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25 Cards in this Set
- Front
- Back
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Which of the following is true in regards to FAPE?
A. Certain types of communication disorders do not allow children to attend public schools. B. Children with communication disorders must be in separate classrooms than their typically developing peers. C. All children with every type of communication disorder will go to a public school with their peers. D. None of the above |
C. All children with every type of communication disorder will go to a public school with their peers.
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The No Child Left Behind Act of 2001 includes all of the following, except:
A. Schools must show adequate yearly progress on tests and graduation rates for all children B. Permission for schools to spend 40% of special education funds to support students in the general education curriculum C. Standards for reading instruction D. All of the above |
B. Permission for schools to spend 40% of special education funds to support students in the general education curriculum
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The SLP’s role with RTI includes all but one of the following:
A. Staff education B. Collaborating with teachers C. Aiming towards “prevention” D. Only supporting children who are technically in special education |
D. Only supporting children who are technically in special education
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An Individualized Education Plan (IEP) contains:
A. Goals B. Service time C. Present levels of educational performance D. Classroom accommodations E. All of the above |
E. All of the above
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According to Chall’s stages of reading development, the following is the correct sequence:
A. Pre-reading, decoding, automaticity, reading to learn, reading for ideas, critical reading B. Pre-reading, automaticity, decoding, reading to learn, reading for ideas, critical reading C. Pre-reading, decoding, automaticity, reading to learn, reading for ideas, critical reading D. Pre-reading, decoding, automaticity, reading to learn, reading for ideas, reading out loud |
A. Pre-reading, decoding, automaticity, reading to learn, reading for ideas, critical reading
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Jane’s daughter has just been found eligible to receive speech language therapy as a student with a Speech Language Impairment. She wants to know what services her daughter will receive, and where she will be receiving them. You tell her:
A. This is something you should ask the classroom teacher. B. This is information that will be described in the Individualized Education Plan C. That is something that the school principal will decide D. There is not set amount of time that her daughter will be receiving therapy. |
B. This is information that will be described in the Individualized Education Plan
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Joey’s is an eight year old boy whose classroom teacher has concerns regarding his ability to use and understand vocabulary, following directions and form grammatically correct sentences. At a meeting with the entire team, including his parents, the same issues are reported to occur at home. His parents have been worried for quite some time, but wanted to wait for him to be slightly older to get help. An assessment is requested by the team. Which of the following comprehensive standardized tests would be most appropriate to use with Joey?
A. CELF-P B. CELF-4 C. CAAP D. EOWPVT-4 |
B. CELF-4
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Jose and his family recently moved from Mexico. He is a sixth grade student. He chooses to speak in Spanish to friends that also are bilingual during lunch and recess. His teacher asked him to stop speaking Spanish at school. What should the teacher do differently?
A. Call his parents first to explain the scenario B. Ask Jose to stop speaking Spanish at home C. Encourage Jose to speak Spanish with his peers D. Refer Jose to the school counselor |
C. Encourage Jose to speak Spanish with his peers
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Which of the following is not involved in story grammar?
A. Setting B. Attempt C. Intonation D. Consequence E. Initiating event or problem |
C. Intonation
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Advanced language development should occur:
A. When children enter kindergarten B. After the child uses an average MLU of 4.0 words C. Around age 8 D. Adolescent through early adult years E. None of the above |
D. Adolescent through early adult years
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A 504 plan:
A. Is a more specific IEP B. Is an accommodation plan C. Immediately qualifies a student for special education services D. Is created by parents |
B. Is an accommodation plan
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IEP’s should involve the child’s family. To do this, the following is the best example of how to accomplish family centered involvement in the education setting:
A. Asking parents to send in special materials with the student to be used at school. B. Allowing parents to independently create goals implemented by various professionals. C. Keep the family involved during assessments, interventions and IEP’s and sending home progress updates. D. None of the above |
C. Keeping the family involved during assessments, interventions and IEP’s and sending home progress updates.
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Gray’s social stories contain the following elements:
A. Descriptive sentences, directive sentences, perspective sentences B. Personal sentences, locational sentences, directive sentences C. Descriptive sentences, directive sentences, situational sentences D. None of the above |
A. Descriptive sentences, directive sentences, perspective sentences
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Which of the following is not a basic category in the intervention process?
A. Child directed B. Clinician directed C. Hybrid D. Curriculum directed |
D. Curriculum directed
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One issue with child-centered intervention is:
A. There is no focus on speaking, listening or reading B. Writing is not a concentration C. Meaningful oral and written skills are not included D. There is no explicit instruction in the area of phonological awareness |
D. There is no explicit instruction in the area of phonological awareness
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Which is the best example of scaffolding when reading a story?
A. “Look at the title, what does that tell you about the story” B. “Point to the blue ball” C. “Who is the author” D. “How many green flowers are on this page” |
A. “Look at the title, what does that tell you about the story”
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An example of a verb phrase elaboration is:
A. Dog B. She C. Run D. Slightly |
D. Slightly
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An example of a barrier game is:
A. Presuppositional skills B. Vocabulary C. Sentence Structure D. Communicative Repair E. All of the above |
E. All of the above
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John, a freshman in high school, would like to attend his own IEP meeting. What is the best response:
A. Our school does not allow students in meetings. B. We would be happy to show you notes after the meeting,. C. We would love to have you as a member of the team. D. You must be 18 to attend. |
C. We would love to have you as a member of the team.
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Jake is 9 years old. He receives speech/language therapy due to /w/ for /r/ substitutions. He is very self-conscious of his errors and has started to refrain from reading aloud in the classroom. He confides in you, the speech pathologist working with him. He reports that he hates school due to his speech errors. The best course of action would be:
A. Suggest to his parents that he be home-schooled. B. Let his teacher know that she is not doing a good job with bullying in her classroom. C. Call a team meeting and include the school counselor, as she may be beneficial. D. Tell Jack to ignore it. |
C. Call a team meeting and include the school counselor, as she may be beneficial.
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Survival skills for adolescents could include support in:
A. Daily living skills B. Nutrition, such as meal planning C. Job interviews D. All of the above |
D. All of the above
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Which of the following is not a organizational and learning strategy to improve metgacognition?
A. Only complete part of an assignment B. Introduce the topic C. Provide prior knowledge . D. Develop anticipatory strategies |
A. Only complete part of an assignment
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The following members could be present an an IEP meeting:
A. Student B. Classroom teacher C. Parent D. Therapists E. All of the above |
E. All of the above
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An IEP must be reviewed at least:
A. Once a year B. Twice a year C. Every two years D. Every three years |
A. Once a year
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Eligibility criteria can vary from:
A. Grade to grade B. State to state or district to district C. Depending on age D. Depending on gender |
B. State to state or district to district
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