Georgia teacher certification tests, field 15: mental handicaps, 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 15: Mental Handicaps
Objectives and Assessment
Characteristics
Produced by Georgia Assessment Project
Georgia State University
For Georgia Department of Education
Division of Assessment Atlanta, Georgia
Objectives effective March 1989 First printing December 1988
First revised printing June 1992

2
The Georgia Assessment Project (GAP), 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 Special Education: Mental Handicaps. This field was formerly called Mental Retardation. The objectives defined in this guide are based on an extensive job analysis carried out by the Georgia Assessment Project. Approximately 4,000 special education 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 educators-examined 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 Special Education: Mental Handicaps. Educators from across the state of Georgia participated in the preparation of these objectives. These objectives became effective with the March 11, 1989, administration of the TCT in Mental Handicaps. 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 also be aware that
1. The TCT items are multiple choice with four possible answers. Each test item has 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 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 number of correct answers on the total 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 and/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 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. Each objective is 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 the mentally handicapped); and a context (e.g., instructional materials).
An objective might read, "The educator identifies characteristics of individuals with mental handicaps and the implications of these handicaps for learning within 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., in Objective 01, "data collection" is a content component). An indicator describes content within a content component (e.g., in Objective 01, "formal assessment" is an indicator under the component "data collection." Some content 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 is labeled with a number and a verbal description. Answers for sample items are indicated by bold italics.
Using the Objective Reference Number The objective reference number is a six digit numeric code which identifies pertinent information
about any test item. Objective reference numbers are used to designate test items by 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 (031131) identify the objective for which the item has been written. Objective 03 deals with curriculum content and instructional strategies for individuals with mental handicaps-.-
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The third digit (031131) indicates a specific content component within an objective. All

objectives have at least one content component. Content component 1 is academics for Objective

03.

-

The fourth digit (031131) refers to an indicator, if there is one within a content component.
1 Indicator in this case refers to reading. If there are no indicators for the content component, the
fourth digIT is O.

The fifth digit defines (0311g1) the level of mental handicap addressed in the item.

The final two digits (031131) define the context in which the problem situation is presented.

1. mildly mentally handicapped 2. moderately mentally handicapped 3. severely and profoundly mentally handicapped 4. general across all mental handicapping conditions

The sixth digit (031131) defines the setting of each item.

1. Instructional environment - items which require the educator to apply knowledge in hypothetical situations.
2. Academic materials - items which relate to factual or academic material. Items which have no setting are considered to be in an academic context.

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Field 15: Mental Handicaps 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 13-19 percent of the items on the test.

Objective 02: The educator identifies characteristics of individuals with mental handicaps and the implications of these handicaps for learning 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 03:

The educator identifies curriculum content and instructional strategies for individuals with mental handicaps 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 04: 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 9-15 percent of the items on the test.

Objective 05: The educator identifies principles related to the development and implementation of the Individualized Education Program (IEP) in the context of the instructional environment. This objective accounts for approximately 12-18 percent of the items on the test.

Objective 06: The educator identifies principles of classroom management in the context of the instructional environment and academic materials. This objective accounts for approximately 13-19 percent of the items on the test.

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TEACHER CERTIFICATION TESTS Field 15: Mental Handicaps
Objective 01: The educator identifies and applies principles of student assessment procedures in the context of the instructional environment and academic materials.
Assessment Characteristics:
Student assessment means determining strengths and weaknesses of individuals with mental handicaps for the purposes of
screening, determining eligibility for special education placement, developing an Individualized Education Program (IEP), planning instruction, evaluating instruction, and planning behavioral interventions. Assessment includes data collection, interpretation of data for individual students or groups of students, and planning for assessment. Items test both formal and informal procedures used to assess physical development, social/emotional development, cognitive development, language development, educational achievement, and adaptive behavior. Formal assessment procedures include norm-referenced tests, criterion-referenced tests, and other commercially available assessment materials. Informal assessment procedures include observations (systematic and anecdotal), teacher-made tests, teacher-designed interviews, and teacher-made checklists. Items may require the educator to select assessment methods to determine strengths and weaknesses based upon information given about an individual student. Items may also require the educator to translate assessment data into descriptions of strengths and weaknesses which then guide educational planning, monitoring of progress (academic or behavioral), and evaluation of instruction.
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Content Component 0110 planning for assessment
Indicator 0111 need for assessment Items test whether the educator can examine information available from such sources as student records, case histories, or assessment reports and determine what additional information may be needed for educational planning and/or eligibility purposes. Assessment reports may include information from the Student Support Team and psychological reports. Indicator 0112 distinction between formal and informal assessment procedures Items test whether the educator can distinguish between formal and informal assessment procedures for various purposes such as monitoring student progress or determining strengths and weaknesses. Indicator 0113 sources of information Items test whether the educator can select the appropriate source for assessment information. Sources of assessment information may include
criterion-referenced achievement tests, norm-referenced achievement tests, behavior rating scales, group-administered intelligence tests, individually administered intelligence tests, language development tests, psychomotor evaluations, end-of-Ievel reading and math tests, anecdotal records, and systematic data collection techniques.
Content Component 0120 data collection
Indicator 0121 informal assessment Items may test whether the educator can select a design, method, or recording procedure for collecting data and recording student responses during informal assessment. Items may test whether the educator can recognize appropriate implementation of an informal assessment design, method, or recording procedure. This includes the recognition of appropriate statements for inclusion within anecdotal records.
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Indicator 0122 formal assessment Items may test whether the educator can determine from a description of a testing situation whether formal procedures have been followed or violated. Items may test whether the educator can read an example of a standardized procedure and select the appropriate sequence of events to meet the requirements for standardized scoring.
Content Component 0130 interpretation
Indicator 0131 standardized scoring Items may require the educator to determine the raw score from a sample test protocol or determine baseline and ceiling scores. Items test whether the educator can convert raw scores to standard scores using examples of tables or charts. Concepts include
means, standard deviations, percentile ranks, and grade level equivalencies. Items do not test computation of standard scores. Indicator 0132 interpretations of results Items may test whether the educator can interpret standard scores and determine their meaning in relation to the student's performance level, intellectual potential, or academic achievement. Items may require the educator to interpret information from informal data collection designs, methods, or recording procedures and determine their meaning in relation to the student's performance level, intellectual potential, or academic achievement. Interpreting information may include reading graphs, analyzing and synthesizing anecdotal record information, interpreting interview transcripts, or analyzing checklist data.
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Examples for Objective 01:
011311
sources of information
Eight-year-old Tim is a student with a mild mental handicap. Mrs. Jones has observed that he sits near any visual aids that are being used. He disrupts the class because he does not attend to written material and repeatedly asks other students to point to the place where his group is reading. Tim complains of headaches and his eyes are red most of the time.
Which test would be most appropriate for assessing Tim's observed problem?
(A) achievement (8) hearing (C) intelligence (0) vision
011312
sources of information
Which evaluation instrument would provide the most relevant information for planning short-term objectives for a student with mild mental handicaps?
(A) group-administered intelligence test (8) individually administered intelligence test (C) group-administered criterion-referenced test (0) individually administered criterion-referenced
test

