Georgia teacher certification tests, field 29: behavior disorders, objectives and assessment characteristics [June 1992]

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Werner Rogers State Superintendent of Schools Georgia Department of Education

Georgia Teacher Certification
Tests
Field 29: Behavior Disorders
Objectives and Assessment
Characteristics
Produced by Georgia Assessment Project
Georgia State University
For Georgia Department of Education
Division of Assessment Atlanta, Georgia
Objectives effective June 1990 First printing March 1990
First revised printing June 1992

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The Georgia Assessment Project (GAP) at Georgia State University has prepared this set of objectives for the Georgia Department of Education (GDE). These objectives have been verified as important content and professional knowledge required for certification in the field of Behavior Disorders. The objectives defined in this document are based on an extensive job analysis carried out by the Georgia Assessment Project. Approximately 4,000 behavior disorder practitioners statewide provided judgments on a comprehensive set of instructional tasks. Then, working with the guidance of GAP and GDE staff, groups of highly skilled content specialists-teachers, supervisors and teacher educatorsexamined the tasks and developed detailed descriptions of the knowledge that an educator must possess in order to perform those tasks competently. Over one hundred content specialists participated in this process. The objectives described in this publication, and their relative weighting on the examination, reflect the consensus of these educators. The objectives and assessment characteristics in this document are given to specially trained Georgia content specialists who write the actual test items. The items are then reviewed to ensure that they accurately assess the objective for which they are written and that they do not contain any element that will unfairly penalize the members of any group. The purpose of providing these objective specifications is to define the content and professional knowledge required of an applicant for certification in this field. The information contained in this guide will assist you in preparing for the test. We encourage applicants to study these materials to enhance their understanding of the requirements of the field and to allow realistic and confident expectations about the nature of the Georgia Teacher Certification Tests. Along with these materials go hopes for a productive and rewarding career in education. If you have questions or desire further information, please contact:
Test Administration Unit Division of Assessment Georgia Department of Education 1866 Twin Towers East Atlanta, Georgia 30334
(404) 656-2556
Werner Rogers State Superintendent of Schools
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Introduction
This guide is designed for those individuals preparing to take the Georgia Teacher Certification Test (TCT) in Behavior Disorders. Educators from across the state of Georgia participated in the preparation of these objectives. These objectives became effective with the June 1990 administration of the TCT in Behavior Disorders. When preparing for the TCT, you should review each objective, content component, and indicator. Carefully read the assessment characteristics and sample items that accompany them. The assessment characteristics and sample items are designed to show you how each objective will be assessed on the test. You should be aware that
1. TCT items are multiple-choice with four possible answers. Each multiple-choice item has only one correct answer.
2. There are no penalties for guessing. 3. While you will be given 3t hours of actual test time, you may request up to one hour of
additional time if needed. 4. There are different numbers of test questions for each objective. Look carefully at the content
weighting information given with each objective statement on page 7 to see how important each objective is. The distribution of content across objectives is based on recommendations of content experts and practitioners. The distribution will remain the same in each edition of the test. 5. In order to pass the TCT, you do not have to pass each objective. The test score is determined by the total number of correct answers on the test. Read the directions carefully before attempting to answer an item. Be sure you know what the item is asking you to do. If you need assistance in test-taking strategies or dealing with test anxiety, please seek help through a college or university counseling center.
Acknowledgements
The Georgia Department of Education wishes to express its appreciation to the group of Georgia special educators who volunteered their time and expertise to develop these objective specifications.
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Using The Objective Specifications
Objective specifications define and describe the test content for a given certification field and are used to develop test items that will appear on the Georgia Teacher Certification Test for that field. Each objective is described in two ways. Objectives are first defined in a section called Assessment Characteristics. The assessment characteristics establish parameters for item development and describe items for that objective. A second section provides several sample test items for the objective. Statement of the Objective
Objectives have been constructed so that each statement contains three parts: a response term (e.g., identifies, recognizes, selects); a content term (e.g., characteristics of students with behavior disorders); and a context (e.g., instructional environment; academic materials).
An objective might read, "The educator identifies principles of state and federal laws, rules, regulations, and policies that apply to special education in the context of the instructional environment and academic materials."
Assessment Characteristics
Assessment characteristics define what an objective is intended to test, that is, the acceptable range of content to measure an objective. The characteristics may include definitions, limits to the complexity of item types, or rules that specify which content can or cannot be used to assess the objective.
A content component further defines content within an objective (e.g., within Objective 01, "0120 - data collection" is a content component). An indicator describes content within a content component (e.g., in objective 01, "0121 - standardized assessment" is an indicator under the component "0120 - data collection"). Some components have no indicators to subdivide them.
Examples Sample test items illustrate possible item content and formats used to assess each content
component or indicator of an objective. Examples are offered as suggestions, not as restrictive guides. Each sample test item in this document is labeled with a number and a descriptive phrase. Answers for sample items are indicated by bold italics.
Using the Objective Reference Numbers
The objective reference number is a six-digit code that identifies pertinent information about any test item. Objective reference numbers are used to designate test items by the objective, content component, indicator, and context for which they are written.
Prospective examinees should use the objective reference numbers only as a way of relating sample items to the content component or indicator which they illustrate or to determine the context in which an item is asked. Candidates should not concern themselves with learning the objective reference numbering system.
Each digit of the six-digit reference number contains specific information about a test item:
The first two digits (013112) identify the objective for which the item has been written. Objective 01 deals with principles of student assessment.
The third digit (01~112) indicates a specific content component within an objective. All objectives have at least one content component. Content component ~ for this objective refers to interpretation.
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6 The fourth digit (013112) refers to an indicator, if there is one within a content component.
Indicator 1 in this case refers to direct observation. If there are no indicators for the content compone;t, the fourth digit is 90 (e.g., 0219001).
The final two digits (0131g) define the context in which the item is presented. The fifth digit (0131,12) defines the type of handicapping condition addressed in the item:
1 behavior disorders, 2 autistic, schizophrenic, or psychotic behavior, or 3 general item addressing information across conditions. The sixth digit (01311~) defines the setting of each item: 1 Instructional environment - Items require the educator to apply knowledge in
hypothetical situations. 2 Academic materials - Items relate to factual or academic material. Items which have
no setting are considered to be in an academic context.
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Field 29: Behavior Disorders Objectives
Objective 01: The educator identifies and applies principles of student assessment procedures in the context of the instructional environment and academic materials. This objective accounts for approximately 15-21 percent of the items on the test.
Objective 02: The educator identifies curriculum content and instructional strategies for students with behavior disorders and severe emotional disturbances in the context of the instructional environment and academic materials. This objective accounts for approximately 20-26 percent of the items on the test.
Objective 03: The educator identifies principles of state and federal laws, rules, regulations, and policies that apply to special education in the context of the instructional environment and academic materials. This objective accounts for approximately 15-21 percent of the items on the test.
Objective 04: The educator identifies principles relatecfto the development and Implementation of the Individualized Education Program (IEP) in the context of the instructional environment and academic materials. This objective accounts for approximately 10-16 percent of the items on the test.
Objective 05: The educator identifies intervention strategies and programs to manage the behavior of students with behavior disorders and severe emotional disturbances in the context of the instructional environment and academic materials. This objective accounts for approximately 25-31 percent of the items on the test.
Objective 06: The educator identifies program extension skills necessary for teachers of students with behavior disorders and severe emotional disturbances in the context of the instructional environment and academic materials. This objective accounts for approximately 5-11 percent of the items on the test.
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TEACHER CERTIFICATION TESTS Field 29: Behavior Disorders

