,TESTBANK FOR Strategies for Teaching Students
with Learning and Behavior Disabilities, 11th
edition Vaughn
Notes
1- The file is chapter after chapter.
2- We have shown you few pages sample.
3- The file contains all Appendix and Excel sheet
if it exists.
4- We have all what you need, we make update
at every time. There are many new editions
waiting you.
5- If you think you purchased the wrong file You
can contact us at every time, we can replace it
with true one.
Our email:
, Chapter 1
Test Bank
Strategies for Teaching Students with
Learning and Behavior Disabilities
Eleventh Edition
Sharon Vaughn
,This work is protected by United States copyright laws and is provided solely
for the use of instructors in teaching their courses and assessing student
learning. Dissemination or sale of any part of this work (including on the
World Wide Web) will destroy the integrity of the work and is not permitted.
The work and materials from it should never be made available to students
except by instructors using the accompanying text in their classes. All
recipients of this work are expected to abide by these restrictions and to
honor the intended pedagogical purposes and the needs of other instructors
who rely on these materials.
Product Manager: Drew Bennett
Content Analyst: Rebecca Fox-Gieg
Content Producer: Shruti Joshi
Copyright © 2025, 2020, 2015 by Pearson Education, Inc. or its affiliates. All Rights
Reserved. Manufactured in the United States of America. This publication is
protected by copyright, and permission should be obtained from the publisher prior
to any prohibited reproduction, storage in a retrieval system, or transmission in any
form or by any means, electronic, mechanical, photocopying, recording, or
otherwise. For information regarding permissions, request forms, and the
appropriate contacts within the Pearson Education Global Rights and Permissions
department, please visit www.pearsoned.com/permissions/.
PEARSON is exclusive trademark owned by Pearson Education, Inc. or its affiliates
in the U.S. and/or other countries.
Unless otherwise indicated herein, any third-party trademarks, logos, or icons that
may appear in this work are the property of their respective owners, and any
references to third-party trademarks, logos, icons, or other trade dress are for
demonstrative or descriptive purposes only. Such references are not intended to
imply any sponsorship, endorsement, authorization, or promotion of Pearson’s
products by the owners of such marks, or any relationship between the owner and
Pearson Education, Inc., or its affiliates, authors, licensees, or distributors.
ii
Copyright © 2025, 2020, 2015 Pearson Education, Inc. All Rights Reserved.
, Table of Contents
Chapter 1: Monitoring and Teaching for Understanding 1
Learning Objective Quizzes 1
Application Exercises 16
Test Items 20
Test Answer Key 26
iii
Copyright © 2025, 2020, 2015 Pearson Education, Inc. All Rights Reserved.
, Chapter 1: Monitoring and Teaching for Understanding
Learning Objective Quizzes
Learning Objective Quiz 1.1: Characteristics of Students with Learning and
Behavior Disabilities
Learning Objective 1.1: Identify characteristics of students with learning disabilities
and how these characteristics influence learning.
[Q1]
Mr. Compton teaches the following second-grade students:
1. Juan who often falls asleep during social studies instruction after lunch
2. Sharla who can’t spell or write the word sit and similar words
3. Emma who scored low on today’s math activity
4. River who constantly whispers to the boy sitting next to him
Based on your knowledge of the characteristics of students with learning disabilities,
which one of these students in Mr. Compton’s second-grade class is most likely to
be identified as having a learning disability?
1. Juan
2. Sharla [correct]
3. Emma
4. River
[Feedback to Answer Choice 1]
Falling asleep during instruction is more likely associated with sleep deprivation and
is not an indication of a learning disability.
[Feedback to Answer Choice 2 (correct)]
Students in second grade should be able to spell and write simple words such as sit.
Sharla exhibits characteristics of a student with a learning disability.
[Feedback to Answer Choice 3]
A low score on one math activity is not indicative of a learning disability.
[Feedback to Answer Choice 4]
A learning disability is linked to poor academic performance. River’s whispering is
not an indication of his academic performance level.
[Q2]
Eight-year-old Simone performs well in math but has a reading disability and has
been identified for special education. Based on statistics from the U.S. Department
of Education, National Center for Education Statistics (2020), Simone most likely
receives education in which of the following settings?
1
Copyright © 2025, 2020, 2015 Pearson Education, Inc. All Rights Reserved.
, 1. General education classroom 80% of the time [correct]
2. General education for all instruction with extra homework in reading
3. Special education classroom 80% of the time
4. Special education classroom for all core subjects
[Feedback to Answer Choice 1 (correct)]
Based on statistics from the U.S. Department of Education, National Center for
Education Statistics (2020), 75% of students with learning disabilities spend 80% or
more of their time in general education. Simone likely receives about 80% of her
education in general education.
