Assessing Students With Ci And Developing Individualized Programs

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  • 1/15 Questions

    Ms.Hawthorn, a teacher of students with CI, recently completed a comprehensive assessment of Angela, a kindergarten student.  In which of the following ways would it be most appropriate to share the assessment results with Angela's parents before Angela's IEP team meeting?

    • Sending the assessment results to Angela's pediatrician to discuss with Angela's parents
    • Meeting with Angela's parents to discuss the assessment results
    • Talking informally with Angela's parents about the assessment results at a school open house
    • Sending Angela's parents an assessment results summary prior to the meeting
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About This Quiz

This quiz focuses on assessing and developing individualized programs for students with cognitive impairments (CI). It covers practical assessment methods including accommodations for physical limitations, performance-based and authentic assessments, and considerations for IQ testing in young children.

Assessing Students With Ci And Developing Individualized Programs - Quiz

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  • 2. 

    High school students who are in a class for individuals with intellectual disabilities recently completed a unit on travel in the community.  The teacher of students with CI wants to assess the skills students learned about taking a city bus.  She accompanies pairs of students to the bus stop and watches from a distance as they board the bus, pay their fairs with correct change, and travel to their destination.  This type of test is called:

    • Authentic assessment.

    • Functional assessment.

    • On-demand assessment.

    • Formative assessment.

    Correct Answer
    A. Authentic assessment.
    Explanation
    The teacher's method of assessing the students' skills by observing them in a real-life situation and evaluating their ability to navigate the city bus system is an example of authentic assessment. This type of assessment focuses on real-world application of knowledge and skills, rather than just memorization or regurgitation of information. It allows the teacher to see how well the students can apply what they have learned in a practical setting, which is especially important for students with intellectual disabilities who may struggle with traditional forms of assessment.

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  • 3. 

    It is important to be cautious when using an IQ test to assess the intelligence of a young child with a cognitive impairment because:

    • The test does not include young students in the normative samples of standard intelligence tests.

    • The test does not show the creativity levels for children under the age of seven.

    • The younger the child, the less validity the test has.

    • The information generated from the test is not useful for this age group.

    Correct Answer
    A. The younger the child, the less validity the test has.
    Explanation
    The explanation for the correct answer is that IQ tests are designed and normed based on the average intelligence levels of individuals within specific age groups. However, for young children with cognitive impairments, their developmental delays can affect their ability to perform on these tests accurately. As a result, the validity of the test decreases as the child's age decreases, making it less reliable in assessing their intelligence.

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  • 4. 

    To diagnose an intellectual disability in a child, professionals consider the child's intellectual functioning and:

    • Verbal language

    • Social skills

    • Family history

    • Adaptive behavior

    Correct Answer
    A. Adaptive behavior
    Explanation
    To diagnose an intellectual disability in a child, professionals consider the child's intellectual functioning and adaptive behavior. Adaptive behavior refers to the child's ability to perform everyday tasks and activities that are appropriate for their age. This includes skills such as communication, self-care, social interactions, and problem-solving. Assessing adaptive behavior helps professionals understand how well the child can function independently in different environments. By considering both intellectual functioning and adaptive behavior, professionals can make a comprehensive assessment of the child's abilities and determine if they meet the criteria for an intellectual disability.

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  • 5. 

    Which of the following actions is the most appropriate solution for sharing a student's assessment results with his or her parents/guardians whose primary language is not English?

    • Arranging for an interpreter to translate information into the parents'/guardians' primary language

    • Having the student communicate information to his or her parents/guardians in their primary language

    • Giving the parents/guardians a translated written summary of the student's test results

    • Explaining the student's assessment results to the parents/guardians in simple English

    Correct Answer
    A. Arranging for an interpreter to translate information into the parents'/guardians' primary language
    Explanation
    The most appropriate solution for sharing a student's assessment results with parents/guardians whose primary language is not English is to arrange for an interpreter to translate the information into their primary language. This ensures effective communication and understanding of the assessment results, as the interpreter can accurately convey the information to the parents/guardians in a language they are comfortable with. This solution promotes inclusivity and ensures that the parents/guardians can fully comprehend and participate in discussions regarding their child's academic progress.

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  • 6. 

    When administering an assessment for aptitude or achievement to a student with impaired sensory, motor, or verbal skills, a teacher must select test criteria that:

    • Accommodate the student's limited physical capabilities.

    • Measure skills included on the student's IEP.

    • Contain questions on topics that are familiar to the student.

    • Include opportunities for the student to take frequent breaks.

