Deck 12: Special Considerations of Assessment in Transition

Question 1

Students with disabilities who are least likely to receive a high school diploma are students with

A) Emotional disturbance
B) Mental retardation
C) Autism
D) All of the above

Answer 1

D

Question 2

Which of the following items is not likely to provide effective transition programs?

A) Programs that actively involve students
B) Career programs that promote awareness and teach skills
C) Programs that adopt a "one-size fits all" approach.
D) Engage students in meaningful learning

Answer 2

C

Question 3

At what age does a student reach the "age of majority" in most states?

A) 14
B) 16
C) 18
D) 21

Answer 3

C

Question 4

Employing a person with a disability with persons without disabilities is called job coaching.

Question 5

Meetings that evaluate and determine a student's needs following high school.

A) Transition planning
B) Transition assessment
C) IEP meetings
D) Evaluation meetings

Question 6

The number of students with disabilities graduating from high school with a standard diploma is steadily decreasing.

Question 7

A student's IEP must include transition goals.

Question 8

Transition services are to be based on the student's needs as related to assessed strengths, preferences and interests.

Question 9

Transition planning relies solely on data provided by the student.

Question 10

Age-appropriate measures of academics, functional skills, and independent living that determine a student's needs following high school

A) Transition planning
B) Norm-references assessments
C) Curriculum-based assessments
D) Transition assessment

Question 11

Students must be invited to meetings when transition services are being discussed.

Question 12

Employing a person with a disability with persons without disabilities where the arrangement is for at least minimum wage and may include job supports is called

A) supported employment
B) self-determination
C) transition planning
D) job coaching

Question 13

Districts are required to ensure interagency collaboration for transition planning.

Question 14

Transition assessments should not only be culturally and linguistically fair, but also culture/language enhanced.

Question 15

Districts must report on which of the following regarding their success with transition planning?

A) Report post-secondary outcomes
B) Report on employment and/or educational status
C) Report on employment duration
D) All of the above

Question 16

Federally speaking, at what age must transition planning begin?

A) 14
B) 16
C) 18
D) 21

Question 17

How often must a transition plan be updated and re-evaluated?

A) Every 6 months
B) Every year
C) Every two years
D) On a continuous basis

Question 18

Research indicates that students with disabilities are more likely to graduate if they are required to pass a high school exit examination.

Question 19

The ability to make one's needs known and to advocate for oneself is known as

A) self-management
B) self-determination
C) transition planning
D) transition assessment

Question 20

Transition planning assesses skills, academic and otherwise, applied in everyday living.

Question 21

Each page of this provides a specific, measureable objective that can be included among or adapted for the student's transition IEP objectives.

A) Self-Determination Battery
B) Kaufman Functional Assessment Skills Test
C) Brigance Transition Inventory
D) Transitional Planning Inventory

Question 22

What is the difference between transition planning and transition assessment?

Question 23

Explain the procedures that must take place when a student reaches the age of majority.

Question 24

Discuss two evidenced-based practices that, when employed, have positive effects for successful transition planning.

Question 25

Discuss two negative outcomes that are often associated with poor transition planning.

Question 26

Identify at least three different types of assessments that can be used to determine transition needs.

Question 27

Identify Kohler's 1996) five areas of transition planning.

Question 28

This test assesses the student's beliefs about his or her ability to make his or her needs known, to make decisions, to establish his or her own goals, and to understand his or her feelings in different situations.

A) Self-Determination Battery
B) Kaufman Functional Assessment Skills Test
C) Brigance Transition Inventory
D) Transitional Planning Inventory

Question 29

What are the requirements of the transition plan to be included in the IEP?

Question 30

Discuss three of Clark's 1996) suggestions for ensuring successful transitions.

Question 31

This instrument assesses the examinee's skill in performing math- and reading-related tasks carried out in everyday life.

A) Self-Determination Battery
B) Kaufman Functional Assessment Skills Test
C) Brigance Transition Inventory
D) Transitional Planning Inventory

Question 32

What types of assessments does the National Secondary Transition Technical Assistance Center suggest take place for transition purposes?

Question 33

Identify the informants who typically provide data into the transition process.

Question 34

Often a job coach may be used in:

A) independent employment strategies
B) vocational assessment
C) supported employment
D) post-secondary interventions

Question 35

This instrument is available in multiple languages in order to provide families with the maximum opportunity to participate in transition planning.

A) Self-Determination Battery
B) Kaufman Functional Assessment Skills Test
C) Brigance Transition Inventory
D) Transitional Planning Inventory