The document provides a review test on assessment in special education. It contains 41 multiple choice questions covering topics such as intelligence tests, norm-referenced vs criterion-referenced testing, the Individualized Education Program, standard deviation, definitions of mental retardation, purposes of case-finding, and assumptions that must be met for assessment to be valid. The review test aims to assess understanding of key concepts in assessing students with special needs.
This document provides additional resources for candidates preparing for the national psychology examination, specifically focusing on the Assessment domain. It outlines 6 tests candidates must have detailed knowledge of, including administration, scoring, and interpretation. It also lists 20 other tests candidates should be familiar with. For each of the 20 tests, summaries are provided with information on the test, including description, reliability, validity, administration, scoring, and interpretation. The summaries are meant to provide relevant information to help candidates prepare without needing to memorize all the details.
Comorbidities associated with Learning disabilities-ADHD,ASDjilu123
This document discusses learning disabilities and comorbidities such as ADHD. It defines ADHD according to the DSM and ICD criteria. ADHD is characterized by inattention, hyperactivity, and impulsivity. It has genetic and environmental causes. Treatment involves medication, cognitive behavioral therapy, parent training, social skills training, and educational accommodations. The document provides diagnostic criteria and strategies to manage ADHD symptoms and impairments.
This annotated bibliography summarizes research on identifying gifted students. It discusses the limitations of solely using IQ testing and the benefits of a multiple criteria approach. Several articles are summarized that look at issues identifying twice-exceptional, young gifted children, students from minority groups, and the use of peer nominations and parent checklists in the identification process. The conclusion is that teachers should reflect on whether their school's identification system aligns with current research on giftedness.
The study examined the relationship between type of confidence-inducing stimulus (positive or negative), academic self-confidence, and cognitive performance among engineering students. Students who received a positive stimulus about a cognitive test had statistically significantly higher academic self-confidence and cognitive performance compared to students who received a negative stimulus. The results indicate that boosting students' academic self-confidence through positive encouragement can enhance their cognitive performance. However, the study was limited by its quasi-experimental design and focus only on mechanical engineering students in Malaysian polytechnics.
این پاورپوینت در کارگاه تخصصی توانبخشی شناختی در اختلالات یادگیری توسط دکتر هاشم فرهنگ دوست ارائه شده است.
برای مطالعه مطالب بیشتر در این زمینه به وب سایت فروردین مراجعه فرمایید.
www.farvardin-group.com
The document provides an introduction and overview of the Standard Progressive Matrices (SPM) test. It discusses that the SPM is a non-verbal test of intelligence originally developed by John Raven in 1936. It covers cognitive abilities like reasoning, problem-solving, and pattern recognition. The document also outlines the test's theoretical framework drawing from theories like the general intelligence factor and Gestalt learning theory. It describes the test administration process and how the items are generated to cover different cognitive domains in a progressively difficult manner.
Learning Disabilities In Normal School Chidrenrenjmat
The document summarizes the results of a study examining the incidence and pattern of academic and psychological problems in 1057 children from 11 CBSE schools in Kerala, India. The main findings were:
1) 15.04% of children were identified as having psychological problems, with the highest percentage (16.4%) in lower primary classes.
2) Boys (72.3%) were more likely to have problems than girls (27.67%).
3) Academic problems (73.5%) were more common than other psychological problems (26.4%).
4) Mixed disorders of academic skills (59.8%) were the most prevalent type of problem identified.
This document provides an examiners' report on the June 2011 GCSE Physical Education exam. It summarizes the key points as follows:
1. Overall, candidates were well prepared for the exam and a full range of marks were achieved. The more successful candidates scored highly across the entire paper, demonstrating knowledge of both traditional and newer topics on the specification.
2. Areas that proved more challenging for less successful candidates included providing specific examples when required and essay responses that were difficult to interpret due to writing skills.
3. The report provides guidance for future teaching, emphasizing the benefits of teaching theory through practical examples to help candidates apply their knowledge with a greater bank of examples. It also provides exam preparation tips around
The Ages and Stages Questionnaires: Second Edition (ASQ-II) and Ages and Stages Questionnaires: Social Emotional (ASQ-SE) are parent-report screening tools published in 1999 and 2002 respectively. They assess multiple developmental domains in children ages 6-60 months through parent questionnaires that take 10-15 minutes to complete. The ASQ-II assesses communication, gross motor, fine motor, problem solving, and personal-social skills, while the ASQ-SE focuses solely on personal-social skills. Both tools aim to identify children who may need further evaluation or special services.
What is a Learning Disability?
A learning disability is a neurological disorder. In simple terms, a learning disability results from a difference in the way a person's brain is "wired." Children with learning disabilities are as smart or smarter than their peers. But they may have difficulty reading, writing, spelling, reasoning, recalling and/or organizing information if left to figure things out by themselves or if taught in conventional ways.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
This document summarizes physical, cognitive, social and emotional development during middle and late childhood from ages 6-12. Key points include improvements in motor skills and coordination; risks of obesity, accidents and learning disabilities; importance of friendships and developing self-esteem; challenges of transitioning to elementary school; and strategies for improving education for students from diverse backgrounds.
