DOMAIN 1
Brooklyn is a student in the fifth grade who qualifies for special education with a specific learning disability in math. Her teachers have noticed that when she is adding two numbers to create the sum of 21, Brooklyn has to start counting on her fingers at number one as she works with each number to find the sum.
Which of the following would be an appropriate IEP statement regarding this mathematical characteristic?
A. Brooklyn requires a modified curriculum at least five grade levels below her grade of record.
B. Brooklyn needs direct instruction to obtain specific strategies when adding two numbers together to find a known sum.
C. Brooklyn should stop using her fingers to find the sum of two numbers.
D. Brooklyn has good number sense and is able to easily use a numberline.
B. Brooklyn needs direct instruction to obtain specific strategies when adding two numbers together to find a known sum.
Option B is the correct answer.
Explanation:
This is an appropriate statement for an IEP.
Ms. Larson is a special education teacher in an inclusion classroom. After reading a short story to the class, she decided that students with significant specific learning disabilities (SLD) would be asked to label the sequence of events from the story using a list of choices, while all other students would be asked to describe how the tone and characterization impacted the story's theme. This is an example of:
A. a modification.
B. an accommodation.
C. an annual goal.
D. an assistive technology.
A. a modification.
Option A is the correct answer.
Explanation:
A modification changes the standard by which students are being assessed. While some students were assessed on their comprehension of the story's theme, the students with specific learning disabilities were assessed on their ability to identify the story's sequence of events, which is a different standard of the curriculum.
Nathan is a fifth-grade student with a specific learning disability (SLD) in math problem solving. Which of the following supports would most likely be a beneficial addition to his IEP?
A. Emphasize key information in word problems.
B. Provide counting sticks or other manipulatives.
C. Provide a calculator.
D. Read all quiz and test items aloud.
A. Emphasize key information in word problems.
Option A is the correct answer.
Explanation:
When key information is emphasized in multi-step word problems, students who struggle with math problem solving often find it easier to discern what is actually being asked and take the proper steps to solve the problem.
According to the Individuals with Disabilities Education Act (IDEA), all committees working on a student's IEP must be comprised of at least one general education teacher responsible for implementing the student's IEP, at least one special education teacher, the student's parent(s), a person trained in interpreting instructional implications of the evaluation results, and:
A. the student in question
B. a school board representative
C. an administer acting as a representative of the local education agency
D. an outside advocate for the student
C. an administer acting as a representative of the local education agency
Option C is the correct answer.
Explanation:
A representative of the local education agency (LEA) is required for all IEP committees. Additionally, IDEA specifies that this representative be knowledgeable about the general education curriculum and available resources of the school district, and be qualified to provide or supervise the provision of specially designed instruction to meet the unique needs of students with disabilities. Typically, this role is filled by a campus administrator.
Criterion-Referenced Tests
tests in which a standard has been set for the test taker to achieve in order to pass the test
Example.
a multiple choice or short answer test on the content of a unit of study in which a 70% is needed to pass
Which example below describes characteristics of a person with an intellectual disability?
A. a disorder in one or more of the basic psychological processes involved in understanding or in using language that may manifest itself in the imperfect ability to communicate
B. a health impairment that results in limited alertness to the educational environment
C. significantly subaverage general intellectual functioning, with deficits in adaptive behavior
D. concomitant impairments that cause severe educational needs
C. significantly subaverage general intellectual functioning, with deficits in adaptive behavior
Option C is the correct answer.
Explanation:
The characteristics shared are those of an intellectual disability.
Which of the following scenarios accurately describes the use of skill reinforcement through hierarchy of prompts?
A. The teacher provides the student with magnetic letters to use for spelling while peers practice spelling words on dry erase boards.
B. The teacher uses hand over hand to teach a student how to form letters and then transitions to sticky tape on the pencil to reinforce appropriate pencil grasp.
C. The teacher pairs the student with an older student who guides the younger student in an activity to practice spelling and writing sight words.
D. The teacher leads a whole group activity on letter identification and then shows the students how to form letters to write sight words. Next, the teacher has students practice forming letters to write sight words individually.
