TExES Educational Diagnostician (253) Practice Exam

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• Which action would most effectively promote equity by addressing disproportionality in special education for culturally and linguistically diverse students?
• At an ARD for a kindergarten student with cerebral palsy who uses a power wheelchair and AAC, which educational benefit best supports access to curriculum?
• Which anecdotal observation regarding developmental milestones is most suggestive of autism spectrum disorder in a child being evaluated for FIIE?
• How does dynamic assessment data influence the selection of assessment tools for students with diverse language backgrounds?
• What approach should be taken first when addressing the instructional needs of a prekindergarten child with a hearing loss?
• What makes an IEP annual goal 'measurable' and aligned with both present levels of performance and the student's needs?
• What data strategy is recommended to support reporting inconsistent performance?
• In evaluating a linguistically diverse student, which role best describes the LPAC’s function?
• At what point should transition planning begin for students with disabilities, and what is a typical postsecondary outcome considered?
• When developing objectives for the student's IEP during a transition to middle school, the ARD committee is required to consider which factor?
• The ARD committee determining eligibility for special education should...
• Which factor should be considered when interpreting inconsistent results?
• How should variability be described to be clear?
• When assessing a student's assistive technology needs, what is the most important question for the intervention team to answer?
• Define Free Appropriate Public Education (FAPE) and Least Restrictive Environment (LRE) and explain how they guide placement decisions.
• In social studies, a student who reads complex grade-level texts needs accommodations to participate in whole-class discussions. Which accommodation would best support this participation?
• Which approach best supports linguistic and cultural fairness in evaluating English Language Learners?
• After discussing a reevaluation for a specific learning disability in reading, which action should the educational diagnostician take?
• Based on the WISC-V scores provided (VCI 90, WMI 70, PSI 85), which cognitive skill is most likely below typical expectations?
• What are essential considerations for reporting test results to learners who are minors or to their guardians?
• A ninth-grade student with complex medical needs and multiple disabilities will enroll in the district in three months. Which action should the educational diagnostician take first to begin preparing for the enrollment?
• In a Full and Individual Initial Evaluation (FIIE), which data sources should be integrated to inform eligibility decisions?
• Which communication strategy is most likely to promote a collaborative relationship with parents during prekindergarten screenings?
• Which component most reliably characterizes explicit and systematic instruction in mathematics?
• An educational diagnostician prepares a notice for an ARD committee meeting to review the Full and Individual Initial Evaluation (FIE) for a first-grade student. Including which type of information in the notice will most effectively facilitate the parents'/guardians' participation in the meeting?
• In terms of supports, what is the relationship between inconsistency and targeted supports?
• Which practice best reduces disproportionate representation of culturally and linguistically diverse students in special education?
• For addressing the kindergarten TEKS objective of solving sums up to 10 using objects, which strategy is most appropriate?
• How should you document a district's compliance with legal timelines for evaluations and IEP meetings?
• Which statement best describes the role of data in the ARD committee's decision making for eligibility?
• In evaluating ADHD for a second-grade student, what must the ARD committee base its determination on?
• What must schools obtain before an initial evaluation as per IDEA?
• When concerns about eligibility are raised, what process should be followed to reconsider outcomes?
• After receiving the education records of a transfer student, the district should take which action to ensure accurate assessment of the student?
• What constitutes an 'intellectual disability' eligibility criterion under IDEA, and how are cognitive functioning and adaptive functioning evaluated?
• In the Full and Initial Evaluation, which combination of evaluation areas is typically included to determine eligibility?
• In MTSS, what is the purpose of progress monitoring data?
• When a student transfers mid-evaluation and the prior district couldn't complete the psychoeducational assessment, what action is the current district obligated to take?
• How can you ensure accuracy of data synthesis when multiple evaluators contribute?
• Which characteristic is most closely associated with ASD and explains misinterpretation of sarcasm and humor?
• Which assessment approach is most likely to reduce bias when evaluating a linguistically diverse student?
