SPED 5313 MODULE 3 EXAM QUESTIONS WITH VERIFIED SOLUTIONS LATEST UPDATE 2026

SPED 5313 MODULE 3 EXAM QUESTIONS WITH VERIFIED SOLUTIONS LATEST UPDATE 2026 Reciprocal effect - Answers Behavior and academic achievement have a dramatic and profound effect on each other. Students with behavior problems often struggle academically. Students struggling academically often begin to exhibit challenging behaviors. Preventative antecedent - Answers Challenging behaviors cause academic problems which lead to more behavior issues. Or, academic deficiencies cause behavior problems which lead to more academic deficits. Struggles with academic endeavors can actually be antecedents for problematic behavior. Therefore, to intervene with the problematic behavior, academic concerns must be addressed. Engaged Time - Answers Time spent receiving information in class (does not include time students are misbehaving, daydreaming, administrative tasks) Problem • Students may not want to pursue the institutional activities • Students may be unable to pursue the activities • Tasks may be structured to promote disengagement (e.g. poorly designed or non-rewarding) • Students may be unable to select appropriate activities or to monitor their activities to stay on task effectively Solution • Motivate effectively • Reinforce on-task behavior • Teach prerequisite skills and prior knowledge • Consider individual differences • Consider developmental level • Manage the classroom and structure tasks to help students stay on task Teach thinking skills - especially meta-cognitive skills. Use scaffolded instruction Available Time - Answers amount of time school is in session (6 hours a day for 180 days/year. Includes lunch, assemblies, transitions) (Outermost ring of a bullseye target) Problem • Insufficient number of school days • Insufficient amount of time may be scheduled in calendar for an activity, or time may be scheduled for unimportant rather than important outcomes • Scheduler fails to take into consideration the structure of the subject matter or the developmental needs of the learners Solution • Increase length of school year • Giver high priority to important objectives • Cover all important outcomes including thinking skills and affective outcomes • Don't schedule time for unimportant outcomes • Overlap objectives and activities on related topics when appropriate • Understand the structure of the subject matter and the developmental needs of learners, and schedule time appropriately Allocated Time - Answers amount of time devoted to academics or learning activities (e.g. 45 minutes for math Problem • Teacher may manage time ineffectively • Outside influences interfere with schedule (e.g. announcements) • Teacher adheres too rigidly to schedule • Students may engage in extraneous activities that require time to be allocated to those activities rather than to targeted goals Solution • Manage instructional events effectively • Minimize outside distractions • Depart form the schedule when there is a good reason to do so (to increase engaged time or success rate) • Use effective classroom discipline techniques including behavior modification Successful Engaged Time - Answers time students are correctly responding and interacting with learning relevant material (Innermost ring of a bullseye; the target") Problem • Students may lack the ability to perform key steps of instruction successfully • Students may not know whether they have performed key steps of instruction successfully • When failure occurs, give learners a way to recover and profit from it • Lessons may be badly structured and thereby minimize chance of success Solution • Monitor and facilitate all steps of instruction • Evaluate effectively and give useful feedback • Help students recognize their successes • Provide corrective feedback and prompts to succeed • Teach students to react to failure productively • Present lessons in such a way as to maximize success multi-level classroom - Answers - Multi-level lesson planning - Rotating groups - Independent mastery learning - Thematic units Types of instructional Arrangements - Answers Direct Teach Direct Instruction Practice direct teaching - steps - Answers systematic steps to teach new concepts 1. Gain attention of learners 2. Review previously learned material 3. Communicate the goal 4. Present new material in small steps 5. Model the skill 6. Provide prompted then unprompted practice 7. Provide opportunities for independent practice Direct Instruction - Answers programmed, scripted instruction epitomizes the components of explicit instruction. Reading Mastery and Corrective Math are curricula that use DI. Practice - Answers Students with disabilities require a lot of practice before they master new concepts. peer tutoring - Answers Research supported computer-assisted instruction - Answers Research supported needs to be combined with elements of direct teach Questionable research support - Answers Homework - For homework to be effective, it must accommodate the students' deficiencies. Worksheets - Use sparingly Cooperative learning - Activities like Classwide Peer Tutoring or Think-Pair-Share are great for review but should never be used for initial, acquisition-level learning Learning centers - Great for review, but the way learning centers were conceptualized to be used is a constructivist approach to learning where students construct the learning for themselves by exposure and experience with certain materials. Instructional games - Great for review but not acquisition-level learning. (E.g. Jeopardy games) Large (Whole) group instruction - Answers all students presented the same material at one time Pros: - Reduces transitions and time spent working independently - Facilitates inclusion preparedness Cons: Some students may be significantly below grade level and fail to benefit from group instruction Small group instruction - Answers students are grouped by ability to learn similar concepts Pros: Homogeneous groups allow teacher to focus on needed skills, preventing repetitions of mastered skills Cons: Students may engage in inappropriate behavior when the teacher is not working with their group One-on-one instruction - Answers teacher instructs the student individually; this does not mean individualized instruction. Individualized instruction can be provided in whole or small groups.