Florida Teacher Certification Examination-Exceptional Student Education
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
|
|
||||
|---|---|---|---|---|---|
| show | engaged
increase proficiency
apply knowledge
🗑
|
||||
| show | bring a weapon
🗑
|
||||
| itinerant teachers | show 🗑
|
||||
| Scaffolding w/ stu. disabilities | show 🗑
|
||||
| show | still
not waiting
interrupting
🗑
|
||||
| show | assessments that shows left for grade-level performance
🗑
|
||||
| show | Parental signature
permission eligibility
made aware of due process
🗑
|
||||
| show | reviewing
new info
guided practice
feedback
-providing independent student practice, reviewing frequently.
🗑
|
||||
| show | immersing in language
🗑
|
||||
| show | ongoing screening
assessment
progress monitoring
intensive instruction
early intervention
🗑
|
||||
| show | formulate and conduct mathematical problems
🗑
|
||||
| show | practice learned skills
🗑
|
||||
| show | less mislabeling
🗑
|
||||
| show | students’ success
focus needs and wants of the family and student
increase if you accept as they are
🗑
|
||||
| auditory discrimination benefit from | show 🗑
|
||||
| hand-in-hand with progress monitoring is | show 🗑
|
||||
| What methods are included in a functional behavior assessment (FBA)? | show 🗑
|
||||
| Teaching which of the following skills requires a more active role from the students and a more collaborative role from the teacher? | show 🗑
|
||||
| show | positive behavior reinforcement
🗑
|
||||
| When students are suspended for more than 10 days, the school must | show 🗑
|
||||
| When dealing with due process, legal action tends to | show 🗑
|
||||
| The courts recognize the importance of giving teachers and school administration authority over student behavior. This is called | show 🗑
|
||||
| During an anecdotal observation, the observer records which of the following? | show 🗑
|
||||
| Event recording should be used when the target behavior | show 🗑
|
||||
| show | latency.
🗑
|
||||
| show | extinction/ignoring disruptive behavior by the teacher and the class
🗑
|
||||
| show | rhyming.
🗑
|
||||
| Which of the following best practices would be most beneficial for a middle school student struggling with fluency? | show 🗑
|
||||
| Which of the following activities would best teach vocabulary acquisition in depth? | show 🗑
|
||||
| “Apple is to fruit as carrot is to vegetable” is an example of a(n) explains the relationship exists between two words. | show 🗑
|
||||
| show | synthetic
🗑
|
||||
| show | linguistic
🗑
|
||||
| show | word-finding problem.
🗑
|
||||
| Which type of intervention is delivered to persons who do not yet show signs of a communication disorder? | show 🗑
|
||||
| Which concept is found in the pre-reading stage of reading development? | show 🗑
|
||||
| show | placement.
🗑
|
||||
| The ultimate goal for young adults with disabilities is to be competitively employed. Which of the following statements is key characteristic that will increase the likelihood of successful employment outcomes for the students? | show 🗑
|
||||
| show | attending the career fair at the community college
🗑
|
||||
| Which activity would be included in the employment domain of transition planning? | show 🗑
|
||||
| What are the 5 types of assessment? | show 🗑
|
||||
| show | done at the beginning of the school year
🗑
|
||||
| show | before formally referring for services, tell which instructional modifications will help the student, can be used to document the need for a formal referral for ese.
🗑
|
||||
| Diagnostic Assessment | show 🗑
|
||||
| show | is given to determine if an intervention is successful.
🗑
|
||||
| Outcome assessment | show 🗑
|
||||
| show | -parent consent
-done by interdisciplinary team
-individual basic
-nondiscriminatory
-done by trained person
-0-3 done in home or daycare
🗑
|
||||
| show | parents can examine and asked to have all data explained to them
-parental consent for disclosure
-only parents and specific school personnel can have access
🗑
|
||||
| What are the 5 types of accomidations | show 🗑
|
||||
| show | changes to the format information is presented
🗑
|
||||
| show | Changes to the format answers are provided
🗑
|
||||
| Setting accomidation | show 🗑
|
||||
| show | changes to the timing and scheduling of assessments
🗑
|
||||
| Norm-references assessment | show 🗑
|
||||
| Criterion-referenced assessments | show 🗑
|
||||
| show | like a running record, measures an individuals student's score at one point in time to a later point in time.
🗑
|
||||
| show | eg project or essay, the student must exhibit some behavior or create a product requiring integration of knowledge and skills
🗑
|
||||
| show | validity and reliability
🗑
|
||||
| Validity | show 🗑
|
||||
| Types of validity | show 🗑
|
||||
| show | The extent in which the scores are related to the criterion measure.
