Assessment in Special Education Chapter Exam
Questions
Course Introduction
Assessment in Special Education explores the principles, tools, and methods used to evaluate and support students with diverse learning needs. This course provides an overview of formal and informal assessment techniques, including standardized testing, curriculum-based measurement, observational methods, and alternative assessments. Students learn to interpret assessment data, collaborate with multidisciplinary teams, and make data-driven decisions for eligibility, placement, and instruction. Emphasis is placed on ethical, legal, and cultural considerations in assessment; family involvement; and the creation of individualized education programs (IEPs). The course prepares future educators to use assessment as a means to promote equity, inclusion, and meaningful educational outcomes for students with disabilities.
Recommended Textbook
Exceptional Learners An Introduction to Special Education 13th Edition by Daniel P. Hallahan
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Page 2
Chapter 1: Exceptionality and Special Education
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Q1) Discuss the relationship between litigation and legislation using the case of Hudson v. Rowley to illustrate the relationship.
Answer: Legislation involves making laws while litigation involves interpreting what the laws require in practice. In the case of Hudson v. Rowley, Amy Rowley's parents contended that an "appropriate public education" (as included under IDEA legislation)would allow her to achieve her maximum potential and that she could better do that if she were provided with a sign language interpreter in the classroom. In litigation, the court decided that the school had fulfilled its obligation to provide an appropriate education by designing an individualized program for Amy and that "appropriate" does not necessarily mean education that will produce maximum possible achievement.
Q2) In the story about Kathy Koons, the 19-year-old with spina bifida, the principle of normalization is
A)fully realized by her family and school.
B)frightening to Kathy, who desires to be taken care of by others for the rest of her life.
C)impossible to apply to Kathy because her measured intelligence is too low.
D)supported by Kathy's school, but seems less supported at home.
Answer: D
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Chapter 2: Current Practices for Meeting the Needs of
Exceptional Learners
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Q1) Discuss the effect of recent legislation on (a)early intervention and (b)transition.
Answer: Federal laws require that services be available to infants and toddlers who are identified as having disabilities and that an individualized family service plan (IFSP)be developed (similar to an IEP). Regulations stipulate that the family be involved in the development of the IFSP. Federal laws, including IDEA require that transition plans be included within older students' IEPs. The legislation recognizes that transition involves more than just employment. Such legislation has led to improved services, sometimes first-ever services, for a huge number of individuals, expanding the ages of people eligible to receive services from birth to age 21.
Q2) When teachers provide choices of activities on a single topic that vary in difficulty, they are using
A)watered-down curriculum.
B)accommodations.
C)partial participation.
D)tiered assignments.
Answer: D
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Chapter 3: Multicultural and Bilingual Aspects of Special Education
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Q1) Although the response to intervention has not been validated for non-English speaking or bilingual students, the method has positive implications for culturally diverse students because
A)it relies on quality instruction prior to identification and may prevent some of these students from being identified for special education services.
B)it is part of NCLB, which stipulated that the student's first language must be used for assessment.
C)it requires that students who are bilingual remain in regular classrooms for all instruction.
D)it uses standardized assessment procedures to enable teachers to understand the students' strengths and weaknesses.
Answer: A
Q2) Identify the three general purposes of multicultural education.
Answer: To promote pride in one's own cultural heritage and understanding of subcultures different from one's own, to foster positive attitudes toward cultural diversity, and to ensure equal educational opportunities for all students.
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Chapter 4: Parent and Families
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Q1) Homework for students with disabilities should be used
A)to introduce new skills.
B)to develop age-appropriate attention span.
C)to review skills already taught.
D)as a consequence for failing to complete work in class.
Q2) Positive behavior and intervention supports should be applied during routines that families normally engage in. These routines are
A)family activity settings.
B)family intervention opportunities.
C)family routine supports.
D)family intervention settings.
Q3) What issues are related to parental reactions to having a child with a disability, and what factors appear to be most predictive of how couples will cope with the stress associated with having a child with a disability?
Q4) Each of the following is an example of social support EXCEPT
A)a family's church.
B)a parental support group.
C)a subscription to a disability journal.
D)an Internet news group.
