1. LBS1 Practice Test
for Saint Xavier University
Candidates
Dr. Candace Baker
1
02/01/14

2. Special Education: Teaching
Students with Learning Disabilities
Dr. Candace Baker
2
02/01/14

3. Q1. Students with learning disabilities are
more likely than students without disabilities
to exhibit which of the following?
A.
B.
C.
D.
Clear Dominance of the left Brain for
Learning
Deficits in long-term memory retrieval
Selective attention disorders
Characteristics of giftedness in artistic
expression
Dr. Candace Baker
3
02/01/14

4. Q1 -- Answer
 The
Correct Answer is C.
 Research
indicates that students with learning
disabilities are likely to lag behind other children in
their ability to identify and focus on the key aspects of
a task while disregarding the less important aspects. It
has not been proven that students with learning
disabilities are more likely than other students to have
either left-brain or right-brain dominance for learning,
and students with learning disabilities have no
particular difficulty with long-term memory retrieval
(Choice B). There is no clear evidence to suggest that
students with learning disabilities are more gifted than
others in artistic expression (Choice D).
Dr. Candace Baker
4
02/01/14

5. Q2. Which of the following best represents
current research findings on brain damage /
dysfunction as it relates to learning disabilities?
A.
B.
C.
D.
Direct, causal links have been found between
prenatal exposure to toxic substances and certain
well-defined learning disabilities.
Brain damage/dysfunction has been ruled out
altogether as a factor in the occurrence of learning
disabilities.
Brain damage/dysfunction caused by accident or
abuse is clearly linked to learning disabilities, but
such a link has not been established for damage
that is prenatal.
There is little direct evidence of a link between
learning disabilities and brain damage/dysfunction
but some evidence that is correlational.
Dr. Candace Baker
5
02/01/14

6. Q2 -- Answer
Best Answer is D.
 Specific causal linkages between pre- or
postnatal development and/or experiences
and learning disabilities, as indicated in
choice A and choice C, have not yet been
established with certainty.
Because
research is ongoing in this area, choice B
is not correct.
 The
Dr. Candace Baker
6
02/01/14

7. Q3.
Which of the following single
indicators is most commonly used to
signify students’ eligibility for services for
specific learning disabilities?
A.
B.
C.
D.
Academic Achievement that is hampered by
social and emotional deficits
Academic achievement that is significantly
below grade level.
Academic aptitude that is significantly lower
than the norm for the chronological age.
Academic aptitude that is significantly
higher than academic achievement.
Dr. Candace Baker
7
02/01/14

8. Q3 -- Answer
Best Answer is D.
 Although definitions of learning disabilities
vary, most have an aptitude-achievement
discrepancy component.
Social and
emotional deficits (choice A) are not primary
to identifying learning disabilities. Choice B
as a single indicator is incorrect; many factors
other than the presence of a learning disability
could account for low academic achievement.
Chronological age related to aptitude (choice
C) is not a primary indicator for learning
disabilities.
 The
Dr. Candace Baker
8
02/01/14

9. Q4. A Student with learning disabilities who reads
at grade level is enrolled in a regular biology class.
The special education teacher is trying to determine
what strategies to use to help the student perform well
in the class and pass the required tests. Which of the
following Steps should the special education teacher
take first?
A.
B.
C.
D.
Determine how well the student organizes and
retains material that is representative of the course.
Obtain the required reading materials and highlight
important concepts for the student.
Secure a tape recorder for the student to use to tape
the lectures and other teacher presentations.
Use a readability index to determine the difficulty of
the required reading materials.
Dr. Candace Baker
9
02/01/14

10. Q4 -- Answer
 The
correct answer is A.
 Many
students with learning disabilities have
difficulty organizing materials for study and using
strategies that aid their retention of information. As a
first step, highlighting information (choice B) would
not be useful; it would not provide information about
the student, who might not have a deficit that requires
this step. Choice C would not be useful as a first step,
before the teacher learns the student’s specific study
needs. Because the student reads at grade level it
would be more advantageous to determine how the
student approaches study tasks than to determine the
difficulty of the material (Choice D).
Dr. Candace Baker
10
02/01/14

11. Q5. Ralph is a fourth grade, recently mainstreamed
student who has a learning disability that causes him to
decode written materials in a slow and labored manner.
His comprehension is excellent. His teacher has organized
the classroom in five reading / discussion groups to which
students have been assigned based on their reading
performance. Ralph is placed in the highest group. Which
of the following best justifies the teacher’s decision?
A.
B.
C.
D.
Ralph will have his strengths reinforced and will likely receive
spontaneous peer tutoring.
Ralph will be forced to decode faster in order to be competitive
with the other students.
The social benefits of being in the higher group will outweigh
any instructional disadvantage Ralph experiences.
Ralph can keep pace by listening to the discussion and thereby
avoid some of the decoding tasks.
Dr. Candace Baker
11
02/01/14

