Grade Practice Test Questions

20 Questions

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Grade Quizzes & Trivia

In the following quiz, filled with grade practice test questions, we’re going to be offering up plenty of scenarios and examples and testing your ability to handle them in an appropriate and productive manner. For example, how do you deal with students with cognitive impairments in comparison to those without them? Answer that question and many more to see how you perform! Good luck!


Questions and Answers
  • 1. 
    • A. 

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

    • B. 

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

    • C. 

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

    • D. 

      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/.

  • 2. 
    Erik is a third-grade student who was diagnosed with autism at an early age. His teachers should be aware that Erik will likely experience the most difficulty with which of the following tasks?
    • A. 

      Working cooperatively with other students on class projects

    • B. 

      Following classroom routines and procedures

    • C. 

      Focusing attention on an activity of interest to him

    • D. 

      Using a computer program that has colorful graphics

  • 3. 
    • A. 

      Exposure to food additives

    • B. 

      Low levels of calcium in the bloodstream

    • C. 

      Exposure to substance abuse

    • D. 

      High levels of potassium in the bloodstream

  • 4. 
    Mr. Washington teaches 4th and 5th grade students with mild and moderate cognitive impairments.  He is planning to teach his students the following steps for crossing the street safely.1. Stop2. Look3. Listen4. WalkMr. Washington wants to enhance his students' ability to remember and apply these steps.  Which of the following strategies is likely to be most effective in achieving this goal?
    • A. 

      Having students rehearse the steps aloud several times each day

    • B. 

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

    • C. 

      Providing students with extended practice sessions in performing the steps

    • D. 

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

  • 5. 
    In a standardized adaptive behavior assessment of a student with a cognitive impairment, normative data should be used to provide which of the following types of information?
    • A. 

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

    • B. 

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

    • C. 

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

    • D. 

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

  • 6. 
    Ms. Yu is a teacher of students with CI who has received a referral to evaluate Germaine.  Germaine is a first-grade student who is experiencing difficulty in all academic areas and demonstrates inappropriate social behavior.  As part of her evaluation, Ms. Yu is planning to interview Germaine's parents to gather more specific information.  During the interview, which of the following questions asked by Ms. Yu would likely provide her with the most useful information?
    • A. 

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

    • B. 

      "Does Germaine follow a daily routine at home?"

    • C. 

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

    • D. 

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

  • 7. 
    Which one do you like?
    • A. 

      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

    • B. 

      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

    • C. 

      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

    • D. 

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

  • 8. 
    A teacher of students with CI is preparing for a multidisciplinary evaluation team (MET) meeting to present the results of a comprehensive assessment for a third-grade student.  The student and his parents recently moved to the United States, and their primary language is not English.  Which of the following would be the most effective ay to communicate the test results to the student's parents?
    • A. 

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

    • B. 

      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.

    • C. 

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

    • D. 

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

  • 9. 
    Which one do you like?
    • A. 

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

    • B. 

      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

    • C. 

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

    • D. 

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

  • 10. 
    Which one do you like?
    • A. 

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

    • B. 

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

    • C. 

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

    • D. 

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

  • 11. 
    • A. 

      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.

    • B. 

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

    • C. 

      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.

    • D. 

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

  • 12. 
    Mira, and eight-year-old student with a moderate CI, has trouble speaking clearly, which limits her ability to participate in class discussions.  Mira's most recent IEP stats that she will use a picture communication device with speech output.  The teacher's best strategy for teaching Mira how to use this device would be to:
    • A. 

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

    • B. 

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

    • C. 

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

    • D. 

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

  • 13. 
    Which one do you like?
    • A. 

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

    • B. 

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

    • C. 

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

    • D. 

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

  • 14. 
    Which one do you like?
    • A. 

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

    • B. 

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

    • C. 

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

    • D. 

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

  • 15. 
    Which one do you like?
    • A. 

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

    • B. 

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

    • C. 

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

    • D. 

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

  • 16. 
    Which one do you like?
    • A. 

      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

    • B. 

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

    • C. 

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

    • D. 

      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

  • 17. 
    Which one do you like?
    • A. 

      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.

    • B. 

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

    • C. 

      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.

    • D. 

      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.

  • 18. 
    Which one do you like?
    • A. 

      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.

    • B. 

      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.

    • C. 

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

    • D. 

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

  • 19. 
    Which one do you like?
    • A. 

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

    • B. 

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

    • C. 

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

    • D. 

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

  • 20. 
    Which one do you like?
    • A. 

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

    • B. 

      Maintaining high standards of professional practice

    • C. 

      Gaining a better understanding of the philosophical foundations of the field

    • D. 

      Increasing her prestige within the school system.