A 5th grade student with autism spectrum disorder in a regular education class gets frustrated when it's time to transition from one another activity in class to another. When it's time to put math away to begin reading time, she begins to blurt out asking the teacher to wait and not move on. The behavior is disruptive to the class routine. The special education teacher observes the student and records that these behaviors only occur during transition if she hasn't completed the current assignment. In relation to the identified behavior the transition time can best be described as

An IEP team determines that the best approach to support a 4th grade student in the regular education setting would be using applied behavior analysis. Which of the following is the principal reason why the team does this research based strategy?

After observing in the regular education classroom, a special education teacher working with an 8 year old 2nd grade student with other health impairment documents that she frequently and impulsively leavers her seat to room around the classroom. The teacher wants to use shaping to set goals for her student's impulsive control. Which of the following best describes a shaping technique that the teacher should consider?

As an intervention in a special education class, response cost is applied best for which of the following purposes?

Lelia is a 5th grade student diagnosed with autism spectrum disorder. She attends regular education classes, but at times makes impulsive comments during instructional times. Which of the following behavioral strategies would best help Lelia remain focused without disrupting instruction?

A special education teacher working with students with emotional and behavioral disorder is considering the ecological perspective as she plans instruction for them. Which of the following statements best defines the method of understanding behavior that the teacher is using?

In a general education inclusion classroom, a 4th grade student with a specific learning disability and ADHD is not attentive, fidgets and does not complete class assignments or tests. In collaboration with the special education teacher, it was decided that the most effective way to accommodate the students learning and behavioral needs during assessments would be to adjust which of the following features?

A high school teacher took her students on a community based instructional field trip to observe the transfer of skills being taught in the special education classroom and on campus. When asked to place item not being purchased back on the store shelf, a student with mild intellectual disability throws herself on the floor yelling and crying. Which of the following questions should the special education teacher consider first when deciding how to respond in this circumstance?

Elementary school co-teachers in a 2nd grade class are planning a fieldtrip on the science museum. One of their students with autism spectrum disorder has difficulty with changes in routine and will more than likely have difficulty on the field trip. Which of the following strategies is likely to be the most effective in avoiding a crisis for the student on the trip?

A 6th grade general education teacher notices that her student with Down syndrome and mild intellectual disability is having difficulty with transitioning once she is in class and between assignments. For instance, she will enter class on time but confuses the books and papers with assignments for another class. The teacher consults with the special education teacher for advice on how best to handle the present concern. Which of the following strategies would be most helpful of the special education teacher to reccommend?

A high school student with specific learning disability and anxiety disorder is presenting self-injurious behaviors. To best meet the needs of the student, the teacher should first

A crisis intervention teacher provides instruction once a week in a self-contained classroom for students with emotional disabilities. For the lessons to be most effective, the teacher should first

A student with Autism Spectrum Disorder is attending a regular 3rd grade class but spends most of her time with the paraprofessional in the back of the classroom working on activities intended to prepare her for inclusion in the class. The regular education teacher provided little effort to engage the student, even though she is aware that the student’s IEP requires that he be included with his peers. After collaborating with the regular education teacher about including the student in class activities, the special education teacher agreed to assist her by coming into the regular classroom more to demonstrate ways to effectively engage the student with his peers. The actions of the special education teacher best shows understanding of

Mr. Roberts, a special education teacher, has a student with a specific learning disability in reading comprehension. The student has achieved several annual goals and he would like to update her IEP. According to IDEA what are the possibilities for altering the IEP?