Q&A Hero

Q: Most scientists argue that the dramatic increase in prevalence statistics for autism is due to each of the following EXCEPT A) a widening of the criteria used for diagnosis. B) a greater awareness of autism in general. C) widespread use of vaccinations for babies. D) "diagnostic substitution"(diagnosing with autism rather than intellectual disability).

Q: According to the Centers for Disease Control and Prevention, how many people have an autism spectrum disorder? A) about 1 in 88, possibly as high as 1 in 50. B) about 1 in 2,500 if strict medical criteria is used. C) about 1 in 333 in rural areas. D) about 1 in 91.

Q: The prevalence of ASD A) is much higher in girls of color than boys of color B) has begun to diminish since the early 2000s. C) is now almost as much as the prevalence of learning disabilities. D) is 5 times higher for boys than girls.

Q: DSM-5 divides the symptoms of ASD into two general domains: A) Asperger syndrome and autism. B) mild and moderate-severe ASD. C) social communication impairment and repetitive/restricted behaviors. . D) intrinsic and extrinsic symptoms.

Q: According to the DSM-5, Asperger syndrome A) is distinguished from autism in that the latter is inherited. B) is a necessary, but not sufficient condition, to be diagnosed as ASD . C) can only be used as a diagnosis in adults with superior IQ scores. D) is no longer an entity separate from ASD.

Q: Early warning signs for Autistic Spectrum include all of the following EXCEPT A) no babbling or pointing by age 1. B) response to name. C) poor eye contact. D) loss of language of social skills.

Q: A condition that is much like autism but usually without significant delays in cognition and language is A) Asperger syndrome. B) non-verbal learning disabilities. C) psychosis.. D) retrograde autism.

Q: The term "spectrum" in autism spectrum disorders refers to the fact that people with ASD A) have a variety of symptoms and degrees of impairment that fall along a continuum. B) have symptoms that are like waves, they come and go. C) are almost always (at least over 50%) obsessed with the colors of objects in their environment. D) are overrepresented in the LGBT population.

Q: In Kanner's paper, he described the children he was studying as all of the following EXCEPT A) prefer to play alone. B) perceived as normal. C) obsessive desire for repetition. D) resistance to being held by parents.

Q: Asperger identified children who had A) average intelligence but channeled their intellectual pursuits into obsessive preoccupation in narrow areas. B) superior intelligence but channeled their intellectual pursuits into obsessive preoccupation in narrow areas. C) below average intelligence but remarkable ability in a particular area. D) below average intelligence and a tendency toward violent, psychotic behavior.

Q: Kanner's research with a group of children he called"autistic"indicated that these children could be set apart from children with schizophrenia in each of the following ways EXCEPT A) Children with schizophrenia withdrew from the world at some point in time, while children with autism had no social connections to begin with. B) Children with autism exhibited unique language patterns, such as echolalia. C) Children with schizophrenia exhibited bizarre, repetitive physical movement. D) Children with schizophrenia tended to deteriorate in their functioning over time, while children with autism did not.

Q: One characteristic that distinguished children studied by Kanner was A) an inability to relate to others in an ordinary manner. B) a need to be picked up or held by parents. C) surprisingly normal language development. D) an extreme dislike of repetition.

Q: The words"autistic"and"autism"come from the Greek word autos, meaning A) cars. B) withdrawn. C) others. D) self.

Q: The seminal work in the field of autism began in what year? A) 1992 B) 1929 C) 1943 D) 1907

Q: Each of the following is a misconception about autism spectrum disorders EXCEPT A) It is a single, well-defined category of disability. B) People with autism spectrum disorders are all intellectually disabled. C) All People with autism are impaired in some cognitive areas but are highly intelligent or geniuses in others. D) There is no evidence that bad parenting causes autism.

Q: Erik is a sixth grader with E/BD who is highly aggressive. His teacher, Mr. Glumbly, should be advised to try all of the following techniques with Erik EXCEPT A) providing examples of nonaggressive responses in aggression-provoking circumstances. B) role-playing nonaggressive behavior with him. C) preventing him from receiving positive consequences for aggression. D) letting him"act out"his aggression freely.