• When sharing results from multiple data sources with a student's parent/guardian, which approach is most important?
• If there is a discrepancy between IQ and achievement scores in a report, what is a recommended approach?
• Distinguish between norm-referenced tests and criterion-referenced or curriculum-based assessments in the context of school-based evaluation.
• A team including an educational diagnostician, a special education teacher, a speech-language pathologist, and a transition specialist is creating a social communication skills inventory to support postsecondary goals. How should the ARD committee use this inventory when developing postsecondary transition goals?
• When should a school-based observation be used as part of an evaluation, and what are key elements to document?
• Which observation is most indicative of autism spectrum disorder in a child referred for an FIIE?
• When sharing a student's records with current or outside providers, which principle should guide the educational diagnostician's actions regarding privacy?
• An ARD committee is convening to develop the IEP of a first-grade student with an intellectual disability. When facilitating the contribution of the student's general education teacher, the educational diagnostician should primarily focus on:
• Which classroom activity best promotes perspective-taking in a student when addressing a goal to improve social comprehension?
• In transition planning, what is the diagnostician's role regarding student involvement in the IEP process?
• When presenting results, which approach best communicates a student's needs to families and educators?
• What is measurement bias in educational assessment, and how should a diagnostician address potential bias in test selection and interpretation?
• An educational diagnostician wants to identify and evaluate students with disabilities who are homeschooled or attend private schools within the community. Which action would most effectively address this goal?
• To promote parental participation at the ARD committee, which step would be most effective for the educational diagnostician?
• What characterizes a data-driven Behavior Intervention Plan (BIP) for addressing problem behaviors?
• An eleventh-grade student with an intellectual disability expresses an interest in studying cosmetology. Which action would be most appropriate for the school district to take prior to the student's annual ARD committee meeting?
• When preparing a written notice for a full and initial evaluation of a kindergarten student, which document should be included?
• Which strategy best communicates evaluation results to families with varying health literacy levels?
• When selecting assessment materials and procedures for linguistically diverse students, norm-referenced evaluations are likely to:
• At an annual ARD committee meeting, the guardians of a tenth-grade student who is an English learner and has a specific learning disability request ESL exit. Which action should the language proficiency assessment committee (LPAC) and ARD committee take first?
• Which educational practice is most likely to reduce the disproportionate representation of culturally and linguistically diverse students in special education?
• What is the difference between accommodation and modification in testing, and provide two examples of each.
• Under IDEA, which rights do parents have regarding an initial evaluation, and what must schools do to obtain informed consent?
• Which of the following best explains when a narrative interpretation is preferred over a purely statistical one?
• Why is baseline data included in PLAAFP statements, and how does it affect progress measurement?
• When vocabulary test items include unfamiliar images for a student, what consideration is essential to avoid bias?
• What steps should be taken if a parent disagrees with the evaluation results or eligibility decision?
• An ARD committee is developing an IEP for a ninth-grade student with a traumatic brain injury. Which strategy is most likely to effectively support the student's self-determination during IEP development?
• What elements should be recorded to demonstrate compliance with evaluation and IEP timeline requirements?
• In evaluating a fourth-grade student referred for a Full and Individual Initial Evaluation (FIE) for a suspected specific learning disability in reading, which step is most critical to obtaining accurate information about the student's cognitive and academic abilities?
• Which feature is essential for planning a student's postsecondary transition within an IEP?
• What is an ethical approach to reporting results to guardians with limited health literacy?
• Why is selecting a norm-referenced test with a high degree of internal consistency important when evaluating a second-grade student's literacy skills?
• What factors should be weighed when determining placement under LRE?
• A student with a specific learning disability in mathematics who shows avoidance should be guided by which strategy to improve engagement during math tasks?
• To promote generalization of an executive function strategy across settings, which prompting strategy is most effective?
• What is a Functional Behavioral Assessment (FBA) and how does it inform Behavioral Intervention Plans (BIP)?
