Study Guide

Field 295: Learning Behavior Specialist 2: Multiple Disabilities Specialist 
Sample Constructed-Response Assignments

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Overview for the Constructed-Response Assignments

There will be two sections of the test.

Section One will consist of three stand-alone constructed-response assignments.

Section Two will consist of a case study followed by three constructed-response assignments. The case study provides a hypothetical scenario relevant to an educator in your field. You will be asked to respond to the scenario in three assignments.

You will be providing a total of six responses to the constructed-response assignments on the test.

Directions for the Stand-Alone Constructed-Response Assignments

This section of the test will consist of three stand-alone constructed-response assignments. Each of the stand-alone assignments addresses a different subarea of the test as follows:

Assignment Subarea
1 I. Understanding Students with Multiple Disabilities, Assessing Students, and Developing Individualized Education Programs
2 II. Planning and Delivering Instruction and Planning and Managing the Learning Environment
3 III. Leadership, Collaboration, and Professionalism

Each stand-alone constructed-response assignment will have two or more charges that may require you to do one or more of the following tasks:

An excellent response to each constructed-response assignment would demonstrate thorough knowledge and understanding of the subject matter for the specific test subarea. The examinee would fully achieve the purpose of the assignment by responding appropriately to all aspects of the assignment. The examinee would apply subject-matter knowledge to the specific assignment in a substantial, accurate, and appropriate manner. The examinee would also provide sound supporting evidence and high-quality examples that are relevant to the particular assignment, and demonstrate an ably reasoned, comprehensive understanding of the topic.

The constructed-response assignments are designed to assess content-area knowledge and skills, not writing ability. However, your responses must be communicated clearly enough to permit valid judgment of the scoring criteria.

Sample Constructed-Response Assignment 1

Assignment 1 is intended to assess your understanding of "Understanding Students with Multiple Disabilities, Assessing Students, and Developing Individualized Education Programs," which is the first subarea of the Learning Behavior Specialist 2: Multiple Disabilities Specialist test framework. The test objectives for that subarea are listed below Assignment 1. Your response to Assignment 1 should relate to those test objectives.

Using your knowledge of developing Individualized Education Programs (I E Pees) for students with multiple disabilities, write an essay in which you:

FOR YOUR REFERENCE ONLY—The constructed-response item for Assignment 1 is written to assess understanding in Subarea 1, "Understanding Students with Multiple Disabilities, Assessing Students, and Developing Individualized Education Programs," which consists of the objectives listed below.

Demonstrate knowledge of strategies for developing, implementing, sequencing, and monitoring short- and long-term individualized goals.

Apply knowledge of strategies for collaborating with other professionals and families in conducting individual and functional assessments and utilizing guidelines for making referrals to specialists when more information is needed to inform educational decisions.

Demonstrate knowledge of strategies for using assessment information to make program, placement (e.g., continuum of services, levels of support), and service delivery decisions for students with multiple disabilities.

Sample Strong Response to the Constructed-Response Assignment

An example of one procedure for collecting data from multiple sources in order to develop an I E P would be to administer the Vineland Adaptive Behavior Scales-2. The Vineland is a standardized assessment tool that can be used to help diagnose and evaluate the special needs of students with multiple disabilities by compiling data from both the parents and teacher. The focus of the test is adaptive behavior, including the ability to cope with environmental changes and to learn new, everyday skills and demonstrate independence. Its primary purpose is to assess the social abilities of a student. Not only does it aid in diagnosis of various disabilities but also gives valuable information for developing educational and treatment plans. The Vineland measures five domains, communication, socialization, daily living, motor skills and maladaptive behavior. Assessment consists of semi-structured interviews and a questionnaire that assesses personal and social skills. This tool is especially suitable for use with students with multiple disabilities as they often have difficulty performing in testing situations. This scale provides information from home and school that focuses on what the student can actually do in daily life, not a testing situation.

Aggregating the progress reports submitted by all service providers (e.g., teacher, S L P, P T, O T) involved with a student is another way to collect data from multiple sources when developing an I E P. Progress reports include standardized test results as well as informal assessment data. For example, a speech and language therapist would provide information about a student's receptive, expressive and pragmatic language. The physical therapist could provide updates on motor planning, strength and balance. These reports then form the basis for developing the student's I E P, including students' strengths and needs, accommodations and modifications, and goals and objectives. They are used to inform programming and placement. Placement and service delivery decisions must be based on empirical data.

During the I E P meeting, assessment data is analyzed by the stakeholders, including parents, and as age- appropriate, the student. Evaluation results of formal testing are shared in addition to classroom teacher report of academic performance and behavior. Based on review of the reports, the student's eligibility for service is determined and goals are recommended and developed. At this time the service delivery model and placement in the least restrictive environment is decided.

