Autonomy vs. Shame and Doubt (Erikson)
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1 to 3 years: To realize that one is an independent person who can make
decisions and doubt
A fourth-grade student with moderate-to-severe intellectual disabilities has difficulty
writing whole numbers when requested. The teacher initially uses hand-over-hand
guidance and later transitions to touching the student's elbow to confirm correct
number formation. The teacher's approach to skill reinforcement is known as
A. cooperative learning
B. repeated modeling
C. hierarchy of prompts
D. concept generalization
,Give this one a try later!
Option (C) is correct. Transitioning from hand-over-hand to elbow touching
is an example of the hierarchy of prompts that guides students using most-
to-least prompting.
A student may qualify for a specific learning disability in which of the following areas if
the student does not achieve adequately for his or her age when provided with
learning experiences and instruction appropriately matched to state-approved
grade-level standards?
A. Intellectual functioning
B. Oral expression
C. Limited English proficiency
D. Motor skills
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Option (B) is correct. Students with specific learning disabilities frequently
experience difficulty with oral expression, a problem that can affect both
academic and social interactions.
Trust vs. Mistrust (Erikson)
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0-1 years. Erikson's first stage during the first year of life, infants learn to
trust when they are cared for in a consistent warm manner
,Which of the following is best for collecting data about a student's inappropriate ways
of communicating in an effort to determine what the student is actually
communicating?
A. Individual intelligence test
B. Curriculum-based measurement
C. Alternate portfolio assessment
D. Functional behavioral assessment
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Option (D) is correct. A functional behavioral assessment is used to identify
the ways a student communicates intent with the goal of identifying
alternate and more appropriate forms of communication.
Which of the following is the most appropriate use of exit slips in a coteaching
setting?
A. Forming collaborative groups in which students can work on future activities
B. Documenting students' academic progress for report cards
C. Teaching students how to use feedback to assess their peers
D. Gathering information about students current understanding
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Option (D) is correct. Gathering information about students current
understanding of concepts is the purpose of exit slips. They enable
coteachers to determine whether reteaching is necessary for some or all of
the students.
, A student with autism spectrum disorder displays inappropriate behaviors. To best
ensure that the interventions designed for the student are most effective, the student's
special education teacher is responsible for doing which of the following?
A. Conducting a comprehensive functional behavioral assessment
B. Generating a similar intervention plan for the family to use at home
C. Including opportunities for skill practice in unstructured surroundings
D. Transitioning from behavior modeling to partial physical assistance
Give this one a try later!
Option (C) is correct. A student who is receiving specially designed
interventions needs multiple opportunities to practice replacement
behaviors and skills in unstructured, naturalistic environments as well as in
structured environments.
A special education teacher who gives frequent progress monitoring assessments is
most likely doing so to
A. write detailed weekly progress reports
B. modify instructional interventions
C. provide parents with bimonthly feedback
D. eliminate the need for benchmark assessments
Give this one a try later!
Option (B) is correct. Frequent progress monitoring allows special
education teachers to track students individual growth and modity
instruction and interventions as needed.
Intimacy vs. Isolation (Erikson)
Give this one a try later!
1 to 3 years: To realize that one is an independent person who can make
decisions and doubt
A fourth-grade student with moderate-to-severe intellectual disabilities has difficulty
writing whole numbers when requested. The teacher initially uses hand-over-hand
guidance and later transitions to touching the student's elbow to confirm correct
number formation. The teacher's approach to skill reinforcement is known as
A. cooperative learning
B. repeated modeling
C. hierarchy of prompts
D. concept generalization
,Give this one a try later!
Option (C) is correct. Transitioning from hand-over-hand to elbow touching
is an example of the hierarchy of prompts that guides students using most-
to-least prompting.
A student may qualify for a specific learning disability in which of the following areas if
the student does not achieve adequately for his or her age when provided with
learning experiences and instruction appropriately matched to state-approved
grade-level standards?
A. Intellectual functioning
B. Oral expression
C. Limited English proficiency
D. Motor skills
Give this one a try later!
Option (B) is correct. Students with specific learning disabilities frequently
experience difficulty with oral expression, a problem that can affect both
academic and social interactions.
Trust vs. Mistrust (Erikson)
Give this one a try later!
0-1 years. Erikson's first stage during the first year of life, infants learn to
trust when they are cared for in a consistent warm manner
,Which of the following is best for collecting data about a student's inappropriate ways
of communicating in an effort to determine what the student is actually
communicating?
A. Individual intelligence test
B. Curriculum-based measurement
C. Alternate portfolio assessment
D. Functional behavioral assessment
Give this one a try later!
Option (D) is correct. A functional behavioral assessment is used to identify
the ways a student communicates intent with the goal of identifying
alternate and more appropriate forms of communication.
Which of the following is the most appropriate use of exit slips in a coteaching
setting?
A. Forming collaborative groups in which students can work on future activities
B. Documenting students' academic progress for report cards
C. Teaching students how to use feedback to assess their peers
D. Gathering information about students current understanding
Give this one a try later!
Option (D) is correct. Gathering information about students current
understanding of concepts is the purpose of exit slips. They enable
coteachers to determine whether reteaching is necessary for some or all of
the students.
, A student with autism spectrum disorder displays inappropriate behaviors. To best
ensure that the interventions designed for the student are most effective, the student's
special education teacher is responsible for doing which of the following?
A. Conducting a comprehensive functional behavioral assessment
B. Generating a similar intervention plan for the family to use at home
C. Including opportunities for skill practice in unstructured surroundings
D. Transitioning from behavior modeling to partial physical assistance
Give this one a try later!
Option (C) is correct. A student who is receiving specially designed
interventions needs multiple opportunities to practice replacement
behaviors and skills in unstructured, naturalistic environments as well as in
structured environments.
A special education teacher who gives frequent progress monitoring assessments is
most likely doing so to
A. write detailed weekly progress reports
B. modify instructional interventions
C. provide parents with bimonthly feedback
D. eliminate the need for benchmark assessments
Give this one a try later!
Option (B) is correct. Frequent progress monitoring allows special
education teachers to track students individual growth and modity
instruction and interventions as needed.
Intimacy vs. Isolation (Erikson)
