Preventing Multiple-Choice Tests From Impeding Educational Advancement After Acquired Brain Injury Purpose The purpose of this article is to present management strategies that can be used to breach barriers created for students with acquired brain injuries by testing the students in the multiple-choice format. Method This article presents a case study of a high school student with severe hydrocephalus ... Clinical Exchange
Clinical Exchange  |   January 01, 2008
Preventing Multiple-Choice Tests From Impeding Educational Advancement After Acquired Brain Injury
 
Author Affiliations & Notes
  • Larry E. Schutz
    University of Central Florida, Orlando
  • Kenyatta O. Rivers
    University of Central Florida, Orlando
  • Judith A. Schutz
    The School District of Osceola County, Kissimmee, FL
  • Adele Proctor
    University of Illinois at Urbana-Champaign
  • Contact author: Kenyatta O. Rivers, Department of Communication Sciences & Disorders, P.O. Box 162215, Orlando, FL 32816. E-mail: krivers@mail.ucf.edu.
Article Information
School-Based Settings / Attention, Memory & Executive Functions / Traumatic Brain Injury
Clinical Exchange   |   January 01, 2008
Preventing Multiple-Choice Tests From Impeding Educational Advancement After Acquired Brain Injury
Language, Speech, and Hearing Services in Schools, January 2008, Vol. 39, 104-109. doi:10.1044/0161-1461(2008/011)
History: Received October 31, 2006 , Revised February 6, 2007 , Accepted February 28, 2007
 
Language, Speech, and Hearing Services in Schools, January 2008, Vol. 39, 104-109. doi:10.1044/0161-1461(2008/011)
History: Received October 31, 2006; Revised February 6, 2007; Accepted February 28, 2007
Web of Science® Times Cited: 1

Purpose The purpose of this article is to present management strategies that can be used to breach barriers created for students with acquired brain injuries by testing the students in the multiple-choice format.

Method This article presents a case study of a high school student with severe hydrocephalus and difficulties with state-mandated reading comprehension tests who was denied exceptional student education services because her grades were “so good.”

Result Although an honor student who received academic awards, she was never taught how to pass the state reading test and was denied her diploma at graduation.

Implications The cognitive obstacles posed by the multiple-choice format can be specified and treated. In-service training can help school staff and officials to recognize and serve these children promptly so that academic disability can be prevented.

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