SED 206 Final Exam || 100% Detailed Answers.
The Responsiveness to Intervention (RTI) process is a __________ approach to providing
services and interventions to struggling learners at increasing levels of intensity.
a. single level
b. one-way
c. two-way
d. multi-tiered correct answers multi-tiered
Which of the following is not the purpose of RTI?
a. RTI is intended to reduce the incidence of "instructional casualties" by ensuring that students
are provided high quality instruction with fidelity.
b. By using RTI, districts can provide interventions to students as soon as a need arises.
c. RTI is very similar to the methods associated with the aptitude achievement discrepancy
models traditionally utilized for SLD identification.
d. All of the above are purposes of RTI correct answers all of the above are purposes of RTI
RTI is comprised of _________ core principles that represent recommended RTI practices
a. four
b. five
c. six
d. seven correct answers seven
IDEIA creates the option of using up to ___% of Part B funds for "early intervening services...for
students...who have not been identified as needing special education or related services but who
need additional academic and behavioral support to succeed in a general education
environment."
a. 15
b. 20
c. 25
,d. 30 correct answers 15
The movement toward change towards RTI stems from criticisms of current _____ determination
components, procedures, and criteria.
a. specific learning disability (SLD)
b. autism
c. emotional disturbance (ED)
d. intellectual disability (ID) correct answers specific learning disability (SLD)
Tier 1 is designed to meet the needs of a majority of the school population and has _____ critical
elements:
a. one
b. two
c. three
d. four correct answers three
_________ is for students who are falling behind same-age peers and need additional, targeted
interventions to meet grade-level expectations. The goal is to accelerate learning for students
who need more intensive support.
a. Tier I
b. Tier II
c. Tier III
d. All of the above correct answers Tier II
_________ is designed for students who still have considerable difficulty in mastering necessary
academic and/or behavioral skills. It addresses students' needs through intensive individualized
services. In this tier, students receive intensive and highly focused, intentional, research-based
instruction, possibly over a long period of time.
a. Tier I
,b. Tier II
c. Tier III
d. All of the above correct answers Tier III
IDEIA continues to define ___________ as "a disorder in 1 or more of the basic psychological
processes involved in understanding or in using language, spoken, or written, which disorder
may manifest itself in the imperfect ability to listen, think, speak, write, spell, or do mathematical
calculations."
a. autism
b. specific learning disability
c. other health impairment
d. speech and language impairment correct answers specific learning disability
The process for determining the presence of a specific learning disability has involved the use of
an intelligence-achievement discrepancy criterion for many years. This method has been widely
criticized as the "wait-to-fail" method since students rarely qualify for special education services
until third or fourth grade.
a. True
b. False correct answers true
It is now widely acknowledged that there ________ a scientific basis for the use of a measured
IQ achievement discrepancy as either a defining characteristic of or a marker for LD.
a. is
b. appears to be
c. is a high probability
d. is not correct answers is not
Response to Intervention offers the promise of "building better _____" through the provision of
differentiated instruction based on data from ongoing assessments for all students in the early
grades.
, a. mathematicians
b. scientists
c. readers
d. athletes correct answers readers
Which of the following statements best reflects the importance of RTI within the larger context
of the SLD determination process?
a. RTI should be considered as the most important element within the larger context of the SLD
determination process.
b. RTI should be considered as the least important element within the larger context of the SLD
determination process.
c. RTI should be considered as merely one important element within the larger context of the
SLD determination process
d. None of the above correct answers RTI should be considered as merely one important element
within the larger context of the SLD determination process
While RTI is not intended as a stand-alone approach to determining specific learning disabilities,
it can be a key component of a comprehensive approach to disability determination.
a. True
b. False correct answers true
Many school systems recommend or require that, ________ an individualized evaluation of a
student is conducted for possible placement in special education, his or her teacher meet with a
pre-referral team to discuss the nature of the problem and what possible modifications to
instruction or the classroom might be made.
