x
x
x
x
x
MTTC COGNITIVE IMPAIRMENT TEST
x x x
QUESTIONS
x
x
AND ANSWERS 100% x x
VERIFIED. x
x
x
x
x
x
According xto xLev xVygotsky's xtheory xof xsocial xdevelopment, xthe xzone xof xproximal
xdevelopment xis... x- x x xcorrect xanswer. x xthe xdistance xbetween xa xstudent's xability xto
xperform xa xtask xguided xby xan xadult xor xcollaborating xwith xa xpeer xand xthe xstudent's
xability xto xperform xthat xtask xindependently. xVygotsky xidentified xthis xzone xas xthe xarea
xwherein xlearning xtakes xplace. xThe xadult xor xpeer xwho xhelps xthe xstudent xis xthe xMore
xKnowledgeable xOther x(MKO); x
x
Which xof xthe xfollowing xstatements xis xtrue xregarding xindividuals xwith xautism xspectrum
xdisorders? x- x x xcorrect xanswer. x xsome xpeople xwith xautism xspectrum xdisorders xhave
xmental xretardation xand xsome xdo xnot x x
About x50 xpercent xof xpersons xdiagnosed xwith xsome xform xof xautistic xdisorder xare xalso
xdiagnosed xwith xmental xretardation, xwhile xthe xother xhalf xhas xnormal xIQ xscores; xof
xthese, xmany xare xhighly xintelligent. x
x
Which xof xthe xfollowing xis xnot xan xassessment xtype xon xMI-Access, xa xMichigan xstate
xalternative xassessment xfor xstudents xwith xdisabilities? x- x x xcorrect xanswer. x xAs xof
x2005, xMIAccess xdid xnot xinclude xan xassessment xfor xstudents xwith x"profound"
xcognitive ximpairment. xMI-Access xdoes xinclude xInterim xPhase x2 xBRIGANCE, xa
xcommercial xtest xtailored xfor xMichigan xstudents xdemonstrating xmild xcognitive
ximpairment; xSupported xIndependence, xan xassessment xfor xstudents xfunctioning xat
xthe xmoderate xlevel xof xcognitive ximpairment; xand xParticipation, xan xassessment
xdesigned xfor xstudents xwho xdemonstrate xsevere xcognitive ximpairment. x
x
Which xof xthe xfollowing xis xtrue xregarding xthe xof xScales xof xIndependent xBehavior-
Revised x
(SIB-R), xthe xstandard xform xof xthe xVineland xAdaptive xBehavior xScales, xthe xAmerican x
Association xon xMental xRetardation x(AAMR) xAdaptive xBehavior xScales x(ABS), xand
xthe xInventory xfor xClient xand xAgency xPlanning x(ICAP)? x- x x xcorrect xanswer. x xThese
xtests xall xsupply xintercorrelations xamong xtheir xown xdifferent xsubscales xto xshow
xrelationships xamong xtheir xindividual xtest xcomponents. x x
It xis xnot xtrue xthat xthey xall xgive xcomparison xscores xbetween xstudents xwith xand
xwithout xdisabilities. xOnly xthe xSIB-R xand xthe xICAP xprovide xthis xinformation xfor xage-
matched xpopulations. xNone xof xthe xfour xtests xgive xdiscriminant xanalyses xto xaid xwith
,xschool xplacements xand xdetermining xlevel xof xmental xretardation x(MR); xagain, xonly
xthe xSIB-R xand xthe xICAP xsupply xthese. xTherefore, xit xis xnot xtrue xthat xthese xtests xall
xincorporate xall xof xthese xcomponents. x
x
According xto xthe xIDEA x2004 xlaw, xwhen xdo xstudents xbecome xinvolved xin xtheir xown
xtransition xplanning xas xa xpart xof xtheir xIEP x(Individual xEducation xPlan)? x- x x xcorrect
xanswer. x xAccording xto xIDEA x(Individuals xwith xDisabilities xEducation xAct) x2004,
xstudents xbecome xinvolved xin xtheir xown xtransition xplanning, xwhich xis xincluded xin xtheir
xIEPs, xwhen xthey xreach xthe xage xof x16. xAt xthis xage, xstudents xare xalso xexpected xto
xsign xtheir xIEPs. xThe x1994 xIDEA xmandated xbeginning xtransition xplanning xwhen xthe
xstudent xreached xthe xage xof x14, xbut xthis xwas xchanged xin xthe xnewer xversion xof xthe
xlaw. xEducators, xparents, xand xstudents xare xstill xencouraged xto xbegin xtransition
xplanning xwhen xthe xstudent xis x14, xas xit xcan xtake xseveral xyears xwith xsome xstudents,
xbut xit xis xnot xlegally xrequired xuntil xthe xstudent xis x16. x
x
# x1 xExample xof xa x36 xmonth xold xchild xshowing xlanguage xdelay x- x x xcorrect xanswer. x
xB. x36 xmonth xold xchild xhas xan xoral xexpression xvocab xof x20 xwords xand xdoes xnot
