Q&A Hero

Q: Describe three reasons why cultural diversity is a concern for special educators.

Q: A maze task and read aloud are two measures in: A. Reading probes B. State tests C. Testing accommodations D. Writing probes

Q: Which of the following uses the principles of operant psychology to reduce problem behavior or increase positive behavior? A. Positive behavior support B. Discrete trial training C. Applied behavior analysis D. Social stories

Q: A frequently used method of RTI used to track progress in reading, writing, spelling, and math for students with disabilities is: A. Response to intervention B. Curriculum-based measurement C. Nonbiased assessment D. Differentiated instruction

Q: Identify the three general purposes of multicultural education.

Q: Discuss the authors' view that multicultural education gives us the opportunity to "engender acceptance, if not love, of all differences that are not destructive of the human experience."

Q: Universal support, group support, and individual support are levels of which of the following? A. IEP B. ITP C. Individual positive behavior support D. Schoolwide positive behavior support

Q: What percent of time is the majority of students with learning disabilities included in the general education classroom?A. 40-79%B. 0-39%C. 80-100%D. 50-89%

Q: All ethnic minority groups are overrepresented in special education.

Q: Positive behavior support seeks to tailor students' environments to their strengths, needs, and which of the following? A. Differences B. Preferences C. Family structure D. Cultural background

Q: Professionals generally agree that bilingual students should be taught using the sheltered-English approach.

Q: Approximately 75% of students with severe emotional disturbance are male.

Q: Graphic organizers assist students in all of the following EXCEPT: A. Identifying key concepts B. Verbalizing the information they are learning C. Comparing and contrasting information D. Relating cause and effect

Q: Which of the following is a systems-level and evidenced-based method for improving valued social and learning outcomes for all students? A. Schoolwide positive behavior support B. Conflict resolution C. Problem-based learning D. Social stories

Q: Curriculum-based measurement is thought to decrease the likelihood of cultural bias.

Q: A learning strategy that requires students to actively interact with material and promotes intrinsic motivation for learning is: A. Metacognition B. Self-questioning C. Graphic organizers D. Advance organizers

Q: The preferred method of identifying students with learning disabilities is to use an IQ-achievement discrepancy formula.

Q: A technique used to teach appropriate interactions, cool and uncool behaviors, understanding others' perspectives, and knowing the unwritten codes of conduct is: A. Conflict resolution B. Peer mediation C. Social stories D. Schoolwide behavior support

Q: Some ethnic minorities are underrepresented in special education.

Q: Learning strategies can help students with disabilities to learn independently and to: A. Assess learning B. Comprehend material C. Acquire information D. Generalize information

Q: Most professionals agree that multicultural education should consider only subcultures identified by ethnicity, not those identified by gender, sexual preference, or disability.

Q: An individual can be a member of many subcultures.

Q: Teaching students how to deal with fights between and among friends and acquaintances and how to help their peers do so is: A. General friendship skills B. Conflict resolution C. Positive interaction style D. Taking the perspective of others

Q: The primary purpose of multicultural education is to teach children of ethnic minorities about their history and the intellectual, social, and artistic contributions of their ancestors.

Q: Three areas in which a teacher can differentiate are curricular content, instructional process, and: A. Product requirements B. Homework length C. Problem-solving steps D. Advanced organizers

Q: Some disabilities are genetically linked to ethnicity.

Q: Which of the following teaches students to link a word to a new word or concept to help them remember the new material? A. Keyword strategies B. Pegword strategies C. Letter strategies D. Number strategies

Q: Using more than one methodology, providing a variety of formats of materials, expanding assessment options, and varying the complexity and nature of the content are elements of: A. Response to intervention B. Embedded learning approach C. Differentiated instruction D. Universal design for learning

Q: Within any shared culture, a. there are many different subcultures. b. there are typically three subcultures. c. there are typically three subcultures and at least two macrocultures. d. there are usually fewer than five subcultures

Q: Memory strategies that help students learn and retain information are: A. Keyed strategies B. Pegboard strategies C. Repetition strategies D. Mnemonic strategies

Q: Which skill did college students with disabilities identify as being necessary for success in postsecondary education? A. Test-taking skills B. Writing skills C. Problem-solving skills D. Content reading skills

Q: Educators are often ethnocentric with respect to discipline. This means they a. do not share the same beliefs about discipline as parents do. b. believe that their views are correct and others'are inferior. c. adopt different approaches to discipline, depending on the cultural values of the student that they teach. d. use whatever strategy makes classroom management easier for them, with little regard for the effect on their students.

