1. : What is the primary goal of identification in special education?
(A) To exclude students from educational services
(B) To diagnose disabilities
(C) To identify students who may need special education services
(D) To provide accommodations to all students
2. : Which of the following is NOT typically part of the identification process in special education?
(A) Screening
(B) Assessment
(C) Segregation
(D) Intervention
3. : What is the purpose of screening in the identification process?
(A) To diagnose disabilities
(B) To exclude students from educational services
(C) To identify students who may need further evaluation
(D) To provide accommodations to all students
4. : Which of the following is a commonly used assessment tool in the identification process?
(A) Response to Intervention (RTI)
(B) Woodcock-Johnson Tests of Achievement (WJTA)
(C) Wechsler Intelligence Scale for Children (WISC)
(D) All of the above
5. : What is the purpose of observation in the identification process?
(A) To provide medical treatment
(B) To assess physical health
(C) To gather information about a student’s behavior and learning environment
(D) To exclude students from educational services
6. : Which of the following is NOT a common category of disability identified in special education?
(A) Autism Spectrum Disorder (ASD)
(B) Attention Deficit Hyperactivity Disorder (ADHD)
(C) Intellectual Giftedness
(D) Dyslexia
7. : What is the purpose of a multidisciplinary team in the identification process?
(A) To administer standardized tests to students with disabilities
(B) To provide counseling services to students with emotional disturbances
(C) To collaborate on assessment, planning, and intervention for students with disabilities
(D) To enforce discipline policies in special education classrooms
8. : Which of the following is a common step in the identification process?
(A) Providing accommodations without assessment
(B) Placing students in segregated classrooms without screening
(C) Conducting assessments to determine eligibility for special education services
(D) Excluding students from educational services based on teacher’s perception
9. : What is the purpose of parent involvement in the identification process?
(A) To exclude students from educational services
(B) To provide medical treatment
(C) To gather information about the student’s behavior and learning environment
(D) To promote communication and partnership in supporting the needs of students with disabilities
10. : Which of the following is NOT typically considered during the identification process?
(A) Family history
(B) Cultural background
(C) Socioeconomic status
(D) Eye color
11. : What is the purpose of data analysis in the identification process?
(A) To promote communication and partnership
(B) To identify students who may need further evaluation
(C) To assess physical health
(D) To diagnose disabilities
12. : Which of the following is NOT a common assessment method used in the identification process?
(A) Interviews
(B) Observations
(C) DNA testing
(D) Standardized tests
13. : What is the purpose of collaboration among professionals in the identification process?
(A) To enforce discipline policies
(B) To conduct assessments for learning disabilities
(C) To gather comprehensive information and make informed decisions
(D) To provide medical treatment
14. : Which of the following is NOT a common step in the identification process?
(A) Reviewing student records
(B) Conducting assessments
(C) Excluding students based on race
(D) Consulting with parents and teachers
15. : What is the purpose of reviewing student records in the identification process?
(A) To provide medical treatment
(B) To assess physical health
(C) To gather information about previous interventions and academic performance
(D) To diagnose disabilities
16. : Which of the following is NOT typically considered during the identification process?
(A) Academic achievement
(B) Behavioral concerns
(C) Eye color
(D) Emotional stability
17. : What is the primary purpose of conducting assessments in the identification process?
(A) To provide medical treatment
(B) To diagnose disabilities
(C) To promote communication and partnership
(D) To gather comprehensive information about a student’s strengths and needs
18. : Which of the following is NOT typically included in the assessment process during identification?
(A) Cognitive abilities
(B) Physical health
(C) Emotional stability
(D) Social skills
19. : What is the purpose of cognitive assessments in the identification process?
(A) To assess physical health
(B) To diagnose disabilities
(C) To gather information about a student’s cognitive abilities
(D) To enforce discipline policies
20. : Which of the following is NOT typically part of a cognitive assessment in the identification process?
(A) Wechsler Intelligence Scale for Children (WISC)
(B) Woodcock-Johnson Tests of Achievement (WJTA)
(C) Stanford-Binet Intelligence Scales
(D) Peabody Picture Vocabulary Test (PPVT)
21. : What is the purpose of behavioral assessments in the identification process?
(A) To diagnose physical disabilities
(B) To assess cognitive abilities
(C) To gather information about a student’s behavior and social skills
(D) To provide medical treatment
22. : Which of the following is NOT typically part of a behavioral assessment in the identification process?
(A) Behavior Assessment System for Children (BASC)
(B) Child Behavior Checklist (CBCL)
(C) Wechsler Intelligence Scale for Children (WISC)
(D) Autism Diagnostic Observation Schedule (ADOS)
23. : What is the purpose of academic assessments in the identification process?
(A) To diagnose physical disabilities
(B) To assess cognitive abilities
(C) To evaluate academic achievement and learning progress
(D) To provide medical treatment
24. : Which of the following is NOT typically part of an academic assessment in the identification process?
(A) Woodcock-Johnson Tests of Achievement (WJTA)
(B) Kaufman Assessment Battery for Children (KABC)
(C) Wechsler Intelligence Scale for Children (WISC)
(D) Comprehensive Test of Phonological Processing (CTOPP)
25. : What is the purpose of socio-emotional assessments in the identification process?
(A) To diagnose physical disabilities
(B) To assess cognitive abilities
(C) To gather information about a student’s emotional well-being and social skills
(D) To provide medical treatment
26. : Which of the following is NOT typically part of a socio-emotional assessment in the identification process?
(A) Child Behavior Checklist (CBCL)
(B) Behavior Assessment System for Children (BASC)
(C) Stanford-Binet Intelligence Scales
(D) Autism Diagnostic Observation Schedule (ADOS)
27. : What is the purpose of adaptive behavior assessments in the identification process?
(A) To diagnose physical disabilities
(B) To assess cognitive abilities
(C) To gather information about a student’s daily living skills and social functioning
(D) To provide medical treatment
28. : Which of the following is NOT typically part of an adaptive behavior assessment in the identification process?
(A) Vineland Adaptive Behavior Scales (VABS)
(B) Kaufman Assessment Battery for Children (KABC)
(C) Behavior Assessment System for Children (BASC)
(D) Child Behavior Checklist (CBCL)