Q&A Hero

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: Students with autism spectrum disorder are most likely to communicate orally when they ____. a. feel pressured to make eye contact b. interact in large peer groups c. are in a predictable environment with less stress d. are asked to lead the discussion

Q: For nearly 135years, the ______________ has been actively involved in obtaining the basic rights under the U.S. Constitution for individuals with hearing impairments. A) National Association for the Hearing Impaired (NAHI) B) National Association for Education of Young Children (NAEYC) C) National Education Association (NEA) D) National Association for the Deaf (NAD)

Q: Which of the following is not a role team members must assume? a. personal b. professional c. individual d. team

Q: Students with moderate to severe intellectual disabilities often are ____. a. educated solely in general education classes from elementary through high school b. dependent upon ongoing support throughout and beyond their school years c. unable to live independently or semi-independently as productive citizens d. identified solely by their overall score or a general test of intelligence

Q: The stages of ___________ that follow the birth of a baby with a hearing loss are healthy expressions of normal emotional reactions. A) Grieving B) Giving to others C) Assessment D) Consultation

Q: Jolene and her classmates learned about the planets of the solar system in October. But when her class was discussing space travel in December, Jolene could not remember any of the planets' names or locations. Jolene has a problem with ____. a. attention b. retention c. the rate of instruction d. study of time

Q: Under ______________, colleges and universities are required to provide qualified sign language interpreters and other auxiliary aids needed to ensure effective communication opportunities for the deaf and hard of hearing student population. A) PL 94-142 B) Section 504 of the Rehabilitation Act of 1973 C) Americans With Disabilities Act D) PL 89-36

Q: Students with autism spectrum disorder are likely to need ____. a. many opportunities to interact with their peers b. many snacks to sustain energy for learning c. no opportunity for choices in the learning day d. opportunities during the day to work and be alone

Q: A fourth-grade teacher walks up to a student and whispers, "You came quietly into class, put your homework in the "IN" box, went to your seat and took out your workbook. That's terrific Jeannine!" The teacher is using the strategy of ____. a. make low demand requests first b. respond to apparent intent c. hurdle help d. catch "em being good

Q: All of the following are accommodations for individuals with autism spectrum disorder except ____. a. changing the classroom seating assignments b. creating a structured, predictable environment c. promoting appropriate, positive social interactions d. understanding students' perspectives of behavior

Q: Many times, the audiologist, social worker, speech-language pathologist, and special education teacher assist the __________ in gathering the information needed to make the initial educational placement and communication training decisions. A) General education teacher B) Principal C) Family D) Professor

Q: Students with moderate to severe intellectual disabilities often are ____. a. educated solely in general education classes from elementary through high school b. dependent upon ongoing support throughout and beyond their school years c. unable to live independently or semi-independently as productive citizens d. identified solely by their overall score or a general test of intelligence

Q: The process of _________, enabling the student with a hearing impairment to make a comfortable and positive change from one environment to another, requires systematic planning and evaluation. A) Time out B) Transition C) Topography D) Total communication

Q: Children with autism spectrum disorder often ____. a. act the way they do to be the center of attention b. seek human contact but avoid social interaction c. prefer to explain their own perception of events d. find making and maintaining eye contact difficult

Q: In order for co-teaching to be most effective, teachers must ____. a. put the students into homogeneous groups b. have one teacher consistently take the lead c. choose an approach aligned to their teaching style d. let the curriculum guide the choice of approach

Q: Autism spectrum disorder ____. a. falls into the same category as emotional disorder b. is addressed as a specific form of intellectual disability c. can exist in many forms, from mild to severe d. typically affects four times as many girls as boys

Q: Ms. DuBois stated orally the steps that students needed to do to complete the day's math problems. Ms. DuBois then assigned the students ten problems to complete independently at their seats. Soon, Ms. DuBois discovered that many students, with and without special needs, were unable to do the problems. What is the major problem with how Ms. DuBois taught this skill? a. Stating the steps orally at the beginning probably bored her students. b. Not enough review of previous skills was provided. c. There is no problem and Ms. DuBois needs to wait until the students discover how to do the problems on their own. d. Not enough direct instruction on how to solve the problems was provided.