Q: Many social learning theorists and behavioral psychologists believe that aggression is A) caused by an overwhelming sense of frustration. B) a result of subconscious motives. C) a defense mechanism used in distressing situations. D) a learned behavior.

Q: The most common problems exhibited by children with E/BD are A) withdrawn behaviors. B) attention deficit disorders. C) impulsive behaviors. D) conduct disorders.

Q: On standardized achievement tests, most students with E/BD perform A) at grade level. B) above grade level. C) at mental age level. D) below grade level.

Q: Bert is a nine-year-old boy with E/BD. If he is like the typical child with E/BD, his IQ score probably falls in which range on standardized tests? A) dull-normal B) bright-normal C) normal D) superior

Q: Despite problems in defining E/BD, most children with severe E/BD are easily recognized because A) teachers are trained in the use of behavior rating scales. B) systematic screening procedures are used in most schools. C) their behavior attracts immediate attention. D) most schools have psychologists on-site.

Q: Each of the following societal conditions may predispose children to develop E/BD EXCEPT A) availability and level of drug use. B) a child's temperament. C) level of violence depicted in the media. D) use of terror as a means of coercion.

Q: Each of the following is true regarding school practices and development of E/BD EXCEPT A) Children may become better or worse, depending on how they are managed in the classroom. B) A child's temperament and social competence interact with behaviors of peers and teachers. C) We know which specific school experiences contribute to E/BD. D) Teachers need to be aware of how their academic instruction and behavior management approaches may contribute to student's misconduct.

Q: Each of the following statements about biological causes of E/BD is true EXCEPT A) If a disorder has a biological cause it can still be an emotional or behavioral disorder. B) Causes are usually exclusively biological or exclusively psychological. C) Medical treatment is seldom the only intervention needed. D) Medical approaches may be of little benefit if psychological and social aspects are not addressed.

Q: A biologically determined behavioral style is a A) personality. B) temperament. C) learning style. D) attitude.

Q: In the majority of cases, the cause of E/BD is A) biological. B) family-related. C) unknown. D) school-based. Praxis: I.C. CEC: CC2K1

Q: The causes of E/BD have been attributed to each of the following EXCEPT A) biological disorders and diseases. B) pathological family relationships. C) undesirable school experiences. D) membership in a particular cultural group.

Q: Each of the following statements about children with E/BD is true EXCEPT A) aggressive acting-out behavior is most common. B) boys outnumber girls. C) most students identified are psychotic. D) juvenile delinquency and conduct disorder cannot be clearly distinguished from emotional disturbance.

Q: What percentage of the school-aged population exhibits serious and persistent emotional/behavioral problems, according to credible studies in the U.S. and other countries? A) less than 1% B) about 2% C) 6"10% D) 10-15%.

Q: According to the federal government, what percentage of the school-age population is identified for special education services under the category of"emotional disturbance"? A) less than 1% B) about 2% C) 3"5% D) 6"10%

Q: Comorbidity in persons with E/BD is A) not unusual. B) very unusual. C) rare. D) part of the diagnosis.

Q: Schizophrenia is associated the least with which of the following problems? A) delusions and hallucinations. B) tendency to withdraw into their own private worlds. C) epileptic seizures. D) severe disorder of thinking.

Q: Two broad dimensions of behavior disorders are A) externalizing and internalizing. B) withdrawal and disinterest. C) exterior and interior. D) hostility and aggression.

Q: In contrast to the present federal definition, the proposed National Mental Health and Special Education Coalition definition of E/BD A) recognizes that disorders of emotion and behavior may occur separately or in combination. B) focuses on problems that exist in a school setting only. C) excludes students with schizophrenia. D) is less sensitive to ethnic and cultural differences.

Q: The federal definition of E/BD has been most widely criticized for its exclusion of children with A) autism. B) schizophrenia. C) social maladjustment. D) attention deficit disorder.

Q: The problematic behavior of children and youth with EBD tends to be A) exhibited more often in highly structured environments. B) a psychological processing problem. C) a sudden onset of extremely inappropriate behavior. D) episodic, highly variable, and situation specific.

Q: The terminology proposed by the National Mental Health and Special Education Coalition in1990 is A) serious emotional disturbance. B) severe behavioral disorder. C) emotional or behavioral disorder. D) emotionally or behaviorally challenged.

