Taylor1 Olc Praxis Quiz3

7/23/2019 Taylor1 Olc Praxis Quiz3

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Taylor, 1ePRAXIS Exam 3: Delivery of Services to Students it! Disa"ilities

1. Eric receives special education services within a regular third-grade classroom. Both his

special and general education teachers share classroom teaching and planning responsibilities.Eric’s teachers are implementinga. related services.

b. collaborative consultation.

c. cooperative teaching.

d. cooperative learning.e. a pull-out program.

Answer: c

Page: 32. !eliver" o# $ervices to $tudents with !isabilities

B. Pro#essional roles and responsibilities o# teachers o# students with disabilities

2. %hen P& '(-1(2 was passed) man" general education teachers #elt unprepared #or teaching

special education students. $imilarl") special education teachers worried their *obs would be

eliminated. +uch o# this an,iet" was due to a misunderstanding o# the term

a. individualied educational program EP/. b. #ree appropriate public education 0APE/.

c. due process.

d. ero tolerance.e. least restrictive environment.

Answer: e

Page: 31

. !eliver" o# $ervices to $tudents with !isabilitiesB. Pro#essional roles and responsibilities o# teachers o# students with disabilities

3. Perr" has cerebral pals" and he spends the ma*orit" o# the school da" with his special

education teacher and a parapro#essional. he special education teacher also consults with a

grade-level general education teacher) the ph"sical education teacher) and the arts teacher to

ensure Perr" is included as o#ten as possible. he school principal wors to ensure that Perr"’steachers have adeuate time and resources to meet his educational needs. his is an e,ample o#

a. inclusion.

b. collaboration.c. creative consultation.

d. sibling involvement.

e. person-centered planning.Answer: b

Page: 44

. !eliver" o# $ervices to $tudents with !isabilities


(. All o# the #ollowing are e" concepts o# success#ul collaborations E56EP



a. competing responsibilities.

b. sharing resources.

c. parit".d. di##ering levels o# wor.

e. achieving common goals.

Answer: aPages: 4'



7. he EP process is o#ten intimidating to man" parents. +rs. 8e"es) however) is a special

education teacher who is highl" success#ul at establishing home-school collaborations. $he most

liel" does all o# the #ollowing E56EPa. introduces all participants in meetings.

b. reuires important personnel to attend meetings.

c. tries to impress #amilies b" using educational *argon.

d. plans #or #amil" input and sees that input regularl".e. ad*usts meeting schedules to accommodate #amil" schedules.

Answer: cPages: 9(-94



4. +s. ohnson accompanies i##an") a student with multiple disabilities) to all classes and

activities. +s. ohnson’s responsibilities include: modi#"ing and adapting i##an"’s educational

materials) implementing behavioral intervention plans) and providing personal care assistance.+s. ohnson’s role in the collaboration process is that o# an/

a. parapro#essional.

b. administrator.c. general education teacher.

d. team teacher.

e. occupational therapist.Answer: a

Page: ;2



9. +ar" Ann is a #ourth grader who has been receiving services #or mental retardation since

indergarten. $he is below average in reading sills as well as math) although she #ollowsdirections reasonabl" well and is eager to please her teachers. +ar" Ann’s special education

teacher will need to do which o# the #ollowing to meet her educational needs<

a. 6ollaborate with +ar" Ann’s general education teachers and #amil". b. 6reate separate EPs to address +ar" Ann’s needs in reading and math.

c. Avoid planning lessons with the general education teachers since +ar" Ann’s sills are below

grade level.



d. =se reading and math materials that are separate #rom those used in the general education

classroom.

e. All the answers are correct.Answer: a

Page: 1('

. !eliver" o# $ervices to $tudents with !isabilitiesB. Pro#essional roles and responsibilities o# teachers o# students with disabilities

;. +rs. Espinoa thins that 6ourtne" ma" have a mild learning disabilit" because she is slowerthan her classmates in understanding directions) and she has per#ormed below average on dail"

seatwor and homewor assignments. +rs. Espinoa is going to gather more in#ormation about

6ourtne" be#ore maing a #ormal re#erral #or special education services. his is nown as the

a. individualied education plan. b. prere#erral intervention.

c. prere#erral process.

d. baseline data.

e. curriculum-based assessment.Answer: c

Page: 3;. !eliver" o# $ervices to $tudents with !isabilities

!. Placement and program issues

'. 6ole has a severe intellectual disabilit" and he spends part o# the school da" in a general

education classroom and part o# the da" in a special education classroom. his illustrates the

concept o#

a. related services. b. in-patient programs.

c. #ull inclusion.

d. least restrictive environment.e. special stations.

