Deck 13: Interpreting Assessment for Educational Intervention

Question 1

Which term listed in Table 13.1 is used when the student has communication problems affecting developmental progress?

Answer 1

Speech/language impairment

Question 2

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 ___.

Answer 2

a learning disability

Question 3

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

Answer 3

From the raw data provided in Figure 13.1, it would appear as if Rosalinda began to make gains with phonics and rhyming skills. Her scores were almost double the baseline scores obtained in early November.
NOTE: Trendline and aimline data would need to be evaluated to determine if Rosalinda was truly making progress. Time is a variable that cannot be overlooked when evaluating if a student is making meaningful progress.

Question 4

What are the discrepancies in Susie's functioning according to test results?

Question 5

Why was Rosalinda provided with Tier II interventions?

Question 6

If there appears to be a conflict in the home or emotional or behavioral problems are suspected, the student should be referred for ___.

Question 7

When the RTI committee met to review Rosalinda's progress during the month of November, what did they decide to do? Why?

Question 8

Which tests are typically administered to assess for the possibility of learning disabilities?

Question 9

What are the key components of assessment for autism spectrum disorders?

Question 10

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

Question 11

How is Susie functioning intellectually?

Question 12

What general criteria are used to determine if a student is functioning within the range of mental retardation?

Question 13

Why was Susie referred for testing?

Question 14

Before a decision is made that involves educational or intellectual ability, screening for ___ should be completed.

Question 15

A student who has impulsive behavior, acts out, has difficulty completing schoolwork, exhibits too much activity when observed, and whose parents and teachers rate as having these types of behavioral problems may be found to have ___.

Question 16

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 ___.

Question 17

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

Question 18

If you were on the RTI committee for Rosalinda, what would you recommend after examining the December data?

Question 19

A student who has a communication problem that is affecting her or his relationships with peers and her or his ability to progress in school may have a ___.

Question 20

Behavioral observations, clinical interviews, information from multiple informants, and projective tests are used in determining what disability?

Question 21

What are Susie's strengths as indicated by assessment?

Question 22

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

Question 23

___ are designed to accompany a set of skills.

Question 24

The core features of an autism spectrum disorder are abnormalities in communication, repetitive patterns of behavior, and ___.

Question 25

This is a method of analyzing a student's strengths in relation to her or his weaknesses to determine a pattern of functioning that may be influencing the student's educational performance.

Question 26

___ is assessing the learning environment.

Question 27

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

Question 28

___ is usually used to calculate confidence intervals.

Question 29

What types of educational interventions and strategies are recommended?

Question 30

___ provide performance comparisons with students the same age as the examinee across the United States.

Question 31

According to assessment results, what are Susie's academic skill deficits?

Question 32

___ may provide additional information used for specific academic or other weaknesses.

Question 33

The ___ is the initial administration of an instrument to a sample population.

Question 34

Interventions and strategies used to promote educational success.

Question 35

The ___ may conduct cross-battery assessments.

Question 36

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

Question 37

What are Susie's weaknesses? How do these weaknesses appear to influence her academic functioning?

Question 38

What additional assessment is recommended for Susie?

Question 39

When presented with ___, Susie will be able to ___ with ___% accuracy by ___.

Question 40

The use of a cognitive processing cross-battery analysis may be part of an evaluation for ___.

Question 41

___ validity and ___ validity are differentiated by time.

Question 42

The purpose of assessment is to ___.

Question 43

If a student does not meet eligibility criteria for special education services, they may be considered to receive accommodations under Section 504.

Question 44

Story starters might be useful in the informal assessment of ___.

Question 45

The final result of a comprehensive evaluation is to provide ___.

Question 46

Eligibility is determined by a group of people rather than one person.

Question 47

A student's prior academic career has no impact on their current level of performance in school.

Question 48

Educational setting or placement is determined previous to eligibility in the IEP process.

Question 49

Eligibility for special education services is determined by using a set of criteria stated in IDEA. Specific criteria vary from state to state for the different types of disabilities.

