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Special Education
Q:
Which is a more convincing method for determining whether learning disabilities are inherited: familiality studies (the degree to which a certain condition, such as a learning disability, occurs in a single family) or heritability studies (comparison of the prevalence of learning disabilities in identicalmonozygotic versus dizygotic twins) Why?
Q:
Describe four psychological or behavioral characteristics of students with learning disabilities.
Q:
Describe three explanations for the increase in the number of students identified as having learning disabilities in the last 30 years or so.
Q:
Define IQ-achievement discrepancy and list three objections to using it for identifying learning disabilities.
Q:
Describe two reasons why defining learning disabilities has been so problematic.
Q:
Most children with learning disabilities outgrow their disabilities as adults.
Q:
Several major professional and parent organizations have developed position papers against placing students with learning disabilities in full-inclusion programs.
Q:
The resource room is the most popular placement for students with learning disabilities.
Q:
The vast majority of children with learning disabilities develop social-emotional problems.
Q:
Many students with learning disabilities have problems with attention, and there is an overlap of 10% to 25% between learning disabilities and attention deficit hyperactivity disorder (ADHD).
Q:
In the case of most children with learning disabilities, there is little neurological evidence of actual damage to the brain tissues.
Q:
Many different kinds of disabilities are more prevalent in males than in females.
Q:
Children and youths with learning disabilities comprise about half of all students who receive special education.
Q:
Response to intervention is the federally preferred method of identifying learning disabilities.
Q:
Psychological processing disorders are considered to be the primary reason for most learning disabilities.
Q:
In addition to a transition plan, federal law now requires that schools develop a(n)
A) summary of performance
B) exit interview.
C) assessment review.
D) list of ongoing accommodations.
Q:
According to the Council for Exceptional Children special education teachers of students with learning disabilities should be able to do all of the following EXCEPT
A) address a variety of academic learning problems, such as reading, math, and spelling.
B) help students apply these academic skills in the general education content areas, such as science and social studies.
C) teach the exact same content as the general education teacher.
D) to teach academic skills in several different settings, such as individually or in small or large groups.
Q:
Rather than talking about identification of learning disabilities at the preschool level, educators emphasize
A) causation/etiology.
B) prediction.
C) adaptive behavior.
D) classification.
Q:
The most common testing accommodations for students with learning disabilities are
A) extended time and small group administration.
B) dividing assessment into multiple sessions and individual assessment.
C) having directions read aloud and group administration.
D) extended time and group administration.
Q:
An informal reading inventory is primarily used to
A) provide practice in reading for the student.
B) explain the cause of a student's reading problems.
C) estimate the appropriate difficulty level of reading materials.
D) design instructional interventions.
Q:
All of the following practices are typical of curriculum-based assessment EXCEPT
A) frequent observation of child's behavior.
B) testing completed by classroom teacher.
C) comparison of child to national norms.
D) use of curriculum the student has been exposed to.
Q:
The part of the graph typically used with curriculum-based measurement to depict where a student should be performing at a given point in time is the
A) baseline data point.
B) expected growth norm.
C) aim line.
D) goal.
Q:
The most common placement for students with learning disabilities is
A) self-contained special classes.
B) special schools.
C) resource room.
D) general education classroom.
Q:
Each of the following is true of peer-assisted learning strategies (PALS) EXCEPT
A) it involves pairing a higher-performing student with a lower-performing student.
B) it is not effective for high school students without learning disabilities.
C) students take turns being"coach"and"reader."
D) students participate in highly structured tutoring sessions each week.
Q:
A method involving breaking down academic problems into their component parts that can be taught separately and then combined is called
A) direct instruction.
B) scaffolded instruction.
C) cognitive training.
D) task analysis.
Q:
All of the following are features of Direct Instruction EXCEPT
A) fast-paced lessons.
B) emphasis on drill and practice.
C) student-centered lessons.
D) precisely sequenced.
Q:
Visual devices that employ lines, circles, and boxes to organize information are
A) mnemonic organizers.
B) linear organizers.
C) graphic organizers.
D) geometric organizers.
Q:
Which approach to mathematics instruction is most efficient for students with learning disabilities?
A) constructivist
B) discovery-oriented
C) teacher-directed
D) student-centered
Q:
Effective writing instruction involves teaching systematic strategies for each of the following EXCEPT
A) planning.
B) handwriting skills.
C) revising.
D) editing.
Q:
Repeated readings is a technique specifically used to improve
A) phonemic awareness.
B) reading fluency.
C) phonics.
D) reading comprehension.
Q:
A method in which the teacher-student relationship is similar to that of an expert and an apprentice is
A) reciprocal teaching.
B) scaffolded instruction
C) co-teaching.
D) team teaching.
Q:
A method in which assistance is provided to students when they are first learning tasks, then gradually reduced until the students do the tasks independently is
A) scaffolded instruction.