This document discusses AD/HD and learning disabilities, defining them as neurobiological conditions that affect attention, learning, and processing skills. It outlines the evolution of diagnostic labels and identifies the main subtypes of each condition. The document also describes common symptoms, prevalence rates, co-occurring conditions, and the importance of comprehensive evaluation and individualized treatment using strategies like medication, therapy, skills training, educational accommodations and advocacy. The goal of treatment is to improve functioning and maximize potential by addressing challenges in all areas of a person's environment.
1. The document discusses various learning disorders that affect children including specific reading disorder (dyslexia), specific spelling disorder, specific writing disorder, and specific disorders of arithmetical skills.
2. It provides details on the clinical features, epidemiology, comorbidities, etiology, and management principles for each disorder. Multisensory methods like the Fernald method and Gillingham Approach are recommended for teaching reading, spelling, and writing skills.
3. Nursing care involves early identification and treatment, parental counseling, structured learning activities to develop skills, and addressing any comorbid conditions or emotional issues associated with academic struggles. Preventive approaches aim to improve functional literacy and academic success.
This document discusses nonverbal tests of intelligence and provides guidance on their appropriate use. It notes that nonverbal tests may provide a more valid estimate of intellectual functioning for students from diverse cultural or linguistic backgrounds compared to verbal tests. The document answers common questions about selecting tests, interpreting discrepancies between verbal and nonverbal scores, and how other professionals contribute to the evaluation process. Specific nonverbal intelligence tests that are discussed include the C-TONI, UNIT, RPM, Leiter-Revised, and selected subtests of the KABC-II.
The passage discusses two towns in India that receive extreme amounts of rainfall:
1) Mawsynram receives nearly 12 meters of rain per year and is considered the rainiest place on earth.
2) In 1861, Cherrapunji received over 26 meters of rain, making it even rainier than Mawsynram for that year. It is located about 13 kilometers east of Mawsynram.
3) Neither town receives enough sun or has sufficiently drained soil to grow crops due to the excessive water. Residents typically carry umbrellas.
This document provides a review for a special education certification exam. It contains multiple choice and fill-in-the-blank questions about various topics in special education including types of assessments, disabilities, and data collection methods. The questions cover areas like performance assessments, psychoeducational assessments, specific learning disabilities, emotional disturbances, and checklists, interviews, and records/reports as ways to gather student data.
Tour guides in Colorado use pigeons to carry photographs from cameras downriver to their office. In the past, people used pigeons for communication hundreds of years ago. The pigeons take the cards from the cameras to the office in just 20 minutes, which is less time than using cars. When the tourists return to the office, they can see their printed photos.
Sample of License Examination of Teachers and Educators in Philippines conducted by Philippines Regulatory Commission. Department of Education is accepting only if they pass BLEPT.
Sample of License Examination of Teachers and Educators in Philippines conducted by Philippines Regulatory Commission. Department of Education is accepting only if they pass BLEPT.
Click to have an interactive version of this reviewer
http://preofery.com/27lV
This document contains a review test for educational assessment consisting of 58 multiple choice questions. The questions cover topics like Bloom's taxonomy, test construction, measurement of central tendency and variation, interpreting test scores, and performance assessment. The test is intended to assess understanding of key concepts in educational measurement and evaluation.
The document provides information about the St. Louis Review Center, a large review and training institution that has been operating for 25 years. It offers review programs in major cities across the country in fields like nursing, teaching, criminology and civil service. For teaching licensure exams, it provides a comprehensive review program covering all relevant subjects in both elementary and secondary education. The program aims to help teacher graduates pass the licensure exam and includes simulated practice tests and materials. It guarantees to help reviewees improve their performance.
This document discusses several aspects of the Philippine educational system. It begins by stating that teachers were not required to have a professional license until R.A. 7836 was passed in 1994. It then notes that the Philippine system is tri-focalized with DepEd overseeing basic education, CHED for higher education, and TESDA for vocational education. Religion can be taught once a week during lunch breaks in public schools per the Constitution. R.A. 9155 transferred all sports programs from DepEd to the Philippine Sports Commission. Finally, it identifies that the school is considered the "heart of the formal education system" according to R.A. 9155.
This document contains 25 multiple choice questions about education laws and concepts in the Philippines. It tests knowledge of republic acts related to teacher professionalization (RA 7836), technical education (RA 7796/TESDA Law), compulsory study of Jose Rizal (RA 1425), and government assistance to private education (RA 7784). It also contains questions about educational philosophies, theories of learning and instructional strategies, such as the differences between massed and spaced learning.