Question 50

___ indicates that an assessment instrument has items that are representative across the possible items in the domain.

Question 51

___ is a computerized assessment of a student's ability to sustain attention across time.

Question 52

Analysis of comprehensive testing results is included in the _____________ section of the test report.

Question 53

Students who would be found eligible to receive special education services according to the federal law may be excluded by state criteria.

Question 54

Sensory problems should be considered prior to full assessment of a student.

Question 55

The measure of time between the presentation of a stimulus and a response is referred to as the ___.

Question 56

Any device that is necessary for a student to function within the educational environment is known as___.

Question 57

Developing an IEP is not required as long as the psychoeducational report is comprehensive in nature.

Question 58

Regulatory disturbances might be assessed when the assessment involves ___.

Question 59

Administration of assessments is the most critical aspect of the evaluation process.

Question 60

A ___ is a behavioral measure that indicates how students in a class view each other.

Question 61

Which of the following refers to observable and measurable objectives that provide evidence of a student's progress toward annual goals in the IEP?

A) Behaviorally stated short-term objectives
B) Behaviorally stated long-term objectives
C) Estimated short-term objectives
D) Estimated long-term objectives

Question 62

Cognitive and intellectual measures are generally administered by which of the following?

A) School psychologist
B) Clinical psychologist
C) Educational diagnosticians
D) All of the above

Question 63

Interpretations of cognitive measures that reveal similarities and differences between specific areas of functioning are known as which of the following?

A) Cross-battery assessment
B) Psychoeducational report
C) Patterns of functioning
D) Summary statement
Short Answer

Question 64

Which of the following should be considered in interpreting test results?

A) Language factors that impact achievement
B) The possibility of an emotional and/or behavioral problem
C) Environmental factors
D) All of the above

Question 65

Test results help educators make decisions about which of the following?

A) Educational planning and interventions
B) Possible eligibility for special education services
C) Needed transition services
D) All of the above

Question 66

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

A) The same areas initially assessed were required to be reassessed
B) Each area was required to be reassessed regardless of whether it was initially assessed
C) Assessment only in the areas necessary to make a decision regarding continued eligibility were required to be assessed
D) Reevaluations were mandated to take place every 2 years

Question 67

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

A) Promotion to the next grade
B) Norm-referenced assessment scores
C) Semester grades
D) Benchmarks

Question 68

Describe the major purposes of assessment.

Question 69

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

A) Intra-individual interpretations
B) Comparison interpretations
C) Performance interpretations
D) None of the above

Question 70

Interpreting assessment results by comparing a student's levels of performance on a particular instrument to those of his/her peer norm group is known as which of the following?

A) Interindividual interpretations
B) Intra-individual interpretations
C) Comparison interpretations
D) Performance interpretations

Question 71

Which of the following refers to the process of interpreting a student's skills and abilities across several assessment instruments?

A) Cross-battery assessment
B) Patterns of functioning
C) Psychoeducational report
D) Summary statement

Question 72

Which of the following refers to statements of anticipated progress that a student will make in one year, upon which the short-term objectives and benchmarks are based?

A) Yearly grades
B) Annual grades
C) Promotion criteria
D) Long-term goals

Question 73

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

A) Specific learning disability
B) Other Health Impaired
C) Emotionally disturbed
D) Section 504

Question 74

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

A) A complete medical history
B) Procedural safeguards
C) Parental permission
D) All of the above

Question 75

IDEA regulations require that assessment data be interpreted and used to develop educational and behavioral interventions that are characterized as which of the following?

A) Utilized as part of the school code of conduct
B) Beneficial to the student
C) Published for public record
D) None of the above

Question 76

Which of the following terms refers to the determination of whether a student will receive special education services?

A) Pre-referral meeting
B) Eligibility decisions
C) Placement decisions
D) Needs assessment

Question 77

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

Question 78

Which of the following terms refers to interventions and strategies used to promote educational success?

A) Measurement criteria
B) High school exit evaluation
C) Educational planning
D) IEP team meetings

Question 79

Compare and contrast interindividual interpretations and intra-individual interpretations.

Question 80

Which of the following sections is typically presented first in psychoeducational reports?

A) Background and referral information
B) Identifying data
C) Test results
D) Test interpretations