011321
sources of information
Susie is an 8-year-old student who has just moved into the district from another state. Her records have not yet arrived, but she has been placed in a classroom for students with moderate mental handicaps based on records her parents had from her previous school.
Susie has cerebral palsy. Her left side is stronger than her right. She walks but falls often. She resists using her right arm. She is small for her age, legally blind, and overly active. She also exhibits several behaviors which are disruptive in class.
Formal and informal classroom data and evaluations indicate that Susie is functioning in the 2 to 3-6 year age range, with the exception of the speech and language area where she functions at the 5-5 year level.
Which would most accurately assess Susie's adaptive behavior?
(A) waiting for prior records to arrive and gleaning information from anecdotal records and conference notes
(8) arranging for an observer to monitor Susie's interactions and helping to complete adaptive behavior scale
(C) observing Susie and interviewing parents
using a standardized adaptive behavior scale
(0) using standardized test scores from 2 years ago

011342
sources of information
Which is an appropriate source of information to use when assessing a student's adaptive behavior?
(A) performance on an 10 test (8) conduct record on report cards (C) interview with student's parents (0) standardized achievement test score

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Examples for Objective 01: 012141 informal assessment

Student: Jay

Date: May 24th

Observer: Lucy Ray

Time: 9:15 a.m.

1 Jay was playing with blocks. 2 Hank came over and picked up a truck that
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 contains inappropriate material for inclusion in an anecdotal record?

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

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013141
standardized scoring
An achievement test requires a student to assemble blocks within 30 seconds to reproduce a design. The manual states that the examiner must record correctness of the reproduction design (pass or fail) and the amount of time the student takes to complete the design. The raw score is the number of correct responses completed within the prescribed time limits.

Trial
1 2
a
4 5 6 1

Pass
V-
VV-
V-

Fail
VVV-

Time
20 sec. 25 sec. 28 sec. 35 sec. 29 sec. 31 sec. 26 sec.

Which is the correct raw score?
(A) 2 (8) 3 (C) 4
(D) 1

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Examples for Objective 01:
013241
interpretation of results
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 for appropriate behavior was given. These data have been collected.

Sam's Out-of-Seat Behavior
J 12 roo
10 ~

8~
:[
t(baseline)
2 III

(intervention)

0

2

4

6

8 10 12

Day

The data indicate that

(A) social praise begins to take effect by Day 9.
(8) social praise is effective in decreasing this behavior.
(C) social praise is not effective in decreasing this behavior.
(D) not enough data has been collected to determine the effect of social praise.

