Question 1

A score or number that the student must reach in order to make progress as a result of the intervention.

Accepted Answer

A)  Absolute change 
B)  Cut-off point 
C)  Percent of nonoverlapping data points 
D)  Percent change 
A)  Absolute change 
B)  Cut-off point 
C)  Percent of nonoverlapping data points 
D)  Percent change

Question 2

Which measurement of progress would you choose to use in your classroom? Why?

Accepted Answer

Accept answers that include a discussion

Question 3

Identify two primary reasons why RTI was developed as a pre-special education methodology to identify students with mild disabilities and behavioral challenges.

Accepted Answer

RTI was developed as a pre-special educa

Question 4

Tier III interventions in the RTI model are typically delivered by what type of school personnel?

Accepted Answer

A)  General education teacher 
B)  Paraeducators 
C)  Parent volunteer 
D)  Specialists 
A)  General education teacher 
B)  Paraeducators 
C)  Parent volunteer 
D)  Specialists

Question 5

When using visual inspection to evaluate intervention effectiveness, progress is indicated only when a trend line is going in an upward direction.

Accepted Answer

A) True 
 B)False

Question 6

Which of the following measurement methods compares a baseline score with a post-intervention score?

Accepted Answer

A)  Percent change 
B)  Absolute change 
C)  Reliable change index 
D)  Percent of nonoverlapping data points 
A)  Percent change 
B)  Absolute change 
C)  Reliable change index 
D)  Percent of nonoverlapping data points

Question 7

Only a certified teacher may provide interventions for a student under the Tier II RTI model.

Accepted Answer

A) True 
 B)False

A score or number that the student must reach in order to make progress as a result of the intervention.

Which measurement of progress would you choose to use in your classroom? Why?

Identify two primary reasons why RTI was developed as a pre-special education methodology to identify students with mild disabilities and behavioral challenges.

Tier III interventions in the RTI model are typically delivered by what type of school personnel?

When using visual inspection to evaluate intervention effectiveness, progress is indicated only when a trend line is going in an upward direction.

Which of the following measurement methods compares a baseline score with a post-intervention score?

Only a certified teacher may provide interventions for a student under the Tier II RTI model.

An Introduction

Laws, Ethics, and Issues

Descriptive Statistics

Reliability and Validity

An Introduction to Norm-Referenced Assessment

Curriculum-Based Assessment and Other Informal Measures

Academic Assessment

Assessment of Behavior

Measurement of Intelligence and Adaptive Behavior

Special Considerations of Assessment in Early Childhood

Special Considerations of Assessment in Transition

Interpreting Assessment for Educational Intervention

Filters

Exam 7: Response to Intervention

A score or number that the student must reach in order to make progress as a result of the intervention.

Which measurement of progress would you choose to use in your classroom? Why?

Identify two primary reasons why RTI was developed as a pre-special education methodology to identify students with mild disabilities and behavioral challenges.

Tier III interventions in the RTI model are typically delivered by what type of school personnel?

When using visual inspection to evaluate intervention effectiveness, progress is indicated only when a trend line is going in an upward direction.

Which of the following measurement methods compares a baseline score with a post-intervention score?

Only a certified teacher may provide interventions for a student under the Tier II RTI model.

An Introduction

Laws, Ethics, and Issues

Descriptive Statistics

Reliability and Validity

An Introduction to Norm-Referenced Assessment

Curriculum-Based Assessment and Other Informal Measures

Academic Assessment

Assessment of Behavior

Measurement of Intelligence and Adaptive Behavior

Special Considerations of Assessment in Early Childhood

Special Considerations of Assessment in Transition

Interpreting Assessment for Educational Intervention

Filters