The role of the family in early intervention programs is necessary

because
a. a child's success is more likely with parent involvement
b. teachers expect parents to attend all meetings
c. a family has its own culture and unique set of values
d. decisions on the child's extent of services is not part of the
school process
[c] Family culture needs to be valued and recognized in early
intervention programs to plan quality instruction for young children
with disabilities.

2. IFSP development is considered interdisciplinary when
a. staff and family develop a plan together based on family
concerns
b. separate plans are developed within each discipline
c. the Team works together to develop goals by discipline
d. the Team plans goals individually based on specific domains
[a] The team, which consists of the classroom teacher, parents,
therapist, school psychologist, and whoever else the school district
includes, works together to develop goals by discipline and then
comes together to plan an appropriate program for the child.

3. Family role can be highly influenced by other team members.
In a trans-disciplinary team model
a. families may meet separately with team members
b. the family may or may not participate
c. family members are not included in process
d. family members are full members of the team
[d] In trans-disciplinary teams, family members are considered full
members of the team and participate
in all planning

4. A multidisciplinary team generally consists of parents, teachers,
therapists, and other school
administrators who meet to determine the best educational
program for a child identified with
learning disabilities. This model includes
a. domain-specific assessments
b. separate assessments completed by specialists
c. an arena assessment conducted by a team
d. an assessment completed by school psychologist
[b] Specialists from different disciplines complete individual
assessments and then implement the plan separately.

5. Families of children with disabilities often inform service
providers that they need more
assistance with
a. service delivery options
b. information about the disability
c. availability of future services
d. community resources
[c] Parents often need more information on the availability of future
services for their child.

6. One of the essential goals of early childhood special education
programs is to strengthen the
relationship between the family and the child with a disability. This
goal is important because
a. children with disabilities form attachments easily with other
family members
b. establishing positive relationships early in life is beneficial for
later development
c. caregiver attachment is not as important as once thought
d. later development of relationships is not impacted by children's
early relationships
[b] Establishing positive relationships early in life is very beneficial
for a child's later development.

7. Misunderstandings between parents and professionals can
affect a child's educational success. Which one of the following
would not be considered a misunderstanding between parents
and professionals?
a. IEP or intervention meetings are planned during the day
b. Professionals lack experience working with diverse populations
c. Parents are erroneously judged to be uninvolved in their child's
education
d. Professionals think their beliefs about cultural experiences are
universally valid
[a] Planning a meeting during the day would not be considered a
misunderstanding; however, the other three options are sometimes
a challenge for parents and professionals.

What type of assessment is used to obtain information to help develop the classroom into a productive
social and educational environment?

Early, or beginning, assessment

A)

Instructional assessment
B)
 Official assessment
C)

Cognitive assessment
D)

Formal assessment
E)

2 The main effect of prejudgments and logical error in early assessments is on the _______ of the
decisions teachers make.

subjectivity
A)

validity
B)

reliability
C)

formality
D)

3 When teachers size up their students at the start of the year, the main danger that threatens
the reliability of their judgments is the

small samples of student behavior typically observed.

A)

usual lack of formal assessment information.

B)

logical errors made in interpreting the information gathered.

C)

use of low inference indicators.

D)

failure to collect information about affective behaviors.

E)

4 Which of the following is NOT a way to improve the quality of early assessment?
 Confirm initial impressions with follow-up observations
A)

Observe directly the behavior or characteristic of interest

B)

Observe long enough to be sure the student's behavior is typical

C)

Rely heavily upon formal, objective assessment information

D)

Determine whether different kinds of student information confirm one another

E)

5 Which of the following is of major importance in early assessment?

Assigning student grades in a fair manner

A)

Administering group assessments and comparing all students in the same way
B)

Quickly recognizing each student's flaws and weaknesses

C)

Giving students a fair chance to show what they are like

D)

6 Which of the following is a characteristic of early assessment?

Records are kept on file at the school.

A)

First impressions tend to remain stable.

B)

Based largely on formal testing

C)

Conducted periodically throughout the school year

D)

Used to monitor the progress of instruction

E)
7 Mrs. Jackson notes that Shandra does not raise her hand during the science discussion. Mrs.
Jackson interprets this behavior as Shandra being shy. She does not know that Shandra raised
her hand twice during math class. This example reveals one weakness of

group assessment.
A)

teacher bias.
B)

standardized assessment.
C)

informal observation.
D)

8 Teachers' initial impressions often influence the way they interact with their pupils so that the
pupils begin to behave in the way the teachers expect them to behave. This phenomenon is
called the

primacy effect.
A)

sizing-up process.
B)

triangulation effect.
C)

personal theory effect.

D)

self-fulfilling prophesy.
E)

9 A teacher mislabels a student based on observations that do not justify the label. This is an
example of

subjectivity.
A)

first impressions.
B)

logical error.
C)
 prejudgment.
D)

informal observation.
E)

10 All of the following are examples of how to improve early assessments EXCEPT

Treat initial impressions as hypotheses.

A)

Use direct indicators to gather information about students.

B)

Make multiple observations to identify typical student behavior.

C)

Rely on paper-and-pencil tests to gather student information.

D)

Supplement informal observations with formal activities.

E)

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