Q&A Hero

Q: Describe the different communication options and suggest pros and cons of each.

Q: Which related service provider provides direct therapy services to students with speech or language impairments, while also consulting with special education and general education teachers? A) assistive technology specialists B) PTs C) OTs D) SLPs

Q: Describe accommodations for students with hyperactivity impulsivity and suggest classroom arrangement features to minimize distractions related to hyperactive impulsivity.

Q: Customary beliefs, social forms, and material traits of a racial, religious, or social group; and the characteristic features of everyday existence shared by people in a place and time is which of the following? A. Micro culture B. Culture C. Cultural responsiveness D. Ethnicity

Q: Differentiate between the educational definitions of deaf and hard of hearing and the technical definitions.

Q: Exposure to cigarette smoke, lead, and alcohol are which of the following environmental causes/factors of ADHD? A. Prenatal B. Perinatal C. Genetic D. Biological

Q: Which of the following describes the different options for inclusion set forth by PL 4-142? A. The continuum of placements B. The general education classroom. C. Increasing the amount of time in a general education classroom. D. Services offered

Q: A teacher wants to teach her students with ASD how to cope and interact in various social situations. Which of the following should you recommend? A) PECS B) AAC C) positive behavior support D) Social Stories

Q: Mr. and Mrs. Duchenne want to provide an environment that will help their teenage son make friends. They should know that the key factors that help individuals with intellectual disabilities make friends are A) being friendly and having access to transportation. B) social skills and encouragement. C) familiarity and openness. D) proximity and similarity.

Q: Summarize the causes of AD/HD.

Q: The major cause of congenital deafness is which of the following? A. Lack of oxygen to the brain B. Genetic syndromes C. Infection before or soon after birth D. Traumatic brain injury

Q: Describe three school- and classroom-level actions that teachers can control to promote student progress in the general education classroom.

Q: What are four suggestions to follow when teaching students with hearing impairments at the elementary and middle school levels?

Q: There is research to support braid differences in children with ADHD. Which of the following is not a brain difference noted in children with ADHD? A. Cerebellar volume differences B. Less activation in networks related to cognition. C. Neurochemical differences. D. More activation in the frontal cortex.

Q: In a comprehensive follow-up study, students with learning disabilities and speech impairments A) were very socially isolated as adults. B) tended to live at home and be unemployed. C) appeared to have better outcomes than other youth with disabilities. D) had high school graduation rates of approximately 95%.

Q: Describe the intellectual, academic, and behavioral/emotional characteristics of students with AD/HD.

Q: Which of the following students are more likely to attend residential schools? A. Students with learning disabilities, intellectual disabilities, and physical disabilities B. Students with autism, traumatic brain injury, and intellectual disabilities C. Students with hearing impairments, visual impairments, and deaf-blindness D. Students with autism, visual impairments, and traumatic brain injury

Q: When teaching functionally equivalent behaviors, the LAST step in the process that the teacher should focus on is to A) work with others to ensure consistency across all settings. B) teach and reward alternate behaviors. C) determine substitute behaviors to develop. D) analyze the behavior and the events that stimulate and maintain it.

Q: ) Alexei, a young man with an intellectual disability, has been placed in a paying job with significant assistance, including job development, job coaching, and coworker training. This is an example of A) job development. B) supported employment. C) job coaching. D) assisted living.

Q: The academic achievement of students with hearing loss is: A. About the same as that of students with no disabilities B. Somewhat higher than that of students with no disabilities C. Relatively low compared with that of students with no disabilities D. Significantly lower than that of students with no disabilities

Q: Describe the "inclusion debate" and the two major issues at the heart of the debate.

Q: Briefly summarize causes of hearing loss.

Q: Which of the following is an example of a validated practice where visual aids are used to help students organize, understand, and remember academic content? A) explicit instruction B) graphic organizers C) role-playing D) communication boards

Q: Which of the following is a known cause of ADHD in children? A. Structural differences in the brain B. Dietary issues such as too much sugar C. Prenatal exposure to cigarette smoke, lead, and alcohol D. Watching too much television

Q: Ms. Allen has identified inappropriate behaviors in one of her students, and has determined which events stimulate the student to exhibit those behaviors. If she is to teach functionally equivalent behaviors, her next step should be to A) work with everyone to be sure that there is consistency across all settings. B) teach and reward alternate behaviors. C) determine substitute behaviors to develop. D) analyze the behavior and the events that stimulate and maintain it.

Q: Over the last decade, where have students with disabilities been spending more of their instructional time? A. In the resource room B. In the general education classroom C. In the self-contained special education classroom D. In special schools for those with disabilities

Q: Amplification, speech reading, reading, and writing are all used in combination with signs in which of the following approaches? A. Pidgin signed English B. Oral/aural format C. Cued speech D. Total communication

Q: Compare and contrast the three types of AD/HD.

Q: 66% of students with ADHD exhibit: A. Internal and externalizing behaviors B. Oppositional defiant disorders C. Conduct disorders D. Depression

Q: Describe supplementary aids and services in your own words and explain how they facilitate inclusion in general education settings.

