Describe a typical Response to Intervention process for determining that a student has a learning disability and explain the rationale for its use in identifying learning disabilities in a learner
What will be an ideal response?
Answer:
Within general education (Tiers I and II):
(1) Determine average rate of growth in the classroom in response to high-quality general classroom instruction (Tier I).
(2) Identify children with a dual discrepancy or deficit (performance level and rate of learning) from the classroom rate.
(3) Implement additional small group, intensive alternative interventions (Tier II) and track a learner's response to those interventions.
In collaboration with special education (Tier III):
(4) Rule out the presence of other disabilities (intellectual disabilities, emotional disturbance, hearing and visual impairment, etc.).
(5) If lack of responsiveness persists, conduct a diagnostic trial with more intensive interventions (Tier III) and special education supports.
(6) If special education supports prove beneficial and no other disability is present, the learner may be identified as having a learning disability.
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The court system becomes involved in abuse and neglect of a child for which reasons?
a. removing a child from the home b. severe abuse and neglect c. abandonment of child d. all of the above
As human beings, we encounter a great many stimuli at any one time. Which one of the following most accurately reflects cognitive psychologists' perspective about how we respond to all these stimuli?
a. By learning to use effective long-term memory storage processes, we can eventually begin to remember almost everything we encounter. b. We must select the things we think are most important to learn and remember, and ignore the rest. c. We remember virtually everything we experience, but we have difficulty retrieving most of it. d. We cannot remember everything, and we have little control over the things that we do remember.
What is the correct interpretation of a score of 62 if it has a percentile rank of 75?
a) 62 percent of the scores are lower than 75. b) 75 percent of the scores are better than 62. c) 62 percent of the scores are higher than 75. d) 25 percent of the scores are higher than 62.
The content validity of a teacher-constructed achievement test is:
a. usually unacceptable due to lack of expert input. b. generally low despite the teacher's knowledge of this class. c. about equivalent to that of similar standardized tests. d. high if the teacher has matched items to objectives.