Pre-Assessment Measure 8-EDU 310/610—Teaching and Assessing Children with Disabilities Excessive gross motor movement in students with ADHD (cf. Sarver, et al., 2015) is likely determined by Subjective measures by biased clinical observers Objective measures of student activity behavior Direct measures of attentional compliance Indirect measures of impulsive behavior A correlation coefficient of 0.32 between measures of direct observation of excessive gross motor activity indicates a Useful agreement measure Minimal agreement Significant agreement Modest agreement Of the 6 symptoms of the DSM-5, excessive gross motor activity features in “hyperactivity”, 5 of 6 All of 6 4 of 6 3 of 6 Which of the following is not a characteristic of Attention Deficit Hyperactivity Disorder (ADHD)? Loses things necessary for tasks or activities. Talking excessively. A form of learning disability. Has the ability to hyper focus on tasks of interest to them. An example of instructional accommodation for a student with ADHD is Confirm the problem behaviors with a school psychologist Shorten the amount necessary to demonstrate learning Get a formal diagnosis of ADHD Keep homework assignments separate from unfinished classwork The article by Sarver, et al. (2012) is best characterized as A review of literature An empirical study An opinion A article “How to” When a student in a classroom receives a blow to the head, an appropriate definition of Traumatic Brain Injury (TBI) to use in this instance for would be An acquired injury to the brain resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child's educational performance A bump, blow, or penetrating injury to the head that disrupts normal brain function Depends if the head wound is an open or closed (blunt force)
Pre-Assessment Measure 8-EDU 310/610—Teaching and Assessing Children with Disabilities Excessive gross motor movement in students with ADHD (cf. Sarver, et al., 2015) is likely determined by Subjective measures by biased clinical observers Objective measures of student activity behavior Direct measures of attentional compliance Indirect measures of impulsive behavior A correlation coefficient of 0.32 between measures of direct observation of excessive gross motor activity indicates a Useful agreement measure Minimal agreement Significant agreement Modest agreement Of the 6 symptoms of “hyperactivity”, the DSM-5, excessive gross motor activity features in 5 of 6 All of 6 4 of 6 3 of 6 Which of the following is not a characteristic of Attention Deficit Hyperactivity Disorder (ADHD)? Loses things necessary for tasks or activities. Talking excessively. A form of learning disability. Has the ability to hyper focus on tasks of interest to them. An example of instructional accommodation for a student with ADHD is Confirm the problem behaviors with a school psychologist Shorten the amount necessary to demonstrate learning Get a formal diagnosis of ADHD Keep homework assignments separate from unfinished classwork The article by Sarver, et al. (2012) is best characterized as A review of literature An empirical study An opinion A “How to” article When a student in a classroom receives a blow to the head, an appropriate definition of Traumatic Brain Injury (TBI) to use in this instance for would be An acquired injury to the brain resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child's educational performance A bump, blow, or penetrating injury to the head that disrupts normal brain function Depends if the head wound is an open or closed (blunt force)
Pre-Assemment8-310-f17.docx