12. Q5 -- Answer
 The
Best Answer is A.
 Because
Ralph has no trouble understanding what he
reads, he is more likely to improve his skills in the
highest group than in one in which the students have
difficulty with both decoding and comprehension.
The teacher can employ strategies that will aid him in
decoding the materials. Trying to decode faster
without any type of adaptations (choice B) will likely
prove frustrating and counterproductive for Ralph.
The teacher should no undervalue Ralph’s
instructional needs (choice C), and avoiding decoding
(choice D) would not be beneficial for Ralph.
Dr. Candace Baker
12
02/01/14

13. Special Education: Teaching
Students with Behavioral
Disorders/Emotional Disturbance
Dr. Candace Baker
13
02/01/14

14. Q1. A school is considering adopting a “get tough”
policy that enables it to expel students whose
behavior is disruptive and/or violent. Which of the
following best describes the relationship between
this school’s policy and IDEA?
A.
B.
C.
D.
It is consistent with the requirements of IDEA.
This practice probably is illegal for many students
covered by IDEA.
IDEA does not address administrative policies
concerning students who are disruptive and/or
violent.
IDEA permits the expulsion of disruptive and/or
violent students only if they lack the intellectual
capacity to do schoolwork.
Dr. Candace Baker
14
02/01/14

15. Q1 -- Answer
 Based
on case law, the best response is B.
 Under
EHA (PL94-142) and its amendments, the
courts have established that schools may not expel
students with disabilities without due process if the
behavior causing the expulsion proceedings is related
to their disabilities. The provisions of EHA and IDEA
that have been cited as relevant are those that call for
education in the least restrictive environment and those
related to placement decisions, with expulsion being
viewed by the courts as an unplanned change in
placement not in the student’s best educational
interests. Choices A, C, and D, therefore, are incorrect.
Dr. Candace Baker
15
02/01/14

16. Q2. On school party days, two third-grade students with
EBD get so excited that their behavior becomes very
difficult to manage. The third-grade general education
teacher has asked the special education teacher not to send
these students to the class on the days of school parties
because the students are so disruptive. Which of the
following would be the best way for the special education
teacher to deal with this problem?
A.
B.
C.
D.
Urge the general education teacher to make allowances for these
students’ behaviors in these kinds of situations.
Agree to allow the students with emotional / behavioral disorders to
remain in the special education classroom with a member of the
nonprofessional staff during parties.
Advise the students that they will not be allowed to go to school parties
and offer them the option to stay home from school on those days.
Help the regular education teacher arrange to have additional adults
present to help with these students during parties.
Dr. Candace Baker
16
02/01/14

17. Q2 -- Answer
choices except D, the best answer, allow the EBD
students to be “excluded” from important school
events with their peers. No matter how severe their
behavior has been in the past, EBD students have the
right to be included in current educational activities,
even if that means using a variety of support strategies
such as additional adult assistance. It is the EBD
teacher’s role to do more than just “try to persuade”
the mainstream or general education teacher to include
the EBD students.
It is the EBD teacher’s
responsibility to see that it is done, and to help the
EBD students sustain their involvement in the activity
for as long as they are able.
 All
Dr. Candace Baker
17
02/01/14

18. Q3. Which of the following is NOT an
important consideration in the process of
evaluating a student for evidence of EBD?
A.
B.
C.
D.
The referring Teacher
The age of onset of the problem
behavior.
The setting in which the problem
behavior is exhibited
The treatment to be used.
Dr. Candace Baker
18
02/01/14

19. Q3 -- Answer
Choices
A, B, and C are all
considerations in the evaluation process.
The correct response, D, is a part of the
educational plan that is developed based
on the completion of the evaluation
process.
Dr. Candace Baker
19
02/01/14

20. Q4. If a teacher aide is assigned to assist in a
classroom for students with EBD, which of the
following guidelines would best help the aide to
assist students who are doing independent work?
A.
B.
C.
D.
Give the students frequent encouragement to
get them to complete their work on their own.
Provide continuous feedback to students as
they work.
Show students how to complete their tasks,
doing some of the work for them if they delay.
Limit assistance to that help needed to keep
students working on their own.
Dr. Candace Baker
20
02/01/14

21. Q4 -- Answer
Independent
work periods are intended
to help students learn to use their time
well and strengthen their problemsolving skills. Students need to strike
a balance between receiving needed
assistance and coming to depend too
heavily on adult intervention; thus, the
best response is D.
Dr. Candace Baker
21
02/01/14