Objective 01:

The educator identifies and applies principles of student assessment procedures for students with behavior disorders or severe emotional disturbances in the context of the instructional environment and academic materials.

Assessment Characteristics:
The phrase principles of student assessment means the recognition and assessment of intraindividual and interindividual differences, the administration and scoring of formal and informal assessment instruments, and the examination of student information.
Student assessment includes applying principles of data collection and interpretation of data for the purposes of
screening, development of an IEP, identifying the cause of the learner problem, planning instruction, and evaluating instruction.
Formal and informal techniques are included to assess within the social, emotional and cognitive domains and within the areas of communication skills, educational achievement, and social and emotional behavioral skills.
Communication skills refers to verbal and nonverbal expressive language as well as auditory and visual receptive language. Nonverbal expressive language includes gestures, facial expressions, and body language.
Educational achievement refers to the student's level of knowledge and skills within the areas of academic instruction, such as reading, science, language arts, social studies, and mathematics.
Assessment techniques and instruments include
standardized instruments, direct observation, interviews, anecdotal records, checklists, self-report, and teacher-made tests.
Standardized instrument refers to norm-referenced and criterion-referenced tests and instruments.
Direct observation refers to the data collection technique used to obtain information on the frequency, intensity, and duration of a behavior as well as the settings in which the behavior takes place.
Interviews includes standardized formats and open or informal formats used with parents, teachers, the student, or significant others.
Checklists include both norm-referenced and non-standardized checklists.

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Content Component 0110 planning for assessment
Items may require the educator to examine information available from such sources as student records, case histories, parent interviews, or assessment reports and determine what additional information may be needed for
screening, development of an IEP, identifying the cause of the learner problem, planning instruction, and evaluating instruction.
Assessment reports may include information from sources such as the Student Support Team and psychological reports.
Items may also require the educator to determine the appropriate source of information to accomplish a specific purpose such as screening, or planning and evaluating instruction.
Sources of assessment information may include
teacher-made tests, criterion-referenced achievement tests, norm-referenced achievement tests, behavior rating scales and checklists, projective tests, group administered intelligence tests, individually administered intelligence tests, language tests, psychomotor evaluations, adaptive behavior scales, anecdotal records, self-report, systematic data collection techniques, interviews with students, parents, teachers or other professionals, educational records, sociograms, and ecological inventories.
Items for this indicator will not ask the educator to recognize or select names of particular assessment instruments.
Content Component 0120 data collection
Indicator 0121 direct observation
Items may require the educator to select a design, method, or recording technique for collecting data and/or recording student responses during direct observation of (a) behavior(s).
Items may also require the educator to recognize appropriate implementation of a method to collect information about a student's performance or ability during direct observation.
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Indicator 0122 Interviews, anecdotal records, checklists, and self-report Items may require the educator to select a design, method, or recording technique for collecting data or recording responses during an interview, while collecting anecdotal information, when using a checklist, or when documenting self-reported information. Items may also require the educator to recognize the appropriate implementation of a method to collect information about a student's performance or ability through the use of interviews, anecdotal records, checklists, or self-report. Indicator 0123 standardized assessment Items may require the educator to determine from a description of a testing situation, when formal procedures have been followed or violated. Items may require the educator to read an example of a standardized procedure and select the appropriate sequence of events to give the test. Items may require the educator to recognize statements about why formal assessment procedures must be followed. Indicator 0124 teacher-made tests Items may require the educator to identify the appropriate questions or format for a teachermade test.
Content Component 0130 interpretation
Indicator 0131 direct observation Items may require the educator to identify interpretations that have been made from data collected through the use of direct observation. This may include reading graphs as well as analyzing and synthesizing information into a statement of performance. Indicator 0132 Interviews, anecdotal records, checklists, and self-report Items may require the educator to interpret information that has been collected through the use of interviews, anecdotal records, checklists, or self-report. This may include reading graphs, analyzing and synthesizing anecdotal records, interpreting interview transcripts, analyzing checklist data, or interpreting sociograms. Indicator 0133 standardized scoring Items may require the educator to identify the conversion of raw scores to standard scores using examples of tables and/or charts. Conversion to percentile ranks and grade equivalences are also included. Items may also require the educator to determine the raw score from a sample test protocol, determine chronological age from birth date information, or determine basal and ceiling scores.
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11 Items may include definitions of statistical terms.
basal and ceiling scores error of measurement central tendency standard score percentile normal distribution standard deviation and variance test validity test reliability grade equivalences age equivalences Items may also require the educator to interpret information from standardized assessment instruments. Items will not require the educator to compute standard scores. Indicator 0134 teacher-made tests Items may require the educator to interpret information collected from teacher-made tests. Interpretation of teacher-made tests may include the use of error analysis.
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Examples for Objective 01:

011032

013131

planning for assessment

direct observation

Which source of information would provide the most information on the frequency, intensity, and duration of a student's behavior?
(A) self-report (8) anecdotal records (C) ecological inventories (0) systematic data collection

012231
interviews, anecdotal records, checklists, and self-report

Student: Jay

Date: May 24th

Observer: lucy Ray

Time: 9:15 a.m.

1 Jay was stacking blocks. 2 Hank came over and picked up a truck which
was near Jay's block construction. 3 Jay hit Hank in anger and screamed, "No,
no, no!" 4 Hank put down the truck and walked away.

Which sentence is NOT appropriate for inclusion in an anecdotal record?

(A) 1 (8) 2
(C) 3
(0) 4

A teacher initiated a behavior modification program to reduce Sam's out-of-seat behavior. The teacher identified out-of-seat behavior as the number of times Sam was out of his seat without permission. To reduce the behavior, social praise was given when Sam was in his seat. These data were collected.

Sam's Out-of-Seat Behavior
11 .-~:~
10

8

Frequency 6

4

(baseline) : (intervention)

2

7 DAYS :

7 DAYS

aI I I I I I I I I I I I I I I

Day
The data indicate that
(A) social praise begins to take effect by the ninth day.
(8) social praise is effective in decreasing this behavior.
(C) social praise is not effective in decreasing this behavior.
(0) not enough data have been collected to determine the effect of social praise.

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TEACHER CERTIFICATION TESTS Field 29: Behavior Disorders

Objective 02:

The educator identifies curriculum content and instructional strategies for teaching students with behavior disorders and severe emotional disturbances in the context of the instructional environment and academic materials.

Assessment Characteristics:
The term instructional strategies refers to formulating activities, materials, and strategies to teach students with behavior disorders and severe emotional disturbances. Included are analyzing and adapting materials as well as identifying instructional strategies to address factors such as on-task behaviors, perseverance, and accuracy and speed of performance.
Items may include initial presentation, practice, maintenance, and generalization within the curriculum domains of academics, learning strategies, and career education.
Items may require the educator to identify functional elements involved in task analysis. Task analysis refers to analyzing an assigned activity in such a way as to divide the task into component parts that can then be taught to the student in incremental steps.
Items may require the educator to identify curriculum modifications appropriate for a particular type of student or a specific student. The term curriculum modifications refers to alterations to a set curriculum or to a specific task or set of materials which the teacher would make in order to adapt the curriculum to the learning styles and characteristics of the student(s).
Academic intervention strategies may include direct instruction, lecture, modeling, discovery learning, and programmed instruction.
Learning strategies are designed to enable a student to learn, to solve problems, to complete tasks independently, and to perform academic tasks.
Items may require the educator to identify the appropriate learning strategy to use with a particular student.
Items may require the educator to analyze the appropriateness of commercially available material for a particular student or group of students based on information about the age, interest level, and needs of students. Other factors to be considered include cost effectiveness, ease of use, and absence of biased or stereotyping elements.
Items will not require the educator to analyze, select, or adapt material for a specific student or group of
students when only given a label such as conduct disordered or autistic.
Items may require the educator to identify appropriate instructional strategies for various stages of learning.

