Question 1

Which of the following terms refers to the determination of whether a student will receive special education services?

Accepted Answer

Eligibility decisions refer to the process of determining whether a student qualifies for special education services. This decision is typically based on assessments and evaluations conducted by a multidisciplinary team. Pre-referral meetings, placement decisions, and needs assessment are all important components of the special education process, but do not specifically refer to the determination of eligibility.

Question 2

Which of the following terms refers to interventions and strategies used to promote educational success?

Accepted Answer

Educational planning includes interventions and strategies used to promote educational success, such as setting goals, selecting appropriate courses, and providing accommodations and support services. The other answer choices do not specifically refer to interventions and strategies for promoting educational success.

Question 3

Which of the following refers to measurable objectives that provide evidence of a student's progress toward annual goals in the IEP?

Accepted Answer

Behaviorally stated short-term objectives are specific, measurable goals that provide evidence of progress towards annual goals in an IEP. They are designed to be achievable during the year and to help track a student's progress towards meeting their long-term goals.

Question 4

If a student does not meet eligibility criteria for special education services, they may be considered to receive accommodations under Section 504.

Accepted Answer

This is true. Students who do not meet eligibility criteria for special education services may still qualify to receive accommodations under Section 504 of the Rehabilitation Act of 1973, which prohibits discrimination on the basis of disability by recipients of federal funding. These accommodations are designed to provide equal access to education for students with disabilities.

Question 5

Educational setting or placement is determined previous to eligibility in the IEP process.

Accepted Answer

Educational setting or placement is not determined prior to eligibility in the IEP process. Eligibility must be determined first based on a student's disability and the impact it has on their education. Then, the IEP team can determine appropriate educational settings and services to address the student's needs.

Question 6

Test results help educators make decisions about which of the following?

Accepted Answer

Test results can inform educational planning and interventions, help determine possible eligibility for special education services, and identify needed transition services. Therefore, all of the given choices are correct.

Question 7

Eligibility is determined by a group of people rather than one person.

Accepted Answer

Eligibility is determined by a group of people or a set of criteria, not just one person's decision. This is commonly seen in job interviews or college admissions, where a committee or panel reviews applications and makes decisions based on specific qualifications and standards.

Question 8

Interpreting assessment results by comparing a student's levels of performance on a particular instrument to those of his/her peer norm group is known as

Accepted Answer

Interpreting a student's levels of performance by comparing them to a peer norm group is known as interindividual interpretations. This involves understanding how an individual student's performance compares to the performance of a group of peers. Intra-individual interpretations involve comparing a student's own performance across different times or measures. Comparison interpretations and performance interpretations are not specific terms used in assessment interpretation.

Question 9

A student's prior academic career has no impact on their current level of performance in school.

Accepted Answer

A student's prior academic career, including their knowledge, skills, and habits, can have an impact on their current level of performance in school. For example, if a student struggled in math in previous years, they may continue to struggle unless they receive targeted support and intervention. Additionally, prior academic success or failure can affect a student's motivation and confidence in their ability to succeed, which can also impact their current performance.

Question 10

An IEP is not required to be developed as long as the psychoeducational report is comprehensive in nature.

Accepted Answer

A psychoeducational report provides information on a student's cognitive, academic, and emotional functioning. However, an IEP is a legal document that outlines specific accommodations and services that a student requires to receive a free and appropriate public education. Therefore, an IEP is required to ensure that the student receives the necessary support to succeed in school.

Question 11

IDEA requires that an eligibility reevaluation occur every three years, although it is not required to be comprehensive.

Accepted Answer

IDEA (Individuals with Disabilities Education Act) does require an eligibility reevaluation be conducted every three years, but it does not necessarily have to be comprehensive. This reevaluation is to determine if the student is still eligible for special education services and whether any changes need to be made to their individualized education program (IEP).

Question 12

Which of the following refers to statements of anticipated progress that a student will make in one year, upon which the short-term objectives are based?

Accepted Answer

Long-term goals refer to statements of anticipated progress the student will make over a longer period of time, upon which short-term objectives are based. Yearly grades, annual grades, and promotion criteria refer to specific measures or criteria used to evaluate a student's performance and progress, rather than statements of anticipated progress.

Question 13

Which of the following terms refers to interpreting assessment results by comparing a student's levels of performance with his or her own performance?

Accepted Answer

Intra-individual interpretations involve comparing a student's performance to his or her own past performance, rather than comparing the student to other individuals.

Question 14

Which of the following refers to markers that provide evidence of a student's progress toward annual goals set forth in the IEP?

Accepted Answer

Benchmarks are specific markers or measurements that are used to track and assess a student's progress towards the annual goals set forth in the Individualized Education Program (IEP). These benchmarks help to ensure that the student is making adequate progress towards their goals and allow for adjustments to be made to the IEP as needed. A promotion to the next grade, 9 week's grades, and semester grades do not necessarily provide evidence of progress towards specific goals outlined in the student's IEP.

Question 15

The regulations of the 1997 amendments to IDEA require that assessment data be interpreted and used to develop educational and behavioral interventions that will be which of the following?

Accepted Answer

The regulations require that assessment data be used to develop educational and behavioral interventions that will be of benefit to the student. The other options, utilizing the data as part of the school code of conduct or publishing it for public record, are not mentioned in the regulations and are not appropriate uses of assessment data.

Question 16

Administration of assessments is the most critical aspect of the evaluation process.

Accepted Answer

While administration of assessments is important, the most critical aspect of the evaluation process is the interpretation and use of assessment results to inform decisions and improve outcomes.

Question 17

It is important to rule out any sensory acuity problems and refer to or consult with medical personnel if physical problems are suspected prior to embarking on a full psychoeducational evaluation.

Accepted Answer

It is important to rule out any physical problems before conducting a psychoeducational evaluation to ensure accurate results. Therefore, referring to medical personnel is necessary if there are any suspicions of physical issues that could impact cognitive functioning or sensory acuity.

Question 18

Students who would be found eligible to receive special education services according to the federal law may be excluded by state criteria.

Accepted Answer

Federal law, specifically the Individuals with Disabilities Education Act (IDEA), sets the minimum standards for special education services, and states cannot enact criteria that would exclude students who are found eligible under federal guidelines. States can provide more protections or services than the federal law requires, but not less.

Question 19

Eligibility for special education services is determined by using a set of criteria stated in IDEA; however, specific criteria vary from state to state for the different types of disabilities.

Accepted Answer

This statement is true. IDEA sets forth the general criteria for eligibility for special education services, but each state has its own specific criteria for determining eligibility for various categories of disabilities.

Question 20

Students with the sole disabling condition of ADHD may qualify to receive special education services under which of the following IDEA categories?

Accepted Answer

Students with ADHD are eligible for special education services under the category of "other health impairment" as it is a chronic or acute health problem that significantly affects academic functioning, including ADHD. The other options do not specifically apply to ADHD, as students with a specific learning disability have difficulties with specific academic skills, those who are emotionally disturbed have emotional or behavioral issues that significantly impact their functioning, and Section 504 is a civil rights law that requires schools to provide reasonable accommodations for students with disabilities, but does not provide special education services.

Quiz 13: Interpreting Assessment for Educational Intervention