Learning Behavior Specialist I (LBS1) Test | Verified with 100% Correct Answers

Learning Behavior Specialist I (LBS1) Test | Verified with 100% Correct Answers Individuals with Disabilities Education Act (IDEA) year -First passed in 1975 under the name "Education for All Handicapped Children Act). -Renamed in 1990 -Public Law No. 94-142 Individuals with Disabilities Education Act (IDEA) purpose -Federal Law that requires schools to serve the educational needs of eligible students with disabilities -Schools must find and evaluate students suspected of having disabilities at no cost to parents (FAPE) Individuals with Disabilities Education Act (IDEA) parts A-D A-General Provision of the Law B-Assistance for education of all children with disabilities C-Infants and Toddler with disabilities (Birth-3) D-National support programs administered at the federal level Individuals with Disabilities Education Act (IDEA) 6 main elements 1.) Individualized Education Program (IEP) 2.) Free and Appropriate Public Education (FAPE) 3.) Least Restrictive Environment (LRE) 4.) Appropriate Evaluation 5.) Parent and Teacher Participation 6.) Procedural Safeguards Individuals with Disabilities Education Act (IDEA) services (13 disability categories) Autism Deaf-blindness Deafness Emotional disturbance Hearing impairment Intellectual disability Multiple disabilities Orthopedic impairment Other health impairment (including ADHD) Specific learning disability (including dyslexia, dyscalculia, and dysgraphia) Speech or language impairment Traumatic brain injury Visual impairment (including blindness) *A student must: 1.) Have a disability and as a result of that disability... 2.) Need special education in order to make progress in school Individualized Education Program (IEP) definition -Required under IDEA -Ages 3-graduation (or 22) -Legally binding document -Addresses a child's unique learning issues -Specific educational goals Individualized Education Program (IEP) must include, by law (7): 1.) A statement of your child's present level of performance (PLOP)—this is how your child is doing in school now 2.) Your child's annual educational goals 3.) Special education supports and services that the school will provide to help your child reach goals 4.) Modifications and accommodations the school will provide to help your child make progress 5.) Accommodations your child will be allowed when taking standardized tests 6.) How and when the school will measure your child's progress toward annual goals 7.) Transition planning that prepares teens for life after high school Present Level of Performance (PLOP) How a child is doing in school now Free and Appropriate Public Education (FAPE) -Required under IDEA -Says that each child who was a disability and needs special education and related services will receive a free and appropriate public education Least Restricted Environment (LRE) -Required under IDEA -A student who has a disability should have the opportunity to be educated with non-disabled peers, to the greatest extent appropriate Which of the following factors is most frequently linked with the development of social-emotional disorders in children? A. chronic physical illnesses B. pressure to conform with peer-group expectations C. traumatic brain injury D. abuse and/or neglect by caregivers (Understand various types of disabilities and the characteristics of students with special needs.) Which of the following elements of conversational behavior would be most difficult for an adolescent with a language disorder? A. recognizing personal space B. taking turns C. maintaining eye contact D. asking questions (Understand the significance of disabilities for human development and learning.) Of the following, the most important purpose of instructional assessment should be to: A. enable teachers to be continually aware of each student's standing in relation to the rest of the class. B. serve as a motivational tool to prompt students to increase their effort in the classroom. C. guide teachers' decision making regarding how best to promote optimal levels of learning and achievement. D. serve as a basis for the teacher's annual performance evaluation. (Understand types and characteristics of assessment instruments and methods.) A linguistically diverse group of young students has been learning the meaning of the words inside and outside. When the teacher assesses the students' under- standing of the words, which of the following modes of response would be the most equitable for the children to use? A. drawing a picture of the outside of their classroom B. discussing both of the words in small groups C. writing a list of objects that are inside the classroom D. physically demonstrating the meaning of the words (Understand procedures and criteria for implementing assessment activities that are appropriate for the individual needs of students with disabilities.) A general educator has referred a student for special education assessment because the student exhibits frequent off-task and disruptive behavior. The teacher suspects that the child has Attention Deficit Hyper- activity Disorder (ADHD). To determine whether the child has this condition, the prereferral intervention team must seek assessment information from: A. the school nurse. B. the school social worker. C. a physician. D. a special education teacher. (Understand how to interpret and communicate assessment results.) Julia is a 14 year old with a moderate-to- severe intellectual disability. One of the long-range transition plan goals for Julia is that she will be able to work in a community setting and be paid an hourly wage. Which of the following would be an appropriate intermediate objective in helping Julia attain this goal? A. Julia will learn to complete a task by giving herself verbal prompts. B. Julia will master reading and math skills at the fourth grade level. C. Julia will be able to sort objects into