[Feedback to Answer Choice 2]
Special education is not delivered by simply assigning extra homework to students
with learning disabilities. Simone likely receives education in a different setting.
[Feedback to Answer Choice 3]
Students with learning disabilities spend much more time in general education.
Simone is not likely to receive most of her education in a special education setting.
[Feedback to Answer Choice 4]
Students with a learning disability typically receive a small portion of their instruction
in a special education setting. Simone is likely to receive reading instruction in a
special education setting and all other instructions in general education.
[Q3]
Eight-year-old Simone performs well in math but has a reading disability and has
been identified for special education. Her general education teacher is likely to
observe that Simone’s disability has which of the following effects on Simone’s
learning?
1. Difficulty paying attention during instruction
2. Difficulty remembering what she learns in any subject area
3. Difficulty in subject areas that require extensive reading [correct]
4. Difficulty understanding concrete concepts that are presented orally
[Feedback to Answer Choice 1]
Simone performs well in math. She likely does not exhibit difficulty paying attention
during instruction. Her identified disability relates to reading.
[Feedback to Answer Choice 2]
Simone performs well in math. She likely does not exhibit difficulty remembering
what she learns in math. She may not exhibit memory difficulties at all.
[Feedback to Answer Choice 3 (correct)]
2
Copyright © 2025, 2020, 2015 Pearson Education, Inc. All Rights Reserved.
,Simone’s disability in reading is likely to affect her performance in subject areas that
require extensive reading. She performs well in math, but her teacher might observe
that Simone struggles with learning that requires independent reading.
[Feedback to Answer Choice 4]
Simone performs well in math. She likely does not exhibit difficulty understanding
concrete concepts that are presented orally.
[Q4]
Which one of the following characteristics most likely indicates the presence of a
learning disability?
1. Six-year-old Maddie consistently misspells the word weird.
2. Eight-year-old Shae cannot summarize a short story after reading it. [correct]
3. Nine-year-old Arturo has difficulty memorizing the Preamble of the U.S.
Constitution.
4. Seven-year-old Jace incorrectly pronounces the word statistically.
[Feedback to Answer Choice 1]
Misspelling irregular words, such as weird, is not an indication that a 6-year-old child
has a learning disability.
[Feedback to Answer Choice 2 (correct)]
Many students with learning disabilities have language difficulties that are
manifested in a number of ways. For example, they may have underdeveloped
vocabulary or have difficulty summarizing clearly what they know or have
experienced.
[Feedback to Answer Choice 3]
Difficulty memorizing a document such as the Preamble of the U.S. Constitution is
reasonable for a 9-year-old and does not indicate the presence of learning disability.
[Feedback to Answer Choice 4]
Mispronouncing difficult words is not an indication of a learning disability, particularly
for a 7-year-old student who has difficulty with a five-syllable word such as
statistically.
[Q5]
Ms. Landeau teaches the following four students in her third-grade class:
1. Ebony who reads slowly and skips reading assignments in all subject areas
except science
2. Landon who fails to read his assigned work and is often caught reading comic
books instead
3. Kai who could barely read when school began but advanced quickly with
intensive interventions
3
Copyright © 2025, 2020, 2015 Pearson Education, Inc. All Rights Reserved.
, 4. Macy who reads at a first-grade level and often misreads words that seemed
familiar the day before
Based on factors that determine severity of a learning problem, which of these
students seems to have the most severe learning problem?
1. Ebony
2. Landon
3. Kai
4. Macy [correct]
[Feedback to Answer Choice 1]
Ebony reads slowly but does not seem to be unable to read. She reads her
assignments in science. Among these four students in Ms. Landeau’s third grade,
she does not have the most severe learning problem.
[Feedback to Answer Choice 2]
Landon reads comic books rather than reading his assigned work. He seems to lack
interest or motivation, but he likely has no learning problem.
[Feedback to Answer Choice 3]
Kai responded well to advanced interventions. If he had a severe learning disability,
he would not have advanced so quickly.
[Feedback to Answer Choice 4 (correct)]
Macy reads significantly below grade level and does not retain what she learned the
day before. Among the four third-grade students described above, Macy seems to
have the most severe learning problem.
Learning Objective Quiz 1.2: Identifying Students with Learning Disabilities
Learning Objective 1.2: Recognize the multiple ways in which individuals with
learning disabilities are identified.