xcombine xwords xin xher xspeech x
x
# x2 xA xthird xgrade xautistic xstudent xwill xmost xlikely xshow xdifficulty xwith xthe xfollowing
xtask x-
x
correct xanswer. x xA. xworking xcooperatively xwith xother xstudents xon xclass
xprojects
x
# x3 xa xleading xprenatal xcause xof xcognitive ximpairments xis x- x x x correct xanswer. x x C.
xexposure x
x
to xsubstance
xabuse
x
# x4 xteaching xmild xto xmoderate xc.i. xstudents xto xcross xthe xstreet xwith xthese xsteps
x(stop, x
look, xlisten, xwalk) xis xsuccessful xif x- x x xcorrect xanswer. x xD. xstudents xpractice xas
xoften xas x
x
possible xin xthe xactual xsetting xwhere xthey xwill xuse xthese
xsteps
x
# x5 xin xa xstandardized xadaptive xbehavior xassessment xof xa xstudent xwith xc.i.,
xnormative xdata xshould xbe xused xto xprovide xwhich xtype xof xinformation x- x x xcorrect
xanswer. x xA. xa xcomparison xof xstudent's xconceptual, xsocial xand xpractical xabilities xwith
xthose xof xstudents xwithout xcognitive ximpairments x
x
# x6 xwhen xinterviewing xparents xof xa xstudent xdemonstrating xdifficulties xin xall xacademic
xareas xand xdemonstrates xinappropriate xsocial xbehaviors xwhich xof xthe xfollowing
xquestions xwould xprovide xthe xmost xuseful xinformation xto xthe xteacher? x
A. when xdid xyou xfirst xnotice xstudent xusing xlanguage xto xcommunicate xhis xneeds x
B. what xkind xof xtoys xdoes xhe xplay xwith x
C. does xhe xfollow xa xroutine xat xhome x
,D. is xhe xinvolved xin xcommunity xactivities x- x x xcorrect xanswer. x xA. xwhen xdid xyou xfirst
xnotice xthe xstudent xusing xlanguage xto xcommunicate xhis xneeds x
x
# x7 xa xgood xassessment xto xprovide xAT xto xa xstudent xwith xcerebral xpalsy xfor xeating
xassistance xis x- x x x correct xanswer. x xB. xan xinformal xassessment xat xlunch xto xintroduce
xstudent xto xvarious xAT xdevices xand xobserve xwhich xis xeasiest xand xmost xeffective xfor
xstudent xto xuse x
x
# x8 xcommunicating xtest xresults xto xparents xwho xhave xjust xmoved xto xthe xU.S. xand
xprimary x
x
language xnot xenglish x- x x xcorrect xanswer. x xA. xpresent xall xinformation xto xparents xin
xtheir
x
native xlanguage xusing xa xprofessional xeducation xinterpreter xand
xtranslator
x
# x9 xan xIEP xteam xis xmeeting xto xsee xif xplacement xchanges xare xneeded xfor xa xstudent
xwith xmoderate xc.i. xwho xhas xjust xbeen xplaced xon xseizure xmeds xthat xaffect xhis
xmemory xand xmotor xmovement. xhe xis xcurrently xin xgen xed xwith xpull xout xspecial xed
xservices xfor xfunctional xliving xinstruction. xwhich xare ximportant xsteps xfor xthe xIEP xteam
xto xtake xwhen xdeciding xplacement x- x x xcorrect xanswer. x xD. xdetermine xthe xLRE xwithin
xthe xschool's xcontinuum xservices xthat xwill xmeet xthe xstudents xlearning xneeds x
x