three groups by shape and color. D. Julia will learn to read and interpret written directions for a task. (Understand procedures for developing and implementing Individualized Education Programs (IEPs), Individual Family Service Plans (IFSPs), and transition plans.) Will, a high school student with Attention Deficit Hyperactivity Disorder (ADHD), is having difficulty taking notes during history lectures. To help Will improve his skills in this area, the special educator should first teach him how to: A. identify the most important information. B. write notes using a system of shorthand symbols. C. ask the teacher open-ended questions. D. apply mnemonic devices to sets of facts. (Understand strategies for creating learning experiences that make content meaningful to all students.) When planning instruction related to career development for students with disabilities, a special education teacher should be guided by which of the following principles? A. Work-related learning experiences are most successful when they occur in the classroom. B. Students with disabilities need fewer work-related learning experiences compared to students without disabilities. C. Participation in work-related learning experiences should begin during the student's senior year of high school. D. Participation in a broad range of work-related experiences helps students make appropriate career choices. (Understand the principles of instructional design and planning for students with disabilities.) A special educator wants to ensure that a high school student with an intellectual disability is acquiring reading skills that will promote her ability to live independently in the community. Which of the following would be the most important question to ask first when considering this issue? A. Based on her personal preferences and future plans, what are the student's reading needs likely to be? B. How likely is it that the student will ever be able to read beyond the first or second grade level? C. Is the student likely to live alone, or will she probably live with someone who can provide reading assistance? D. Are information sources besides written material likely to be readily available to the student? (Understand strategies and techniques used to support the development of communication, social competency, and life skills for students with disabilities.) In an inclusive setting, which of the following grouping patterns is most likely to result in positive learning experiences while facilitating interactions between students with and without disabilities? A. whole-classinstruction B. ability-based small groups C. group drill-and-practice D. cooperative learning groups (Understand principles and methods involved in individualizing instruction for students with disabilities.) Twelve-year-old Gina, a student with a disability, is included in a sixth grade classroom. Gina does not have many friends, and her teacher has recently noticed Gina being teased and bullied by a small group of girls in the class. Under these circumstances, the teacher should recognize the importance of: A. abiding by Gina's feelings with regard to how or whether to speak to the girls doing the teasing and bullying. B. ensuring that the girls doing the teasing and bullying understand that it is hurtful and must stop immediately. C. giving the students involved a chance to work out their conflicts without adult intervention. D. using indirect strategies, such as grouping practices, to improve the situation over time. (Understand how to create a positive learning environment that promotes and supports the participation of all learners.) Keisha is a 14 year old who has a learning disability. Keisha has begun putting less and less effort into school, and her teachers are concerned that she may be at risk for dropping out entirely. Which of the following would likely be the most effective strategy for the special educator to suggest to Keisha's teachers? A. Periodically make encouraging remarks to her and praise her for any work she actually completes. B. Assign her to learning groups with other at-risk students who will not outperform her and can offer moral support. C. Give her assignments that are motivational and challenging and that offer opportunities for success. D. Avoid giving her assignments that require the application of analytical or other higher-order thinking skills. (Understand procedures for structuring and managing the learning environment.) A sixth grader with special needs displays a nonaggressive, unexpected, but inappropriate behavior in class. To address the student's behavior, which of the following interventions should the teacher try first? A. acknowledging the message of the behavior (e.g., "You are having a hard time concentrating on your work.") B. giving the student a short timeout within the classroom (e.g., "Please step to the back of the classroom until you have your behavior under control.") C. advising the student of consequences (e.g., "Please return to your assignment so that you will not be removed from the class.") D. telling the student to leave the classroom (e.g., "Please report to the office.") (Understand the development and implementation of behavior interventions for students with disabilities.) A child with physical disabilities needs to develop head and arm control. Which of the following pieces of adaptive equipment would best help the student achieve this goal? A. an environmental control switch B. a wedge C. splints D. a head pointer (Understand principles for selecting, creating, and using specialized materials, equipment, and assistive technology for individuals with disabilities.) During an Individualized Education Program (IEP) team meeting, the team members disagree about the most appropriate placement for a student with autism. Which of the following actions should the team facilitator take to help the group reach consensus? A. Summarize information