B) self-monitoring.
C) prompted instruction.
D) self-regulated strategy development.
Q:
Making students aware of the stages of problem-solving tasks while they are performing them and bringing behavior under verbal control is
A) self-instruction.
B) self-monitoring.
C) scaffolded instruction.
D) reciprocal teaching.
Q:
Cognitive training involves all of the following EXCEPT
A) changing thought processes.
B) providing strategies for learning.
C) teaching self-initiative.
D) multisensory training.
Q:
Brianna is a junior in high school who has a learning disability and an external locus of control. When she succeeds on a homework assignment in math, she is most likely to attribute her success to
A) effort.
B) luck.
C) math ability.
D) intelligence.
Q:
Individuals who have a cluster of disabilities in social interaction, math, visual-spatial tasks, and tactual tasks are referred to as having
A) nonverbal learning disabilities.
B) motivational problems.
C) social cognition problems.
D) locus of control deficits.
Q:
Difficulties experienced by students with learning disabilities in interpreting the feeling and emotions of others reflects a problem with
A) visual perception.
B) social cognition.
C) affective disorder.
D) referential communication.
Q:
Which one of the following problems best illustrates difficulty in metacognition?
A) Joelle reverses b and d.
B) Simon is always active and out of his seat.
C) Rita can"t tell the difference between the spoken words think and thing.
D) Oscar neglects to slow down when reading a difficult passage.
Q:
Students with learning disabilities
A) have problems with working memory but not long term memory.
B) have problems with long term memory but not working memory.
C) can have problems in working memory and/or long term memory.
D) are no different in memory skills from nondisabled peers as long as they are motivated properly.
Q:
Students with learning disabilities have what type(s) of memory problems?
A) working memory only.
B) short term memory or working memory and retrieval of information from long-term memory.
C) short term memory only.
D) retrieval of information from long-term memory only.
Q:
Researchers have found that one of the major reasons that children with
learning disabilities perform poorly on memory tasks is that
A) they fail to use strategies.
B) their working memory is much more advanced so it interferes with short term memory.
C) they have been exposed to too much direct instruction.
D) they are either auditory or visual learners but not both.
Q:
An academic area that may cause just as much trouble for students with learning disabilities as reading is
A) spoken language.
B) science.
C) written language.
D) math.
Q:
Pragmatics is the study of
A) word order within sentences.
B) the sound structure of words.
C) the meaning of language.
D) language use in social settings.
Q:
Gareth is a twelve-year-old with learning disabilities who makes many grammatical errors when speaking. Gareth has a problem with which aspect of language?
A) phonology
B) semantics
C) pragmatics
D) syntax
Q:
When writing creatively, students with learning disabilities tend to
A) use less complex sentence structures than their peers.
B) write paragraphs that are generally as well organized as their peers.
C) include about the same number of ideas as their peers.
D) have the same type and degree of handwriting problems as their peers.
Q:
Students with poor phonological skills are most likely to have problems with which aspect of written language?
A) handwriting
B) spelling
C) metacognitive strategies
D) creative writing
Q:
The ability to understand that specific words can be broken down into individual sounds is referred to as
A) phonological awareness.
B) phonemic awareness.
C) decoding.
D) reading fluency.
Q:
Which poses the most difficulty for most children with learning disabilities?
A) reading
B) spelling
C) handwriting
D) math
Q:
By definition, every student with learning disabilities has
A) academic problems.
B) brain damage.
C) hyperactivity.
D) deficits in all academic areas.
Q:
Freda, Sam, and Liz are eighth-grade students with learning disabilities. Which one of the following statements best illustrates the concept of intraindividual variation?
A) Freda scores high in math, but not in spelling.
B) In comparison to eighth graders nationally, Sam scores lower in reading and written expression.
C) In comparison to Freda and Sam, Liz has higher achievement in math.
D) Liz has lower reading scores than any of the nondisabled students in her class.
Q:
John, Jim, and Ann are fifth-grade students with learning disabilities. Which one of the following statements best illustrates the concept of interindividual differences?
A) John has problems with math, while Ann has problems with reading.
B) In comparison to the nondisabled students in her class, Ann scores lower in reading and math.
C) Jim does well in reading, but not in math.
D) John has high intelligence, but low achievement in spelling.
Q:
All of the following are true EXCEPT
A) Learning disabilities tend to run in families.
B) Premature birth can result in learning disabilities.
C) Toxins have been ruled out as a potential cause of learning disabilities.
D) Most geneticists agree that there is no single gene that causes learning disabilities.
Q:
Over the years, evidence has accumulated showing that learning disabilities
A) dramatically improve in the adult years.
B) can be inherited.
C) manifest themselves in infancy.
D) occur more often in first-born children.
Q:
Research on the neurological basis of learning disabilities
A) has been relatively consistent in pointing to the left temporal lobe as being involved.
