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WorksheetsEIPA Written Standards Review - Part 1
Total questions: 100
Worksheet time: 53mins
As students grow and develop they become more independent, confident and their social skills mature. An interpreter should have a good understanding of these important developmental stages, when they develop and the effects they have on a child in order to adjust their interpreting accordingly.
True
False
What is one major affect hearing loss has on a child early on?
They cannot talk.
The inability to acquire language that is age-appropriate.
They cannot learn to read.
The inability to produce spoken language.
The main reason children who are deaf do not have access to a language in early development is
Because they do not have hearing aids.
Because most deaf children have hearing parents.
Because most deaf children have deaf parents.
Because deaf children cannot talk.
Between the ages of 6-11 a child develops their confidence (ability to achieve) or feelings of inferiority (an inability to achieve). Experiences at school, at home and with peer’s can effect a child’s development in these areas.
True
False
The capability to work and cooperate with others is not as important for a child as their factual knowledge that they acquire in school.
True
False
During adolescence students naturally demonstrate more initiative; interpreters should increase the amount of support in order to guide the student during this confusing time of life.
True
False
When responding to a student’s inattentiveness, the interpreter should consider the student’s level of maturity.
True
False
Interpreters should be aware that students who have a weak sense of trust, autonomy, or initiative may be unprepared for the challenges of adulthood.
True
False
Higher skilled interpreters are better equipped to work with older children since their vocabulary, and skills can better match the older student than the younger.
True
False
In order to understand a student’s current level of functioning, interpreters should meet with past interpreters and teachers to gain as much insight from them as possible.
True
False
Creating a bond with the professionals they work with is healthy for a student.
Yes, it is healthy for a student to create a bond with professionals.
No, it is not healthy for a student to create a bond with professionals.
It depends on the student's academic performance.
Only if the professionals are teachers.
Adolescents may be more comfortable with same-gender interpreters.
True
False
Peer relationships can have a big effect on what two developments throughout student’s school years?
Social and maturity
Social and cognitive
Emotional and physical
Cognitive and emotional
During middle school students develop friendships that are dependent on a great deal of communication. If a student does not have age-appropriate pragmatic skills what may his peers view him as?
Deaf and dumb
Socially awkward
Emotionally unstable
Distant and unfriendly
What is cognitive development?
Cognitive development is the ability to process language and understand it.
Cognitive development is the ability to analyze math problems and find an answer.
Cognitive development is the understanding of concepts, and the ability to think and reason.
Cognitive development is the ability to hear understand and respond using intelligent age appropriate language.
What approach to cognitive development assumes that cognitive development is independent from language development?
Cognition Independence approach
Piagetian approach
Language Independence approach
Parochialism approach
Which statement below is true?
Socialization is an important aspect of cognitive development
Socialization is not an important aspect of cognitive development
Socialization can sometimes over stimulate cognitive development
Socialization is an important aspect of cognitive development in older age group children.
It is important for interpreters to be skilled and be able to communicate concepts that are simple or used often, however it is not necessary to have the burden of handling the more complex task of communicating concepts that are new, abstract or difficult.
True
False
Cognitive organization helps students store and remember concepts. Providing students with repetition allows them to see......which all help them learn.
patterns, parallels, comparisons, and similarities
repetitions, consistency, differences, and duplication
equivalents, proportions, series, and repetitions
parallels, series, differences and comparisons
In terms of cognitive development what causes a student to learn?
when a child begins to read
When new information is presented at a level of language the student understands and then can apply it.
When a student begins to put together what they see and hear and match it with the words they know.
When there is a conflict between what a student thinks and new information that they receive.
What is the definition of cognitive scheme?
Cognitive scheme is a cognitive structure that organizes information, making sense of experience.
Cognitive scheme is mapping of information based on the input received.
Cognitive scheme is the understanding of information experienced.
Cognitive scheme is a plan use to present mathematical information to help children grasp concepts.
What different levels of abstraction in terms of cognitive skills can teachers questions require?