• Which practice best reduces bias when evaluating English Learner students?
• Which statement aligns with best practice in reporting inconsistent performance?
• When developing postsecondary transition goals, which approach best supports the student's involvement and self-advocacy?
• How should you present numerical data in a diagnostic report to maximize clarity for teachers and parents?
• What type of evidence best supports disability determination?
• Which data sources should be used when applying the Pattern of Strengths and Weaknesses (PSW) approach to SLD identification?
• What is the primary purpose of including a Functional Behavioral Assessment (FBA) and a Behavior Intervention Plan (BIP) when behavior interferes with learning?
• During the evaluation process, the diagnostician learns the student had a head injury at age five. What action should the diagnostician take with this information?
• What does PLAAFP stand for, and what is its role?
• To promote parents' active involvement at an upcoming ARD meeting for a fifth-grade student with an intellectual disability, which step should the educational diagnostician take first?
• What is the difference between a narrative interpretation and a statistical interpretation in a diagnostic report, and when is each appropriate?
• Which statement best describes the role of multiple data sources in supporting eligibility decisions?
• An educational diagnostician is working in conjunction with the language proficiency assessment committee (LPAC). In which component of a student’s evaluation would the LPAC members be most closely involved?
• Which plan is typically used to provide accommodations in the general education setting for a student with a disability without requiring specialized instruction?
• At an ARD meeting, if parents request to view their child's educational record, which response is appropriate?
• Why are evaluations typically conducted across multiple settings?
• An educational diagnostician is recommending an explicit and systematic intervention approach for a fifth-grade student with a specific learning disability in mathematics. Which example best represents explicit and systematic instruction that would allow for the student's progress to be monitored?
• An eighth-grade student with bilateral hearing aids requires accommodations to reduce noise reverberation. The student is enrolled in general education and has average to above-average academics. Given the needs, which educational program would best support access to the learning environment, instruction, and materials?
• What is dynamic assessment, and when is it particularly useful in evaluating a student for disability?
• What is the difference between 'disability' and 'educational need' in evaluation?
• What is the role of a school psychologist or diagnostician in the IEP meeting when notable concerns arise about a student’s progress?
• Which approach would most effectively promote generalization of a student's executive functioning skills when a reference chart lists required materials?
• A fourth-grade student with an emotional disturbance has recently transitioned to the general education classroom. Although the student has made gains in social skills and self-monitoring, the teacher notes frequent task refusals for difficult tasks. Which classroom approach is most likely to increase the student's willingness to engage in challenging activities?
• When an ARD meeting for a ninth-grade student with autism proceeds despite an absent team member, what is the first action the diagnostician should take?
• Which best describes a purpose of a Full and Individual Initial Evaluation (FIIE)?
• An educational diagnostician is advising a teacher how to reduce a student's escape-maintained behavior. Which approach is most appropriate?
• Which describes characteristics most consistent with autism spectrum disorder (ASD)?
• Which statement best describes the difference between eligibility decisions and eligibility determinations, and who makes each decision?
• What does SEM stand for in testing, and why is it important?
• Based on Woodcock-Johnson assessment results and multiple data sources, which conclusion is most appropriate for the ARD committee?
• A ninth-grade student with emotional disturbance explores postsecondary options with the educational diagnostician in preparation for an ARD meeting. Which transition-planning component is best illustrated by the diagnostician's actions?
• How should you handle interpreters or bilingual staff during assessment to ensure fairness and accuracy?
• When requesting permission to access the medical records of a fifth-grade student who has been seeing a psychologist through outpatient services, what should the diagnostician assure the parents regarding privacy and related considerations?
• Which student would most likely trigger further assessment for a specific learning disability that affects reading?
• Which objective best addresses the TEKS standard that a kindergarten student should solve word problems using objects and drawings for sums up to 10 and differences within 10?
• What constitutes a 'pattern of strengths and weaknesses' approach to identifying an SLD, and what are key caveats when applying it?
• How does RTI data influence eligibility determination for Specific Learning Disability under IDEA?