B. The teacher uses hand over hand to teach a student how to form letters and then transitions to sticky tape on the pencil to reinforce appropriate pencil grasp.
Option B is the correct answer.
Explanation:
By transitioning from using hand over hand to sticky tape, the teacher is using a hierarchy of prompts from most to least prompts.
Which of the following attributes would be most indicative of an expressive language disorder?
A. A student speaks at an appropriate speed and voice but is difficult to understand due to sound errors.
B. A student provides one-word answers when responding verbally and provides limited details in written responses.
C. A student frequently repeats the same word when attempting to verbalize a sentence.
D. A student has difficulty interpreting idioms, colloquialisms, and sarcasm.
B. A student provides one-word answers when responding verbally and provides limited details in written responses.
Option B is the correct answer.
Explanation:
A student who has difficulty providing adequate details in verbal or written responses may have an expressive language disorder. Students with this condition have difficulty stating or expressing their responses, but they often are able to hear and understand what others are saying to them (receptive language).
What type of assistive technology could help a third-grade student who has dyslexia and, therefore, difficulty reading?
Select all answers that apply.
A. special switches
B. text-to-speech
C. computer keyboard
D. optical character recognition
B. text-to-speech
Option B is the correct answer.
Explanation:
Students with dyslexia have a difficult time processing information. Text-to-speech recognition helps processing.
D. optical character recognition
Option D is the correct answer.
Explanation:
Students with dyslexia have a difficult time processing information. Optical character recognition helps convert printed text to digital, which can then be read aloud.
E. audiobooks
Option E is the correct answer.
Explanation:
Students with dyslexia have a difficult time processing information. Audiobooks help processing by having a passage read aloud.
Differentiated Instruction
tailoring teaching methods to meet individual needs
Example.
using varied reading levels for different student groups
Task analysis is appropriate for a teacher to conduct when the teacher:
A. is evaluating the mastery level of a goal for an upcoming IEP meeting.
B. wants to see which class jobs are best suited for their students.
C. is planning instruction on a complex concept.
D. is designing the daily schedule for the class.
C. is planning instruction on a complex concept.
Option C is the correct answer.
Explanation:
Task analysis takes complex concepts and breaks it down into smaller chunks or steps.
Which of the following teaching strategies would provide the best opportunity for differentiated instruction of preschool students?
A. whole group instruction
B. small group instruction by separating students according to the first letter of their names
C. center-based independent practice
D. mixed groupings by having the preschool class join the kindergarten class
C. center-based independent practice
Option C is the correct answer.
Explanation:
Independent practice in centers allows the teacher to work with students individually according to their needs.
Marisol is a second-grade student with a specific learning disability (SLD) in reading fluency. Which accommodation would her teachers most likely find in her IEP?
A. Provide reading assignments with lower-level vocabulary.
B. Provide reading assignments with syllable boundaries and vowel sounds pre-marked.
C. Provide reading assignments with unfamiliar words printed in bold type.
D. Provide longer reading assignments to allow for more fluency practice.
B. Provide reading assignments with syllable boundaries and vowel sounds pre-marked.
Option B is the correct answer.
Explanation:
Pre-marking syllable boundaries and vowel sounds helps a student who struggles with fluency by reducing the amount of effort required to decode the words. This helps the student to gain confidence and increase reading comprehension.
Which of the following would be considered an activity of daily living (ADL)?
Select all answers that apply.
A. toileting
B. taking medication
C. eating balanced meals
D. showering
A. toileting
Option A is the correct answer.
Explanation:
ADLs are activities that any person must do regularly such as using the restroom.
C. eating balanced meals
Option C is the correct answer.
Explanation:
ADLs are activities that any person must do regularly such as eating
D. showering
Option D is the correct answer.
Explanation:
ADLs are activities that any person must do regularly such as bathing or cleaning oneself.
Congenital
present from birth
Example.
Congenital conditions account for 1.5% of unintentional deaths.
A sixth-grade special education teacher is providing instruction on human body systems in a co-taught science class. The teacher would like to determine students' current level of understanding and gaps in learning to prepare additional lessons in the unit. Which of the following assessments should be used to address this?