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Content Component 0210 academics
Indicator 0211 reading and language arts
Items for this indicator test whether the educator can identify curriculum content, instructional strategies, methods, and activities related to reading and language arts.
Reading includes readiness skills, developmental reading, remedial reading instruction, and functional reading. Readiness skills refer to basic skills such as auditory or visual discrimination, letter and sound identification, and sequences. Developmental reading refers to reading skills necessary for decoding, comprehension, word recognition, and includes the use of sight words. Remedial reading instruction refers to a reading program that addresses a specific problem in a student's ability to decode, comprehend, or recognize words. Functional reading instruction refers to a specifically designed reading program that prepares a student to handle life-related skills, including vocational situations.
Reading comprehension includes following directions, understanding a sequence of events through reading, recalling details, determining the main idea, making inferences, drawing conclusions, and evaluating what is being read.
Reading material may include basal readers, programmed readers, subject-area material, and supplemental reading material.
Instructional strategies and/or approaches may include sight method, phonics, basal, language experience, linguistic, and eclectic.
Language arts includes both oral and written communication skills. Oral communication skills include language comprehension, language expression, and language use.
Language use is referred to as pragmatics. Pragmatics includes the rules for language in social contexts. These rules may include manner of communication, how to enter and exit a conversation, establishing and maintaining topic, giving and receiving feedback, and anticipation of listener needs.
Strategies to teach oral communication skills may include augmentative communication systems.
Items may also address the elimination of aberrant language behavior. Aberrant language behavior may include echolalia, metaphorical language, perseveration, and pronoun reversal. Written communication includes the writing process, composition, grammar, mechanics, semantics, and pragmatics. Stages of the writing process include rewriting, drafting, revising, editing, proofreading, and preparing the final copy. Components of written composition include content (the development of ideas and details), awareness of purpose, organization, and style. Grammar includes parts of speech, sentence complexity, sentence types, and phrases. Mechanics include spelling, capitalization, punctuation, manuscript, and cursive writing.
Language skills also include receptive listening skills such as following directions, understanding a sequence of events through listening, recalling details, getting the main idea, making inferences and drawing conclusions, making judgments, and evaluating what is being said.
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Indicator 0212 mathematics Items require the educator to identify curriculum content, instructional strategies, methods, and activities related to mathematics. Mathematics includes math readiness, basic arithmetic operations, mathematical concepts, math reasoning, and measurement. Math readiness may include distinguishing shapes, sorting, one-to-one correspondence, and number concepts. Basic arithmetic operations involve calculation processes such as addition, subtraction, multiplication, and division of whole and/or fractional numbers. Mathematical concepts include items such as greater thanlless than, negative numbers, percents, exponential factors, decimals, and geometric figures. Math reasoning involves applying quantitative reasoning and logical thinking skills. This may include story problems in which the student determines which computation process(es) to apply to solve the problem or the interpretation of information presented through visual materials such as charts and graphs. Measurement involves the use of time and measurement in daily living. Measurement may include metrics.
Content Component 0220 learning strategies
Items may require the educator to identify learning strategies designed to enhance psychological learning processes in such areas as attention, memory, organization, and reasoning skills.
Items may also require the educator to identify appropriate instructional strategies for various stages of learning.
Stages of learning include acquisition, proficiency, maintenance, and generalization.
Items may also require the educator to identify definitions of learning strategies. These may include mnemonic techniques, drill, self-monitoring, verbal mediation, verbal rehearsal, questioning techniques, and clustering/grouping/categorizing.
Note: Items for this content component do not address a specific academic area covered by other content components or indicators in this objective.
Content Component 0230 life skills
Items may require the educator to identify instructional strategies and activities to teach problem solving and life skills. Problem solving includes strategies aimed at solving problems that arise in daily living situations through the use of behaviors such as requesting clarification, organizing, priority setting, and decision making. Note: Mathematical problem solving is covered under 0212. Items may also require the educator to identify instructional strategies and content involved in analysis and exploration of occupations and career preparation.
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16 Analysis of occupations includes learning about careers and career opportunities and learning about the range of possibilities and responsibilities within any job title such as "office worker." Items may also require the educator to identify instructional strategies and curriculum content to develop life skills throughout the educational program (kindergarten through 12th grade). Life skills include the ability to apply technology to improve daily living, family living skills, time management, skills for employment, and leisure skills. Family living skills are skills necessary to function as an adult, either independently or in a community group living situation. These skills may include appropriate dating and sexual behavior, parenting skills, and homemaking skills. Skills for employment may include skills required to secure and keep a job, and values and attitudes necessary to maintain employment. Skills required to secure and keep a job may include appropriate interview skills, knowing how to ask for assistance, appropriate social interaction with coworkers, and knowing how to accept and quit a job. Career guidance includes occupational decision making (i.e., matching individual student characteristics, interests, and abilities to the requirements of specific occupations). Items may also require the educator to identify community resources or employment opportunities to provide skill training for career preparation. These may include work-study programs, sheltered workshops, job coaches, and work activity sites.
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Examples for Objective 02:
021121
reading and language arts
Arthur, a five-year-old student, exhibits autistic-like behavior. His teacher has observed that Arthur does not use pronouns appropriately. Informal and formal language assessment indicate that Arthur has a receptive language deficiency.
Which strategy would NOT be appropriate to increase Arthur's language skills?
(A) using simple sentences when talking to Arthur (8) using sign language paired with verbalization
when talking with Arthur (C) will verbally labeling for Arthur events, people,
and objects as they occur in the classroom (0) using c/oze sentences with Arthur to elicit
correct pronoun usage
021111
reading
Andy, a 12-year-old student, demonstrates good abilities in decoding words and is building a sight vocabulary. However, his reading comprehension is adversely affected because of his weakness in learning and retaining the meaning of new vocabulary.
Which would be appropriate to use to develop Andy's vocabulary?
(A) phonetic series (8) linguistic reader (C) newspapers or magazines (0) language experience stories
021231
mathematics
Ms. Walker is teaching Michael, a seven-yearold stUdent, how to add.
Which is the most appropriate material to use at the acquisition level of learning?
(A) calculator (8) manipulatives (C) marks on a page (lines) (0) pictorial representations of the addition
process

021321
math
Jane has just completed the textbook chapter on long division. On the end of chapter test, she completed all of the items accurately except for the word problems, which were all incorrect.
Which would be the first step to determine remediation strategies for Jane?
(A) providing extra practice in problem solving
(8) administering another version of the long division test
(C) returning to the test and asking Jane to correct the word problems
(0) asking Jane to read and explain the word problems to the teacher to determine if the difficulty is in reading

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TEACHER CERTIFICATION TESTS Field 29: Behavior Disorders

Objective 03:

The educator identifies principles of state and federal laws, rules, regulations, and policies that apply to special education in the context of the instructional environment and academic materials.