Once the I E P is created, stakeholders need to continue to collaborate in addressing long and short-term goals. One way to do this is by conducting biweekly team meetings with all individuals working with a student. During the meetings, long and short-term goals will be evaluated and adjusted to meet the students' needs. For example, if the student uses a P E C S system, the team will evaluate progress using the board, suggest updates to the words or symbols on the board and discuss opportunities for carryover or generalization of its use into other classrooms or settings based on student progress and needs.

Emails or written updates in the form of a communication notebook are an informal way for all stakeholders involved with a student to communicate. This is an effective way to include parent wishes in the goal development process.

Sample Constructed-Response Assignment 2

Assignment 2 is intended to assess your understanding of "Planning and Delivering Instruction and Planning and Managing the Learning Environment," which is the second subarea of the Learning Behavior Specialist 2: Multiple Disabilities Specialist test framework. The test objectives for that subarea are listed below Assignment 2. Your response to Assignment 2 should relate to those test objectives.

Using your knowledge of practices for planning and managing the learning environment, write an essay in which you:

FOR YOUR REFERENCE ONLY—The constructed-response item for Assignment 2 is written to assess understanding in Subarea 2, "Planning and Delivering Instruction and Planning and Managing the Learning Environment," which consists of the objectives listed below.

Demonstrate knowledge of strategies and techniques for modifying the learning environment (e.g., physical arrangement of the classroom, management of support services, health-related needs, positioning techniques) and using adaptive equipment to meet the physical, cognitive, behavioral, cultural, linguistic, and communication needs of students with multiple disabilities.

Demonstrate knowledge of structuring safe and inclusive learning environments that promote students' learning and engagement in academic, social, vocational, and leisure activities.

Apply knowledge of principles for developing and implementing emergency evacuation and individualized health-care plans to promote students' safety and well-being across environments.

Apply knowledge of strategies for supporting students' successful inclusion and participation in a variety of academic settings that are both age appropriate and ability appropriate (e.g., classrooms, Community-Based Instruction [C B I], community service opportunities).

Sample Strong Response to the Constructed-Response Assignment

Using an Alternative and Adaptive Communication (A A C) device would be one way to address communication needs of a student with multiple disabilities. An A A C device enables the student to effectively communicate wants and needs and improves their ability to not only communicate with others, but also participate in classroom activities and discussions. Typical A A C devices use preprogrammed icons or phrases that the student learns to access to get their needs met. The speech language therapist would set up the device and assist the student and anyone working with the student in understanding how to use it. Research has shown that A A C devices are an effective tool in helping to promote independence.

Another modification that could help students with multiple disabilities is using an adaptive table that would accommodate a wheelchair. The desk would be adjustable and allow the student to actively participate and be involved with other students in classroom activities such as a learning center. This could also be used in the cafeteria, library, art room, etc. allowing the student to be interactive with nondisabled peers.

One strategy for supporting the inclusion of students with multiple disabilities in a variety of academic settings is to have the student's paraprofessional accompany them to support inclusion across environments. This would be effective in that the paraprofessional could make modifications to materials on the spot as well as support the student with academic concepts. The teacher's role would be to model for the paraprofessional how to implement the necessary support required for the student to become a part of a lesson to the fullest extent possible. Adapting and modifying materials and concepts, as well as making physical changes to the room is necessary in order for the student to be successful in each environment. This is important because it will ensure that the student is safe and included. As the paraprofessional works closely with the student, they also glean valuable insights that can be shared with the teacher to shape programming for that student.

Another strategy would be collaboration between the regular education and special education teachers. This should include special area teachers as well as related service providers and would involve co-treating among members of the team. This collaboration would ensure that all stakeholders have common goals and expectations for the student. Collaboratively, they would develop these group goals and ensure that students have multiple opportunities to practice the same skill.

It would be the responsibility of the school nurse to initiate and develop the Individual Healthcare Plan (I H P). The nurse would develop the plan of care and disseminate the information to all individuals who work directly with the student. This could include the principal, the educational staff, the cafeteria staff, bus driver and related service providers. The school nurse would take care to follow H I P A A laws and parental concerns. The plan will be updated and modified, as needed.

Sample Constructed-Response Assignment 3

Assignment 3 is intended to assess your understanding of "Leadership, Collaboration, and Professionalism," which is the third subarea of the Learning Behavior Specialist 2: Multiple Disabilities Specialist test framework. The test objectives for that subarea are listed below Assignment 3. Your response to Assignment 3 should relate to those test objectives.