    Correct Answer
    A. Accommodate the student's limited physical capabilities.
    Explanation
    When administering an assessment to a student with impaired sensory, motor, or verbal skills, it is important for the teacher to select test criteria that accommodate the student's limited physical capabilities. This means that the assessment should be designed in a way that allows the student to effectively demonstrate their knowledge and skills despite their physical limitations. This may involve providing alternative formats, such as braille or large print, using assistive technology, or modifying the test instructions or tasks to make them more accessible for the student. By accommodating the student's limited physical capabilities, the teacher ensures that the assessment accurately reflects the student's abilities and provides a fair opportunity for them to demonstrate their knowledge and skills.

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  • 7. 

    Which of the following statements describes a situation involving the use of a performance-based assessment?

    • A student with cerebral palsy and a moderate intellectual disability correctly identifies ten functional sight words written on large flash cards.

    • A teacher of students with CI observes one of her students during music class and records the observation to file in a portfolio.

    • A student with mild intellectual disabilities completes a multiple-choice examination.

    • A group of students with moderate intellectual disabilities prepare a simple meal in their classroom after completing a unit on safety in the kitchen.

    Correct Answer
    A. A group of students with moderate intellectual disabilities prepare a simple meal in their classroom after completing a unit on safety in the kitchen.
    Explanation
    This answer describes a situation involving the use of a performance-based assessment because the students with moderate intellectual disabilities are actively demonstrating their understanding of the safety concepts they learned in the kitchen unit by preparing a simple meal. This type of assessment allows students to apply their knowledge and skills in a real-world setting, providing a more authentic and meaningful assessment of their learning.

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  • 8. 

    Mrs. Burns teaches middle school students with moderate intellectual disabilities.  Marshall, one of his students, has a physical disability affecting the right side of his body.  Mr. Burns would like to determine which assistive technology device would be most appropriate to support Marshall's independence in preparing a simple snack.  Which of the following assessments would likely be the most useful for Mr. Burns to conduct before making this decision?

    • A cognitive assessment to determine Marshall's readiness and ability to learn

    • An informal assessment during life-skills class to introduce Marshall to various devices

    • A standardized assessment of Marshall's sensory-motor and perpetual abilities

    • An informal assessment of Marshall's motivation in learning to prepare food without support

    Correct Answer
    A. An informal assessment during life-skills class to introduce Marshall to various devices
    Explanation
    Mr. Burns would likely find an informal assessment during life-skills class to introduce Marshall to various devices most useful in determining the appropriate assistive technology device. This assessment would allow Mr. Burns to observe Marshall's interaction with different devices and determine which one best supports his independence in preparing a simple snack. By introducing Marshall to various devices, Mr. Burns can assess his comfort level, understanding, and ability to use each device effectively. This will help Mr. Burns make an informed decision about which assistive technology device would be most appropriate for Marshall's needs.

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  • 9. 

    A student with an IQ of 65 is being reevaluated for an intellectual impairment.  The teacher of students with CI will begin assessing the student's adaptive behavior.  Which of the following behaviors by the student would be most important for the teacher to evaluate first?

    • The student's ability to copy from the board

    • The student's level of participation in the classroom

    • The student's ability to get ready for school in the morning

    • The student's sensitivity to stimuli

    Correct Answer
    A. The student's ability to get ready for school in the morning
    Explanation
    The student's ability to get ready for school in the morning would be the most important behavior for the teacher to evaluate first because it directly assesses the student's adaptive behavior. Adaptive behavior refers to the skills and behaviors necessary for daily life functioning, such as personal care, communication, and socialization. Evaluating the student's ability to get ready for school in the morning would provide insight into their independence, organization, and ability to follow routines, which are important factors in assessing their adaptive behavior.

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  • 10. 

    A student with a mild cognitive impairment is using a nonstandard assessment accommodation on a state standardized assessment.  the student's results will:

    • Not be counted as assessed when calculating accountability participation rates.

    • Be counted when calculating accountability participation rates if the nonstandard accommodation is one of the student uses on a regular basis in the classroom.

    • Not be counted as assessed if the student is using an assessment two or more grade levels below his or her same-age peers.

    • Be counted when calculating accountability participation rates on a district basis only.

    Correct Answer
    A. Not be counted as assessed when calculating accountability participation rates.
    Explanation
    A student with a mild cognitive impairment is using a nonstandard assessment accommodation on a state standardized assessment. In this case, the student's results will not be counted as assessed when calculating accountability participation rates. This means that the student's performance on the assessment will not be taken into account when evaluating the school or district's overall performance. The reason for this is that the nonstandard accommodation may give the student an unfair advantage or may not accurately reflect their true abilities. Therefore, their results are not included in the calculation of participation rates.