22. Q5. Maria, a student with EBD, has just been placed
in a regular mathematics class. Two days in a row,
when given a math worksheet, Maria has looked at it
for a few minutes, pushed it aside, and put her head
down on her desk. Which of the following does the
teacher need to do before giving Maria more math
worksheets in class?
A.
B.
C.
D.
Ask one of the other students to work with Maria on
one of the rejected worksheets.
Set up a bonus point system with Maria to encourage
her to do her math work.
Allow Maria to take her math work home to see if
she can complete it when not under pressure.
Talk with Maria and evaluate whether the math
assignments are appropriate for her.
22
Dr. Candace Baker
02/01/14

23. Q5 -- Answer
The
Best Answer is D.
The
teacher must first determine if the
math assignments are appropriate for
Maria before any of the other
strategies might be effective.
Dr. Candace Baker
23
02/01/14

24. Q6. Which of the following guidelines being
stated by a teacher is an example of a
dependent group contingency?
A.
B.
C.
D.
“As soon as each student makes it through an entire
home economics class without one reprimand for
disruptive behavior, we will prepare lunch for class.”
“If each student meets his or her self-monitoring goal
on Tuesday, the whole class can skip a homework
assignment.”
Each student who finishes her or his homework
during the allotted fifteen-minute homework drill will
receive a coupon for a fast-food restaurant.”
“Each time Johanna earns 10 points for completing
academic tasks, the entire class will be rewarded with
five minutes of free time.”
Dr. Candace Baker
24
02/01/14

25. Q6 -- Answer
 Choice
D, the correct response, fits the guidelines for
dependent group contingencies. The peer performance
of certain group members determines the consequence
received by the entire group. Choices A and B
represent an interdependent group contingency. In this
strategy, each student must reach a prescribed level of
behavior before the entire group receives a
consequence. Choice C represents an independent
group contingency.
In this variation, the same
consequence is applied to individual group members.
Dr. Candace Baker
25
02/01/14

26. Special Education: Application of
Core Principles Across Categories
of Disabilities
Dr. Candace Baker
26
02/01/14

27. Q1. A 13-year-old student with a severe degree of
mental retardation has a verbal expressive
vocabulary of a few isolated words. Which of the
following augmentative communication systems
can most immediately be used in a community
setting with the students?
A.
B.
C.
D.
Sign language
Cued Speech
A communication board using pictures
A communication board using the alphabet
and number system.
Dr. Candace Baker
27
02/01/14

28. Q1 -- Answer
The
best answer is C.
A
communication board using pictures is most
likely to be effective given the severity of the
student’s disability and the limited nature of the
student’s current language skills.
Dr. Candace Baker
28
02/01/14

29. Q2. Computer-assisted instruction has been shown
to be an important teaching method for students with
mental retardation for all of the following reasons
EXCEPT:
A.
B.
C.
D.
The computer requires little teacher intervention,
freeing the teacher to prepare upcoming lessons.
The computer can be programmed to
immediately deliver feedback on the correctness
of a response.
The computer can be programmed to provide as
much repetition as a student needs.
Computer graphics and sound can maintain a
student’s motivation and attention to task.
Dr. Candace Baker
29
02/01/14

30. Q2 -- Answer
correct answer is A;
 You are to choose the false statement.
Effective computer-assisted instruction
tends to require as much teacher
monitoring and intervention as other types
of individualized student work.
 The
Dr. Candace Baker
30
02/01/14

31. Q3. To best assure the transfer of word
attack skills to newspaper reading, a
middle school teacher of students with
mild mental retardation should…
A.
B.
C.
D.
prepare teacher-made newspaper articles for
the students to read.
select articles from the local newspaper for
students to read.
develop writing exercises using words from
newspaper articles.
prepare worksheet exercises based on single
sentences from newspaper articles.
Dr. Candace Baker
31
02/01/14

32. Q3 -- Answer
best answer is B,
 Since one component of successful
transfer of learning is the similarity
between the situation in which a skill is
learned and the situation to which it is to
be applied.
 The
Dr. Candace Baker
32
02/01/14

33. Q4. Which of the following is an example
of functional language training for
children who are nonverbal?
A.
B.
C.
D.
Rewarding the child for making a
vocalization approximating a sound made
by the teacher.
Rewarding the child for any vocalization
made while looking at the teacher.
Drilling on bilabial sounds so the student
can say “mama”.
Drilling the child on pointing to the sink
when he or she wants a drink of water.
Dr. Candace Baker
33
02/01/14

34. Q4 -- Answer
best answer is D,
Since functional language training
involves giving the child a means
of influencing and interacting with
the environment. Teaching the
child to make sounds or imitate
words in isolation does not fulfill
the goal of functional language
training.
The
Dr. Candace Baker
34
02/01/14

35. Q5. A well-made teacher-developed test is
generally preferred to a standardized
achievement test when measuring learning
mastery because it . . .
A.
B.
C.
D.
is more likely to yield a true score
has higher interrater reliability
allows greater comparison of students
to each other
has better content validity
Dr. Candace Baker
35
02/01/14

