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TEST BANK
Assessment of Children and Youth with Special Needs
By Libby G. Cohen
5th edition
ST
U
D
YL
AB
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Test Bank
CHAPTER 1
UNDERSTANDING ASSESSMENT
Multiple Choice Questions
1. Assessment in special education can be used to
A. provide regular feedback to students about their performance.
B. determine a student’s achievement/ability levels.
C. determine if a student needs to be referred for additional assessment.
D. determine if a child has a disability.
E. all of the above.
ST
2. Teachers may assess student progress using
A. written exams.
B. quizzes.
C. portfolios.
D. tests.
E. all of the above.
U
3. The Individuals with Disabilities Education Improvement Act (IDEiA)
A. provides new emphasis on improving results for students with disabilities.
B. contains information regarding court decisions affecting assessment practices.
C. caps the number of students who can take alternative assessments at 10%.
D
D. all of the above.
4. A student’s IEP must include a statement of transition service needs beginning at age
A. 8 or younger (if determined appropriate by the IEP team).
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B. 11 or younger (if determined appropriate by the IEP team).
C. 16 or younger (if determined appropriate by the IEP team).
D. 21 or younger (if determined appropriate by the IEP team).
E. IDEA does not require this.
5. In special education, decisions regarding the programming and provision of with a disability are made by
the IEP team which consists of
A. the parent and special education teacher.
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B. the parent, regular education teacher, and special education teacher.
C. the parent, regular and special education teachers, and an administrator.
D. the parent, regular and special education teachers, an administrator, andwhen appropriate, the student.
6. Response to Intervention
A. occurs once the child is eligible for special education services.
B. focuses on students at the middle and secondary levels.
C. usually begins with the general education teacher who monitors each student’s progress.
D. all of the above.
7. A child’s IEP should include information about which of the following?
A. individual accommodations that are necessary for the student to participate instate and district-wide
assessments.
B. the child’s I.Q.
C. the child’s present level of functioning.
D. the child’s past performance in the regular classroom.
E. only A and C.
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8. The IEP team
A. shares information gathered through various assessment approaches.
B. determines student needs, if any, for accommodations or modifications to instruction and assessment.
C. plans, develops, monitors, and, evaluates the individualized education program.
D. all of the above .
9. The IEP team conducts a re-evaluation not more frequently than once a year and at least once every
A. 5 years unless the parent and school personnel agree that a re-evaluation is unnecessary.
B. 3 years unless the parent and school personnel agree that a re-evaluation is unnecessary.
C. 2 years.
D. a re-evaluation must be conducted every year.
10. An early childhood multidisciplinary team
A. assesses, implements, and evaluates early childhood intervention services.
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B. reviews court decisions relative to parents with disabilities.
C. writes individualized child development plans (ICDP).
D. all of the above.
11. Due process
A. is an important component of No Child Left Behind.
B. ensures that any court decision will be fair to all parties.
C. describes procedures to protect the rights of parents and children with disabilities.
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D. all of the above.
12. An example of informed consent would be
A. a parent receives a copy of parent rights regarding assessment procedures
D
B. parents share a videotape of their child.
C. a teacher maintains e-mail contact with the family.
D. all of the above.
YL
13. No Child Left Behind Legislation
A. requires assessment of student achievement in math and reading/language arts in grades 3 through 8 and
at least once during grades 10 through 12.
B. requires assessment of student achievement in science at least once in grades 3 through 5, 6 through 9,
and 10 through 12.
C. requires assessment of ALL students, including those with significant disabilities.
D. all of the above.
E. only A and B.
AB
14. What are some considerations to keep in mind when assessing students of diverse cultures? (Circle all that
apply.)
A. the child’s command of the English language.
B. differing educational expectations of the school and the culture.
C. litigation related to assessment.
D. sensitivity to and respect for different beliefs and values.
E. awareness of your own biases.
15. Educators must maintain
A. knowledge and skill.
B. expensive attire.
C. confidentiality.
D. only A and C.
E. none of the above.
16. Parents have the right to
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A. review their child’s records regarding assessment and educational placement.
B. obtain an independent evaluation.
C. choose the assessment instruments to assess their child.
D. only A and B.
E. all of the above.
17. Assessment of a developmental delay includes
A. physical development.
B. cognitive development.
C. communication development.
D. social or emotional development.
E. adaptive development.
F. all of the above.
G. only B and C.
ST
18. An accommodation for a writing assessment may include
A. changes in the format of materials.
B. reduce the number of assessment items.
C. use of computer instead of traditional paper and pencil.
D. all of the above.
E. only A and C.
19. Teachers are careful when assessing young children due to
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A. possible detrimental effects of labelling a child at a young age.
B. young child’s physical characteristics.
C. lack of adequate assessment tools for the young.
D. only A and C.
D
20. Assessment practices are influenced by
A. federal legislation.
B. attitude and values.
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C. court decisions.