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TEACHER CERTIFICATION TESTS Field 15: Mental Handicaps
Objective 02: The educator identifies characteristics of individuals with mental handicaps and the implications of these handicaps for learning in the context of the instructional environment and academic materials.
Assessment Characteristics:
Items may test whether the educator can identify characteristics of individuals with mental handicaps and the implications of these handicaps for learning and educational programming. Characteristics of individuals with mental handicaps include cognitive development, communication skills, learning processes, personal and social characteristics, physical characteristics, and related disabilities. Items may test whether the educator can identify characteristics of the mentally handicapped that distinguish them from other students with handicapping conditions. Items do not include methods for modifying these characteristics. Modifications or instructional strategies are covered in Objective 3.
Content Component 0210 cognitive development
Items may test whether the educator can identify the developmental stage of an individual with a mental handicap based on descriptions of behaviors or a sequence of behavioral changes. Items may test whether the educator can identify characteristics of normal cognitive development in order to identify delayed or aberrant development. Note: Normal language development and its cognitive components are covered under Content Component 0220.
Content Component 0220 communication skills
Indicator 0221 language development Items test whether the educator can identify stages of expressive and receptive language development. Items may require the educator to identify characteristics of expressive and receptive language development. Indicator 0222 augmentative communication Items test whether the educator can identify communication systems such as communication boards, switches, computers, sign language, and gestures. Indicator 0223 idiosyncratic communication Items test whether the educator can identify and interpret vocal and non-vocal idiosyncratic communication such as facial expressions.
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Indicator 0224 language delays, deficits and differences Items test whether the educator can distinguish language delay, language deficit, and language difference. Language delay means that the stages of language development are reached but at a significantly later age than that which is considered normal; that is, a pervasive developmental lag is evident. Language deficit means significant difficulties in comprehending, expressing, or otherwise functionally using spoken language. Students with language deficits may have trouble communicating orally because they cannot derive meaning from what they hear and/or because they cannot express their ideas in words or other symbols. Language difference means oral communication which is not standard American English.
Content Component 0230 learning processes
Indicator 0231 expectancy Items test whether the educator can identify and interpret how expectancy operates within individuals with mental handicaps. Expectancy is the way in which a learner approaches a task or situation based on previous experience. Indicator 0232 selective attention Items test whether the educator can identify and interpret how selective attention operates within individuals with mental handicaps. Selective attention is the way in which the learner scans a stimulus field, locates relevant information, and attends to it. Indicator 0233 memory Items test whether the educator can identify and interpret how memory operates within individuals with mental handicaps. Memory is the ability to store and retrieve information. Indicator 0234 generalization Items test whether the educator can identify and interpret how generalization operates within individuals with mental handicaps. Generalization is the ability to apply knowledge to new situations.
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Content Component 0240 personal and social characteristics
Indicator 0241 social competence Items test whether the educator can identify and interpret characteristics of social competence in individuals with mental handicaps. Social competence includes skills leading to appropriate behavior in various types of social situations. Note: Items asking general questions about adaptive behavior are covered by Indicator 0242. Indicator 0242 self-sufficiency Items test whether the educator can identify and interpret characteristics of self-sufficiency in individuals with mental handicaps. Self-sufficiency includes self-care skills, such as cleanliness, concern for personal appearance, self-direction, and initiative, which lead to successful independent functioning.
Content Component 0250 genetic and environmental etiologies
Items test whether the educator can identify related health problems, physical conditions, and characteristics of secondary handicapping conditions in individuals with mental handicaps. These include primary diagnoses such as Down Syndrome and Fetal Alcohol Syndrome and secondary conditions such as cerebral palsy, sensory impairments, and seizures.
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Examples for Objective 02:
Michael is a 12-year-old student with a severe mental handicap and cerebral palsy. He is nonambulatory and is positioned in a wheelchair that has a lap tray and necessary trunk support. He is totally dependent upon family and staff for all selfcare needs. His hearing and vision are within normal limits. Michael's diet consists of pureed food and thickened liquids, and he must be spoon fed due to his poor oral I motor development.
He is functioning at the 10-month age level according to adaptive behavior tests. He is a very social child. He loves adult attention and will often seek it by establishing eye-contact and vocalizing "ah." He smiles or laughs when talked to or given vestibular stimulation. He recognizes familiar adults and peers and will look at them when requested. When given a verbal cue and an array of three familiar objects, Michael will look at the one named. During meals, he responds to the verbal cue, "Michael, do you want more?" by vocalizing "ah" to indicate that he wants more of a favorite food.
Michael's motor skills are very limited. He turns his head left to right and raises and lowers his right hand to touch objects placed on his tray or within his reach. Due to his extreme spasticity, his fingers are usually fisted so he has no deliberate grasp or release. He also has limited chair tolerance due to this spasticity. In loud, noisy, or busy situations, he hyperextends and is unable to use his right hand functionally.
He enjoys soft music and listens contentedly during leisure time. He also enjoys moving his hand on tactually stimulating, sound-producing materials. He smiles and laughs when happy and frowns or cries when unhappy or uncomfortable.
022331
idiosyncratic communication
Which best describes how Michael communicates expressively?
(A) signs
(8) uses one-word expressions
(C) has no expressive language
(0) indicates likes and dislikes via facial expressions and vocalizations

022331 idiosyncratic communication
Michael's receptive language is apparent as indicated by his ability to
(A) classify. (8) eyepoint. (C) name. (0) sort.
022142 language development
At which age will a normal child usually have the ability to use two-word sentences and an expressive vocabulary of 50 or more words?
(A) 18 months (8) 2 years (C) 30 months (0) 3 years
023342 memory
For the maintenance stage of learning, information is stored in
(A) the sensory register. (8) short term memory. (C) long term memory. (0) metamemory.

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Examples for Objective 02: 023411 generalization
Anna, a talkative seventh-grade student with a mild mental handicap, is able to confidently make change with bills and coins up to ten dollars when purchases are made from her classroom store. When she goes to work in the school concession stand, which accepts bills no larger than ten dollars, she is unable to perform the task. Anna is exhibiting a deficit in her ability to
(A) attend to important details. (B) use appropriate social skills. (C) generalize her skills. (0) articulate her needs.
024242 self-sufficiency
A deficit adaptive behavior would not include (A) learning. (B) maturation. (C) social adjustment. (0) physical adjustment.
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TEACHER CERTIFICATION TESTS Field 15: Mental Handicaps

Objective 03:

The educator identifies curriculum content and instructional strategies for individuals with mental handicaps in the context of the instructional environment and academic materials.