36. Q5 -- Answer
The
best answer is D.
 “Learning
mastery” generally refers to
those lessons taught in the classroom. A
teacher-developed test is more likely
than a standardized achievement test to
assess students’ mastery of those lessons
and, therefore, to have better content
validity.
Dr. Candace Baker
36
02/01/14

37. Q6. Which of the following best
describes an ecological inventory?
A.
B.
C.
D.
An analysis of the curriculum of a given
school system.
A compilation of specific behavioral
management needs of a child with disabilities
A synthesis of the past educational
achievements of a child with disabilities
A compilation of life skills needed by a child
with disabilities in present or future settings.
Dr. Candace Baker
37
02/01/14

38. Q6 -- Answer
The
best answer is D.
 An
ecological inventory is designed to
determine those skills needed by a
particular individual in his or her current
and future environments.
Dr. Candace Baker
38
02/01/14

39. Q7. A student with behavior problems is being
taught to interact appropriately with peers on
the playground. The playground supervisor
provides the teacher with feedback on the
student’s behavior after every recess. The
student earns points for acceptable behavior.
When an infraction has occurred during recess,
the student loses points.
This contingent
withdrawal of reinforcers is referred to as . . .
A.
B.
C.
D.
negative reinforcement
discrimination learning
response cost
generalization training
Dr. Candace Baker
39
02/01/14

40. Q7 -- Answer
The
correct answer is C.
 Response
cost refers to the removal or
withdrawal of reinforcing stimuli upon the
performance of an undesirable behavior.
Dr. Candace Baker
40
02/01/14

41. Q8. Tomas, a student in a first-grade class,
is the only child standing quietly in a bus
line. His teacher asks Tomas to show the
other children how to stand quietly in line.
Many of the students imitate Tomas’
behavior. Which of the following behavior
management techniques did the teacher use?
A.
B.
C.
D.
Modeling
Shaping
Extinction
The Premack principle
Dr. Candace Baker
41
02/01/14

42. Q8 -- Answer
The
correct answer is A.
 Modeling
is a process by which an
observer learns a response or behavior by
watching and imitating the behavior of
another.
Dr. Candace Baker
42
02/01/14

43. Q9. As mandated in IDEA, the IEP team must consider
the need for transition services for each student before
she or he leaves school. If it is determined that
transition services are needed, which of the following
represents the most critical task for the team involved in
preparing the transition plan?
A.
B.
C.
D.
Adopting a transition plan previously drafted by officials of the
state department of education, the vocational rehabilitation
agency, and the local school district.
Getting information regarding post school educational services,
community living options, and employment, from adult agency
personnel.
Providing written information for the family and student to
review and suggesting a placement for postsecondary special
services.
Conducting meetings at which family and student goals are
determined, along with personnel responsibilities, information
to be collected, a time frame for providing information, and the
resources needed to meet each goal.
Dr. Candace Baker
43
02/01/14

44. Q9 -- Answer
The
best answer is D.
 Transition
to post school life will be most
effective when the goals of the student and
his or her family are considered, when all
responsible agencies work together to
develop a plan for the student, and when
specific tasks toward the goals are
scheduled, monitored, and completed.
Dr. Candace Baker
44
02/01/14

45. Q10. For a special education teacher, which
of the following is the best example of
collaborative goal setting?
A.
B.
C.
D.
Developing IEP goals with the regular
classroom teacher and then presenting the
completed goals to the students’ parents
Reaching a consensus on goals by consulting
with parents and the multidisciplinary team
Allowing parents to choose from goals
designed by the multidisciplinary team
Encouraging students to select goals for IEP
inclusion from teacher-approved lists.
Dr. Candace Baker
45
02/01/14

46. Q10 -- Answer
The
best answer is B,
 Since
collaborative goal setting requires the
sharing of ideas among all those involved
with the student – educators, parents, related
services providers, etc. It is not appropriate
in collaborative goal setting for one person or
group to present previously prepared goals to
the student or his or her family. There must
be collaboration among all concerned to
develop appropriate goals for the student.
Dr. Candace Baker
46
02/01/14

47. Special Education: KnowledgeBased Core Principles
Dr. Candace Baker
47
02/01/14

48. Q1. Which of the following techniques is
likely to be most successful in helping
learners with mental retardation to retain
previously acquired skills?
A.
B.
C.
D.
Scheduling frequent peer tutoring
sessions
Acknowledging appropriate behavior
regularly
Providing periodic review of lessons
Allowing longer independent practice
periods.
Dr. Candace Baker
48
02/01/14

49. Q1 -- Answer
The
best answer is C.
 Once
a skill has been mastered, the teacher can
best assure its retention by providing additional
meaningful learning situations in which the
student can recall and use the skill.
Dr. Candace Baker
49
02/01/14

50. Q2. Which of the following is most clearly
an example of a student using inappropriate
syntax?
A.
Saying, “I see football game”
B.
Saying, “Wa wa” as a substitute for water
C.
Saying, “Me sister shoes new happy”
D.
Saying, “He drinked his milk”
Dr. Candace Baker
50
02/01/14