The document provides an overview of student assessment for a high school. It discusses what assessment is, the assessment process, importance of assessment, functions of assessment, methods of assessment, criteria for choosing assessment methods, and who should be involved in assessment. It also summarizes different types of assessments including informal assessment, formal assessment, portfolios, rubrics, and concept mapping.
LET Practice test in Professional Education-principles and strategies in teac...University of Santo Tomas
The document provides a practice test for the LET Professional Education exam covering principles and strategies in teaching, including 20 multiple choice questions testing knowledge of different teaching methods like field trips, case studies, and lectures. An answer key is provided after the questions. Background information is also given on the author, Mr. Crisencio M. Paner, who has extensive experience as a teacher and researcher.
Professional education reviewer for let or blept examineeselio dominglos
This document provides instructions for a September 2015 preboard examination in professional education. It outlines general instructions for examinees, including that the test contains 200 questions to be completed in 2 hours using a single answer sheet. It instructs examinees to write the subject title and shade the appropriate set box on their answer sheet. The document then provides several sample questions on topics related to the teaching profession, human growth and development, facilitating learning, and developmental reading.
This document provides information about intelligence tests, mental retardation, and special education assessments. It discusses the Stanford-Binet Intelligence Scales, which was the first intelligence test developed in 1905. It also discusses standard deviations and IQ scores in relation to defining mental retardation. The document contains questions about norm-referenced measures, criterion-referenced testing, individualized education programs, and the purposes and practices of assessment in special education.
I- Multiple Choice Questions (10 points)
Please underline the bestanswer. Each question is worth one point.
1. When a person’s ability to function independently is limited only by his/her environment, this is referred to as a(n):
a. impairment
b. handicap
c. disability
d. exceptionality
2. Under which disability category are most students receiving special education services:
a. speech and language impairments
b. mental retardation
c. physical disability
d. specific learning disability
3. IDEA requires that an IEP be developed and implemented for every child with disabilities:
a. between the ages of 3 and 21
b. between the ages of 6 and 21
c. between birth to age 21
d. or at risk for developing disabilities between the ages of 6 and 21
4. Significantly subaverage intelligence and poor academic performance must be present to classify students as intellectually disabled. What other variable must be present for the classification?
a. a biological or genetic condition
b. deficits in adaptive behavior
c. a discrepancy between achievement and ability
d. distractibility and hyperactivity in any context
5. Which of the following students would most likely be considered for self-contained classroom?
a. Michael demonstrates severe deficits in math, but for all other subjects his performance is on grade level. He is motivated to learn and attempts to abide by the teacher’s recommendations.
b. Janie has difficulty in reading, which affects her performance in other content areas. In addition, she is highly disorganized, distractible, and physically aggressive with her classmates.
c. Dominic has a reading disability. He has learned strategies to compensate for his disorder. His performance in most academic areas is satisfactory.
d. Betty Ann was in self-contained classroom in elementary school because of significant academic deficits. In the middle school, Betty-Ann was taught strategies to learn more efficiently, which has drastically improved her academic performance.
6. Most children with emotional and behavioral disorders score:
a. above normal on IQ tests and academically achieve below what their scores indicate.
b. in the average range on IQ tests and academically achieve at their grade level.
c. below normal on IQ tests and academically achieve below what their test score predict.
d. below normal on IQ tests and academically achieve above what their test scores predict.
7. Francine, a fourth grader, says “thleep” when attempting to say “sleep.” What kind of articulation disorder does she have?
a. distortion
b. substitution
c. omission
d. addition
8. The legal definition of visual impairment is based on:
a. visual acuity and field of vision
b. visual acuity and the extent to which the person learns through the visual channel
c. the extent to which the person learns through other senses
d. depth perception and peripheral vision.
9. When PL. 94-142 was amended in 1990, which of the following disability category
was adde ...
This document provides an overview of topics to be covered in a course on exceptionalities, including multiculturalism, identification processes, and families. It notes that representation of certain racial groups is disproportionate among some disability categories. Boys significantly outnumber girls in being identified for disabilities overall. Proper evaluation and identification is important and must be conducted without bias using valid methods. Response to Intervention is an alternative approach to identifying learning disabilities that examines student response to instructional interventions. Families are important members of the identification and planning process.
Properties of intelligence, giftedness, & intellectual disabilitiesMichelleWithrow1
This document discusses properties of intelligence, giftedness, and intellectual disabilities. It defines intelligence as the ability to solve problems and adapt based on experiences. It describes early intelligence tests like the Binet Tests and Wechsler Scales. Theories of multiple and emotional intelligence are outlined. Research shows intelligence is distributed across brain regions. Genetics and environment both influence intelligence. Characteristics and education of gifted children are covered, as well as domain-specific giftedness. The document also defines and describes types of intellectual disabilities and levels of support needed.
