Exam (elaborations)
Educational Diagnostician Practice Test Questions And Answers Latest Update
- Course
- Educational Diagnostics
- Institution
- Texas A&M University
Educational Diagnostician Practice Test Questions And Answers Latest Update
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Educational DiagnosticianPractice Test Questions And
Answers Latest Update
B. oral test administration
Olivia, a third grader, has a processing speed standard score index of 72 and a
standard score index of 110 in reading comprehension when recently
evaluated. The ARDC is meeting to discuss instructional and testing
accommodations. The diagnostician recommends the following
accommodations to the ARDC. Which of the following instructional
accommodations would NOT be appropriate based on information contained
in theis quesiton?
A. allow for extra time to complete tests and assignments
B. oral test administration
C. provide a copy of notes
D. allow extra response time
B. II and III
Alexis, a 5 yr old with autism, will be transitioning from a preschool
environment to kinder in the upcoming fall semester. She's making excellent
progress toward her language and communication goals but is still behind in
her self-help skills. Which must be in place prior to her first day of school?
I. self-contained classroom
II. IEP
,III. autism supplement including necessary behavior supports
IV. a transition assessment
A. I, II, and III
B. II and III
C. II only
D. I, II, III, IV
B. reduce the reading level of content area materials during instruction
Quaid (6th grader) was recently tested and qualified for sped with an SLD. He
exhibited a pattern of strengths and weaknesses: S-persistent, able to solve
math problems, and average reading skills. W- below-average long-term
retrieval, below-average short-term memory, failing content areas.
What instructional recommendations listed would be LEAST helpful?
A. note-taking assistance in content areas to reduce cognitive processing load
B. reduce the reading level of content area materials during instruction
C. teach explicit memory strategies (mnemonics)
D. graphic organizers for content areas.
A. The diagnostician will not use tests that require written responses
Shayla a student with a SLD, suffered a traumatic brain injury (TBI) a year ago
and due for a 3 year evaluation. When reviewing information from her
teachers, the diagnostician notes that several of her teachers describe Shayla's
,writing as "illegible". All of the actions conducted by the diagnostician are
appropriate EXCEPT
A. The diagnostician will not use tests that require written responses
B. the diagnostician will include assessments that measure motor skill
development
C. the diagnostician will review Shayla's medical records for information
concerning her TBI.
D. Current writing samples will be compared with writing samples obtained
before the TBI.
D. I, II, III, IV
Which of the following instructional strategies will help increase the
effectiveness of whole group instruction in a typical 4th grade TX inclusive
general education classroom?
I. Co-teaching
II. Universal design of instruction
III. differentiated instruction
IV. Opportunities to respond during instructions (choral reading)
A. II and III
B. I and II
C. II, III, and IV
D. I, II, III, IV
, C. I, II, and III only
Susan, 4th grader, was administered the Vineland Adaptive Behavior Scales-III
and the Bender Visual Motor Gestalt Test-2. Her fine motor skills were
identified as being extremely low on both measures both intra-individually and
compared with peers. Which of the following actions would be appropriate for
the diagnostician to consider?
I. Obtaining informed consent from parents for OT evaluation
II. Consider the use of AT with Susan to help with tasks that require motor
skills
III. Recommend low tech devices such as pencil grips and lined paper for math
IV.Continue to monitor the student since motor skills development varies
A. I and IV only
B. I and II only
C. I, II, and III only
D. I, II, III, IV
C. the progress he made with tutoring and small-group supplemental
instruction
The diagnostician of Strack MS receives referral information on Mark, a 5th
grader suspected of having a reading disability. The pre-referral data, Mark
received after-school tutoring and small-group supplemental instruction and
failed STAAR last year. It was noted in a report that Mark enjoys books and
sports. The diagnostician wanted to gather additional information from the
teacher to begin her evaluation. What would be the MOST IMPORTANT data
she should request to assess reading?
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