Assessment Characteristics:
Curriculum content and instructional strategies include determining appropriate content and formulating activities, materials, and strategies designed to teach living skills to individuals with mental handicaps.
Items may require the educator to identify instructional strategies, methods, and activities and to identify fundamental elements involved in task analysis and curriculum modifications.
Task analysis refers to analyzing an assigned activity in such a way as to divide the task into its component parts (or fundamental elements) which can then be taught to the student in incremental steps.
Curriculum modifications are alterations to a set curriculum or to a specific task within a curriculum which the teacher would make in order to adapt the curriculum to the learning styles and characteristics of students with mental handicaps.
Items may include the initial presentation, practice, maintenance, and generalization of skills.
Items do not require the educator to identify appropriate curriculum content and instructional strategies, methods, or activities for a specific student or group of students when only a label such as "mildly mentally handicapped" or "severely mentally handicapped" is given.
Content Component 0310 academics
Indicator 0311 reading
Items require the educator to identify curriculum content and instructional strategies, methods, or activities to teach developmental, remedial, or functional reading.
Developmental reading instruction includes all instruction except remedial and functional.
Remedial reading instruction is corrective instruction offered to students who are reading two years below the achievement level expected for their chronological age.
Functional reading instruction is specifically designed to teach a sight word vocabulary necessary for daily living.

Tt.l 11)

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Indicator 0312 language arts Items require the educator to select curriculum content, instructional strategies, methods, or activities to teach verbal and non-verbal communication, listening skills, and written communication. Verbal and non-verbal communication may include the use of language boards, speech reading, signing, or total communication. Written communication includes composition, grammar, mechanics, usage, handwriting, and typing. Indicator 0313 mathematics Items require the educator to identify curriculum content and instructional strategies, methods, or activities for teaching mathematics to students with mental handicaps. Mathematics includes
math readiness, basic arithmetic operations, mathematical concepts, functional economics, time, and measurement. Math readiness may include 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 and decimal fractions. Mathematical concepts include concepts such as greater thanl1ess than, shapes, and odd/even numbers. Functional economic skills include personal financial planning and management. Indicator 0314 social studies and science Items require the educator to select curriculum content and instructional strategies, methods, or activities to teach concepts of social studies and science, such as community helpers, understanding weather, understanding basic elements of government, map skills, and history of the United States and Georgia.
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Content Component 0320 life skills/social competencies
Indicator 0321 personal care Items require the educator to select curriculum content and instructional strategies, methods, and activities to teach personal care. Personal care skills include personal hygiene, eating, dressing, safety, and family life education. Indicator 0322 domestic living skills Items require the educator to select curriculum content and instructional strategies, methods, and activities to teach domestic living skills. Domestic living skills include nutrition, home management skills, and household safety. Indicator 0323 social competence Items require the educator to identify curriculum content and instructional strategies, methods, and activities to develop social competence. Social competence includes skills leading to appropriate behavior in various types of social situations, self-direction and initiative.
Content Component 0330 vocational competencies
Indicator 0331 analysis of occupations Items require the educator to identify curriculum content and instructional strategies involved in the analysis of occupations. Analysis of occupations includes learning about careers, career opportunities, and the range of possibilities within a job title such as "office worker." Indicator 0332 work adjustment Items may require the educator to identify curriculum content and instructional strategies to develop work adjustment skills in students from kindergarten through twelfth grade. Work adjustment skills are values and attitudes that lead to successful work habits such as getting to work on time, accepting supervision, working with others, and following directions. Items may include matching student characteristics to particular occupations. Indicator 0333 seeking and securing employment Items require the educator to identify curriculum content and instructional strategies to develop skills, such as searching, applying, and interviewing, which are required to seek and secure a position.
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23 Indicator 0334 service delivery Items require the educator to identify placement and service delivery models for vocational education. This includes, but is not limited to, sheltered workshops, supportive employment, job coaches, and service or activity centers.
Content Component 0340 motor skills
Items require the educator to identify curriculum content, instructional strategies, methods, and activities to develop motor skills. Motor skills include
fundamental movement skills such as fine and gross motor skills; body management skills such as coordination, balance, and posture; and physical fitness attributes such as speed, dexterity, and endurance.
Content Component 0350 recreational/leisure skills
Items require the educator to identify curriculum content, instructional strategies, methods, and activities to develop leisure and recreational skills. These skills include age-appropriate individual and group activities, which are either passive or active.
Content Component 0360 community-referenced curriculum development
Items test whether the educator can identify local vocational opportunities, leisure activities, accessibility of community facilities, and domestic activities performed within a student's environment in order to select relevant objectives.
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Examples for Objective 03:
031311
mathematics
Ms. Walker is teaching Tomika, a seven-year-old student with a mild mental handicap, how to add.
Which material should Ms. Walker use if Tomika is at the acquisition level of learning?
(A) blocks (8) a number line (C) tallies marked on a page (0) pictorial representations of the addition process
031311
mathematics
Anna, a talkative seventh-grade student with a mild mental handicap, is able to confidently make change with bills and coins up to ten dollars when purchases are made from her classroom store. After school she goes to work in the school concession stand, which accepts bills no larger than ten dollars, and she is unable to perform the task.
Which would be the appropriate first step in teaching Anna the skill of making change in the school concession stand?
(A) having Anna try the task again in the concession stand the next day
(8) asking Anna to do additional practice of this skill for homework
(C) having Anna practice the skill in her classroom for a longer period of time
(0) pairing Anna with another worker to observe the task in the concession stand