51. Q2 -- Answer
best answer is C;
 Since using appropriate syntax involves
following rules for the correct arrangement
of word sequences.
 The
Dr. Candace Baker
51
02/01/14

52. Q3. Which of the following
conditions is frequently
attributable to Trisomy 21?
A.
Down syndrome
B.
Phenylketonuria (PKU)
C.
Klinefelter syndrome
D.
Turner syndrome
Dr. Candace Baker
52
02/01/14

53. Q3 -- Answer
correct answer is A.
 There are several possible causes of
Down syndrome, with the most common
being Trisomy 21, the failure of one pair
of parental chromosomes to separate at
conception.
 The
Dr. Candace Baker
53
02/01/14

54. Q4. According to IDEA, when parents
and schools disagree over education issues
for a child with a disability, either party
can request a . . .
A.
Mediator
B.
Due process hearing
C.
New teacher for the student
D.
Court date
Dr. Candace Baker
54
02/01/14

55. Q4 -- Answer
best answer is B.
According to IDEA, either a parent or
The
the public educational agency may
initiate a hearing on the identification,
evaluation, or educational placement
of a student with a disability.
Dr. Candace Baker
55
02/01/14

56. Q5. Which of the following placement
practices is required by federal law?
A.
Full inclusion
B.
Mainstreaming
C.
Least restrictive environment
D.
Resource room
Dr. Candace Baker
56
02/01/14

57. Q5 -- Answer
correct answer is C.
IDEA states that each student must be
The
placed
in
the
least
restrictive
environment in which the unique needs
of that student can be met. Choice A, B,
or D may be the least restrictive
environment for a given student, but that
must be determined on an individual
basis.
Dr. Candace Baker
57
02/01/14

58. Q6. According to IDEA, which of the
following is a mandated responsibility of the
school in servicing a student who has been
identified as having a disability?
A.
B.
C.
D.
Guaranteeing that the student is placed in a
regular classroom in the student’s home school
Paying for an independent educational
evaluation of the student upon request by the
parent
Notifying the parent following the placement of
the student in a special education program
Guaranteeing appropriate access to and
confidentiality of the student’s records.
Dr. Candace Baker
58
02/01/14

59. Q6 -- Answer
The
correct answer is D,
 As
both confidentiality of and access to
students’ records are addressed in IDEA.
Dr. Candace Baker
59
02/01/14

60. Q7. The most useful information for
developing the long-range goals and shortterm objectives on an IEP is likely to come
from using the results of which of the
following types of assessment?
A.
B.
C.
D.
Norm-referenced tests and adaptive behavior
scales
Criterion-referenced tests and behavioral
checklists
Norm-referenced tests and language samples
Developmental scales and group achievement
tests
Dr. Candace Baker
60
02/01/14

61. Q7 -- Answer
The
best answer is B.
 Criterion-referenced
tests compare a student’s
performance to a specified level of mastery or
achievement. Behavioral checklists may be
used to gather various types of information
about the student’s current performance in a
given area. Both assess specific information
about a particular student, and therefore can be
useful in developing IEP goals and
objectives.
Dr. Candace Baker
61
02/01/14

62. Q8. Which of the following best describes
the group of special education students for
whom transition plans must be developed
as part of the IEP process?
A.
B.
C.
D.
Students of all ages
Students between the ages of 18 and 21
Students aged 14 to 16 through school
completion
Students who will graduate from high
school and be placed in a sheltered
workshop
Dr. Candace Baker
62
02/01/14

63. Q8 -- Answer
correct answer is C, as stated in
IDEA.
The
Dr. Candace Baker
63
02/01/14

64. Q9. An IEP must include which of the
following components?
A.
The current level of student performance
B.
A record of past student performance
C.
A description of the student’s intellectual
functioning
D.
Suggestions for parental involvement
Dr. Candace Baker
64
02/01/14

65. Q9 -- Answer
correct answer is A, as stated in
IDEA.
The
Dr. Candace Baker
65
02/01/14

66. Special Education: Teaching
Students with Mental Retardation
Dr. Candace Baker
66
02/01/14

67. 1. After scoring 100% on an oral multiplication
test and repeating this performance on a similar
paper-and-pencil test, a 12-year-old student with
mental retardation was unable to determine the
total cost of purchasing six comic books when the
price was $3 for one comic book. This student is
most clearly deficient in which of the following
areas?
A. Memory skills
B. Computational skills
C. Conceptual skills
C. Generalization skills
Dr. Candace Baker
67
02/01/14

68. Q1 -- Answer
best answer is D.
Poor generalization skills are exhibited
when an individual cannot use a learned
skill under conditions different from the
learning situation.
The
Dr. Candace Baker
68
02/01/14