Multiple Choice Questions (Enter your answers on the enclosed answ.docxrosemarybdodson23141
1. This document contains a 25 question multiple choice quiz about child development topics. It covers areas such as nutrition, motor skills, cognitive development, emotions, culture and parenting styles.
2. It also includes a writing prompt asking students to answer one of three questions about research findings related to attachment, parenting styles, or health and safety in middle childhood. Students are given guidelines around formatting, word count and plagiarism for their response.
3. The questions assess students' knowledge of important concepts, theories and research across the developmental period of childhood.
3.2 Students With High Incidence of Disabilities PPt-F.pptnoel50
This document provides information about students with high-incidence disabilities. It discusses emotional disturbance, mental retardation, and specific learning disabilities. For each disability, it defines the term, provides facts and characteristics, and suggests classroom strategies. The document is from a training course for educators on supporting students with high-incidence disabilities. It aims to help teachers understand and work with students who have emotional/behavioral disorders, intellectual disabilities, or learning disabilities.
This document defines and provides examples of various psychological instruments used for measurement and evaluation, including intelligence tests, aptitude tests, and personality tests. It discusses the definition and uses of intelligence tests and aptitude tests, and provides examples of specific intelligence tests like the Stanford-Binet Intelligence Test, Wechsler Intelligence Scales, and Raven's Progressive Matrices. It also covers the definition of aptitude, uses of aptitude tests, and an example of the General Aptitude Test Battery.
This document discusses Carol Dweck's research on fixed and growth mindsets. It begins by defining mindset as a mental attitude that determines how one interprets and responds to situations. Those with a fixed mindset believe their intelligence is predetermined, while those with a growth mindset believe intelligence can be developed through effort. The document then provides examples of how mindsets influence responses to challenges. It suggests educators can promote a growth mindset through praise focused on effort rather than ability and emphasizing that failure provides learning opportunities.
This document provides an overview of assessment in special education. It discusses that the primary assumption of assessment is that all children can learn and communicate. The purposes of assessment include screening, eligibility determination, IEP development, instructional planning, and evaluation. Assessment involves both formal and informal methods as well as formative and summative approaches. Test results should be understood in terms of descriptive statistics, stanines, percentile ranks, and developmental scores like age equivalents. Federal law provides provisions regarding nondiscriminatory and valid assessment practices. The document reviews understanding assessment results and defines levels of performance.
This document provides background information on learning disabilities. It discusses how learning disabilities can affect children's performance in school even if they are of average or above average intelligence. It states that the prevalence of learning disabilities among school-aged children is estimated between 6-8%. The document then outlines the statement of the problem, significance of the study, scope and delimitations, and defines key terms related to specific types of learning disabilities.
The document discusses the use of psychological tests by counselors. It notes that counselors use tests to:
1) Keep records of each student's needs, interests, abilities, and adjustment problems.
2) Help students make choices about courses and careers by assessing their interests and abilities.
3) Provide objective data to help counselors identify each student's strengths and opportunities.
This document discusses less talented children, who have IQ scores between 70-90 and struggle in school. About 1 in 5 children are considered less talented. They have difficulty with higher-order thinking, abstract concepts, and retaining new information. Less talented children often have low self-esteem from struggling academically and may drop out of high school. The document provides recommendations for supporting less talented children, such as differentiated instruction, repetition, tutoring, teaching study skills, and incorporating their interests outside of school.
IQ is a measurement of intelligence expressed as a number. It is calculated by taking an intelligence test and comparing the score to average scores among peers. Common tests used in India include the Stanford-Binet test, which measures general mental ability. IQ tests are used for educational and vocational guidance, classroom teaching, clinical assessment, and research. However, IQ is not a complete measure of a person's abilities and should be interpreted cautiously, as verbal IQ tests may not capture all types of intelligence and one test score does not define a person.
Professional education set e (without highlighted answers)Lucille Clavero
This document contains multiple choice questions from a teacher exam covering various topics:
- Teachers' responsibilities outside of teaching and compensation
- Dog behavior and conditioning processes
- Reading comprehension strategies
- Influences on developing graduates' character
- Learning theories as they relate to punishment
- Appropriate ways to help students below grade level
- Foundational principles of morality in reporting illegal activities
- Names for instructional methods like Socratic and indirect instruction
- Classroom management techniques
- Learning taxonomies and domains
- Standardized testing practices
- Intellectual development and diagram use according to Bruner
- Synthesizing skills and mean, median, and mode calculations
This document provides an overview of informal classroom assessments using the ECCD checklist and Phil-IRI reading assessment tool for grades K-3. It discusses that assessment is essential for understanding student learning and planning instruction. Informal assessments like observation, oral presentations, journaling, and games are described as casual, non-graded tools to identify student strengths, weaknesses and guide lesson planning. The ECCD checklist and Phil-IRI assess child development and reading in 7 domains and are designed to identify learning delays or difficulties among young students.
