Q&A Hero

Q: Fingerspelling is a viable alternative to spoken language. A) True B) False

Q: Students with low-incidence disabilities make up 5% of all students with disabilities.

Q: Accommodations for individuals with multiple disabilities differ from individuals with intellectual disabilities in ____. a. degree and complexity b. greater reliance on assistive technology c. focus on concerns about physical space d. no way at all

Q: The educational achievement of students with hearing impairments may be significantly higher in comparison to that of their hearing-impaired peers. A) True B) False

Q: The statement, "the purpose of today's lesson is to be able to select and sequence instructional examples' is an example of ____. a. an anticipation guide b. an advance organizer c. a study guide d. a concept map

Q: There are currently three basic types of mandated services, offered statewide, for adults who are deaf or hard of hearing. A) True B) False

Q: Cluster programs group all students with specific low-incidence disabilities into one school for educational services.

Q: The first step in functional assessment is ____. a. defining the problem behavior b. collecting data to better understand the behavior c. developing a behavior intervention plan d. determine whether supportive strategies have been implemented

Q: Atresia is a developmental disorder that results in malformation of the outer and/or middle ear. A) True B) False

Q: All students with low-incidence disabilities are typically accompanied by a paraprofessional throughout their academic day.

Q: Children with ____ comprise the largest group of chronically ill students in the United States. a. asthma b. diabetes c. AIDS d. Sickle-cell anemia

Q: Low birth weight would most likely cause conductive hearing loss, but it is rarely permanent. A) True B) False

Q: Most students with multiple disabilities have a(n) ____. a. intellectual disability and physical impairment or sensory impairment b. learning disability and sensory impairment c. orthopedic impairment and autism d. traumatic brain injury and physical impairment

Q: Students with traumatic brain injury typically ____. a. have limited use of their arms and legs b. experience social difficulties c. demonstrate a loss of all cognitive capacity d. recover from their injuries within a year

Q: Which of the following steps in the consulting process must come before the others? a. The consultant observes in the classroom. b. A timeline for implementing strategies established. c. The teacher indicates a concern. d. Problem solving options are discussed.

Q: Accommodations for students with "orthopedic impairments' take into consideration each of the following except the ____. a. student's social skills b. severity of the disability c. student's personal needs d. nature of the disability

Q: The term Deaf, with a capital D, is used to describe those individuals who wish to be identified with the Deaf[AQ: Change OK?] culture. A) True B) False

Q: Clayton hits his head o the desk when he is tired of an assignment or activity. Which function does this behavior most likely have for Clay? a. communication b. power/control c. gratification d. attention

Q: Which of the following diseases does not fall into the federal disability category of "other health impairments'? a. epilepsy b. spina bifida c. cystic fibrosis d. sickle cell

Q: When decibel levels are louder than 80 dB, it is considered potentially hazardous. A) True B) False

Q: The educational achievements of students with hearing impairments may be significantly delayed compared to their peers without hearing impairments. A) True B) False

Q: Which of the following instructional practices makes the content of a book or lecture more understandable by putting the content within a more general framework? a. preskills b. anticipation guides c. advance organizers d. concept guides

Q: Students with orthopedic impairments ____. a. generally have the same academic needs b. are born with their impairment c. may need assistance with personal care d. usually function at below average cognitive levels

Q: Compared to the professional requesting help, the consultant should always be ____, a. more knowledgeable about the area of concern b. as knowledgeable about the area of concern c. more knowledgeable about most special education issues d. as knowledgeable about most special education issues

Q: IDEA category "other health impairments' includes ____. a. TBI b. AIDS c. MR d. ADHD

Q: Mathematics is the academic area most negatively affected for students with a hearing impairment. A) True B) False

Q: Teachers should use classmates to assist with individuals with moderate and severe intellectual disabilities in all of the following ways except ____. a. academic tutoring and modeling social skills b. answering simple questions or requests c. monitoring physiological needs d. retrieving instructional materials and supplies

Q: The largest group of students with orthopedic impairments in public schools is ____. a. spina bifida b. muscular dystrophy c. spinal chord injury d. cerebral palsy

Q: The Internet does not provide more opportunities for interaction among groups of peers who have hearing impairments. A) True B) False

Q: To use ____, a teacher will count how many times the behavior occurs in a given period to time. a. duration recording b. event recording c. internal recording d. anecdotal recording

Q: Teachers need to remember the students with hearing loss who use amplification devices ____. a. may be distracted by amplified background noises b. can only hear the voice being directly amplified c. work best when interacting in groups d. will not use a form of sign language