• What is the role of Present Levels of Academic and Functional Performance (PLAAFP) data in informing IEP goals and services?
• Which description best expresses the purpose of the educational diagnostician's checklist?
• What is a core rationale for triangulating data sources when reporting inconsistent performance?
• To promote equity and reduce disproportionality, what is the most effective district-level action?
• An eleventh-grade student with an intellectual disability wants to independently engage in a variety of recreational activities, such as taking public transportation to the movies and the library. Which data collection measure would most effectively monitor progress toward this goal?
• How do you determine the most appropriate assessment battery for a student with suspected learning and language differences?
• What is the difference between a discrepancy model and an RTI-based approach for identifying a Specific Learning Disability, and why is multi-method data important?
• Based on ARD conclusions, what general approach would most effectively address the student's identified needs?
• How should progress monitoring data be used to inform IEP decisions, and what frequency is typical for short-term goals?
• Which statement describes an eligibility requirement for the STAAR Alternate 2 assessment?
• According to the Texas Administrative Code, which source of information should be stored in a student's special education eligibility folder?
• Prior to an ARD meeting for a student who plans to pursue a vocational pathway, what is a recommended step for the district to take?
• To determine the appropriateness of instruction, which evidence should the intervention team collect?
• What outcome is most likely when a behavior plan is developed with the student’s input?
• Which teacher action should the educational diagnostician recommend to most effectively support Kai's access to the read-aloud of the article?
• What does a scaled score of 4 on the Similarities and Vocabulary subtests of the WISC-V indicate about the student’s verbal abilities?
• Which ASD-related characteristic best illustrates difficulty interpreting sarcasm and humor in school contexts?
• The intervention team should consider which action to support the student's learning and progress toward curricular objectives?
• What is a common rationale for triangulation?
• Which data sources are typical for triangulation?
• What is the purpose of including a student’s daily living and functional skills in the PLAAFP?
• For the use of the Woodcock-Johnson IV in evaluating eligibility, which statement best describes its use?
• Which components are essential to include in Present Levels of Academic and Functional Performance (PLAAFP) statements?
• Which data sources are typically considered when evaluating ADHD eligibility for special education?
• Which action best illustrates best practice guidelines in evaluating a student for special education services?
• Which content should be included in the final report to a family or IEP team?
• In planning a reevaluation for a student with a specific learning disability in reading, what initial step best supports a comprehensive understanding of learning needs?
• In evaluating eligibility, which data source best demonstrates progress toward curricular objectives?
• Which of the following rights are parents/guardians entitled to regarding an Admission, Review, and Dismissal (ARD) committee meeting for their child?
• When might a re-evaluation be triggered outside the regular cycle?
• Which are key components of an effective IEP, and how should services relate to goals?
• For an eleventh-grade student with a learning disability and emotional disturbance who has recently shown behavior changes after starting medication, what action should the ARD committee take first?
• Who are the required members of an IEP team for initial eligibility determination, and what is the role of the parent in the process?
• Which best describes supplementary aids and services in an IEP?
• What is the role of the district-wide representative on the IEP team?
• Why is adaptive behavior assessment important in determining eligibility for intellectual disability, and what domains are typically assessed?
• In reporting inconsistent results, which statement best explains implications for eligibility?
• What is essential when conflicts arise between parent preferences and district feasibility during IEP development?
• Which strategy should the diagnostician suggest to the students teacher to support reading?
• What is a recommended strategy to reduce bias when interpreting cognitive and achievement test scores for culturally diverse students?
• What is the primary goal of a comprehensive assistive technology evaluation for a student with mobility and communication challenges?
• An ARD committee reviews a seventh-grade student with a learning disability in reading who relies on reminders and prompting to use accommodations. Which skill is most likely to require development?
• Which action best illustrates the integral role of educational diagnosticians as active participants in locating and identifying young children with disabilities?
• Regarding targeted supports, which statement aligns with best practice?