Demonstration of student; participation, obedience, respect for others and follow through
Demonstration of knowledge; Comprehension; Application; Analysis; Synthesis and Evaluation
Demonstration of sensory; hearing, seeing, tasting, smelling and feeling
Demonstration of educational; Advancement; Performance; Success and Completion
Name three good supports that can aid students learning new concepts.
practice, repetition and experience
verbalizing, writing and memorization
memorization, practice and verbalizing
repetition, writing and acting it out
A student’s ability to repeat a concept does not mean the student understands it. Students can memorize language without understanding what it means. What are some evidences that will help to determine if a student has learned?
A student’s ability to recite what they know in front of the class with confidence.
A student’s ability to pass an exam on first try, and remember the concepts a week later.
A student’s ability to write what they understand in a meaningful paragraph or present the information learned on a graph or chart.
A student’s ability to answer questions spontaneously about concepts or show that they understand.
How do students learn?
Students learn by doing experiments, participating in class projects and completing their homework.
Students learn from exploration, making mistakes, and self-correction.
Students learn when they review information until their memory sets in.
Students learn from watching peers and doing what they do.
Behavioral approaches to learning propose that....
Positive behavior can be encouraged by reward and negative behavior can be decreased by ignoring bad behavior until the child corrects it.
Positive behavior can be increased with soft voices and gentle coaxing to do the right thing, where bad behavior can be solved through a discipline plan set up with the parent that can be enforced at home and in school.
Positive behavior can be increased by the use of positive re-enforcers, and negative behavior can be decreased by the use of punishment or withdrawal of privileges.
Positive behavior can be increased by giving special attention to a student, and bad behavior can be corrected through note home to the parent, grades reflecting the negative behavior, and privileges taken away.
What is the goal of education?
The goal of education is for students to acquire thinking skills, and not to just memorize facts.
The goal of education is to teach children the basic skills of reading, writing and arithmetic.
The goal of education is to prepare children to be productive adults in our society by getting college educations.
The goal of education is for students to achieve knowledge in reading, math, history and the sciences, which will support them in the career they desire as an adult.
What is an essential part of language development?
hearing
reading
interaction with people
pre-k
Does an educational interpreter have any influence on a hard of hearing student’s language development?
Y
N
Sometimes
Only in certain subjects
To help the interpreter become familiar with the student’s current level of function the interpreter should...
Talk with interpreters who worked with the student previously to find out where the student’s level of functioning is.
review the students IEP with a professional
Should ask the teacher who is currently with the student.
Should discuss it with the ESE director of the school.
What three things impact a student’s ability to learn new concepts?
language level, world knowledge, and vocabulary
hearing level, ability to process information, and practice
language level, ability to process information, and vocabulary
hearing, repetition of knowledge, and memorization skills
Language Development in American Sign Language is not parallel to the development of spoken languages.
True
False
Students who are deaf or hard of hearing may have language skills that are delayed compared with their hearing peers due to ......
a learning problem
an environmental problem
a family problem
a speech problem
How is academic language different from daily conversation?
Daily conversation takes place at home or with friends and academic language is how we write and talk at school.
Conversations have more turn taking about topics that reflect a shared experience, and allow correction of mistakes, where academic language has less turn taking, longer monologues, more complex vocabulary and syntax as well as provides fewer contexts to understand the topic.
Daily conversations consists of generally topics about friends, home, and activities connected with those relationships, where academic language is conversing about subjects like Science, Math, Geography, and History.
Conversations have interrupted turn taking that never offer an opportunity to make corrections and is full of idioms and expressions, where academic language is always polite and offers much opportunity to correct grammatical errors as well as covers a multitude of academic topics.
All students and adults gesture. Gesture can be very communicative and useful as well as a linguistic part of our language.
True
False
Deaf and Hard of hearing students are often in the process of learning language in school while they are learning new concepts. Hearing students are using their language to learn new concepts. What can an interpreter do to help the deaf and hard of hearing student, if anything, to facilitate learning for the deaf or hard of hearing student?
