What general category do true-false items fall under?
a. unspecified
b. binary
c. continuous
d. discontinuous
Ans: B
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Frequently used measures to assess children and adolescents suspected of CD include:
a. for parents of those suspected of having CD, a frequently used measure is the Eyeberg Child Behavior Inventory (ECBI; Eyberg & Robinson, 1983) b. for teachers of those suspected of having CD, the Sutter-Eyeberg Student Behavior Inventory (SESBI; Eyberg & Pincus, 1999 c. for parents of those suspected of having CD, the Child Behavior Checklist (CBCL: Achenback, 2001a; 2001b) d. all of the above e. none of the above
Bella is a 7th-grader with a learning disability. Her IEP includes the following PLAAFP statement for reading:
reading rate includes many incorrect words. When asked comprehension questions about fictional text, she is able to identify broad concepts such as main characters and events. However, she has difficulty identifying main ideas and supporting details in content area texts (e.g., science, social studies). She struggles with abstract concepts, inferences, deductions, and connecting what she has read to real-world examples. a This is not an example of a high-quality PLAAFP statement. Identify the elements that are missing or incomplete. For those that are incomplete, discuss information that should be included. b Based on the PLAAFP statement, Bella’s IEP team developed the following annual goal: When given a textbook passage at the 4.2 grade level, Bella will read the passage aloud at a rate of 100 wpm by the end of the school year. ? Does this annual goal contain all of the required elements? If not, identify any missing element(s). ? Does this annual goal meet the SMART criteria? Explain your answer. ? Is this annual goal sufficient to meet all of Bella’s needs in reading? Justify your answer. c Bella’s IEP team is ready to develop the statement of the individualized services and supports for her IEP. List and briefly describe the six elements that should be included in this statement.
Which of these features of inquiry-based instruction are teachers supporting when they require students to report on their work, encourage multiple forms of communication, and facilitate small and large group discussion?
A. Learners are engaged by scientific questions. B. Learners give priority to evidence as they plan and conduct investigations. C. Learners connect evidence and scientific knowledge in generating explanations. D. Learners apply their knowledge to new scientific problems. E. Learners communicate and justify their proposed explanations.
Explain how you can shape a complex behavior
What will be an ideal response?