Q: In what year was PL 89-36, which is legislation facilitating transition as a national priority for the hearing impaired, enacted? A) 1973 B) 1864 C) 1817 D) 1968

Q: Social interactions of individuals with autism spectrum disorder are characterized by ____. a. significant difficulty with social relationships b. agitation and irritability c. lowered social inhibitions d. impulsivity and low initiative

Q: In this system, the class is rewarded based on the performance of a selected group of students: a. all-group contingency b. cooperative contingency c. small-group contingency d. peer-mediated contingency

Q: ____ is an eligibility category applicable to students only up until the age of nine. a. Autism b. Multiple disabilities c. Intellectual disabilities d. Developmental delay

Q: What is currently viewed as the optimal age for cochlear implants? A) 10"15 months B) 3"6 months C) 2"17 years of age D) Cochlear implants have not been approved by the Food and Drug Administration

Q: Students with autism spectrum disorder are most likely to communicate orally when they ____. a. feel pressured to make eye contact b. interact in large peer groups c. are in a predictable environment with less stress d. are asked to lead the discussion

Q: Which of the following is not a characteristic that all individuals with autism spectrum disorder share? a. difficulty dealing with stress b. below average cognitive functioning c. narrow range of interests d. nonverbal communication problems

Q: Toy manufactures are helping to create awareness and acceptance for individuals who have hearing impairments. Which manufacturer makes "Sign Language Barbie"? A) Hasbro B) Playskool C) Mattel D) Tonka

Q: The federal category that comprises the largest group of individuals with low-incidence disabilities receiving special education services is ____. a. intellectual disabilities b. visual impairments c. multiple disabilities d. autism

Q: Which of the following is an example of a congenital cause for abnormal hearing that involves a narrowing or closure of the external ear canal? A) Atresia B) Armenia C) Autosomal recessive D) Adventiticious loss

Q: The co-teaching approach in which both teachers are equally engaged and share leadership is known as ____. a. parallel teaching b. team teaching c. alternative teaching d. one teach, one drift

Q: What year was the first college for the hearing impaired established? A) 1817 B) 1845 C) 1902 D) 1864

Q: Students with low-incidence disabilities ____. a. constitute over twenty percent of all students with disabilities b. include students with mild, moderate, and severe disabilities c. need more attention from teachers than other students with disabilities d. often have received special education services since birth

Q: Each of the following is an essential characteristic of cooperative learning EXCEPT: a. students in groups have positive interdependence b. it emphasizes group accountability c. it requires face-to-face interaction d. it stresses student interpersonal skills

Q: Mrs. Gill's son Robert is in your sixth-grade class. He has been diagnosed with epilepsy, characterized by absence seizures. Typically, Robert's seizures are controlled with medication. However, Mrs. Gill wants to know how you will handle a seizure in the event Robert experiences one while in your class. What steps would you take if Robert had a seizure?

Q: What type of graph is used to measure hearing? A) Cardiogram B) Audiogram C) Hearing chart D) Cochleogram

Q: The third most common illness among children and adolescents is allergies. Explain the four common causes of allergies. Include in your discussion four examples of the situations you may encounter as a teacher.

Q: When introducing new skills to students with special needs ____. a. avoid using examples and non-examples b. introduce the skills quickly to help retention c. introduce the skills in large steps d. introduce the skills in small steps

Q: The co-teaching method that increases the student's opportunity for participation in responses to teacher questions is ____. a. alternative teaching b. parallel teaching c. station teaching d. team teaching

Q: Which organ is the "end organ of hearing"? A) Vestibule B) Cochlea C) Tympanic membrane D) Organ of Corti

Q: Danielle is a third grader with cerebral palsy. Her disorder affects her limbs but not to the extent that she is unable to walk or hold a pencil. Her speech is somewhat inhibited, and although she has average intelligence, she has difficulty clearly articulating her ideas verbally. Because of considerable limitations on Danielle's fine motor skills, writing can be a struggle and is often illegible. Suggest some accommodations Danielle's teacher can make to help her be more successful.

