Study Guide

Field 024: Exceptional Needs—Intense Intervention
Sample Multiple-Choice Questions

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The following reference material will be available to you during the test:

Objective 0001
Foundations of Special Education (Standard 1)

1. Which of the following statements correctly represents a requirement of each IEP according to the IDEA?

  1. The IEP must include a three-year timeline of instructional objectives developed specifically for the individual student.
  2. The IEP must be in effect before any special education or related services are provided.
  3. The IEP must incorporate a specific assistive device to remove educational barriers.
  4. The IEP must be accessible to all school personnel in the student's current school building.
Answer
Correct Response: B.
This question requires the examinee to demonstrate knowledge of how to apply knowledge of state and federal laws and policies related to the field of special education, including Indiana's Article 7, Rules 32-47. A student's CCC agrees on a date that the IEP will become effective. This date is indicated on the IEP. Special education services cannot begin until an IEP is written and in effect.
Objective 0002
Professional Roles and Responsibilities (Standard 10)

2. A special educator teaches upper elementary students with intense exceptional needs in a separate class. This is her third year teaching, and she would like help with improving instruction and determining personal goals. The most effective strategy for the teacher to use for this purpose would be to:

  1. speak to a vocational counselor.
  2. read an article on current teaching methods for special education teachers.
  3. take a graduate-level special education course.
  4. ask a colleague to observe her teaching in the classroom and give her feedback.
Answer
Correct Response: D.
This question requires the examinee to demonstrate knowledge of how to apply strategies for engaging in reflection and self-assessment activities to address one's own strengths and weaknesses, to improve instruction, and to determine personal goals for professional growth. It is often difficult for teachers to critique their own teaching. Being observed by a peer can help teachers develop their ability to notice what happens in their classroom and self-reflect on the reasons why instruction is and is not effective. Listening to feedback from a colleague can lead to improvements in students' learning as teachers learn about their own weaknesses and set goals to improve these areas.
Objective 0003
Development and Characteristics of Students with Intense Exceptional Needs (Standard 2)

3. In children with Duchenne muscular dystrophy, weakness generally begins in the:

  1. abdominal and thoracic muscles.
  2. cardiac and vascular muscles.
  3. lower leg and pelvic girdle muscles.
  4. neck and shoulder muscles.
Answer
Correct Response: C.
This question requires the examinee to demonstrate knowledge of types, characteristics, and etiologies of intense disabilities. Duchenne muscular dystrophy is a form of muscular dystrophy that worsens quickly and is caused by a defective gene for dystrophin (a protein in the muscles). Symptoms typically appear before age 6 and only occur in boys. A primary symptom is muscle weakness that begins in the legs and pelvis but also occurs less severely in the arms, neck, and other areas of the body.
Objective 0004
Assessment (Standard 3)

4. A special educator teaches a class of middle school students with severe emotional disabilities. The teacher would like to use the principles of universal design for learning (UDL) to assess students' progress in social skills instruction. When designing an assessment, which of the following questions would be most important for the teacher to consider first?

  1. How long will it take to administer the assessment to students?
  2. Which students will need special accommodations?
  3. How can students best demonstrate their knowledge?
  4. Who will be administering the evaluation to students?
Answer
Correct Response: C.
This question requires the examinee to demonstrate knowledge of how to apply principles of universal design for learning (UDL) in regard to the assessment of students with intense exceptional needs. UDL is intended to increase a student's access to learning by reducing physical, cognitive, and intellectual barriers to learning. The same principle applies to assessment of student learning. By considering how the students in this class can best demonstrate their knowledge, the special education teacher can create an assessment that accommodates the students' varied ways of learning.
Objective 0004
Assessment (Standard 3)

5. A CCC is meeting to determine whether a student with multiple disabilities will participate in the statewide alternative assessment in lieu of the general education state assessment. Which of the following questions would be most appropriate for the CCC to consider in making this determination?