Q: Each of the following are true regarding the use of response cards EXCEPT a. The teacher should create a streamlined procedure for distribution. b. The teacher must maintain a brisk but reasonable presentation rate. c. The teacher should allow the students to become comfortable with the procedure before using it intensively. d. The teacher should allow the students to share their responses with each other before showing them to her or him.

Q: The "payoffs" a student obtains when she demonstrates the problem behavior is the: A. Reward B. Punishment C. Consequence D. Outcome

Q: A recommended technique of breaking down prejudice and encouraging positive interactions among students with different characteristics is a. Afrocentrism. b. cooperative learning. c. immersion. d. direct instruction.

Q: Which of the following helps students anticipate the relationship between their prior knowledge and the new material they must master? A. Advance organizers B. Graphic organizers C. Priority organizers D. Cognitive organizers

Q: Which of the following identifies specific relationships between a student's behavior and the circumstances that trigger those behaviors, especially those that impede a student's ability to learn? A. Functional behavioral assessment B. Positive behavior support plan C. Psychological evaluation D. Direct observation

Q: Most definitions of culture include all the following elements EXCEPT a. values and typical behavior. b. an inherent sense of superiority and privilege. c. languages or dialects. d. awareness of one's cultural identity.

Q: All of the following are true about multicultural education EXCEPT a. Successful multicultural education is not as complicated as some make it out to be; essentially, it's simply a matter of becoming sensitized to differences. b. Some see it as eroding the moral foundations of society and undermining the central purpose of schooling: ensuring the academic competence of students. c. Progress in constructing multicultural education has been slow. d. It provides the opportunity to develop an appreciation of our individual and shared cultural treasures.

Q: To know the scope and sequence of content being delivered in the general curriculum, teachers should engage in: A. Curriculum-based measurement B. Individualized education planning C. Universal design for learning D. Curriculum mapping

Q: A viable multicultural curriculum cannot be created and handed out to teachers because a. they must be involved in the process because their values, perspectives, and teaching styles affect what is taught and how it is taught. b. most want to exercise their right to select their own curriculum based on their own beliefs and are resistant to being told what to teach. c. the government has passed legislation banning the teaching of multicultural issues within an integrated curriculum. d. there is not enough money to create such a curriculum nationwide.

Q: Each of the following is a type of nondiscriminatory evaluation procedure used after referral to special education EXCEPT: A. Individualized IQ test B. Adaptive behavior scale C. Psychological evaluation D. Individualized achievement test

Q: An instructional program with eleven lessons designed to promote greater student involvement in IEP meetings is: A. Self-advocated IEP B. Self-determined IEP C. Self-directed IEP D. Self-administered IEP

Q: With respect to culturally and linguistically diverse learners, response to intervention (RTI) a. has proven a failure when used with this population. b. results in fewer students of color being identified for special education. c. relies heavily on curriculum-based measurement and less on standardized tests, which may contain cultural bias. d. results in more students of color being identified for special education.

Q: Autism is primarily: A. Biological in origin B. Behavioral in origin C. Environmental in origin D. Familial in origin

Q: Teachers can create classroom environments that support academic success for English language learners by each of the following EXCEPT a. group English language learning students together, except for special area classes (P.E., art, music) and math. b. select materials relevant to student's experiences. c. establish classroom interactions that are comfortable to the students. d. engage in effective instructional strategies that promote vocabulary and development.

