Q&A Hero

Q: People are classified as having schizophrenia if they have each of the following symptoms, except? A. Delusions of grandeur or identity B. Organized, rapid speech C. Auditory hallucinations of a voice commenting on themselves D. Catatonic behavior lacking typical movement, activity, or expression

Q: Describe the characteristics of cognitive change in students with traumatic brain injury.

Q: What are some common causes and preventive measures of blindness in children?

Q: Which term below is NOT appropriately synonymous with the other three? A) mental retardation B) mental incompetence C) cognitive disability D) intellectual disability

Q: The comprehension and use of the signs and symbols which represent ideas and the rules that govern these signs and symbols is A) communication. B) speech. C) language. D) thoughts.

Q: A formal, written plan for children from birth through age two is which of the following? A. ITPIndividualized Transition Plan B. IEPIndividualized Education Plan C. IECPIndividualized Early Childhood Plan D. IFSPIndividualized Family Service Plan

Q: Summarize the causes of emotional or behavioral disorders.

Q: The term for lost or reduced muscle strength is: A. Rigidity B. Ataxia C. Atrophy D. Spacticity

Q: Why must educators conduct nondiscriminatory evaluations of students with disabilities and what requirements for evaluation must they follow?

Q: Explain the reasons that fewer people are using braille as a reading method today.

Q: Discuss the use of cooperative learning groups and the two primary characteristics of these groups.

Q: A persistent pattern of antisocial behavior that significantly interferes with others' rights or with schools' and communities' behavioral expectations is: A. Anxiety disorder B. Conduct disorder C. Oppositional defiant disorder D. Mood disorder

Q: Compare and contrast oppositional defiant disorder and conduct disorder.

Q: Describe the characteristics of a young child who is at great risk for juvenile delinquency.

Q: Which of the following principles of IDEA prevent a school from excluding a child access to an education based on their disability? A. Nondiscriminatory evaluation B. Zero reject C. Parent participation D. FAPE

Q: How do ADA and Section 504 of the Rehabilitation Act benefit people with disabilities, and how are these acts different from IDEA and the Rehabilitation Act itself.

Q: Megan says something to Leila. Communication has occurred when A) Megan is able to state her message as she intended. B) Leila is able to hear the message as Megan stated it. C) Leila understands the message as Megan intended it to be understood. D) Megan knows that Leila understands the message as she intended it.

Q: What percent of TBIs are classified as "mild?" A. 80"90% B. 10"20% C. 50"60% D. 30"40%

Q: Students with oppositional defiant disorder have some of each of the following behaviors for at least 6 months except: A. Severe aggressive and antisocial behavior B. Loss of temper C. Refusal to cooperate with adult requests D. Deliberate annoyance of others

Q: Identify potential uses for electronic memory aids for students with TBI.

Q: What are some of a TVI's responsibilities with regard to a student with visual disabilities?

Q: How many principles are outlined in IDEA? A. Two principles B. Four principles C. Six principles D. Eight principles

Q: Give three examples of behaviors that might be considered appropriate in one setting or age level and could lead to a referral if displayed in another setting or age.

Q: Compare and contrast externalizing and internalizing behaviors.

Q: Students with TBI often share similar characteristics with students who have: A. Autism B. Visual impairments C. Learning disabilities D. AD/HD

Q: Why does IDEA have three parts, and who benefits from each?

Q: The process of exchanging knowledge, ideas, opinions, and feeling defines A) communication. B) speech. C) language. D) symbols.

Q: Verbal abuse, cyber abuse, and physical abuse are forms of: A. Bipolar behavior B. Depression C. Bullying D. Conduct disorder

Q: Identify the functional domains of a classroom observation checklist for students with TBI and give 2 examples of problems in each domain.

Q: Why do so many individuals with visual disabilities lack job opportunities and work experience during their high school years?

Q: Discuss the difficulty of calculating the prevalence of schoolchildren with emotional or behavioral disorders, and the impact of gender and race.

Q: Infants and toddlers who need early intervention services due to developmental delays physical or mental conditions that have a high probability of resulting in developmental delay are provided with services through: A. Part B of IDEA B. Americans with Disabilities Act C. Elementary and Secondary Education Act D. Part C of IDEA

Q: What is service learning and why is it beneficial?

Q: During the late 1950s and 1960s, SLPs did not provide services to students with significant language and cognitive problems because A) the general belief of the day was that they were not developmentally able to profit from therapy. B) most of these children had unidentified disabilities. C) they were not attending public schools. D) parents were required to pay for the services, which were expensive.

Q: Which of the following is least likely to sustain a TBI? A. Children birth to age four. B. Children 4 to 8 C. Adolescents age 15-19 D. Senior citizens over the age of 65

Q: Briefly explain what the expanded core curriculum is for students with visual disabilities.

Q: The highest rate of depression occurs among: A. Adolescent boys B. Adolescent girls C. Adult males D. Adult females

Q: Explain how the Elementary and Secondary Education Act (ESEA) is related to IDEA, and why it was amended by the No Child Left Behind (NCLB) Act.

Q: Explain how doctors make the determination of TBI.

Q: Your text gave some tips for effective teaching for students with emotional or behavioral disorders specific to giving instructions. What are those tips?

Q: When P.L. 94-142 was enacted in 1975, the group of students who had a right to special education consisted of: A. Only students age six to 18 B. Only infants and toddlers from birth through age two C. Only young children ages three to five D. Only older students ages 14 to 21

Q: What percent of all students are classified as having a traumatic brain injury? A. About 2% B. About 5% C. More than 5% D. Approximately 0.4%

Q: What are wraparound services and why are they beneficial?

