During a contrast echocardiogram, what level of power output is typically used?

What is a major consequence of genetic drift?

Scenario:  During an IEP meeting, the team discusses whether certain supports qualify as assistive technology (AT) under IDEA. The definition is reviewed: “any item, piece of equipment, or product system—whether acquired commercially, modified, or customized—that is used to increase, maintain, or improve the functional capabilities of a child with a disability.”  Team members raise different viewpoints:  Mr. King insists AT refers mainly to specialized, high-tech devices such as speech-generating systems or computerized supports.  Ms. Patel argues that only mobility aids like wheelchairs meet the standard because they directly support independence.  Mr. Sanchez questions whether everyday low-tech tools, like a flexible straw used for drinking, should really count as AT.  Ms. Ramirez points out that even items like glasses or straws are included, since IDEA’s definition is broad and function—not complexity—determines whether something is AT.  Whose perspective best reflects IDEA’s definition of assistive technology? (8) 

Which of the following is the least functional activity for a 16-year-old student with severe disabilities? (8)

In 1958, a district placed all students with ID in a separate wing of the school without access to general education. This scenario illustrates which historical practice? (4)

Scenario:  Ms. Greene, a teacher of students with visual impairments, is explaining the expanded core curriculum to a group of general education teachers. She describes how, in addition to the regular academic curriculum, her students also need specialized instruction in areas such as orientation and mobility, functional life skills, and listening skills to access learning and daily living more effectively. One teacher suggests adding public speaking as a required component.  Which of the following is not part of the expanded core curriculum for students with visual impairments? (7) 

Scenario:  Mr. Wallace, a 6th-grade teacher, has several students with learning disabilities (LD). He notices that some of them show frustration, off-task behavior, and acting out during challenging assignments. In a staff meeting, different viewpoints emerge:  One colleague argues that students with LD show more behavior problems than their peers because repeated academic struggles often lead to frustration and negative peer interactions.  Another insists that students with LD show fewer behavior problems since they often receive extra support services and accommodations.  A third suggests the rate of behavior problems is about the same as students without LD, since LD only affects academics, not behavior.  A fourth concludes that behavior problems are caused solely by poor teaching, so none of the other explanations are accurate.  Which perspective best reflects current research on the occurrence of behavior problems in students with LD? (7) 

Which licensed health professional is concerned with a child’s participation in activities that promote self-help employment and communication? (4)

Scenario:  A team of educators is preparing classroom supports for students with autism. In their planning meeting, they discuss behaviors they’ve seen:  One teacher notes that some students repeat words or phrases they’ve just heard (echolalia).  Another describes students engaging in repetitive actions such as rocking or hand-flapping (self-stimulation).  A third shares that a few students occasionally engage in behaviors that cause harm to themselves (self-injury/self-mutilation).  A fourth adds that many students with autism seem to struggle with sadness and may even develop depression, which she assumes is a defining feature of the disorder.  Which of these is not considered a defining or commonly observed characteristic of autism? (6) 

Scenario:  At an in-service training, teachers are debating the causes of emotional and behavioral disorders (EBD). Several viewpoints are shared:  Ms. Thomas argues that causes are best understood as a combination of biological factors (like genetics or brain chemistry) and environmental influences (such as trauma, poverty, or inconsistent parenting).  Mr. Lee suggests the causes should be described as etiological and genetic, since those terms sound more scientific.  Dr. Patel insists they are primarily genetic and pathological, pointing to medical diagnoses.  Ms. Gomez proposes the categories are biological and developmental, emphasizing delayed growth patterns.  The facilitator asks the group to decide: “According to most research, which two categories best summarize the suspected causes of EBD?” (5)