Using your knowledge of the professional roles and responsibilities involved in the education of students with multiple disabilities, write an essay in which you:

FOR YOUR REFERENCE ONLY—The constructed-response item for Assignment 3 is written to assess understanding in Subarea 3, "Leadership, Collaboration, and Professionalism," which consists of the objectives listed below.

Demonstrate knowledge of key federal and state statutes (e.g., Individuals with Disabilities Education Act [I D E A], Americans with Disabilities Act [A D A], Illinois Administrative Code, Section 5 O 4 of the Rehabilitation Act, free appropriate public education [F A P E], least restrictive environment [L R E], Family Educational Rights and Privacy Act [F E R P A], Health Insurance Portability and Accountability Act [H I P A A]).

Demonstrate knowledge of strategies for advocating effectively for students with multiple disabilities and their families, including ethically and culturally responsive strategies.

Demonstrate understanding of rights and responsibilities of stakeholders, professional groups, and community organizations in identifying, assessing, and providing services related to the education and transition of students with multiple disabilities.

Demonstrate knowledge of roles and responsibilities of school-based medical and related service providers in identifying, assessing, and providing educational experiences to students with multiple disabilities.

Sample Strong Response to the Constructed-Response Assignment

Gwen is a 14-year-old student who has the concomitant disabilities of hearing loss and intellectual disability. Gwen presents with low fine and gross motor skills, low receptive and expressive communication and also experiences stuttering when speaking. Gwen is easily fatigued and experiences headaches requiring medication. Gwen experiences inappropriate behaviors that are usually triggered when she feels frustrated or unorganized. She has difficulty articulating her frustration which leads to her throwing things, yelling and refusing to participate. Gwen is in a self-contained class for all academic subjects. Gwen does attend special area classes with typically developing peers.

One support that promotes Gwen's inclusion in the regular education setting is a paraprofessional who travels with her to help with transitions, modifying materials and monitoring fatigue, monitoring frustration levels and medical concerns. The paraprofessional works under the supervision of the special education teacher, providing carryover of strategies and consistency of programming from the special education classroom to the special area classes.

Another support that will help Gwen to be successful in the least restrictive environment is using social stories with her to help her monitor appropriate responses to stressful situations through pictures and words. The social stories would focus on common situations that frequently cause her to be frustrated and have behavioral episodes. Gwen will be encouraged to revisit the social stories and their solutions in order to promote positive interactions.

It is the responsibility of all the staff working with Gwen to meet and discuss their roles in coordinating the implementation and monitoring of the I E P in order to provide cohesiveness of service. For example, the occupational therapist would be responsible for assessing Gwen's fine motor skills, provide direct intervention to Gwen, as well as supporting teachers working with her, e.g., the occupational therapist might offer techniques and modified equipment for keyboarding.

Another responsibility of all the staff working with Gwen is to share materials and information across environments that are conducive to providing positive educational experiences. For instance, if Gwen were to use an F M (H A T S) system during the day to better hear teachers in the noisy classroom environment, the speech and language pathologist could assist the classroom teacher with the logistics of the F M system in terms of efficiently sharing the microphone among educational providers.

In order to advocate for the appropriate educational services and placement, the Multiple Disabilities Specialist (M D S) will coordinate with the C S E during the initial placement meeting to ensure that all necessary services and modifications will be provided for Gwen. By working with the school nurse, this specialist would be familiar with Gwen's medical history and the effects of various medications on her cognitive, physical, and social/emotional behaviors and oversee the sharing of this documentation. This advocacy will be ongoing in that the M D S will also collaborate with the Transition Specialist in planning appropriate accommodations and programming to ensure Gwen's continued progress throughout high school. By coordinating with the C S E and collaborating with the Transition Specialist, in accordance with I D E A, the Multiple Disability Specialist is ensuring seamless transitions throughout her education and into adult life.

Directions for the Case Study Constructed-Response Assignments

This section of the test will consist of one case study followed by three constructed-response assignments. The case study provides a hypothetical scenario, typically about a particular student, and provides background information in the form of test results, teacher reports, home surveys, notes from parents/guardians, and excerpts from professional evaluations or other information

The three constructed-response assignments will address a different subarea of the test as follows:

Assignment Subarea
1 I. Understanding Students with Multiple Disabilities, Assessing Students, and Developing Individualized Education Programs
2 II. Planning and Delivering Instruction and Planning and Managing the Learning Environment
3 III. Leadership, Collaboration, and Professionalism

Each case study constructed-response assignment will have two or more charges that may require you to do one or more of the following tasks:

An excellent response to each constructed-response assignment would demonstrate thorough knowledge and understanding of the subject matter for the specific test subarea. The examinee would fully achieve the purpose of the assignment by responding appropriately to all aspects of the assignment. The examinee would apply subject-matter knowledge to the specific assignment in a substantial, accurate, and appropriate manner. The examinee would also provide sound supporting evidence and high-quality examples that are relevant to the particular assignment, and demonstrate an ably reasoned, comprehensive understanding of the topic.

