Q&A Hero

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: Being reliable, using sound judgment and maintaining confidentiality are elements of: A. Respect B. Advocacy C. Commitment D. Trust

Q: Which of the following addresses the top 20 percent of students in the school through special-interest groups, specialized instruction in small groups, and mentoring on individual projects? A. Cluster grouping B. All-school enrichment program C. Accelerative method D. Enrichment

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: Advocacy involves each of the following EXCEPT: A. Seeking win-win solutions B. Preventing problems C. Keeping your conscience primed D. Affirming strengths

Q: Some leaders in gifted education are concerned about the lack of each of the following in school curriculum except: A. Variety B. Depth C. Breadth D. Specificity

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

Q: Sharing power, fostering empowerment, and providing options are elements of: A. Commitment B. Advocacy C. Equality D. Respect

Q: Assigning three to six students who are gifted and talented to the same general education classroom so that they can work together is: A. Cluster grouping B. All-school enrichment program C. Accelerative method D. Enrichment

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

Q: The three practices associated with professional competence within family-professional partnerships are providing a quality education, continuing to learn, and: A. Being sensitive to emotional needs B. Fostering empowerment C. Setting high expectations D. Forming alliances

Q: An inquiry-oriented activity in which most or all of the information that students use comes from the internet is: A. Web-circle B. Research paper C. Technology report D. WebQuest

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: Being friendly, listening, being clear and honest, and providing and coordinating information are practices of: A. Effective communication B. Good quality of life C. Good school relationships D. Disability-related support

Q: Which of the following focuses on resources that promote creative thinking, problem solving, and critical-thinking skills? A. Type I enrichment B. Type II enrichment C. Type III enrichment D. Type IV enrichment

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: Each of the following is a positive benefit of school-family partnerships EXCEPT: A. Schools with such partnerships have a higher level of trust B. Increased academic achievement C. Improved student physical health D. Reduction in achievement gap between white and nonwhite students

Q: Which level of the Schoolwide Enrichment Model provides opportunities for applying interests, acquiring advanced-level understanding of the content and process used within particular disciplines, and developing authentic products? A. Type I enrichment B. Type II enrichment C. Type III enrichment D. Type IV enrichment

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

Q: How many states (of 47 responding) have state or local requirements related to the involvement of parents in educational decision making for children who are gifted? A. 26 B. 47 C. 12 D. 38

Q: Which level of the Schoolwide Enrichment Model exposes the student to a wide variety of topics, disciplines, occupations, hobbies, persons, places, and events that ordinarily would not be included in the general curriculum? A. Type I enrichment B. Type II enrichment C. Type III enrichment D. Type IV enrichment

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: Relationships in which families and professionals collaborate, capitalizing on each other's judgments and expertise in order to increase the benefits of education for students, families, and professionals are called which of the following? A. Parent-Teacher Association B. Family-professional partnerships C. School-family partnerships D. Family intervention services

Q: Enrichment refers to each of the following elements except: A. Adding instruction on disciplines not found in the typical curriculum B. Using more challenging material C. Using an expanded range of instructional strategies D. Compacting the curriculum to get past already-mastered material

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: Achieving goals at school or work, making progress at home, and making friends are aspects of which domain? A. Disability-related support B. Parenting C. Family interaction D. Physical/material well-being

Q: A model of instruction that includes spending part of the day in traditional subjects and part in the community, exploring when to apply knowledge and skills is: A. Community-based instruction B. Project-oriented learning C. Project-based instruction D. Community-oriented learning

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: Which domain addresses having resources for the family such as transportation, a way to take care of expenses, and even dental care? A. Exceptionality-related support B. Parenting C. Family interaction D. Physical/material well-being

Q: Students who are involved with the autonomous learner model do all of the following except: A. Consider strength and limitations B. Explore what it means to be gifted C. Participate in more frequent testing D. Learn organizational skills

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: Which domain focuses on factors such as family members spending time together, talking with each other, and solving problems together? A. Emotional well-being B. Parenting C. Family interaction D. Physical/material well-being

Q: Which of the following models assists students in dealing with the social-emotional issues that might accompany their giftedness? A. Differentiated instruction B. Curriculum extension C. Problem-based learning D. The autonomous learner model

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: Families experience better emotional well-being when they have friends or others who provide support, the support they need to relieve stress, outside help available to take care of the special needs of all family members, and:A. Good relationships with schoolsB. Time to pursue their own interestsC. Good income levelD. Good communication skills

Q: Ordered lists of skills or activities that range from less to more complex that can be used to differentiate expectations is/are: A. Cognitive taxonomies B. Acceleration C. Curriculum extension D. Differentiated instruction

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: Family quality of life includes the extent of each of the following EXCEPT: A. The families' needs are met B. The family has professional partnerships with educators and others C. Family members enjoy their life together D. Family members have a chance to do things that are important to them

Q: Providing instruction only on content that a student has not yet mastered is: A. Acceleration B. Curriculum extension C. Compacting the curriculum D. Differentiated instruction

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: As compared to families of children without disabilities, those with disabilities have each of the following characteristics EXCEPT: A. They are much more likely to be unable to pay rent. B. They are more likely to postpone necessary medical care. C. They are much more likely to skip meals due to lack of money. D. They are much more likely to come from two parent households.