B) has made it possible to use neuroimaging as a screening tool for learning disabilities.
C) has largely failed to find any connection between brain function and learning disabilities.
D) has largely failed to find any connection between brain structure and learning disabilities.
Q:
Research using neuroimaging suggests that some cases of learning disability are caused by
A) poor nutrition.
B) head wounds.
C) structural and functional differences in the brain.
D) allergies to food additives.
Q:
Each of the following is suggested as an explanation for why boys outnumber girls in the learning disabilities category EXCEPT
A) greater biological vulnerability of boys
B) decrease in prevalence of intellectual disabilities
C) other behavior by boys (hyperactivity) leads to referral
D) lower academic expectations for girls
Q:
Changes in the number of students in the learning disabilities category has been attributed to all of the following factors EXCEPT
A) poor diagnostic procedures.
B) teachers'reluctance to change teaching methods.
C) increase in poverty and stress on families and children.
D) increase in prevalence of mental retardation.
Q:
In a typical school of 1000 students, about how many students identified as learning disabled would you expect to find?
A) 10
B) 50
C) 150
D) 250
Q:
All of the following have been identified as concerns about response to intervention EXCEPT
A) Most of what is validated about RTI is focused just on reading.
B) Most of the research on RTI has focused on grades 3-5, leaving a vacuum of what we know about its implementation in 1 and 2, where it is most important to intervene.
C) Some students do well enough in Tier 2 to return to Tier 1, but then they experience difficulties, resulting in returning to Tier 2.
D) Currently, many general education teachers are failing to use evidence-based instruction in Tier 1.
Q:
One of the major advantages of the response to intervention method of identifying learning disabilities is that
A) it is easy to implement.
B) it is not subject to the same"wait-to fail"criticism.
C) it ensures that a student's low achievement is not simply due to ineffective instruction.
D) A great deal of research has been done to show how best to implement RTI.
Q:
According to law, states
A) must require the use of severe discrepancy between intellectual ability and achievement, but may permit the use of response to intervention.
B) must not require the use of severe discrepancy between intellectual ability and achievement, and must permit the use of response to intervention.
C) must require the use of severe discrepancy between intellectual ability and achievement, and must require the use of response to intervention.
D) must not require the use of severe discrepancy between intellectual ability and achievement, and must not require the use of response to intervention.
Q:
Up until the recent ascendance of the response to intervention model, the identification of learning disabilities focused on
A) IQ-achievement discrepancy
B) learning problems due to visual, hearing, or motor handicaps, or environmental, cultural, or economic disadvantage
C) neurological evidence of brain injury
D) deficits in adaptive behavior
Q:
Each of the following is an element of the NJCLD definition EXCEPT
A) Learning disabilities are due to central nervous system dysfunction.
B) Learning disabilities are a lifelong condition.
C) Spelling is a specific manifestation of learning disabilities.
D) Learning disabilities can occur concurrently with mental retardation.
Q:
The majority of states use the definition of learning disabilities that is endorsed by
A) AAIDD.
B) NJCLD.
C) LDA.
D) the federal government.
Q:
Dyslexia refers to a severe impairment in the ability to
A) read.
B) write.
C) compute.
D) use expressive language.
Q:
Describe three ways that general and special educators can collaborate to serve students with intellectual disabilities.
Q:
Discuss three advantages of supported competitive employment over sheltered workshops for individuals with intellectual disabilities.
Q:
What is self-determination? Describe the four components of self-determination and discuss arguments for and against promoting self-determination.
Q:
Write a scenario illustrating the use of an instructional prompt and explain why and how it is faded out.
Q:
Write a scenario illustrating the kinds of social problems a person with an intellectual disability is likely to have.
Q:
Identify and describe three environmental causes of intellectual disabilities.
Q:
Discuss the difference in expected prevalence rates for intellectual disabilities (based on the hypothetical normal curve of intelligence) and the actual prevalence figures.
Q:
Distinguish between intelligence and adaptive behavior, giving examples of tasks that are representative of each. Why is adaptive behavior included in the definition of mental retardation?
Q:
Describe what is meant by the phrase,"intellectual disability is a socially constructed condition."
Q:
Explain why the major professional organization for people with significant cognitive or intellectual disabilities changed its name from the American Association on Mental Retardation (AAMR) to the American Association on Intellectual and Developmental Disabilities (AAIDD).
Q:
Research has consistently shown that students who are positively reinforced for correct responses learn faster.
Q:
Long-term memory involves the ability to keep information in mind while simultaneously doing another cognitive task.
Q:
IQ is generally considered the single best index of how well a person will do in school.
Q:
Authorities believe that few cases of mild intellectual disabilities are caused by specific genetic syndromes.
Q:
Encephalitis results in intellectual disabilities but meningitis does not.