Unit 1 Examination33PSY430EducationalPsychology.docxmarilucorr
Unit 1 Examination
33
PSY 430 Educational Psychology
Multiple Choice Questions (Enter your answers on the enclosed answer sheet)
1. Considering the research findings described in the textbook, only one of the following is a true
statement. Which one is true?
a. Repeating something over and over is usually the most effective way to learn it.
b. Girls have a noticeable advantage over boys on verbal tasks.
c. Students often study differently for different kinds of classroom assessments.
d. For optimal performance, students should never feel the least bit anxious in the
classroom.
2. Which one of the following is the best example of elaboration?
a. Logan copies a friend’s answers to last night’s homework assignment.
b. Rosie repeats the spelling of each word several times the night before her spelling test.
c. Melissa makes up stories to help her remember the various species she studies in
biology.
d. Sharon automatically knows how to study effectively for an upcoming history test.
3. Which one of the following is the best example of qualitative research?
a. comparing average achievement test scores for students at three different schools
b. looking at school attendance records to identify potential school dropouts
c. interviewing middle school students about cliques at their school
d. finding out how long it takes 6-year-olds to assemble challenging picture puzzles
4. A study that tells us whether two variables are associated, but does not tell us if one variable
causes or influences the other, is a(n):
a. experimental study with one or more control groups.
b. experimental study without a control group.
c. correlational study.
d. descriptive study.
5. Experimental research requires which one of the following?
a. manipulating an aspect of the environment
b. studying behavior in an actual classroom environment
c. being able to predict two or more variables
d. describing every variable in the study in considerable detail
Unit 1 Examination
34
PSY 430 Educational Psychology
6. A research study finds that students who weigh more do better in school. Which one of the
following is an appropriate deduction from this information?
a. On average, students who eat more do better in school.
b. Parents should feed their children as much as possible.
c. There is a correlation between weight and classroom performance.
d. The school cafeteria should decrease the fat content of the food it serves.
7. Which one of the following conclusions can be drawn only from an experimental study?
a. Boys are more likely to show aggressive behavior than girls.
b. Drugs administered during childbirth affect a child’s early development.
c. Children grow taller as they get older.
d. Children’s muscular coordination improves as they grow older.
8. Mr. Jacobs wants to find out whether a new program for teaching physical education promotes
students’ physical development. He gives his students a number of tests before they begin the
...
Similar to Spedletreviewerassessment 110919032143-phpapp02 (20)
Unit 1 Examination33PSY430EducationalPsychology.docx
Spedletreviewerassessment 110919032143-phpapp02
1. TRINITY UNIVERSITY OF ASIA
COLLEGE OF EDUCATION
LET REVIEWER ON ASSESSMENT IN SPECIAL EDUCATION
Direction: Encircle the letter of the correct answer.
1. This intelligence test was first developed in 1905 following the request by the Minister of Public
Instruction in Paris, France, to devise a method of differentiating between normal children and those
with mental retardation. This test is considered the grandfather of all intelligence tests. What is the
name of this test?
a. Wechsler Intelligence scales
b. Standford-Binet Intelligence Scales
c. Slosson Intelligence Test
d. D. McCarthy Scales of Children’s Abilities
2. The bell-shaped curve does not mean this:
a. Many human learning characteristics are distributed in a bell-shaped curve.
b. Normal distribution of intelligence is illustrated by bell-shaped curve.
c. There will always be persons with disability in a normal distribution, as there are gifted.
d. The incidence of a disability, at one time, may influence the distribution of characteristics
like intelligence, in the bell-shaped curve.
3. Sarah’s IQ based on Wechsler Intelligence scale for children is 84, which is between one and two
standard deviations below the mean of 100. In 1973, the American Association of Mental Retardation
moved to two standard deviations as the upper limit on IQ in defining mental retardation. Which
statement best answer whether Sarah is qualified for special education service?
a. Sarah will most likely have academic deficits.
b. Sarah deserves to be in a special class.
c. Sarah is a slow learner
d. The regular teacher will not accept Sarah.
4. The following statements refer to norm-referenced measures EXCEPT:
a. It is also referred to as interindividual assessment
b. A mean or average score is determined from a large sample size.
c. A student’s performance is described statistically by comparing hi/her with others of the
same chronological age.
d. An analysis of individual student’s score is made to determine strength and weaknesses.
5. One of the following statements does NOT refer to criterion-reference testing. What statement is this?
a. It is also referred to as curriculum-based assessment.
b. It uses standardized tests to make evaluation valid.
c. An assessment of differences between performance areas is made.
d. The average score is based on the individual student’s performance in several areas.
6. The Individualized Educational Program (IEP) is designed to meet the needs of the student with special
need. What statement says IEP is otherwise?
a. IEP is a curriculum for the child with special needs
b. IEP promotes better communication between the school and parents.
c. IEP indicates the amount of time in the regular class.
d. IEP indicates the beginning and ending dates in special education.