Q: Chin-Hae, a young man with an intellectual disability, receives training, counseling, and job placement services through a government agency. This service is A) recreational therapy. B) supported employment. C) vocational rehabilitation. D) adapted physical education.

Q: Briefly describe how sound is heard, using the terms outer ear, middle ear, inner ear, cochlea, auditory nerve, and temporal lobe.

Q: Huaquing's speech is unrecognizable. She communicates with others using an electronic device into which she types or programs information. This information is then "read" back to listeners by the device. Huaquing is using a(n) A) obturator. B) low-tech device. C) speech synthesizer. D) communication board.

Q: New regulations by the National Instructional Materials Accessibility Standard require that: A. All instructional materials be available and accessible to those with print-related disabilities. B. Computer-mediated instruction be used in every classroom C. Evidence of student learning includes audio-visual assessments D. All instructional materials be available in electronic formats

Q: Explain a T-chart and its uses.

Q: Fourth-grade teacher Mr. Webber wants to teach functionally equivalent behaviors to a student with ASD in his class. His first step should be to A) carefully identify the inappropriate behavior in behavioral terms. B) analyze the behavior and the events that stimulate and maintain it. C) work with everyone to be sure that there is consistency across all settings. D) teach and reward alternative behaviors.

Q: What does "progress in the general education curriculum" mean? (Describe three practices or laws that essentially require that progress.)

Q: Which adult with an intellectual disability will probably express the highest level of satisfaction with his or her life? A) Taran, who is unemployed B) Titan, who works in a day center for people with mental retardation C) Tyson, who is employed in a sheltered workshop D) Thais, who is employed in a store in her community

Q: Which of the following uses a hand representation for each of the 26 letters of the alphabet? A. Sign language B. Fingerspelling C. Oral/aural format D. Cued speech

Q: What are decibels and hertz and what are levels of each for normal sounds?

Q: Most students with ADHD have IQ scores in what range? A. Low average B. Average C. High average D. Above average

Q: Jessica has a cleft palate. As a result, she is being fitted for a device that will create a closure between her oral and nasal cavities where the soft palate is missing or damaged. Jessica is being fitted for a(n) A) artificial larynx. B) obturator. C) communication board. D) speech synthesizer.

Q: Describe the goal attainment scaling process for determining student progress.

Q: Writing reports, taking exams, portfolios, drawings, performances, oral reports, and videotaped reports are examples of: A. Multiple means of engagement B. Multiple means of action and expression C. Multiple means of representing content D. Multiple means of questioning

Q: What is the concept of universal design and how does it apply to education (give examples of UD and of UDL)?

Q: The combination of hand, body, and facial movements to convey both words and concepts rather than individual letters is: A. Sign language B. Fingerspelling C. Oral/aural format D. Cued speech

Q: Knowing how well a student handles free time, developing a schedule, and the avoidance of unannounced changes are ways that teachers of children with autism can A) communicate instructions and consequences carefully. B) make events predictable. C) foster positive participation. D) teach using incidental learning.

Q: Explain the term "Deaf community."

Q: The majority of children with ADHD have: A. Predominantly hyperactive-impulsive type B. Predominantly inattentive type C. Combined type D. Predominantly inattentive-hyperactive type

Q: The quality of life concept A) was developed in the 1920s regarding people with intellectual disabilities. B) is more appropriate when working with preschool children than with adults. C) is subjective and individually determined. D) should not be applied to individuals with severe or profound intellectual disabilities.

Q: Lectures, computerized visual presentations like PowerPoint, role playing, and computer-mediated instruction are examples of: A. Multiple means of engagement B. Multiple means of action and expression C. Multiple means of representing content D. Multiple means of questioning

Q: To enhance a student's expressive language development, a second grade teacher might A) rephrase directions if a student appears unresponsive. B) verify comprehension by asking a student to restate content in their own words. C) ask for clarification when a student uses nonspecific vocabulary. D) verify understanding by asking the students if they understand.

Q: Discuss the usefulness of video self-monitoring for students with AD/HD.

Q: When working with preschoolers with autism, Ms. DeVault uses a highly structured technique involving teacher-directed activities, repetition of skills through practice, and careful application of rewards. Ms. DeVault is using A) task analysis. B) discrete trial training. C) behavior analysis. D) structured teaching.

Q: Interpreting words by watching the speaker's lips and facial movements without hearing the speaker's words is: A. Manual approach B. Speech reading C. Sign language D. Lip reading

Q: Identify the four key characteristics of inclusion.

Q: For students who have inattentive type of ADHD, teachers should make sure students have enough time to shift from one activity to another, allow flexible limits for finishing work, simplify tasks that have multiple steps, and: A. Take medication B. Receive special education services C. Teach organization skills D. Have a peer tutor

Q: Which of the following statements is true? A) IDEA '04 discourages the use of functional skills curriculum for students with disabilities. B) IDEA '04 acknowledges community experiences, postschool adult living objectives, and functional vocational evaluation as part of the transition process. C) IDEA '04 allows up to 7 percent of all students to have functional life skills assessed using alternate assessments. D) IDEA '04 specifically lists progressive time delay as a validated practice to be used in conjunction with community based instruction.

