The benefit of adaptive testing is that it allows students to progress at the level they are working on. For example, if a student answers a consecutive series of questions incorrectly on the computer program, the following questions will ______.
a. revert to a lower level of difficultly to accommodate the student
b. end the test at that point
c. freeze the test to allow for continuation at a later point
d. grade the test and, if the student scores high enough, end the test
a. revert to a lower level of difficultly to accommodate the student
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If a child has an autosomal recessive disorder she is heterozygous for that trait
Indicate whether this statement is true or false.
When extending social-conventional knowledge, good teachers respond to a child’s inquiries with correct information; if they are not sure what the answer is, they are honest about not knowing and then work with the child to find the information needed.
True or False
Ms. Ocean is teaching Clyde, a boy with autism, to say "thank you" whenever he is given a ball with which to play
However, Clyde’s performance is very erratic. Therefore, Ms. Ocean decides to use the same three people and only during recess for Clyde to practice his skill. What principle of generalization programming is Ms. Ocean employing? a. use of self-mediated stimuli b. use of common social stimuli c. use of common physical stimuli d. use of indiscriminable contingencies
The Continuum of Services described in your text has been a central concept in special education since the passage of P.L. 94-142 (now the IDEA) in 1975. (a) Describe the levels in the Continuum of Services Model. (b) What is the relationship between this model and a planning approach based on the characteristics of serving students with disabilities?
What will be an ideal response?