The constructed-response assignments are designed to assess content-area knowledge and skills, not writing ability. However, your responses must be communicated clearly enough to permit valid judgment of the scoring criteria.

Case Study

The case study focuses on Jaxon, a four-year-old prekindergarten child with a neurological condition causing a buildup of cerebrospinal fluid secondary to a genetic disorder. Jaxon's genetic disorder has affected his motor planning, gross-motor skills, and speech and expressive language development. Last school year, Jaxon participated in a Full and Individual Evaluation (F I E), which included an assistive technology evaluation for an augmentative and alternative communication (A A C) device. The Individualized Education Program (I E P) team is meeting to review Jaxon's progress toward annual goals and to determine his individualized educational needs.

Use the data and information from Jaxon's assistive technology evaluation to answer the three assignments. Be sure to read all the assessment data and all three assignments before you begin your responses.

Exhibit 1

Speech and Language Evaluation

Below is an excerpt of Jaxon's speech and language evaluation, which was completed last school year as part of his Full and Individual Evaluation (F I E).

Excerpt of a student's speech and language evaluation, as part of their Full and Individual Evaluation
Jaxon's speech and language evaluation, as part of his F I E

Background Information:

Jaxon is a three-year-old child who is enrolled in an integrated prekindergarten classroom with physical therapy three times per week and speech/language intervention four times per week.

Hearing, Vision, and Physical Abilities:

Jaxon's annual well-visit indicates that his visual acuity and hearing are within normal limits. He accurately identified visual images on an 84-icon grid display on a 9 point 7 inch screen.

Jaxon is ambulatory and exhibited intact, volitional control of his arms, hands, and fingers. He was able to isolate an index finger from his other digits, extend it fully, and use it to directly select icons on a touch-screen device.
Language
Subtest Standard Score Percentile Rank Interpretation
Expressive Language 50 less than 0 point 1 Significantly below average
Receptive Language 90 25 Average
Total Language 70 2 Below average

Speech:

Jaxon was unable to participate in formal speech assessments, although data obtained informally provides an accurate picture of his functional speech skills at present. Jaxon is minimally verbal, but he produces a range of communicative vocalizations to express emotions, such as frustration and surprise.

Language:

Based on the results of Jaxon's informal and formal assessment measures, he demonstrates average receptive language abilities. Jaxon's performance indicates that his understanding of vocabulary, basic concepts, and commands is consistent with same-age peers. In contrast, his expressive language development is significantly below average and is not presently keeping pace with his receptive language skills.

Augmentative and Alternative Communication (A A C):

Jaxon participated in a four-week trial to assess his readiness for a high-tech A A C device. Vocabulary words were targeted systematically each week using direct instruction, structured language-based activities, cueing, scaffolding, and positive reinforcement. The following are examples of the phrases spontaneously generated by Jaxon using icons on his A A C device: I play bubbles, I want chips, I go bathroom, all done play, and I see you.

Exhibit 2

Assessment of Basic Concepts

The information below is an excerpt of a basic language assessment completed by Jaxon's special education teacher.

Excerpt of a student's basic language assessment.
Jaxon's basic language assessment.
intentionally left blank Not Observed Emerging Consistently Demonstrated
Identifies colors intentionally left blank intentionally left blank check
Identifies shapes intentionally left blank intentionally left blank check
Identifies body parts, clothing, and school items intentionally left blank intentionally left blank check
Identifies quantities "all," "some," and "one" intentionally left blank check intentionally left blank
Distinguishes between "same" and "different" check intentionally left blank intentionally left blank
Understands words that describe dimension/size (e.g., big/little, tall/short, fat/skinny) intentionally left blank check intentionally left blank
Understands words that describe sequence (e.g., first/last, next) intentionally left blank check intentionally left blank
Understands words that describe direction/location (e.g., inside, up, next to, behind) intentionally left blank check intentionally left blank
Understands words that describe temporal relationships (e.g., then, after, before) intentionally left blank check intentionally left blank
Understands attributes (e.g., cold, slow, dry, hard) check intentionally left blank intentionally left blank

Teacher Comments:

Jaxon's acquisition of basic skills was assessed through nonverbal responses to commands and questions during play activities. He demonstrates age-appropriate acquisition of basic concepts. He enjoys a range of activities, such as painting, cooking in the kitchen, and listening to stories. Although Jaxon has made excellent progress using his augmentative and alternative communication device in structured speech sessions, he has yet to generalize these skills to the classroom. He participates minimally in morning meeting and whole-group activities, and most concerning is his limited engagement with peers.

