Q&A Hero

Q: A teacher who provides the supports a student needs to learn a new skill and then gradually removes the supports as the student becomes more proficient at the task is using A) Cooperative learning B) Task analysis C) Scaffolding D) A functional curriculum

Q: Successful use of the "SLANT" strategy _____. a. does not increase the likelihood of students taking more notes b. increases student involvement in class lectures c. includes focusing all content covered by the teacher d. does not make any recommendations for body mechanics

Q: Which of the following is not a reason why students have social skills problems? a. They have had no models for how to act in social situations. b. They have trouble reading the social cures of others. c. They focus too much on the feelings of those with whom they interact. d. The act impulsively, regardless of what they know to be appropriate.

Q: Which of the following is not a characteristic of cooperative learning? A) Used with heterogeneous groups B) Encourages healthy competition among students C) Rewards are based on group performance D) Each pupil contributes to the assignment

Q: The ____ typically identifies 6 to 12 percent of a class or grade level who may be experiencing difficulty on particular skill. a. median x 2 b. mode c. median d. median /2

Q: Mr. Mendoza is teaching Luis to eat with a fork. He identifies these skills to teach: stab the food with the fork, raise the fork to the mouth, insert the food in the mouth, remove the fork from the mouth, chew and swallow the food, and repeat the process. This is an example of A) Providing training across multiple contexts B) Generalization C) Teaching in simulation D) A task analysis

Q: Special education does not include instruction in a general education classroom.

Q: Which of the following is an example of a skill that may be taught in a functional curriculum? A) Reading a science textbook B) Reciting poetry C) Riding the bus to a shopping location D) Performing math algorithms in a workbook

Q: The most important part of reciprocal teaching is ____. a. teaching students effective time management and organization skills b. teaching students effective self-reinforcement skills c. the communication between the general education teacher and the special education teacher d. the teacher releasing control and turning the dialogue over to the students

Q: The most recent data on educational placement for students with intellectual disabilities indicate that the most common placement is in A) Inclusive general education classrooms B) Resource rooms C) Self-contained, separate schools D) Self-contained, separate classrooms

Q: Peer rejection of students with learning and behavioral disorders predominantly stems from ____. a. the teachers' view of learning and behavioral disorders b. the students' failure to engage in socially appropriate behaviors c. individual bias of peers against students who may be different d. lack of patience on the part of peers and teachers

Q: Teachers should pay special attention to the social and behavioral development of their students because A) There is a strong correlation between social adequacy and intelligence. B) Being socially adept is important for success across environments. C) Students with social inadequacies often develop violent behaviors. D) Students with behaviors that are socially inappropriate should be separated from their peers.

Q: What is generalization? A) Performing similar skills as those performed by same-age peers B) Performing an acquired skill after a period of time has passed C) Performing an acquired skill in novel situations D) Acquiring a new skill

Q: The peer comparison method of screening through probes uses the ____ to summarize the scores because it is affected less by extreme scores. a. mean b. median c. average d. mode

Q: Which of the following students receive services under IDEA? a. those with special gifts or talents b. students who live in extreme poverty c. students who are at risk d. children who exhibit significant developmental delays

Q: A teacher is working to teach a student with intellectual disability new skills. Given the student's functioning level, the teacher anticipates the student should not have difficulty learning the new skills. However, during class, the student often puts his head down and says, "I can't" and "I need help," refusing to attempt the skills on his own. This student may be showing signs of A) Learned helplessness B) Deficits in attention C) A plateau in development D) A delay in development

Q: A way to teach students to comprehend reading material by providing them with teacher and peer models of thinking behavior and then allowing them to practice these with their peers is ____. a. reciprocal teaching b. peer tutoring c. cooperative modeling d. peer editing

Q: Persons with intellectual disabilities often experience difficulty with academic performance. The weakest area is most often A) Science concepts B) Memory C) Arithmetic D) Reading comprehension

