Compared to a developmental delay, the implication of having a deficit is that the student _____.
a. has problems of biological origin, suggesting that no intervention is likely to improve their performance
b. acquires cognitive skills in the same way as other students but at a slower rate, suggesting they will catch up if given proper intervention
c. has problems resulting from a poor environment, suggesting that provision of age-appropriate experiences will remediate the problem
d. acquires skills in a qualitatively different way than other students, suggesting the deficit may not be easily remediated with conventional instruction
d. acquires skills in a qualitatively different way than other students, suggesting the deficit may not be easily remediated with conventional instruction
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Mrs. Hayden conducted a nonexperimental study at her school examining the relationship between teachers' assessment practices and their students' achievement. She designed an observational instrument based on operational definitions of assessment practices that were well-documented in the literature to measure teachers' assessment practices. She used a well-validated and reliable achievement test
as an indicator of student academic success. Her analysis found a significant positive relationship between teachers' use of alternative assessments and students' scores on the achievement test. She concluded that teachers should use alternative assessments on a consistent basis. On the basis of which limitation would you question her conclusions? a) Her use of a nonexperimental design to draw causal conclusions b) Her insider role of teacher as researcher c) The fact that she used an achievement test to measure students' academic success d) Her use of operational definitions rather than conceptual definitions to develop her observational instrument
Define the qualitative research design.
What will be an ideal response?
If the number of participants in Group 1 = 32 and the number in Group 2 = 30, what is the associated degrees of freedom?
a. 58 b. 59 c. 60 d. 62
A student is having difficulty coordinating touching her fingers as she counts to solve single-digit multiplication problems. Describe the correction procedures for this type of error
What will be an ideal response?