Assessment Characteristics:
The phrase principles of state and federal laws, rules. regulations. and policies refers to those legal documents and decisions related to the educational rights of students with special educational needs, including the impact of compliance and recording procedures.
Items may include only information contained in P.L. 94-142, P.L. 99-457, as interpreted in Georgia's Regulations and Procedures for special education. Information contained in School Standards, Georgia State Board of Education minutes, or changes made in policy due to state or federal court cases is not included unless the information is also found in Georgia's Regulations and Procedures for special education.
Items may require the application of knowledge about characteristics of students with behavior disorders or those students who have been identified as severely emotionally disturbed.
Items do not ask the educator to select or identify the specific number of days between legal processes or time lines specified in the law.
Content Component 0310 local education agency responsibility
Indicator 0311 due process
Items may require the educator to identify the legal rights, requirements and responsibilities of local education agencies concerning the placement of students with behavior disorders and severe emotional disturbances.
The legal rights, requirements and responsibilities of local education agencies include eligibility requirements, confidentiality of personally identifiable information, the development of the eligibility report, the role and responsibility of the placement committee, and placement procedures, including the role of the Student Support Team as a regular education initiative.
Items may require the educator to identify the age range of students who must be provided with special education services.
Items may also require the educator to identify regulations on least restrictive environment.
Items may also require the educator to recognize the variety of placement alternatives as established by Georgia's Regulations and Procedures for special education.
Items do not require the educator to identify the least restrictive educational placement for a student based on student information.
Items do not require the educator to identify when the eligibility report is completed.
Items do not require the educator to identify legal class size standards or age ranges within classrooms.
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Indicator 0312 characteristics
Items may require the educator to identify the characteristics of students with behavior disorders as specified in Georgia's Regulations and Procedures for special education.
Characteristics of students with behavior disorders and severe emotional disturbances include aspects of one or more of the emotionally based characteristics, as specified in Georgia's Regulations and Procedures for special education, and are exhibited in sufficient duration, frequency and intensity so as to interfere significantly with educational performance and require the provision of special education services.
The characteristics specified in Georgia's Regulations and Procedures for special education include
an inability to build or maintain satisfactory interpersonal relationships with peers and lor teachers and, for preschool-age children, with care providers;
an inability to learn that cannot be adequately explained by intellectual, sensory, or health factors;
consistent or chronic inappropriate type of behavior or feelings under normal conditions; displayed pervasive mood of unhappiness or depression; and displayed tendency to develop physical symptoms, pains, or unreasonable fears
associated with personal or school problems.
Items may require the educator to identify characteristics of students with behavior disorders and severe emotional disturbances that distinguish them from students with other handicapping conditions or from characteristics that are common across handicapping conditions.
Items may also require the educator to identify how these characteristics relate to specific groups and across groups within the population of students identified as behavior disordered and severely emotionally disturbed.
Items do not require the educator to differentiate between students who are socially maladjusted and those who are behavior disordered.
Severe emotional disturbances may include schizophrenia and adjustment reactions.
Severe behavioral disorders may result from autism, neurological impairments, or developmental lags.
Items may also require the educator to identify age-appropriate behavior.
Items may also require the educator to identify behaviors or indicators necessary for building or maintaining satisfactory interpersonal relations with peers, teachers, or other care providers. Behaviors or indicators may include social reasoning skills, interpersonal interaction skills, social communication skills, and group interaction skills.
Items may also require the educator to identify behaviors or indicators that interfere with building or maintaining satisfactory interpersonal relations with peers, teachers, or other care providers. These behaviors or indicators may include inability to understand social situations, social withdrawal or avoidance, physical or verbal aggression, dishonesty, and oppositional behavior or defiance.
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Items may also require the educator to identify characteristics related to an inability to learn that cannot be adequately explained by intellectual, sensory, or health factors. An inability to learn means that the student is unable to achieve commensurate with grade level or chronologicalage school placement. In addition, developmental functioning may be delayed.
Characteristics exhibited by a student who would be eligible under this component include
normal intellectual functioning, average achievement test scores, sufficient processing capabilities, intact vision, hearing, and motor skills, and atypical academic behaviors.
Atypical academic behaviors may include
lack of perseverance to assigned tasks, repeated failure in academic tasks, inability to work independently, reluctance to begin work or complete assignments, learned helplessness, failure to follow oral or written directions, disorganized work patterns, carelessness with personal property and school materials, poor transition skills, and lack of motivation.
Items may require the educator to identify normal cognitive development.
Items may also require the educator to identify inappropriate behavior or feelings under normal conditions. Normal conditions are those consistent with expectations within any given school setting. Behaviors or indicators may include inappropriate affect, escape/avoidance, destruction of property, self-injury, excessive motor activity, self-stimulation, hallucinations/delusions, selfdevaluation, tantrums, and irrational cognition.
Inappropriate affect may include unusual happiness or anger.
Items may also require the educator to identify characteristics of a displayed, pervasive mood of unhappiness or depression. Characteristics of students who are depressed may include social and/or academic withdrawal, disturbance of appetite or significant weight change, disturbance of sleep, inability to experience pleasure or happiness, loss of energy or feelings of fatigue, feelings of worthlessness, excessive or inappropriate guilt, and ideas of suicide or suicide attempts.
Items may also require the educator to identify depressed behaviors from a given description of a student's behavior.
Items may test whether the educator can identify the existence of physical symptoms that may warrant consideration as being a characteristic of disordered behavior.
Physical symptoms, pains, or unreasonable fears as displayed by students with behavior disorders are a result of an emotional disturbance and do not have a physiological basis.
Items may address personal or school problems in the areas of physical symptoms, pains, and excessive fears. Physical symptoms may include tics, nausea, headaches, dizziness, stomach pains, breathing difficulties, enuresis and encopresis, and eating disorders. Excessive fears (or anxieties) may manifest themselves as phobias concerning school, elective mutism, or hypterical blindness.
Items may require the educator to identify behaviors that are unusual for the student's developmental age.
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Content Component 0320 comprehensive evaluation
Items may require the educator to identify components of a comprehensive evaluation. Components of a comprehensive evaluation include
multidisciplinary team; assessment in all areas related to the suspected disability; the incorporation of cultural, language, and adaptive factors into the evaluation so it is
not racially or culturally discriminatory; hearing and vision screening before formal evaluation; and adaptation for handicapping condition. Items may also require the educator to identify specific assessment requirements for determining eligibility in programs for students with behavior disorders and severe emotional disturbances.
Content Component 0330 procedural safeguards of parent rights
Items may require the educator to identify procedural safeguards of parent rights. Procedural safeguards of parent rights include
written notice to parents before the public agency proposes to initiate or change the identification, evaluation, or educational placement of a student;
signed, informed parental consent before evaluation and the right to information during the referral process, including the right to refuse to have a child evaluated for special education services;
signed, informed parental consent for placement in a special education program before placement can occur;
notification to the parents that they may secure an independent evaluation of their child at public expense;
the parents' appeal and hearing rights if they disagree with local education decisions or actions;
an opportunity to examine, amend, and secure a copy of their child's school records. Items do not require the educator to identify specific information needed in the consent-forevaluation or consent-for-placement notice. Items do not require the educator to identify membership or procedures for local mediation, local hearings, or state hearings. Items may also require the educator to identify circumstances where a surrogate parent needs to be assigned to a student. Items may also require the educator to identify the role that a surrogate parent may play in relation to the student's education. Items may also require the educator to identify who may legally be a surrogate parent. Parent participation in the development of an Individualized Education Program (IEP) is covered under this content component.
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Content Component 0340 individualized education program (IEP)
Items may require the educator to recognize the legal content of an Individualized Education Program (IEP). Legal content includes
present level of educational performance, annual goals, short-term instructional objectives, specific special education placement, instructional support services, projected dates for initiation and anticipated duration of services, appropriate objective criteria and evaluation procedures and schedules for determining
on at least an annual basis whether the short-term instructional objectives are being achieved, and specific amount of time in regular education and special education. Items may also require the educator to identify the purpose of an IEP, appropriate participants at an IEP meeting, and the appropriate sequence and procedures for IEP development. Note: Applied questions concerning the IEP are covered under Objective 04. Note: Parent participation in the development of an IEP is covered under content component 0330.
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Examples for Objective 03:
031111 local education agency responsibility
A student has been determined to be eligible for services in a program for students with behavior disorders.
Who decides which program the student should enter?
(A) parents and student support team (8) parents and. school psychologist (C) placement committee (0) eligibility team
033032 procedural safeguards of parent rights
To insure that adequate preparation and testing can be achieved prior to a placement committee meeting, parental consent must be obtained for
(A) placement and school enrollment forms. (8) evaluation and school enrollment forms. (C) placement and release of confidential
information to private agencies. (0) evaluation and release of confidential
information to private agencies.
033032 procedural safeguards of parent rights
Which is the appropriate procedure to use with regard to parent rights when a student has been in special education previously?
(A) deleting the presentation of parent rights (8) asking parents if they would like a copy of their
rights (C) providing the parents a copy of their
rights, giving a full explanation and answering any questions (0) appointing a committee member to stay after the meeting to give the parents a copy of their rights, and to give a full explanation, and answer any questions