[Q1]
Ms. Gomez is working with three of her kindergarten students and monitoring their
progress during small group instruction to see if they can catch up with the rest of
the class in learning letters and sounds. She is using which of the following
approaches to determine whether these students have learning disabilities?
1. IQ testing
2. Standardized achievement testing
3. Response to intervention [correct]
4. Special education
4
Copyright © 2025, 2020, 2015 Pearson Education, Inc. All Rights Reserved.
, [Feedback to Answer Choice 1]
IQ testing is typically administered individually by a testing specialist and provides an
estimate of overall ability.
[Feedback to Answer Choice 2]
Standardized achievement tests are individually administered tests of reading or
math that typically are norm referenced. Ms. Gomez is working with three students in
a small group setting.
[Feedback to Answer Choice 3 (correct)]
Response to intervention (RTI) typically involves a system of interventions and
ongoing progress monitoring to determine whether students are making age-
appropriate progress. Ms. Gomez provides the intervention and progress monitoring
through the small group instruction.
[Feedback to Answer Choice 4]
Special education applies only to students who have already been identified as
having a disability. Ms. Gomez is determining whether these students have a
disability.
[Q2]
The Jackson school district determines whether a student has a learning disability by
comparing the student’s test of overall intelligence (IQ) with the student’s
standardized achievement score. Why might this pose a problem?
1. IQ cannot be tested with accuracy until children reach adolescence.
2. Standardized achievement test scores do not provide information related to
learning difficulties and do not assist in identification of a learning disability.
3. IQ tests and standardized achievement test scores provide comparable data
and do not assist in identifying a learning disability.
4. A discrepancy between IQ and achievement test scores may be difficult to
determine with young children and delay identification of a disability. [correct]
[Feedback to Answer Choice 1]
Younger children can be tested to determine an intelligence quotient, but IQ test
scores provide little information to help teachers identify a learning disability.
[Feedback to Answer Choice 2]
A student’s achievement test scores can provide helpful information about a child’s
learning difficulties, but test scores alone are insufficient for identifying a learning
disability.
[Feedback to Answer Choice 3]
IQ tests and standardized achievement tests provide different kinds of information
and can be instrumental in identifying a learning disability.
[Feedback to Answer Choice 4 (correct)]
5
Copyright © 2025, 2020, 2015 Pearson Education, Inc. All Rights Reserved.
with Learning and Behavior Disabilities, 11th
edition Vaughn
Notes
1- The file is chapter after chapter.
2- We have shown you few pages sample.
3- The file contains all Appendix and Excel sheet
if it exists.
4- We have all what you need, we make update
at every time. There are many new editions
waiting you.
5- If you think you purchased the wrong file You
can contact us at every time, we can replace it
with true one.
Our email:
, Chapter 1
Test Bank
Strategies for Teaching Students with
Learning and Behavior Disabilities
Eleventh Edition
Sharon Vaughn
,This work is protected by United States copyright laws and is provided solely
for the use of instructors in teaching their courses and assessing student
learning. Dissemination or sale of any part of this work (including on the
World Wide Web) will destroy the integrity of the work and is not permitted.
The work and materials from it should never be made available to students
except by instructors using the accompanying text in their classes. All
recipients of this work are expected to abide by these restrictions and to
honor the intended pedagogical purposes and the needs of other instructors
who rely on these materials.
Product Manager: Drew Bennett
Content Analyst: Rebecca Fox-Gieg
Content Producer: Shruti Joshi
Copyright © 2025, 2020, 2015 by Pearson Education, Inc. or its affiliates. All Rights
Reserved. Manufactured in the United States of America. This publication is
protected by copyright, and permission should be obtained from the publisher prior
to any prohibited reproduction, storage in a retrieval system, or transmission in any
form or by any means, electronic, mechanical, photocopying, recording, or
otherwise. For information regarding permissions, request forms, and the
appropriate contacts within the Pearson Education Global Rights and Permissions
department, please visit www.pearsoned.com/permissions/.
PEARSON is exclusive trademark owned by Pearson Education, Inc. or its affiliates
in the U.S. and/or other countries.
Unless otherwise indicated herein, any third-party trademarks, logos, or icons that
may appear in this work are the property of their respective owners, and any
references to third-party trademarks, logos, icons, or other trade dress are for
demonstrative or descriptive purposes only. Such references are not intended to
imply any sponsorship, endorsement, authorization, or promotion of Pearson’s
products by the owners of such marks, or any relationship between the owner and
Pearson Education, Inc., or its affiliates, authors, licensees, or distributors.
ii
Copyright © 2025, 2020, 2015 Pearson Education, Inc. All Rights Reserved.