There is nothing an interpreter can do to facilitate learning; they are to facilitate communication only. The teacher of the deaf is responsible for facilitating learning.
The interpreter can tutor the deaf or hard of hearing student on concepts they miss once they have mastered their language.
Interpreters may need to include an explanation of a concept in the interpretation in order to facilitate learning.
The interpreter must stay in their role and allow the teacher to teach, therefore the teacher can explain concepts that the student may miss.
Who should conduct language evaluations for deaf or hard of hearing students?
The ESE director should conduct all language evaluations for the deaf or hard of hearing student.
A professional who has training specific to language and the students who are deaf or hard of hearing.
The school language assessment resource person is the only person who can conduct language evaluations for the deaf or hard of hearing student(s).
The teacher of the deaf is always the person who conducts language evaluations for the deaf or hard of hearing student(s).
Students begin to produce their first words at about 16 months old.
True
False
Students begin to produce their first words or signs into a sentence at about age 2 years.
True
False
Students begin to produce complex language at about 4 years of age.
True
False
By 3 to 4 years of age, hearing students are able to use English morphology correctly most of the time. By 3 to 4 years of age, deaf students learning ASL from their deaf families are able to use verb agreement correctly much of the time.
True
False
By early elementary years, students have mastered much of their foundational use of language.
True
False
What is one of the earliest exhibits of decontextualized language?
being able to talk about past events
being able to use context clues in writing assignments
being able to talk about what is here and now
being able to use correct punctuation in sentences
What do young students use in language to help them determine how to segment language at the word sentence level, and can communicate a great deal of information about the speaker’s intention, which can benefit students in the process of learning language?
prosody
commas
syllables
sight words
At what grade do the textbook demands increase significantly, and the language becomes more complex in terms of syntax and vocabulary?
first grade
fifth grade
eighth grade
third grade
The development of classifiers happens rather quickly and students grasp them almost effortlessly because they are so descriptive, causing students to master them completely by age 7.
True
False
Students learn best when a teacher knows what they know and what they don’t know
True
False
Deaf and hard of hearing students who have ASL as their first language typically learn English from reading.
True
False
Hearing students do not need to be taught language except in special circumstances and deaf and hard of hearing students with a good command of ASL can get their language from reading.
True
False
Students do not learn words by learning a definition, they learn over time through multiple exposures, including making mistakes.
True
False
Learning Sign Language can inhibit a student’s ability to learn speech.
True
False
Student often are taught explicitly by metalinguistic teaching therefore, they master the rule of language before they truly understand the rule itself. This is not true for hard of hearing students learning sign language.
True
False
Interaction with other students is crucial in the development of language in children. Children are not as critical of other children’s language where, adults present during the student interaction can actually alter the interaction.
True
False
What has a large effect on language, especially in terms of the rules of interaction, how much we may talk with other students and adults and what we believe is the role of communication in our daily lives.
parental influences
education
cultural background
hearing loss
Why is early detection of hearing loss important?
Because detection can allow deaf and hard of hearing students to develop language that is more age appropriate when compared with their hearing peers.
Because early detection will get the student fitted with auditory equipment and the student can get a better quality education.
Because early detection can help a deaf and hard of hearing student progress in their speech training.
Because detection can allow deaf and hard of hearing students hear well and therefore can be more dependent on their hearing and less on sign language.
Interpreting for a student with a cochlear implant can mean that the student is receiving some of the teacher’s spoken message as well as the interpreted message.
True
False
There is a difference between a student who has had a hearing loss before learning a language and a student who learned speech and language and then experienced a hearing loss.
True
False
What typically causes a student you have a delay in language development?
A delay in language development typically is caused when a student has additional disabilities.
A delay in language development typically is caused when a student has not started school early enough.
A delay in language development typically is a sure sign that there is something much more seriously wrong with the student.
A delay in language development typically is caused because the student’s environment has not provided them sufficient access to language.
The students communication at home with family and communication at school do not have to be the same and will not have any real effect on the student’s classroom performance as long as they have an interpreter at school.