7. Which description does NOT explain correctly what standard deviation means?
a. A measure of the amount that an individual score differs from the average.
b. Percentage of difference between the average score of a group of people and how the
individual performed in comparison with that average.
c. the measure of how different the scores are from one another
d. a statistic that is constant, regardless of standardized tests used
e.
8. The American association on Mental Retardation (AAMR) recommends using IQ levels below 70 on the
Wechsler Intelligence scale for Children-Revised a the criterion for “significantly sub average general
intellectual functioning.” An IQ of 70 is 2 standard deviations below the average or mean What does
the mean when defining mental retardation?
a. A child with an IQ of 80, who is academically failing in class, does not meet the criterion of
mental retardation.
b. In a group of 100 students that is normally distributed, approximately 2 students score
above this level.
c. The IQ score of 70 or below is the major criterion for mental retardation.
d. At the opposite extreme, an IQ that falls at 2 standard deviation above the mean would be
that of the gifted.
2. 9. The American association on Mental Retardation (AAMR) divides the intelligence Quotient (IQ) based
on the WISC-R into 4 levels of retardation. The standard deviations and range of IQs for successive
levels of mental retardation are as follows:
Standard IQ Levels Percentage Educability Severity of
Deviation Expectation condition
-2.01 to – 3.00 65 -55 2.3 Educable Mild
-3.01 to - 4.00 54 - 40 0.1 Trainable Moderate
-4. 01 to -5.00 35 - 20 Custodial Severe
Below – 5.00 Below 25 Custodial Profound
Look at the table above. Which statement below is not implied from the table?
A. A child who obtains a Percentile Rank of 2.3 means than that about 98% of the students obtains
higher scores than this child.
B. If the average IQ is between 90 to 110, the student who falls below this range is already called a
“person with mental retardation.”
C. There are actually very few students whose mental retardation would require separate special
education programs.
D. Students who obtain an IQ of 69 and above but below the average IQ may need special education
on part-time basis.
10. In the above table, which statement is NOT implied?
A. It is estimated that 1 to 3% of the total population has mental retardation.
B. Those with mild retardation bigger percentage of the population with mental disability.
C. Individual with moderate, severe and profound retardation constitute a much smaller
percentage of the general population.
D. Regardless of the severity of retardation, even those with profound retardation on can
profit from special education classes.
11. The following are the purposes of case-finding, EXCEPT:
A. to make initial contact with target population
B. to increase public awareness of services
C. to determine treatment and program placement
D. to locate children in the community in need of services
12. Which of the following reasons about the importance of assessment is NOT correct?
A. Discrepancies in learning are usually measured from a standard measure.
B. Results of assessment that suggest that extra or specialized intervention is necessary.
C. Assessment results represent the bases of which we make referrals.
D. Instruction cannot be started without an assessment.
13. One of the following objectives is NOT necessary in screening or sorting out children needing further
study.
A. to identify those children needing special services
B. to review a large number of children for a particular disability
C. to identify children with moderate to severe disabilities
D. to identify children who need further diagnoses
14. Which of this information is NOT necessary in case-finding?
A. Source of referral
B. Child’s name, date of birth, name of parent(s) or guardian
C. Address telephone
D. School history
15. We seek first a diagnosis of physical functioning:
A. To involve medical personnel in the interdisciplinary assessment team
B. To rule out specific organic impairments
C. To abstain pertinent antecedent data
D. To gather an in-depth history of the child
16. Which of the following descriptions is functional and instructionally useful?
A. The student receives resource room service because he has a reading disability.
B. The student has a learning disability, particularly in reading comprehension and
vocabulary.
C. The student is a Third-Grade student with a reading vocabulary of a preschooler.
D. The student has difficulty with reading books for the grade level.
17. Prior to referral, the regular classroom teacher may be expected to do the following EXCEPT:
A. Use informal assessment methods to monitor daily progress
B. Apply curriculum-based assessment
C. Use observation to monitor behaviors
D. Identify diagnosis of specific disability
3. 18. Three of the following questions are usually asked by a special education assessment team about a
child suspected of having learning disability and referred for special education services by regular
classroom teachers. Which question is irrelevant?
A. Is there a large discrepancy between ability and achievement?
B. Are sensory, physical and mental disabilities ruled out?
C. Is performance fleeting or consistent? Does the student have average or above- average
intelligence?
19. Curriculum-based assessment believes in the following practices, EXCEPT:
A. Assessment of students in terms of their acquisition and knowledge included in the school
curriculum
B. Concern with students’ progress in the curriculum
C. Concern with the degree to which students differ from the normative score of all children
in physical attributes or learning characteristics
D. Curriculum-based assessment that helps teacher identifies “who can be taught in what
way.”