034032
individualized education program
Which is NOT included on an Individual Education Program?
(A) initiation/duration dates for service (8) present level of performance (C) teaching strategies (0) related services

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TEACHER CERTIFICATION TESTS Field 29: Behavior Disorders
Objective 04: The educator identifies principles related to the development and implementation of the Individualized Education Program (IEP) in the context of the instructional environment and academic materials.
Assessment Characteristics:
The phrase individual development and implementation of the IEP refers to formulating an individual education program for students based on formal and informal assessment information, case histories, student records, analysis of work samples, and observational data. Items require the educator to answer questions based on student assessment information. Student assessment information includes, but is not limited to, medical and psychological evaluation, psychiatric observation, and educational information; physical therapy, adaptive physical education, speech therapy, or occupational therapy reports; formal and informal measures of adaptive behavior; audiological and ophthalmological assessments; vocational assessments; family information; and transportation needs. Information may be directly stated or may require the educator to answer questions after synthesizing various pieces of information.
Content Component 0410 present level of performance
Items require the educator to analyze or interpret information from case histories, observational reports, student records, student assessment reports, and analysis of work samples in order to identify the present level of performance of a student.
Content Component 0420 annual goals
An annual goal is a statement that must describe what the student can reasonably be expected to accomplish within a school year in the student's special education program. There should be a direct relationship between the annual goal and a statement of the student's present level of performance. Items may require the educator to identify appropriate annual goals based on information from case histories, student records, assessment information, observational reports, and statements of present level of performance.
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Content Component 0430 short-term objectives
Items may require the educator to identify appropriate short-term objectives based on annual goals using information from case histories, student records, assessment information, and observational reports. Short-term objectives are measurable, intermediate steps between the student's present level of performance and an annual goal. Items may also require the educator to recognize behaviorally stated short-term objectives. Items may also require the educator to identify appropriate criteria that indicate mastery of shortterm objectives and the methods by which the student is to be evaluated.
Content Component 0440 instructional support services and special programs
Items may require the educator to identify appropriate roles and functions of instructional support services for implementation of the IEP. Instructional support services are services offered to students that enhance their educational program. Instructional support services must be specifically mentioned in the student's IEP. Instructional support services to students include physical education for handicapped students, school psychological services, transportation, and related services. Related services are those services which are required to assist a student with a handicap to benefit from special education or to receive a free appropriate public education. Related services and personnel may include occupational therapy, physical therapy, audiology, nurses, and orientation and mobility instruction. Items do not require the educator to distinguish between services provided by occupational and physical therapists. Items do not require the educator to distinguish whether a service is an instructional support service or a related service. Psychoeducational programs for the severely emotionally disturbed (SED) are covered under eligibility in Objective 03.
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Examples for Objective 04: 041031 present level of performance
Which would be an appropriate statement to include in a student's present level of performance statement on an Individualized Education Program (IEP)?
(A) language - 1 year; scattered self-help (8) language - 1 year, self-help - 6 months (C) good language, self-help skills; relates well to
people (D) points to desired objects, pulls pants
up/down, toilet trained, feeds self with spoon
042031 annual goal
Suzie's present level of performance statement on her Individualized Education Program (IEP) includes the following
displays aggressive behavior toward peers,
refuses to comply with classroom rules, engages In age-appropriate conversation
with adults, and grade-level performance on achievement
tests in reading and math. Which would NOT be an appropriate area to address as an annual goal for Suzie's IEP?
(A) remaining on task for assigned work time (8) decreasing hitting behavior during
unstructured time (C) increasing the number of reading assignments
completed in the time allotted (D) initiating appropriate conversations with
peers and adults during unstructured time
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TEACHER CERTIFICATION TESTS Field 29: Behavior Disorders