Answer: d



1>. According to the =.$. !epartment o# Education 2>>7/) a little over 7>? o# students withdisabilities ages 4-21 spent at least @@@@@@@ o# their time in the general education classroom.

a. 27?

b. 7>?c. 47?

d. ;>?

e. one o# the answers are correct.Answer: d

Page: 79





11. ne o# the earliest models o# providing a continuum o# services to students with disabilities

is !eno’s 6ascade o# $ervices. Although this model was proposed more than 27 "ears ago) it still provides a basis #or current placement options. %hich o# the #ollowing services ordered #rom

least restrictive to most restrictive<

a. instruction in hospitalC homeboundC #ull-time in special classC general education class b. general education classC #ull-time special classC homeboundC instruction in hospital

c. general education classC special stationsC homeboundC #ull-time special class

d. part-time special classC #ull-time special classC general education classC instruction in hospitale. general education classC #ull-time special classC part-time special classC homebound

Answer: b

Page: 79

. !eliver" o# $ervices to $tudents with !isabilities!. Placement and program issues

12. Proponents o# #ull-time inclusion assume that the least restrictive environment #or all students

with disabilitiesa. varies according to the needs o# each child.

b. includes attendance in a part-time special class.c. varies based on the categor" and severit" o# the disabilit".

d. is being accompanied #ull-time b" a special education teacher.

e. is the general education class.Answer: e

Page: 7;



13. +r. ohnson is a #i#th-grade general education teacher) and his classroom includes several

students with disabilities) ranging #rom mild to moderatel" severe. De is highl" competent in hisabilit" to problem solve and in#ormall" assess the current and needed sills o# his students. As a

success#ul teacher) +r. ohnson most liel" e,hibits all o# the #ollowing additional competencies

E56EPa. valuing academic sills above all others.

b. providing dail" success #or all students.

c. developing alternative assessments.

d. setting high and appropriate e,pectations #or all students.e. designing classroom activities with di##erent levels to include all students.

Answer: a

Page: 7'. !eliver" o# $ervices to $tudents with !isabilities


1(. !avid has a learning disabilit") and a collaborative group is discussing program placement

options #or him. !avid has man" #riends in his general education classroom and #eels secure in

his current learning environment. %hich o# the #ollowing should be considered when maing

placement decisions about !avid<



a. 6onsider potential harm#ul e##ects on !avid when selecting the least restrictive environment

#or him and note his social nature and strong connections with peers.

b. emember that the least restrictive environment is the primar" !EA mandate) and programappropriateness is secondar".

c. egardless o# !avid’s EP) he should be placed in a program based on his disabilit" categor".

d. $ince !avid has so man" #riends in the general education classroom) it should be assumed that#ull inclusion is the best placement choice.

e. nce the placement is made) it won’t be revisited #or another three-#ive "ears) so the

placement must be viewed as a semi-permanent choice.Answer: a

Page: 41



17. err") a #irst grader) has dela"ed reading sills and shows other signs o# being at ris #or

developing a signi#icant learning problem. Der parents are not worried and insist that she will

naturall" Fcatch upG over time. %hich o# the #ollowing statements about err" is true<a. esearch #inds that most children do grow out o# earl" learning problems.

b. esearch #inds that learning problems tend to worsen as children age) and err" would bene#it#rom earl" intervention.

c. esearch shows that earl" screening) identi#ication) and intervention are costl" and will not

result in long-range improvements err"’s academic sills.d. esearch shows that earl" intervention will not prevent the development o# err"’s disorders.

e. esearch shows that earl" intervention is not necessar" as long as err" e,hibits protective

#actors) such as high sel#-esteem and good social support.