Q: Many different terms have been used to designate children who have extreme social interpersonal and/or intrapersonal problems. Which term have some pointed out has the advantage of focusing attention on the clearly observable aspect of these children's problems: A) behaviorally disordered. B) emotionally disturbed. C) socially maladjusted. D) emotionally conflicted.

Q: The most obvious problem of children with E/BD is A) imaginary friendships. B) aggression aimed at others. C) lack of close emotional ties. D) social fear or disinterest.

Q: Discuss factors that need to be considered for the transition from school to work for

Q: Describe the difficulties related to identifying preschool children with E/BD, and explain why "preventive efforts seem to have a good chance of success."

Q: "Zero tolerance"in the school system is similar to "mandatory sentencing"in the legal system. Provide an example illustrating zero tolerance and why this policy is sometimes considered to be unfair by teachers, administrators, and parents.

Q: Write a brief case description of a student with E/BD and explain why this student's problems need to be addressed with a balance of behavioral control strategies and academic and social learning techniques.

Q: Differentiate between externalizing and internalizing behavior disorders by writing two brief case descriptions of students with these types of E/BD.

Q: What procedures are used to identify students with E/BD?

Q: What are the four factors thought to contribute to E/BD and what is the degree to which they are thought to be responsible for E/BD?

Q: Why do estimates of the prevalence of E/BD vary so much across different studies?

Q: Discuss the controversy associated with the present federal definition of E/BD and the advantages of the National Mental Health and Special Education Coalition definition.

Q: Describe two misunderstandings that seem to contribute to a common viewpoint in society that E/BD is not a"real"disorder.

Q: Transition from school to work is usually not a significant problem for those with E/BD because they tend to be so independent.

Q: "Manifestation determination"means that the circumstances surrounding a particular incident are not weighed in deciding what the consequences should be.

Q: A student with disabilities cannot be expelled from school.

Q: Suicide is now a leading cause of death for people between the ages of 15 and 24.

Q: Most children with E/BD perform in the low-average range on tests of intelligence.

Q: Teachers'informal identifications of students as having emotional or behavioral disorders are notoriously unreliable and invalid.

Q: Most schools use systematic screening procedures to identify youth with E/BD.

Q: Boys with externalizing forms of E/BD outnumber girls with externalizing forms of E/BD by about five to one.

Q: Studies indicate that less than 1 percent of school-aged youth exhibit serious emotional/behavioral problems.

Q: Punishment may actually increase aggression under certain circumstances.

Q: Among children and adolescents with E/BD, the future is especially grim for those with A) neurosis. B) conduct disorders. C) withdrawal. D) anxiety and depression.

Q: Transition from school to work is particularly difficult for many adolescents with E/BD for all of the following reasons EXCEPT A) a high rate of dropping out of school. B) neglectful, abusive, or inadequate family relationships. C) over-emphasis on vocational training rather than academics. D) behavior that is unacceptable to peers and employers.

Q: It is difficult to design a specific education program for E/BD at the secondary level because A) services provided for E/BD usually omit secondary education. B) few special educators are interested in this field. C) this category of youths is so varied. D) subject areas are varied and training of professionals is limited.

Q: Tad is a 15-year-old youth with a long-standing history of school failure and serious behavioral offenses. He is currently in prison and receives no special education services. A likely reason why Tad is not receiving services is that A) IDEA does not apply to prison schools. B) Tad is considered"socially maladjusted"and therefore is not eligible for services. C) because he has been convicted of a serious offense, Tad has lost the right to a free, appropriate public education. D) Tad has refused to participate in special education programming.

Q: Each of the following is a reason why early, comprehensive, intense, and sustained intervention is so rare EXCEPT A) worry about labeling and stigma. B) lack of familiarity with the early signs of problems. C) optimism about a child's development (i.e.,"he"ll grow out of it"). D) lack of resources for any but the most severe cases.

Q: Effective interventions for preschool children with E/BD that include defining and measuring behavior and rearranging the environment to teach and support more appropriate conduct are A) psychoeducational. B) humanistic. C) ecological. D) behavioral.

Q: All of the following patterns of behavior signal problems in preschool EXCEPT A) grabbing, kicking, and screaming to get one's way. B) frequent conflicts and aloofness from others. C) infrequent outbursts, but with apparent reason. D) hiding from strangers.