A. pre-assessment
B. summative assessment
C. formative assessment
D. standardized assessment
C. formative assessment
Option C is the correct answer.
Explanation:
A formative assessment will assess the students' current level of understanding. The teacher can use this information to plan opportunities for reteaching and intervention.
Executive function includes all EXCEPT:
A. transitioning
B. initiating tasks
C. organizing
D. visual perception
Option D is the correct answer.
Explanation:
Visual perception is not an aspect of executive function.
Amir, a ten year old boy with a specific learning disability (SLD), has difficulty with decoding words, phonemic awareness, reading fluency, and comprehending grade level passages that he has read independently. Which of the following disorders is described above?
A. dyspraxia
B. dyslexia
C. dysgraphia
D. dyscalculia
B. dyslexia
Option B is the correct answer.
Explanation:
Dyslexia causes difficulty decoding single words or difficulty recognizing the connection between letters and sounds. Students with dyslexia may mispronounce or confuse similar words which impacts reading fluency and consequently decreases comprehension.
Alexander is a ninth-grade student who is identified as having autism and an intellectual disability. His most recent evaluation indicates that he is functioning on a first grade level. Alexander participates in a self-contained classroom and is instructed using functional curriculum. Which of the following IEP goals would be most appropriate for Alexander?
A. solving real world algebraic equations with the use of verbal prompts
B. writing a paragraph with an appropriate introductory sentence, body, and concluding sentence
C. editing sentences to correct spelling and punctuation errors
D. identifying sight words and using those words to form simple sentences
D. identifying sight words and using those words to form simple sentences
Option D is the correct answer.
Explanation:
A student who is functioning on a first-grade level may be able to identify simple sight words and write simple sentences using those words.
Scaffolding
providing support to students to achieve a task
Example.
guiding students step-by-step in solving a math problem
A special education teacher is administering a reading fluency assessment during the first week of the school year. Results will be used to assign the students to reading groups and plan instructional activities and interventions. Which of the following types of assessments is the teacher using?
A. summative assessment
B. pre-assessment
C. formative assessment
D. rating assessment
B. pre-assessment
Option B is the correct answer.
Explanation:
The teacher is using a pre-assessment to determine students' current reading levels and assign reading levels and interventions accordingly.
A self-management plan could help a 13-year-old student with autism:
A. learn personal care skills.
B. have independence while home alone after school.
C. monitor their own behavior and improve it.
D. attend special education meetings without a guardian present.
C. monitor their own behavior and improve it.
Option C is the correct answer.
Explanation:
A self-management plan will help the student monitor their own behavior and improve it.
Which of the following pairs does not match the associated description of an individual with this disability?
A. other health impairment: diagnosed with ADHD and receives accommodations and services
B. speech/language impairment: produces sound errors that are not developmentally appropriate for age
C. specific learning disability: experiences difficulty in the areas of reading and writing that are not commensurate with cognitive ability
D. emotional disability: has significant cognitive impairments and deficits in adaptive skills
D. emotional disability: has significant cognitive impairments and deficits in adaptive skills
Option D is the correct answer.
Explanation:
This description is more reflective of a student with an intellectual disability as these students have significant cognitive impairments and deficits in adaptive skills. Students with emotional disabilities may appear socially withdrawn and have difficulty related to peers and adults.
A special education teacher in a functional life skills classroom is teaching a student how to brush her teeth. When first introducing the skill, she held her hand over the student's hand as she showed the student all steps in the process. Now, the student is able to get her toothbrush and toothpaste independently. The teacher lightly taps the student's hand to prompt her to apply toothpaste to the toothbrush. What type of prompt is the teacher currently using?
A. verbal prompt
B. hand over hand prompt
C. partial physical prompt
D. full physical prompt
C. partial physical prompt
Option C is the correct answer.
Explanation:
The teacher is using a partial physical prompt by tapping the student's hand to prompt her to apply toothpaste.
Antecedent
the behavior, event of circumstance immediately preceding an observed behavior by a student
Example.
Susie is called on to answer a question that Jacob wanted to answer, prompting Jacob to stick his tongue out at Susie.