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Special Education
Q:
Specific language impairment refers to
A) language disorders resulting from learning disabilities.
B) language disorders with no identifiable cause.
C) language disorders occurring concomitantly with other disorders.
D) language disorders resulting from mental retardation.
Q:
Each of the following statements about classification of language disorders is true EXCEPT
A) If by age 2 years a child is not using two-word utterances, he might be considered to have early expressive language delay (EELD).
B) About half the children whose language development is delayed at age 2 will gradually catch up developmentally.
C) A significant percentage of the children who show language impairments in kindergarten will have obvious reading problems by second grade.
D) Difficulty in using language in social interactions and relationships is an exclusive feature of secondary language disorders.
Q:
Language disorders are generally classified according to two dimensions:
A) domain and etiology.
B) primary and secondary causes.
C) phonology and cause.
D) specific impairment and expressive delay.
Q:
At present, which theory of communication is considered to have the most direct implications for speech-language pathologists and teachers?
A) cognitive development
B) pragmatic or social interaction
C) behavioral psychology
D) biological maturation
Q:
The social interaction, or pragmatic, theory of language development suggests that
A) comprehending language is more important than producing language.
B) language is taught by direct instruction and arrangement of consequences.
C) language development is easily separated from social and cognitive development.
D) the natural environment may be arranged to teach more effective language.
Q:
The theory that language depends on brain development and proper brain functioning and that language disorders resulting from brain dysfunction can sometimes be compensated for is the theory of
A) biological maturation.
B) behavioral psychology.
C) information processing.
D) cognitive development.
Q:
Many children do not learn to produce all speech sounds correctly until they
A) are 18 months old.
B) are 3 years old.
C) are 8-9 years old.
D) leave high school (16-18 years old).
Q:
Which statement is true concerning the comparison between the language of a normally developing child and one with a language disorder?
A) The sequence of development is similar, but milestones are reached at later years by the child with a disorder.
B) The sequence of development is different, but milestones are reached at around the same ages.
C) The sequence of development is different, and milestones are reached later by the child with a disorder.
D) There is no developmental difference; they just sound different.
Q:
Which of the following statements about communication variations is true?
A) If a student does not use the language expected in school, she or he has a language disorder.
B) Someone with a language difference who also has difficulty communicating even in his or her home language community.
C) Children of nondominant cultures should not be expected to learn the rules for effective communication in the dominant culture.
D) Professionals no longer have a problem of bias in normative tests of language assessment.
Q:
Which one of the following is the best example of a language variation?
A) Appalachian English
B) acquired aphasia
C) stuttering
D) American Sign Language
Q:
Approximately what percentage of the school-age population is thought to have a language disorder?
A) 1%
B) 5%
C) 10%
D) 20%
Q:
Approximately what percentage of preschool-age students is thought to have a speech disorder?
A) 1%
B) 8-9%
C) 15%
D) 20%
Q:
Approximately what percentage of children identified for special education receives services primarily for speech or language disorders?
A) 1%
B) 5%
C) 10%
D) 20%
Q:
It is difficult to estimate the prevalence of communication disorders primarily because
A) there is so much overlap with other categories of disability.
B) schools do not maintain accurate records in this area.
C) many parents are reluctant to allow their children to receive speech and language services.
D) definitions of communication disorders vary so much from state to state.
Q:
All of the following are examples of speech disorders EXCEPT
A) semantic disorder.
B) articulation disorder.
C) fluency disorder.
D) voice disorder.
Q:
Shaunta has a speech disorder which causes her to stutter. This is a disorder of
A) articulation.
B) motor-speech.
C) voice.
D) fluency.
Q:
A language disorder that involves problems with functional and socially appropriate communication is
A) communication.
B) semantics.
C) speech.
D) pragmatics.
Q:
The meanings and concepts people attach to words and sentences are referred to as
A) morphology.
B) pragmatics.
C) syntax.
D) semantics.
Q:
"Phonology"refers to linguistic rules governing
A) construction of sentences.
B) particular sounds and how they are sequenced.
C) patterns of language use.
D) construction of word forms.
Q:
The neuromuscular activity of forming and sequencing the sounds of oral language is called
A) communication.
B) discourse.
C) speech.
D) phonology.
Q:
Decoding, or understanding messages, is referred to as
A) communication.
B) expressive language.
C) discourse.
D) receptive language.
Q:
Encoding, or sending messages, is referred to as
A) expressive language.
B) receptive language.
C) discourse.
D) communication.
Q:
The communication of ideas through an arbitrary system of symbols used according to certain rules that determine meaning is
A) speech.
B) language.
C) communication.
D) phonology.
Q:
Requesting objects, rejecting interactions, sharing ideas, and seeking social interaction are examples of
A) communicative function.
B) communication.
C) language.
D) expressive language.
Q:
Communication requires
A) language.
B) encoding and decoding.
C) speech.
D) listening and speaking.
Q:
What features should be present in a transition plan for students with autism spectrum disorders?
Q:
What is the early intensive behavioral interventions (EIBI) program, and why are professionals cautious about recommending it?
Q:
What characteristics should early education and interventions for students with autism have?