Use the passage to answer the three questions that follow.
Michael is a 12-year-old student with a severe mental handicap and cerebral palsy. He is nonambulatory and is positioned in a wheelchair which has a lap tray and necessary trunk support. He is totally dependent upon family and staff for all selfcare needs. His hearing and vision are within normal limits. Michael's diet consists of pureed food and thickened liquids, and he must be spoon fed due to his poor oral/motor development.
He is functioning at the 10-month age level according to adaptive behavior tests. He is a very social child. He loves adult attention and will often seek it by establishing eye-contact and vocalizing "ah." He smiles or laughs when talked to or given vestibular stimulation. He recognizes familiar adults and peers and will look at them when requested. When given a verbal cue and an array of three familiar objects, Michael will look at the one named. During meals, he responds to the verbal cue, "Michael, do you want more?" by vocalizing "ah" to indicate that he wants more of a favorite food.
His motor skills are very limited. He turns his head left to right and raises and lowers his right hand to touch objects placed on his tray or within his reach. Due to his extreme spasticity, his fingers are usually fisted so he has no deliberate grasp or release. He also has limited chair tolerance due to this spasticity. In loud, noisy, or busy situations, he hyperextends and is unable to use his right hand functionally.
He enjoys soft music and listens contentedly during leisure time. He also enjoys moving his hand on tactually stimulating sound-producing materials. He smiles and laughs when happy and frowns or cries when unhappy or uncomfortable.
031231
language arts
An initial communication board appropriately developed for Michael should use
(A) familiar objects.
(8) unfamiliar objects.
(C) pictures of familiar objects.
(0) pictures of unfamiliar objects.

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Examples for Objective 03: 034031 motor skills
Based on Michael's fine motor skills, which type of switch would be appropriate?
(A) light switch - activated by pushing (B) grasp switch - activated by squeezing (C) pull switch - activated when grasped and pulled (D) pressure switch - activated when touched by
any part of the body
035031 recreational/leisure skills
Which toy or object would be most appropriate for Michael?
(A) mobile (B) busy box (C) tape player (D) fire engine with siren
TeT 1~

26
TEACHER CERTIFICATION TESTS Field 15: Mental Handicaps
Objective 04: 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:
Principles of state and federal laws, rules, regulations and policies refer to those legal documents and decisions related to the educational rights of students with mental handicaps, including the impact of compliance and recording procedures.
Federal law includes P.L. 94-142 and its 1986 amendment, P.L. 99-457.
State law includes the Quality Basic Education Act and Georgia Regulations and Procedures for Exceptional Students.
Items may include only information contained in P.L. 94-142, P.L. 99-457, the Quality Basic Education Act, and Georgia Regulations and Procedures for Exceptional Students. 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 it is also contained in one of the above mentioned documents.
Items do not ask the educator to select or identify the specific number of days between legal processes or timeliness specified in the law.
Content Component 0410 local education agency responsibility
Items may test whether the educator can identify the legal rights, requirements and responsibilities of local education agencies concerning the identification and placement of individuals with mental handicaps. The legal rights, requirements and responsibilities of local education agencies include
confidentiality of personally identifiable information, the role and responsibility of the eligibility committee, 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 eligibility requirements, including definitions of intellectual functioning and adaptive behavior, for placement in programs for students with mental handicaps. Items may require the educator to identify the level of handicapping condition based on IQ scores, adaptive behavior scores, and other student information. Items may require the educator to identify the age range of students who must be provided with special education services.
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27
Levels of handicapping conditions include mildly mentally handicapped, moderately mentally handicapped, severely mentally handicapped, and profoundly mentally handicapped. Items may require the educator to identify regulations on least restrictive environment.
Items may require the educator to recognize the variety of placement alternatives as established by Georgia Regulations and Procedures for Exceptional Students. Items do not require the educator to identify the least restrictive educational placement for a specific student based on student information. Items do not require the educator to select the appropriate placement alternative based on student information but may require the educator to select appropriate groupings for consideration. 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.
Content Component 0420 comprehensive evaluation
Items test whether the educator can identify components of a comprehensive evaluation consistent with the intent of state and federal laws, rules, regulations, and policies. This includes nondiscriminatory testing. Components of a comprehensive evaluation include
multi-disciplinary 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, and hearing and vision screening before formal evaluation.
Content Component 0430 procedural safeguards of parent rights
Items test whether the educator can identify procedural safeguards of parent rights as defined by state and federal laws, rules, regulations and policies. 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 parents' right to refuse to have their child evaluated for special education services;
signed, informed 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;
appeal and hearing rights if parents disagree with local education decisions or actions; and an opportunity for parents to examine, amend, and secure a copy of their child's school
records.
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28
Items do not require the educator to identify membership or procedures for local mediation, local hearings, or state hearings. Items may test whether the educator can identify circumstances under which a surrogate parent needs to be assigned to a student. Items may require the educator to identify the role that a surrogate parent may play in regard to the student's education. Items may require the educator to identify who may legally be a surrogate parent. Items do not require the educator to identify specific information needed in the consent for evaluation or consent for placement notice. Parent participation in the development of an Individualized Education Program (IEP) is covered under this content component.
Content Component 0440 individualized education program (IEP)
Items test whether the educator can recognize the minimal 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; related services; projected dates for initiation and anticipated duration of services; appropriate objective criteria, 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. Note: Parent participation in the development of an IEP is covered under content component 0430. Items may also require the educator to identify the purpose of an IEP, appropriate participants at an IEP meeting, and the appropriate time and procedures for IEP development. Note: Applied questions concerning the Individualized Education Program are covered under Objective 05.
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Examples for Objective 04:
041021 local education agency responsibility
Susie is an 8-year-old student who has just moved into the district from another state. Her official records have not yet arrived, but she has been placed in a classroom for students with moderate mental handicaps based on records her parents had from her previous school.
Susie has cerebral palsy. Her left side is stronger than the right. She walks but falls often. She resists using her right arm. She is small for her age, legally blind, and overly active. She also exhibits several behaviors which are disruptive to the class.
Classroom data collection and evaluations (both formal and informal), indicated that Susie is found to be functioning in the 2 to 3-6 year age range, with the exception of the speech and language area where she functions at the 5-5 year level.
In addition to the teacher of the Moderately Mentally Handicapped Program and the related service providers who have evaluated Susie, who must be invited to the initial placement committee meeting?
(A) parents and school administrator or designee (8) teacher of students with mild mental handicaps (C) parents and a teacher of students with behavior
disorders (0) teacher of students with mild mental handicaps
and school administrator or designee
041042 local education agency responsibility
A student has been determined to be eligible for services in a program for students with mental handicaps.
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