Exhibit 3

Physical Therapy Summary of Progress

The summary below is an excerpt of Jaxon's physical therapy summary describing his gross-motor progress this Individualized Education Program (I E P) reporting period.

Excerpt of a student's physical therapy summary within an I E P reporting period
Jaxon's physical therapy summary describing his gross-motor progress.
I E P Goals
Goal Baseline Fall Progress Winter Progress
  1. By February, Jaxon will pull himself to a standing position from the floor without assistance in 9 out of 10 opportunities.
 2 out of 10 4 out of 10 7 out of 10
  1. By February, Jaxon will negotiate an obstacle course without bumping into objects and/or peers in 9 out of 10 opportunities.
 2 out of 10 4 out of 10 6 out of 10
  1. By February, Jaxon will ascend and descend stairs with a step-over-step pattern using a handrail in 7 out of 10 opportunities.
 0 out of 10 2 out of 10 4 out of 10
  1. By February, Jaxon will bend and pick up items from any surface with prompts without loss of balance in 8 out of 10 opportunities.
 2 out of 10 4 out of 10 6 out of 10
Physical Therapy Summary of Progress

Jaxon has made excellent progress this reporting period and continues to improve his strength, motor coordination, and balance. Intervention continues to target gross-motor strengthening and coordination to promote Jaxon's safety and independence within the school environment. Jaxon continues to require 1 to 1 paraprofessional support given his risk of falling and head injury and to promote his safety while navigating the class and outside play structures. Jaxon underwent a procedure for a ventriculoperitoneal shunt to drain excess cerebrospinal fluid in September of last year.

Jaxon can pull himself to a standing position from the floor with upper extremity assistance 100 percent of the time and independently 70 percent of the time. He has improved his ability to navigate obstacles in his environment, but still requires cueing to consistently avoid bumping into objects and peers. Although Jaxon has made gains in his ability to ascend and descend stairs, it remains unsafe for him to navigate stairs, slides, and climbing structures without assistance. Jaxon can bend and pick up items from the floor, but he continues to require moderate physical assistance to sustain his balance.

Exhibit 4

Communication Skills Parent/Guardian Questionnaire

The information below is an excerpt of a communication skills questionnaire completed by Jaxon's parents.

Excerpt of a communication skills questionnaire completed by a student's parents
Jaxon's parent/guardian questionnaire
How does Jaxon let you know when he:
is hungry/thirsty? Jaxon will use his talker to let us know when he is hungry or thirsty. He is quick to generate messages, such as "I want crackers" or "I want milk." Although Jaxon knows what the icons mean on his talker, he only uses his device to request foods and drinks at home.
needs help? Jaxon will typically use the sign for help. Sometimes he will vocalize to get our attention and will then show us that he needs help. Oftentimes, he needs help navigating a game on one of his touch-screen devices or telling his sisters to stop doing something that he finds annoying.
wants more? Jaxon will sign "more" and has been doing this since he was enrolled in early intervention.
is done? Jaxon will sign "all done" or just walk away.
wants something out of reach/sight? Jaxon will typically point and vocalize when he wants something. This often leads to a lot of guessing, which frustrates Jaxon.
wants to change activities? Jaxon will walk away or sign "all done." He doesn't persist in activities that are more challenging.

Parent/Guardian Comments:

Jaxon has made some amazing language gains using his augmentative and alternative communication device, which we refer to as his "talker." We observe Jaxon at school once a week during speech therapy. He uses his talker so much more during speech therapy than he does at home. For example, Jaxon will use his talker to ask the speech language pathologist questions, such as "Can I play Marble Madness?" and "Where are the stickers?" Beyond requesting foods, Jaxon doesn't really use his talker to communicate. We would love to see him use his talker to tell us about his school day or to even protest using words when his sisters take his toys.

Jaxon is passive at home and tends to prefer solitary play activities, and we believe this is because he has difficulty communicating. We would like to see him using his talker functionally, so that he can ask us questions, protest things he doesn't like, and communicate his ideas and thoughts.