• Which of the following best describes day-to-day factors affecting performance?
• Which practice best supports transparency and informed decision-making when multiple data sources show different patterns?
• Discrepancy analysis in SLD evaluation involves which of the following?
• If a parent reports a head injury at age five during the intake interview, what action should the diagnostician take?
• In a sixth-grade ARD committee for a student with a mathematics learning disability, which characteristic should the goals and objectives have?
• When proposing a full and initial evaluation, what must be included in the written notice?
• Which approach best supports evaluating reading difficulties by using a range of evidence?
• What does high internal consistency of a norm-referenced test indicate?
• Which approach best supports collaborative decision-making when progress concerns are raised during the IEP meeting?
• Why include a detailed interpretation of test results rather than only listing scores?
• Which group of professionals is described as collaboratively developing a social communication skills inventory to support postsecondary goals?
• A kindergarten student with a disability requires frequent prompts and cues to attend to instructions and remain within the proximity of the teacher and peers during classroom activities. After collecting baseline behavior data, the ARD committee plans to develop an intervention plan. Which source of data would best inform the ARD committee's development of an intervention plan?
• How do you interpret a student’s relative strength in decoding versus weakness in reading comprehension for eligibility decisions?
• Which approach would best assess a student's responsiveness to a specific literacy intervention?
• In what ways can a diagnostician contribute to a student’s successful inclusion in general education settings?
• On the Similarities and Vocabulary subtests of the Wechsler Intelligence Scale for Children® — Fifth Edition (WISC®-V), a fourth-grade student obtained scaled scores of 4. Which interpretation best describes the student's performance on the subtests?
• In implementing the Child Find mandate, which statement best describes a key component?
• A twelfth-grade student with a specific learning disability in mathematics is preparing to graduate and pursue a four-year college. In preparation for graduation, what step should the educational diagnostician take at the ARD committee meeting?
• What is the primary purpose of a comprehensive psychoeducational evaluation in the school setting, and how does it inform IDEA eligibility decisions?
• How can a diagnostician ensure data security and confidentiality when handling evaluation materials and reports?
• In an FIIE for a student suspected of ADHD, which approach best reflects IDEA requirements?
• How is disproportionality in special education best defined?
• In a suspected learning disability evaluation, which element is typically required before testing may proceed?
• In a comprehensive school evaluation, which area is typically assessed by the Speech-Language Pathologist?
• How does a diagnostician determine the likely root cause of a reading comprehension deficit when decoding is relatively strong?
• Which statement best explains the role of LPAC in reevaluating a language ability when a student previously exited ESL?
• An English learner (EL) student is evaluated with cognitive testing alongside culture and language data. This practice primarily supports the diagnostician in:
• How does a well-structured diagnostic report support equitable access to special education services?
• What role do parental observations play in an FIIE for suspected autism?
• What should be provided about implications for eligibility?
• What is the primary purpose of the Full and Individual Initial Evaluation (FIIE) under federal guidelines?
• Why is it essential to use both qualitative and quantitative data when forming conclusions in an educational diagnosis?
• Under IDEA's Child Find mandate, which group is primarily included in the obligation?
• Which practice helps ensure reliable and valid interpretations in a diagnostic report?
• In MTSS, when should you escalate supports to a higher tier?
• Which option is not a typical data source for evaluating ADHD's impact on educational performance?
• A third-grade student with a specific learning disability in mathematics exhibits avoidance during math activities, including instruction, assessments, and group discussions. Which recommendation should the educational diagnostician discuss with the teacher to increase the student's participation?
• Why is triangulating data across multiple measures important in eligibility decisions?
• If a student shows good progress on language objectives but lacks generalization to classroom activities, what action should the diagnostician take to best support the student's needs?
• According to the IDEA Child Find mandate, which action best describes a district's primary obligation to children and families within the community?
• What should be included about data interpretation when results are inconsistent?
• What is the primary function of the ARD committee in relation to a student with disabilities and the development of the IEP?