042042
comprehensive evaluation
Which must be completed prior to evaluations by related service personnel?
(A) achievement testing (8) intelligence testing (C) eligibility report (0) speechllanguage screening
043042
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 obtainment of confidential
information. (0) evaluation and obtainment of confidential
information.
.04304
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 parental rights (8) asking parents if they would like a copy of their
rights
(C) prOViding the parents a copy of their rights, giving a brief explanation, and answering any
questions (0) appointing a placement committee member to
stay after the meeting to give the parents a copy of their rights, giving a brief explanation, and answering any questions

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Examples for Objective 04: 044021 individualized education program
Clara, a five-year-old student with a moderate mental handicap, lives within the transportation boundaries of the elementary school where students with moderate mental handicaps are served. Her brother also attends the school, but her parents provide transportation since they live within transportation boundaries in which regular classroom students are not transported to school. The system provides transportation to students with mental handicaps, but its route does not currently include Clara's neighborhood. In the initial placement staffing, special transportation should
(A) not be addressed since Clara lives within regular education transportation boundaries.
(8) not be addressed since Clara's parents already transport a brother to the school.
(C) be addressed, but discouraged since the bus route does not include Clara's area.
(0) be addressed and offered as a related service.
044042 individualized education program
Which is NOT included in an Individualized Education Program?
(A) initiation/duration dates for service (8) present level of performance (C) teaching strategies (0) related services
TeT 1~

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TEACHER CERTIFICATION TESTS Field 15: Mental Handicaps

Objective 05:

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:
Development and implementation of an IEP means creating an individualized education program for students based on assessment information, case histories, student records, analysis of work samples, and observational data.
Principles of the development of an IEP include a statement of present level of performance, annual goals, short-term objectives (including criteria for mastery), and related services.
Items require the educator to answer questions based on student assessment information. Community information may be provided if it is relevant. This information may include, but is not limited to, medical, psychological, psychiatric, and educational information; physical, speech, 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 synthesize various pieces of information.
Content Component 0510 present level of performance
Items may test whether the educator can analyze or interpret information from case histories, observational reports, student records, student assessment reports, and student work samples in order to identify the student's present level of performance.
Items may require the educator to identify an appropriately stated description of present level of performance.
Content Component 0520 annual goals
Items may test whether the educator can identify appropriate annual goals for a student based on information from case histories, student records, assessment information, and present level of performance.
Items may test whether the educator can recognize behaviorally-stated goals.
An annual goal is a statement which describes what the student can reasonably be expected to accomplish within a twelve-month period 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 (Individualized Education Program Resource Guide, GDE).

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32
Content Component 0530 short-term objectives
Items may test whether the educator can identify appropriate short-term objectives based on information from case histories, student records, assessment information, and annual goals. Items may test whether the educator can identify behaviorally-stated short-term objectives. Short-term objectives are measurable, intermediate steps between the student's present level of performance and an annual goal. Short-term objectives are written in observable terms and must include schedules and criteria for mastery (Individualized Education Program Resource Guide, GDE). Items may test whether the educator can identify appropriate criteria that indicate mastery of shortterm objectives and the method by which they are to be evaluated.
Content Component 0540 related services and personnel
Items test whether the educator can identify appropriate roles and functions of related personnel for implementation of the IEP. Related services are those services which are required in order to assist a handicapped student to benefit from special education. Related services and personnel may include
occupational therapy, physical therapy, adaptive physical education, nurses, audiology, mobility orientation, school psychologists, and transportation. Items do not require the educator to distinguish between services provided by an occupational therapist and a physical therapist.
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Examples For Objective 05:
051042 present level of performance
Which gives the clearest indication of a child's present level of performance for inclusion in an Individualized Education Program?
(A) points to desired objects, pulls pants up/down, toilet trained, feeds self with spoon
(8) good language, self-help skills; relates well to people
(C) language - 1 year, self-help - 6 months (0) language skill below chronological age; poor self-
help
053012
short-term objective
Which is an appropriately stated short-term behavioral objective for a student with a mild mental handicap and an attention deficit?
(A) Student will improve attention span. (8) Student will complete daily assignments within an
allotted time period. (C) Student will increase attention span by 70%
within a three-month period. (0) Student will complete daily classroom
assignment independently with 70% accuracy
during a scheduled time period.
054042
related services and personnel
Which therapeutic service would be most helpful in developing a program to improve a student's oral motor skills?
(A) occupational therapist (8) multi-handicapped teacher (C) speech and language pathologist (0) adaptive physical education teacher

