Texas Educational Diagnostician
Exam Preparation Manual Practice
Questions And Answers Latest
Update
An educational diagnostician is interviewing the parents/guardians of a
second-grade student who has been referred for a Full and Individual Initial
Evaluation (FIIE) for suspected autism spectrum disorder (ASD). Which of the
following anecdotal parent/guardian observations regarding the student's
acquisition of developmental milestones is most suggestive of ASD?
A. "He had three ear infections before he was 12 months old."
B. "He liked to line up all of his toys every morning and became very upset if
anyone touched them."
C. "He crawled and walked until he was 18 months old. After that, he walked
but fell sometimes on uneven surfaces."
D. "His favorite game was to make food for his stuffed animal toys and pretend
to feed them."
Option B is correct because the anecdotal parent/guardian observation
describes behavior that is restrictive and repetitive, which is a primary
characteristic of autism spectrum disorder (ASD). Other primary
characteristics of ASD include deficits in social skills and difficulties with
expressive and receptive communication. Options A, C, and D are incorrect
because a history of middle ear infections, gross motor delays in the absence of
other developmental delays, and engaging in pretend play are not indicators
associated with ASD.
,A school district is working to address potential disproportionality in special
education services for culturally and linguistically diverse student populations.
Which of the following actions would most effectively promote this goal?
A. evaluating bilingual and multilingual students to determine special
education service eligibility until they are considered proficient in spoken
English
B. examining the district's assessment practices for all students to determine
whether the assessment instruments used are valid and unbiased
C. arranging for a school-based committee of educational diagnosticians and
psychologists to be solely responsible for making special education referrals
D. meeting with the parents/guardians of students currently receiving special
education services and asking their perspectives on the quality of educational
services
Option B is correct because assessment practices and instruments that may not
account for students' cultural and linguistic backgrounds will not accurately
measure students' individual strengths and needs, and are therefore likely to
contribute to the misidentification and overrepresentation of diverse students
in special education. Without accounting for these components of students'
backgrounds, educational diagnosticians and other professionals can test
students in ways that are not appropriate for students, and as a result, obtain
test results that do not accurately reflect students' knowledge, understanding,
and capabilities. In response to disproportionality in special education, federal
law mandates that educators use culturally responsive assessment procedures,
which includes examining test instruments for validity and potential test bias.
Option A is incorrect because withholding special education services until
students are considered proficient in English would violate their right to a free
and appropriate public education (FAPE) under the Individuals with
Disabilities Education Act (IDEA). Options C and D are incorrect because
limiting who refers students for special education evaluations and obtaining
the perspective of only students' parents/guardians would violate IDEA's
mandate, which stipulates the composition of the Individualized Education
,Program (IEP) team or the Admission, Review, and Dismissal (ARD)
committee.
A second-grade student has recently been diagnosed with attention deficit
hyperactivity disorder (ADHD) by a licensed physician. Per parent request, a
Full and Individual Initial Evaluation (FIIE) was conducted. When
considering the student's eligibility for special education and related services,
the Admission, Review, and Dismissal (ARD) committee must...
A. determine that the student's academic needs are not based on the ADHD
diagnosis.
B. ensure that the student has received adequate instructional supports and
classroom accommodations for ADHD prior to determining eligibility.
C. use information from multiple sources of data in determining whether the
student's ADHD adversely affects the student's educational performance.
D. show that the student is not advancing from grade to grade due to ADHD.
Option C is correct because an Admission, Review, and Dismissal (ARD)
committee reviews multiple sources of data when determining eligibility for
special education services to develop a full understanding of a student's
strengths and needs, especially in the area of the student's suspected disability.
The ARD committee is responsible for determining if the student's needs
related to attention deficit hyperactivity disorder (ADHD) impact the student's
ability to make effective progress toward the curriculum. Data should include
formal and informal assessments, observations, information provided by the
parents/guardians, work samples, interviews, and a cumulative educational
record review. Option A is incorrect because the student's academic difficulties
are most likely related to ADHD. Option B is incorrect because assessing
instructional supports and the need for classroom accommodations would be
reviewed as part of the ARD committee meeting, but would not determine if a
student was eligible for services. Option D is incorrect because many students
who require special education services advance successfully grade to grade;
, therefore, this information would not be used to make an eligibility
determination.
A kindergarten student with a disability requires frequent prompts and cues to
attend to instructions and remain within the proximity of the teacher and
peers during classroom activities. Which of the following sources of data would
best inform the ARD committee's development of an intervention plan?
A. observing the student during specified time intervals and recording
occurrences of the target behavior
B. informing the student that the student's behavior is being observed and
offering praise when the student demonstrates prosocial behavior
C. determining an intervention method that will be implemented with the
student and collecting data on the duration of the student's target behavior
using that method
D. considering environmental and situational factors that are contributing to
the student's behavior
Option A is correct because by observing the student at specified time
intervals, the observer can determine if there are times during the day when
the student demonstrates the target behavior more frequently, and if there are
times of the day during which the target behavior does not occur at all. By
conducting these observations over a range of days and times, the observer and
the committee can look for patterns of when the student's target behavior
occurs most frequently and plan the intervention accordingly. Option B is
incorrect because this approach informs the student that they will be observed,
which is different from the student's natural environment, and could lead the
student to behave in a self-conscious or anxious manner. Offering the student
praise for prosocial behavior reinforces the behavior that the observer and the
committee would like the student to conduct and does not necessarily reflect
how the student would typically act in this situation, and is therefore not an
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