, Table of Contents
Chapter 1: Monitoring and Teaching for Understanding 1
Learning Objective Quizzes 1
Application Exercises 16
Test Items 20
Test Answer Key 26
iii
Copyright © 2025, 2020, 2015 Pearson Education, Inc. All Rights Reserved.
, Chapter 1: Monitoring and Teaching for Understanding
Learning Objective Quizzes
Learning Objective Quiz 1.1: Characteristics of Students with Learning and
Behavior Disabilities
Learning Objective 1.1: Identify characteristics of students with learning disabilities
and how these characteristics influence learning.
[Q1]
Mr. Compton teaches the following second-grade students:
1. Juan who often falls asleep during social studies instruction after lunch
2. Sharla who can’t spell or write the word sit and similar words
3. Emma who scored low on today’s math activity
4. River who constantly whispers to the boy sitting next to him
Based on your knowledge of the characteristics of students with learning disabilities,
which one of these students in Mr. Compton’s second-grade class is most likely to
be identified as having a learning disability?
1. Juan
2. Sharla [correct]
3. Emma
4. River
[Feedback to Answer Choice 1]
Falling asleep during instruction is more likely associated with sleep deprivation and
is not an indication of a learning disability.
[Feedback to Answer Choice 2 (correct)]
Students in second grade should be able to spell and write simple words such as sit.
Sharla exhibits characteristics of a student with a learning disability.
[Feedback to Answer Choice 3]
A low score on one math activity is not indicative of a learning disability.
[Feedback to Answer Choice 4]
A learning disability is linked to poor academic performance. River’s whispering is
not an indication of his academic performance level.
[Q2]
Eight-year-old Simone performs well in math but has a reading disability and has
been identified for special education. Based on statistics from the U.S. Department
of Education, National Center for Education Statistics (2020), Simone most likely
receives education in which of the following settings?
1
Copyright © 2025, 2020, 2015 Pearson Education, Inc. All Rights Reserved.
, 1. General education classroom 80% of the time [correct]
2. General education for all instruction with extra homework in reading
3. Special education classroom 80% of the time
4. Special education classroom for all core subjects
[Feedback to Answer Choice 1 (correct)]
Based on statistics from the U.S. Department of Education, National Center for
Education Statistics (2020), 75% of students with learning disabilities spend 80% or
more of their time in general education. Simone likely receives about 80% of her
education in general education.
[Feedback to Answer Choice 2]
Special education is not delivered by simply assigning extra homework to students
with learning disabilities. Simone likely receives education in a different setting.
[Feedback to Answer Choice 3]
Students with learning disabilities spend much more time in general education.
Simone is not likely to receive most of her education in a special education setting.
[Feedback to Answer Choice 4]
Students with a learning disability typically receive a small portion of their instruction
in a special education setting. Simone is likely to receive reading instruction in a
special education setting and all other instructions in general education.
[Q3]
Eight-year-old Simone performs well in math but has a reading disability and has
been identified for special education. Her general education teacher is likely to
observe that Simone’s disability has which of the following effects on Simone’s
learning?
1. Difficulty paying attention during instruction
2. Difficulty remembering what she learns in any subject area
3. Difficulty in subject areas that require extensive reading [correct]
4. Difficulty understanding concrete concepts that are presented orally
[Feedback to Answer Choice 1]
Simone performs well in math. She likely does not exhibit difficulty paying attention
during instruction. Her identified disability relates to reading.
[Feedback to Answer Choice 2]
Simone performs well in math. She likely does not exhibit difficulty remembering
what she learns in math. She may not exhibit memory difficulties at all.
[Feedback to Answer Choice 3 (correct)]
2
Copyright © 2025, 2020, 2015 Pearson Education, Inc. All Rights Reserved.
,Simone’s disability in reading is likely to affect her performance in subject areas that
require extensive reading. She performs well in math, but her teacher might observe
that Simone struggles with learning that requires independent reading.
[Feedback to Answer Choice 4]
Simone performs well in math. She likely does not exhibit difficulty understanding
concrete concepts that are presented orally.
[Q4]
Which one of the following characteristics most likely indicates the presence of a
learning disability?
1. Six-year-old Maddie consistently misspells the word weird.
2. Eight-year-old Shae cannot summarize a short story after reading it. [correct]
3. Nine-year-old Arturo has difficulty memorizing the Preamble of the U.S.
Constitution.
4. Seven-year-old Jace incorrectly pronounces the word statistically.
[Feedback to Answer Choice 1]
Misspelling irregular words, such as weird, is not an indication that a 6-year-old child
has a learning disability.