Q: Three levels of prevention of intellectual disabilities have been identified. An example of a secondary prevention is A) Screenings of newborns for phenylketonuria (PKU) B) Early intervention programs C) Amniocentesis D) Prenatal care

Q: During class, students with behavioral disorders frequently ____. a. prefer to engage in creative, artistic activities b. adjust quickly to the social demands of their peers c. engage in aggressive or disruptive behaviors d. display excessive boredom

Q: Student self-evaluations ____. a. provide information about strategy behaviors that cannot be directly observed b. tend to decrease student self-monitoring in academic areas c. are too difficult to teach to students with special needs d. are one of the probes of basic academic skills

Q: Which of the following statements is not true about Down syndrome? A) It has been linked to a chromosomal abnormality. B) It predominately affects males. C) There is a link between maternal age and Down syndrome. D) It most often results in individuals with mild to moderate intellectual disabilities.

Q: A child is born at 36 weeks of gestation and weighs 5 lbs. after an otherwise normal pregnancy. Later in life, this child is classified as developmentally disabled. What are the likely factors that contributed to the child's disability? A) Prenatal factors B) Chromosomal factors C) Postnatal factors D) Perinatal factors

Q: Intellectual disability is possibly caused by the maternal infection(s) of A) HIV (AIDS) B) Influenza C) Rubella D) A and C

Q: Which of the following is not a characteristic of ADHD? a. inability to attend to the assigned task b. aggressive behavior c. excessive motor activity d. impulsivity

Q: Students brainstorm in which of the following "POSSE" steps? a. searching for the structure b. summarizing the main ideas c. predicting ideas d. evaluating their understanding

Q: The classroom conduct of students is viewed as abnormal by teachers, and it ____. a. suggests physical danger to themselves or others b. suggests deeper mental illness c. negatively impacts other students in the class d. is based in a diagnosed psychological disorder

Q: A professional working with an adult with intellectual disabilities helps the adult move out of an institution and into a supported living environment, to dress in clothing that is currently in fashion for persons of similar age, to obtain employment, and to pursue meaningful friendships. This professional is using A) The principle of normalization B) A task analysis approach C) The concept of mainstreaming D) Natural supports

Q: The most recent strategy used for classifying individuals with intellectual disabilities by the AAIDD was to classify on the basis of A) Intellectual functioning B) Severity of intellectual disabilities C) Cause of the disability D) Levels of support

Q: An 8-year-old girl living in the United States who is able to dress herself, brush her own teeth, make a peanut butter sandwich, and do her homework is demonstrating competence in A) Metabolic processes B) Adaptive behavior C) Social skills D) Intellectual functioning

Q: Skills such as note taking, time management, and test-taking are ____. a. too unique to each student to be adequately assessed b. important, but do not influence student ability to successfully complete a course c. mnemonic devices stressed in secondary-level classes d. independent learning skills stressed in secondary-level classes

Q: The cross-categorical approach means ____. a. more attention is paid to a student's learning needs than to specific labels of the disability b. a teacher has unique, specialized teaching techniques for each category of disability and does not stray from those methods c. a student with autism could not benefit from the same techniques used to teach a student with a traumatic brain injury d. students will have multiple individualized programs

Q: The "POSSE" strategy is a ____. a. writing strategy b. note-taking strategy c. math problem-solving strategy d. reading comprehension strategy

Q: Considering causes of intellectual disabilities, cytomegalovirus would be categorized as what type of cause? A) Postnatal B) Pronatal C) Prenatal D) Perinatal

Q: Attending school regularly, taking an interest in school and being organized are examples of ____. a. reasoning skills b. compensation skills c. academic survival skills d. comprehension skills

Q: In approximately what percentage of the cases can the cause of intellectual disabilities be determined? A) 10% B) 25% C) 50% D) 60%

Q: What percentage of the school-age population, aged 6 to 21 years, is identified as having intellectual disabilities? A) Approximately 1% B) Approximately 2% C) Approximately 3% D) Approximately 5%