20. Assumption must be met for assessment to be valid. These assessment are the following, EXCEPT:
A. The test administrator is skilled.
B. Errors would have been prevented.
C. Acculturation is comparable.
D. Behavior sampling is adequate
21. In assessment, when we say that “acculturation is comparable,” we mean that:
A. Students test have identical characteristics with those whom the test was standardized.
B. Students have similar experiential background with those students in
the normative sample.
C. The student assessed has the same ethnic background as the students in the normative
sample.
D. We use The Peabody Picture Vocabulary test with Filipino school children because we
speak English.
22. When we say that “behavior sampling” of a test is adequate, we mean the following, EXCEPT:
A. A test on computation in the four basic operations would be an adequate measure of
overall math skills.
B. If we want to test the students’ spelling skills, we give a representative number of words
to spell.
C. A test must have an adequate sampling of behavior to assist in decision-making process.
D. There is an assumption that a test measures what its authors claim it measures.
23. The school psychologist and the special education teacher would likely recommend the use of the
Vineland adaptive Behavior Scale in the diagnosis of___________________
A. Emotional disorders in children
B. ADHD
C. Mental retardation
D. Conduct disorder
E.
24. Which of the following assessment results is generally the most useful when making decisions about
what to teach and how to teach a student with mild mental retardation?
A. Scores from standardized tests
B. Intelligence tests
C. teacher observations
D. curriculum-based assessment
25. Three educators, in separate works, regrouped the subtests of WISC-R results to make interpretation
useful for instruction. Which regrouping of WISC-R subtests are NOT correct?
A. Spatial organization abilities, Picture Completion, Block Design, Object assembly
B. Sequencing abilities: Digit Span, Coding, Arithmetic
C. Conceptual abilities: General Block Design, Similarities, Vocabulary
D. Freedom from distractibility: Arithmetic, Digit Span
26. Which Standardized test defines intelligence in terms of an individual’s style of solving problems and
processing paradigm derived from both neuropsychological and cognitive theories?
A. Wechsler Intelligence Scale for children-Revised (WISC-R)
B. Kaufman Assessment Battery for Children (K-ABC)
C. Stanford-Binet Intelligence Scale
D. Slosson Intelligence Test (SIT)
27. Some intelligence test items ask the student to find the one (item) that is different from all the others.
What behavior is sampled by this test?
A. Generalization
4. B. Discrimination
C. Motor behavior
D. General information
E.
28. This involves intelligence test items that require students to answer specific factual questions.
A. Generalization
B. Discrimination
C. Motor behavior
D. General information
29. This involves intelligence test items that require examinees to demonstrate a pincer grasp in
Picking up objects, build block towers, trace paths through a maze, reconstruct designs from memory,
or copy geometric designs.
A. Generalization
B. Discrimination
C. Motor behavior
D. General information
30. This involves intelligence test items that that ask the student to identify which of several response
options goes with the stimulus; the student may be asked to do simple matching or do classification
with items that are either figural, symbolic, or semantic in content.
A. Generalization
B. Discrimination
C. Motor behavior
D. General information
31. This involves intelligence test items that that ask the student to name pictures or point to objects in
responses to words read by the examiner; in some tests, the students required to produce oral
definitions of words or select one of several words to match the definition.
A. General information
B. Vocabulary
C. induction
D. comprehension
32. In this type of test, the student is asked to note the progressive relationship among the items. The
student must identify a response that continues the relationship.
A. Induction
B. Comprehension
C. Sequencing
D. Detail recognition
33. The Stanford –Bineth Intelligence Scale tests this ability by asking students to identify the absurdity
inverbal statements and pictures.
A. Abstract reasoning
B. Pattern completion
C. Analogies
D. Induction
34. The Snellen Wall Chart is the most commonly used and also the least expensive. Which description is
not true about this test?
A. The chart evaluates only central visual acuity at a distance of 20 feet.
B. The test can be used with preschool children and those who are unable to read.
C. The test also screens visual-motor perception problems.
D. The test provides limited information
35. Raw score earned by the student with special needs in a standardized test are not as important as
knowing his/her relative standing compared to the normative sample or norm group. Thus, the test
administrator s these raw scores into comparable units.What do you call these comparison score?
A. Extrapolated scores
B. Derived scores
C. Mean scores
D. Standard scores
36. Suppose the average performance of a ten year-old childrenin an intelligence test was 31 correct
answers. Suppose further thart Rogelio, who was 14 years and 2 months old, answered 31 items
correctly. The following are correct interpretations of the assessment result, EXCEPT:
A. Rogelio answered as many questions as correctly as the average of 10 year-old children.
B. Rogelio earned a mental average og 10 years.
C. An age equivalent means that Rogelio’s raw score is the average/meadian or mean
performance for the age group.
D. As a result of assessment, Rogelio could be placed class of 10-year-old students.
5. 37. These are derived scores that indicate the percentage of people or scores that occur at or below a
given raw score. What do you call this derived score?