Q: Universal design for learning promotes multiple means of representing content; multiple means of action and expression for students to demonstrate knowledge; and: A. Multiple means of engagement B. Multiple means of grading C. Multiple means of questioning D. Multiple means of assessment

Q: Sheila is a deaf student in your class who has a sign language interpreter to help her during class instruction. At times, Sheila does not understand what is happening in the class because she misses contributions of her peers. What can you do to help Sheila fully participate in class? A. Tell her to ask her interpreter what was said. B. Tell the interpreter it's her job to keep Sheila on-task. C. Ensure that the peers face Sheila when talking and raise their hand to give Sheila a visual cue. D. Seat Sheila in the back of the classroom so she can see when others are talking.

Q: Kalaysha is reading a passage using the strategies she learned with Collaborative Strategic Reading. She has just encountered a "clunk." What has just happened? A) She has just read a passage that is very boring. B) She has been interrupted by one of her peers. C) She has come across a word that she does not know. D) She has finished a reading comprehension game.

Q: Describe multimodal treatments for students with AD/HD.

Q: Identify the six educational placement categories for students with disabilities designated by the U.S. Department of Education.

Q: Dr. Keiper is studying a young child with ASD. She describes his behavior in terms of the events that stimulate, maintain, and increase the behavior's likelihood. Dr. Keiper is engaged in A) task analysis. B) discrete trial training. C) behavior analysis. D) structured teaching.

Q: A snail shaped bony structure that houses the actual organ of hearing is the: A. Organ of corti B. Auditory nerve C. Malleus D. Cochlea

Q: Students with which type of ADHD are usually identified earliest? A. Predominantly hyperactive-impulsive type B. Predominantly inattentive type C. Combined type D. Predominantly inattentive-hyperactive type

Q: Chelsea, a student with a mild hearing loss, often has difficulty following the teacher's directions in class, particularly when the teacher is doing work at the whiteboard. Which of the following suggestions would be a most appropriate first step for the teacher to try to improve Chelsea's behavior? A. Repeat all directions directly into Chelsea's ear. B. Do not give directions when facing the board. C. Provide an interpreter for Chelsea. D. Have another student write down all assignments for Chelsea.

Q: Reading street signs and taking phone messages are examples of A) a functional curriculum. B) task analysis. C) direct instruction. D) incidental learning.

Q: Explain the purpose of a 504 plan.

Q: The design of instructional materials and activities that make content information accessible to all children refers to: A. Accommodations B. Universal design for learning C. Goals and objectives D. Content standards

Q: Conversational speech is in which range of loudness? A. 45 dB to 50 dB B. 0 dB to 5 dB C. 25 dB to 30 dB D. 60 dB to 65 dB

Q: Which of the following is an example of a data-based practice that improves students' vocabulary and reading comprehension skills, particularly for expository text such as that found in textbooks? A) explicit instruction B) graphic organizers C) CSR D) communication boards

Q: Ms. Uley adapts materials and environments to help children with ASD make sense of the world. Ms. Uley is using A) structured teaching. B) applied behavior analysis. C) generalization. D) pragmatic instruction.

Q: How does universal design for learning facilitate progress for all students?

Q: Keshaun is a student who is hearing impaired. His speech is difficult to understand but he knows sign language. Other students are uncomfortable communicating with him, which limits Keshaun's participation in group activities and social situations. How can you encourage peer interaction for Keshaun? A. Arrange instruction for peers to learn some sign language. B. Tell the peers that Keshaun has a problem but they must communicate with him. C. Arrange for speech therapy for Keshaun. D. Force Keshaun to practice speech during group activities and social situations.

Q: What is the prevalence of ADHD in boys vs. girls? A. Approximately 6 times as many boys have ADHD than girls B. Approximately 3 times as many boys have ADHD than girls C. Approximately 10 times as many girls have ADHD than boys D. Approximately 3 times as many girls have ADHD than boys

Q: When learning to make choices, individuals with intellectual disabilities must A) be provided with paid escorts to monitor those choices when in the community. B) not be allowed to make many choices in order to avoid confusing them. C) receive explicit instruction and practice in real-life settings. D) verify those choices with another adult to determine if they are appropriate.

Q: Supplementary aids and services include each of the following EXCEPT: A. Extracurricular activities B. Adaptive seating C. Assistive technology D. Instructional modifications

Q: Hertz (Hz) are used to measure: A. Sound B. Frequency C. Pitch D. Volume

Q: Casey lacks motivation to complete her work and participate in class. What motivational strategy might help Casey? A. Send frequent notes to Casey's parents so they can talk to her. B. Use goal attainment scaling as a way for Casey to see her progress. C. Give Casey good grades to motivate her to work in class. D. Develop a behavior plan for Casey with consequences for not completing work.