In interpreting results from assessment for EBD, the competent examiner should probably:
A. Consider the convergent validity of information gathered through multiple approaches.
B. Rely primarily on entirely objective sources of information such as behavior rating scales.
C. Consider only sources of information for which the reliability and validity exceed .95.
D. Interpret findings without being biased by the impressions of teachers, parents, or past assessment results.
E. Minimize in the report findings which are not consistent with the primary teacher's referral concerns.
A
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During the first week of placement, student teacher tasks include
A) learning children's names. B) checking storage areas. C) meeting team staff members. D) checking class records, if permitted. E) All of these choices are correct.
Theory of mind refers to:
a. understanding the perspectives of other people b. understanding the brain c. being able to test a hypothesis d. the brain's capacity to analyze linguistic data
Each of the following is true EXCEPT:
A. Students without disabilities in classes with students with severe and multiple disabilities were more accepting and understanding of individual differences. B. Students without disabilities in classes with students with severe and multiple disabilities were shown to have increased measurements of happiness. C. Students with severe and multiple disabilities in classes with students without disabilities had improvements in academic skills, social skills, motor skills, communication skills, and appropriate behavior. D. At-risk students who supported students with severe disabilities in a classwide peer tutoring program had increased academic skills increase.
Emergent readers and writers should be encouraged to
a. spell as best they can. b. use only conventional spellings. c. seek help with all or most words they can't spell. d. use mainly words they can spell.