# x10 xwhich xstrategies xwill xbe xmost xeffective xin xpreparing xhigh xschool xstudents xwith
xc.i. xto xlive xproductively xin xa xculturally xdiverse xcommunity xenvironment x- x x xcorrect
xanswer. x xA. xensure xthat xstudents xhave xregular xopp xto xwork xwith xstudents,
xemployers, xand xcoworkers xfrom xa xvariety xof xcultural xbackgrounds xin xschool xand xon-
site xvocational xtraining xsettings x
x
# x11 xand x8 xyear xold xwith xa xmoderate xc.i. xdoes xnot xparticipate xin xclass xdiscussions
xbecause xshe xhas xtrouble xspeaking xclearly. xHer xIEP xprogram xstates xthat xshe xneeds
xa xpicture xcommunication xdevice xwith xspeech xoutput. xThe xteachers xbest xstrategy xfor
xteaching xher xhow xto xuse xthis xdevice xwould xbe x- x x xcorrect xanswer. x xC. xmodel xhow
xto xuse xthis xdevice xand xmonitor xthe xstudent xas xshe ximitates xwhat xhas xbeen xmodeled
x
x
# x12 xa x3rd xgrade xstudent xwith xmoderate xc.i. xattends xa xinclusion xclass xthat xis
xcotaught x(gen xed xand xspec xed xteachers). xstudent xhas xtrouble xfollowing xtwo-step
xdirections xand xanswering xbasic xquestions xthat xrequire xhim xto xname xcommon xobjects
xand xactions. xThe xteachers xhave ximplemented xdirect xinstruction xand xmodeling
xtechniques xto xaddress xstudents xinstructional xneeds xand xthey xwould xlike xto xconduct
xan xongoing xassessment xof xhis xprogress xin xlearning xthese xtargeted xskills. xWhich
xsteps xshould xteachers xtake xFIRST xin xconducting xthis xassessment x- x x xcorrect
xanswer. x xD. xcollect xbase-line xdata xof xthe xstudent's xperformance xof xeach xskill x
#13 xa x16 xy.o. xstudent xwith xmild xc.i. xhas xlimited xattn xspan xand xrelated xdifficulties xwith
xgeneralizing xpreviously xlearned xinfo xto xnew xtasks. xIn xan xupcoming xIEP xmeeting xthe
xteam xwill xdiscuss xtransition xservices. xThe xC.I. xTeacher xwould xlike xstudent xto
xadvocate xfor xherself xin xthe xmeeting. xWhat xstrategy xwould xbe xeffective? x- x x x correct
, xanswer. x xA. xhelping xstudent xto xid xher xown xinterests xand xdiscussing xwith xstudent
xhow xto xlink xthese xwith xemployment xopps xand xadult xliving xoptions x
x
#14 xmiddle xschool xstudent xwith xmild xc.i. xis xlearning xto xskip xcount xby x5s xand x10s,
xusing xnickels xand xdimes. xuses xactual xmoney xto xsolve xproblems xlike xmake xa xdollar
xusing xall xnickels, xall xdimes, xand xa xcombo xof xnickels xand xdimes. xWhat xis xthe xmost
xappropriate xand xeffective xstrategy xthe xsp xed xteacher xshould xuse xNEXT xto xreinforce
xmath xskills xrelated xto xskip xcounting x- x x x correct xanswer. x xC. xprovide xstudent xwith
xopps xto xuse xskip xcounting xwith xmoney xin xauthentic xsettings, xsuch xas xbuying xlunch x
Note xthe xkey xis xto xreinforce xskip xcounting xby xfives xand xtens, xnot xintroduce xnew
