Question 1

Students with disabilities who are least likely to receive a high school diploma are students with

Accepted Answer

A)  Emotional disturbance 
B)  Mental retardation 
C)  Autism 
D)  All of the above 
A)  Emotional disturbance 
B)  Mental retardation 
C)  Autism 
D)  All of the above D

Question 2

What are the requirements of the transition plan to be included in the IEP?

Accepted Answer

Transition requirements include the following:
$\blacktriangleright$Appropriate measurable postsecondary goals that are annually updated and based upon an age-appropriate transition assessment.
$\blacktriangleright$Transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals.
$\blacktriangleright$Annual IEP goals related to the student's transition services needs.
$\blacktriangleright$There also must be evidence that the student was invited to the IEP Team meeting where transition services are to be discussed.
$\blacktriangleright$Evidence that, if appropriate, a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority usually 18).

Question 3

Often a job coach may be used in:

Accepted Answer

A)  independent employment strategies 
B)  vocational assessment 
C)  supported employment 
D)  post-secondary interventions 
A)  independent employment strategies 
B)  vocational assessment 
C)  supported employment 
D)  post-secondary interventions C

Question 4

How often must a transition plan be updated and re-evaluated?

Accepted Answer

A)  Every 6 months 
B)  Every year 
C)  Every two years 
D)  On a continuous basis 
A)  Every 6 months 
B)  Every year 
C)  Every two years 
D)  On a continuous basis

Question 5

Districts are required to ensure interagency collaboration for transition planning.

Accepted Answer

A) True 
 B)False

Question 6

Explain the procedures that must take place when a student reaches the age of majority.

Accepted Answer

When a student reaches the age of majori

Question 7

Districts must report on which of the following regarding their success with transition planning?

Accepted Answer

A)  Report post-secondary outcomes 
B)  Report on employment and/or educational status 
C)  Report on employment duration 
D)  All of the above 
A)  Report post-secondary outcomes 
B)  Report on employment and/or educational status 
C)  Report on employment duration 
D)  All of the above

Question 8

Research indicates that students with disabilities are more likely to graduate if they are required to pass a high school exit examination.

Accepted Answer

A) True 
 B)False

Question 9

Students must be invited to meetings when transition services are being discussed.

Accepted Answer

A) True 
 B)False

Question 10

Identify the informants who typically provide data into the transition process.

Accepted Answer

The primary informan

Question 11

The ability to make one's needs known and to advocate for oneself is known as

Accepted Answer

A)  self-management 
B)  self-determination 
C)  transition planning 
D)  transition assessment 
A)  self-management 
B)  self-determination 
C)  transition planning 
D)  transition assessment

Question 12

Each page of this provides a specific, measureable objective that can be included among or adapted for the student's transition IEP objectives.

Accepted Answer

A)  Self-Determination Battery 
B)  Kaufman Functional Assessment Skills Test 
C)  Brigance Transition Inventory 
D)  Transitional Planning Inventory 
A)  Self-Determination Battery 
B)  Kaufman Functional Assessment Skills Test 
C)  Brigance Transition Inventory 
D)  Transitional Planning Inventory

Question 13

Employing a person with a disability with persons without disabilities is called job coaching.

Accepted Answer

A) True 
 B)False

Question 14

Federally speaking, at what age must transition planning begin?

Accepted Answer

A)  14 
B)  16 
C)  18 
D)  21 
A)  14 
B)  16 
C)  18 
D)  21

Question 15

Transition planning relies solely on data provided by the student.

Accepted Answer

A) True 
 B)False

Question 16

A student's IEP must include transition goals.

Accepted Answer

A) True 
 B)False

Question 17

Employing a person with a disability with persons without disabilities where the arrangement is for at least minimum wage and may include job supports is called

Accepted Answer

A)  supported employment 
B)  self-determination 
C)  transition planning 
D)  job coaching 
A)  supported employment 
B)  self-determination 
C)  transition planning 
D)  job coaching

Question 18

Transition services are to be based on the student's needs as related to assessed strengths, preferences and interests.

Accepted Answer

A) True 
 B)False

Question 19

The number of students with disabilities graduating from high school with a standard diploma is steadily decreasing.

