Q&A Hero

Q: Which of the following provides rules for putting together a series of words to form sentences? A. Language B. Speech C. Phonology D. Syntax

Q: Classifying a person's disability by the specific body location of the movement impairment is: A. Physical classification B. Medical classification C. Topographical classification D. Regional classification

Q: The high prevalence of feelings of guilt for parents who have a child with a disability is probably due to a. the fact that the cause of so many disabilities is unknown. b. parents'knowledge that they caused their child's disability. c. strangers' stares and comments. d. the lack of support for families of children with disabilities.

Q: It is largely a myth that many parents of children with disabilities experience a. loss. b. denial. c. guilt. d. grief.

Q: How many different sounds are produced in the English language? A. 26 B. Over 100 C. 36 D. 45

Q: Stage theories of reaction to having a child with a disability have been questioned for all of the following reasons EXCEPT a. many parents do not engage in denial. b. parents do not go through stages in an identical and predictable way. c. parents are often the first to suspect a problem. d. the majority of parents do not experience changes in emotions.

Q: Abrupt, involuntary movements of the head, neck, face, and extremities, particularly the upper torso, are involved in which type of CP? A. Mixed B. Spastic C. Dyskinetic D. Athetoid

Q: The oral expression of language is: A. Language B. Speech C. Phonology D. Syntax

Q: According to one survey, what percentage of families reported that one or more family members adjusted their employment situation because of having a child with a disability in the family? a. about 5% b. less than 10% c. about 20% d. over 50%

Q: Which type of CP is the most common and is characterized by tightness in one or more muscle groups? A. Mixed B. Spastic C. Dyskinetic D. Athetoid

Q: An IFSP refers to an a. informal family service plan. b. individualized family service plan. c. initial family service program. d. interchangeable family service program.

Q: Unlike the past, many professionals now view early intervention as an opportunity to a. train parents to be effective therapists. b. teach parents how to teach their child. c. support the natural parent-child relationship. d. provide counseling for parents.

Q: What percent of students aged 6"21 have speech/language disorders? A. About 20% B. Nearly 50% C. Only 5% D. Over 65%

Q: What term do educators use to refer to a severe orthopedic impairment that adversely affects a child's educational performance? A. Cerebral palsy B. Physical disabilities C. Other health impairments D. Orthopedic impairments

Q: Which one of the following best describes current views on the direction of causation between child and adult behavior? a. one-way street: adult behavior causes child behavior b. one-way street: child behavior causes adult behavior c. two-way street: behavior is reciprocal d. dead end

Q: Research has demonstrated that interactions between parents and their infants a. is dependent on how difficult the mother's labor during delivery. b. is reciprocalsometimes the infant's reactions determine the mother's behavior, and sometimes the opposite occurs. c. is more negative than positive. d. is more positive than negative.

Q: A language variation used by a group of individuals that reflects regional, social, or cultural/ethnic factors is: A. Dialect B. Ebonics C. Accent D. Difference

Q: In the not too distant past, many professionals tended to believe that parents of children with disabilities were a. virtually faultless with respect to their child's problems. b. to blame for many of their child's problems. c. unable to work effectively with their child unless they first experience an emotional catharsis or cleansing. d. unable to cope with their child if he or she was the first-born child.

Q: Describe applied behavior analysis (ABA) and discrete trial training.

Q: Which of the following is characterized by difficulty receiving or understanding information? A. Speech disorder B. Language disorder C. Receptive language disorder D. Expressive language disorder

Q: Explain functional behavioral assessment (FBA) and its purposes.

Q: Describe three strategies that teachers can use to make homework assignments more effective.

Q: Which of the following entails receiving, understanding, and expressing information, feelings, and ideas? A. Reading B. Communication C. Comprehension D. Language

Q: Discuss the advantages and (possible) disadvantages of three home-school communication strategies: Parent-teacher conferences, home-note program, and traveling notebooks.

Q: Discuss the causes of autism, and provide an historical perspective on causes.

Q: Discuss why teachers should be attentive to the expanding ethnic diversity in the U.S.

Q: What is meant by your textbook authors' statement: "Differentiated instruction is a logical companion to universal design for learning"?

Q: Describe the family systems approach to intervention.

Q: What does research suggest about the adjustment of siblings of people with disabilities? What factors help siblings adjust?

Q: Describe repetitive and problem behaviors exhibited by some students with autism and suggest possible explanations for those behaviors.

Q: Summarize the causes of learning disabilities.

Q: Explain why siblings of a child with a disability might have a more difficult time adjusting than their parents and list four concerns that children and adolescents might have about their sibling with a disability.

Q: Describe characteristics of social development exhibited by children with autism.

Q: What issues are related to parental reactions to having a child with a disability, and what factors appear to be most predictive of how couples will cope with the stress associated with having a child with a disability? In your response, address the role of stages in parental reactions.

Q: Describe the symbiotic relationship between teachers and parents, providing two examples of the importance of families to teachers and two of the importance of teachers to families.

Q: Describe the response to the intervention model for identifying learning disabilities, including concerns about the model.

Q: Describe schoolwide positive behavior support and how it helps all students.

Q: Describe the discrepancy model for identifying learning disabilities, including problems with this model.

Q: Discuss the theory that the direction of causation between child and adult behavior is a two-way street.

Q: It is essential for success that parents be advocates for their children with disabilities throughout the school years.

Q: List (and briefly describe) the five instructional areas for promoting friendships.

Q: What is meant by your textbook authors' statement: "There is no such thing as a typical student with learning disabilities"? How does this relate to characteristics of students with learning disabilities?

Q: Transitions between life stages tend to be times of low stress for families.

Q: Explain social stories and the different types of sentences used in them.

Q: Parents of a child with a disability who choose not to be involved with decision making at school probably are neglectful at home.

