accommodations vs. modifications
DESCRIPTION
Accommodations vs. Modifications. High-Stakes Testing. AIMS Specific Information. Common Traps. What would you do?. Test Anxiety. General Strategies. Elementary Level Presentations. Examples. Accommodations versus Modifications. What's the difference?. Accommodations. Modifications. - PowerPoint PPT PresentationTRANSCRIPT
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ASDB TAS
Accommodations vs. Modifications
Common Traps
High-Stakes Testing
AIMS SpecificInformation
What would you do? Test Anxiety
General Strategies Elementary Level Presentations Examples
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ASDB TAS
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ASDB TAS
Do not change the expectations for learning
Do not reduce the requirements of the task
Do change the expectations for learning
Do reduce the requirements of the task (e.g., reduce number of items, alternate assignments, lower-level reading assignments)
Modifications
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ASDB TAS
PresentationResponseSettingTiming and Scheduling
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ASDB TAS
Visual
•Books and materials with large print and graphics
•Device to magnify print (e.g., handheld magnifiers, enlarged computer screen)
•Visual cues (e.g., a bookmark for tracking while reading)
•Note-taker
•Reduction of visual clutter (e.g., high contrast between text and background; sufficient space between letters, words, and lines)
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ASDB TAS
Auditory Tactile
•Amplification devices
•Books on tape, audio books
•Oral reader (e.g., screen reader, peer, volunteers, or adult)
•Braille text
•Manipulatives
•Tactile graphics (e.g., raised-line maps, charts, graphs)
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ASDB TAS
Write answers in a test booklet rather than on a separate answer sheet
Use a computer to complete their work Use an augmentative communication device
for verbal responses Use a scribe (e.g., have peer or adult write
answers for them) Record responses Use a Braille writer
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ASDB TAS
Circle or point at answers Use a spell checker or grammar checker Use a calculator Utilize a graphic organizer Practice with manipulatives Use a note-taker
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ASDB TAS
Supply adaptive furniture and equipment Adjust table height for students who use
wheelchairs Provide appropriate seating (e.g., a chair size
to allow student to be properly positioned) Provide tables with ample room for materials Eliminate visual and auditory distractions
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ASDB TAS
Provide preferential seating (e.g., carrels) Allow the use of headphones to buffer
extraneous noise Permit students to work individually or in
small groups Create room for a student's guide dog or
service animals Allow students to test in a separate room
(e.g., library)
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ASDB TAS
Provide breaks as needed
Extend the time necessary to complete assignments
Provide a timeline for completing tasks
Break large tasks into smaller ones
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ASDB TAS
Use a timer to signal the end of a break
Shorten testing sessions
Administer tests over more than one day
Schedule instructional activities or tests when the student is more alert
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ASDB TAS
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ASDB TAS
Standard accommodations are intended to reduce or even eliminate the effects of a student’s disability.
Students should receive the same accommodations for classroom instruction, classroom assessments, district assessments, and state assessments.
Not all accommodations appropriate for instruction are appropriate for use during a standardized state assessment.
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ASDB TAS
Ask yourself:
Does the student use accommodations during daily instruction?
If the student uses accommodations during daily instruction, does the student need accommodations in order to participate in the state assessment?
If so, which testing accommodations are necessary and appropriate for the student?
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ASDB TAS
Students with IEPs or 504 Plans
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ASDB TAS
Accommodation Content Area
Place marker use. W, R, M, S
More breaks and/or several shorter sessions. W, R, M, S
Test at a different time of day. W, R, M, S
Simplify language for the scripted directions or the directions that students read on their own.
W, R, M, S
Read aloud or sign the directions that students read on their own.
W, R, M, S
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ASDB TAS
Accommodation Content Area
Read aloud or sign the writing prompt, writing test items (HS only), mathematics test items, or science items.
W, M, S
Large print edition of test. W, R, M, S
For a student who is blind, use of an abacus for mathematics test items.
M
For a student who is blind, use of an electronic dictionary and thesaurus for the writing prompt response. Grammar check, spell check, encyclopedia, translation, and internet access must be turned off.