054031
related services and personnel
Michael is a 12-year-old student with a severe mental handicap and cerebral palsy. He is nonambulatory and is positioned in a wheelchair which has a lap tray and necessary trunk support. He is totally dependent upon family and staff for all selfcare needs. His hearing and vision are within normal limits. Michael's diet consists of pureed food and thickened liquids, and he must be spoon fed due to his poor oral/motor development.
He is functioning at the 10-month age level according to adaptive behavior tests. He is a very social child. He loves adult attention and will often seek it by establishing eye-contact and vocalizing "ah." He smiles or laughs when talked to or given vestibular stimulation. He recognizes familiar adults and peers and will look at them when requested. When given a verbal cue and an array of three familiar objects, Michael will look at the one named. During meals, he responds to the verbal cue, "Michael do you want more?" by vocalizing "ah" to indicate that he wants more of a favorite food. He will not open his mouth for food he does not like.
His motor skills are very limited. He turns his head left to right and raises and lowers his right hand to touch objects placed on his tray or within his reach. Due to his extreme spasticity, his fingers are usually fisted so he has no deliberate grasp or release. He also has limited chair tolerance due to this spasticity. In loud, noisy, or busy situations, he hyperextends and is unable to use his right hand functionally.
He enjoys soft music and listens contentedly during leisure time. He also enjoys moving his hand on tactually stimulating sound-producing materials. He smiles and laughs when happy and frowns or cries when unhappy or uncomfortable.
Who should be consulted for positioning alternatives?
(A) adaptive physical education teacher
(8) multi-handicapped teacher
(C) recreational therapist
(0) physical therapist

1, T(T

34
TEACHER CERTIFICATION TESTS Field 15: Mental Handicaps
Objective 06: The educator identifies principles of classroom management for individuals with mental handicaps in the context of the instructional environment and academic materials.
Assessment Characteristics:
Principles of classroom management include strategies and management practices aimed at providing a positive instructional climate. These practices encompass the areas of behavior management, physical management, and personnel management.
Content Component 0610 behavior management
Indicator 0611 group management Items test whether the educator can select teacher behaviors that facilitate compliance and appropriate behavior in students within the classroom, such as reviewing classroom rules and procedures, posting rules and procedures, and maintaining consistency in management. Indicator 0612 increasing appropriate behaviors Items test whether the educator can identify strategies to increase and maintain appropriate behaviors. These behaviors include both academic and social skills. Strategies may include behavioral and cognitive strategies. Behavioral strategies include positive reinforcement and negative reinforcement. Reinforcement schedules include continuous reinforcement and intermittent reinforcement. Items may test whether the educator can identify primary and secondary reinforcers and reinforcement schedules. Cognitive strategies may include role playing, games, discussions, and cognitive-behavior modification or cognitive modeling. Indicator 0613 behavior reduction techniques Items test whether the educator can select the least intrusive strategies to reduce disruptive or inappropriate behavior. Strategies may include behavioral and cognitive strategies. Behavioral strategies may include reinforcement-based and nonreinforcement-based procedures. Reinforcement-based strategies include differential reinforcement of low-rate of responding (ORL); differential reinforcement of the omission of behavior (ORO); and differential reinforcement of incompatible (ORI) or alternative behavior (ORA). Nonreinforcement-based strategies include presentation of an undesirable event, withdrawal of a desirable event, and extinction (i.e., planned ignoring).
TCT 15

35
Cognitive strategies may include role playing, games, discussions, and cognitive-behavior modification, or cognitive modeling. Indicator 0614 maintenance and self-management Items test whether the educator can select strategies to teach self-management and identify situations in which the use of such strategies would be appropriate. Strategies to teach self-management may include verbalizations, role playing in groups or individual sessions, physical and verbal modeling, and social reinforcement for self-direction and independent decision making.
Content Component 0620 physical management
Items test whether the educator can identify strategies to enhance the learning environment. Physical management strategies may include either the physical manipulation of students or the physical modifications of classroom conditions. Items may include handling, positioning, and feeding. Items may address modifications of classroom conditions to enhance a student's ability to attend to visual or auditory information.
Content Component 0630 personnel management
Items may test whether the educator can identify strategies to instruct, supervise, confer, or consult with parents, volunteers, and other professionals. Other professionals include
regular education classroom teachers, special education classroom teachers, aides, paraprofessionals, persons from outside agencies, psychiatrists, related service personnel, and psychologists and psychometrists. Conferences or consultations may address areas such as mainstream classroom modifications, behavior management programs, respite care, medical care, adaptive equipment, counseling services, financial aid/assistance, and child protection or advocacy. Items may test whether the educator can identify instructional strategies to suggest to other professionals in working with students with mental handicaps. Items may test whether the educator can identify instructional strategies to suggest to parents in working with their child.
TCT 15