A. Percentage correct
B. Developmental score
C. Percentile rank
D. Relative standing
38. “Using a technically adequate test for the wrong purpose is using the wrong test.” Which of the
following malpractices in assessment does NOT apply to this quotation?
A. Using the Peabody Picture Vocabulary test to measure global intelligence of a child with
learning disabilities.
B. Using an achievement test that does not reflect the content of the cuerriculum.
C. Administering a test designed for children with chronological ages of 3 to 8 to a child who
is 12 years old but who has a mental age og 5.
D. Academic progress of children is decided by a technically good achievement test that
follows the general standard curriculum.
39. Only present behavior is observed on scores obtained from standardized tests of interests, abilities, and
achievement. When using a technically adequate test, this assumption is _________
A. True
B. Sometimes true
C. False
D. Not sure; it depends on the type of test
40. Even when tests are properly administered and scored, testing can still go wrong in the interpretation
of results. In interpreting the test performance, we shoud remember the following advice, EXCEPT:
A. A good norm-referenced test can rank students only in terms of their current relative
performance of certain behaviors.
B. A goo-criterion referenced test can show only what skills and knowledge a student has
acquired.
C. Teachers can observe mental retardation or giftedness using an intelligence test.
D. Teachers cannot observe performance that are not tested or the reasons why a student
performed in a certain way.
41. This scoring system was developed in the early 1950s to measure the effect of various complications of
labor and delivery on the heart rate, respiratory effort, muscle tone, gag reflex, and body color of the
new born infant.
A. Neuroimaging
B. Electroencephalogram
C. Apgar score
D. Asphyxia scoring system
42. A person was assessed to have a visual acuity of 20/200 in the better eye with correcting lenses. Which
statement does NOT necessarily follow when referring to this assessment result?
A. The person is blind according as defined by the American Medical Association.
B. The individualreads at 20 feet what a normal vision reads at 200 feet.
C. The individual has also a limited central field of vision with a diameterno greater than20
degrees.
D. With this visual acuity, the students are most likely to be placed in a special class.
43. The following questions must be answered before determining that a child has a learning disability,
EXCEPT:
A. Does the child have auditory or visual acuity?
B. Can the student be integrated in a regular class?
C. Does the child have the level of intellectual ability needed to perform at the expected
leve?
D. At what level is the child performing in reading, spelling, writing and math?
44. Applying a process analysis in spychoeducational evaluation, differences among students may be
determined by comparing one’s student’s performance with that of other members of the population
who are of the same age. What do you call this comparison?
A. Intraindividual differences
B. Interindividual differences
C. Ultraindividual differences
D. Standard score differences
45. Intraindividual dofferences are variations that exist within a single individual’s performance in a
standardized test. The term intraindividual differences would mean the following, EXCEPT:
A. Result shows the unique patterns of stregnth and weaknesses in the student’s personal
performance.
6. B. It is demonstrated by a student who processes the visual stimul subtest easily, but
experiences difficulty processing auditory stimuli.
C. Profile provides certification tha a student deviates sufficiently from that of his peers, so
that inclusion in a special program is justified.
D. Profile shows the academic areas that needed remediation.
46. Why is prenatal diagnosis important?
A. The procedure ensures a healthy baby.
B. It can detect the presence of a specific disorder.
C. The procedure can predict if there is a serious medical problem.
D. It can provide reassurance that the fetus is unlikely to be affected.
47. This assessment strategy is used for the purpose of providing a picture of the student’s presenting
problems as perceived by the informant. The strategy uses a list of specific questions resented by an
interviewer to elicit information from an informant.
A. Parent, teacher, and student rating scales
B. Interviews with paren, teacher, and student
C. Examination of student’s records
D. Medical evaluations
48. This assessment strategy focuses in student performance and the outcomes of learning. It evaluates
meaningful, real-wold tasks using multiple performance indicators such as work or writing samples,
speeches, artwork, videotapes, etc.
A. Observation in natural settings
B. Examination of student records
C. Functional behavioral assessment
D. Portfolio assessment
49. What standardized intelligence test was normed on different groups of white, Hispanic, African-
American, Native American, and Asian-American children in addition to a population of individuals with
disabilities? This test also minimizes a student’s verbal skills in reponding to test items.
A. Wechsler Intelligence scale for Children-Revised (WISC-R)
B. Kaufman Assessment Battery for Children (K-ABC).
C. Stanford-Benit Intelligence Scales
D. Slosson Intelligence Test
50. The following questions can be answered from the administration of criterion-referenced tests, EXCEPT:
A. Has the student mastered the required math skills?
B. Are the instructional materials effective in developing the target skills?
C. Which students have reading at grade level?
D. Which students have mastered a given skills?
Reference:
Mercedes P. Adorio, Ph. D. LET Primer and Reviewer on Special Education
Prepared by: Encarnacion T. Francisco
Faculty, College of Education