Q: Research suggests that older students who have hearing impairments do not have any delays in their overall social-emotional growth (developing friendships) compared to students who do not have hearing impairments. A) True B) False

Q: ____ help writers focus on background information needed for writing as well as on the audience and purpose of the paper. a. Graphic organizers b. Concept maps c. Anticipation guides d. Planning think sheets

Q: In consultation, teachers seek the help of another professional with specific expertise so that the professional is able to ____. a. become a member of a multidisciplinary team b. form a reciprocal relationship c. assist the teacher carry out strategies d. assist the teacher needing the benefit of their expertise

Q: When trying to modify the learning environment to support the needs of students with hearing loss, teachers should ____. a. move about the room as they present lessons b. exaggerate words to facilitate speech reading c. support instruction with visual aids d. repeat information orally until students understand

Q: When accommodating students with moderate to severe intellectual disabilities, teachers should remember to ____. a. use homogeneous classroom groups for instruction and activities b. establish collaborative efforts with the student's family c. set goals regardless of their connection to instruction d. focus their primary effort on providing opportunities for specialized instruction

Q: When children who are deaf are placed in inclusive classroom settings, there is no need to develop communication skills within the peer group of children who are not deaf and among all of the teachers. A) True B) False

Q: The level of loss of hearing at which an individual is no longer able to hear the loudness and pitch of normal speech, such that he or she could follow a conversation, would be ____. a. mild loss b. moderate loss c. severe loss d. profound loss

Q: When deaf and hearing children attempt to play but do not share a common communication system (i.e., both relying on oral skills or both relying on sign skills), they demonstrate a high level of interest in playing together or sustaining a friendship. A) True B) False

Q: A teacher simply moving closer to a misbehaving student can sometimes resolve a problem. This strategy is called ____. a. position interference b. signal interference c. proximity control d. planned ignoring

Q: Young deaf children typically have less language interaction during play and appear to prefer groups of two rather than larger group sizes. A) True B) False

Q: Students born with hearing loss often struggle academically because they have ____. a. limited intelligence as measured by IQ tests b. problems developing social skills c. distinct cultural needs and expectations d. difficulty understanding language

Q: ____ is a genetic disorder that often includes a moderate intellectual disability. a. Cerebral palsy b. Down syndrome c. Epilepsy d. Muscular dystrophy

Q: Babies who are deaf babble less than babies who can hear. A) True B) False

Q: Teachers may need to modify their teaching to accommodate the student with visual impairment by ____. a. reciting what is written on boards and overheads b. not expecting the student to participate in the classroom c. speaking loudly and enunciating clearly d. avoiding sight words when seeking clarification

Q: ____ encourage students to make predictions about what they are about to read. a. Graphic organizers b. Concept maps c. Anticipation guides d. Planning think sheets

Q: Students with visual impairments often struggle academically because they have ____. a. a lower cognitive ability than typical learners b. fewer opportunities to acquire information c. to focus on orienting to the physical environment d. difficulty interacting appropriately with others

Q: The least restrictive environment (LRE) for students who are deaf or have a hearing impairment is the same LRE for any student with a disability. A) True B) False

Q: An individual whose vision with correction is 20/200 is ____. a. blind b. myopic c. partially sighted d. legally blind

Q: Maintenance goals include all of the following except ____. a. checking perceptions of team effectiveness b. finishing agenda items c. beginning and ending meetings on time d. improving individual communication skills

Q: The prevalence of hearing loss increases with age. A) True B) False

Q: ____ consist of a series of statements, some of which may not be true, related to the material the student is about to read. a. Anticipation guides b. Planning think sheets c. Graphic organizers d. Concept maps

Q: Students with the dual sensory impairment of deaf-blindness typically ____. a. are totally blind or deaf b. always have average or above average intelligence c. are only educated in special schools d. need help making sense of events others take for granted

Q: The sign language system that is most commonly used in public schools is calledA) Signing Exact EnglishB) Signed EnglishC) American Sign LanguageD) None of the above

Q: ____ is a set of procedures designed to improve educators' understanding of a problem behavior. a. Cognitive behavior management plan b. Behavior contract c. Functional behavior assessment d. Behavior intervention plan

Q: In social interactions, teachers can assist students who are deaf-blind by ____. a. prompting typical learners to avoid the student with special needs b. interpreting the deaf-blind students behaviors to other students in the classroom c. having them interact only with peers who also have sensory impairments d. prompting the deaf-blind student to minimize interaction with typical learners

Q: When developing task goals, team members should remember to be ____. a. general and overarching b. clear and explicit c. revising them frequently d. consistent and organized