W
For a student who is blind, Braille writers W, R, M, S
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ASDB TAS
Accommodation Content Area
Have multiple choice responses transferred from a test book into an answer document.
W (HS only), R, M, S
Record or dictate multiple choice responses to a scribe.
W (HS only), R, M, S
Use assistive technology for the writing prompt response with spell check, grammar check, and predict ahead functions turned off.
W
For mathematics test, use of a personal whiteboard which can be seen by only the student and is erased after every problem.
M
Braille edition of test. W, R, M, S
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ASDB TAS
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ASDB TAS
Gains made in schools over time are highlighted in order to win public approval of public-school education.
The public is reassured that the educational standards are enforced and taught.
Weak schools are identified, and resources are allocated to boost lower performing schools.
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ASDB TAS
School improvement efforts are monitored, and policymakers and the public are informed about school performance.
Evaluation and instruction is consistent across schools for all students.
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ASDB TAS
Rewards or recognition for high or improved performance
Motivation to teach the standards
Opportunities to identify and address student weaknesses
Means for evaluating teaching performance based on student assessment scores
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ASDB TAS
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ASDB TAS
Go to sleep earlyEat breakfastArrive earlyBe prepared,
bring your materials
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ASDB TAS
Read directions carefullyPlan your time, pace yourselfRely on your first impressions*Answer all questionsMake thoughtful guessesPositive self-talk
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ASDB TAS
Incorrect answers fall into five categories:
1.Carelessness2.Misinterpretation of the question3.Incorrect reading of the question4.Lack of information5.Not studying the material
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ASDB TAS
DO NOT live by the old saying, “Always go with your first impulse.”
Two reasons to change your answer IF you discover new information in another
questionIF you misread the question the first time
Go with your first impulse as a last resort.
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ASDB TAS
Check your work
Review the questions you were unsure of
Make sure you answered all questions
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ASDB TAS
Matching Multiple ChoiceTrue/False Essay
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ASDB TAS
Look at both lists before you answer
Pick one list to start
Read all the choices before answering
No guessing until the end
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ASDB TAS
When you do not know the answer, mark it TRUE!
Usually more “true” questions
Look for specific details in statements (more likely to be true)
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ASDB TAS
Words that can make a question false:
All No oneAlways BestOnly WorstNone EveryoneNever AbsolutelyAbsolutely not CertainlyNobody Certainly not
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ASDB TAS
All trees except pine trees molt their leaves in the fall.
FALSE
Water always drains clockwise.
FALSE
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ASDB TAS
Words that can make a question true:
Usually SomeProbably MightFrequently OftenMany MaySometimes MuchMost Unlikely
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ASDB TAS
Dieting combined with consistent exercise will usually aid in weight loss.
TRUE
It is sometimes possible to leave early.
TRUE
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ASDB TAS
Questions that state a reason are usually false (for T/F only!!)
Words to watch for:Since Because WhenIf
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ASDB TAS
Read carefully and completely to the end of the sentence.
One detail can make a statement false.
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ASDB TAS
Watch out for double negatives
“Not uncommon.” = “It is common!”
“I can’t not go.” = “I have to go.”
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ASDB TAS
Each question has 3 parts: Stem Options Distractors
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ASDB TAS
Stem The information
The question
Options Answer choices
Distractors Incorrect answers
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ASDB TAS
Which is the best definition of quest?A. a speakerB. a journeyC. a purposeD. a reason
Distractors
Stem
Options
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ASDB TAS
General Steps
Answer questions you know
Skip questions you don’t know
Choose the best answer
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ASDB TAS
1. Hide the options.
2. Read the stem.
3. Think about the answer.
4. Read the options.
5. Cross out distractors.
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ASDB TAS
AlwaysNeverNoneAll
BewareBeware of the absolute!
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ASDB TAS
Opposite options give you a clue!
The bill of the woodpecker robin is:a) blunted and shortb) sharp and longc) virtually nonexistentd) curved and small
The answer is b.