  1. Does the student have a severe cognitive disability requiring significant individualized modifications to content and performance standards?
  2. What are the student's anticipated scores on the general education state assessment versus an alternative assessment?
  3. Do the classroom accommodations outlined in the student's IEP provide the student extended time to complete all academic assignments?
  4. Is the student's academic achievement significantly below that of other students in the same grade level?
Answer
Correct Response: A.
This question requires the examinee to demonstrate knowledge of how to select, adapt, and modify assessments to accommodate the unique abilities and needs of students with intense exceptional needs. In this scenario, the CCC must determine if a student is eligible for a statewide alternative assessment. A student is eligible for an alternative assessment only if after being provided access to a differentiated general curriculum, the student is unable to derive reasonable educational benefit without significant individualized modifications to content and performance expectations.
Objective 0005
Individualized Program Planning and Implementation (Standard 4)

6. A CCC is meeting to determine program placement for a student with a significant developmental delay who is entering kindergarten. When determining which program placement is most appropriate for the student, the CCC should:

  1. evaluate the student's capabilities as they relate to the capabilities of other students with similar disabilities.
  2. consider the results from multiple sources of formal and informal assessments.
  3. compare the student's kindergarten readiness skills with the skills of potential classmates.
  4. focus mainly on the student's scores from standardized intelligence testing.
Answer
Correct Response: B.
This question requires the examinee to demonstrate knowledge of how to use assessment information to make placement decisions for students with intense exceptional needs. Placement decisions for a student with a significant developmental delay should be based on the child's strengths and needs as described in the IEP and as determined from the results of a variety of informal and formal assessments. Gathering information from several sources ensures all areas of the student's disability are assessed and taken into account.
Objective 0005
Individualized Program Planning and Implementation (Standard 4)

7. Eva is a second-grade student with a traumatic brain injury (TBI) who has been repeatedly acting out in class. Eva's special education teacher has tried several informal classroom interventions, but her behavior has persisted. Eva's CCC is concerned that her behavior is interfering with her learning, as well as the learning of other students in the class. The CCC would like to develop a positive behavioral support plan to address her behavior. Which of the following steps would be most important for the CCC to take first?

  1. identifying the primary motivation of Eva's behavior
  2. giving Eva an immediate and systematic consequence whenever the behavior occurs
  3. defining Eva's behavior of concern in clear and measurable terms
  4. providing rewards when Eva exhibits appropriate behavior in the classroom
Answer
Correct Response: C.
This question requires the examinee to demonstrate knowledge of the roles and responsibilities of multidisciplinary team members and case conference committee (CCC) members in developing positive behavioral support plans. Before a positive behavioral support plan can be implemented, the team must pinpoint the behavior causing learning or discipline problems. In this scenario, this step would be describing Eva's problem behavior in concrete terms. Once the problem has been defined, the CCC can conduct an FBA and then devise a positive behavioral support plan for Eva.
Objective 0006
Learning Environments (Standard 5)

8. Angela is a fourth grader with orthopedic impairments who uses a wheelchair for mobility. The school librarian asks the special education teacher how to make the library more accessible for Angela. Which of the following suggestions would likely be most effective for the special education teacher to make?

  1. "Set aside a selection of books for Angela so she does not have to look in the aisles."
  2. "Designate a special area of the library where Angela may read that is free from tables and chairs."
  3. "Place books only on the bottom two shelves of each bookcase to ensure Angela can reach them."
  4. "Make sure the aisles between bookcases are wide enough for Angela to maneuver through."
Answer
Correct Response: D.
This question requires the examinee to demonstrate knowledge of how to identify barriers to accessibility and to the acceptance of students with intense exceptional needs, and the ability to adapt the physical environment to meet individual needs and provide a positive climate for optimal learning. The Americans with Disabilities Act (ADA) provides accessibility guidelines to protect individuals with disabilities from being discriminated against or treated unfairly. In this scenario, a student with a wheelchair needs to be able to use the library. Ensuring that the aisles between bookcases are wide enough for Angela's wheelchair would help provide her with equal access to the library. She will be able to maneuver around the library in the same way a nondisabled student would.
Objective 0007
Instructional Planning and Delivery (Standard 6)

9. Alex is a fourth-grade student with athetoid cerebral palsy, a mild cognitive disability, and a visual impairment that limits his peripheral vision. Alex has excessive extraneous movements in his hands that make it extremely difficult for him to produce writing that is legible. One of Alex's IEP goals is for him to write his name. Which of the following teacher strategies would likely be most effective to use with Alex to help him meet this goal?

