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WorksheetsAPENS 8 Assessment
Total questions: 93
Worksheet time: 47mins
The teacher who evaluates students to determine their eligibility for adapted physical education services must:
Be a Certified Adapted Physical Educator (CAPE)
Meet the state qualifications for an adapted physical educator
Be reviewed and approved by their school district as an adapted physical educator
Be an official member of the students’ IEP committees
Which of the following statements is true regarding physical education and related services?
An adapted physical educator can provide PT services, but a PT cannot provide adapted physical education services
PT is a related service and should be used as a substitute for physical education only when there are no qualified physical educators to provide the physical education services
If a student is receiving physical therapy services, they should also be receiving adapted physical education services
An adapted physical educator could refer a student for PT services if the student needed these services to achieve their adapted physical education goals
After receiving a referral for adapted physical education by school personnel, you call the student’s parents and leave a message stating that you will be evaluating their child for eligibility for adapted physical education services the following week and that if they have any questions or concerns, they should contact you. If you do not hear back from them, you will interpret this response as consent to proceed with the assessment. Which of the following statements applies to this practice?
This practice is illegal and inappropriate
This practice is considered passive consent and is okay for requesting permission to assess a student
This practice is acceptable as long as you keep written records of the time and date you made the call and left the message
This practice, while acceptable, should be used as a last resort and only when you have been unable to reach the parents after several attempts
When assessing non-English-speaking students, special attention should also be given to:
Student fatigue
The length of the assessment
The impact of possible social and cultural factors
How items are physically demonstrated
When working on motor skills like kicking and skipping, student evaluation reports should focus on progress related to:
grade level and parent expectations
student attitude, effort, and attendance
student attitude, student effort, and teacher expectations
teacher expectations and overall skill mastery
Given the nature of the learning and behavior issues associated with the groups listed below, for which group would it be most important to collect and use multiple forms of data collection when assessing?
Deaf students
Students with mild intellectual disabilities
Students with autism spectrum disorder
Students with spina bifida
If your SEA and LEA fitness norms do not apply to the students with disabilities you are working with, which of the following resources should be considered?
Brockport Physical Fitness Test
TGMD-3
Fitnessgram
NCHPAD
When performing an initial assessment of a new student who does not communicate in English, the best practice would be to:
Use a criterion-referenced instrument like the TGMD
Administer a standardized assessment like the BOTMP
Perform an authentic assessment using a checklist
Start by evaluating fitness with the Brockport Physical Fitness Test
Which of the following is not an advantage of creating and administering a needs assessment before conducting a GPE workshop on APE?
Restricts the content that you will deliver
Allows you to focus on the content valued by the target audience
Allows you to connect the content presented to the needs identified
Communicates to the target audience that you are interested in their needs
Measurement results acquired from informal screening of students’ motor skills:
Can be used as a justification for a referral for a more comprehensive assessment
Can be used to assist in general physical education placement decisions
Can be used, if scores are low enough, to justify placement in adapted physical education
Can be used to write initial IEP goals
Using the Everyone CAN assessment scoring system, when a student’s performance is scored as a “1”, this indicates:
That focal point is not being performed correctly and the student is not ready to learn it
That focal point is not appropriate for that student due to the nature of their disability
That focal point has been mastered and requires no additional instruction
That focal point is emerging, but has not been mastered
An example of integrating activities that address reflexive behavior into the educational plan is:
Using activities as the basis for developing physical fitness
Having students relax before working on motor skills
Using reflexology to teach motor skills
Positioning a student with CP to facilitate motor functioning while practicing a skill
Joellen, who receives speech therapy, talks very loudly in the gym. At the IEP meeting, the speech therapist asks everyone working with Joellen to encourage her to speak as often as possible and to give her feedback on the appropriateness of her volume. While providing adapted physical education services, you should:
Tell the other students that Joellen has a speech problem, and they all need to let her know when she talks too loudly
Remind Joellen periodically to work on her speech in physical education
Make it a priority to encourage Joellen to speak and give her as much feedback as you can on her volume control
Negotiate with the speech therapist that you will help work on her speech if he will help you work on her motor skills
The first step in planning an in-service workshop on assessment for general physical educators would be to:
Review the current assessment instruments they are using in physical education
Observe a small sample of the target teachers teaching physical education
Conduct a needs assessment
Assess their competency on evaluating a few students on a couple of skills
You have been working with a student with ASD for several months in physical education, and recently he has started getting very upset and agitated when he comes to physical education. Your first action should be to:
Request the school district psychologist meet with the student and figure out what is bothering him
Talk with the classroom teacher to see if she is experiencing similar problems and how she has been dealing with them
Create a behavior management plan to reinforce the student’s appropriate behavior and extinguish this new inappropriate behavior
Establish consequences for the student if he does not comply and participate appropriately in physical education
Adapted physical educators should explain the rights of parents and guardians to obtain assistance with motor assessment from sources outside the school environment:
When the child is found eligible for special education services
When informed consent is requested to evaluate their child
At the start of every IEP meeting
When parents or guardians express concerns regarding the motor assessment results
If you notice a marked behavior change in one of your students with disabilities, who should you contact to discuss this issue with first?