Q: With respect to monitoring the progress of students with E/BD, A) academic as well as behavioral assessment is usually necessary. B) standardized assessments are more accurate than teacher rating scales. C) curriculum-based assessments are outdated. D) teacher rating scales are all that are actually required to assess the students' behavior.

Q: Under IDEA,"functional behavioral assessment"(FBA) A) simply means assessment that is based on psychoanalytic as well as behavioral principles. B) clearly refers to a specific set of procedures designed to pinpoint the function of a student's behavior. C) is optional. D) is designed by school administrators.

Q: Proponents of positive behavioral intervention and support A) forbid the use of punishment. B) recognize the value of nonviolent negative consequences (punishment) in managing behavior. C) believe that there are rare occasions when it is necessary to use aversive punishments, such as solitary confinement. D) believe that there are rare occasions when it is necessary to use aversive punishments, such as corporal punishment.

Q: All of the following are controversial concepts specific to discipline of students with disabilities EXCEPT A) determining if behavior is a manifestation of disability. B) use of corporal punishment. C) providing alternative placement for education. D) developing functional behavior assessments.

Q: In the case of discipline,"zero tolerance"means that A) the circumstances surrounding an incident are not weighed in deciding what the consequences should be; only the act itself is questioned. B) the circumstances surrounding an incident are weighed in deciding what the consequences should be, and the act itself is questioned. C) the circumstances surrounding an incident are weighed in deciding what the consequences should be, but the act itself is not questioned. D) the circumstances surrounding an incident are not weighed in deciding what the consequences should be, and the act itself is not questioned.

Q: Increasingly, researchers recognize that problem behavior occurs less frequently in the classroom when A) the teacher is offering effective instruction. B) the teacher allows unstructured free time each day. C) the teacher separates students with behavior problems from other students. D) the teacher consistently punishes each occurrence of problem behavior.

Q: The expertise of any teacher of students with EDB includes understanding, assessing, and managing behavior to promote learning. The teacher needs the following skills EXCEPT A) use of intelligence tests and standardized achievement tests to make placement decisions. B) knowledge of prevention and intervention strategies. C) use of nonaversive techniques. D) establishment of consistent classroom routines.

Q: Each of the following is true of instructional considerations for students with E/BD EXCEPT A) Incidental social learning is sufficient and preferred to address social difficulties. B) If social skills are improved any academic deficits will improve to the point of not being an issue. C) Many incarcerated youths actually receive better instruction because they are in a highly structured environment. D) Kindness and concern are not sufficient qualities for teachers of students with E/BD.

Q: The trend in programs for students with EBD is toward A) institutionalization. B) resource rooms. C) integration into more restrictive placements. D) integration into general education classrooms whenever possible.

Q: In comparison to the percentage of students with most other disabilities, students with E/BD are more likely to be educated in A) general education classrooms. B) resource room programs. C) less restrictive settings. D) more restrictive settings.

Q: Susan and Mike are looking to place their son, Max, in an effective educational program for students with E/BD. They should select a program that includes all of the following elements EXCEPT A) systematic, data-based interventions. B) direct, daily assessment of performance. C) emphasis on self-awareness, mindfulness activities. D) programming for transfer and maintenance.

Q: The importance of integrated services for students with E/BD means that A) subject areas within the curriculum should not be taught in isolation from each other. B) students with E/BD should be fully included in regular classrooms. C) schools, families, and community agencies should cooperate to meet students'needs. D) therapy should occur in school within the context of the student's academic program.

Q: Each of the following statements regarding the need to balance behavioral control with academic and social learning is true EXCEPT A) Too often, the focus is on academic instruction at the expense of social learning and student behavior. B) Excellent academic instruction has been shown to eliminate most disruptive behaviors. C) Without effective behavior control, it is extremely unlikely that academic and social learning will occur. D) Behavior control strategies preferably involve students in self-control strategies.

Q: To maximize their effectiveness, programs for students with E/BD should provide a balance between A) behavioral control and academic/social instruction. B) academic/social instruction and vocational training. C) psychological therapy and academic/social instruction. D) individualized instruction and behavioral control.