Sample Constructed-Response Assignment 4

Case Study Assignment 1 is intended to assess your understanding of "Understanding Students with Multiple Disabilities, Assessing Students, and Developing Individualized Education Programs," which is the first subarea of the Learning Behavior Specialist 2: Multiple Disabilities Specialist test framework. The test objectives for that subarea are listed below Assignment 1. Your response to Assignment 1 should relate to those test objectives.

Write an essay in which you analyze specific information from the student's assessment data. In your essay:

FOR YOUR REFERENCE ONLY—The constructed-response item for Case Study Assignment 1 is written to assess understanding in Subarea 1, "Understanding Students with Multiple Disabilities, Assessing Students, and Developing Individualized Education Programs," which consists of the objectives listed below.

Demonstrate knowledge of the implications of multiple disabilities (e.g., orthopedic and health impairments) on the development and learning of students with multiple disabilities.

Demonstrate knowledge of the effects of various factors (e.g., medical procedures, interrupted education due to chronic illness, terminal illness, psychosocial effects of physical and health disabilities) upon the development and learning of students with multiple disabilities.

Demonstrate knowledge of strategies for monitoring students' progress, assessing the effectiveness of instruction and interventions, adjusting instruction based on data from ongoing progress monitoring, and using performance data and information from stakeholders to modify learning environments.

Demonstrate knowledge of strategies for developing, implementing, sequencing, and monitoring short- and long-term individualized goals.

Sample Strong Response to the Constructed-Response Assignment

One of Jaxon's most significant areas of need is his expressive language. He is minimally verbal and scored in less than 0.1 percentile on the expressive language subtest of his speech/language evaluation, which is significantly below average. Due to his expressive language deficits, he participates only minimally in the classroom setting and has limited engagement with his peers, which is of great concern to his teachers and parents. While Jaxon does have some significant needs, he also has many strengths. He has average receptive language abilities per his speech/language evaluation subtest score. His performance indicates that his understanding of vocabulary, basic concepts, and commands is consistent with same-age peers. Jaxon is ambulatory and exhibits intact volitional control of his arms, hands, and fingers, and his visual acuity and hearing are both within normal limits. Due to these factors, Jaxon is an excellent candidate for an augmentative and alternative communication device (A A C). According to the Communication Skills Parent/Guardian Questionnaire, Jaxon has made amazing language gains using his A A C during speech therapy sessions but does not generalize these skills to the classroom or home.

Expressive communication goal 1:

Given a communication partner, Jaxon will respond to social greetings (i.e., "hello", "how are you?") using his augmentative device with 80 percent accuracy in 4 out of 5 opportunities.

This is an appropriate goal because based on his teacher's report, Jaxon has extremely limited engagement with his peers. By using direct instruction to teach Jaxon how to use his A A C to respond to social greetings from his peers, he will begin to have more interaction with them which will be the building blocks toward developing relationships in the future. Jaxon's progress would be monitored by having an adult in the classroom present during these interactions who would record Jaxon's ability to successfully complete these tasks.

Expressive communication goal 2:

Given a communication partner, Jaxon will request a toy during recess time using symbols on his augmentative device with 80 percent accuracy in 4 out of 5 opportunities.

This is an appropriate goal because according to his parents, Jaxon tends to be passive and prefers solitary play. The goal of having the A A C is for Jaxon to be able to generalize its use outside of speech therapy and begin to use it functionally, allowing him to participate more fully with his peers in the classroom setting. Jaxon's progress would be monitored by having an adult present during recess to record Jaxon's ability to successfully request a toy once taught this skill.

Sample Constructed-Response Assignment 5

Case Study Assignment 2 is intended to assess your understanding of "Planning and Delivering Instruction and Planning and Managing the Learning Environment," which is the second subarea of the Learning Behavior Specialist 2: Multiple Disabilities Specialist test framework. The test objectives for that subarea are listed below Assignment 2. Your response to Assignment 2 should relate to those test objectives.

Write an essay in which you discuss specific aspects of the student's Individualized Education Program (I E P). In your essay:

FOR YOUR REFERENCE ONLY—The constructed-response item for Case Study Assignment 2 is written to assess understanding in Subarea 2, "Planning and Delivering Instruction and Planning and Managing the Learning Environment," which consists of the objectives listed below.

Demonstrate knowledge of strategies and methods for promoting students' ability to effectively express wants, needs, feelings, and ideas and creating learning experiences that facilitate spontaneous communication.

Demonstrate knowledge of instructional strategies for promoting the linguistic and communicative competency of students with multiple disabilities in various settings (e.g., augmentative and alternative communication [A A C], total communication, visual supports, explicit vocabulary teaching).

Demonstrate knowledge of strategies for incorporating A A C into instruction, daily living activities, vocational learning experiences, and social interactions across all environments.