Answer: bPage: (7;-(4>



14. &isa is visuall" impaired and has received a comprehensive evaluation) including the learning

media assessment. %ithin her EP) it is recommended that she use pen Boo) in which ascanner taes a picture o# a page) translates it into understandable te,t) and then speas the te,t

aloud or outputs to Braille. pen Boo is an e,ample o#

a. a speech s"nthesier.

b. a Braille Embosser.c. a taling word processor.

d. assistive technolog".

e. a classroom adaptation.Answer: d

Page: 313


19. @@@@@@@ isHare the most widel" used related services/.

a. Ph"sical and occupational therap"



b. 6ounseling services

c. rientation and mobilit" services

d. $ocial wor servicese. $peech and language therap"

Answer: e



1;. egarding the education and transition o# in#ants and toddlers with disabilities under !EA)

Part 6 services are to @@@@@@@) as Part B services are to @@@@@@.

a. disorderC independent living plan

b. culturall" diverse studentsC limited English pro#icienc" &EP/c. adult livingC school readiness

d. individualied #amil" service plan 0$P/C individualied education plan EP/

e. pre-literac" and language sillsC number and computation sills

Answer: dPage: 3>


1'. +rs. &ansdowne is concerned about eight-"ear-old +c8enna’s grammar abilit". +rs.&ansdowne reviews the errors in her worboo and sees that she writes FrunnedG instead o#

FranG or F#eeledG instead o# F#eltG. +rs. &ansdowne develops a plan to teach +c8enna the past

tense o# irregular verbs. his teacher is engaging in

a. error anal"sis. b. curriculum-based assessment 6BA/.

c. tas anal"sis.

d. gathering baseline data.e. norm-re#erenced testing.

Answer: a

Page: (3. !eliver" o# $ervices to $tudents with !isabilities

6. Assessment) including how to modi#") construct) or select and conduct nondiscriminator" and

appropriate in#ormal and #ormal assessment procedures

2>. o determine i# a child has a learning disabilit") teachers would most liel" use which o# the

#ollowing during the process o# identi#ication<

a. observation b. baseline data

c. norm-re#erenced test results

d. classroom per#ormancee. All these would be used.

Answer: e

Page: 1>(






21. %ashington Elementar" $chool implements the response to intervention / model in such

a wa" that students who need e,tra help receive one universal validated intervention. his is an

e,ample o# a. the problem-solving approach.

b. the standard treatment protocol.

c. learned helplessness.d. response to intervention norm-re#erenced testing.

e. process tests.

Answer: b

Page: 1>4. !eliver" o# $ervices to $tudents with !isabilities



22. Annie is a middle school student who e,hibits signs o# emotional disorders and is

particularl" stressed b" peer group interactions. +rs. &arson anal"es what happens be#oreAnnie’s antisocial behavior occurs and what happens immediatel" a#ter the behavior occurs. +rs.

&arson is conducting an/

a. behavior rating scale. b. personalit" inventor".

c. in#ormal observation.

d. pro*ective test.

e. #unctional behavior assessment.Answer: e

Page: 1;4

. !eliver" o# $ervices to $tudents with !isabilities6. Assessment) including how to modi#") construct) or select and conduct nondiscriminator" and


23. ulio is an English language learner who has learning disabilities. ulio’s teacher) +s. anner)

observed that he struggles to comprehend man" instructions as well as lecture content. +s.

anner additionall" noted that ulio had di##icult" #itting in with his classmates. n order to

deliver adeuate services to ulio) +s. anner should do all o# the #ollowing E56EPa. integrate culture-rich activities that celebrate diversit" into the curriculum.

b. use more visuals to supplement oral instructions and lectures.

c. use comple, vocabular" during lessons to e,pedite language learning.d. utilie cooperative learning and peer tutoring.

e. provide man" opportunities #or students to use oral and written language.

Answer: cPage: 11'


A. 6onceptual approaches underl"ing the deliver" o# services to students with disabilities e.g.)

sociological/



2(. A local health-service agenc" has determined that three-"ear-old amia has not reached

important developmental milestones #or her age. his in#ormation) as well as in#ormationobtained #rom other medical pro#essionals) will be used to establish and implement appropriate

interventions #or amia. his t"pe o# related services/ isHare

a. social wor services. b. school nurse services.

c. earl" identi#ication and assessment.

d. ph"sical and occupational therap".e. ps"chological services.