Q: What is curriculum mapping?

Q: Families with a high level of cohesion may limit their child's independence.

Q: List 3 of common attributes of communication of children with autism.

Q: What is the psychological processing model for identifying students with disabilities?

Q: The feelings that siblings experience about a child with a disability are quite different from their parents'feelings.

Q: There are numerous anecdotal accounts of parents who report that having a child with a disability has some positive results.

Q: Family stress is typically most influenced by the severity of the child's disability.

Q: Explain the relationships among the terms autism, pervasive developmental disorders (PDD), autism spectrum disorder (ASD), and Asperger syndrome.

Q: Briefly describe three emotional and social characteristics associated with many students with learning disabilities.

Q: Lauren is a student in your class who has autism. During group activities or unstructured time, Lauren becomes very antagonistic with her peers and teacher. What would be a good course of action to help Lauren with this behavior? A. Remove Lauren from the classroom during these times. B. Use social stories to help her learn ways to concentrate in noisy environments. C. Use mnemonic strategies to help her control her behavior. D. Discuss Lauren's behavior with her and set up a plan for consequences when the behavior occurs.

Q: Due to denial, many parents of infants with disabilities go from physician to physician "shopping"for an optimistic diagnosis.

Q: Parents generally go through a series of emotional reactions in a predictable and sequential fashion.

Q: Describe executive functions and give two examples of problems students with learning disabilities have with this.

Q: A 14-year-old boy with mild autism would be LEAST likely to have which of the following components in his curriculum? A. Functional academics on how to read bus schedules B. Social-skills training in how to join a conversation C. Reading instruction in a second grade text D. Career interest development

Q: A primary goal of early intervention is to train parents to work in a therapeutic role with their child.

Q: What are the inclusionary and exclusionary standards for defining specific learning disabilities? Don"t list them, explain what they are.

Q: Under IDEA, one form of advocacy to which parents are entitled is/are a. weekly meetings. b. reciprocity. c. due process. d. parent training.

Q: A traveling notebook a. allows different professionals to communicate with parents. b. requires a great deal of preparation. c. is a formal method of communication, i.e., legally it needs to be approved by an administrator, such as a principal during routines that families normally engage in. d. should remain in school at all times so that the professionals who work with the child will have access to it when they need it.

Q: Joslyn has severe autism and exhibits several repetitive self-injurious behaviors. To address these behaviors, Joslyn's parents and teachers are engaging in a functional behavioral assessment. Which of the following is an intended outcome of this assessment process? A. To determine if Joslyn qualifies for special education with the label of autism. B. To determine the purpose of Joslyn's self-injurious behaviors. C. To develop a system of punishing Joslyn when she exhibits such behaviors. D. To increase Joslyn's academic skills so the negative behaviors will subside.

Q: Sheila and her parents would like her to participate in her IEP meetings. You would like to prepare Sheila to become an active participant in the meetings and her education. What would you suggest to prepare Sheila for the meeting? A. Role-play the meeting with Sheila. B. Review Sheila's current IEP with her before the meeting. C. Have Sheila fill out the IEP paperwork during the meeting. D. Send her the IEP to study ahead of time.

Q: An accommodation that is fairly unique to students with autism is: A. Use of a familiar examiner B. Use of a familiar testing site C. More than doubling extended time D. Using questions with only one format

Q: The primary purpose of a home-note program from one of the child's teachers is to a. let the teacher know what is going on. b. enable parents to provide reinforcement for behavior at school. c. allow parents to communicate with all professionals who deal with their child. d. document, for legal purposes, communication that has occurred between home and school.

Q: Describe the research-validated instructional strategies, "concept mapping" and "use of response cards," and explain why they are particularly appropriate for students with cultural or linguistic differences.

Q: Explain why socialization is described as"one of two primary purposes [along with academic instruction] of education."In what ways do cultural and linguistic differences pose challenges for teachers?

Q: Mr. File teaches history. His teaching style is to lecture to his students and require them to write notes and important dates to study for the chapter tests. A suggestion for Mr. File to differentiate his instructional process would be to: A. Have the students read the chapter on their own. B. Provide visual or graphic organizers to accompany the lectures. C. Tape record the lectures for students to listen to later. D. Continue with the lectures, there is nothing wrong with this teaching style.

Q: What percent of students with autism spend 80-100% of their time in general education settings? A. 10% B. 50% C. 18% D. 36%

Q: Describe components of effective teaching and discuss how they relate to effective multicultural education.

Q: Compare and contrast the native language emphasis and the sheltered-English approach to teaching English as a second language.

Q: James frequently disrupts other students when he needs to be working independently on his assignments. You have discussed this behavior with James but it continues. An appropriate teacher intervention would be: A. When James is disruptive, send him to the principal's office. B. Move James to a different part of the classroom away from other students. C. Use advance organizers to guide James' learning on independent assignments. D. Inform James' parents of his behavior and ask for help.

Q: Which of the following is an event or action that follows your student's response and increases the possibility that your student will exhibit that same response again? A. Discriminative stimulus B. Response C. Reinforcing stimulus D. Consequence

Q: Discuss the dilemma associated with the choice to either ignore or recognize student's differences and provide two recommendations for practices (describe them) that could help to resolve the dilemma.

Q: Why are testing accommodations provided to students with disabilities and students with limited English proficiency? Describe three testing accommodations that might be used.

Q: The most frequently implemented accommodation for students with learning disabilities is: A. Taking an alternative test B. Having tests read out loud C. Testing in a separate setting D. Extra time to take a test

Q: Which of the following uses the discriminative stimulus, the response, and the reinforcing stimulus or consequence? A. Positive behavior support B. Discrete trial training C. Applied behavior analysis D. Social stories

Q: List four types of assessment and describe their purposes.