  1. having Alex practice tracing his name before writing it on his own
  2. using a hand-over-hand technique to help Alex internalize the strokes
  3. providing Alex with a weighted writing tool to use when writing his name
  4. giving oral prompts to help Alex remember the order of the letters in his name
Answer
Correct Response: C.
This question requires the examinee to demonstrate knowledge of how to apply strategies for teaching academic content appropriate to the individual needs of the student with intense exceptional needs, including strategies for teaching students to produce legible documents per the needs of the individual student. A weighted writing tool is often recommended for individuals with decreased coordination or spastic movements. Teaching Alex to use a weighted pen or pencil will help to stabilize and control his hand movements and help him to write using less force.
Objective 0008
Communication and Social Skills (Standard 7)

10. Erin is a high school student with a moderate cognitive disability. One of Erin's social skill goals is to say "Thank you" each time she receives change from a cashier. Which of the following strategies would likely be most effective for Erin's special education teacher to use in addressing this goal?

  1. providing Erin instruction in the community-based settings in which she will need to perform this skill
  2. showing Erin photographs of businesses her family visits regularly and asking her to identify those in which she might receive change
  3. assigning Erin a peer partner at school and during community outings to prompt her to perform the skill if she forgets
  4. helping Erin create a visual chart to remind her of all the types of places in which she may receive change
Answer
Correct Response: A.
This question requires the examinee to demonstrate knowledge of how to apply knowledge of social skills that students need in order to succeed in educational and other environments and of realistic expectations for students' personal and social behavior in community settings. Research shows that instruction in functional living should be provided in natural environments whenever possible. Students with cognitive disabilities typically have difficulty generalizing a skill from one context to another, so it is crucial to provide Erin with instruction in the community settings where she will need to use these skills. Providing Erin the opportunity to practice her social skills with money in a real store in her community would be more meaningful to her than practicing in a classroom setting.
Objective 0008
Communication and Social Skills (Standard 7)

11. A general education teacher has a class of first graders that includes Brendan, a student with an emotional disability. The teacher has noticed that Brendan has difficulty controlling his temper with groups of his peers during free choice time. For example, Brendan yells if a conversation is not about a topic he likes, and he quickly becomes very angry. The first-grade teacher asks the special educator for help in addressing this issue. The special educator begins by teaching Brendan to recognize that he clenches his fists when he is about to lose his temper. Which of the following steps should the special educator take next in helping Brendan develop self-control?

  1. suggesting that Brendan speak to only one or two friends at a time
  2. arranging for a paraeducator to be with Brendan during social situations to help if he becomes angry
  3. teaching Brendan to take two slow and deep breaths when he starts to become angry
  4. asking the other students to let Brendan lead any group conversations to avoid confrontations
Answer
Correct Response: C.
This question requires the examinee to demonstrate knowledge of how to apply strategies for increasing students' self-control skills. Teaching Brendan to first recognize how his body reacts when he is about to lose his temper (fist clenching) is a positive strategy for teaching self-control. Once he recognizes these signals, Brendan can learn what to do in a situation to keep from losing his temper. Taking deep breaths is one strategy that has been shown to be effective in such situations. This is a simple strategy that Brendan can learn to do for himself and thus help him develop self-control.
Objective 0010
Transitions (Standard 9)

12. Armando, a fifth-grade student with severe ASD, will be transitioning to the middle school next year. Armando does not like changes in routines, personnel, or physical spaces. Which of the following strategies would likely be most effective for Armando's current special education teacher to use in helping Armando make a successful transition to the new school?