Answer: c

Page: 1(

. !eliver" o# $ervices to $tudents with !isabilities6. Assessment) including how to modi#") construct) or select and conduct nondiscriminator" and


27. rinh +in !u") a recent immigrant #rom Iietnam) is struggling in his new second-gradeclassroom. n addition to being an English language learner) rinh’s teacher suspects that he has

learning disabilities) and she plans to evaluate him to determine eligibilit" #or special educationservices. !EA >( outlines appropriate) nondiscriminator" evaluation procedures #or determining

i# a child has a disabilit". %hen assessing rinh +in !u") evaluators should do all o# the

#ollowing E56EPa. select assessments that are not raciall" or culturall" discriminator".

b. assess him in the most serious area o# suspected disabilit".

c. administer assessments in Iietnamese) i# at all possible.

d. be trained and nowledgeable about assessment procedures.e. ensure reliabilit" and validit" when interpreting and using test results.

Answer: b




24. riginall" mandated in !EA '9) students with disabilities must participate in all general)

state) and district-wide assessments) i# possible. he provision also states that accommodations

can be provided. %hich o# the #ollowing is an acceptable accommodation<a. increased time to tae the assessment

b. taing the test in a di##erent setting

c. taing the test in a revised #ormat such as enlarged print/d. being allowed to provide a di##erent response t"pe such as oral vs. written/

e. All o# these are acceptable accommodations.

Answer: ePage: 29






29. $everal teaching approaches are particularl" e##ective with students with learning disabilities.

ne approach utilies several seuential components) including: dail" review) presentation)guided practice) independent practice) and weel" and monthl" reviews. his instructional

approach is nown as

a. tas anal"sis. b. direct instruction.

c. cognitive strategies.

d. metacognitive strategies.e. reciprocal teaching.

Answer: b

Pages: 113-11(

. !eliver" o# $ervices to $tudents with !isabilitiesE. 6urriculum and instruction

2;. +rs. Powa" individualies instruction #or her students) including students with disabilities)

b" using a #le,ible grouping practice. his strateg" enables her to present di##erent material todi##erent students and to give her students the opportunit" to wor with a variet" o# classmates.

+rs. Powa" is implementing which o# the #ollowing instructional grouping practices<a. one-to-one instruction

b. small group instruction

c. whole class instructiond. peer tutoring

e. assistive technolog"

Answer: b


0. +anagement o# the learning environment

2'. errance is a "oung adult with intellectual disabilities and he is participating in a program

that emphasies #unctional academics. All o# the #ollowing would be included in a #unctional

academics program E56EPa. reading a classic lie For Whom the Bell Tolls.

b. reading recipes.

c. counting out mone" to pa" #or the bus.

d. telling time to be punctual #or wor.e. balancing a checboo.

Answer: a


E. 6urriculum and instruction

3>. Although transition planning is not reuired to begin until age 14 #or students with

disabilities) "ounger children can begin to develop the sills necessar" #or #uture independence

and success. eachers who provide opportunities #or choice maing) sel#-evaluation) problem

solving) goal setting) and goal attainment are helping children to develop



a. memor" sills.

b. social sills.

c. metacognitive sills.d. sel#-determination sills.

e. cooperative learning sills.

Answer: dPage: 173


A. 6onceptual approaches underl"ing the deliver" o# services to students with disabilities

31. %hen arranging the ph"sical environment #or preschool students with intellectual disabilities)

teachers should set up di##erent learning centers so that a student realies a particular behavior is

e,pected or reuired there. %hich o# the #ollowing scenarios illustrates a potentiall" con#usingclassroom arrangement #or all students) including those with intellectual disabilities<

a. A doll and plastic bathtub are in a dail" living area.

b. +ath manipulatives are in a wor area associated with arithmetic and number grouping.

c. A bell and tambourine are in a per#orming arts center.d. A tape recorder) headset) and 6!s are in the silent reading area.

e. Art supplies are in a learning center with an easel and smoc.Answer: d

Page: 14>

. !eliver" o# $ervices to $tudents with !isabilities0. +anagement o# the learning environment

