SPED 240 Exam 2 Solved 100% Correct
A fifth-grade student has been evaluated by a Licensed Specialist in School Psychology
(LSSP) who determines that he should be diagnosed with an emotional behavior
disorder. The student's parents are concerned about the stigmatization of this diagnosis.
The special education teacher should - ANSWERSacknowledge the parents' concerns
and explain the services the student can now receive.
A fifth-grade student with an intellectual disability is having difficulty completing a
narrative writing assignment. The special education teacher is asked to provide
appropriate writing supports for the student. The teacher should provide: - ANSWERSa
graphic organizer to help the student outline the assignment.
A fifth-grade student with dyslexia continues to struggle with reading even though she
has received special education services for over a year. The teacher would like to use
assistive technology (AT) to help her. What would be the first low-tech type of assistive
technology that may be considered for addition into her Individualized Education Plan
(IEP) and why? - ANSWERScolored overlays, because they are low cost and do not
disrupt the classroom setting
A first-grade student has recently been diagnosed with autism and his parents are
attending their first ARD meeting. The student's mother admits to the special education
teacher that she is nervous and does not understand some of the process. How can the
special education teacher assist the parent in the ARD meeting? - ANSWERSprovide
the parent with a copy of the procedural safeguards
A first-grade student with autism spectrum disorder is having difficulty with classroom
transitions. To help the student, the special education teacher should: -
ANSWERSprovide a visual schedule for the student.
A first-grade teacher receives a new student who has a diagnosis of autism. He is
supported by special education services but spends most of his time in the general
education classroom. His current reading level is unknown and he often loses interest in
independent work, choosing to draw instead. He also frequently sits by himself at lunch
and recess and does not participate in group activities.
Which classroom accommodations would be most appropriate to assist this student? -
ANSWERSproviding an incentive system for completing independent work
A first-grade teacher receives a new student who has a diagnosis of autism. He is
supported by special education services but spends most of his time in the general
education classroom. His current reading level is unknown and he often loses interest in
independent work, choosing to draw instead. He also frequently sits by himself at lunch
and recess and does not participate in group activities.
, Which of the following would be an appropriate step for the general education teacher to
improve the student's interactions with his classmates? - ANSWERSproviding a lunch-
time social skills group with the special education teacher
A first-grade teacher receives a new student who has a diagnosis of autism. He is
supported by special education services but spends most of his time in the general
education classroom. His current reading level is unknown and he often loses interest in
independent work, choosing to draw instead. He also frequently sits by himself at lunch
and recess and does not participate in group activities.
Which of the following would be an important first step in determining the student's
reading level? - ANSWERScollaborating with the special education teacher to
administer a reading assessment
A first-grader with Autism Spectrum Disorder and limited verbal speech in a self-
contained classroom is unable to effectively wash his hands after using the restroom.
The student currently turns the water on and off then returns to his area. To improve the
student's hand-washing skills, the special education teacher should: -
ANSWERSverbally direct him to wash his hands when he leaves the restroom.
A fourth grader, Vincent, is struggling with divisibility rules. He cannot consistently
remember and apply all of the rules when given a number which frustrates him. The
teacher feels that his behavior is becoming increasingly disruptive during math time. He
has a behavior intervention plan (BIP) and accommodations. What should the special
education teacher recommend? - ANSWERSRequest a committee meeting so that the
accommodation of using a calculator can be added.
A fourth-grade student receives services for an emotional disability due to a diagnosis of
generalized anxiety disorder. His anxieties seem to be heightened when dealing with
unexpected changes to his routine. Which of the following positive behavioral supports
would be most appropriate for him? - ANSWERSreviewing a daily schedule with him
and highlighting any events that are atypical
A fourth-grade student who has attention-deficit/hyperactivity disorder (ADHD) has a
testing accommodation of extra time. What could be the reasoning behind this
accommodation? - ANSWERSThe student frequently asks for breaks during testing to
go to the bathroom or get a drink of water to refocus, and extra time allows the student
to take the breaks without being penalized for time running out during a test.
A fourth-grade student with autism spectrum disorder has difficulty making and
maintaining friendships in his general education classroom. To help address this, the
special education teacher should: - ANSWERScreate a social skills small group to
practice trading information and conversations.
A high school student with intellectual disabilities has expressed an interest in working
at a clothing store. He would like to stock shelves and help with displays in the store.