[Feedback to Answer Choice 2 (correct)]
Many students with learning disabilities have language difficulties that are
manifested in a number of ways. For example, they may have underdeveloped
vocabulary or have difficulty summarizing clearly what they know or have
experienced.
[Feedback to Answer Choice 3]
Difficulty memorizing a document such as the Preamble of the U.S. Constitution is
reasonable for a 9-year-old and does not indicate the presence of learning disability.
[Feedback to Answer Choice 4]
Mispronouncing difficult words is not an indication of a learning disability, particularly
for a 7-year-old student who has difficulty with a five-syllable word such as
statistically.
[Q5]
Ms. Landeau teaches the following four students in her third-grade class:
1. Ebony who reads slowly and skips reading assignments in all subject areas
except science
2. Landon who fails to read his assigned work and is often caught reading comic
books instead
3. Kai who could barely read when school began but advanced quickly with
intensive interventions
3
Copyright © 2025, 2020, 2015 Pearson Education, Inc. All Rights Reserved.
, 4. Macy who reads at a first-grade level and often misreads words that seemed
familiar the day before
Based on factors that determine severity of a learning problem, which of these
students seems to have the most severe learning problem?
1. Ebony
2. Landon
3. Kai
4. Macy [correct]
[Feedback to Answer Choice 1]
Ebony reads slowly but does not seem to be unable to read. She reads her
assignments in science. Among these four students in Ms. Landeau’s third grade,
she does not have the most severe learning problem.
[Feedback to Answer Choice 2]
Landon reads comic books rather than reading his assigned work. He seems to lack
interest or motivation, but he likely has no learning problem.
[Feedback to Answer Choice 3]
Kai responded well to advanced interventions. If he had a severe learning disability,
he would not have advanced so quickly.
[Feedback to Answer Choice 4 (correct)]
Macy reads significantly below grade level and does not retain what she learned the
day before. Among the four third-grade students described above, Macy seems to
have the most severe learning problem.
Learning Objective Quiz 1.2: Identifying Students with Learning Disabilities
Learning Objective 1.2: Recognize the multiple ways in which individuals with
learning disabilities are identified.
[Q1]
Ms. Gomez is working with three of her kindergarten students and monitoring their
progress during small group instruction to see if they can catch up with the rest of
the class in learning letters and sounds. She is using which of the following
approaches to determine whether these students have learning disabilities?
1. IQ testing
2. Standardized achievement testing
3. Response to intervention [correct]
4. Special education
4
Copyright © 2025, 2020, 2015 Pearson Education, Inc. All Rights Reserved.
, [Feedback to Answer Choice 1]
IQ testing is typically administered individually by a testing specialist and provides an
estimate of overall ability.
[Feedback to Answer Choice 2]
Standardized achievement tests are individually administered tests of reading or
math that typically are norm referenced. Ms. Gomez is working with three students in
a small group setting.
[Feedback to Answer Choice 3 (correct)]
Response to intervention (RTI) typically involves a system of interventions and
ongoing progress monitoring to determine whether students are making age-
appropriate progress. Ms. Gomez provides the intervention and progress monitoring
through the small group instruction.
[Feedback to Answer Choice 4]
Special education applies only to students who have already been identified as
having a disability. Ms. Gomez is determining whether these students have a
disability.
[Q2]
The Jackson school district determines whether a student has a learning disability by
comparing the student’s test of overall intelligence (IQ) with the student’s
standardized achievement score. Why might this pose a problem?
1. IQ cannot be tested with accuracy until children reach adolescence.
2. Standardized achievement test scores do not provide information related to
learning difficulties and do not assist in identification of a learning disability.
3. IQ tests and standardized achievement test scores provide comparable data
and do not assist in identifying a learning disability.
4. A discrepancy between IQ and achievement test scores may be difficult to
determine with young children and delay identification of a disability. [correct]
[Feedback to Answer Choice 1]
Younger children can be tested to determine an intelligence quotient, but IQ test
scores provide little information to help teachers identify a learning disability.
[Feedback to Answer Choice 2]
A student’s achievement test scores can provide helpful information about a child’s
learning difficulties, but test scores alone are insufficient for identifying a learning
disability.
[Feedback to Answer Choice 3]
IQ tests and standardized achievement tests provide different kinds of information
and can be instrumental in identifying a learning disability.
[Feedback to Answer Choice 4 (correct)]
5
Copyright © 2025, 2020, 2015 Pearson Education, Inc. All Rights Reserved.
