Quiz 1

Question 1

Person first language

Answer 1

person first language putting the person first rather than disability

Question 2

Definition and characteristics of AAIDD definition

Answer 2

name was changed because went from deficit driven to supports. -attention to stimuli-observational and incidental-memory-skill synthesis-generalization-self regulation

Question 3

AAIDD definition

Answer 3

from deficit driven to supports

Question 4

Definition and characteristics of Intellectual disabilities

Answer 4

limitations in both intellectual functioning, adaptive behavior, and originates before age 18; can vary in level of support and severity LOOKING AT IQ & COGNITIVE FUNCTIONING. DEFICT IN SOCIAL COMMUNICATION. REPETITIVE BEHAVIOR

Question 5

characteristics of Intellectual disabilities

Answer 5

LOOKING AT IQ & COGNITIVE FUNCTIONING. DEFICT IN SOCIAL COMMUNICATION. REPETITIVE BEHAVIOR

Question 6

Definition of inclusion and best practices for inclusion

Answer 6

practice of educating students with disabilities alongside gen ed classes their chronological age-having included opportunities with instruction for their needs

Question 7

Definition, characteristics, and importance of self-determination

Answer 7

• combo of skills
• knowledge, and beliefs a person has to engage in goal directed, self regulated behavior
• choice making, decision making, goal setting and attainment, problem solving, self awareness, self regulation and IEP partcipation

Question 8

Functional skills

Answer 8

used in daily living in home, community, job.

Question 9

Generalization of skills

Answer 9

taking one skill you have learned in one environment; and using it across all environments

Question 10

Evidence based instructional practices

Answer 10

Practices had to be defined by scientific community largely researchers in institutions of higher education-Push for inclusion- Systematic Instruction-one example of quality indicators

Question 11

Curricular change expectations for students with significant cognitive disabilities

Answer 11

• Promotion of inclusion
• Collaborative teaming
• positive behavior support
  -evidence based instruction
  -access to GE curriculum
  -self determination
  -home school collab.
  Understand who the student is. Why they need the specifics in the standards.

Question 12

Types and formats of alternative assessment

Answer 12

performance based-portfolio-checklist

Question 13

adv: teachers do not create; well aligned to content priorities within state

Dis: When IEP team prioritizes content for instruction, it may not match

Answer 13

Performance

Question 14

adv: tasks can be derived directly from instruction; supported by IEP; used for ongoing instructional decision-making

Dis: time; chance of misinterpreting standards

Answer 14

Portfolio

Question 15

adv: least time consuming; items can be aligned with standards
dis: may not reflect student performance, as they can be subjective

Answer 15

Checklist

Question 16

Current practices in PA with alternative assessment

Answer 16

performance based, reliable, scored by 2 educators

Question 17

PA requires student be in grades 3-8, 11 and have a significant cognitive disability .

Student must require intensive instruction to learn, adaptations and supports to participate in daily life, modifications.

Answer 17

Criterion for taking the alternative assessment

Question 18

scores are consistent or free from error. Validity- ability to make inferences about students’ performance using outcomes of test or other measure.

Answer 18

Reliability and validity as it relates to alternative assessment

Question 19

Prior records, interview with professionals involved, parent interviews, direct observations

Answer 19

Different assessments that can be used for identifying the student’s present level of functioning for the IEP

Question 20

All students will receive instruction in the general curriculumo the team will plan for inclusion in general educationo The students will receive instruction and supports to achieve academic and functional goalso the student’s Unique Current and Future needs will be considered

Answer 20

Assumptions of the IEP

Question 21

is framed by the state standards and contains goals aligned with the grade-level academic standards.

Answer 21

Standards-based IEPs

Question 22

Step 1. Begin with a Student-Centered (Person-Centered Planning) Approach

Step 2. Consider the Grade-Level Standards

Step 3. Identify Functional Skills Needed for Student’s Current and Future Environments

Step 4. Describe the Student’s Current Level of Academic and Functional Performance

Step 5. Develop Annual Goals for Each Content Area

Step 6. Write Specific Short-Term Objectives or Benchmarks

Step 7. Plan How the Student Will Access the General Curriculum

Step 8. Plan Specially Designed Instruction

Step 9. Select the Appropriate State Assessment Option

Step 10. Develop Progress Monitoring System

Answer 22

Standards-based IEPs

Question 23

measurable, observable. Condition, Name, Behavior and Criteria.

Answer 23

Writing annual goals and short term objectives

Question 24

Given 20 files, Ashley will alphabetize the files with no errors in a 10 minute period of time across 2 consecutive sessions.

Answer 24

Given 20 files = condition

With no errors in the 10 minute period of time across 2 consecutive sessions = criteria

Ashley will alphabetize = name & behavior