1. Concurrent validity: The criterion measure is administered at the time of the assessment (new assessments)
2. Predictive validity: the criterion measure determined in future
🗑
|
||||
| Content validity | show 🗑
|
||||
| Construct validity | show 🗑
|
||||
| Reliability of assessments | show 🗑
|
||||
| show | will results be the same when tested and retested
🗑
|
||||
| Inter-rater reliability | show 🗑
|
||||
| Equivalent reliability | show 🗑
|
||||
| show | all assessments that are not standardized, norm-referenced, or multiple choice
-observational
-ecological
-authentic
-portfolio
🗑
|
||||
| Alternative assessments and students with disabilities | show 🗑
|
||||
| Alternative assessments in Florida | show 🗑
|
||||
| show | Florida Alternative Assessment
Individual
9 performance levels
Reading, math, science, writing
Range of scores: emergent(no), achieved (progress), commended (yes)
🗑
|
||||
| show | Description of behavior
checklists: present or absence of b
rating scales: extent of b
Duration record: time of b
time-sampling records: # of b
Anecdotal records: description of b
🗑
|
||||
| Ecological assessment | show 🗑
|
||||
| show | performance on real-world tasks (rubric)
🗑
|
||||
| show | Collection of work over time
🗑
|
||||
| Disproportionality | show 🗑
|
||||
| show | social and academic stigmas
remain in services
diminished opportunities
lower academic expectations
🗑
|
||||
| show | less prep for school
poverty-related experiences
higher referrals
test bias discrimination
🗑
|
||||
| Test bias | show 🗑
|
||||
| progress monitoring | show 🗑
|
||||
| show | curriculum based assessment:
if students have mastered gen ed curriculum
🗑
|
||||
| show | Curriculum based measurement:
progress monitoring that is sensitive to changes overtime
🗑
|
||||
| show | quick to administer
measures various skills
standardized so can be compared
easy to understand results
frequency allows teachers to determine impact of instruction
🗑
|
||||
| show | assessment that predicts capability
🗑
|
||||
| assessment for academic or social areas gaps | show 🗑
|
||||
| IDEA | show 🗑
|
||||
| show | must find and identify ese stu.
🗑
|
||||
| FAPE | show 🗑
|
||||
| LRE | show 🗑
|
||||
| show | individualized education plan progress, capacity, and goals
🗑
|
||||
| show | individualized family plan 0-3 focuses on family
🗑
|
||||
| show | lisping
usually determined in older children
🗑
|
||||
| show | distinct sounds
-six /s/, /i/, /x/
🗑
|
||||
| morpheme | show 🗑
|
||||
| diagraph | show 🗑
|
||||
| show | weakness or paralysis of muscle structure that controls speech
🗑
|
||||
| show | impairment in distinguishing specific phonemes (distinct sounds)
🗑
|
||||
| show | speaking rate is unusually fast or irregular
🗑
|
||||
| resonance disorder | show 🗑
|
||||
| show | understanding that letters represent sounds in a pattern
🗑
|
||||
| show | ability to name the letter and recognize it in print
🗑
|
||||
| phonological awareness | show 🗑
|
||||
| pre-alphabetic | show 🗑
|
||||
| show | know some letter and sound relationships
🗑
|
||||
| show | applying alphabetic knowledge when decoding
🗑
|
||||
| show | recognizing groups of letters
🗑
|
||||
| phonics | show 🗑
|
||||
| structural analysis | show 🗑
|
||||
| changes P.L. 94-142 | show 🗑
|
||||
| IDEA 2004 * | show 🗑
|
||||
| P. L. 99–457 extended the services provided to school-aged children with disabilities age range | show 🗑
|
||||
| show | Spanish tester
IEP team agreement
more than one test
🗑
|
||||
| most knowledgeable about students | show 🗑
|
||||
| instructional modifications | show 🗑
|
||||
| curriculum information explained in an IEP | show 🗑
|
||||
| High stakes tests measure mastery of standards | show 🗑
|
||||
| show | changes to gen ed program that+ learner
🗑
|
||||
| first in psychoeducational reports | show 🗑
|
||||
| show | checklists, rating scales, and observations.
🗑
|
||||
| show | below
🗑
|
||||
| manipulatives | show 🗑
|
||||
| show | venn diagram
🗑
|
||||
| show | context
discuss words
rephrase definitions
synonyms and antonyms
texts with vocab
🗑
|
||||
| manipulating antecedents | show 🗑
|
||||
| push in optimal not working? | show 🗑
|
||||
| internet for education | show 🗑
|
||||
| Assessment procedures | show 🗑
|
||||
| Services that include all settings | show 🗑
|
||||
| show | clear procedures and expectations
in control
time outside school
🗑
|
||||
| A manifestation determination is a review of | show 🗑
|
||||
| show | IDEA 1997 and 2004
🗑
|
||||
| time student in alternative ed. when weapon | show 🗑
|
||||
| During a momentary time sample, the observer records | show 🗑
|
||||
| show | good for behaviors
attention
habit
reduced slowly
can still happen
🗑
|
||||
| Instruction for struggling readers | show 🗑
|
||||
| show | choral reading
🗑
|
||||
| show | cloze
🗑
|
||||
| show | morphology
🗑
|
||||
| show | 4-18 link to curriculum
🗑
|
||||
| special computer programs for visually impaired | show 🗑
|
||||
| show | a few to focus
🗑
|
||||
| show | employment
🗑
|
||||
| ESE group w/ negative HS outcomes | show 🗑
|
||||
| Contextual analysis | show 🗑
|
||||
| prosodic cues | show 🗑
|
||||
| show | B
🗑
|
||||
| show | A
🗑
|
||||
| LRE of IDEA is associated with A. assessment B. mainstreaming C. inclusion D. child study teams | show 🗑
|
Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Created by:
Rebekkah Hudson