Download RSED 3000 Test 2 – Practice Questions, Study Guide & Special Education Exam Review 2026-16 and more Exams Advanced Education in PDF only on Docsity!
RSED 3000 Test 2 – Practice Questions, Study Guide & Special Education Exam Review 2026 assessment - ANS ✔✔the process of gathering information to monitor progress and to make educational decisions when necessary (standardized, commercially produced tests, high-stakes state accountability tests, and informal tests devised by the teacher) screening - ANS ✔✔decision about whether a student's performance differs enough from that of his or her peers to merit changes in instruction, or, eventually, more in-depth assessments to determine the presence of a disability diagnosis - ANS ✔✔individually administered tests in area of suspected disability; standardized and norm-referenced; usually administered by special education teacher or psychometrist/ diagnostician but can be administered by general education teacher program placement - ANS ✔✔decisions about setting in which student's special education services take place curriculum placement - ANS ✔✔decisions about level to begin instruction for the student instructional evaluation - ANS ✔✔decisions about whether to continue or change instructional procedures program evaluation - ANS ✔✔decisions about whether student's special education program should be terminated, continued, or modified high-stakes tests - ANS ✔✔assessments designed to measure whether students have attained learning standards
standardized achievement tests - ANS ✔✔designed to measure academic progress, or what students have retained from the curriculum group-administered standardized achievement tests - ANS ✔✔completed by large groups of students at one time; usually means that the general education teacher gives the test to the entire class individually administered diagnostic tests - ANS ✔✔given to one student at a time, often administered by a special education teacher or school psychologist, useful as a diagnostic measure psychological tests - ANS ✔✔designed to measure how efficiently students learn in an instructional situation alternate assessment - ANS ✔✔a form of functional assessment for students with severe disabilities who are unable to participate in the standard state- and-district-wide assessment programs (1% receive these modifications) curriculum-based assessment (CBA) - ANS ✔✔method of measuring students' levels of achievement in terms of what they are taught in the classroom. student performance is measure repeatedly over time and the results are used to guide instruction (probes of basic academic skills and probes of content-area knowledge and learning strategies) curriculum-based measurement (CBM) - ANS ✔✔characterized by emphasis on general indicators in basic skills, an extensive research base establishing its technical adequacy, and standardized measurement tasks and scoring procedures that are fluency-based
norm referenced - ANS ✔✔performance of one student is compared to the average performance of other students in the country who are the same age or at the same grade level d - ANS ✔✔which of the following terms refers to decisions that involve whether to continue or change instructional procedures that have been initiated with students? a. curriculum placement b. program evaluation c. program placement d. instructional evaluation c - ANS ✔✔which of the following terms involves the decision about whether a student's performance differs enough from that of his or her peers to merit changes in instruction? a. diagnosis b. assessment c. screening d. placement c - ANS ✔✔a test that compares the performance of one student to the average performance of other students in the country who are the same age or at the same grade level is referred to as being: a. high-stakes b. standardized c. norm referenced d. criterion referenced
a - ANS ✔✔which of the following terms describes the decision involving determination of the setting in which a student's special education services take place? a. program placement b. diagnosis c. assessment d. screening b - ANS ✔✔up to _______ percent of students with disabilities are entitled to testing modifications in the form of alternative assessments a. 15 b. 1 c. 5 d. 10 a - ANS ✔✔a test administered to determine a students intelligence quotient would be categorized as a(n) a. psychological test b. high-stakes test c. classroom test d. achievement test b - ANS ✔✔CBA probes are ideal for monitoring student progress in class for all of the following reasons EXCEPT: a. CBAs are time efficient b. CBAs provide norm-referenced data to be used in the classroom c. CBAs match what is taught in the classroom d. CBAs are easy to administer
c. same-skill grouping d. one-to-one grouping a - ANS ✔✔the predominant vehicles for teaching foundational academic skills in today's schools are a. basic textbook skills b. teacher developed curricula materials c. instructional software d. web-based instructional strategies b - ANS ✔✔which of the following is considered a common method of indirect instruction? a. differentiated instruction b. problem-based learning c. small-group instruction d. whole-group instruction d - ANS ✔✔which type of groups provide students with special needs a range of positive models for both academic and social behavior? a. same-skill groups b. one-to-one groups c. homogenous groups d. mixed skill groups c - ANS ✔✔which of the following is not a subcomponent of classroom management? a. classroom routines b. classroom climate
