational records, and receive written notice regarding placement the most important reason for reinforcing desired and appropriate behaviors (positive behavior support) is to enhance students' quality of life and basic lifestyles Significantly impaired cognitive functioning AND deficits in two or more adaptive behaviors, with onset before the age of 18 characterizes intellectual disability This organization serves youth and children with disabilities, individuals who are gifted and talented, and children who are abused or neglected Council for Exceptional Children (CEC) National Dissemination Center for Children with Disabilities (NICHCY) American Association on Intellectual and Developmental Disabilities (AAIDD) An appropriate note-taking accommodation for a student with limited fine motor skills Providing copies of notes to limit the need for writing If a student has a disability but requires neither special education nor related services, the student may qualify for protection under section 504 of the Rehabilitation Act provides services to improve mobility and reduce limitations caused by physical disabilities and/or injuries - such as leg strengthening for use of a walker physical therapist Activities performed on the job are most likely to be described in which of the following sections of an IEP once the student is 16 Transition services The major difference between traumatic brain injury (TBI) and orthopedic impairment is that TBI is an acquired injury an expectation that a student who has difficulty counting money can meet adaptations in place of an academic skill Designed to assess personal, social, and adaptive functioning of disabled and nondisabled persons from birth to adulthood and most likely to be used in the identification of intellectual disabilities Vineland Adaptive Behavior Scales Creating opportunities for students to make decisions gives them more control and a sense that the classroom belongs to them, participating in the decision-making process from an early stage helps to build self-esteem levels of phonological awareness in the correct order of development listening and rhyming, syllable awareness, onset and rime, phoneme blending theoretical approach that includes stimulus-response associations made by the learner/observing behaviors that are a direct response to stimuli Behaviorism The most likely reason for administering the entire Woodcock-Johnson Psycho-Educational Battery, Third Edition, to a student is to evaluate for a discrepancy score between ability and achievement which characterizes learning disabilities PL 94-142 was developed in 1975 and was the first law which required schools to provide free and appropriate public education to students with disabilities To be eligible to receive special education services under Part B of IDEA, students must be in which of the following ranges Ages 3 to 21 This describes the symptoms of _______, which affects a person's ability to speak and understand speech most likely after a traumatic brain injury, stroke, dementia, illness and other progressive neurological disorders Aphasia the symbols used on a child's communication boards should reflect contexts meaningful to children, not the adults Special education teachers are expected to hold highly qualified status when teaching the THREE of the following Core academic subjects, Alternate achievement standards, and Multiple subjects This method involves letting students make choices about their own learning; such as allowing students to identify interesting research topics for term papers Glasser's lead teacher concept Characteristics commonly exhibited by students who have acquired a traumatic brain injury (TBI) pronounced inconsistencies in performance, inappropriate responses in social situations, and deficits in problem solving and abstract thinking This will allow students with intellectual disabilities to listen to instruction, ask questions if needed, and focus on the content Providing seats for the students away from distractions the correct sequence for designing an effective lesson plan Objective, anticipatory set, guided practice, independent practice, assessment the ability to understand and effectively communicate one's needs to other individuals self-advocacy