The prereferral intervention models serve as blueprints for:
A. Curriculum-based assessment as a response to intervention technique.
B. The design of effective assessment to intervention links.
C. Ecological validity when interpreting projective assessment data.
D. Writing of assessment reports in an understandable fashion for parents and teachers.
E. Writing of IEPs that can clearly outline instructional goals for special education.
Question 2...The SEDS-2, BES-2, and the SAED all have in common that they:
A. Provide protocols for observing and coding classroom behavior.
B. Provide rating scales based on federal criteria for EBD.
C. Provide a semistructured interview format.
D. Provide parent, teacher, and student self reports.
E. Provide definitive standard scores for EBD eligibility.
Question 3...Behavioral observations are important in the EBD assessment because:
A. Projective and other individual psychological tests are highly unreliable.
B. Teachers are often not reliable reporters of behaviors indicative of EBD.
C. The child's internal pathology can often be validated by external observation.
D. Understanding of the context of behaviors can aid in the development of interventions.
E. Students with EBD can often outsmart examiners who are not experienced in the classroom.
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