Deck 20: Making Instructional Decisions

Question 1

When making decisions about the placement of a student with disabilities, the desired placement is always the ​

A) home school.
B) regular classroom.
C) least restrictive appropriate environment.
D) place that can provide the most related services.

Answer 1

C

Question 2

Graphs and aimlines are helpful during the implementation of interventions because they

A) document improvement in relation to intervention intensity.
B) can serve as replacements for IEPs
C) show increases in all behaviors.
D) indicate rate and direction of behavior change

Answer 2

D

Question 3

Current educational level, goals and objectives, LRE, and related services are all important components of ​

A) setting objectives.
B) least restrictive alternative decisions.
C) every student's instructional program.
D) an individualized education program.

Answer 3

D

Question 4

Audiology, counseling services, and occupational therapy are all considered to be types of ​

A) special education.
B) medical services.
C) placements for students in special education.
D) related services.

Question 5

Referral for evaluation to determine eligibility for special education usually occurs

A) after several interventions have been tried.
B) in 4-6 weeks.
C) during the time of trying alternative interventions.
D) in the first week of school.

Question 6

One way of describing students who require special-education instruction is to say that they

A) need better teachers.
B) have made little progress, even with effective instruction.
C) have individual differences that cannot be effectively instructed
D) need related services as much as special instruction.

Question 7

Students who enter learning situations with underdeveloped skills are ​

A) likely to be educational casualties unless they receive effective instruction.
B) eligible for special education as soon as they see an intervention assistance team.
C) often the most resilient and likely to survive poor instructional conditions.
D) no different from other students.

Question 8

The statement that "teaching is experimental in nature" means that

A) it is a science.
B) hypotheses about what might work have to be tested.
C) we haven't yet found the best way to teach most kids.
D) it works only some of the time.

Question 9

A student's current educational level

A) is specifically defined in the regulations.
B) should be quantified and the results compared to a peer who is performing satisfactorily
C) is best quantified as scores from standardized achievement measures.
D) should be the level at which a student is appropriately instructed.

Question 10

Assessment and intervention activities that occur prior to formal referral to determine eligibility for special education are called

A) preassessment activities.
B) preeligibility activities.
C) prereferral activities.
D) prereferral activities.

Question 11

Problem clarification involves

A) listing who has trouble dealing with a student's problem
B) stating the problem in terms of observable behavior.
C) administering an IQ test.
D) defining the problem in terms of its reason for occurrence

Question 12

Although it is legally permissible, scores from which of the following are not particularly useful in determining current levels of performance? ​

A) Standardized achievement tests
B) Curriculum-based measurements ​
C) Frequency counts
D) Standardized intelligence tests

Question 13

In reference to teacher decision making related to special-education services, a student who is instructionally isolated ​

A) refuses to talk to the teacher.
B) must be taught in an inclusive setting.
C) is far below the lowest instructional group in a class.
D) has significant behavior problems that necessitate instruction in a residential setting.

Question 14

The IEP is predicated on the belief that students in special education need ​

A) extra attention.
B) effective group instruction techniques.
C) individualized instruction.
D) a quiet place to learn.

Question 15

Assessment plays an important part in determining a student's

A) success.
B) goals and objectives.
C) motivational characteristics.
D) physical impairments.

Question 16

A teacher has reason to be concerned about a student who is performing at a rate that is __________ other students. ​

A) any amount less than
B) 10 to 20% of
C) 20 to 50% of
D) 25% of

Question 17

Federal law is unclear about ​

A) what must be included in an IEP.
B) whether assessments need to be given in developing an IEP.
C) how the need for related services is determined.
D) how to get a student special-education services.

Question 18

The federal regulation which requires all states to have policies and procedures to ensure all children with disabilities who need special education and related services are identified, located, and evaluated is referred to as ​

A) pre-referral activities.
B) child find.
C) Public Law 99-457.
D) Buckley Amendment.

Question 19

In general, it can be said that the less intensive the intervention needed by the student, ​

A) the less restrictive is the environment.
B) the more restrictive is the environment.
C) the more likely the school is to have related services.
D) the younger the student.

Question 20

Who of the following is not required to be on the IEP team? ​

A) Parent
B) General education teacher
C) School administrator
D) School psychologist

Question 21

Generally, a problem should be recognized when a student is performing at a rate that is __________ to __________ % of other students. ​

Question 22

When several interventions have been tried without sufficient success, the student is likely to be referred for evaluation to ascertain __________ for special education. ​

Question 23

Schools must provide students with disabilities a variety of ______ to which noneligible students are seldom entitled. ​

Question 24

Students should not receive special education when better teaching or management would allow them to make satisfactory ______ in regular education. ​

Question 25

The __________ is a blueprint for instruction and specifies the goals, procedures, and related services for an individual eligible student. ​

Question 26

One goal of prereferral assessment and intervention is to __________ student difficulties before they become disabling. ​

Question 27

Difficulties identified during problem clarification should be stated in terms of __________ behavior. ​

Question 28

At present, the best way to teach students with disabilities is to rely on generally __________. ​

Question 29

Before investing in expensive and extensive assessment of a student, one should implement a variety of __________. ​

Question 30

The few students who are most difficult to teach, who make little progress in spite of systematic application of sound instructional principles, are the students who require _________. ​

Question 31

__________ provide some very limited information about how to teach. ​

Question 32

Teachers should have a clearly established __________ for a successful intervention. ​

Question 33

The effect of an intervention should be evaluated frequently enough to allow __________ of the teaching methods and materials.

Question 34

The placement option selected for a student should be based on the __________ of education needed by the eligible student. ​

Question 35

A major factor determining whether an intervention will be tried or implemented by teachers is __________. ​

Question 36

Although _______is very clear about the need to provide related services to students with disabilities, it remains unclear how that need should be established. ​

Question 37

IEP decisions are always made ________ by an IEP team. ​

Question 38

Perhaps __________ % of students will experience difficulty during their school careers and perhaps __________ to __________ % will experience sufficient difficulty to be identified as disabled during their school careers. ​

Question 39

Teaching is __________ in nature. ​

Question 40

The current educational level in an academic area should be the level at which a student is appropriately __________. ​

Question 41

Recognizing that exact procedures may differ from one place to another, list at least three decisions that might be involved during prereferral activities. ​

Question 42

Discuss the benefits and limitations, from the perspective of a teacher, of engaging in a prereferral intervention process like that described in the text. ​

Question 43

Discuss the benefits and limitations, from the perspective of a student, of engaging in a prereferral intervention process like that described in the text. ​

Question 44

What are the primary decisions made in special education? ​

Question 45

Describe five ways in which opportunity to learn may be limited for a student. ​

Question 46

List three possible steps in the decision to refer a student to an intervention-assistance team. ​

Question 47

Explain the concept of least restrictive environment. What are the most important components of this concept, and on what types of information would educators base their decisions? ​