Which of these transition activities would provide the best training for him to prepare for
A fifth-grade student has been evaluated by a Licensed Specialist in School Psychology
(LSSP) who determines that he should be diagnosed with an emotional behavior
disorder. The student's parents are concerned about the stigmatization of this diagnosis.
The special education teacher should - ANSWERSacknowledge the parents' concerns
and explain the services the student can now receive.
A fifth-grade student with an intellectual disability is having difficulty completing a
narrative writing assignment. The special education teacher is asked to provide
appropriate writing supports for the student. The teacher should provide: - ANSWERSa
graphic organizer to help the student outline the assignment.
A fifth-grade student with dyslexia continues to struggle with reading even though she
has received special education services for over a year. The teacher would like to use
assistive technology (AT) to help her. What would be the first low-tech type of assistive
technology that may be considered for addition into her Individualized Education Plan
(IEP) and why? - ANSWERScolored overlays, because they are low cost and do not
disrupt the classroom setting
A first-grade student has recently been diagnosed with autism and his parents are
attending their first ARD meeting. The student's mother admits to the special education
teacher that she is nervous and does not understand some of the process. How can the
special education teacher assist the parent in the ARD meeting? - ANSWERSprovide
the parent with a copy of the procedural safeguards
A first-grade student with autism spectrum disorder is having difficulty with classroom
transitions. To help the student, the special education teacher should: -
ANSWERSprovide a visual schedule for the student.
A first-grade teacher receives a new student who has a diagnosis of autism. He is
supported by special education services but spends most of his time in the general
education classroom. His current reading level is unknown and he often loses interest in
independent work, choosing to draw instead. He also frequently sits by himself at lunch
and recess and does not participate in group activities.
Which classroom accommodations would be most appropriate to assist this student? -
ANSWERSproviding an incentive system for completing independent work
A first-grade teacher receives a new student who has a diagnosis of autism. He is
supported by special education services but spends most of his time in the general
education classroom. His current reading level is unknown and he often loses interest in
independent work, choosing to draw instead. He also frequently sits by himself at lunch
and recess and does not participate in group activities.
, Which of the following would be an appropriate step for the general education teacher to
improve the student's interactions with his classmates? - ANSWERSproviding a lunch-
time social skills group with the special education teacher
A first-grade teacher receives a new student who has a diagnosis of autism. He is
supported by special education services but spends most of his time in the general
education classroom. His current reading level is unknown and he often loses interest in
independent work, choosing to draw instead. He also frequently sits by himself at lunch
and recess and does not participate in group activities.
Which of the following would be an important first step in determining the student's
reading level? - ANSWERScollaborating with the special education teacher to
administer a reading assessment
A first-grader with Autism Spectrum Disorder and limited verbal speech in a self-
contained classroom is unable to effectively wash his hands after using the restroom.
The student currently turns the water on and off then returns to his area. To improve the
student's hand-washing skills, the special education teacher should: -
ANSWERSverbally direct him to wash his hands when he leaves the restroom.
A fourth grader, Vincent, is struggling with divisibility rules. He cannot consistently
remember and apply all of the rules when given a number which frustrates him. The
teacher feels that his behavior is becoming increasingly disruptive during math time. He
has a behavior intervention plan (BIP) and accommodations. What should the special
education teacher recommend? - ANSWERSRequest a committee meeting so that the
accommodation of using a calculator can be added.
A fourth-grade student receives services for an emotional disability due to a diagnosis of
generalized anxiety disorder. His anxieties seem to be heightened when dealing with
unexpected changes to his routine. Which of the following positive behavioral supports
would be most appropriate for him? - ANSWERSreviewing a daily schedule with him
and highlighting any events that are atypical
A fourth-grade student who has attention-deficit/hyperactivity disorder (ADHD) has a
testing accommodation of extra time. What could be the reasoning behind this
accommodation? - ANSWERSThe student frequently asks for breaks during testing to
go to the bathroom or get a drink of water to refocus, and extra time allows the student
to take the breaks without being penalized for time running out during a test.
A fourth-grade student with autism spectrum disorder has difficulty making and
maintaining friendships in his general education classroom. To help address this, the
special education teacher should: - ANSWERScreate a social skills small group to
practice trading information and conversations.
A high school student with intellectual disabilities has expressed an interest in working
at a clothing store. He would like to stock shelves and help with displays in the store.
Which of these transition activities would provide the best training for him to prepare for