Objective 05:

The educator identifies intervention strategies and programs for managing the behavior of students with behavior disorders and severe emotional disturbances in the context of the instructional environment and academic materials.

Assessment Characteristics:
Intervention strategies and programs for behavior management mean designing appropriate interventions or strategies to teach new behaviors, increase or decrease existing behaviors, interrupt behaviors, or generalize or maintain behaviors currently in a student's repertoire.
Items may include group management as well as individual behavior management programs.
Items may include the use of operant (behavioral) or cognitive strategies. Operant or behavioral strategies include reinforcement-based and nonreinforcement-based procedures.
Reinforcement-based procedures may include the constructs of positive reinforcement, negative reinforcement, and vicarious reinforcement.
Non-reinforcement based procedures may include presentation of an aversive or undesirable event, extinction, time-out procedures, response cost procedures, and overcorrection procedures.
Overcorrection procedures include restitution and positive practice.
Items may also require the educator to identify appropriate reinforcement schedules and techniques, and types of reinforcers. Reinforcement techniques may include differential reinforcement of other behavior (DRO), differential reinforcement of an incompatible behavior (DRI), differential reinforcement of low-rate behavior (DRL), and differential reinforcement of alternative behavior (DRA).
Reinforcement schedules may include continuous reinforcement, fixed ratio schedule, variable ratio schedule, fixed interval schedule, and variable interval.
Types of reinforcers may include primary and secondary. Primary reinforcers refers to food and beverages. Secondary reinforcers may include items, materials, activities, tokens, and social reinforcers.
Cognitive strategies may include role playing, games, discussions, imaginal rehearsal, self-instruction, and counseling techniques.
Counseling techniques may include active listening, reflection, problem solving, decision making, and an analysis of beliefs.
Items may require the educator to identify a problem situation and select the appropriate strategy to deal with the situation.
Items do not require the educator to label techniques such as life space interviews or reality therapy.

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Content Component 0510 acquisition
Items may require the educator to identify strategies to teach behaviors that are not present in a student's behavioral repertoire.
Strategies may include direct instruction, shaping, and modeling.
Items may require the educator to identify reinforcement schedules, techniques and reinforcers to teach a new behavior.
Items may require the educator to identify the appropriate application of cognitive strategies to teach a new behavior.
Content Component 0520 increasing/decreasing behavior
Items may require the educator to identify appropriate strategies or intervention techniques to increase or decrease a behavior.
Content Component 0530 interrupting behavior
Items may require the educator to identify strategies or techniques to interrupt an inappropriate behavior. The strategies or techniques may include physical management, proximity control, redirection, and counseling techniques. Redirection may include corrective feedback, signaling, and humor.
Items may also require the educator to identify when the physical management of a student's behavior may be necessary based on a description of a situation, a behavior and/or interventions that have been tried and have not been successful.
Items may also require the educator to identify factors that need to be considered when evaluating when and how to physically intervene in a disruptive or dangerous situation.
Content Component 0540 generalization or maintenance
Items may require the educator to identify appropriate strategies or intervention techniques to generalize or maintain an existing behavior.
Items may also require the educator to identify factors that facilitate successful generalization or maintenance of an existing behavior. Factors that facilitate generalization may include
teaching functional behaviors, modifying the environment, using natural reinforcers, reinforcing unprompted generalizations, using common physical and social stimuli, using sufficient response exemplars, and using self-management techniques. Items may also require the educator to identify factors that may be impeding on a student's ability to generalize or maintain a learned behavior.
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Examples for Objective 05:
052031
increasing/decreasing behavior
A teacher initiated a behavior modification program to increase in-seat behavior. To increase the behavior, social praise was given when Sam was in his seat.
The behavior modification program initiated to increase in-seat behavior is an example of
(A) a token economy. (8) a contingency contract. (C) the use of response cost. (D) reinforcement of the target behavior.
052011
increasing/decreasing behavior
David, a 10-year-old student with a behavior disorder, always argues with the teacher when she gives him an assignment. His teacher feels that the behavior is caused by the attention she pays him for misbehaving.
Which technique would NOT be appropriate to modify this behavior?
(A) ignoring the behavior when it occurs (8) praising other children when they comply with
a request (C) verbally reprimanding David when he does
not comply with a request
(D) praising David when he complies with a request within 10 seconds without arguing
052011
increasing/decreasing behavior
Jim, a 12-year-old student with a behavior disorder, does not stay on task. In the past, social reinforcement has been successful in decreasing inappropriate behavior.
Which would be the most appropriate method to increase on-task behavior?
(A) praising Jim for being on-task (8) ignoring Jim's off-task behavior (C) reprimanding Jim each time he gets off task (D) establishing a token reinforcement system for
on-task behavior