Q: Jacob wants to take calculus during his sophomore high school year. His guidance counselor looks at the math courses Jacob has completed to see if he has the necessary academic background. Jacob's guidance counselor understands that in order for Jacob to be successful in calculus, he must ____. a. have the necessary prerequisites skills b. score above the 85th percentile on his math achievement tests c. get recommendations from his previous math teachers d. have the grade equivalent of a high school senior on math achievement tests

Q: Which of the following is a high-incidence disability? a. moderate intellectual disabilities b. orthopedic impairments c. developmental delays d. emotional disturbances

Q: Sguin is considered an important figure in the history of special education because he A) Established the first school for persons with intellectual disabilities in the United States B) Developed one of the early models for describing stages of learning C) Was the first person to demonstrate that an individual with intellectual disabilities could learn D) Helped establish residential facilities for persons with intellectual disabilities in the United States

Q: According to the 1992 AAIDD definition of intellectual disability, persons are classified based on the level of support they need to effectively function in various settings. Select the response that lists the levels of support in order from the least amount of support to the most amount of support. A) Limited, intermittent, extensive, pervasive B) Intermittent, limited, extensive, pervasive C) Limited, intermittent, pervasive, extensive D) Intermittent, limited, pervasive, extensive

Q: The "SCROL" strategy ____. a. teaches students to use text headings to aid comprehension and help them find/remember important information b. is a simplified textbook reading strategy that is good for younger students or students without much experience using textbook reading strategies c. is a self-questioning strategy that can be used to help students find answers to questions about what is important in a story d. is a pre-listening strategy that helps students prepare themselves for lectures

Q: Dorian has a learning disability that interferes with his reading comprehension and ability to generalize. The learning skill area in which Dorian is more likely to demonstrate difficulty would be ____. a. memory b. academic survival c. attention d. reasoning

Q: How many standard deviations below the mean are the IQs of persons classified with profound intellectual disabilities? A) 2 to 3 B) 3 to 4 C) 4 to 5 D) More than 5

Q: According to the 1992 AAIDD definition, intellectual disability manifests prior to what age? A) 5 years B) 12 years C) 18 years D) 21 years

Q: The most common method used for assessing an individual's cognitive ability is through the use of a(n) A) Adaptive behavior assessment B) Intelligence or IQ test C) Direct observation assessment D) Achievement test

Q: Teachers should assess student accuracy and rate on basic academic skills because ____. a. students are more motivated when they think a test is a race b. students who are proficient in a basic skill are better able to master advanced skills c. rate is easier to teach within the context of a general education classroom d. most parents demand that rate be stressed by teacher

Q: This category is used only when a student's disabilities are so serious and interrelated that none can be identified as a primary disability. a. developmental disabilities b. orthopedic impairments c. traumatic brain injury d. multiple disabilities

Q: The "WARF" strategy ____. a. helps students to increase and/or adjust their reading speed b. assists students in identifying word parts c. enables students to take notes from the textbook and during instruction d. enhances students' ability to comprehend oral instruction

Q: Which of the following is not considered a common characteristic of persons with intellectual disabilities? A) Inability to learn B) Inability to believe in their ability to solve problems C) Deficits in attention D) Deficits in memory

Q: Individuals with mild intellectual disabilities have an IQ between A) 30 and 40 B) 50 and 60 C) 50 and 70 D) 75 and 90

Q: An example of students with learning and behavioral disabilities having difficulty performing skills that could help them learn more readily would be ____. a. coming to attention b. passive learning skills c. learned helplessness d. excessive self-confidence in their work

Q: Mr. Boggs reads aloud the spelling words for his fourth-grade class and his students spell out the words on their papers. This is an example of which of the following probe classifications? a. think-write b. see-write c. hear-write d. see-say

Q: The 1992 AAIDD definition of intellectual disabilities portrays intellectual disability as a relationship between the A) Level of support needed for an individual to participate to his or her maximum potential and the intelligence of the individual B) Individual's intellectual functioning, language functioning, and motor functioning C) Individual's IQ, the individual's adaptive behavior functioning, and the environment D) Individual, the environment, and the type of support needed for maximum functioning

Q: Assistive technology can support the implementation of the universal design for learning.