69. Q2. Which of the following statements best
explains the increase in the number of children
identified as having mild mental retardation at
the time this population reaches school age?
A.
B.
C.
D.
Children with mental retardation tend to exhibit a
cognitive slump at about age 6.
Mental retardation is easier to detect at this age
because emphasis is placed on academic
achievement.
A label of mild mental retardation cannot legally be
given to children before they reach school age.
School personnel are generally more eager than
parents to find the reasons for children’s learning
difficulties.
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70. Q2 -- Answer
The
best answer is B.
 Young
children with mild mental retardation
often have age-appropriate adaptive behavior
and social skills, and therefore perform
adequately in the nonacademic situations
encountered before school begins. They begin
to exhibit problems, however, when the
academic demands of the classroom are placed
on them.
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71. Q3. According to the definition used by the
American Association on Mental Retardation
(AAMR), which of the following is one of the
conditions required before an individual can be
said to have mental retardation?
A.
B.
C.
D.
An IQ score below 50
A known cause of the individual’s condition
Deficits in adaptive behavior
Deficits in social skills
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72. Q3 -- Answer
the choices given, C is the only
condition specified in the AAMR
definition of mental retardation.
Of
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73. Q4.
The most recent conceptual thinking
related to program delivery options for individuals
with mental retardation gives the greatest amount
of emphasis to the…
A.
B.
C.
D.
development of skills that will promote
independence in an institutional setting
development of skills that will help with
integration into the community
mastery of academic skills
mastery of computer technology
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74. Q4 -- Answer
best answer is B.
Although the process of successful
integration into the community is
extremely complex both conceptually and
practically, it has been noted by many
educators, researchers, and advocacy
groups in recent years that it is essential
for appropriate programming to occur in
school to assure such success for
individuals with mental retardation.
The
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75. Q5. Using a functional approach is important
when designing instruction for students with
moderate and severe degrees of mental
retardation because this approach…
A.
B.
C.
D.
follows a sequence according to normal child
developmental milestones
breaks down the skills to be taught into a series of
discrete behaviors and then sequences those
behaviors into the progression in which they occur
when performing the skill
concentrates on behaviors that are critical to
performing a necessary task
teaches those skills that occur naturally within a
school environment.
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76. Q5 -- Answer
correct answer is C, since the
functional approach emphasizes
teaching skills that the students
need now or will need in the future.
The
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77. Q6. Which of the following procedures is
likely to be most effective in teaching basic
arithmetic concepts to students with mental
retardation?
A. Using manipulatives and pictures for
counting and grouping
B. Completing paper-and-pencil drilland-practice worksheets
C. Using calculators for problem-solving
D. Using flash cards for learning basic
addition and subtraction facts.
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78. Q6 -- Answer
 The
best answer is A, since counting and
grouping are two of the basic elements
required in learning arithmetic concepts. All
children who are learning basic arithmetic
concepts are assisted in this effort if
manipulatives, pictures, or other concrete
representations of the concepts are
presented.
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79. Professional Assessments
for Beginning Teachers
Special Education
79
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80. Q1. Which of the following is the focus of the
noncategorical or cross-categorical approach to
special education?
A.
B.
C.
D.
E.
The use of self-contained special education
classes for students with disabilities
The differentiation of students’ needs based on
their specific disabilities
The education of students with disabilities based
on their similar characteristics and needs
The use of differential diagnosis as a technique
for distinguishing among disabilities
The application of task-analysis techniques in
the instruction of students with severe
disabilities.
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81. Q1 -- Answer
The
best answer is C.
 Schools
or districts that use a noncategorical or
cross-categorical approach to special education
generally base that decision on a belief that the
etiology of students’ disabilities is not
important. Rather, the students’ instructional
needs should be assessed, and students with
similar needs should receive similar treatment.
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82. Q2. Which of the following is a factor that impedes
researchers’ attempts to determine with certainty the
prevalence of learning disabilities in the United States?
A.
B.
C.
D.
E.
The absence of any definition of learning disabilities
in federal guidelines for special education
A general reluctance on the part of educators and
diagnosticians to classify students as having learning
disabilities
The overlap in identification criteria between the
classifications of severe learning disabilities and
severe emotional disturbance
The tendency of school districts to place students
identified as having learning disabilities in regular
rather than special education classes
The lack of a precisely defined cut-off point at which
a learning problem requiring remediation becomes a
disability requiring special education.
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83. Q2 -- Answer
 The
best answer is E.
 Definitions
of learning disabilities are often imprecise
in their guidance regarding the point at which a specific
learning problem should be classified as a disability, a
factor that affects identification of the condition.
Choice A is incorrect because the Individuals with
Disabilities Education Act defines specific learning
disabilities in general terms. B is incorrect; the
numbers indicate just the opposite. C is incorrect
because identification criteria for these two areas do not
present an appreciable problem of overlap. D is
irrelevant; placement is not the issue of the question.
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84. Q3. The total number of children with
disabilities who are served in special education
programs has grown at a phenomenal rate since
1975. Which of the following is the most likely
reason for the increase?
A.
B.
C.
D.
E.
The passage of PL 94-142, which required that the
public schools educate all children with disabilities
from age three through twenty-one