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ASDB TAS
Similar options give you a clue!
The United States’ Independence Day is:
a) July 4b) January 20c) March 17d) July 31
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ASDB TAS
Longer answers tend to be correctMore detailStand out
Shorter answers tend to be wrong
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ASDB TAS
Answers that include these words are frequently right:
GenerallyProbablySometimesUsually
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ASDB TAS
The first time “all of the above” or “none of the above” is used, it is usually correct.
ASDB has:a) A basketball team.b) A football team.c) A volleyball team.d) All of the above.
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ASDB TAS
If numbers are in the answer, pick from “medium” numbers
11,000 3,0008,00020,000
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ASDB TAS
A mile is:a) 800 metersb) 2400 metersc)1600 metersd) 1200 meters
The answer is c
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ASDB TAS
Re-word the original question to make your introductory sentence
Organize your thoughts before you write
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ASDB TAS
Improving your AIMS writing scores: Use a dictionary to check your spelling.Use a thesaurus
Pick out 5 wordsFind another way to say them
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ASDB TAS
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ASDB TAS
Focus on:
Topic IntroductionExamplesEndingConventions
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ASDB TAS
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ASDB TAS
Guides for Students and Parents
Released AIMS Sample Tests
Sample Passages and Questions from the International Study Center
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ASDB TASAZ Department of Education (2009)
For every student:Separate place to take testPreferential seatingSpecial lightingRepeat the scripted directionsSpecial pencilFamiliar administratorDictionary, thesaurus on writing portions
only
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ASDB TAS
What does it mean for your students?More breaksSigned directions (after you read)Signed writing promptIf used in the classroom,
can be used for test.
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ASDB TAS
What is the topic?What issues are addressed? What conclusion does the author
reach about the issue(s)? What are the author's reasons for
his or her statements or belief?Is the author using facts or theories?
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ASDB TAS
Good Essay Writing Principles:Read the question a few times.
Pay attention to verbs and other words that give you direction.
Organize your thoughts before you write. Re-word the question to make your
introductory sentence.Make a clear thesis statement.
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ASDB TAS
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ASDB TAS
TOPIC: Reading is important because it helps us learn, communicate, and be independent.
1. Learna. News, world eventsb. New skill
2. Communicatea. Talk with friendsb. Share ideas
3. Independenta. Get an apartmentb. Get a job
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ASDB TAS
Adults have influence on young people’s lives. Think about the qualities demonstrated by adults that you admire.
Write an essay explaining the most important qualities demonstrated by adults that you admire.
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ASDB TAS
What’s wrong here?
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ASDB TAS
True or False
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ASDB TAS
Test questions should be answered in numerical
ascending order no matter how long it takes for each answer.
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ASDB TAS
You don’t need to bother with the directions given within the
test. It’s easy to figure out what to do without reading the
directions.
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ASDB TAS
If there is time left after finishing the test, you should
review your answers, especially those you weren’t
sure of.
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ASDB TAS
Even though there is a time limit on the test, it’s okay to
spend as much time as necessary on each question.
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ASDB TAS
When you’re not sure of the answer to a question, you can sometimes eliminate choices
and then guess from the remaining choices.
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ASDB TAS
With a multiple-choice question, you don’t need to read all the possible choices
before answering.
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ASDB TAS
After answering each question, it’s a good idea to make sure you have marked the answer
you meant to mark.
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ASDB TAS
The more nervous you are while taking a test, the better
your chances of getting a good score.
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ASDB TAS
You are in the testing room. The test supervisor has just
explained about taking the test and asks, “Are there any
questions?” You should not ask questions if no one else does.
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ASDB TAS
Suddenly, you realize that you marked the answer to question 25 opposite number 26 on your answer sheet. This means that
you probably skipped an answer somewhere and you should go back to find where
the error occurred.
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ASDB TAS
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ASDB TAS
Losing one’s place in the passage when pausing to circle an answer or mark notes.
Skipping over important directions.
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ASDB TAS
Being inattentive to graphics and pictures.
Responding to test passages in the same way as to novels read for pleasure.