a. Before
b. During
c. After correct answers before
The role of the CST is to:
The Responsiveness to Intervention (RTI) process is a __________ approach to providing
services and interventions to struggling learners at increasing levels of intensity.
a. single level
b. one-way
c. two-way
d. multi-tiered correct answers multi-tiered
Which of the following is not the purpose of RTI?
a. RTI is intended to reduce the incidence of "instructional casualties" by ensuring that students
are provided high quality instruction with fidelity.
b. By using RTI, districts can provide interventions to students as soon as a need arises.
c. RTI is very similar to the methods associated with the aptitude achievement discrepancy
models traditionally utilized for SLD identification.
d. All of the above are purposes of RTI correct answers all of the above are purposes of RTI
RTI is comprised of _________ core principles that represent recommended RTI practices
a. four
b. five
c. six
d. seven correct answers seven
IDEIA creates the option of using up to ___% of Part B funds for "early intervening services...for
students...who have not been identified as needing special education or related services but who
need additional academic and behavioral support to succeed in a general education
environment."
a. 15
b. 20
c. 25
,d. 30 correct answers 15
The movement toward change towards RTI stems from criticisms of current _____ determination
components, procedures, and criteria.
a. specific learning disability (SLD)
b. autism
c. emotional disturbance (ED)
d. intellectual disability (ID) correct answers specific learning disability (SLD)
Tier 1 is designed to meet the needs of a majority of the school population and has _____ critical
elements:
a. one
b. two
c. three
d. four correct answers three
_________ is for students who are falling behind same-age peers and need additional, targeted
interventions to meet grade-level expectations. The goal is to accelerate learning for students
who need more intensive support.
a. Tier I
b. Tier II
c. Tier III
d. All of the above correct answers Tier II
_________ is designed for students who still have considerable difficulty in mastering necessary
academic and/or behavioral skills. It addresses students' needs through intensive individualized
services. In this tier, students receive intensive and highly focused, intentional, research-based
instruction, possibly over a long period of time.
a. Tier I
,b. Tier II
c. Tier III
d. All of the above correct answers Tier III
IDEIA continues to define ___________ as "a disorder in 1 or more of the basic psychological
processes involved in understanding or in using language, spoken, or written, which disorder
may manifest itself in the imperfect ability to listen, think, speak, write, spell, or do mathematical
calculations."
a. autism
b. specific learning disability
c. other health impairment
d. speech and language impairment correct answers specific learning disability
The process for determining the presence of a specific learning disability has involved the use of
an intelligence-achievement discrepancy criterion for many years. This method has been widely
criticized as the "wait-to-fail" method since students rarely qualify for special education services
until third or fourth grade.
a. True
b. False correct answers true
It is now widely acknowledged that there ________ a scientific basis for the use of a measured
IQ achievement discrepancy as either a defining characteristic of or a marker for LD.
a. is
b. appears to be
c. is a high probability
d. is not correct answers is not
Response to Intervention offers the promise of "building better _____" through the provision of
differentiated instruction based on data from ongoing assessments for all students in the early
grades.
, a. mathematicians
b. scientists
c. readers
d. athletes correct answers readers
Which of the following statements best reflects the importance of RTI within the larger context
of the SLD determination process?
a. RTI should be considered as the most important element within the larger context of the SLD
determination process.
b. RTI should be considered as the least important element within the larger context of the SLD
determination process.
c. RTI should be considered as merely one important element within the larger context of the
SLD determination process
d. None of the above correct answers RTI should be considered as merely one important element
within the larger context of the SLD determination process
While RTI is not intended as a stand-alone approach to determining specific learning disabilities,
it can be a key component of a comprehensive approach to disability determination.
a. True
b. False correct answers true
Many school systems recommend or require that, ________ an individualized evaluation of a
student is conducted for possible placement in special education, his or her teacher meet with a
pre-referral team to discuss the nature of the problem and what possible modifications to
instruction or the classroom might be made.
a. Before
b. During
c. After correct answers before
The role of the CST is to:
