SPE370: PECT Review 3

An IEP team has determined that an elementary school student with Autism Spectrum Disorder (ASD) would benefit from using an electronic communication board. Which of the following questions would be most important for the team to ask when considering how to incorporate this type of assistive technology into the student's IEP?

• Are school staff members who work with this student trained in the proper use of electronic communication boards?

• Which of the student's annual goals will the device enable him to meet?

• What previous experience does the student have using assistive devices such as electronic communication boards?

• How will the purchase and maintenance of this device be funded?

A 7th grade student with Autism Spectrum Disorder (ASD) uses a speech-generating device to support her communication. Which of the following approaches would best promote the student's ability to use the device throughout the total school environment?

• Training a paraprofessional to select relevant vocabulary used during daily activities and input it into the device

• Designating the student's speech and language pathologist to frequently update the device using vocabulary from the curriculum

• Developing a collaborative team of staff and adults who work with this student to regularly meet and identify functional and relevant vocabulary for the device

• Paring the student with other peers who also use speech-generating devices or other augmentative communication methods to develop a circle of friends

Keith is a kindergarten student with developmental delays in language and motor development. The special education teacher has completed Keith's basic reading inventory and determined that he has a weakness is phonemic awareness. Which of the following literacy strategies should Keith's teacher use first to develop phonemic awareness?

• Creating literacy stations to increase knowledge of letter recognition and sight words

• Using highlighter tape to identify the prefix, suffix, and root words in stories read aloud to the class

• Employing a computer program that highlights the relationship between letters and the sounds the letters represent

• Reading aloud and singing nursery rhymes and poems with the class while focusing on alliterations and rhyming words

While developing the IEP for Samitra, a 6th grade student with a specific learning disability in basic reading, the team discussed Samitra's strengths and needs within the general education classroom. Ms. Vallen, the general education teacher, explained that Samitra's reading skills are below grade level, and the 6th grade science text is too difficult for her to read independently. However, her auditory comprehension skills are strong. Which of the following presentation accommodations would be appropriate for Samitra in the general education classroom?

• Allowing extended time to complete readings

• Presenting alternative texts at a lower reading level

• Providing a digital textbook and text-to-speech software

• Supplying two sets of textbooks, one for home and one for school

A special education teacher is working with Samuel, a 3rd grade student, in writing. Samuel easily identifies topics to write about. However, he has difficulty identifying relevant details. Which of the following interventions would be most helpful in supporting Samuel's writing development?

• Teaching Samuel how to identify the main ideas in his writing

• Teaching Samuel how to use a graphic organizer to format his ideas

• Teaching Samuel keyboarding skills so he can use a word processor

• Teaching Samuel key vocabulary that will be useful in describing his ideas