Q: Students with autism spectrum disorder are likely to need ____. a. many opportunities to interact with their peers b. many snacks to sustain energy for learning c. no opportunity for choices in the learning day d. opportunities during the day to work and be alone

Q: Which classification of hearing loss would be caused by a disorder that is in the inner ear, or cochlea? A) Conductive hearing loss B) Mixed hearing loss C) Sensorineural hearing loss D) Central hearing disorder

Q: Smita's teacher has noticed that Smita repeatedly has difficulty completing a particular section of her spelling book. In this particular segment, students are asked to spell words that look and sound similar. Which of the following accommodations would most likely assist Smita's spelling performance? a. providing more direct instruction on review words for Smita b. adjusting the rate of introduction of new words for Smita c. altering the sequencing of some of the words for Smita d. relating the questions to material Smita has just read

Q: Danny is a student with hearing loss in Mr. Gibson's third-grade class. His loss is considered moderate, and he uses a hearing aid in his right ear to amplify sounds. Danny, whose hearing was affected by a fever when he was six, prefers speaking orally with his friends, Jason and Damon. Nonetheless, he does not speak much in class, relying on writing ideas or speaking through an interpreter. Jason and Damon have known Danny since they were toddlers, but this year neither of the two boys is in the same class as Danny. Mr. Gibson is concerned that Danny is too isolated in his class and would benefit from more peer interaction during instruction. What accommodations can Mr. Gibson make to help Danny adjust to the social components of instruction in his classroom?

Q: Three small bones in the ear are required for effective hearing. Which of the following is not one of them? A) Hammer B) Stirrup C) Saddle D) Anvil

Q: ____ require a commitment to implementation from every teacher, administrator, specialist, and staff member in the school. a. Positive behavioral supports b. Peer buddy systems c. Schoolwide prevention strategies d. Peer-mediated instruction

Q: You have just learned that Sonia, who is deaf-blind, will be in your fourth-grade class beginning in the fall. From her file, you learn that she has average intelligence and has been quite successful at her last school where she was well liked by her classmates and teachers. What accommodations can you make to help Sonia be successful academically and assist her social transition?

Q: According to the text, an individual's language and speech skills are developed and refined by all of the following except A) Pictures B) Observing C) Imitation D) Listening

Q: All of the following are accommodations for individuals with autism spectrum disorder except ____. a. changing the classroom seating assignments b. creating a structured, predictable environment c. promoting appropriate, positive social interactions d. understanding students' perspectives of behavior

Q: Mrs. Carver has been told that a new student, Bridgette, will be joining her seventh-grade homeroom and social studies class. From Bridgette's file, Mrs. Carver learns that the student has a visual impairment. Bridgette has no central vision, but her peripheral vision is 20/90. However, the range of her peripheral vision is narrow. Based on the information provided in the textbook, what accommodations would you suggest Mrs. Carver make to help Bridgette be more successful in her classroom?

Q: When interacting with a person who has a hearing impairment, one should speak A) More loudly B) More quietly C) When looking away D) In a normal tone

Q: Each of the following is a way to foster positive interactions between students with and without disabilities EXCEPT: a. provide opportunities for them to interact in meaningful ways b. create special programs, like peer buddies c. teach an appreciation for diversity and a sensitivity to others d. simply mix students with and without disabilities in a group

Q: Penny is a young girl with Down syndrome in Mrs. Frank's second-grade class. She has been identified as having a moderate intellectual disability. Penny continues to be quite shy; speaking very softly when asked a direct question and never makes eye contact. Her IEP addresses socialization issues, specifically targeting these two areas. Based on accommodation strategies recommended in the textbook, describe strategies for assisting Penney with speaking audibly and making eye contact when doing so.

Q: Children who are deaf or who have hearing impairments typically have parents who A) Are hearing B) Are deaf or have hearing impairments C) Know sign language D) Understand the Deaf culture

Q: In alternative teaching, the occasional use of small groups is appropriate for all of the following options EXCEPT: a. elaboration b. remediation c. pre-teaching d. enrichment

Q: List seven of the ten federal disability categories listed in your textbook that identify students with low-incidence disabilities. What are the defining characteristics of each of the categories you have listed?

Q: Children with autism spectrum disorder often ____. a. act the way they do to be the center of attention b. seek human contact but avoid social interaction c. prefer to explain their own perception of events d. find making and maintaining eye contact difficult

Q: For children born with a hearing impairment, identification and intervention should begin A) At age 1 B) At age 2 C) At age 3 D) As early as possible

Q: Mr. Williams is the fourth-grade teacher across the hall from you. He has only been teaching for three years and has just learned that he is to have a student with autism spectrum disorder in his class beginning in January. As of yet, the student's file detailing the disability has not arrived at the school, but Mr. Williams is very concerned about what to expect from this new student. Write Mr. Williams an explanation that describes common characteristics of students with autism spectrum disorder so that he might know better what to expect.

