Instructor Resource

McGinley, Parents and Families of With Students Special Needs

SAGE, 2018

Test Bank for Parents and Families of Students With

Special Needs Collaborating Across the Age Span 1st
Edition McGinley Alexander 150631600X
9781506316000
Download full test bank at:

https://testbankpack.com/p/test-bank-for-parents-and-families-of-students-with-
special-needs-collaborating-across-the-age-span-1st-edition-mcginley-alexander-
150631600x-9781506316000/

Test Bank
Chapter 6: Assessment to Research-Based Intervention:
Providing Families Support

Multiple Choice

1. Informal measures of assessment include ______.

a. observation
b. interviews
c. written test
d. A and B
Ans: D
Learning Objective: Identify assessment points throughout the child’s lifespan, and the
role the family and you as a professional have in assessing the child; Understand the
different types of assessments, specific to lifespan transition points and those specific to
disability and behavior; Identify the needed content and knowledge related to
assessment so as to best communicate and collaborate with families based on their
level of need, as well as the barriers to effective communication and collaboration with
families around assessment.
Cognitive Domain: Knowledge
Answer Location: Implementing Assessment: What and How We Assess in Early
Childhood
Difficulty Level: Easy
 Instructor Resource
McGinley, Parents and Families of With Students Special Needs
SAGE, 2018

2. During the initial screening process, families will want to know ______.
a. what types of assessment are being performed
b. the time, location, and level of involvement
c. potential outcomes
d. types of assessment; the time, location, and level of involvement; and potential
outcomes
Ans: D
Learning Objective: Understand the different types of assessments, specific to lifespan
transition points and those specific to disability and behavior; Identify the needed
content and knowledge related to assessment so as to best communicate and
collaborate with families based on their level of need, as well as the barriers to effective
communication and collaboration with families around assessment.
Cognitive Domain: Comprehension
Answer Location: Technical Assessment Terminology
Difficulty Level: Medium

3. The following are all domains of assessment EXCEPT ______.

a. motor
b. physical appearance
c. communication
d. social
Ans: B
Learning Objective: Identify assessment points throughout the child’s lifespan, and the
role the family and you as a professional have in assessing the child; Understand the
different types of assessments, specific to lifespan transition points and those specific to
disability and behavior; Identify the needed content and knowledge related to
assessment so as to best communicate and collaborate with families based on their
level of need, as well as the barriers to effective communication and collaboration with
families around assessment.
Cognitive Domain: Comprehension
Answer Location: Specific Structured Assessment Measures
Difficulty Level: Medium

4. Standardized test means ______.

a. the condition under which the professional will implement the test are different across
all students as specified in the testing protocol
b. the conditions under which the professional will implement the test are the same
across all students as specified in the testing protocol
c. professionals can vary in the way they implement the test
d. all of these
Ans: B
Learning Objective: Understand the different types of assessments, specific to lifespan
transition points and those specific to disability and behavior; Identify the needed
content and knowledge related to assessment so as to best communicate and
 Instructor Resource
McGinley, Parents and Families of With Students Special Needs
SAGE, 2018

collaborate with families based on their level of need, as well as the barriers to effective
communication and collaboration with families around assessment.
Cognitive Domain: Comprehension
Answer Location: Standardized Assessments
Difficulty Level: Medium

5. Curriculum-based assessment (CBA) occurs in areas of which of the following?

a. math
b. reading
c. spelling
d. writing
e. all of these
Ans: E
Learning Objective: Identify assessment points throughout the child’s lifespan, and the
role the family and you as a professional have in assessing the child; Understand the
different types of assessments, specific to lifespan transition points and those specific to
disability and behavior; Identify the needed content and knowledge related to
assessment so as to best communicate and collaborate with families based on their
level of need, as well as the barriers to effective communication and collaboration with
families around assessment; Understand the decision making process for intervention—
the assessment to intervention process, and the role the family plays in that process.
Cognitive Domain: Comprehension
Answer Location: Classroom- and Curriculum-Based Assessments
Difficulty Level: Medium

True/False

1. Research shows that there are numerous benefits to a child’s success when families
are included throughout the special education process.
Ans: T
Learning Objective: Understand the decision-making process for intervention—the
assessment-to-intervention process, and the role the family plays in that process.
Cognitive Domain: Knowledge
Answer Location: Assessment History and Family Involvement
Difficulty Level: Easy

2. Special education is filled with jargon, thus sometimes creating a knowledge and
communication barrier between families and professionals.
Ans: T
Learning Objective: Identify the needed content and knowledge related to assessment
so as to best communicate and collaborate with families based on their level of need, as
well as the barriers to effective communication and collaboration with families around
assessment.
Cognitive Domain: Comprehension
 Instructor Resource
McGinley, Parents and Families of With Students Special Needs
SAGE, 2018

Answer Location: The Assessment Report/The Evaluation Report

Difficulty Level: Medium

3. During the developmental assessment it is NOT necessary to ascertain whether or

not the child has sleep disturbances, cries excessively, and has eating difficulties.
Ans: F
Learning Objective: Identify assessment points throughout the child’s lifespan and the
role the family and you as a professional have in assessing the child; Understand the
different types of assessments specific to lifespan transition points and those specific to
disability and behavior; Identify the needed content and knowledge related to
assessment so as to best communicate and collaborate with families based on their
level of need, as well as the barriers to effective communication and collaboration with
families around assessment; Understand the decision-making process for intervention—
the assessment-to-intervention process, and the role the family plays in that process.
Cognitive Domain: Comprehension
Answer Location: Developmental Assessments
Difficulty Level: Medium