xskills xlike xskip xcounting xother xmultiples xof xtwo xfor xex x
x
# x15 x- xA x17 xyear xold xstudent xwith xdown xsyndrome xand xan xassociated xmoderate xc.i.
x- xteacher xuses xclip xart xto xdevelop xa xpicture xschedule xof xeach xof xthe xstudents xdaily
xscheduled xactivities. xExample xis xthe xfirst xfunctional xacademic xskills xclass xbegins
xwith xa xpicture xof xstudent xputting xhomework xin xan x"in" xbox. xFirst xpicture xon xlunch
xschedule xis xwashing xof xhands. xThe xuse xof xa xpicture xschedule xwill xhelp xpromote
xorganization xskills xby x- x x xcorrect xanswer. x xD. xencouraging xstudent xto xuse xself-
monitoring xas xshe xmoves xthrough xactivities xwith xgreater xindependence x
(not xdeveloping xtime-management xskills, xnot xproviding xspecific xdirections xwhen xshe
xdoesn't xknow xwhat xto xdo xnext) x
x
# x16 xA xmild xc.i. xstudent xis xpreparing xto xgraduate xand xhas xgone xwith xhis xVR
x(vocational xrehabilitation) xcounselor xto xcheck xout xthe xjob. xThe xowner xad xVR xcouns
xagree xstudent xcan xdo xthe xjob xbut xwould xneed xextra xassistance xat xfirst xto xlearn xthe
xnew xtasks. xWhat xis xthe xbest xprogram xto xset xup xto xhelp xstudent xwith xthe
xemployment xtransition? x- x x x correct xanswer. x xA. xhaving xa xjob xcoach xteach xstudent
xtasks xon-the-job xand xthen xfading xassistance x
x
# x17 xA x14 xy.o. xstudent xin xself-contained xclass xwith xmoderate xc.i. xfunctional xliving
xskills xgoals xcontain xgrooming xand xhygiene xtasks xto xbe xperformed xat xhome xin
xmorning xand xevening. xParents xreport xhe xhas xmastered xthe xskills xbut xforgets xto xdo
xthem xor xdoesn't xfully xcomplete xthem. xThey xask xsp xed xteacher xfor xhelp xgetting
xstudent xto xcomplete xtasks xand xremember xto xdo xthem xindependently. xTeacher xcan
xdo xthis xby: x- x x xcorrect xanswer. x xA. xteacher xcan xwork xwith xstudent xto xcreate xa
xpersonal xreference xnotebook xthat xcontains xpictures xof xthe xsequence xsteps xinvolved
xin xeach xof xhis xhome-care xself xtasks xNotes: xmastered xso xreteaching xnot xnecessary
xnegative xconsequences xnot xthe xanswer x
a xtask xanalysis xnot xneeded xbc xhe xhas xmastered xthem x
x
x
# x18 xc.i. xteacher xwill xbe xworking xwith xstudents xand xparents xof xdiverse
xbackgrounds.
teacher xwants xto xinteract xeffectively xto xhelp xstudents xreach xhighest xpotential.
xTeacher x
should xbe xmost xaware xof x- x x xcorrect xanswer. x xD. xa xfamily's xcultural xbackground xis
xlikely xto x
x
x
x
x
MTTC COGNITIVE IMPAIRMENT TEST
x x x
QUESTIONS
x
x
AND ANSWERS 100% x x
VERIFIED. x
x
x
x
x
x
According xto xLev xVygotsky's xtheory xof xsocial xdevelopment, xthe xzone xof xproximal
xdevelopment xis... x- x x xcorrect xanswer. x xthe xdistance xbetween xa xstudent's xability xto
xperform xa xtask xguided xby xan xadult xor xcollaborating xwith xa xpeer xand xthe xstudent's
xability xto xperform xthat xtask xindependently. xVygotsky xidentified xthis xzone xas xthe xarea
xwherein xlearning xtakes xplace. xThe xadult xor xpeer xwho xhelps xthe xstudent xis xthe xMore
xKnowledgeable xOther x(MKO); x
x
Which xof xthe xfollowing xstatements xis xtrue xregarding xindividuals xwith xautism xspectrum