True
False
When a student does not have age-appropriate pragmatic skills, his peers may view him as socially awkward.
True
False
Sign Systems were designed to represent English and developed by educators, and are respected by the Deaf community and used by them when around educated people.
True
False
Educators who use sign system believes that exposure to visual English will facilitate English development. Has this been proven to be true?
This has been proven to be true
This has not been proven to be true.
Iconicity in sign language makes learning signs easier.
True
False
What is the "Individuals with Education Disabilities Act" (IDEA)?
IDEA is a state law that protects the rights of the student with disabilities, and mandates that all students with disabilities receive a free and appropriate education.
IDEA is a federal law that protects the rights of the student with disabilities, and mandates that all students with disabilities receive a free and appropriate education.
IDEA is a state law that guarantees all children who are deaf or hard of hearing will have a qualified interpreter.
IDEA is federal law that guarantees all disabled children will have a qualified specific support provider.
What is an I.E.P?
An I.E.P. is an Interpreter Educational Performance.
An I.E.P. is an Individual Education Plan.
An I.E.P is an Independent Evaluation of Parents.
An I.E.P. is an Individual Evaluation Plan.
What is an I.E.P. for?
An I.E.P. is the required form parents of disabled children must fill out upon entering their disabled child into public education.
An I.E.P is the performance part of the RID National Certification for Educational Interpreters.
An I.E.P. is a legal document required by IDEA to detail each disabled student's developmental program.
An I.E.P. is the Individual Evaluation Plan that interpreters follow when organizing their Professional Development Plan (PDP).
Who may be members of the I.E.P. team?
The interpreter, the RID president, the teacher of the deaf and the Supervisor of Schools.
The qualified interpreter, the student's family, general classroom teacher, speech language pathologist, audiologist, an administrator, a deaf educator, and the student when appropriate.
The student's family, general classroom teacher, the deaf educator, the principal, the child psychologist, and the student when appropriate.
The interpreter supervisor, the student's family, a classroom teacher, the school nurse, the audiologist and the principal, attorneys, a union representative
The interpreter is an essential member of the IEP team.
True
False
Sometimes
Never
The interpreter’s job is to help ensure that language and communication needs of the student are met, including opportunities for direct communication and instruction in Manually Codes for English only.
False
True
Sometimes
Only for some students
What are some of the support services that can be provided for the student and specified on the student's I.E.P.?
Occupational or physical therapy, counseling, note-taking, training in the use of assistive technology and help learning to work with an interpreter.
Note-taking, training in the use of assistive technology, after school tutoring, occupational or physical therapy, and Braille.
Occupational or physical therapy, vocational training, counseling, life skills, and the use of assistive technology.
Occupational or physical therapy, auditory training, note-taking, counseling, help learning American Sign Language, and after school tutoring.
The acronym LRE stand for...?
Lessons Requiring Education
Least Restricted Environment
Learners Reading Enrichment
Legal Reading Enhancement
The most important intent of the concept of LRE is to...
Allow student to be educated in the most appropriate environment for the student.
Allow the student to enhance their reading skills by being in the most appropriate reading class for their age.
Allow students to take lessons that are applicable to their disability and will allow them to grow educationally.
allow students to take legal testing that is applicable to their reading level
I.D.E.A. mandates that the IEP is reviewed how often?
at least every other year
at least every 5 years
at least every 3 months
at least once a year
74.) As a part of the IDEA mandate deaf or hard of hearing students must receive a comprehensive communication assessment in the mode of communication required by the school system.
True
False
Only if requested by parents
Only for students with additional disabilities
The IEP team should consider the interpreter’s input on the student’s language use and comprehension when making modifications regarding how the interpretation is to be conducted. True or False
True
False
Sometimes
Never
Can an IEP team modify interpreting of a classroom to support the student’s learning, rather than providing a direct interpretation of classroom content?
Yes
No, interpreting must always be direct
Only if the student requests it in writing
Only for non-academic subjects
Families who are unable to resolve a conflict with their school district regarding their student’s IEP may request an independent review by a hearing.
