Exam 13: Interpreting Assessment for Educational Intervention

Students with the sole disabling condition of ADHD may qualify to receive special education services under which of the following IDEA categories?

For what categories of disabilities are classroom observations recommended as part the assessment process?

The purpose of assessment is to ___.

Before referring a student for special education testing which of the following must professionals secure?

Compare and contrast behaviorally stated short-term objectives and long-term goals, providing examples of each.

Why was Rosalinda provided with Tier II interventions?

Which term listed in Table 13.1 indicates that a student has discrepancies between ability and academic performance?

___ validity and ___ validity are differentiated by time.

The ___ may conduct cross-battery assessments.

If a student has average or above intellectual functioning, average emotional/behavioral functioning, and average adaptive behavior skills, but has significant difficulty in academic areas and specific fine-motor ability, she or he may be determined to have ___.

Examine the graph in Figure 13.1. What can you determine about the effectiveness of the interventions in December?

This level of test interpretation compares the student with the age or grade expectations according to the norm-group statistics.

Since the 1997 amendments of IDEA regarding reevaluation have been implemented, which of the following has been true?

Identify at least three considerations when assessing a student holistically.

The 1997 and 2004 IDEA amendments changed this process so that less testing may be necessary for some students.

These are based on specific criteria included in state and federal regulations.

IDEA requires that an eligibility reevaluation occur every five years, and it is required to be comprehensive.

Which of the following refers to interpreting assessment results by comparing a student's levels of performance with his or her own performance?

Which of the following refers to markers that provide evidence of a student's progress toward annual goals set forth in the IEP?

A student who is below expectancy in all academic areas, is subaverage in intellectual functioning, and has below-average adaptive behavior may be found to be functioning within the range of ___.