When assessing students who have linguistic differences, a fair assessment of cognitive abilities may include administering a nonverbal measure
Indicate whether the statement is true or false
True
Explanation: Nonverbal tests of intellectual ability are designed to measure the intellectual ability of children and adolescents for whom it might be difficult to obtain an accurate estimate of ability using tests that are heavily weighted with verbal content
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RTI refers to:
A. A relatively new intervention model that contrasts greatly with PBS. B. Relative Treatment Indicators that serve as a gauge of progress in PBS models. C. A Response to Intervention model that parallels the PBS model. D. A behaviorally oriented ecological intervention system that targets Reaction to Interference in interpersonal relationships. E. A Response to Instruction model for developing IEPS for LD children to prevent development of EBD symptoms.
The development of critical thinking is an important goal for the cognitive curriculum
Indicate whether the statement is true or false
Which procedure is recommended?
A. Mr. Charismatic has his students engage in paired readings to increase reading fluency. B. Ms. Dogbone encourages other pupils in a reading group to call out the correct word when a student makes a miscue. This keeps things moving at a good pace. C. Whenever students cannot pronounce a word, Mrs. Egbert, a high school reading teacher, always tells them, "Skip the word and read to the end of the sentence and then see if you can guess the word from context." D. Whenever students do not know a word, Mr. Fernald gives them hints. For example, Bobby is stumped when he comes to the word purple, so Mr. Fernald points to the African violet on the window sill and then to his own purple socks.
(p. 81) Happenings offer an experience that is reflective of an interest observed in infant-toddler interactions and play. How do happenings differ from activities?
A. Happenings broaden the idea of what infants and toddlers engage in and learn from. B. Happenings are more complex than activities. C. Happenings are never planned, but activities have a plan. D. Happenings have predetermined outcomes, but activities are more free-flowing.