The principal
The student’s parents/guardians
The student’s special education teacher
The school nurse
A six-year-old student with autism who has no expressive language skills would best be tested by the use of demonstration and:
A communication board
Sign language
Written instructions
Standardized norm-referenced testing
According to federal legislation, individualized education programs must be reviewed:
Triennially
Semiannually
Biennially
Annually
In the evaluation of a student to determine placement in adapted physical education, the process must be done:
By an outside agency
By someone of the parents’ choice
By a physical therapist
In the child’s native language
According to IDEA 2004, physical education is a(n):
Therapy service
Extracurricular activity
Direct service
Related service
Decisions regarding placement of an individual with a disability into a general physical education class should be based on assessment results from:
A standardized test
A criterion-referenced test
A norm-referenced test
A content-referenced test
When a child with a chronological age of 10 years performs at the motoric level of 7 years of age, this child should be placed in:
General physical education with 10-year-old children, plus adapted physical education services
General physical education with no adapted physical education services
Adapted physical education services only
General physical education with 7-year-old children, plus adapted physical education services
Motor assessment for adapted physical education must be preceded by:
Objective screening
Parental consent
Student consent
General physical education assessment
While testing a student with cerebral palsy, the instructor notices that the student has uninhibited reflexes as well as an unusual gait. This student should be referred for further testing to a(n):
Occupational therapist
Physical therapist
Recreation therapist
Speech and language pathologist
Based on the legislative definition of physical education, an appropriate area to assess students with disabilities to determine unique needs is:
Reflexive behavior
Reaction time
Rudimentary movement
Fundamental motor skills
When screening individuals with disabilities for fitness and gross motor skills, the instrument used must include:
Gross motor and fitness skills
Fine and gross motor skills
Fitness and fine motor skills
Self-care and fitness skills
Based on the observation that a student has difficulty using scissors, holding a pencil, and opening a door, a referral is made for a motoric assessment evaluating:
Physical fitness and self-care skills
Fine motor and self-care skills
Gross and fine motor skills
Locomotor and object control skills
A shared objective of physical educators and physical therapists for students with motor problems may be:
To participate on the school’s soccer team
To articulate likes and dislikes
To ambulate without a walker
To utilize a computer
Testing has the benefit of:
Removing parent authority over a student’s program
Placing a student in an appropriate program
Quantifying suspected motor deficiencies
Revealing weaknesses rather than strengths
At the individualized education program (IEP) meeting, it is the adapted physical educator’s responsibility to explain the physical education program service delivery options when:
A parent does not understand what options are available
An administrator is not present
The general physical educator is present
The student is participating in adapted physical education
The Test of Gross Motor Development would be appropriate to use for:
Individuals with an intellectual disability who are 3 to 10 years old
Individuals with an intellectual disability who are 12 to 15 years old
Individuals with spinal cord injuries who are 3 to 10 years old
Individuals with spina bifida who are 12 to 15 years old
In accordance with the directions of the test, assessment of the motor performance of an individual with a language disorder should permit the evaluator to:
Provide specific teaching cues
Change the test item’s criteria
Correct the student’s performance
Demonstrate the test item
Discreetly obtaining information on the student from the classroom teacher:
Maintains confidentiality of records
Reflects secrecy
Reflects underhandedness
Is unprofessional
In selecting a motor performance test for a preschool child, use:
Birth and developmental history
A physical fitness test
A simple and quick screening test
Informal instruments they understand
Expert outside evaluators can provide:
Standardized test instruments
Standardized activity equipment
Ideas on how to best serve the student
Instruction for the student