Q: To ensure successful assistive technology implementation and to minimize abandonment, student, teachers, and parents should receive training on how to use the tool.

Q: Because of the unique learning, especially in the domain of communication, these students are likely to receive special education services beginning at birth. a. speech or language impairment b. autism c. deaf-blindness d. intellectual disability

Q: Which of the following statements is true about giving students positive feedback for learning strategy usage? a. Give non-specific praise to students. b. Praise students for who they are, not what they do. c. Praise students no mater what the quality of their work to help enhance their self-image. d. Praise students only when they produce work that is praiseworthy.

Q: Stigmatization can lead to assistive technology abandonment.

Q: When students with learning and behavioral disabilities struggle with spatial organization in math, they may ____. a. miss a step in solving a problem b. reverse the order of reading a math problem c. write numbers poorly or too largely d. not see obvious errors in responses

Q: Probes of basic academic skills ____. a. are most appropriate for middle and senior high school teachers b. consist of samples of prerequisite skills, note taking, and time management skills c. consist of untimed samples of academic behaviors d. consist of timed samples of academic behaviors

Q: Assistive technology considerations apply to children from birth to age 3 years who have an IFSP.

Q: There is no assistive technology available in the areas of science and social studies.

Q: Which category protected under IDEA includes students with characteristics that may include short-term memory loss, developmental delays, vision loss and needs that may change over time? a. autism b. traumatic brain injury c. orthopedic impairments d. developmental disabilities

Q: Anchored instruction and computer-assisted instruction can be considered instructional technologies that support students with and without disabilities.

Q: Which of the following is the best example of appropriate feedback when teaching your students to perform learning strategies? a. "That is incorrect. Please try again." b. "Excellent work!" c. "Your summary includes all the important information. How did you know what to include?" d. "You received 100% on your history test. Your parents must have helped you study."

Q: Calculators can assist students with disabilities who struggle with basic math facts or working memory issues when solving word problems.

Q: Students with learning and behavioral disabilities who frequently misread math signs have difficulty with which of the following key areas of math skills? a. alertness to visual detail b. difficulty with memory c. problems with math language d. procedural errors

Q: Concrete manipulatives are considered an evidence-based practice for educating students with disabilities.

Q: A method for measuring the level of achievement of students in terms of what they are taught in the classroom is ____. a. curriculum-based assessment b. standardized assessment c. functional assessment d. psychological assessment

Q: Mathematics assessments indicate that students with disabilities are typically on level with their nondisabled peers.

Q: Which of the following is not a disease or disorder protected under the other health impairments category? a. severe asthma b. sickle-cell anemia c. cerebral palsy d. severe ADHD

Q: Giving students verbal cues when they are first practicing a learning strategy is a part of ____. a. self-instruction b. guided practice c. the "POWER" strategy d. self-questioning

Q: Not all mid-tech and high-tech assistive technologies to support writing are computer based.

Q: Which of the following is an example of a product problem in the writings of students with learning and behavioral disabilities? a. little systemic planning b. little useful revision c. overuse of simple subject-verb constructions d. failure to self-monitor writing

Q: Recent data from the NAEP writing assessment suggest that students with and without disabilities struggle with writing.

Q: Kindle, Nook, and iPad can be used to provide e-text to students.

Q: Curriculum-based assessment measures the student's level of achievement related to ____. a. national norms b. what is taught in the classroom c. students in state schools d. students in nearby school districts

Q: Text-to-speech software has virtually no impact on a student's ability to decode, fluency, or comprehension skills.

Q: Students who have difficulty in social interactions and communication are referred to as having ____. a. autism syndrome disorder b. intellectual disabilities c. hearing impairment d. emotional disturbance