32. +ichelle su##ers #rom an emotional disorder that has negativel" a##ected her sel#-con#idence

and prevented her #rom maing close #riends. $he is currentl" participating in a program inwhich she completes communit" pro*ects and contributes meaning#ull" to societ". +ichelle is

participating in an/ @@@@@@ program.

a. violence prevention b. aggression replacement training

c. service-learning

d. social sills interventione. vocational sills

Answer: c

Page: 1'1


33. +r. Jarrison tells his students that the" will receive ten e,tra minutes o# recess time i#ever"one turns in their boo reports on time. his is an e,ample o#

a. the Premac Principle.

b. di##erential rein#orcement.c. a behavioral intervention plan.

d. a toen econom".

e. e,tinction.

Answer: a



Page: 1''



3(. &inda is a third grader who stutters. Der teacher should do all o# the #ollowing E56EP

a. pa" attention to what &inda is sa"ing) not how she is sa"ing it. b. encourage &inda to rela, and slow down while speaing.

c. allow &inda to spea at her own pace and not interrupt her.

d. call on &inda earl" when asing students to answer uestions.e. tal to the speech-language pathologist about e##ective wa"s to help &inda.

Answer: b

Page: 23;


37. Perr" has low vision but is uite mobile within his classroom and easil" accesses the learning

materials. +ost liel") Perr"’s teacher understands the importance o# maintaining an/ @@@@@@@@instructional environment when teaching students with visual impairments.

a. emotional b. changing

c. restrictive

d. simplee. consistent

Answer: e

Page: 317

. !eliver" o# $ervices to $tudents with !isabilities0. +anagement o# the learning environment

34. oshua has a severe ph"sical disabilit" and he spends hal# o# his da" in the general educationclassroom. oshua’s general education teacher is highl" e##ective in involving him in his own

management and care. A e" #actor in this success is the teacher’s #reuent use o# in#ormation

about oshua’s communication sills) mobilit") medications) and eating) #eeding) and toiletingneeds. his t"pe o# in#ormation is included in

a. an individualied health care/ plan DP/.

b. an individualied education plan EP/.

c. an adaptive euipment plan.d. transition planning.

e. a student’s sel#-evaluation.

Answer: aPage: 3(3


A. 6onceptual approaches underl"ing the deliver" o# services to students with disabilities e.g.)medical/

39. &uc" has cerebral pals" and reuires the use o# a waler. %hen arranging the classroom)

which o# the #ollowing #actors should &uc"’s teacher consider<



a. architectural barriers

b. portabilit" o# the waler and other euipment

c. accessibilit" o# space and materialsd. appropriate training

e. All these #actors should be considered.

Answer: ePage: 3(4



3;. $even-"ear-old Eric has autism) and he e,periences #reuent #rustration when interacting

with peers. De o#ten grunts) pulls at his hair) and uses tantrums to e,press his needs. o alleviate

Eric’s #rustration in social situations) which o# the #ollowing should be included as a e"component in his education plan<

a. orientation and mobilit" training

b. #unctional communication sills

c. second language learningd. negative rein#orcement

e. transition planningAnswer: b

Page: 399


3'. %hich o# the #ollowing instructional environments would cause the +$ stress #or a

student with autism spectrum disorders<a. +rs. +artine gives a two-minute warning be#ore transitioning to a new activit".

b. +r. &i organies a whole-class icball game at recess.

c. &aurence) a sophomore) waits #or the bus a#ter school.d. +s. +iller starts ever" morning in the same wa" with a stor".

e. obert) a middle school student) has a peer budd" to accompan" him while changing classes.

Answer: cPage: 3;4



(>. %hich o# the #ollowing seating arrangements would provide the +$ support #or a student

with attention de#icitHh"peractivit" disorder A!HD!/<

a. he student’s des is close to the windows. b. $tudent dess are arranged in groups o# #our.

c. he teacher’s activit" schedule #reuentl" changes.

d. he teacher includes opportunities #or ph"sical activit" within her lectures.e. $tudents are restricted #rom moving around the classroom.

Answer: d

Page: ('9


Taylor1 Olc Praxis Quiz3

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