  1. reviewing the middle school student handbook with Armando to help him compare the similarities and differences between his current and future school
  2. arranging to take Armando to the middle school for several short visits to gradually familiarize him with his new environment
  3. inviting students from the middle school to meet with Armando at his current school to tell him about the routines and fun activities he will encounter at his new school
  4. asking a volunteer classmate to accompany Armando around the middle school for the first several weeks until he becomes acclimated to his new environment
Answer
Correct Response: B.
This question requires the examinee to demonstrate knowledge of how to select and implement techniques for promoting successful life transitions for students with intense exceptional needs throughout the school years. Research shows that students with severe ASD do not respond well to change and prefer a consistent daily routine. A transition to a new school environment, especially into middle school, can potentially be very difficult for a student with ASD. Introducing Armando to the middle school gradually with short visits is a strategy that would likely lead to a successful transition.
Objective 0010
Transitions (Standard 9)

13. Denali, a seventh grader with Down syndrome, has learned to decode and can read at the second-grade level. Her special education teacher would like to increase Denali's reading comprehension skills and her functional life skills at the same time. Which of the following teacher strategies would likely be most effective for achieving this goal?

  1. incorporating reading material such as signs, food labels, recipes, and short magazine articles into Denali's daily reading program
  2. including a selection of high-interest, low-level nonfiction books in Denali's daily language arts program
  3. having Denali answer three fact-based questions after she finishes reading a fiction or nonfiction reading selection
  4. establishing a weekly visit to different parts of the community to increase Denali's exposure to and understanding of environmental print
Answer
Correct Response: A.
This question requires the examinee to demonstrate knowledge of how to apply strategies for integrating affective, social, and life skills with academic curricula. In this scenario, Denali is reading significantly below grade level. She most likely has an intellectual disability associated with Down syndrome. Students with intellectual disabilities benefit from reading authentic materials that they will need to read in real life. By incorporating such materials as signs, food labels, recipes, and short magazine articles, the teacher can sustain Denali's interest in reading and improve her comprehension while fostering her development of functional life skills.
Objective 0009
Positive Behavioral Interventions and Supports (Standard 8)

14. Phil, a student with multiple disabilities, has begun engaging in problematic behaviors such as screaming and falling down on the floor and refusing to get up. His special education teacher believes that he exhibits this behavior to get attention but also feels that Phil already receives a lot of attention from the teaching staff. The special education teacher decides to use the antecedent-behavior-consequence (ABC) data collection process. Which of the following steps should the teacher take first in this process?

  1. identifying the reinforcers that cause the behaviors to occur
  2. documenting the reactions of both staff and classmates when the behaviors begin
  3. determining the context in which the behaviors occur
  4. observing in other settings such as the home or community to see if the behaviors occur elsewhere
Answer
Correct Response: C.This question requires the examinee to demonstrate knowledge of the components of functional behavioral assessments and behavioral support plans and the ability to use the results of functional behavioral assessments to develop behavioral support plans. The first step in the antecedent-behavior-consequence (ABC) data collection process is to determine the setting in which a particular behavior occurs (e.g., time, date, location). In other words, Phil's teacher should first determine the context for the specific problematic behaviors.
Objective 0009
Positive Behavioral Interventions and Supports (Standard 8)

15. Tina is a kindergarten student with a moderate cognitive disability and ADHD. She has trouble staying focused and attentive primarily during structured activities and circle time. The special education teacher develops a behavior plan for Tina. At first, Tina's behavior improved, but now it has plateaued at 70% participation in activities and 80% participation during circle time. She is content with receiving stickers for her participation in circle and for sitting for two-minute increments. The teacher would like to see Tina participating in 85% of activities and 90% of circle time. Which of the following approaches would be the special education teacher's best course of action for addressing this goal?

  1. making the positive reinforcer more difficult for Tina to achieve
  2. starting the FBA process again to reevaluate Tina's targeted behaviors
  3. replacing the positive reinforcer with something of value to Tina
  4. accepting that some of Tina's behaviors cannot be changed
Answer
Correct Response: A.
This question requires the examinee to demonstrate knowledge of various theoretical approaches and research-based models regarding behavior, and theories of various reinforcement techniques used with students with intense exceptional needs. Using positive reinforcers makes certain behaviors more likely to occur because the student is rewarded after the behavior is displayed. In this scenario, Tina enjoys being rewarded with stickers. Increasing the expectations for Tina's behavior (e.g., increasing the time increments) while continuing to use the stickers as reinforcers would likely result in positive results.