Take The Grade Practice Test Questions

Luke uses more nouns than verbs in his speech. HIs use of "wh-" questions is limited to "what," "when," and"where."

Cristina has an oral expressive vocabulary of 20 words. She does not combine words in her speech.

Mario combines words into short sentences. He tends to simplify the production of multisyllabic words, and he sometimes repeats words.

Tamika uses a new word only after hearing it several times. She can produce similar sounds such as /p/ and /b/ and /s/ and /z/.

Working cooperatively with other students on class projects

Following classroom routines and procedures

Focusing attention on an activity of interest to him

Using a computer program that has colorful graphics

Exposure to food additives

Low levels of calcium in the bloodstream

Exposure to substance abuse

High levels of potassium in the bloodstream

Having students rehearse the steps aloud several times each day

Providing students with tangible reinforcements each time they perform the steps correctly

Providing students with extended practice sessions in performing the steps

Having students practice the steps as often as possible in the actual setting where they will use the steps

A comparison of the student's conceptual, social, and practical abilities with those of students without CI

The level of supportive intervention needed based on the student's individual cognitive abilities

A prediction of the student's future success in acquiring various daily living skills

An indication of the ages at which students without CI reach various developmental milestones.

"When did you first notice Germaine using language to communicate his needs?"

"Does Germaine follow a daily routine at home?"

"Is Germaine involved in my community activities with other children?"

"What kinds of toys and games does Germaine like to play with at home?"

A standardized assessment of Tanya's sensory-motor and perceptual abilities as an indicator of how successful she will likely be in using various assistive devices

An informal assessment during lunch to introduce Tanya to various assistive technology devices and observe which is the easiest and most effective for her to use

An informal assessment of Tanya's interest and motivation in learning to function independently as an indicator of how well she will learn to use various assistive devices

A cognitive reevaluation to assess Tanya's readiness and ability to learn the necessary skills for incorporating assistive technology into her daily living

Present all information to the parents in their native language using a professional educational interpreter and translator.

Have the student ttend the meeting to demonstrate sme sample test items, then explain to the parents how the assessment results reflect the student's performance.

Provide the parents with a summary of the written report that focuses on numerical scores rather than a narrative description.

Encourage the parents to invite a friend or family member who is bilingual to attend the meeting with them to explain the assessment results.

Helping Janine identify her own postsecondary interests and discussing with Janine how her interests can be linked with employment opportunities and adult living options

Reviewing with Janine state and federal regulations regarding post-secondary options for students with CI and how these regulations may affect decisions regarding her future

Discussing with Janine her current academic and functional performance levels and how they will likely affect her employment and community living options

Sharing with Janine sample goals from the transition plans of previous students with CI and discussing how the other students participated in transition planning

Identify possible alternative educational settings for Derek in which staff members are more experienced in providing services to students with disabilities.

Determine what kinds of assistive technology devices Derek will require in order to meet his goals and objectives.

Consult with the school's administration about any additional costs that will be needed to provide services and accommodations for Derek.

Determine the least restrictive environment within the school's continuum of services that meets Derek's learning needs.

Ensuring that the students have regular opportunities to work with students, employers, and coworkers from a variety of cultural backgrounds in both school and on-site vocational-training settings.

Planning schoolwide cultural celerations featuring food, music, and other key eternal elements of culture from a variety of different cultural groups in the community.

Helping the students identify cultural stereotypes in various contexts and talking with the students about how the use of stereotypes can discourage positive relations between members of different cultural groups.

Integrating both literary and informational texts written by diverse authors throughout the functional academic, living skills, and vocational curricula.

Provide Mira with sufficient time to explore and master the device on her own.

Read the directions to Mira several times slowly and clearly, prompting her to ask questions if she needs clarification.

Model the use of the device and monitor Mira as she imitates what has been modeled.

Have Mira practice the actions required for using the device, such as pointing or pressing, before she works with the actual device.

Compare Charles's performance of each skill with that of his classmates.

Create task analysis goals for Charles based on each of the skills.

Develop instructional objectives for Charles that address each of the skills.

Collect base-line data for Charles's performance of each of the skills.

Arranging for Robert to observe or shadow an actual cashier as the cashier uses skip-counting and other strategies to make change.

Teaching Robert to skip-count by other common multiples, such as by twos and threes

Providing Robert with opportunities to use skip-counting with money in authentic settings, such as buying his daily lunch ticket

Introducing Robert to pennies and having him practice adding ones to a sum he has skip-counted.

Developing her understanding of a variety of time-management strategies.

Helping her interpret other types of schedules she encounters such as bus schedules and store hours.

Providing her with specific directions ot follow when she does not know how to do a new task.

Encouraging her to use self-monitoring to move through an activity with greater independence.

Arranging for Alton to have a job coach who will teach him the tasks on-the-job and then gradually fade his or her assistance

Asking Alton's new coworkers to offer him natural support until they feel he is capable of performing the tasks alone

Providing Alton with a videotape of someone performing the tasks and prompting him to view it repeatedly at home during the transition

Having Alton's immediate supervisor set aside time from his or her daily schedule to give Alton one-on-one training in the first week or two

Wokring with Andre to create a notebook for his own personal reference that contains pictures of the sequence of steps involved in each of his home self-care tasks.

Using direct instruction to reteach the targeted self-care skills to Andre in the school setting and providing him with corrective feedback as neccessary.

Helping Andre's parents establish a system with Andre whereby he will receive negative consequences for performing self-care tasks incompetely or forgetting them entirely.

Doing a task analysis of Andre's most important self-care tasks and having Andre work on each of these tasks step-by-step until he can perform them flawlessly everytime.

When educators demonstrate sensitivity to a family's cultural background, the family is more likely to develop a positive attitude toward their child's exceptionality.

Stress levels related to a child's exceptionality tend to be greater in families whose cultural backgrounds differ from the majority of the school population.

When making educational decisions about a child with an exceptionality, families tend to rely most on the advice of educators, regardless of cultural background.

A families cultural background is likely to have a profound effect on the family's perception of and attitude toward their child's exceptionality.

Sharing the notes privately with the classroom's parent volunteer who will be working with the student on a weekly basis

Discussing the student's behavior and info in the notes with the school principal

Mailing a copy of the notes to the student's parents/guardians with suggestions on how to meet the student's needs at home.

Placing the only copy of the notes about the student in the teacher's private classroom file.

Earning the respect of other professionals in fields related to her own

Maintaining high standards of professional practice

Gaining a better understanding of the philosophical foundations of the field

Increasing her prestige within the school system.