Demonstrate knowledge of methods for modifying verbal and nonverbal communication and instructional behavior to meet the needs of students with multiple disabilities (e.g., using concrete language, pairing verbal information with visual supports, explaining the meaning of nonliteral language).

Demonstrate knowledge of ways to create learning environments that develop and promote self-advocacy and independence for students across instructional and noninstructional settings.

Apply knowledge of strategies for facilitating students' maintenance and generalization of academic skills, vocational skills, and adaptive behavior skills across all learning environments.

Sample Strong Response to the Constructed-Response Assignment

One learning experience that would effectively promote Jaxon's communication skills would center around mealtime because teachers can incorporate opportunities for social interaction and self-advocacy skills around predictable routines.

In the exhibits, his teacher is most concerned with Jaxon's limited engagement with his peers. Lunch is an ideal time to work on developing these relationships. I would modify Jaxon's lunch experience to occur with a peer and a facilitator (teacher or aide). With the help of the speech therapist, we would input specific phrases into his A A C device to foster interaction such as "Do you like your food?" or "Did you bring your lunch?" To further promote his self-advocacy skills, Jaxon would have to choose from food or drink icons. Per the parent/guardian questionnaire, Jaxon uses his talker to request foods at home so this would be a skill that could be transferred and expanded to the classroom.

Another experience to promote Jaxon's communication skills is morning meeting. Jaxon's teacher stated, "He participates minimally in morning meeting and whole-group activities," so to help generalize the skills he's working on at lunch to a whole-group experience I would program the A A C device with words and phrases that would be used during morning meeting. For example, for calendar, the months and the days of the week could be programmed into the A A C. If they talk about the weather, then weather words such as "sunny", "cloudy", "rainy", "fog" should be added into his talker so that he can participate with his peers when called upon. Jaxon's teacher and speech therapist would plan to ensure that the appropriate words and phrases are inputted into the talker. This modification works for Jaxon because it allows him to express himself with age-appropriate vocabulary.

In order to facilitate Jaxon's communication skills across environments, I would use a parent/teacher communication journal where we can share and be made aware of the new words and phrases he is using. If Jaxon's parents know that he's using the A A C to report the weather during morning meeting, they could also use these words at home. In addition, the journal could include the day's activities so they can ask him about school. This will allow him to use his talker more functionally at home, a parent request. If these steps are taken, Jaxon will be able to better transfer the skills that he is using in the speech room to his home and classroom settings.

Sample Constructed-Response Assignment 6

Case Study Assignment 3 is intended to assess your understanding of "Leadership, Collaboration, and Professionalism," which is the third subarea of the Learning Behavior Specialist 2: Multiple Disabilities Specialist test framework. The test objectives for that subarea are listed below Assignment 3. Your response to Assignment 3 should relate to those test objectives.

Write an essay in which you discuss specific issues related to the implementation of the student's educational program: In your essay:

FOR YOUR REFERENCE ONLY—The constructed-response item for Case Study Assignment 3 is written to assess understanding in Subarea 3, "Leadership, Collaboration, and Professionalism," which consists of the objectives listed below.

Demonstrate knowledge of effective strategies for communicating, consulting, and collaborating with teachers and other service providers about instructional methods, technology, accommodations, and modifications to support student learning in the least restrictive environment (L R E) as deemed appropriate by the Individualized Education Program (I E P) team.

Demonstrate knowledge of common concerns of parents/guardians and students with multiple disabilities and effective strategies for addressing such concerns.

Apply knowledge of ethical and culturally responsive strategies for ensuring effective communication and collaboration with students with multiple disabilities, their parents/guardians, and service providers in education, public, and private agencies.

Apply knowledge of strategies for collaborating with stakeholders to select and implement appropriate assistive technology (A T), including augmentative and alternative communication (A A C) devices, to promote students' access to the curriculum, functional independence, and interpersonal communication.

Sample Strong Response to the Constructed-Response Assignment

The speech therapist (S L P) and the physical therapist (P T) are two stakeholders who take part in planning and implementing the I E P.

The S L Pees responsibility is to teach Jaxon to use his Augmentative and Alternative Communication Device (A A C) through direct instruction, structured language-based activities, cueing, scaffolding, and positive reinforcement (S L P report). It is also her role to collaborate with other service providers (e.g., teachers, paraprofessional, physical therapist, and parents) to ensure they understand how Jaxon's A A C device works and how best to utilize it to maximize his ability to successfully communicate.