Q:
Describe three strategies to help a student with autism be included more in a general education classroom.
Q:
Describe how you could use a system like the Picture Exchange Communication System (PECS) to improve the functional communication of a person with autism.
Q:
What areas particularly need to be assessed for students with autism spectrum disorders, what are appropriate methods of assessment, and what special concerns are there regarding assessment?
Q:
Summarize the history of recognizing and treating ASD.
Q:
Briefly describe attempts to construct a unifying theory of autism spectrum disorders.
Q:
What is meant by the term"hidden curriculum"? Provide two examples from your own experience.
Q:
Why is"autism"more appropriately thought of in terms of the broader phrase"autism spectrum disorder"?
Q:
Social interaction problems for persons with Asperger syndrome tend to increase as they reach adolescence and adulthood.
Q:
There are no standardized assessments available for outcome measures for people with autism.
Q:
At the preschool level, teachers emphasize natural interactions in general education classrooms with students who do not have disabilities.
Q:
Most people with autism exhibit remarkable ability or talent in particular splinter skills, such as playing music, drawing, or calculating
Q:
Some people with ASD are highly intelligent and high achieving.
Q:
The symptoms of autism spectrum disorder cannot be noticed before a child is two years old.
Q:
People with autism have a high incidence of cognitive deficits.
Q:
Evidence indicates that there is a connection between the measles, mumps, rubella vaccine and autism.
Q:
The majority of people with autistic spectrum disorders have autism rather than Asperger syndrome.
Q:
Autism is a separate category under the Individuals with Disabilities Education Act (IDEA) since 1990.
Q:
Planning for transition to adulthood for people with Asperger syndrome is largely concerned with issues of
A) housing costs because of the Affordable Care Act.
B) sexual education.
C) public versus private residential placement.
D) social interaction.
Q:
In many ways, outcomes for persons with autism are similar to those with
A) learning disabilities.
B) intellectual disabilities.
C) emotional or behavioral disorders.
D) attention deficit hyperactivity disorders.
Q:
According to the National Research Council, each of the following is considered an essential feature of effective educational programs for preschool children with autistic spectrum disorders EXCEPT
A) entry into intervention programs as soon as diagnosis is seriously considered.
B) inclusion of a family component, including parent training.
C) low student/teacher ratios in the classroom.
D) focus on a differentiated curriculum.
Q:
Two critical areas of assessment for students with autism spectrum disorders are progress in
A) reading and math skills.
B) reading but not math skills.
C) math skills but not reading skills.
D) language development and social/adaptive behavior.
Q:
Equine therapy
A) shows promise as a way to enhance social interaction of children with ASD.
B) has been debunked as a method of helping children with ASD.
C) falls short of the criterion of "proof of concept."
D) is dangerous and should not be used for children with severe ASD.
Q:
The Picture Exchange Communication System (PECS) focuses on
A) teaching pivotal skills like motivation.
B) improving relatively severe language problems.
C) teaching pivotal skills like self-management.
D) teaching reading based on phonemic awareness.
Q:
Educators of students with autistic spectrum disorder are putting increasing emphasis on applying behavioral psychology in
A) structured settings and controlled environments.
B) normalized situations and normalized locations.
C) natural settings and natural interactions.
D) natural settings and in-vitro interactions.
Q:
Functional behavioral assessment is used to reduce or eliminate negative behaviors. The purposes the negative behaviors serve for a person are
A) antecedents.
B) setting events.
C) consequences.
D) quasi-negative reinforcers of the first magnitude.
Q:
Applied Behavior Analysis (ABA) includes each of the following components EXCEPT
A) using structured lessons.
B) limited use of reinforcement.
C) focus on functional skills.
D) continuous assessment of progress.
Q:
Jean is a young woman with Asperger syndrome. Her coworker recently lost a family member to cancer. Jean expounded on her knowledge of the cause and effects of the illness, but did not offer condolences, nor did she notice the discomfort she was causing her coworker. Jean's inability to perceive the feelings or to understand the emotional state of her coworker is related to
A) central deconstruction theory.
B) theory of least resistance.
C) theory of mind.
D) mindfulness.
Q:
The natural inclination for most people to bring order and meaning to information in their environment by perceiving it as a meaningful whole rather than as disparate parts is
A) lateral coherence.
B) central coherence.
C) lateral adherence.
D) central synthesis.
Q:
Executive functions include all of the following EXCEPT
A) ability to conceptualize stimuli as a whole.
B) working memory.
C) the ability to plan ahead.
D) self-regulation of emotions.
Q:
The three most prominent theoretical frameworks that identify the major impairments attributed to autism spectrum disorders include each of the following EXCEPT
A) executive functions.
B) family systems.
C) weak central coherence.
D) theory of mind.
Q:
The way people use language in social situations is
A) communicative intent.
B) semantics.
C) pragmatics.
D) syntax.
Q:
People with Asperger syndrome tend to be
A) overly literal but not logical
B) logical and able to see situations in a nuanced way
C) focused on emotion over logic, and are quite literal.
D) overly literal and focused on logic over emotion.