To determine how independent evaluations correspond to other evaluations completed by the individualized education program (IEP) team:
Communicate with the student’s teachers
Ask the parents or guardians
Communicate with outside evaluators
Read all information contained in the report
Under the law, evaluation completed by appropriately trained professionals outside the local education agency is:
Never permissible
Permissible only when requested by the parents or guardians
Permissible only when requested by the local education agency
Permissible
The process of gathering data for the purpose of making decisions about a student’s educational program is called:
Screening
Testing
Measurement
Assessment
The physical educator’s primary purpose for data gathering is to determine:
What should be on the individualized education program
How much was learned the previous year
The final level of performance at the end of a unit
The present level of performance in the motor domain
One purpose of assessment for students with disabilities is to:
Determine if progress has been made toward a goal
Assign a grade for the course work
Determine what team the student should be on
Compare one student to another
The purpose of testing students with disabilities as opposed to testing students without disabilities is to determine:
Grade assignment
Placement by ability group
Eligibility for special services
Skill achievement
Measurement of performances of individuals with disabilities is not conducted to:
Determine eligibility for adapted physical education
Determine progress toward annual goals
Rank students based on skill level
Place students into ability groups
Evaluation of an adapted physical education program is conducted for:
Different purposes and in a different manner in adapted and general physical education
The same purposes but in a different manner in adapted and general physical education
Different purposes but in the same manner in adapted and general physical education
The same purposes and in the same manner in adapted and general physical education
The purpose of screening is to:
Identify comprehensive testing needs
Make placement decisions
Make labeling decisions
Make programming decisions
The first step in the process of effective motor assessment report writing is being able to:
Determine an appropriate assessment instrument
Comply with timelines for assessment
Use equipment familiar to the student
Describe a student’s present level of performance
To measure motor performance in a natural play environment, a curriculum-based evaluation tool can be used such as:
TGMD
Everyone CAN
Bruininks-Oseretsky Test of Motor Performance
APENS
The use of motor assessment terminology must be:
Dynamic
Static
Consistent
Varied
Information obtained from parents or caregivers about the motor ability of their children could be helpful because:
They know more about the child’s motor skill level than anyone else
The child may not perform a skill he/she is capable of doing during testing
The evaluator will not have to do as much work when testing the student
Their input could be used to place the child in an appropriate setting
Based on both a functional and a formalized assessment, the instructor determines that a student is unable to hold a fork or wiffle bat. An appropriate goal in physical education for this student would be to improve:
Grasp and release
Catching and throwing
Object control
Locomotor skills
A test of motor development that allows for a parent or guardian to report on performance is:
Denver Developmental Screening Test-2
Test of Gross Motor Development
Brigance Diagnostic Inventory of Early Development
Hughes Basic Gross Motor Test
On receiving a referral to evaluate the motor ability of a child with linguistic processing delays, it is critical to discuss test results with the:
Orientation and mobility therapist
Physical therapist
Speech and language pathologist
Occupational therapist
Students who do well on motor tasks such as pointing to correct answers or grasping a pencil in cognitive tests tend to perform well on:
Sensory motor tests
Affective tests
Other fine motor tests
Perceptual motor tests
Occupational and physical therapists’ assessments often require:
Visual tracking and hand-grip strength
Flexibility and soccer rules
Hand strength and basketball strategies
Intelligence and visual tracking
General physical educators will typically require the greatest amount of in-service training to:
Write individualized educational programs (IEPs) for their classes
Know which tests work best with which disability groups
Be able to measure the physical and motor deficiencies of students with disabilities
Diagnose disabilities among their students
Motor assessment revealing low scores in “Activities of Daily Living” may need further assessment by:
The recreational therapist
The speech-language pathologist
The occupational therapist
Psychologist services
The type of test that best lends itself to individualized program planning for students with disabilities is:
Norm-referenced standards
Criterion-referenced standards
Community-based assessment
Program evaluation standards
One approach to developing criterion-referenced standards for eligibility for adapted physical education is:
Based on your experience and the experience of others, suggest performance levels below which inclusion in adapted physical education is recommended
Based on the performance of students in the past, select performance levels below which a small percent scored and recommended this as the criterion-referenced standard
Determine the criterion-referenced standard that others are using and recommend it for use in your program
Based on the literature and personal experience, suggest performance levels below which inclusion in adapted physical education is recommended
In determining eligibility for adapted physical education, criterion-referenced standards:
May not be based on research, whereas norm-referenced standards are
Are not established by age, whereas norm-referenced standards are
Describe a performance, whereas norm-referenced standards state a score
Give a range of scores, whereas norm-referenced standards give only one score
An appropriate annual goal for a student who could initially run/walk the mile in 15 minutes would be:
John will improve his aerobic endurance
John will improve his time in running/walking the mile
John will run/walk the mile in 14 minutes or less
John will run/walk the mile in 8 minutes or less
As students with disabilities enter middle school, the focus of their physical education activities should be more:
Qualitative
Fundamental motor skill related
Manipulative skill related
Outcomes related
A summative evaluation is supposed to reflect the change in a student’s score due to:
Increased age
Better performance
Better test-taking skills
A good curriculum
The best indicator of the effectiveness of a physical education program is:
The degree to which students enjoy the program
The quality of the program curriculum
Student progress from a pretest to a posttest
Student performance level at the end of a unit
Activities developing grip strength for a 15-year-old female with multiple disabilities might address:
Lifetime activities as well as functional skills and fitness
Reflex behaviors as well as object control skills
Locomotor as well as leisure skills
Functional skills and ambulation activities
Developmentally appropriate physical activities for a 13-year-old male student with spina bifida in the general physical education program would include:
Activities of daily living
Object control skills
Lifetime sports
Team sports
Annual goals and expectations for each student in any given lesson should be based primarily on:
Curriculum standards
Teacher expectations
National standards
Individual assessment
The physical education affective domain involves:
Psychomotor and fitness responses
Cognitive and intellectual responses
Fundamental motor skills and patterns
Social and behavioral responses
An example of a well-constructed objective is “The student will be able to”:
Take jacket off and hang up on hook quickly
Self-propel wheelchair from the classroom to gymnasium in at least three out of five attempts
Transfer from sport wheelchair to desk seat without falling
Improve muscular strength on three out of five test items
Often overlooked sources of information and insight into a student’s abilities and disabilities in the motor domain are:
Classroom teachers
Parents or guardians
Peers
Other physical educators
In general, during an individualized education program (IEP) meeting, the adapted physical educator should explain to the parents or guardians the present level of performance of their child:
In play behaviors and skills
In locomotor patterns and object control skills
In the motor domain
In physical fitness and sport skills
When explaining to the academic classroom teacher that a student has gross and fine motor splinter skills, which statement needs to be made for clarification?
A splinter skill is being developmentally delayed with gross and fine motor skills
A splinter skill is dribbling in a basketball game but not around a line of cones
A splinter skill is a neurological inability to perform specific gross and fine motor skills
A splinter skill is being able to skip but unable to hop
Legislation mandates that members of the individualized education program (IEP) team should include which individual whenever appropriate?