4. Ecological assessment is a formal way to conduct observations in the child’s natural

environment, with comparisons made to skills shown and skills needed for
independence.
Ans: T
Learning Objective: Understand the different types of assessments specific to lifespan
transition points and those specific to disability and behavior; Identify the needed
content and knowledge related to assessment so as to best communicate and
collaborate with families based on their level of need, as well as the barriers to effective
communication and collaboration with families around assessment; Understand the
decision-making process for intervention—the assessment-to-intervention process, and
the role the family plays in that process and the role the family plays in that process. .
Cognitive Domain: Knowledge
Answer Location: Ecological Assessment
Difficulty Level: Easy

5. Professionals can vary in the way they implement norm-referenced tests because the
child’s results are compared to a norm group.
Ans: F
Learning Objective: Understand the different types of assessments specific to lifespan
transition points and those specific to disability and behavior; Identify the needed
content and knowledge related to assessment so as to best communicate and
collaborate with families based on their level of need, as well as the barriers to effective
communication and collaboration with families around assessment.
Cognitive Domain: Comprehension
Answer Location: Standardized Assessments
Difficulty Level: Medium
 Instructor Resource
McGinley, Parents and Families of With Students Special Needs
SAGE, 2018

6. As a classroom teacher, it is NOT important to understand the assessment process,

type of assessments, and the protocols for implementation.
Ans: F
Learning Objective: Understand the different types of assessments specific to lifespan
transition points and those specific to disability and behavior; Identify the needed
content and knowledge related to assessment so as to best communicate and
collaborate with families based on their level of need, as well as the barriers to effective
communication and collaboration with families around assessment.
Cognitive Domain: Knowledge
Answer Location: Standardized Assessments
Difficulty Level: Easy

7. According to Wehman (2006), self-determination assessment involves assessing

whether or not the student can act autonomously, the behaviors(s) are self-regulated,
and the student is empowered.
Ans: T
Learning Objective: Identify assessment points throughout the child’s lifespan and the
role the family and you as a professional have in assessing the child; Understand the
different types of assessments specific to lifespan transition points and those specific to
disability and behavior; Identify the needed content and knowledge related to
assessment so as to best communicate and collaborate with families based on their
level of need, as well as the barriers to effective communication and collaboration with
families around assessment.
Cognitive Domain: Knowledge
Answer Location: Self-Determination Assessment
Difficulty Level: Easy

8. Specific assessments for behaviors will include children exhibiting both internalized
and externalized behaviors.
Ans: T
Learning Objective: Understand the different types of assessments specific to lifespan
transition points and those specific to disability and behavior; Identify the needed
content and knowledge related to assessment so as to best communicate and
collaborate with families based on their level of need, as well as the barriers to effective
communication and collaboration with families around assessment.
Cognitive Domain: Comprehension
Answer Location: Children with Challenging Behaviors; Considerations of Behavioral
Assessment
Difficulty Level: Medium

Short Answer

1. Define the following terms: screening, evaluation, and assessment.

Ans: Answer would ideally include the following:
 Instructor Resource
McGinley, Parents and Families of With Students Special Needs
SAGE, 2018

Screening: activities to identify children who may need further evaluation in order to
determine the existence of a delay in development or a particular disability
Evaluation: a process used to determine the existence of a delay or disability, to identify
the child’s strengths and needs in all areas of development
Assessment: a process used to determine the individual child’s present level of
performance and early intervention or educational needs
Learning Objective: Understand the different types of assessments specific to lifespan
transition points and those specific to disability and behavior; Identify the needed
content and knowledge related to assessment so as to best communicate and
collaborate with families based on their level of need, as well as the barriers to effective
communication and collaboration with families around assessment.
Cognitive Domain: Knowledge
Answer Location Early Childhood Assessment and the Family
Difficulty Level: Easy

2. List at least three of the questions that Hanson and Lynch have developed for teams
to ask families in order to assure that the assessment process procedures are family
centered and describe their relevance to assessment.
Ans: Answer may include any three of the following:
1. Are diagnostic or eligibility assessment procedures clearly identified?
2. Are assessment procedures linked to intervention?
3. Are professionals conducting assessments trained to implement the assessment?
4. Are the assessment instruments used valid and reliable instruments?
5. Are all MDT members involved in the assessment?
6. Is there adequate time to plan and complete the assessment with the family?
7. Are assessments conducted in familiar settings with family members present?
8. Is the assessment conducted in a variety of ways (observation, interview, etc.)?
9. Are the child's strengths and needs considered?
10. Are family members' concerns, priorities, resources, and diversity considered?
Learning Objective: Identify assessment points throughout the child’s lifespan, and the
role the family and you as a professional have in assessing the child; Understand the
different types of assessments specific to lifespan transition points and those specific to
disability and behavior; Identify the needed content and knowledge related to
assessment so as to best communicate and collaborate with families based on their
level of need, as well as the barriers to effective communication and collaboration with
families around assessment; Understand the decision-making process for intervention—
the assessment-to-intervention process, and the role the family plays in that process.
Cognitive Domain: Application
Answer Location: Considerations With Assessment of the Young Child
Difficulty Level: Hard