050411
maintenance/generalization
Mrs. Cox wants to teach Ashley, a 14-year-old student with a behavior disorder, a selfmonitoring strategy to help her turn in homework assignments.
Which is an appropriate strategy?
(A) have Ashley's parents sign all of her homework papers
(8) give Ashley five minutes of free time when she completes homework
(C) have Ashley mark a checklist every time she turns in completed homework
(D) praise Ashley every time she turns in a completed homework assignment

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TEACHER CERTIFICATION TESTS Field 29: Behavior Disorders

Objective 06:

The educator identifies program extension skills necessary for teachers of students with behavior disorders and severe emotional disturbances in the context of the instructional environment and academic materials.

Assessment Characteristics:
Program extension skills are skills used in extending the special education program into the regular education classroom, the home, and the community, for students receiving services in programs for students with behavior disorders and severe emotional disturbances. Program extension skills include conferencing and consulting skills, communication skills, observational skills, training and supervision skills.
Conferencing or consulting may involve making available information about agencies that provide respite care, medical care, adaptive equipment, counseling services, financial aid/assistance, child protection and advocacy. Conferencing or consulting may also involve providing instruction to parents and other educators in effectively dealing with the child in the home, in the classroom or in the community. Strategies to confer may include checklists, written communication, school-based conferences, home visits, and phone calls.
Communication skills are skills that assist one in interpreting or giving information. These skills may include avoiding technical jargon, reflective listening, sharing of ideas, and corrective feedback.
Observational skills may include identifying a target behavior, sequence analysis, observation recording, and interpreting observational data. Sequence analysis refers to determing antecedent and consequences of a target behavior.
Items do not require the educator to name specific commercial programs, specific instruments for training, or checklists.
Content Component 0610 educational personnel
Items may require the educator to identify activities, materials, and strategies designed to promote cooperative interactions with regular classroom teachers, other educational experts, school social workers, and paraprofessionals. This includes mainstreaming strategies for students and public relations for the purpose of promoting a positive image of learners with behavior disorders.
Items may also require the educator to recognize appropriate modifications, or the need for modifications, for use in the regular education classroom with mainstreamed students. These modifications may include teaching style, student placement within the room, and modification of materials and activities.
Items may include instructing, collaborating, or determining appropriate procedures for an aide or paraprofessional to use within the classroom.

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Content Component 0620 parents
Items require the educator to identify appropriate strategies for use in the home. These may include setting aside fixed study times, providing an appropriate study environment, behavior management plans, and increased communication between the school and home.
Content Component 0630 other professionals
Items may require the educator to identify activities, materials, and strategies to instruct or to conference, collaborate, and consult with professionals outside the field of education to either gain information about a particular student or share information in order to provide an enhanced individualized education program. Professionals outside the field of education may include
medical doctors, Department of Family and Children Service personnel, public health agency personnel, Youth Development Center personnel, persons working for charitable organizations, Department of Youth Service personnel, and vocational rehabilitation counselors or instructors.
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32 Examples for Objective 06: 061011 educational personnel
Ray's regular education teacher reports to the special education teacher that Ray very seldom completes his classroom assignments. Which would be the appropriate first step to suggest to the mainstream teacher?
(A) determine appropriateness of classroom assignments
(8) provide a peer tutor to reinforce task completion
(C) isolate Ray to eliminate distractors (D) shorten classroom assignments
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Federal law prohibits discrimination on the basis ofrace, color or national origin (Title VI ofthe Civil Rights Act of1964); sex (Title IX ofthe Educational Amendments of1972 and Title 11 ofthe Vocational Education A mendments of 1976); or handicap (Section 504 ofthe Rehabilitation Act of1990) in educational programs or activities receiving federal financial assistance. Employees, students and the general public are hereby notified that the Georgia Department ofEducation does not discriminate in any educational programs or activities or in employment policies. The following individuals have been designated as the employees responsible for coordinating the department's effort to implement this nondiscriminatory policy.
Title 11 - Billy Tidwell, Vocational Equity Coordinator Title VI-Bill Gambill, Associate State Superintendent ofSchools, Coordinator Title IX -Ishmael Childs, Coordinator Section 504 - Wesley Boyd, Coordinator Inquiries concerning the application of Title 11, Title IX or Section 504 to the policies and practices of the department may be addressed to the persons listed above at the Georgia Department of Education, Twin Towers East, Atlanta 30334; to the Regional Office for Civil Rights, Atlanta 30323; or to the Director, Office for Civil Rights, Education Department, Washington, D.C. 20201.
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Test Administration Unit

Division of Assessment

Georia Department of Education 1866 win Towers East



Atlanta, Georgia 30334-5030

FIRST CLASS

N 5/92

Test Administration Unit. Division of Assessment Georgia Department of Education. Atlanta, Georgia 30334-5030. (404) 656-255{j
Werner Rogers. State Superintendent of Schools. 1992