c. direct instruction d. physical organization b - ANS ✔✔which of the following learning outcomes is considered to be the highest level of learning? a. applying b. creating c. analyzing d. evaluating a - ANS ✔✔students who cannot use language to communicate often use various communication forms that enable them to convey these messages. Which of the following is the best term to describe those communication forms? a. augmentative and alternative communication (AAC) b. assistive technology c. hearing aids d. instructional software a - ANS ✔✔One of the most common and effective accommodations for reducing behavior problems with students with ASD is to a. create a structured and predictable environment b. produce a token economy for your classroom c. use a system based on punishment d. use a rewards based system b - ANS ✔✔students with autism typically possess a ___________ range of interests a. extensive
b. visual disabilities c. multiple disabilities d. autism b - ANS ✔✔Which of the following would NOT be considered an appropriate response to a student experiencing a seizure? a. keep onlookers away b. leave the student alone in order to obtain help c. do not hold the person down d. stay calm a - ANS ✔✔students with low-incidence disabilities have often received special education services a. for nearly all of their lives b. for the previous years c. for three to five years d. for nearly five years b - ANS ✔✔The most important understanding to develop about students with autism spectrum disorders is that a. students with autism have very similar characteristics b. the label given to them does not inform you of their strengths and needs c. students with autism all suffer from extreme social anxiety d. the autism label provides a clear understanding of student strengths and needs c - ANS ✔✔In order to ensure that students with intellectual disabilities gain the maximum understanding of what is being taught, the teacher should do all of the following except for which one?
a. use simple, short, uncomplicated sentences b. repeat instructions or directions frequently c. maintain a quick pace of instruction so the student does not feel left out d. keep distractions and transitions to a minimum a - ANS ✔✔Which of the following best explains the difference between deaf and hard of hearing? a. Students who are deaf cannot process linguistic information through hearing, either with or without hearing aids. Students who are hard of hearing have some residual hearing that lets them process linguistic information, usually by using hearing aids or other assistive devices. b. Students who are hard of hearing cannot process linguistic information through hearing, either with or without hearing aids. Students who are deaf have some residual hearing that lets them process linguistic information, usually by using hearing aids or other assistive devices. c. Students who are deaf can generally restore hearing through assistive technologies while students who are hard of hearing cannot. d. Students who are deaf typically have multiple accompanying disabilities while students who are hard of hearing usually do not. b - ANS ✔✔students with hearing loss have ______ range of intellectual ability as others a. a lesser b. the same c. a much lesser d. a greater c - ANS ✔✔Teachers can support the learning of their students with intellectual disabilities by doing all of the following, except for which one? a. celebrating successes
a. procedural errors b. lack of alertness to visual detail c. willingness to receive support in mathematics d. problems with spatial organization b - ANS ✔✔problems associated with voice do not include a. a high level of nasality or too little inflection b. vocabulary c. too much or too little volume d. excessively hoarse speech a - ANS ✔✔during class, students with behavioral disorders frequently a. engage in aggressive or disruptive behaviors b. display excessive boredom c. adjust quickly to the social demands of their peers d. prefer to engage in creative, artistic activities d - ANS ✔✔students who exhibit learned helplessness may benefit from
a. self-control training b. a behavior contract c. social skills training d. attribution retraining a - ANS ✔✔Which of the following is NOT an appropriate strategy for helping students increase their self-image?
a. Establish a monitoring system that encourages the student to participate in class by establishing a minimum number of classroom peer interactions in order to earn recess b. Provide specific feedback contingent on student behavior c. Give students responsibility d. Set reasonable goals b - ANS ✔✔which of the following is not considered a high-incidence disability? a. learning disabilities b. autism c. emotional disturbance d. speech or language impairments d - ANS ✔✔the written language difficulties of students with learning and behavioral disabilities include all of the following a. spelling b. handwriting c. written expression d. understanding of content a - ANS ✔✔which of the following is indicative of the two major types of reading problems? a. decoding and comprehension b. automaticity and decoding c. fluency and comprehension d. accuracy and comprehension
d. be sure to engage your students' attention before you begin speaking by increasing your proximity to listeners mild intellectual disability - ANS ✔✔-below average IQ -unable to meet social, academic, adaptive behaviors learning disability - ANS ✔✔-trouble processing and organizing -normal IQ -inconsistent communication disorders - ANS ✔✔-speech and language problems -difficulty expressing -organization of thoughts behavioral/emotional disorders - ANS ✔✔-external or internal behaviors -hitting -cussing ADHD - ANS ✔✔-hard time paying attention -impulsive -hyperactivity