Q: An extreme deviation in either a depressed or an elevated direction, or sometimes in both directions at the same time is: A. Anxiety disorder B. Conduct disorder C. Oppositional defiant disorder D. Mood disorder

Q: What is the abbreviation of the prominent professional organization of specialists in speech or language impairments? A) ASDA B) CDHA C) ACHA D) ASHA

Q: Refer to Box 1.1 Stel Achieves His Great Expectations and to the section Labels and Language to describe the effect others' expectations and biases can have on a student with disabilities. Why do you think special education teachers might sometimes have lower expectations for their students than do general education teachers and parents?

Q: Imagine that you have a student with a visual disability in your class. What are some things you can do to make your classroom safe for this student?

Q: Identify the major causes of TBI.

Q: What is the current age span for services under IDEA? A. IDEA covers individuals ages three to 21 B. IDEA covers individuals ages six to 21 C. IDEA covers individuals ages birth through 21 D. IDEA covers individuals ages six through 18

Q: An injury that does not involve penetration or fracture of the bones of the skull but results from an external blow or from the brain being whipped back and forth rapidly is which of the following? A. An open head injury B. A closed head injury C. Encephalitis D. A congenital injury

Q: Compare and contrast the IDEA definition of emotional disturbance with the definition proposed by the National Mental Health and Special Education Coalition.

Q: Briefly describe the cognitive and academic characteristics of students with emotional or behavioral problems.

Q: The first services in the public schools for students with speech or language impairments were for youngsters who A) stammered. B) had articulation problems. C) were language delayed. D) were nonverbal.

Q: Explain the positive and potentially negative effects of labeling students with special needs.

Q: An overwhelming attack resulting in rapid heartbeat, dizziness, and/or other physical symptoms is: A. Obsessive-compulsive disorder B. Phobia C. Separation anxiety disorder D. Panic disorder

Q: Which of the following was a critical outcome of the Brown v. Board of Education case in 1954? A. Schools must provide funds for special education B. Schools may not segregate by race C. Schools must mainstream students with disabilities D. Students must use nondiscriminatory assessments

Q: Members of an IEP team are considering testing accommodations for a student with a visual disability. What are two options they should consider?

Q: Cindy is a student with TBI. She becomes confused about expectations of assignments. Your best course of action to help Cindy is to do which of the following? A. Have Cindy repeat the instructions three times. B. Use rubrics to delineate the expectations for assignments. C. Ask Cindy's parents to buy her a planner so she can keep track of her work. D. Have Cindy stay with you at recess or after school to go over assignments.

Q: Inflammation of the brain is: A. Encephalitis B. Meningitis C. Epilepsy D. Congenital

Q: Your text mentioned a problem within the foster care system regarding poor continuity of services for older students. What is that problem?

Q: What is the relationship between mood disorders and a bipolar disorder?

Q: List the six components of IDEA

Q: Excessive and intense fear associated with being away from home, family, and others whom the child has a close attachment is: A. General anxiety disorder B. Phobia C. Separation anxiety disorder D. Panic disorder

Q: Discuss the challenges that many diverse students face getting admitted to college.

Q: Which region of the country appears to have the greatest shortage of trained special education personnel? A. Northeast B. Southwest C. Southeast D. Northcentral

Q: List at least two signs that could indicate possible vision problems in one of your students.

Q: The definition of traumatic brain injury includes all of the following aspects except: A. TBI must be a acquired after a child is born B. TBI must be caused by an external force C. TBI applies to both closed and open head injuries D. TBI is acquired during the birth process

Q: Jamaal is a student in your class with traumatic brain injury. He seems to have difficulty processing information during lessons and does not contribute to class discussions or answer questions. Which of the following evidence-based instructional strategies might help Jamaal? A. Use large-print text. B. Monitor his progress. C. Adjust instructional pacing. D. Use visual aids.

Q: List the six types of anxiety disorder.

Q: List three barriers described in your text that often prevent students with EBD and their families from accessing mental health services.

Q: IDEA requires each state to establish procedures to ensure nondiscrimination in testing. What are these procedures?

Q: Each of the following is a type of emotional or behavioral disorder except: A. Repressive disorder B. Mood disorder C. Oppositional defiant disorder D. Schizophrenia

Q: In what situation would a CCTV be helpful? In what situation would it be impractical?

Q: Of 14 fields in education identified as having considerable shortages by the Department of Education, how many relate to special education? A. 9 fields B. 5 fields C. 2 fields D. All fields

Q: Explain two types of discrimination against students with disabilities.

Q: Judy is a student in your class who has suffered a closed head traumatic brain injury in a car accident. When Judy returns to your classroom after the accident, you notice changes in her behavior that include temper outbursts, anxiety, fatigue, and depressions. The best way to help Judy with her behavior is which of the following? A. Teach problem-solving skills to reduce frustration and behaviors. B. Create a 504 behavior plan that has strict consequences for Judy's behavior. C. When Judy exhibits her poor behavior, have her removed from the classroom. D. Discuss the behaviors with Judy and tell her they will not be accepted in your classroom.

Q: According to your text, once an FBA has determined the function of a behavior, the teacher can choose between three alternatives to address the target behavior. List those three options.

Q: Danielle is a student with oppositional defiant disorder. This manifests when Danielle refuses to follow directions and uses inappropriate language. Which of the following would be the best course of action to help Danielle? A. Put her in time-out for defiant behavior. B. Reprimand her when she is inappropriate. C. Write social stories for Danielle to read when angry. D. Teach Danielle conflict-resolution and capitalize on her strengths.

Q: Why do the authors of your textbook emphasize driver's education for secondary students with physical or other health impairments? What other young adult issues do you think should also be included in secondary and transition education for these students and why?

Q: What percent of students are classified as having emotional or behavioral disorders according to the U.S. Department of Education? A. About 6% B. Nearly 21% C. Fewer than 5% D. Over 35%