True
False
Only if both parties agree
Only after a court order
All the members within a classroom, teachers and students should understand the roles and responsibilities of the interpreter, and how to interact within the interpreted classroom.
True
False
Interpreters need specialized training regarding disabilities commonly encountered in students, including students who are deaf and hard of hearing.
True
False
Educational interpreters are often asked to tutor. This is perfectly acceptable without special training since they are in the classroom and aware of what is being taught.
True
False
The classroom teacher has the responsibility for educational planning, teaching and evaluation for only the hearing students in the classroom, and the teacher of the deaf is responsible for the deaf and hard of hearing students.
True
False
All adults who work in a public school have responsibility for behavior management and student safety.
True
False
Professionals working with students are required by law to report any suspicion of student abuse.
True
False
When the State Education Agency does not have minimum requirements for educational interpreters, the Local Education Agency (LEA) cannot establish their own.
True
False
School districts are accountable to the state department of education.
True
False
A school district’s financial resources are typically related to the income level of the County.
True
False
All State Education Agencies have regulatory roles in the education of students in terms of credentialing teachers and interpreters, establishing minimal standards for curriculum, and requiring annual achievement tests.
True
False
The Local Education Agency (LEA) is responsible for complying with state and federal requirements. They are responsible for staffing, placement, and delivery of services.
True
False
Is there a time when an interpreter can interpret an annual academic achievement test?
No only instructions can be interpreted on academic achievement tests.
No only instructions can be interpreted as to not unintentionally give the student answers.
Yes, if the goal of the test is to assess content knowledge and not literacy.
Yes, all academic achievement tests can be interpreted since the students first language may not be English.
Name one major problem with most standardized tests.
Most standardized tests are written at a higher reading level than most deaf students can read and therefore is almost impossible for them to score well on
Most standardized tests have been developed and standardized with hearing students in mind, therefore, some items may not be appropriate for students who are deaf or hard of hearing and may not reflect their underlying abilities.
Most standardized tests are timed and it does not give the deaf child enough time to watch the interpreter and then answer the question, causing them to be behind and under more stress than hearing students.
Most standardized tests are only allowed to have the instructions interpreted leaving the deaf or hard of hearing student left to figure out the remainder of the test on their own accord.
Which type of test uses target skills that a student is expected to have mastered by a given age?
Criterion-referenced tests
Achievement tests
Intelligence tests
Statistical tests
Achievement tests are used to determine a student’s improvement in…
linguistic knowledge of their native language
reading, writing and other content subjects
visual memory and motor coordination
psychosocial development
Which type of test generally results in scores which underestimate the cognitive and processing strategies of deaf students?
Criterion-referenced tests
Achievement tests
Intelligence tests
standardized tests
Which test attempts to measure the cognitive abilities and the processing strategies of a student?
Criterion-referenced tests
Achievement tests
Intelligence tests
Personality tests
Interpreting a lesson always makes the lesson accessible for the student.
True
False
The interpreter should continue to interpret for the student even if the student chooses to watch the teacher.
True
False
Educational Interpreters make judgments about language use with deaf and hard of hearing students based on…
When signing a visual message for a hard of hearing student, it is often the case that the interpreter will ...
interpret
transliterate
use S.E.E. sign
use Cued Speech
What is the major goal of education because it serves as the foundation for learning throughout life and why?
Reading, Writing and Arithmetic, because these subjects are the foundations of learning. If a child learns those three subjects they can do and become anything
To follow directions, because if a child can learn to follow directions they will do well in the work force and it will keep them out of jail
Literacy, because students use what they know about the world to help them read, and read to learn about the world
To reason, if a child can reason then as they mature they will be able to think for themselves and make wise decisions in their adult life.
The major goal of Deaf Education is to help a student....
Learn sign language so they can communicate with the deaf population and fit in with that culture.
Learn signed English so they can read and therefore be successful in their required school work.
Master the English language so they can learn the subjects required to graduate.
Acquire sufficient language skills to participate in the general curriculum.
