Lbs1 290 UPDATED ACTUAL Questions and CORRECT
Answers
A special education teacher is summarizing the B.
evaluation findings of a second-grade student with a *When an assessment is administered to student outside of the normed
suspected intellectual disability. As part of the population, no standard or scaled scores can be accurately calculated, but the
assessment, the teacher administered a standardized information could still be useful to demonstrate strengths and needs.
assessment that is normed on a younger population of
students to obtain information about the student's
developmental age-equivalency. Which of the following
strategies related to scoring the assessment would be
most appropriate in ensuring the accuracy of the
information?
A. Using the highest chronological age presented in the
manual to score assessment.
B. Presenting the findings descriptively without reporting
standardized scores
C. Estimating the student's grade-level abilities based on
performance on the test.
D. Converting the students raw scores into standardized
scores and percentile ranks.
For which of the following purposes would a behavior D.
frequency chart be used most appropriately? * Tracking how frequently a behavior occurs in various contexts is part of
A. Identifying the reward that most effectively motivates establishing baseline and having a comparison to evaluate interventions.
the student.
B. Comparing a student's behavior with that of other
students in the class.
C. Determining the appropriate intervention to address a
student's behavior.
D. Establishing the baseline for a student's behavior
Screening tools are best described as forms of B.
assessment that have which of the following *Screening tools are intended to identify when a student is broadly achieving at or
characteristics? below expectations in a content area and identify students who may need
additional support or assessment, but they do not provide detailed data or
A. They provide detailied information on exact supports a precise information on student needs.
student requires.
B. They indicate when further assessment or intervention
may be needed.
C. They inform school administrators about classroom
achievement levels.
D. They provide data to support a referral for full
educational evaluation.
, Which of the following communication strategies would C.
be most appropriate for a special education teacher to *This strategy ensures that assessment results are comprehensible to the family
use when describing assessment results to family during the meeting and does not put family members on the spot or assume they
members during an initial eligibility meeting? do not understand.
A. asking family members what questions they have about
assessment results before discussing them.
B. providing a list of terms and definitions used in
assessment reports for family members to refer to during
the meeting.
C. paraphrasing and summarizing they key information
presented in the assessment report
D. reading the assessment report aloud to the family to
accurately present all information included.
After a functional behavior assessment(FBA) has been C.
conducted an intervention team meets to create a *Goals should focus on identifying replacement behaviors that will serve the same
behavior intervention plan (BIP) for a student with an function as the disruptive behaviors analyzed in the FBA. The FBA includes an
emotional disability who has recently been analysis of the function of the behavior, and the BIP seeks to provide the student
demonstrating disruptive behavior that has not with a more functional alternative to meet the same need.
responded to informal intervention approaches. The team
begins the BIP by developing short-term and long-term
behavioral goals. A primary purpose of this step of goal
development is to:
A. identify which stakeholders should be involved in
implementing the students intervention.
B. determine the most effective and expedient way to
eliminate the challenging behavior and reinforce student
compliance.
C. identify acceptable alternative that serve the same
purpose as the challenging behavior.
D. determine which preventative strategies would
minimize the student's negative behavior.
Which of the following steps is required by federal law to D.
be completed by a school before determining that a *Special education services are not allowed to be eliminated without
middle school student who had been identified as having administering an assessment that demonstrates that the student no longer
a specific learning disability no longer meets the criteria presents with a learning disability based on comprehensive data from multiple
for special education services? sources and types of assessments. The student's parent/guardian would need to
A. changing from direct to indirect services as a consent to this evaluation.
preliminary decrease in service provision
B. informing the parents/guardians in writing that the
school has terminated services
C. trialing a period of time without services and
documenting student performance.
D. requesting parental/ guardian consent to administer a
full educational assessment.
Answers
A special education teacher is summarizing the B.
evaluation findings of a second-grade student with a *When an assessment is administered to student outside of the normed
suspected intellectual disability. As part of the population, no standard or scaled scores can be accurately calculated, but the
assessment, the teacher administered a standardized information could still be useful to demonstrate strengths and needs.
assessment that is normed on a younger population of
students to obtain information about the student's
developmental age-equivalency. Which of the following
strategies related to scoring the assessment would be
most appropriate in ensuring the accuracy of the
information?
A. Using the highest chronological age presented in the
manual to score assessment.
B. Presenting the findings descriptively without reporting
standardized scores
C. Estimating the student's grade-level abilities based on
performance on the test.
D. Converting the students raw scores into standardized
scores and percentile ranks.
For which of the following purposes would a behavior D.
frequency chart be used most appropriately? * Tracking how frequently a behavior occurs in various contexts is part of
A. Identifying the reward that most effectively motivates establishing baseline and having a comparison to evaluate interventions.
the student.
B. Comparing a student's behavior with that of other
students in the class.
C. Determining the appropriate intervention to address a
student's behavior.
D. Establishing the baseline for a student's behavior
Screening tools are best described as forms of B.
assessment that have which of the following *Screening tools are intended to identify when a student is broadly achieving at or
characteristics? below expectations in a content area and identify students who may need
additional support or assessment, but they do not provide detailed data or
A. They provide detailied information on exact supports a precise information on student needs.
student requires.
B. They indicate when further assessment or intervention
may be needed.
C. They inform school administrators about classroom
achievement levels.
D. They provide data to support a referral for full
educational evaluation.
, Which of the following communication strategies would C.
be most appropriate for a special education teacher to *This strategy ensures that assessment results are comprehensible to the family
use when describing assessment results to family during the meeting and does not put family members on the spot or assume they
members during an initial eligibility meeting? do not understand.
A. asking family members what questions they have about
assessment results before discussing them.
B. providing a list of terms and definitions used in
assessment reports for family members to refer to during
the meeting.
C. paraphrasing and summarizing they key information
presented in the assessment report
D. reading the assessment report aloud to the family to
accurately present all information included.
After a functional behavior assessment(FBA) has been C.
conducted an intervention team meets to create a *Goals should focus on identifying replacement behaviors that will serve the same
behavior intervention plan (BIP) for a student with an function as the disruptive behaviors analyzed in the FBA. The FBA includes an
emotional disability who has recently been analysis of the function of the behavior, and the BIP seeks to provide the student
demonstrating disruptive behavior that has not with a more functional alternative to meet the same need.
responded to informal intervention approaches. The team
begins the BIP by developing short-term and long-term
behavioral goals. A primary purpose of this step of goal
development is to:
A. identify which stakeholders should be involved in
implementing the students intervention.
B. determine the most effective and expedient way to
eliminate the challenging behavior and reinforce student
compliance.
C. identify acceptable alternative that serve the same
purpose as the challenging behavior.
D. determine which preventative strategies would
minimize the student's negative behavior.
Which of the following steps is required by federal law to D.
be completed by a school before determining that a *Special education services are not allowed to be eliminated without
middle school student who had been identified as having administering an assessment that demonstrates that the student no longer
a specific learning disability no longer meets the criteria presents with a learning disability based on comprehensive data from multiple
for special education services? sources and types of assessments. The student's parent/guardian would need to
A. changing from direct to indirect services as a consent to this evaluation.
preliminary decrease in service provision
B. informing the parents/guardians in writing that the
school has terminated services
C. trialing a period of time without services and
documenting student performance.
D. requesting parental/ guardian consent to administer a
full educational assessment.