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Chapter 5: Learners With Intellectual and Developmental Disabilities
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Q1) Jose has intellectual disabilities. As an infant, he was lethargic and had difficulty eating; however, at about one year of age he became obsessed with food. This is characteristic of
A)Down syndrome.
B)Williams syndrome.
C)Fragile X syndrome
D)Prader-Willi syndrome.
Q2) Short-term memory involves the ability to keep information in mind while simultaneously doing another cognitive task.
A)True
B)False
Q3) If a person achieves a low score on an IQ test, this means that his or her adaptive skills are below average.
A)True
B)False
Q4) Identify and describe three environmental causes of intellectual disabilities.
Q5) What is self-determination? Describe the four components of self-determination and discuss arguments for and against promoting self-determination.
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Chapter 6: Learners With Learning Disabilities
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Q1) Making students aware of the stages of problem-solving tasks while they are performing them and bringing behavior under verbal control is
A)self-instruction.
B)self-monitoring.
C)scaffolded instruction.
D)reciprocal teaching.
Q2) A tendency to reverse letters when writing may be due to problems in A)visual perception.
B)auditory perception.
C)perceptual-motor skills.
D)general coordination.
Q3) All types of disabilities are more prevalent in males than in females.
A)True
B)False
Q4) Pragmatics is the study of A)word order within sentences.
B)the sound structure of words.
C)the meaning of language.
D)language use in social settings.
Q5) Describe two reasons why defining learning disabilities has been so problematic.
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Chapter 7: Learners With Attention Deficit Hyperactivity
Disorder
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Q1) The behavior of one student is tied to the outcome of the whole group in a A)group consequence model.
B)contingency-based self-monitoring model.
C)group contingency model.
D)consequence-based self-management model.
Q2) According to most authorities, what is the estimate for the percentage of school-age children with ADHD?
A)1-3%
B)5-8%
C)8-10%
D)3-7%
Q3) Write one descriptive sentence for three psychological and behavioral characteristics of people with ADHD described in the text.
Q4) How have methods for teaching students with ADHD changed since Cruickshank's approach in the late 1950s? In what ways are today's methods similar to Cruickshank's ideas?
Q5) Explain the difficulty students with ADHD have managing task switches and suggest three cognitive supports for transitioning from one activity to another.
Q6) Describe the four components used in the identification of ADHD.
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Chapter 8: Learners With Emotional or Behavioral Disorders
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Q1) Two broad dimensions of behavior disorders are
A)externalizing and internalizing.
B)withdrawal and disinterest.
C)exterior and interior.
D)hostility and aggression.
Q2) Write a brief case description of a student with E/BD and explain why this student's problems need to be addressed with a balance of behavioral control strategies and academic and social learning techniques.
Q3) "Manifestation determination" means that the circumstances surrounding a particular incident are not weighed in deciding what the consequences should be.
A)True
B)False
Q4) The federal definition of E/BD has been most widely criticized for its exclusion of children with
A)autism.
B)schizophrenia.
C)social maladjustment.
D)attention deficit disorder.
Q5) What procedures are used to identify students with E/BD?
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Chapter 9: Learners With Autism Spectrum Disorders
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Q1) Children with autism have impaired communication; as many as 50 percent are thought to
A)be mute.
B)lack communicative intent.
C)display stereotypic behavior.
D)exhibit echolalia.
Q2) Which statement about the causes of autism spectrum disorder is true?
A)Autism spectrum disorder is likely caused by parental attitudes and behavior.
B)Scientists have established unequivocally that the cause is neurological.
C)Psychoanalytic ideas attribute autism to brain malfunction.
D)Childhood inoculations have been proven to cause autism in some cases.
Q3) What features should be present in a transition plan for students with autism spectrum disorders?
Q4) There are no standardized assessments available for outcome measures for people with autism.
A)True
B)False
Q5) Describe three strategies to help a student with autism be more included in a general education classroom.
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Chapter 10: Learners With Communication Disorders
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Q1) According to typical development, by what age are all American English speech sounds acquired?
A)18 months
B)3 years
C)6 years
D)8 years
Q2) All of the following are guidelines that teachers and parents can follow when talking with children with speech and language disorders EXCEPT
A)Lead the discussion.
B)Talk about things the child is interested in.
C)Allow enough time for the child to respond.
D)Provide opportunities for the child to communicate.
