Joey, a second-grade student in a general education classroom, has been having difficulty in school since kindergarten. He was identified as having learning disabilities and Attention Deficit/Hyperactivity Disorder. His biggest challenges are his lack of progress in learning how to read and staying on-task in the classroom. His teacher has consulted with a special education teacher to try to accommodate Joey in her classroom, but he continues to fall behind his classmates. The teacher, the special education teacher, and Joey's parents have been considering having him spend more time in a resource classroom to receive specialized instruction. This is consistent with which aspect of the principle of least restrictive environment?
A. Full inclusion, all the time
B. Parent's involvement in due process
C. Availability of a continuum of services
D. The zero-reject policy
Answer: C
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Which of the following is not a component of a good behavioral intervention plan (BIP)?
a. it describes behaviors in detail b. it is developed from FBA results c. it includes a replacement behavior d. it makes problem behaviors relevant
A formative assessment is used to make instructional decisions
a. True b. False
The research of Dina van Hiele-Geldof and Pierre Marie van Hiele suggests that:
a. describing, classifying, and generalizing attributes of geometric figures should be central to the study of geometry in the elementary school curriculum. b. recognizing and naming geometric figures is the central purpose of elementary school geometry. c. elementary school students should develop proofs using postulates and axioms. d. geometry is too difficult for elementary school students and should be delayed until later grades.
Learning theorists often emphasize the importance of attention in the learning process. From the perspective of the three-component model of memory, why is attention so important?
a. It gets information into the sensory register. b. It moves information from working memory into long-term memory. c. It moves information from the sensory register into long-term memory. d. It moves information from the sensory register into working memory.