36

Examples for Objective 06:
061112
group management
Which is the most efficient teacher action for establishing class management?
(A) ignore inappropriate behavior
(8) set rules for a standard of behavior
(C) set rules for inappropriate behavior (D) set rules as inappropriate behavior occurs
061211
increasing appropriate behaviors
Jim, a twelve-year-old student with a mild mental handicap, does not stay on task unless the teacher is in close proximity. In the past, social reinforcement has been successful in reducing aggressive 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

061311
behavior reduction techniques
David, a 10-year-old student with a mild mental handicap, always argues with his teacher when she gives him an assignment. She 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
061331
behavior reduction techniques
Glen is a student in a classroom for severe mental handicaps. He screams during work time, free time, lunch, and rest time. His parents have reported that his favorite actiVity is listening to music. A behavior modification program was developed in which Glen was reinforced with music for refraining from screaming. His screaming did not decrease, and he did not respond to primary or secondary reinforcers. The screaming continues to greatly interfere with Glen's learning and is disruptive not only to the other students but also other classes. At age 5, he is not yet reaching out for objects or people in his environment.
The next step in behavioral intervention for Glen is
(A) time out. (8) response cost. (C) praise for not screaming. (D) contingent undesirable events.

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37

Examples for Objective 06:
061331
behavior reduction techniques
Hillary is a student with a visual impairment and a profound mental handicap. She bangs on various objects with her hands during unstructured time. Although she develops bruises on her hand, she is reinforced by the auditory effect of this behavior.
Which procedure would be most appropriate for modifying Hillary's behavior?
(A) response cost (B) sensory extinction (C) time out from all reinforcement (D) differential reinforcement of low-rate of responding
061411
maintenance and self-management
Debbie, a 16-year-old student with a mild mental handicap, talks out of turn in class, even though the class rule is to raise one's hand and be called on before speaking. One of Debbie's goals is to increase self-control.
Which behavior management approach would best help Debbie reach her goal?
(A) establishing a token economy for Debbie (B) verbally reprimanding Debbie every time she talks
out (C) asking Debbie to mark a self-recording sheet
every time she talks out of turn (D) asking another student to mark a recording sheet
every time Debbie talks out of turn

061411
maintenance and self-management
Georgia is a fourteen-year-old student with a mild mental handicap. Her teacher wants to teach her a self-monitoring strategy to help her turn in homework assignments.
Which is an appropriate strategy?
(A) asking Georgia's parents to sign all of her homework papers
(B) allowing Georgia five minutes of free time when she completes homework
(C) praising Georgia every time she turns in a completed homework assignment
(D) having Georgia mark a checklist every time
she turns in completed homework

TC T 1':>

38

Examples for Objective 06:
062031
physical management
Michael is a 12-year-old student with a severe mental handicap and cerebral palsy. He is nonambulatory and is positioned in a wheelchair which has a lap tray and necessary trunk support. He is totally dependent upon family and staff for all selfcare needs. His hearing and vision are within normal limits. Michael's diet consists of pureed food and thickened liquids, and he must be spoon fed due to his poor oral/motor development.
He is functioning at the 10-month age level according to adaptive behavior tests. He is a very social child. He loves adult attention and will often seek it by establishing eye-contact and vocalizing "ah". He smiles or laughs when talked to or given vestibular stimulation. He recognizes familiar adults and peers and will look at them when requested. When given a verbal cue and an array of three familiar objects, Michael will look at the one named. During meals, he responds to the verbal cue, "Michael, do you want more?" by vocalizing "ah" to indicate that he wants more of a favorite food item. He will not open his mouth for food he does not like.
His motor skills are very limited. He turns his head left to right and raises and lowers his right hand to touch objects placed on his tray or within his reach. Due to his extreme spasticity his fingers are usually fisted so he has no deliberate grasp or release. He also has limited chair tolerance due to this spasticity. In loud, noisy, or busy situations, he hyperextends and is unable to use his right hand functionally.
He enjoys soft music and listens contentedly during leisure time. He also enjoys moving his hand on tactually stimulating sound-producing materials. He smiles and laughs when happy and frowns or cries when unhappy or uncomfortable.
An appropriate learning environment for Michael would NOT include the use of a
(A) controlled rate of auditory and visual stimulation
(8) high rate of auditory and visual stimulation
(C) high rate of tactile and visual stimulation
(0) high rate of adult attention

062031
physical management
Kelly is a student with a severe mental handicap who also exhibits the athetoid form of cerebral palsy. She has great difficulty in bringing her hands together at midline to manipulate objects.
Which is the most appropriate position for Kelly to perform this behavior?
(A) lying on her side on a mat
(8) lying supine on a mat (C) sitting in a beanbag chair (0) standing with the aid of a prone board

Tel 15

39
TeT 15

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 II ofthe Vocational Education Amendments 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 II - 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 II, 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.

Test Administra.tion Unit Division or Assessment Georgia Department or Education 1866 Twin Towers East
Atlanta, Georgia 30334.-5030

FIRST CLASS

N 5/92

r

Test Administration Unit. Division of Assessment

.J

Georgia Department of Education. Atlanta, Georgia 30334-5030 (404) 656-2556

Werner Rogers. State Superintendent of Schools. 1992