Improved assessment techniques that made it easier
to locate and identify children with disabilities
An increase in the number of special education
teachers trained to serve students with disabilities
A general decrease in school enrollment resulting
in more space for special education students
An increase in federal aid for education
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85. Q3 -- Answer
The
best answer is A.
 The
Education for All Handicapped Children
Act (PL 94-142), passed in 1975, was the
first law to mandate a free and appropriate
public education for all children and youth
with disabilities. Prior to that time, schools
could exclude children they felt were not
educable.
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86. Q4. Kevin is a second grader whose gradeequivalent score on a reading test is 5.0. Which
of the following is an accurate interpretation of
Kevin’s score?
A.
B.
C.
D.
E.
Kevin has the reading skills of the average fifth
grader.
Kevin can read fifth-grade materials.
Kevin correctly answered as many questions on the
test as did the average beginning fifth grader.
Kevin has progressed three years beyond the level at
which he is expected to be reading.
Kevin has mastered the skills of the reading
curriculum up to the fifth-grade level.
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87. Q4 -- Answer
The
best answer is C.
A
grade-equivalent score for an individual
represents the score on the test that is the
same as the median, or average, score for
all students at that grade level in the
norming group.
Therefore, if Kevin
obtained a grade-equivalent score of 5.0 on
a reading test, he correctly answered the
same number of questions on the test as did
the average beginning fifth grader.
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88. Q5. Of the following methods of assessment,
which is likely to provide the LEAST useful
information for instructional planning?
A.
Intelligence tests
B.
Behavioral checklists
C.
Criterion-referenced achievement tests
D.
Systematic observations
E.
Informal skill inventories
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89. Q5 -- Answer
The
best answer is A.
 It
has been widely acknowledged in the
field of education that, although intelligence
tests may serve several appropriate
purposes, they provide teachers with limited
useful information. Results of intelligence
tests are unlikely to help teachers decide
what to teach or how to teach it.
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90. Questions 6 – 8 are based on the
following information.
 Michelle,
a 19-year-old whose parents are
deceased, has profound mental retardation
and lives in a group home. She is bused to a
special class by the local school district.
Michelle has had frequent, extended absences
from school because of her frail physical
condition. She is nonambulatory and
nonverbal; her vision and hearing are intact.
She can communicate a few basic needs by
means of a pictorial language board.
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91. Q6. Which of the following is the
appropriate
focus
of
Michelle’s
individualized education program (IEP)?
A.
Functional academics
B.
Basic academic skills
C.
Prevocational skills
D.
Self-care skills
E.
Oral language
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92. Q6 -- Answer
The
best answer is D.
 Because
of Michelle’s profound level of
mental retardation and the severe nature of
her secondary disabilities, choices A, B, C,
and E are not likely to be realistic or useful
areas on which to focus. Self-care skills,
however, would help Michelle function better
both at school and at home.
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93. Q7. Michelle’s IEP would be expected
to include goals and objectives in all of
the following EXCEPT . . .
A.
Recreation
B.
Articulation
C.
Feeding
D.
Toileting
E.
Communication
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94. Q7 -- Answer
The
best answer is B.
 Michelle,
at age nineteen, is still
nonverbal. Therefore, articulation is an
inappropriate area for which to include
goals and objectives on her IEP.
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95. Q8. Since Michelle’s parents are deceased, who
is required to review and approve her
educational program?
A.
B.
C.
D.
E.
A representative of the state agency for children’s
services
A court-designated staff member of the group
home in which she resides
A blood relative willing to assume this
responsibility
A surrogate parent appointed by the local
education agency
A member of the local school board where
Michelle attends school
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96. Q8 -- Answer
best answer is D, as stated
in PL 94-142 and subsequent
legislation.
The
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97. Q9. Which of the following is most important for
teachers of students with disabilities to do during
scheduled conferences with parents?
A.
B.
C.
D.
E.
Use professional terminology when referring to the
student’s disability and instructional needs
Express agreement with the parents’ opinions about
their child’s strengths and weaknesses
Use the time in a leisurely, unstructured manner so
that issues and concerns will arise spontaneously
Determine whether the parents have hidden feelings
of frustration regarding their child’s disability
Present work samples and other evidences of the
student’s skills and discuss ideas for future activities.
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98. Q9 -- Answer
 The
best answer is E.
 Student
work samples and other evidence are useful
for giving parents a concrete representation of their
child’s progress, and teachers should include parents
in a discussion of educational planning. A would be
inappropriate. B is not an especially helpful policy in
itself and would be dishonest if agreement did not
exist. C is incorrect; a conference should be wellprepared so the time can be used productively. D
would be inappropriate.
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99. Q10.
A first-grade teacher has established a
system in which students earn points by complying
with classroom rules and completing work. The
teacher also takes points away fr0m students who
do not follow rules and do not complete work.
When taking away points, the teacher is using
which of the following techniques?
A.
B.
C.
D.
E.
Negative reinforcement
Overcorrection
Response cost
Timeout
Differential reinforcement
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100. Q10 -- Answer
The
best answer is C.
 Response
cost is a behavior-management
strategy in which a positive reinforcing
stimulus (in this case, earned points) is
removed following the performance of an
undesirable behavior.
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101. Educable Mentally
Handicapped
101
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102. Q1. In relation to cognitive development, most
five-year-old children are able to:
A.
B.
C.
D.
Use numerical concepts to solve problems.
Identify abstract similarities and
differences.
Draw conclusions based on their own
experience.
Generalize rules from one situation to
another.
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103. Q1 -- Answer
 The