Q: Accommodations for individuals with multiple disabilities differ from individuals with intellectual disabilities in ____. a. degree and complexity b. greater reliance on assistive technology c. focus on concerns about physical space d. no way at all

Q: Hearing loss that is acquired after birth and not inherited is referred to as A) Autosomal recessive B) Autosomal dominant C) Adventitious hearing loss D) Acoustic

Q: Which is not a characteristic of students with moderate to severe intellectual disabilities? a. difficulty combining skills b. difficulty maintaining skills c. difficulty learning through repetition d. difficulty generalizing skills

Q: Most students with multiple disabilities have a(n) ____. a. intellectual disability and physical impairment or sensory impairment b. learning disability and sensory impairment c. orthopedic impairment and autism d. traumatic brain injury and physical impairment

Q: Sound produced by the inner ear in response to auditory stimulation of the auditory pathway is ___________________. A) Acoustic immittance B) Auditory evoked potentials C) Otoacoustic emissions D) Pure tone

Q: Teachers should use classmates to assist with individuals with moderate and severe intellectual disabilities in all of the following ways except ____. a. academic tutoring and modeling social skills b. answering simple questions or requests c. monitoring physiological needs d. retrieving instructional materials and supplies

Q: PReP ____. a. is a general term for outlines and abstracts that emphasize important information in the text. b. primarily focuses on the tool skills for reading, writing and math c. is a teaching strategy for determining how much knowledge students already have about a topic d. is a study skills strategy which focuses on previewing the reading material before actually studying it

Q: The ____________ represents the softest sound level at which a listener can identify the stimuli 50% of the time. A) Air conduction B) Bone conduction C) Speech recognition threshold D) Play audiometry

Q: Low-intrusion techniques ____. a. tend to increase disruptive behaviors b. are most suited to minor misbehaviors c. are likely to resolved the most serious discipline issues d. tend to interfere with the social relationships

Q: Success of teams ultimately depends upon the ____. a. commitment of the members b. training of the members c. homogeneity of the members d. various roles undertaken by the members

Q: This hearing assessment is often used with children who are difficult to test or unable to follow simple commands: A) Audiogram B) Speech audiometry C) Play audiometry D) Children's audiogram

Q: When accommodating students with moderate to severe intellectual disabilities, teachers should remember to ____. a. use homogeneous classroom groups for instruction and activities b. establish collaborative efforts with the student's family c. set goals regardless of their connection to instruction d. focus their primary effort on providing opportunities for specialized instruction

Q: Noticeable characteristics of students with moderate or severe intellectual disabilities include difficulty with all of the following EXCEPT: a. maintenance of acquired skills b. amount of information to be learned c. learning basic skills of semi-independent living d. generalizing skills in one situation to another

Q: All of the following are disorders associated with hearing loss in children except A) Down syndrome B) Meningitis C) Waardenburg syndrome D) Aphasia

Q: According to data from the Gallaudet Research Institute (2008), approximately what percentage of all students in programs for the deaf and hearing impaired are persons from culturally diverse groups? A) 48% B) 37% C) 80% D) 17%

Q: The amount of background knowledge students have about a content-area lesson ____. a. is an important consideration for students with reading disabilities only b. has little influence on whether or not students can read subject matter with understanding c. is often far less important than the quality of the textbook for students' understanding of the material d. is often just as important as the instructional presentation for students' understanding of the material

Q: Which is not a characteristic of students with moderate to severe intellectual disabilities? a. difficulty combining skills b. difficulty maintaining skills c. difficulty learning through repetition d. difficulty generalizing skills

Q: A strategy for helping students with Autism who have difficulty transitioning between activities is ____. a. make high-probability requests first b. the Transition Behavior Game c. catch "em being good d. the token economy

Q: All of the following disorders except _____ can be associated with hearing loss in children. A) Usher syndrome B) Waardenburg syndrome C) Ototoxicity D) Autism

Q: ____ is a genetic disorder that often includes a moderate intellectual disability. a. Cerebral palsy b. Down syndrome c. Epilepsy d. Muscular dystrophy

Q: Noticeable characteristics of students with moderate or severe intellectual disabilities include difficulty with all of the following except ____. a. maintenance of acquired skills b. amount of information to be learned c. learning basic skills of semi-independent living d. generalizing skills in one situation to another

Q: In addition to significant difficulty with adaptive behaviors, students with moderate to severe intellectual disabilities generally have IQ scores of ____ or below. a. 85 b. 70 c. 55 d. 65

Q: In addition to significant difficulty with adaptive behaviors, students with moderate to severe intellectual disabilities generally have IQ scores of ____ or below. a. 85 b. 70 c. 55 d. 65