Q: What training prepares students to advocate for their own instructional needs? A. Self-monitoring B. Self-determination C. Self-esteem D. Self-knowledge

Q: Students with autism often have all or some 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: The statistical comparison of populations is: A. Enumeration B. Demographics C. Census D. Probability

Q: Which of the following focuses on implementing instructional approaches that match the strengths and needs of each gifted learner and offers opportunities for individualized responses? A. Acceleration B. Compacting the curriculum C. Curriculum extension D. Differentiated instruction

Q: What percent of students with autism do not develop sufficient communication through natural speech to meet environmental conditions? A. About 75% B. 33%- 50% C. Approximately 25% D. About 10%

Q: Which definition of family is advocated by the authors of this chapter? A. A group of people related by birth, marriage, or adoption who reside together and carry out family responsibilities B. People who are related or not related, but who love and care for each other C. A group of people who share similar beliefs, customs, and values D. Two or more people who regard themselves as a family and carry out the functions that families typically perform

Q: Which of the following requires a student to undertake problem-solving tasks that increase in complexity and openness in six areas? A. IQ tests B. DISCOVER C. Multiple intelligences D. Torrence Tests of Creative Thinking

Q: Each of the following is a characteristic of autism except: A. Sensory and movement disorders B. Atypical social development, C. Typical language development D. A need for environmental predictability

Q: Explain how one becomes a culturally responsive teacher and advocate.

Q: Neuroimaging techniques have documented each of the following in gifted individuals except: A. Difficulty switching brain regions during a task, making it easier to stay focused B. Dominance of right-hemisphere activity C. More efficient and flexible neural functioning D. Greater connectivity among brain regions

Q: Compared to European American children, students who are Black or Latino are: A. Less likely to be diagnosed with an autism spectrum disorder B. Twice as likely to be diagnosed with an autism spectrum disorder C. Four times as likely to be diagnosed with an autism spectrum disorder D. As likely to be diagnosed with an autism spectrum disorder

Q: How do race/ethnicity, language, and poverty intersect to affect classification of students into special education categories (i.e., how do the 6 ecological layers influence provision of education) and what term describes how educators need to deal with this problem?

Q: The best way to determine giftedness in the visual or performing arts is to: A. Have a competition and let an audience determine the winner B. Use a panel of expert judges C. Administer a standardized test D. Use portfolio assessment

Q: What percent of students served by IDEA have autism? A. 10% B. 25% C. 15% D. 7%

Q: What data sources are used to document representation in special education? Summarize the findings of these sources (not with specific numbers).

Q: The ability to generalize ideas, products, or solutions that are novel and useful is associated with: A. Leadership ability B. Visual talent C. High intellect D. Creativity

Q: Autism is generally evident before age three and is manifested when the child resists environmental change, displays unusual responses to sensory experiences, and: A. Fails most academic activities B. Engages in frequent problem behavior C. Engages in repetitive activities and stereotypical movements D. Resists engaging in social activities

Q: 2. Explain howBrown v. Board of Education impacted students with special needs.

Q: Which of the following refers to a child who, before the age of 10, performs in an intellectually demanding way at the level of an adult professional? A. Savant B. Gifted C. Prodigy D. Synergy

Q: Autism is a developmental disability that significantly affects a student's verbal and nonverbal communication, social interaction, and: A. Educational performance B. Intellectual abilities C. Vocational skills D. Functional skills

Q: Describe how theories and approaches to diversity have changed over time.

Q: Which group is the most underrepresented in gifted education? A. Females B. Hispanics C. Black D. Asian/Pacific Islander

Q: Describe the self-determined learning model of instruction and explain how it benefits students with intellectual disabilities.

Q: Explain how one can enhance self-awareness of one's own cultural values.

Q: Based on an IQ score of 125"130 alone, what percent of the general population would be considered gifted? A. 10 to 15% B. 2 to 3% C. 5 to 8% D. About 20%

Q: Describe prelinguistic milieu teaching.

Q: Describe the outcome of the Larry P. v. Riles federal court case.

Q: Howard Gardner's model of intelligence proposed each of the following types of intelligence except: A. Logical-mathematical B. Spatial C. Intrapersonal D. Leadership

Q: Summarize the causes of intellectual disabilities.

Q: What is risk ratio as it relates to special education?

Q: Which definition of giftedness is used by most states? A. The federal definition B. The state's own definition C. Gardner's definition D. IDEAs definition

Q: Why is adaptive behavior a critical part of the definition of intellectual disabilities?

Q: Define eugenics.

Q: Describe the advantages of assistive technology and problems associated with teachers' use of the internet and interactive software programs. Include 3 examples of how students use technology to access print materials and create products in the general curriculum.

Q: Explain generalization and the challenges of generalization faced by students with intellectual disabilities. Give a example of a generalization problem a student might have (not used in the textbook) that illustrates why teaching in a typical community setting is important.

Q: What is the relationship between culture and microcultures?

Q: What is the expanded core curriculum? Identify the domains within it and explain how so many skills can be taught.

Q: What is an ecological inventory?

Q: You notice in your culturally diverse classroom that there are some underlying prejudices among certain students. How can you reduce these prejudices to create a culturally accepting environment? A. When you notice prejudice, punish the student. B. Talk to the parents of the student who is exhibiting prejudice. C. Teach about the concept of race as a social construct. D. When you notice prejudice, send that student to the principal's office.