• An ARD committee is developing IP goals for a seventh-grade student to promote independent living and personal care skills. Why is collaboration with the student's parents/guardians especially important when developing these goals?
• Based on Kai's identified needs, which intervention would best promote Kai's access to instruction?
• What is the purpose of a reliability coefficient, and how might it influence interpretation of a score near a decision point?
• What is the purpose of collaborating with the certified teacher of the visually impaired (CTVI) at the start of the evaluation?
• What considerations are essential when documenting a dual-identified student (e.g., SLD and ADHD) in the IEP and eligibility decisions?
• For a kindergarten child with visual impairment being evaluated, what is the most important initial step the educational diagnostician should take?
• What is the primary purpose of LRE in IDEA?
• Developing a behavior plan based on student input is most likely to result in which outcome?
• What is the purpose of including transition goals with measurable postsecondary outcomes in the IEP?
• When reporting results for a student with inconsistent performance, what should the diagnostician describe?
• When a student shows high ability in some areas but significant deficits in others, what approach helps determine eligibility and supports?
• Which option best describes how data should be used when determining ADHD eligibility in a diverse student population?
• For STAAR Alternate 2 eligibility, which statement describes a valid eligibility requirement?
• Dynamic assessment is used to evaluate a learner's learning potential by examining how they respond to instruction.
• Special education services provided in the general education classroom have primarily impacted special education evaluation and programming for students with disabilities by:
• During a middle school transition for a student with autism and an intellectual disability who is gaining independence, which ARD objective area should be prioritized to promote independence in both academic and functional activities?
• What is the significance of providing a clear rationale for each recommended service or intervention in the evaluation report?
• What is the role of the school district representative in the IEP team?
• In which way has the Every Student Succeeds Act (ESSA) primarily impacted special education evaluation procedures conducted by an educational diagnostician?
• When guardians request ESL exit for an English learner with a disability, which two committees should collaborate first to address language proficiency and disability considerations in the student's education?
• For a third-grade student with peer conflicts and inappropriate verbal outbursts and physically aggressive behavior, which intervention approach would most effectively promote the student's social skills development?
• Following a manifestation determination review, the ARD committee determines that a seventh-grade student's behavior issues are the result of the student's emotional disturbance. A functional behavioral assessment (FBA) and behavioral intervention plan (BIP) were already conducted this school year and were included in the student's IEP. Which action should the ARD committee take next to best address the student's behavior?
• When a student states they have never seen certain images in a vocabulary assessment, which consideration should the diagnostician prioritize to ensure accurate interpretation of results?
• How should you document limitations of the assessment and potential confounding factors in the report?
• An Admission, Review, and Dismissal committee plans to transition a second-grade student from a self-contained classroom to the general education classroom. The student has difficulty adjusting to changes in the daily routine and unfamiliar environments. Which instructional approach should the committee recommend when initiating the transition?
• What is a key requirement when evaluating the validity of an assessment instrument used for diverse student populations?
• Which principle requires that students with disabilities be educated with nondisabled peers to the greatest extent appropriate?
• Which reading-related action is most effective for developing perspective-taking skills after reevaluation for a student with a reading disability?
• The parents/guardians of a third-grade student who was recently diagnosed with ADHD by a pediatrician have requested a Full and Individual Initial Evaluation (FIIE). Which action would be most appropriate for the educational diagnostician to take in the evaluation process?
• In addition to formal evaluations, which type of data should the educational diagnostician obtain?
• Cross-battery assessment involves what practice?
• How should evaluation findings be used to support a student’s transition planning as they near graduation?
• When documenting a student with multiple disabilities in the IEP, what should be prioritized?
• When evaluating a culturally diverse student, when are translated norms considered?
• Under IDEA, re-evaluations occur at least every how many years, or sooner if conditions warrant?
• How does the use of multi-method data reduce the risk of misclassification in disability identification?
• What is the difference between a cognitive processing deficit and an academic achievement deficit when evaluating for SLD?