SPED504MM
Midterm Examination
Respond to each of the following questions. Multiple choice questions have only one correct response. The number of possible points for each question is listed at the end of each item.
1. Correctly rewrite the following citation in APA style. (10 points)
Tur-Kaspa, Hana., Weisel, Amatzia., and Segev, Lilian. (1998)
Attributions for Feelings of Loneliness of Students with Learning
Disabilities, Learning Disabilities Research & Practice, 13(2), pgs.
89 to 94.
2. A statement about characteristics of students with learning problems that is FALSE is that (5 points)
a. many students with learning problems act disruptively and acquire negative feelings of self-worth.
b. many students with learning problems have difficulty remembering information presented visually or auditorially.
c. students with learning disabilities have lower levels of anxiety, worry, oversensitivity, and depression than students without disabilities.
d. students with social skills deficits frequently have low social status among their peers.
3. A teacher who visits the schools periodically and focuses on teaching skills and special materials is (5 points)
a. a cross-categorical teacher.
4. For collaborative consultation to be most effective, the sequential order of problem-solving stages is (5 points)
a. goal/entry, problem identification, implementation recommendations, intervention recommendations, redesign, and evaluation.
b. goal/entry, problem identification, intervention recommendations, implementation recommendations, evaluation, and redesign.
c. problem identification, goal/entry, implementation recommendations, intervention recommendations, evaluation, and redesign.
d. problem identification, goal/entry, intervention recommendations, implementation recommendations, redesign, and evaluation.
5. A successful parent-teacher conference typically includes (5 points)
a. a brief time for sharing irrelevant, personal information about each other.
b. a discussion of the primary weaknesses of the student.
c. the presentation of samples of the student's work and positive teacher statements about the student's behavior.
d. the use of educational jargon.
6. Each of the following is an advantage of large-group instruction EXCEPT (5 points)
a. experiences in large groups help students with disabilities make the transfer from special to general education settings.
b. large-group instruction allows the teacher to deal easily with the diverse abilities and skill levels present in most classrooms.
c. large-group instruction is time-efficient.
d. large-group instruction prepares students for the type of instruction primarily used in secondary schools.
7. Research on cooperative learning indicates that positive achievement effects are (5 points)
a. equally positive for high, average, and low achievers.
b. higher in students in elementary school than in high school.
c. lower in rural settings than in suburban school settings.
d. not reported in affective areas.
8. An attribute of computer-assisted instruction that appears useful in helping students achieve is that (5 points)
a. animation, sound effects, and game-playing situations make drill and practice multisensory and motivating.
b. progress is at the same rate for all students.
c. reinforcement of student responses is delayed.
d. tasks are presented according to the student's grade level.
9. In scheduling at the elementary level, (5 points)
a. the classroom teacher probably needs to schedule 3 hours in a 6-hour school day.
b. closing exercises usually require 30 minutes.
c. opening exercises usually require 5 minutes.
d. some intensive learning activities should be planned in the afternoon.
10. The four steps of individualized programming are (5 points)
a. assess to identify target skill, determine factors likely to facilitate learning, plan instruction, and begin daily data-managed instruction.
b. assess to identify target skill, determine factors likely to facilitate learning, plan instruction, and begin weekly data-managed instruction.
c. assess to identify target skill, determine parental expectations, plan instruction, and begin daily data-managed instruction.
d. assess to identify target skill, determine parental expectations, plan instruction, and begin weekly data-managed instruction.
11. In the stages of learning, the learner performs the skill in different times and situations in the (5 points)
a. acquisition stage.
12. In curriculum-based instruction, appropriate material from the school curriculum is selected at (5 points)
a. the level the teacher expects the student to have previously mastered.
b. the level the teacher expects the student to master by the end of the school year.
c. the student's current grade level.
d. the student's grade level at the previous year.
13. Each of the following is a feature of individually referenced curriculum-based measurement EXCEPT (5 points)
a. graphing data.
b. long-range goal performance monitoring.
c. repeated measurement.
d. standardized assessment.
14. The recording method that requires the teacher to record the time it takes for a student to begin an activity once the signal has been provided is (5 points)
a. anecdotal recording.
b. duration recording.
c. event recording.
d. latency recording.
15. Research on data-based instruction indicates that (5 points)
a. assigned goals yield better performance than self-selected goals.
b. curriculum-based measurement has poor reliability and validity.
c. little evidence supports the positive association between data-based monitoring and student achievement gains.
d. students achieve better when teachers establish moderately to highly ambitious goals.
16. In systematic observation, the teacher should (5 points)
a. collect data one time only.
b. collect observational data in one setting only.
c. have a specific reason or question formulated to guide the observation.
d. record only the specific behavior.
17. Grading based on the student's progress as compared with some perception of the student's ability is (5 points)
a. criterion-referenced.
b. curriculum-referenced.
c. norm-referenced.
18. The learning style preferences approach (5 points)
a. determines a student's modality (form of sensation) preferences.
b. has been practiced in general education for years and now is gaining momentum in special education.
c. has been supported in the educational psychology research, in the special education research, and in the reading research.
d. is no longer considered highly controversial.