D. linguistic and cultural diversity.
E. all of the above.
21. An educator could develop sensitivity towards others by (Circle all that apply)
A. meeting others.
B. having multilingual skills.
C. listening to others.
AB
D. understanding traditions, values and beliefs.
E. appreciating strengths and unique qualities.
22. IDEiA ensures
A. special education services for children and youth aged 3 through 21.
B. early intervention services for infants and toddlers birth through age 2.
C. all children with disabilities have the right to free and appropriate public education.
D. all of the above.
23. A modification to an assessment procedure may include (circle all that apply)
A. changes to the class arrangement.
B. completing half of the assessment items.
C. giving extra time to complete the assessment.
D. reading a condensed version of the passage.
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TEST BANK
Assessment of Children and Youth with Special Needs
By Libby G. Cohen
5th edition
ST
U
D
YL
AB
lkjhgfds
, kjhgfds
Test Bank
CHAPTER 1
UNDERSTANDING ASSESSMENT
Multiple Choice Questions
1. Assessment in special education can be used to
A. provide regular feedback to students about their performance.
B. determine a student’s achievement/ability levels.
C. determine if a student needs to be referred for additional assessment.
D. determine if a child has a disability.
E. all of the above.
ST
2. Teachers may assess student progress using
A. written exams.
B. quizzes.
C. portfolios.
D. tests.
E. all of the above.
U
3. The Individuals with Disabilities Education Improvement Act (IDEiA)
A. provides new emphasis on improving results for students with disabilities.
B. contains information regarding court decisions affecting assessment practices.
C. caps the number of students who can take alternative assessments at 10%.
D
D. all of the above.
4. A student’s IEP must include a statement of transition service needs beginning at age
A. 8 or younger (if determined appropriate by the IEP team).
YL
B. 11 or younger (if determined appropriate by the IEP team).
C. 16 or younger (if determined appropriate by the IEP team).
D. 21 or younger (if determined appropriate by the IEP team).
E. IDEA does not require this.
5. In special education, decisions regarding the programming and provision of with a disability are made by
the IEP team which consists of
A. the parent and special education teacher.
AB
B. the parent, regular education teacher, and special education teacher.
C. the parent, regular and special education teachers, and an administrator.
D. the parent, regular and special education teachers, an administrator, andwhen appropriate, the student.
6. Response to Intervention
A. occurs once the child is eligible for special education services.
B. focuses on students at the middle and secondary levels.
C. usually begins with the general education teacher who monitors each student’s progress.
D. all of the above.
7. A child’s IEP should include information about which of the following?
A. individual accommodations that are necessary for the student to participate instate and district-wide
assessments.
B. the child’s I.Q.
C. the child’s present level of functioning.
D. the child’s past performance in the regular classroom.
E. only A and C.
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8. The IEP team
A. shares information gathered through various assessment approaches.
B. determines student needs, if any, for accommodations or modifications to instruction and assessment.
C. plans, develops, monitors, and, evaluates the individualized education program.
D. all of the above .
9. The IEP team conducts a re-evaluation not more frequently than once a year and at least once every
A. 5 years unless the parent and school personnel agree that a re-evaluation is unnecessary.
B. 3 years unless the parent and school personnel agree that a re-evaluation is unnecessary.
C. 2 years.
D. a re-evaluation must be conducted every year.
10. An early childhood multidisciplinary team
A. assesses, implements, and evaluates early childhood intervention services.
ST
B. reviews court decisions relative to parents with disabilities.
C. writes individualized child development plans (ICDP).
D. all of the above.
11. Due process
A. is an important component of No Child Left Behind.
B. ensures that any court decision will be fair to all parties.
C. describes procedures to protect the rights of parents and children with disabilities.
U
D. all of the above.
12. An example of informed consent would be
A. a parent receives a copy of parent rights regarding assessment procedures
D
B. parents share a videotape of their child.
C. a teacher maintains e-mail contact with the family.
D. all of the above.
YL
13. No Child Left Behind Legislation
A. requires assessment of student achievement in math and reading/language arts in grades 3 through 8 and
at least once during grades 10 through 12.
B. requires assessment of student achievement in science at least once in grades 3 through 5, 6 through 9,
and 10 through 12.
C. requires assessment of ALL students, including those with significant disabilities.
D. all of the above.
E. only A and B.
AB
14. What are some considerations to keep in mind when assessing students of diverse cultures? (Circle all that
apply.)
A. the child’s command of the English language.
B. differing educational expectations of the school and the culture.
C. litigation related to assessment.
D. sensitivity to and respect for different beliefs and values.
E. awareness of your own biases.
15. Educators must maintain
A. knowledge and skill.
B. expensive attire.
C. confidentiality.
D. only A and C.
E. none of the above.
16. Parents have the right to
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A. review their child’s records regarding assessment and educational placement.
B. obtain an independent evaluation.
C. choose the assessment instruments to assess their child.
D. only A and B.
E. all of the above.
17. Assessment of a developmental delay includes
A. physical development.
B. cognitive development.
C. communication development.
D. social or emotional development.
E. adaptive development.
F. all of the above.
G. only B and C.
ST
18. An accommodation for a writing assessment may include
A. changes in the format of materials.
B. reduce the number of assessment items.
C. use of computer instead of traditional paper and pencil.
D. all of the above.
E. only A and C.
19. Teachers are careful when assessing young children due to
U
A. possible detrimental effects of labelling a child at a young age.
B. young child’s physical characteristics.
C. lack of adequate assessment tools for the young.
D. only A and C.
D
20. Assessment practices are influenced by
A. federal legislation.
B. attitude and values.
YL
C. court decisions.
D. linguistic and cultural diversity.
E. all of the above.
21. An educator could develop sensitivity towards others by (Circle all that apply)
A. meeting others.
B. having multilingual skills.
C. listening to others.
AB
D. understanding traditions, values and beliefs.
E. appreciating strengths and unique qualities.
22. IDEiA ensures
A. special education services for children and youth aged 3 through 21.
B. early intervention services for infants and toddlers birth through age 2.
C. all children with disabilities have the right to free and appropriate public education.
D. all of the above.
23. A modification to an assessment procedure may include (circle all that apply)
A. changes to the class arrangement.
B. completing half of the assessment items.
C. giving extra time to complete the assessment.
D. reading a condensed version of the passage.
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