A strategy for working effectively with the S L P in planning and implementing the I E P would be to decide how often they would meet to review progress in using his A A C device in different settings and how they would determine which words and phrases need to be added that will correlate with classroom lessons. On-going communication between the speech therapist and the other service providers is key to giving Jaxon the best opportunity to be successful in all areas of school.

The P Tees responsibility is to teach Jaxon how to safely negotiate his environment and improve his strength and coordination because he continues to require 1 to 1 support to prevent head injury (P T summary). The P Tees role is to assess the physical environment and make suggestions for classroom modifications (e.g., room arrangement) and how the teacher and para can carry over the gross motor skills the P T is working on.

A strategy for working effectively with the P T in planning and implementing the I E P would be to discuss Jaxon's on-going needs and safety concerns and adjust the goals he needs for independence in real time. As we review Jaxon's progress in navigation, balance and motor planning the P T may be able to make suggestions about adjustments to his physical environment and techniques to slowly reduce his level of support.

Jaxon's parents are concerned that he is passive at home and prefers solitary activities. A strategy to address this concern is to use direct instruction by teaching Jaxon to use his A A C to communicate with others. The Multiple Disability Specialist will be the liaison between school and parents and suggest ways for the parents to incorporate use of the A A C into activities at home (e.g., ask to play a game). Since Jaxon has average receptive language skills similar to same age peers, but has significant delays in his expressive language skills, the A A C is an essential tool for him to use to communicate his wants and needs and participate in school and home life. With continued use of the A A C, Jaxon should begin to improve his ability to increase his self-advocacy skills and interactions.

Performance Characteristics

The performance characteristics for each score point for the LBS II: Multiple Disabilities Specialist constructed-response items are organized according to four major writing performance features: (1) purpose, (2) subject-matter knowledge, (3) support, and (4) rationale. Each of these performance characteristics is described in more detail below. Detailed characterizations of the score point features are described in the scoring scale.

Purpose The extent to which the response achieves the purpose of the assignment. Each assignment defines a number of specific tasks and asks the examinee to write an essay addressing those tasks. Purpose involves the extent to which the examinee's response fulfills the tasks enumerated in the assignment.
Subject-Matter Knowledge Accuracy and appropriateness in the application of the subject-matter knowledge specified in the LBS II: Multiple Disabilities Specialist test framework. Application of subject-matter knowledge involves the extent to which the content of the examinee's response to the assignment demonstrates a practical command of the professional knowledge and skills detailed in the relevant sections of the LBS II: Multiple Disabilities Specialist test framework.
Support Quality and relevance of supporting details. Quality of support depends on the specificity, relevance, quantity, and accuracy of evidence cited in support of the examinee's response to the assignment. Support may involve giving detailed descriptions, explanations, and examples.
Rationale Soundness of argument and degree of understanding of the subject matter. The soundness of an argument depends on the correctness of the basic premises from which the argument proceeds and the validity of the logic by which conclusions are derived from those basic premises. Examinees demonstrate how well they understand the subject matter of their responses by presenting sound arguments for the statements they make.

Scoring Scale

Scores will be assigned to each response to the constructed-response assignments according to the following scoring scale.

Score Point Score Point Description
4 The "4" response reflects a thorough knowledge and understanding of the subject matter.
  • The purpose of the assignment is fully achieved.
  • There is a substantial, accurate, and appropriate application of subject-matter knowledge.
  • The supporting evidence is sound; there are high-quality, relevant examples.
  • The response reflects an ably reasoned, comprehensive understanding of the topic.
3 The "3" response demonstrates a general knowledge and understanding of the subject matter.
  • The purpose of the assignment is largely achieved.
  • There is a generally accurate and appropriate application of subject-matter knowledge.
  • The supporting evidence is general; there are some relevant examples.
  • The response reflects a general understanding of the topic; some reasoning is evident.
2 The "2" response demonstrates a limited knowledge and understanding of the subject matter.
  • The purpose of the assignment is partially achieved.
  • There is a limited, possibly inaccurate or inappropriate, application of subject-matter knowledge.
  • The supporting evidence is limited; there are few relevant examples.
  • The response reflects a limited, poorly reasoned understanding of the topic.
1 The "1" response demonstrates a weak knowledge and understanding of the subject matter.
  • The purpose of the assignment is not achieved.
  • There is little or no appropriate or accurate application of subject-matter knowledge.
  • The supporting evidence, if present, is weak; there are few or no relevant examples.
  • The response reflects little or no reasoning about or understanding of the topic.
U The response is unscorable because it is unrelated to the assigned topic, illegible, primarily in a language other than English, or lacking a sufficient amount of original work to score.
B There is no response to the assignment.