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ASDB TAS
Progressing out of order when moving from the booklet to the bubble sheet, causing disorientation.
Relying on memory for details in the passage and never checking back with the passage to confirm.
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ASDB TAS
Over-relying on background knowledge to answer questions.
Consuming too much time to confirm answers in passages.
Becoming overwhelmed by too much text or too little text.
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ASDB TAS
Jumping from passage to passage so quickly that content becomes mixed or confused.
Being overly methodical or perfectionist.
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ASDB TAS
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ASDB TAS
You get stressed?
You feel anxious?
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ASDB TAS
Feelings Discomfort, fear, dreadBody Sweating, nausea, fatigue, headaches,
muscle tension, shaking
Behavior Avoidance, withdrawalThoughts Can’t concentrate, negative thoughts
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ASDB TAS
Thoughts and worries about the test.
Trouble staying focused.
FeelingsSensationsTension
Physical
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ASDB TAS
FriendsExerciseHealthy foodSleepLearn to relaxPrepare ahead of timeSet realistic goalsBe positive
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ASDB TAS
Tell yourself to STOPDaydreamVisualize successFocus on an object
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ASDB TAS
BREATHE“Scan” your bodyTense and relaxImagine yourself in another place
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ASDB TAS
Distract yourselfChew gumEat hard candyDrink water
Affirmation statements“I can do this!”“I know the answer!”
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ASDB TAS
Find a quiet comfortable place.Get into a relaxed and comfortable position.Sit quietly.Close your eyes.Focus on your breathing; slow, full, deep
breathsTense and tighten your muscles group by
group.Let your whole body relax, continue to
breathe deeply.Continue for a few minutes.
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ASDB TAS
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ASDB TAS
1. Preview the text.2. Read the questions and jail the detail.3. Read the passage.4. Answer the questions.
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ASDB TAS
Look at the title
Look at the pictures/captions
Look at the bold words/headings
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ASDB TAS
Read carefully and completely!Then…
Jail the detail!Put a box around the unique word(s)
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ASDB TAS
As you read, look for the unique word(s) and the answers to the questions
Underline the answers to the questions
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ASDB TAS
Be sure to read ALL the choices Slash the trash!
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ASDB TAS
Session 1:The Basics
Session 2:Test
Questions
Session 3:Review & Practice
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ASDB TAS
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ASDB TAS
The IRIS Center for Training Enhancements. (2010). Accommodations: Instructional and Testing Supports for Students with Disabilities Retrieved on January 22, 2013 from http://iris.peabody.vanderbilt.edu/acc/chalcycle.htm
The IRIS Center for Training Enhancements. (2004). Accountability: High-stakes testing for students with disabilities. Retrieved on January 22, 2013 from http://iris.peabody.vanderbilt.edu/hst/chalcycle.htm
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Arizona Department of Education (2009). AIMS information center. Retrieved January 26, 2009 from http://www.ade.state.az.us/.
Brigham Young University (BYU) (2009). Test taking strategies. Retrieved January 23, 2009 from http://ccc.byu.edu/learning/.
Ellis, D., Macina, D., McMurray, E., & Toft, D. (2007). Becoming a master student. Boston: Houghton Mifflin Co.
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ASDB TAS
Landsberger, J. (2009). Study guides and strategies. Retrieved January 23, 2009 from http://www.studygs.net/.
Learning Express (2007). Test-taking power strategies. New York: Learning Express.
Lowe, P., Unruh, S., & Greenwood, S. (2004). Anxiety: Tips for teens. In Canter, A., Paige, L., Roth, M., Romero, I., & Carroll, S. Helping children at home and school II: Handouts for families and educators. Bethesda, MD: NASP, pp. S10-5-S10-8.
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ASDB TAS
Merrell, K. W. (2001). Helping students overcome depression and anxiety. New York: Guilford.
University of Central Florida (UCF) (2009). Test taking strategies for multiple choice tests. Retrieved October 12, 2009 from http://www.sarc.sdes.ucf.edu/ss55.pdf.