Q:
Which of the following applies to students with ASD?
A) hidden curriculum.
B) differentiated curriculum.
C) social curriculum.
D) stepwise curriculum.
Q:
A mixing of sensory or cognitive systems whereby stimulation of one elicits stimulation of the other is
A) mirror neurons.
B) synaesthesia.
C) hyperresponsiveness.
D) hyposensitivity.
Q:
A person whose sensory perceptions are so abnormal that he or she could appear to be deaf or blind would be
A) hyporesponsive.
B) hyperresponsive.
C) overresponsive.
D) hypersensitive.
Q:
Persons with autism savant syndrome
A) make up a rare proportion of those with ASD.
B) make up about 25% of the ASD population.
C) are more sociable than others with ASD.
D) are more likely to come from families with a high prevalence of twins.
Q:
Jeremy has severe autism. He does not interact with others socially and his intellectual functioning appears to be very low. However, Jeremy has extraordinary ability as a pianist (though he is not interested in performing for other people). Which term best describes Jeremy?
A) Asperger syndrome
B) Rett syndrome
C) autistic savant
D) gifted
Q:
Which of the following statements about intelligence and autism is true?
A) Intelligence does not appear to be affected by autism.
B) About 20% of individuals with autism have mental retardation as well.
C) People with autism are unusually intelligent as a group.
D) The adult outcomes for persons with ASD are similar to those who have intellectual disabilities.
Q:
Repetitive, ritualistic motor movements such as twirling, flapping hands, and rocking
A) only occur in children with ASD if they are also blind.
B) are no longer thought to be symptoms of ASD.
C) are evident in some, but not all, children with ASD.
D) are associated with superior intelligence in children with ASD.
Q:
All of the following are characteristics of persons with Asperger syndrome EXCEPT
A) difficulties in thinking about situations in a nuanced way.
B) tendency to take things said to them literally.
C) tendency to interpret situations using emotion or sentiment rather than logic..
D) difficulties in knowing the "dos and don"ts" of everyday living that most people learn incidentally.
Q:
The desire to communicate for social purposes is referred to as
A) communicative intent.
B) selective expression.
C) stereotypic behavior.
D) garrulity.
Q:
Joint attention is the process of
A) looking at a stimulus within milliseconds of another person looking at the same stimulus.
B) anticipating another person's focus of attention.
C) one person alerting another to a stimulus via nonverbal means, such as gazing or pointing.
D) two people using the same cues to help focus their attention.
Q:
Each of the following is a characteristic that applies generally to individuals with autism spectrum disorder EXCEPT
A) impaired social responsiveness.
B) impaired communication.
C) stereotyped and ritualistic behavior.
D) broad range of interests.
Q:
What percentage of children with autism appears to experience autistic regression?
A) 10%
B) 33%
C) 40-50%
D) 50-75%
Q:
Each of the following is criteria used by the APA's DSM-5 EXCEPT
A) communication skills.
B) social interactions.
C) reading skills.
D) repetitive and stereotyped patterns of behavior.
Q:
Which of the following statements illustrates evidence for autism having a hereditary component?
A) "Refrigerator mothers"have been shown to have had mothers who were also"cold"and uninvolved.
B) Identical twins are much more likely to both have autism than are fraternal twins.
C) When one family member has autism, the chances are 9.3 times higher that a first cousin has autism than in the population as a whole.
D) Family members of those with autism are less likely to have a preference for routines than people in general.
Q:
Neurological research that involves the brain and head size of people with autism strongly suggests that for many
A) their brains are larger than average at birth.
B) their brains increase in size after about age five years.
C) their brains grow suddenly and excessively in the first two years of life.
D) their brains reach maximum size around age two or three years.
Q:
Each of the following supports a neurological basis for autism EXCEPT
A) People with autism have a high incidence of brain seizures and brain tumors.
B) Postmortem and neurological imaging studies have implicated several areas of the brain that differ from those of people without disabilities.
C) People with autism may have experienced sudden, excessive brain growth followed by a deceleration in growth.
D) Studies show that when one sibling is diagnosed with autism, the chances are much higher that another sibling has autism.
Q:
Which statement about the causes of autism spectrum disorder is true?
A) Autism spectrum disorder is likely caused by parental attitudes and behavior.
B) Scientists have established unequivocally that the cause is neurological.
C) Psychoanalytic ideas attribute autism to brain malfunction.
D) Childhood inoculations have been proven to cause autism in some cases.
Q:
Although highly questionable today, during the 1960s, which idea was popular among professionals trying to explain autism?
A) psychoanalytic idea that attributes cause to parents
B) biological basis that attributes cause to heredity
C) neurological basis that attributes cause to brain damage
D) childhood inoculations
Q:
Which term was once commonly applied to mothers of children with autism?
A) warmhearted moms
B) refrigerator moms
C) egocentric moms
D) neglectful moms
Q:
Which statement about the prevalence rate of ASD is TRUE?
A) It is 4 times higher for girls than boys.
B) It is 5 times higher for boys than girls.
C) It is higher for Latinos than European Americans.
D) It is higher for African Americans than for European Americans.