xdisorders? x- x x xcorrect xanswer. x xsome xpeople xwith xautism xspectrum xdisorders xhave
xmental xretardation xand xsome xdo xnot x x
About x50 xpercent xof xpersons xdiagnosed xwith xsome xform xof xautistic xdisorder xare xalso
xdiagnosed xwith xmental xretardation, xwhile xthe xother xhalf xhas xnormal xIQ xscores; xof
xthese, xmany xare xhighly xintelligent. x
x
Which xof xthe xfollowing xis xnot xan xassessment xtype xon xMI-Access, xa xMichigan xstate
xalternative xassessment xfor xstudents xwith xdisabilities? x- x x xcorrect xanswer. x xAs xof
x2005, xMIAccess xdid xnot xinclude xan xassessment xfor xstudents xwith x"profound"
xcognitive ximpairment. xMI-Access xdoes xinclude xInterim xPhase x2 xBRIGANCE, xa
xcommercial xtest xtailored xfor xMichigan xstudents xdemonstrating xmild xcognitive
ximpairment; xSupported xIndependence, xan xassessment xfor xstudents xfunctioning xat
xthe xmoderate xlevel xof xcognitive ximpairment; xand xParticipation, xan xassessment
xdesigned xfor xstudents xwho xdemonstrate xsevere xcognitive ximpairment. x
x
Which xof xthe xfollowing xis xtrue xregarding xthe xof xScales xof xIndependent xBehavior-
Revised x
(SIB-R), xthe xstandard xform xof xthe xVineland xAdaptive xBehavior xScales, xthe xAmerican x
Association xon xMental xRetardation x(AAMR) xAdaptive xBehavior xScales x(ABS), xand
xthe xInventory xfor xClient xand xAgency xPlanning x(ICAP)? x- x x xcorrect xanswer. x xThese
xtests xall xsupply xintercorrelations xamong xtheir xown xdifferent xsubscales xto xshow
xrelationships xamong xtheir xindividual xtest xcomponents. x x
It xis xnot xtrue xthat xthey xall xgive xcomparison xscores xbetween xstudents xwith xand
xwithout xdisabilities. xOnly xthe xSIB-R xand xthe xICAP xprovide xthis xinformation xfor xage-
matched xpopulations. xNone xof xthe xfour xtests xgive xdiscriminant xanalyses xto xaid xwith
,xschool xplacements xand xdetermining xlevel xof xmental xretardation x(MR); xagain, xonly
xthe xSIB-R xand xthe xICAP xsupply xthese. xTherefore, xit xis xnot xtrue xthat xthese xtests xall
xincorporate xall xof xthese xcomponents. x
x
According xto xthe xIDEA x2004 xlaw, xwhen xdo xstudents xbecome xinvolved xin xtheir xown
xtransition xplanning xas xa xpart xof xtheir xIEP x(Individual xEducation xPlan)? x- x x xcorrect
xanswer. x xAccording xto xIDEA x(Individuals xwith xDisabilities xEducation xAct) x2004,
xstudents xbecome xinvolved xin xtheir xown xtransition xplanning, xwhich xis xincluded xin xtheir
xIEPs, xwhen xthey xreach xthe xage xof x16. xAt xthis xage, xstudents xare xalso xexpected xto
xsign xtheir xIEPs. xThe x1994 xIDEA xmandated xbeginning xtransition xplanning xwhen xthe
xstudent xreached xthe xage xof x14, xbut xthis xwas xchanged xin xthe xnewer xversion xof xthe
xlaw. xEducators, xparents, xand xstudents xare xstill xencouraged xto xbegin xtransition
xplanning xwhen xthe xstudent xis x14, xas xit xcan xtake xseveral xyears xwith xsome xstudents,
xbut xit xis xnot xlegally xrequired xuntil xthe xstudent xis x16. x
x
# x1 xExample xof xa x36 xmonth xold xchild xshowing xlanguage xdelay x- x x xcorrect xanswer. x
xB. x36 xmonth xold xchild xhas xan xoral xexpression xvocab xof x20 xwords xand xdoes xnot