Accepted Answer

A) True 
 B)False

Question 20

This test assesses the student's beliefs about his or her ability to make his or her needs known, to make decisions, to establish his or her own goals, and to understand his or her feelings in different situations.

Accepted Answer

A)  Self-Determination Battery 
B)  Kaufman Functional Assessment Skills Test 
C)  Brigance Transition Inventory 
D)  Transitional Planning Inventory 
A)  Self-Determination Battery 
B)  Kaufman Functional Assessment Skills Test 
C)  Brigance Transition Inventory 
D)  Transitional Planning Inventory

Students with disabilities who are least likely to receive a high school diploma are students with

What are the requirements of the transition plan to be included in the IEP?

Often a job coach may be used in:

How often must a transition plan be updated and re-evaluated?

Districts are required to ensure interagency collaboration for transition planning.

Explain the procedures that must take place when a student reaches the age of majority.

Districts must report on which of the following regarding their success with transition planning?

Research indicates that students with disabilities are more likely to graduate if they are required to pass a high school exit examination.

Students must be invited to meetings when transition services are being discussed.

Identify the informants who typically provide data into the transition process.

The ability to make one's needs known and to advocate for oneself is known as

Each page of this provides a specific, measureable objective that can be included among or adapted for the student's transition IEP objectives.

Employing a person with a disability with persons without disabilities is called job coaching.

Federally speaking, at what age must transition planning begin?

Transition planning relies solely on data provided by the student.

A student's IEP must include transition goals.

Employing a person with a disability with persons without disabilities where the arrangement is for at least minimum wage and may include job supports is called

Transition services are to be based on the student's needs as related to assessed strengths, preferences and interests.

The number of students with disabilities graduating from high school with a standard diploma is steadily decreasing.

This test assesses the student's beliefs about his or her ability to make his or her needs known, to make decisions, to establish his or her own goals, and to understand his or her feelings in different situations.

An Introduction

Laws, Ethics, and Issues

Descriptive Statistics

Reliability and Validity

An Introduction to Norm-Referenced Assessment

Curriculum-Based Assessment and Other Informal Measures

Response to Intervention

Academic Assessment

Assessment of Behavior

Measurement of Intelligence and Adaptive Behavior

Special Considerations of Assessment in Early Childhood

Interpreting Assessment for Educational Intervention

Filters

Exam 12: Special Considerations of Assessment in Transition

Students with disabilities who are least likely to receive a high school diploma are students with

What are the requirements of the transition plan to be included in the IEP?

Often a job coach may be used in:

How often must a transition plan be updated and re-evaluated?

Districts are required to ensure interagency collaboration for transition planning.

Explain the procedures that must take place when a student reaches the age of majority.

Districts must report on which of the following regarding their success with transition planning?

Research indicates that students with disabilities are more likely to graduate if they are required to pass a high school exit examination.

Students must be invited to meetings when transition services are being discussed.

Identify the informants who typically provide data into the transition process.

The ability to make one's needs known and to advocate for oneself is known as

Each page of this provides a specific, measureable objective that can be included among or adapted for the student's transition IEP objectives.

Employing a person with a disability with persons without disabilities is called job coaching.

Federally speaking, at what age must transition planning begin?

Transition planning relies solely on data provided by the student.

A student's IEP must include transition goals.

Employing a person with a disability with persons without disabilities where the arrangement is for at least minimum wage and may include job supports is called

Transition services are to be based on the student's needs as related to assessed strengths, preferences and interests.

The number of students with disabilities graduating from high school with a standard diploma is steadily decreasing.

This test assesses the student's beliefs about his or her ability to make his or her needs known, to make decisions, to establish his or her own goals, and to understand his or her feelings in different situations.

An Introduction

Laws, Ethics, and Issues

Descriptive Statistics

Reliability and Validity

An Introduction to Norm-Referenced Assessment

Curriculum-Based Assessment and Other Informal Measures

Response to Intervention

Academic Assessment

Assessment of Behavior

Measurement of Intelligence and Adaptive Behavior

Special Considerations of Assessment in Early Childhood

Interpreting Assessment for Educational Intervention

Filters