Q: You can help students make discriminations between current and previous problem types by ____. a. introducing many different problem types at the same time b. slowing down the rate of introduction of new skills c. increasing the number of practice items each day d. adding examples of skills previously taught as soon as students can perform them without error

Q: Chris is a third grader in your class who has autism spectrum disorder. He demonstrates average intelligence and a willingness to interact with others on some level. He has had the same paraprofessional, Mr. Jeria, for the last two school years and feels very comfortable with him. While he does not often speak with or interact with many of his classmates, Chris regularly communicates his ideas orally to Mr. Jeria. One of the goals in Chris's IEP is to increase his social interaction with peers. What accommodations might you make in your class to facilitate his success in addressing this IEP goal?

Q: An oral interpreter is used with which of the following type(s) of students? A) Cochlear implant users B) Students with a high level of residual hearing C) Students who are deaf D) A and B

Q: Positive interaction with classmates is very important for all students. List two examples of skills for positive interaction with classmates that might be listed on an IEP for a student with mental retardation.

Q: Which of the following is an example of a Tier 2 behavioral support? a. group counseling b. clear schoolwide rules and expectations c. involvement of agencies outside the school d. daily monitoring

Q: An interpreter uses communication processes such as the following when interpreting for a student: A) American Sign Language only B) Repetition, sign language, fingerspelling, body language, and verbal expression C) A combination of American Sign Language and Signing Exact English D) A combination of American Sign Language and Signed English

Q: Explain why "MAPS" would be used for a student with significant disabilities. Include in your response two examples.

Q: The co-teaching approach in which two teachers take turns, with one leading the lesson and the other gathering data to improve instructional decisions is called ____. a. station teaching b. one teach, one rotate c. one teach, one observe d. alternative teaching

Q: The bilingual-bicultural approach to communication considers A) American Sign Language to be the natural language of the Deaf culture B) Signing Exact English to be the natural language of the Deaf culture C) Signed English to be the natural language of the Deaf culture D) Fingerspelling to be the natural language of the Deaf culture

Q: Generally, students with moderate or severe intellectual disabilities have several noticeable characteristics. What is one characteristic sited in your textbook?

Q: The primary role of an interpreter is to relay to the student A) Only what the teacher and other adults say in class B) Only what the teacher says in class C) The main points that are said in class D) Anything that is said in class

Q: Interactions of individuals with autism spectrum disorder are characterized by ____. a. significant difficulty with social relationships b. agitation and irritability c. lowered social inhibitions d. impulsivity and low initiative

Q: American Sign Language: A) Uses English language word order B) Uses a word-by-word interpretation C) Has a unique syntax system D) Is most like spoken English

Q: "Video modeling" can be a very effective technique for teaching skills. Provide three examples of behaviors that can be taught with this technique.

Q: Clarrisa transferred into her current high school two months ago. Because Clarrisa's math grades were good, she was placed in an advanced algebra course. But now, Clarrisa is struggling and is starting to pay less attention in her math class, even though her classmates are doing well in the class. What recommendation would you make to Clarrisa's teacher? a. Talk to Clarrisa's other teachers and recommend her for an IEP evaluation. b. When lecturing the class, break down the new algebra information into smaller parts and introduce each part at a slightly faster rate. c. Assess Clarrisa's algebra preskills and provide extra practice and instruction on the preskills she may lack. d. Distribute a partially completed algebra concept map to Clarrisa and help her complete it in class.

Q: During the 2011"2012 school year, what percentage of students with hearing impairments attended public schools? A) 60% B) 75% C) 90% D) 95%

Q: When teachers regularly engage in the steps of shared problem solving, they find that the steps ____. a. lead immediately to simple solutions b. easily lead to solutions that work c. support truly collaborative efforts d. minimize the time spent on problem solving

Q: According to IDEA, the IEP team must consider whether a child needs assistive-technology devices and services as part of his/her plan. Discuss three of the questions your textbook has indicated your IEP team could use for determining classroom demands.

Q: Before 1975, when PL 94-142 was enacted, what percentage of students with hearing impairments attended segregated schools? A) 50% B) 60% C) 70% D) 80%

Q: You will be selecting drill-and-practice programs for your third-grade math class. Since you know not all programs are created equal, explain three of five considerations listed in your textbook for selecting these programs.

Q: Which level is considered the "universal level of intervention"? a. Tier 2 b. primary prevention c. tertiary prevention d. Tier 3

Q: Strategies for facilitating speechreading include A) Moving around while talking to the students B) Using visual aids such as pictures and diagrams C) Looking directly at the pupil when speaking D) B and C