xcombine xwords xin xher xspeech x
x
# x2 xA xthird xgrade xautistic xstudent xwill xmost xlikely xshow xdifficulty xwith xthe xfollowing
xtask x-
x
correct xanswer. x xA. xworking xcooperatively xwith xother xstudents xon xclass
xprojects
x
# x3 xa xleading xprenatal xcause xof xcognitive ximpairments xis x- x x x correct xanswer. x x C.
xexposure x
x
to xsubstance
xabuse
x
# x4 xteaching xmild xto xmoderate xc.i. xstudents xto xcross xthe xstreet xwith xthese xsteps
x(stop, x
look, xlisten, xwalk) xis xsuccessful xif x- x x xcorrect xanswer. x xD. xstudents xpractice xas
xoften xas x
x
possible xin xthe xactual xsetting xwhere xthey xwill xuse xthese
xsteps
x
# x5 xin xa xstandardized xadaptive xbehavior xassessment xof xa xstudent xwith xc.i.,
xnormative xdata xshould xbe xused xto xprovide xwhich xtype xof xinformation x- x x xcorrect
xanswer. x xA. xa xcomparison xof xstudent's xconceptual, xsocial xand xpractical xabilities xwith
xthose xof xstudents xwithout xcognitive ximpairments x
x
# x6 xwhen xinterviewing xparents xof xa xstudent xdemonstrating xdifficulties xin xall xacademic
xareas xand xdemonstrates xinappropriate xsocial xbehaviors xwhich xof xthe xfollowing
xquestions xwould xprovide xthe xmost xuseful xinformation xto xthe xteacher? x
A. when xdid xyou xfirst xnotice xstudent xusing xlanguage xto xcommunicate xhis xneeds x
B. what xkind xof xtoys xdoes xhe xplay xwith x
C. does xhe xfollow xa xroutine xat xhome x
,D. is xhe xinvolved xin xcommunity xactivities x- x x xcorrect xanswer. x xA. xwhen xdid xyou xfirst
xnotice xthe xstudent xusing xlanguage xto xcommunicate xhis xneeds x
x
# x7 xa xgood xassessment xto xprovide xAT xto xa xstudent xwith xcerebral xpalsy xfor xeating
xassistance xis x- x x x correct xanswer. x xB. xan xinformal xassessment xat xlunch xto xintroduce
xstudent xto xvarious xAT xdevices xand xobserve xwhich xis xeasiest xand xmost xeffective xfor
xstudent xto xuse x
x
# x8 xcommunicating xtest xresults xto xparents xwho xhave xjust xmoved xto xthe xU.S. xand
xprimary x
x
language xnot xenglish x- x x xcorrect xanswer. x xA. xpresent xall xinformation xto xparents xin
xtheir
x
native xlanguage xusing xa xprofessional xeducation xinterpreter xand
xtranslator
x
# x9 xan xIEP xteam xis xmeeting xto xsee xif xplacement xchanges xare xneeded xfor xa xstudent
xwith xmoderate xc.i. xwho xhas xjust xbeen xplaced xon xseizure xmeds xthat xaffect xhis
xmemory xand xmotor xmovement. xhe xis xcurrently xin xgen xed xwith xpull xout xspecial xed
xservices xfor xfunctional xliving xinstruction. xwhich xare ximportant xsteps xfor xthe xIEP xteam
xto xtake xwhen xdeciding xplacement x- x x xcorrect xanswer. x xD. xdetermine xthe xLRE xwithin
xthe xschool's xcontinuum xservices xthat xwill xmeet xthe xstudents xlearning xneeds x
x
# x10 xwhich xstrategies xwill xbe xmost xeffective xin xpreparing xhigh xschool xstudents xwith
xc.i. xto xlive xproductively xin xa xculturally xdiverse xcommunity xenvironment x- x x xcorrect
xanswer. x xA. xensure xthat xstudents xhave xregular xopp xto xwork xwith xstudents,
xemployers, xand xcoworkers xfrom xa xvariety xof xcultural xbackgrounds xin xschool xand xon-
site xvocational xtraining xsettings x
x
# x11 xand x8 xyear xold xwith xa xmoderate xc.i. xdoes xnot xparticipate xin xclass xdiscussions
xbecause xshe xhas xtrouble xspeaking xclearly. xHer xIEP xprogram xstates xthat xshe xneeds
xa xpicture xcommunication xdevice xwith xspeech xoutput. xThe xteachers xbest xstrategy xfor
xteaching xher xhow xto xuse xthis xdevice xwould xbe x- x x xcorrect xanswer. x xC. xmodel xhow
xto xuse xthis xdevice xand xmonitor xthe xstudent xas xshe ximitates xwhat xhas xbeen xmodeled
x
x
# x12 xa x3rd xgrade xstudent xwith xmoderate xc.i. xattends xa xinclusion xclass xthat xis
xcotaught x(gen xed xand xspec xed xteachers). xstudent xhas xtrouble xfollowing xtwo-step
xdirections xand xanswering xbasic xquestions xthat xrequire xhim xto xname xcommon xobjects
xand xactions. xThe xteachers xhave ximplemented xdirect xinstruction xand xmodeling