Lawyer for the parents
Principal or designee
Student with a disability
Student’s physician
When interpreting test scores to parents, it is best to explain their child’s results in terms of:
Standard deviations
Standard scores
Raw scores
Percentiles
After an initial motor assessment is conducted on a student, eligibility for placement into adapted physical education is based on:
Criteria established by the federal government
A standard criterion of two standard deviations below the mean on a standardized test
Criteria established by the local education agency (LEA)
Professional judgment of an adapted physical education specialist
The optimal service delivery option for a student with mild disabilities would generally be:
Placement in general physical education with assistance as needed
Placement in self-contained physical education classes
Placement in adapted physical education
Placement in physical therapy
When determining placement of a student with disabilities into an adapted physical education class, the decision should be made by:
A multidisciplinary team
The adapted physical educator
An outside agency
The school principal
When reporting the results of motor assessment, one should first present:
Statements of fact about the student’s present level of performance
Impressions from the teacher observation
Results of parental interviews
Inferences about how well the individual is likely to perform
Facility modifications to accommodate students with disabilities are defined in:
Legislative guidelines for accessibility
Individualized education programs (IEPs)
School policies for accommodation
Building guidelines and codes
In order to stay current with trends and practices in motor assessment of individuals with disabilities, adapted physical educators should:
Consult with related service personnel
Attend workshops and conferences
Review assessment procedures for students without disabilities
Review individualized education programs (IEPs) of students with disabilities
The Test of Gross Motor Development, using criteria for locomotor and object control subtest items, is more useful for making:
Fitness level decisions
Sport participation decisions
A determination for a more comprehensive evaluation
Placement decisions
Assessing the present level of performance:
Is an ongoing process
Occurs once a year
Is conducted at the beginning of a program
Uses criterion-referenced scores
Federal and state legislation requires that physical education provided to students with disabilities must:
Be in adapted physical education classes
Include sport and lifetime skills
Be based on standardized test results
Be free and appropriate
Each physical educator should be familiar with various service delivery options or models of service delivery available in their:
Local education agency (LEA)
Local school
Special education department
State education agency
If the guardians of a child with cerebral palsy and a hearing impairment are not pleased with the quality of the motor assessment conducted by the adapted physical educator, the next step is:
Request that the motor assessment be administered a second time by the school’s adapted physical educator
Sign their child’s individualized education program (IEP) stating that they agree with the new goals and objectives
Transfer the child to another school system that has a highly qualified adapted physical educator
Request that a second motor assessment be conducted by an adapted physical educator not employed in that school system
When reporting the results of motor assessment, one should discuss:
Whether the student with the disability belongs in the physical education class
How the student compares to other peers with the same disability
Personal opinion about how the student will perform in class
How the student compares to individuals with other disabilities who were previously tested
When reporting motor assessment results to the multidisciplinary team, a clear distinction should be made between:
Test behavior and motor performance
Data and norms
Facts and opinion
Standards and observed performances
One of the first motor assessment results reported should be:
What the student is capable of doing
What the student’s needs are
What the test standards are
Whether the student would qualify for special services
One way to integrate the efforts of the general physical educator, parent, classroom teacher, and adapted physical educator is to write a step-by-step progression for teaching/learning, which is referred to as a:
Routine
Lesson plan
Task analysis
Motor sequence
Professionals in the community who can help facilitate the transition from school to community-based physical activity programs are:
Therapeutic recreation specialists
Nurse practitioners
Little League coaches
Physical therapists
In order to effectively transition students with disabilities into community-based activity programs, it is important to know:
Whether or not competitive sports are part of the program
The qualification of professionals who conduct the programs
The accessibility of community-based programs
Whether or not the programs charge for participation
What is the name of the strategy in which a task is broken down and the last movement is taught, then the second-to-last movement plus the last movement are taught, etc.?
Reverse discrimination
Part-whole-part method
Inverted task progression
Backward chaining
One advantage of using curriculum-based assessment is that the teacher:
Does not have to follow standardized procedures
Can teach the student the skill during testing
Can assess the student in a more natural environment
Uses information about motor performance based on parent input
While being assessed with the Test of Gross Motor Development, a student demonstrates uncoordinated bilateral movements and low muscle tone. The tester may recommend that this student be evaluated for:
Recreation therapy
Special education
Physical therapy
Speech therapy
