A child in Mr. Oslo's first grade class cries easily when tasks become difficult. Mr. Oslo has conscientiously kept notes and has held a conference with the child's parents. What other assessment strategies might Mr. Oslo engage to learn more about this child's abilities and frustration triggers?
a. observation in nonthreatening situations.
b. time sampling charts.
c. event sampling charts.
d. all of the above.
d
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Which of the following would NOT be considered a red flag in speech and language development?
A. The child does not respond to "no" or changes in tone of voice between 0-3 months. B. The child does not answer simple "who," "what," and "where" questions or be understood by people outside the family between 1 and 2 years of age. C. The child cannot understand differences in meaning or string together two or three words between 2-3 years. D. The child has not developed correct syntax and pronoun usage by 2 years of age.
Billy counts poker chips to figure out problems in addition and subtraction. He is using
a. abstract math learning. b. intuitive learning. c. concrete math learning. d. representational math learning. e. drill.
Jack, and his family, met with the IEP team to discuss Jack's plans for graduation. Since Jack is 18 years of age, the team wants to consider Jack's and his family's preferences concerning independent living, job preferences, future educational options, etc. The team is participating in ________.
A. person-centered planning B. professional determined care C. perspective examination D. functional skill examination
According to Lindquist, learning measurement concepts
a. involves applying concepts from number and geometry. b. requires active participation in a wide variety of physical and mental situations. c. is important because it is practical and is pervasive in many aspects of daily life.