Q: All of the following are flaws associated with standardized testing EXCEPTa. They don"t take cultural diversity into account.b. They tend to focus on deficits in the individual.c. They don"t provide much information useful for teaching.d. They favor auditory over visual learners.

Q: The capacity to use a sound system of language to process oral and written communication is: A. Language B. Phonological processing C. Dyslexia D. Phonics

Q: Instruction that is explicit, systematic, intensive, frequent, with an appropriate level of pacing, corrective feedback, and reinforcement and often delivered in small groups a. allows teachers to individualize instruction. b. leads to rote responses. c. does not fit well with culturally responsive teaching. d. is boring.

Q: Which of the following are related to food selectivity, toe walking, visual/auditory sensitivity, and energy levels? A. Behavior disorders B. Sensory disorders C. Movement disorders D. Intellectual disorders

Q: Each is an example of psychological processing EXCEPT: A. Executive functions B. Processing speed C. Short-term memory D. Semantic memory

Q: Which of the following statements is true? a. Most of education is appropriately challenging for students. b. Students from cultural minorities, who are at risk for failure or who have disabilities, should not be given challenging tasks. c. Appropriately challenging tasks are those that a given student finds just manageable. d. Teachers tend to overestimate the capabilities of minority and exceptional children.

Q: Abnormal posture; abnormal movements of the face, head, trunk, and limbs; abnormal eye movements; repeated gestures and mannerisms; and awkward gait are characteristics of which of the following? A. Sensory disorders B. Behavior disorders C. Intellectual disorders D. Movement disorders

Q: In the RTI model, identification of learning disabilities is based on each of the following EXCEPT: A. Response to instruction in terms of progress rates and performance levels B. Assessment of low achievement using norm-referenced achievement tests C. Application of the exclusionary standard D. Assessment of the IQ-achievement discrepancy

Q: Which of the following ethnic groups is/are underrepresented with respect to being identified for special education? a. Whites. b. Whites and Latino/Hispanic. c. Whites and American Indians. d. Blacks.

Q: We know all of the following to be factors associated with disproportional identification of ethnic minorities identified as needing special education EXCEPT a. Many of the tests used to identify students with disabilities are culturally biased b. Some ethnic groups are visual learners, and public schools put a heavy emphasis on auditory learning. c. Minority children are more likely to attend schools that are underfunded and understaffed. d. Poverty puts children at risk for having disabilities and that some ethnic minorities (e.g., African Americans, Latinos/Hispanics, Native Americans) have higher rates of poverty.

Q: Research indicates that a. some instructional approaches, such classwide peer tutoring, allow teachers to provide culturally sensitive instruction to all members of a diverse group at once. b. students with different cultural backgrounds need to be taught differently. c. certain aspects of cultural heritage determine to a significant extent how students learn best. d. African-American boys learn best through project-based, hands-on instruction.

Q: Problem behavior typically serves: A. To get a student out of doing something B. To end an activity C. An emotional purpose D. A communicative function

Q: RTI is a model for: A. Identification B. Rehabilitation C. Assessment D. Instruction

Q: Problem behavior seen in students with autism includes aggression, tantrums, property destruction, and which of the following? A. Talking back to adults B. Self-injurious behavior C. Echolalia D. Repetition

Q: An approach to teaching language-minority students for most of the day in their native languages and later make the transition to English isa. native-language emphasis.b. sheltered-English approach.c. ESL.d. sheltered-native language approach.

Q: Parents have different views of exceptionality and disability and different ways of accommodating these differences in their children because ofa. different education levels.b. different beliefs about punishment.c. different cultural traditions.d. different income levels.

Q: A problem-solving approach that involves multiple tiers of increasingly intense, research-based interventions matched to each student's needs is: A. Response to Intervention B. Norm-referenced assessment C. Discrepancy model D. Reaction to Instruction

Q: Tolerance is best described asa. an appreciation and valuing of difference.b. putting up with a necessary evil.c. enduring others even if they are seen as undesirable.d. acknowledging our legacy of racism and prejudice.