xtechniques xto xaddress xstudents xinstructional xneeds xand xthey xwould xlike xto xconduct
xan xongoing xassessment xof xhis xprogress xin xlearning xthese xtargeted xskills. xWhich
xsteps xshould xteachers xtake xFIRST xin xconducting xthis xassessment x- x x xcorrect
xanswer. x xD. xcollect xbase-line xdata xof xthe xstudent's xperformance xof xeach xskill x
#13 xa x16 xy.o. xstudent xwith xmild xc.i. xhas xlimited xattn xspan xand xrelated xdifficulties xwith
xgeneralizing xpreviously xlearned xinfo xto xnew xtasks. xIn xan xupcoming xIEP xmeeting xthe
xteam xwill xdiscuss xtransition xservices. xThe xC.I. xTeacher xwould xlike xstudent xto
xadvocate xfor xherself xin xthe xmeeting. xWhat xstrategy xwould xbe xeffective? x- x x x correct
, xanswer. x xA. xhelping xstudent xto xid xher xown xinterests xand xdiscussing xwith xstudent
xhow xto xlink xthese xwith xemployment xopps xand xadult xliving xoptions x
x
#14 xmiddle xschool xstudent xwith xmild xc.i. xis xlearning xto xskip xcount xby x5s xand x10s,
xusing xnickels xand xdimes. xuses xactual xmoney xto xsolve xproblems xlike xmake xa xdollar
xusing xall xnickels, xall xdimes, xand xa xcombo xof xnickels xand xdimes. xWhat xis xthe xmost
xappropriate xand xeffective xstrategy xthe xsp xed xteacher xshould xuse xNEXT xto xreinforce
xmath xskills xrelated xto xskip xcounting x- x x x correct xanswer. x xC. xprovide xstudent xwith
xopps xto xuse xskip xcounting xwith xmoney xin xauthentic xsettings, xsuch xas xbuying xlunch x
Note xthe xkey xis xto xreinforce xskip xcounting xby xfives xand xtens, xnot xintroduce xnew
xskills xlike xskip xcounting xother xmultiples xof xtwo xfor xex x
x
# x15 x- xA x17 xyear xold xstudent xwith xdown xsyndrome xand xan xassociated xmoderate xc.i.
x- xteacher xuses xclip xart xto xdevelop xa xpicture xschedule xof xeach xof xthe xstudents xdaily
xscheduled xactivities. xExample xis xthe xfirst xfunctional xacademic xskills xclass xbegins
xwith xa xpicture xof xstudent xputting xhomework xin xan x"in" xbox. xFirst xpicture xon xlunch
xschedule xis xwashing xof xhands. xThe xuse xof xa xpicture xschedule xwill xhelp xpromote
xorganization xskills xby x- x x xcorrect xanswer. x xD. xencouraging xstudent xto xuse xself-
monitoring xas xshe xmoves xthrough xactivities xwith xgreater xindependence x
(not xdeveloping xtime-management xskills, xnot xproviding xspecific xdirections xwhen xshe
xdoesn't xknow xwhat xto xdo xnext) x
x
# x16 xA xmild xc.i. xstudent xis xpreparing xto xgraduate xand xhas xgone xwith xhis xVR
x(vocational xrehabilitation) xcounselor xto xcheck xout xthe xjob. xThe xowner xad xVR xcouns
xagree xstudent xcan xdo xthe xjob xbut xwould xneed xextra xassistance xat xfirst xto xlearn xthe
xnew xtasks. xWhat xis xthe xbest xprogram xto xset xup xto xhelp xstudent xwith xthe
xemployment xtransition? x- x x x correct xanswer. x xA. xhaving xa xjob xcoach xteach xstudent
xtasks xon-the-job xand xthen xfading xassistance x
x
# x17 xA x14 xy.o. xstudent xin xself-contained xclass xwith xmoderate xc.i. xfunctional xliving
xskills xgoals xcontain xgrooming xand xhygiene xtasks xto xbe xperformed xat xhome xin
xmorning xand xevening. xParents xreport xhe xhas xmastered xthe xskills xbut xforgets xto xdo
xthem xor xdoesn't xfully xcomplete xthem. xThey xask xsp xed xteacher xfor xhelp xgetting
xstudent xto xcomplete xtasks xand xremember xto xdo xthem xindependently. xTeacher xcan
xdo xthis xby: x- x x xcorrect xanswer. x xA. xteacher xcan xwork xwith xstudent xto xcreate xa
xpersonal xreference xnotebook xthat xcontains xpictures xof xthe xsequence xsteps xinvolved
xin xeach xof xhis xhome-care xself xtasks xNotes: xmastered xso xreteaching xnot xnecessary
xnegative xconsequences xnot xthe xanswer x
a xtask xanalysis xnot xneeded xbc xhe xhas xmastered xthem x
x
x
# x18 xc.i. xteacher xwill xbe xworking xwith xstudents xand xparents xof xdiverse
xbackgrounds.
teacher xwants xto xinteract xeffectively xto xhelp xstudents xreach xhighest xpotential.
xTeacher x
should xbe xmost xaware xof x- x x xcorrect xanswer. x xD. xa xfamily's xcultural xbackground xis
xlikely xto x