Q3) The primary role of the classroom teacher is to facilitate development of which aspect of language?
A)phonology
B)semantics
C)pragmatics
D)morphology
Q4) Explain why communication does not require speech.
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Chapter 11: Learners Who Are Deaf or Hard of Hearing
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Q1) Speechreading is used by the majority of people with hearing impairments.
A)True
B)False
Q2) Students who are deaf who do not go on to postsecondary training may face increased obstacles to employment in the future because
A)increasingly few employers are willing to employ workers who sign. B)the manual trades that they typically prepare for are disappearing.
C)antidiscrimination laws do not cover students with inadequate training. D)there will be increased competition for the same jobs by individuals with other disabilities.
Q3) Most standardized assessments are biased against learners who are deaf or hard of hearing.
A)True
B)False
Q4) Identify and describe two factors that affect the social adjustment of individuals with hearing impairment.
Q5) Discuss the effects of hearing impairment on intellectual development and describe recent changes in knowledge associated with this issue.
Q6) Describe four factors that demarcate the Deaf community as a true culture.
Page 13
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Chapter 12: Learners With Blindness or Low Vision
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Q1) Blindness is primarily an adult disability.
A)True
B)False
Q2) The National Federation of the Blind had a braille bill passed to
A)ensure that teachers of students with visual impairment are proficient in braille.
B)require braille instruction for all students with visual impairment.
C)increase the availability of devices like the Kurzweil Personal Reader.
D)provide funding for students to attend special schools to learn braille.
Q3) As a disability of children, blindness is
A)one of the most prevalent disabilities.
B)about average in prevalence compared to other sensory disabilities.
C)the least prevalent disability.
D)increasing rapidly in prevalence.
Q4) A skill used by people who are blind to aid them in acquiring mobility is
A)sequential mapping.
B)spatial ability.
C)Doppler effect.
D)tactual perception.
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Chapter 13: Learners With Low-Incidence, Multiple, and Severe Disabilities
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Q1) Each of the following statements about severe and multiple disabilities is true EXCEPT
A)It includes all individuals with disabilities who require extensive ongoing support in more than one major life activity.
B)Nearly any severe disability will involve extensive ongoing support in more than one major life activity.
C)People with a severe disability in any area typically have more than one disability.
D)Even combinations of mild disabilities do not constitute severe educational problems.
Q2) Tactual signals that can convey a number of messages depending on the situation and context are
A)hand-under-hand guidance.
B)touch cues.
C)adapted signs.
D)tactual signs.
Q3) Explain why traumatic brain injury (TBI)is sometimes considered "invisible" and a "silent epidemic."
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Chapter 14: Learners With Physical Disabilities and Other Health Impairments
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Q1) Define cerebral palsy and discuss the range of effects that this condition can have on functioning.
Q2) In addition to its effect on the immune system, AIDS poses all of the following threats to children EXCEPT
A)intellectual disability.
B)emotional or behavioral disorders. C)seizures.
D)muscular dystrophy.
Q3) Which principles are most important to keep in mind when considering prosthetics and orthotics?
A)residual function, simplicity, reliability
B)age of person, length of limb, intelligence of person
C)residual function, length of limb, cost of device
D)residual function, simplicity, health of person
Q4) A condition that recurs at successive times but does not necessarily become more severe overtime is
A)progressive.
B)episodic.
C)chronic.
D)acute.
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Chapter 15: Learners With Special Gifts and Talents
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Q1) Each of the following is a myth about acceleration EXCEPT:
A)The majority of students are not socially mature enough to advance grades.
B)Holding students to their grade level is a safer educational route.
C)It results in gaps in students' knowledge.
D)Students who are accelerated into grades beyond their agemates get bullied more.
Q2) Which statement is true?
A)Intellectually gifted children are often insensitive to the feelings of others.
B)Intellectually gifted children are often highly concerned about interpersonal relationships, intrapersonal states, and moral issues.
C)Advanced cognitive abilities often result in poor emotional adjustment.
D)Students who are gifted do not need education in morality.
Q3) Each of the following is a reason for low numbers of students identified as gifted from low socioeconomic status and those living in remote areas EXCEPT lack of A)access to materials.
B)caring parents.
C)basic necessities.
D)diverse early experiences.
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