Q: When students engage in behavior that impedes their or other students' learning, IDEA requires educators to consider using: A. Positive behavior support B. Response to intervention C. Functional behavioral analysis D. Aversive behavior modification

Q: In the pursuit of equality and fairness, educational reformers are working toward all of the following EXCEPT a. teaching tolerance and appreciation of difference. b. finding ways to work without involving families who seem reluctant to help. c. improving instruction of language-minority students. d. adopting effective teaching practices.

Q: When determining the presence of learning disabilities using the discrepancy standard, evaluators compare a student's IQ and achievement scores. Woodcock (1990) described three types of discrepancies which include all of the following EXCEPT: A. Norm-referenced B. Aptitude-achievement C. Intracognitive D. Intra-achievement

Q: Which of the following involves repeated movements and verbalizations, such as motor movements, persistent attention to parts of objects, and strict adherence to routines? A. Atypical social development B. Repetitive behavior C. Echolalia D. Self-injurious behavior

Q: A student with a chronological age of 11 and a mental age of 9 has an IQ of about: A. 100 B. 18 C. 122 D. 82

Q: Cultural sensitivity requires a. choosing activities that"fit"a student's culture. b. using empirically validated instructional strategies. c. adding materials that include examples of contributions by members of all cultural groups. d. being"blind"to differences in the classroom.

Q: Most authorities agree that in accepting and fostering cultural diversity, schools should a. also provide instruction in skills needed to survive and prosper in the larger context of American culture. b. not require students to learn English if they live in a community that is predominantly non-English speaking. c. identify multiple sets of performance standards so that all students can succeed. d. act as"gatekeepers,"requiring that students graduating from high school meet standards of both the dominant culture and the subculture.

Q: Atypical social development is characterized by each of the following EXCEPT: A. Impaired use of nonverbal behavior B. Lack of peer relationships C. Too readily sharing enjoyment with others D. Lack of reciprocity

Q: There is a dilemma in choosing either to ignore or recognize differences because a. either choice can perpetuate inequality for members of a subculture. b. all cultural differences have both advantages and disadvantages, making it difficult to predict how those differences will affect the individual. c. in striving to assert their identity, members of subcultures serve only to perpetuate stereotypes and inequality. d. in order to fit in at school, students must forfeit the values and beliefs that they learned at home.

Q: Each of the following is TRUE about testing accommodations for students with limited English proficiency and/or disabilities EXCEPT a. They should be given an advantage by providing opportunities with a better chance of demonstrating their knowledge and skills. b. They should reduce the language barriers that may interfere with assessment results. c. They should include administration accommodations and the use of bilingual dictionaries. d. They may include translation of tests to the student's native language or provision of a bilingual version of the test.

Q: Three ways that IDEA allows agencies to determine the presence of learning disabilities are the response to intervention approach, a discrepancy standard, and: A. Nonbiased assessment B. Other research-based procedures C. Due process D. IQ test

Q: Students with autism often have all of the following characteristics of communication EXCEPT: A. Attention focused on one topic only B. Articulation problems C. Repeating other people's language D. Interrupting when others are communicating

Q: Standardized tests may be biased for all of the following reasons EXCEPT a. Most test items draw on specific experiences that students from some subcultures may not have had. b. Language used may be unfamiliar to members of some subcultures. c. Tests may be administered in ways that penalize students with impaired ability to answer in a standardized way. d. Minority group members are inherently more likely to score lower on any achievement test.

Q: Children and youth with learning disabilities typically have less activity in which part of the brain? A. Left hemisphere B. Right hemisphere C. Temporal lobe D. Parietal lobe

Q: Which one of the following provides the best description of curriculum-based measurement? a. evaluation of experimental educational programs b. testing that uses actual instructional content and materials c. examination of the effectiveness of a program's scope and sequence d. evaluation of student performance on achievement tests

Q: What percent of students with autism do not develop sufficient communication through natural speech to meet environmental conditions? A. About 75% B. Nearly 33% C. Approximately 25% D. Up to 50%