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Academic Assessment for Intervention - FINAL REVIEW Flashcards | StudBud
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Academic Assessment for Intervention - FINAL REVIEW
Academic Assessment for Intervention - FINAL REVIEW
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1
Performance on math problem solving can be impacted by oral language comprehension, limited vocabulary, working memory &
all of the above
perceptual speed
fluid reasoning
working memory
2
What diagnostic classification system is used within the school system?
IDEA 2004
DSM-5
3
What is often measured in studies of MLD?
processing speed
short term memory
reading skills
auditory processing
4
RtI always includes the assessment of cognitive strengths and weaknesses
True
False
5
Students with below average IQ that are NOT eligible as ID are classified as
Speech & Language Impaired
Borderline Intellectual Functioning
SLD
Intellectually Disabled
6
Differential diagnosis for SLD considers alternative explanations for
High Academic Achievement
Low Academic Achievement
7
Short-Term Working Memory is related to
Maintaining & Manipulating
Reasoning & Creativity
Learning, Storing, & Consolidating
Discriminating & Remembering
8
Math ____ and ____ are not causes of MLD but may influence achievement and play a role in some difficulties
Anxiety
Practice
Instruction
Motivation
9
Which of the following are examples of how the 2004 federal definition of SLD has been operationally defined?
absolute low achievement
failure to respond to scientifically based interventions
ability-achievement discrepancy
all of the above
10
Which of the following variables is typically NOT included in the stratification of norm samples of current tests
English Exposure
Race
Socio-Economic Status
Geographic Location
11
Specific Learning Disabilities include all of these EXCEPT
Developmental Aphasia
Dyslexia
Brain Injury
Learning problem due to motor disability
12
Potential explanatory reasons for academic underachievement are
Psychiatric Disorders
Performance Anxiety
Lack of Motivation
Social-Emotional Disturbance
13
Which of the following is NOT part of the Problem-Solving Process?
Problem Analysis
Decision Making
Evaluation
Problem Identification
14
The idea that slow learners can be identified as SLD on the basis of IQ scores in the 70 to 80 range ______________
none of the above
is best practice
does not have much research support
is empirically sound
15
Children from environmentally disadvantaged backgrounds may possess the attributes of SLD, and therefore:
The extent to which such disadvantage may be a contributing or primary
Should not be considered for SLD diagnosis.
Should be diagnosed with SLD.
16
A hallmark characteristic of a student with dysphonetic dyslexia is poor orthographic processing.
True
False
17
When evaluating English Language Learners
all of the above
be aware of cultural differences
know about native language
document all modifications
18
The purpose of a reverse rule is
To let you know where to start
Ensure easy items are not above student proficiency level
To discontinue subtest administration
To frustrate the examinee
19
The WISC-V is an academic assessment
False
True
20
According to IDEA 2004, a child may have a SLD in any of the following EXCEPT
Written Expression
Mathematics
Spelling
Reading Fluency Skills
21
Neurologically based disorders include ADHD, SLD, & Dyslexia
False
True
22
The mere presence of low achievement does not necessarily indicate SLD
False
True
23
IQ Discrepancy is required to identify SLD
False
True
24
Difficulty in copying text is key to differentiating between
dysgraphia and other types of writing problems
dyslexia and dyscalculia
lack of motivation and SLD
ADHD and dysgraphia
25
On the WIAT-III, the animals and colors given in the examples count towards examinee response
False
True
26
One basic problem with native-language testing is:
The lack of adequate representation in the norm sample
Finding a translator
The translation is impossible
There are no problems with native language testing
27
Which of the following variables should be considered during assessment of language
Sentence Discourse Level
Cognitive Correlates
Language Demands
Social-Emotional
28
The most important phonological skill for spelling is
Substituting
Deleting
Segmenting
Blending
29
Subitizing and approximate quantity discrimination are considered intuitive because:
None of the above.
All of the above.
Neither depend on formal number knowledge.
Neither depend on formal instruction.
30
On the KTEA-3, Written Expression starts at what grade?
3rd Grade
Kindergarten
Pre-K
2nd Grade
31
The Beery Buktenica Developmental Tests of Visual Motor Integration measures
Unilateral coordination
Deficits in hand-eye coordination
Visual perception, fine motor skills, and hand-eye coordination
Bilateral coordination and fine motor skills
32
The KTEA-3 subtests must be administered in order according to the record form.
True
False
33
Which of the following is NOT a broad area of dysfunction for Nonverbal Learning Disabilities
Social Abiliites
Visual-Spatial
Motoric Skills
Language Impairment
34
When assessing a student entering the 5th grade, which grade would you select as a start point?
5th Grade
4th Grade
35
Low Achievement is ______ but not ______ for SLD identification
Inclusionary
Sufficient
Necessary
Exclusionary
36
The Ability-Achievement Discrepancy is all of the following EXCEPT:
that it may be statistically significant but not clinically relevant
that it is known as the wait-to-fail method
that it identifies processing deficits
that it leads to over identification of minority students
37
Behavioral observations made during administration are critical for interpretation.
False
True
38
Which of the following best describes a teaching item
Provide practice on certain types of items
Allows examiner to give instructional feedback
Gives the examinee the correct answer
Allows the examiner to demonstrate how to respond
39
One assumption of effective RtI implementation is that no more than approximately 25% of students require intervention
False
True
40
The most severe type of Dyslexia is
Surface
Mixed
Comprehension
Dysphonetic
41
Which norms should you typically use
Age
Grade
42
Which of the following components is
not
included in most RTI models?
assessment of cognitive strengths and weaknesses
progress monitoring
universal screenings
increasingly intense interventions