best answer is C.
In terms of their cognitive development, five-year-old children
typically exhibit the ability to draw conclusions based on their own
experience. The fact that their thinking is often characterized by a
number of faulty assumptions and conclusions is more a result of
their extremely limited experience than an inability to draw what are
to them reasonable conclusions. On the other hand, most five-yearolds are unable to use numerical concepts to solve problems (choice
A), identify abstract similarities and differences (choice B), or
understand how rules can be generalized from one situation to
another (choice D).
These cognitive abilities are generally
developed by children during middle and later childhood.
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104. Q2.
Piaget’s Theory is based on the premise that
children’s cognitive development depends primarily
upon:
A.
B.
C.
D.
The appropriate use of positive and negative
reinforcers by parents and other caretakers.
Their unconscious drives and motives.
Their attainment of a biologically based,
sequential series of developmental stages.
The availability of appropriate role models.
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105. Q2 -- Answer

The best answer is C.

This question requires knowledge of a major theory of human cognitive
development. According to Piagetian theory, intellectual development occurs
in a universal sequence of stages, each stage building on cognitive skills
attained during previous stages and involving progressively more complex
types of thought. The universality of the developmental stages observed by
Piaget in children worldwide caused him to hypothesize further that these
stages reflect an immutable and biologically based element common to all
human populations (choice C). The alternative choices listed all characterize
other well-known theories of development. The use of positive and negative
reinforcers (choice A) as primary external factors in cognitive development
characterizes behaviorist theories of development rather than Piaget’s theory.
A child’s unconscious drives and motives (choice B) are the underlying
factors in a variety of psychoanalytic approaches that focus on the
subconscious as a primary determinant of human development. Finally, the
availability of appropriate role models (choice D) is viewed as an important
causal factor in social learning theory but not in Piagetian theory.
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106. Q3. Which of the following cognitive disabilities
is caused by the presence of an extra
chromosome?
A.
B.
C.
D.
Tay-Sachs disease
Fragile X
Down syndrome
Phenylketonuria (PKU)
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107. Q3 -- Answer
 The

best answer is C.
Down syndrome is a cognitive disability caused by a genetic
abnormality involving the presence of an extra twenty-first
chromosome (choice C). Although the other conditions listed in the
question are also of genetic origin, none is caused by the presence of
an extra chromosome. Tay-Sachs disease (choice A) is the result of
a recessive gene. It causes rapid mental and physical deterioration
after birth and typically leads to death during early childhood.
Fragile X (choice B) involves an abnormality of the X chromosome
that results in mental impairment, particularly in males.
Phenylketonuria (PKU) (choice D) is caused by a recessive gene that
affects phenylalnin metabolism. If left untreated, PKU can also
cause a severe cognitive disability.
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108. Q4.
Mr. Bronson’s sixth grade class includes
students from several ethnic minority groups. To
plan an effective classroom management strategy,
it is important for Mr. Bronson to recognize that
these students:
A.
B.
C.
D.
Generally wish to assimilate into the dominant
culture.
Are likely to be openly hostile to a white male
teacher.
Will see one another as allies in overcoming
discrimination.
May form ethnic peer groups that become isolated
from another.
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109. Q4 -- Answer
The
best answer is D.
 In
typical social development, preadolescent children are
likely to form social groups based on perceived similarity
(choice D). A teacher wishing to promote ethnic diversity
cannot assume that members of various ethnic groups wish
to assimilate into the dominant culture (choice A).
Students will respond to the teacher on the basis of their
previous school and family experiences and will not
necessarily be hostile to a whit male teacher (choice B).
Because children of this age group tend to form social
groups based on obvious similarities, they will not
necessarily see one another as allies (choice C) unless they
are provided with instruction and structured experiences
that help them understand discrimination.
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