WGU D005 STUDY GUIDE (111 CORRECT QUESTIONS AND ANSWERS)
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Course
WGU D005
Institution
WGU D005
WGU D005 STUDY GUIDE (111 CORRECT QUESTIONS
AND ANSWERS)
Strength - CORRECT ANSWER How well the program works for students with intensive
intervention needs, expressed in terms of effect sizes
Dosage - CORRECT ANSWER The number of opportunities a student has to respond and
receive correctiv...
WGU D005 STUDY GUIDE (111 CORRECT QUESTIONS
AND ANSWERS)
Strength - CORRECT ANSWER How well the program works for students with intensive
intervention needs, expressed in terms of effect sizes
Dosage - CORRECT ANSWER The number of opportunities a student has to respond and
receive corrective feedback
Alignment - CORRECT ANSWER How well the program (a) addresses the target student's full
set of academic skill deficits, (b) does not address skills the target student has already mastered
(extraneous skills for that student), and (c) incorporates a meaningful focus on grade-appropriate
curricular standards
Attention to transfer - CORRECT ANSWER The extent to which an intervention is designed to
help students (a) transfer the skills they learn to other formats and contexts and (b) realize
connections between mastered and related skills
Comprehensiveness - CORRECT ANSWER The number of explicit instruction principles the
intervention incorporates (e.g., providing explanations in simple, direct language; modeling efficient
solution strategies instead of expecting students to discover strategies on their own; ensuring
students have the necessary background knowledge and skills to succeed with those strategies;
gradually fading support for students' correct execution of those strategies; providing practice so
students use the strategies to generate many correct responses; and incorporating systematic
cumulative review)
Behavioral support - CORRECT ANSWER The extent to which the program incorporates (a)
self-regulation and executive function components and (b) behavioral principles to minimize
nonproductive behavior
Individualization - CORRECT ANSWER A validated, data-based process for process for
individualizing intervention, with which the special educator systematically adjusts an intensive
intervention platform over time to address the student's complex learning needs
Three components of written language: - CORRECT ANSWER Handwriting, spelling, and
composition
Systematic Instruction - CORRECT ANSWER Teaching that involves instructional prompts,
consequences, or reinforcement, for performance, and transfer of stimulus control. It is usually used
with individuals with disabilities
Explicit Instruction - CORRECT ANSWER The clear, direct teaching of skills and strategies.
MTSS (Multi-Tiered System of Supports) - CORRECT ANSWER Tiers 1-3 to support students
and fill gaps as quickly as possible
4 point data - CORRECT ANSWER a graph with at least 6 data point, you only use the 4 most
current data points
7 taxonomies of intervention - CORRECT ANSWER 1. Strength: effectiveness for specific
student
2. Dosage: time and frequency
3. Alignment: does it address the students full set of academic needs
4. Attention to Transfer: cross over to classroom/generalization
5. Comprehensiveness: # of explicit instructions
6. Behavioral support: does intervention include self-regulation and executive function support?
7. Individualization- DBI
Set-up for intervention - CORRECT ANSWER Taxonomies 1-6
SRSD (Self-Regulated Strategy Development) - CORRECT ANSWER The steps to this method
include:
1. Teacher DEVELOPS background information they need to use the strategy
2. Teacher DISCUSSES the strategy to students and discusses the purpose and benefits
3. Teacher MODELS the strategy to students and how to use it
4. Mnemonic devices and scaffolding are included in the instruction to MEMORIZE it
5.Support it - add on
6. Establish Independent Practice
Executive Function - CORRECT ANSWER Working memory
Cognitive flexibility (also called flexible thinking)
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