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  • 11. 

    A new teacher of students with cognitive impairments conducts a resource room math class for eighth-grade students.  Which of the following resources would likely be the most useful when structuring lessons for the class?

    • Assessment results from math placement exams for each student

    • Information obtained from the previous year's math teacher

    • Individualized Education Program (IEP) goals for each student

    • State-level content standards for eighth-grade math

    Correct Answer
    A. State-level content standards for eighth-grade math
    Explanation
    The state-level content standards for eighth-grade math would likely be the most useful resource when structuring lessons for the class. These standards provide a clear outline of the skills and knowledge that students at this grade level are expected to learn. By aligning the lessons with these standards, the teacher can ensure that they are covering the necessary content and helping students meet the grade-level expectations. This resource can also help the teacher in planning and sequencing the lessons effectively, as well as in assessing student progress and identifying areas for growth.

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  • 12. 

    Patricia is a first-grade student with a moderate intellectual disability associated with cerebral palsy and who uses an electric wheelchair.  Patricia's IEP should include specific information relevant to which of the following related services?

    • Behavior consultation

    • Transportation to school

    • Room transition

    • Orientation and mobility

    Correct Answer
    A. Transportation to school
    Explanation
    Patricia's IEP should include specific information relevant to transportation to school because she uses an electric wheelchair and may require specialized transportation services to ensure her safe and timely arrival at school. This information is necessary to address her unique needs and ensure that she can access her education in an inclusive manner.

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  • 13. 

    The Michigan Kindergarten Entry Assessment (KEA) is administered to all students within the first 45 days of school:

    • To assess each student's placement in both mathematics and reading groups.

    • As a screening tool to evaluate students' cognitive abilities.

    • To provide teachers with criterion-based information about each student's learning and development.

    • As a kindergarten student's readiness assessment.

    Correct Answer
    A. To provide teachers with criterion-based information about each student's learning and development.
    Explanation
    The Michigan Kindergarten Entry Assessment (KEA) is administered within the first 45 days of school to provide teachers with criterion-based information about each student's learning and development. This means that the assessment is designed to give teachers specific and objective information about how well each student is progressing in their learning and development. It helps teachers identify areas where students may need additional support or intervention, and it also helps them tailor their instruction to meet the individual needs of each student. By providing this criterion-based information, the KEA helps teachers make informed decisions about how to best support their students' education.

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  • 14. 
    Which one do you like? - ProProfs

    Which one do you like?

    • Jeremiah's IEP team members need to meet informally with his parents.

    • The teacher of students with cognitive impairments needs to ensure that the resource room has space for Jeremiah.

    • Members of Jeremiah's IEP team need to collect all relevant assessment data.

    • The general education teacher needs to administer a math test to assess Jeremiah's current skill level.

    Correct Answer
    A. Members of Jeremiah's IEP team need to collect all relevant assessment data.
  • 15. 

    Which of the following statements describes a scenario in which a student with an intellectual disability is accessing the general curriculum?

    • An eighth-grade student with cerebral palsy and a mild intellectual disability watches a curriculum-related video in a general education class.

    • A second-grade student with fetal alcohol syndrome and a moderate intellectual disability identifies various types of clouds by pointing to their pictures.

    • A fourth-grade student with Down syndrome glues pictures of former presidents on a piece of paper while the rest of the class listens to an instructional presentation.

    • A tenth-grade student with cognitive impairments who is in a self-contained classroom folds clothes according to the teacher's directions.

    Correct Answer
    A. A second-grade student with fetal alcohol syndrome and a moderate intellectual disability identifies various types of clouds by pointing to their pictures.
    Explanation
    A second-grade student with fetal alcohol syndrome and a moderate intellectual disability identifies various types of clouds by pointing to their pictures. This scenario describes a student with an intellectual disability actively participating in the general curriculum by engaging in a task related to the subject being taught. The student is able to demonstrate their understanding by pointing to the pictures of different types of clouds, showing their ability to access and comprehend the curriculum content.

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Quiz Review Timeline (Updated): Apr 26, 2023 +

Our quizzes are rigorously reviewed, monitored and continuously updated by our expert board to maintain accuracy, relevance, and timeliness.

  • Current Version
  • Apr 26, 2023
    Quiz Edited by
    ProProfs Editorial Team
  • Mar 29, 2016
    Quiz Created by
    Vanhoose4
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