and ask the participants questions to clarify their positions. B. Select one member's recommendation and determine strategies for pursuing it. C. Allow the administrator to deter- mine appropriate placement. D. Recommend that the current placement be maintained. (Understand the role of the special education teacher in the collaborative learning community.) A special educator is coordinating phys- ical and occupational therapy (P.T. and O.T.) services for a student with severe and multiple disabilities who attends some general education classes. Which of the following strategies could the special educator use most effectively to ensure that the goals of these related services are integrated into the student's daily activities? A. assigning a paraprofessional to work one-on-one with the student on P.T. and O.T. goals B. incorporating correct positioning and use of adaptive equipment into classroom routines C. scheduling the therapists to work with the student on alternating days D. providing a copy of the student's therapy schedule to the student's family and all relevant school personnel (Understand how to establish partnerships with other members of the school) Which of the following actions, if taken by a special educator, would violate the privacy of a child with special needs? A. sending parents/guardians articles from popular magazines and professional journals that describe effective parenting techniques B. giving families a list of the names and phone numbers of other families who have children who receive special education services C. asking families to contribute home- made craft items to be sold at a fundraising event to benefit the school D. notifying parents/guardians of proposed legislation that might adversely affect the school's special education services (Understand how to promote positive school-home relationships.) Most typically, volunteers working as advocates for the parents/guardians of a child who may be in need of special education services are allowed to do which of the following? A. Provide an independent assessment of the child's educational needs. B. Sign consent forms authorizing a release of information. C. Make informed decisions about the child's placement and program. D. Answer questions and provide advice about processes related to special education. (Understand how to encourage school-community interactions that enhance learning opportunities for students with disabilities.) At a faculty meeting, a change in class scheduling is proposed that the special educator fears will disrupt some services for students with special needs. Which of the following would be the teacher's most appropriate response in this situation? A. Raise the issue during the meeting so that the unique needs of this population of students will be taken into account. B. Plan to contact the parents of students who may be affected and encourage them to express their concerns to the administration. C. Avoid voicing any objections until there has been enough time to assess whether a significant number of students is likely to be affected. D. Speak with the school's other special education professionals after the meeting to find out if the proposal causes them similar concerns. (Understand the roles of teachers as professionals and leaders.) After a meeting with the parents of a student with an intellectual disability, a special educator is feeling frustrated. The teacher does not understand why the parents refuse to admit that now is the time for their child to begin developing important job-related skills. Which of the following questions should the special educator ask first when reflecting on this issue? A. How can I best help the parents understand that their attitude may undermine their child's work ethic? B. Should I enlist the help of a school administrator or guidance counselor in addressing the parents' attitude? C. Are my assumptions about the student's future aims and needs the same as the parents' assumptions? D. Will a bit more patience and effort on my part enable me to overcome the parents' resistance? (Understand the practices and purposes of reflection, self-evaluation, and continuing education.) Fundamental Truths of LBS1 (3) 1.) The ideal classroom promotes a learning environment that is conducive to ALL learners. 2.) Parent rights are a priority, and their opinions matter. 3.) SPED is a legal process. Document, document, document... Autism Developmental disability that affects communication (verbal and non-verbal) as well as social interactions -Absent or distorted relationships with people -extreme or peculiar problems in communication -self-stimulation -self-injury -perceptual anomalies Cognitive Disability Significantly below average general intellectual functioning Developmental Delay Delay in physical, cognitive, emotional, communicative, or social development Emotional Disability/Disturbance Disability characterized by difficulty building relationships, inappropriate behaviors and feelings, and depression (mental health/severe behavioral issues) Examples: anxiety disorder, schizophrenia, bipolar disorder, obsessive-compulsive disorder, depression Hearing Impairment Permanent or temporary hearing impairment that adversely affects school performance Multiple Disabilities Combination of various impairments that cause such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments Orthopedic Impairment Includes orthopedic impairments caused by a congenital anomaly or disease, and impairments from other causes Examples: cerebral palsy, amputations, fractures, burns Other Health Impairment (OHI) Having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that result in limited alertness with respect to the educational environment 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 [a kidney disorder], rheumatic fever, sickle cell anemia, and Tourette syndrome; and (b) adversely affects a child's educational performance."