Q&A Hero

Q: Skills that help student make decisions and direct their own behavior to achieve their goals are ____. a. self-advocacy skills b. preskills c. retrieval skills d. preparatory skills

Q: Skills in listening to directions during lessons and on the job pertain to ____. a. self-advocating b. expressing information c. gaining information d. retrieving information

Q: Originally, gifted students were identified solely on which of the following metrics? A) Leadership ability B) Athletic dominance C) Intelligence quota D) Musical aptitude

Q: Which of the following is notan illustration of creativity, as described by Renzulli's "three-ring model"? A) Curiosity B) Willing to take risks C) Sensitive to aesthetic characteristics D) Self-confidence and drive to achieve

Q: Explain on way to construct a bridge to new information by using both true and untrue statements.

Q: Provide one way to differentiate instruction by using a study guide. Include a specific example of the accommodation.

Q: What IQ score is needed for an individual to be considered "gifted"? A) 140 B) 130 C) 160 D) There is no set IQ score considered "gifted"

Q: List the three major steps of the "PReP" strategy.

Q: All of the following are common mythsabout gifted and talented students except A) Gifted and talented students have abilities that can be demonstrated. B) Gifted and talented children don't have great social skills. C) Gifted only refers to children who are radically accelerated. D) Gifted and talented is, many times, used to describe the arts or athletics.

Q: Web-based programs can improve student writing performance. Explain the "supported report" device.

Q: The ceiling effect, when discussing testing children who are gifted and talented, refers to tests A) Being too difficult for students to complete B) Being too easy to offer an accurate representation of students' skills C) That are designed to measure only students in the top quartile D) That are designed to measure only students in the bottom quartile

Q: What are the two problems students at risk may have related to background knowledge?

Q: Explain when practice is most effective.

Q: Ways to identify leadership talent in individuals include A) Observing which students are elected into office B) A leadership portfolio C) Self-nomination D) All of the above

Q: Adapting a curriculum to the interests and needs of a particular student is known as A) Differentiation B) Curriculum compacting C) Acceleration D) Individualization

Q: Explain the role of the general education teacher in Tier 2.

Q: Some have argued that gifted and talented children should be given a different label because the word giftedcarries some negative connotation. What might be the strongestargument against changing this label? A) Any label given to a group of students will acquire some negative connotation. B) The word giftedbest describes this group of students. C) Changing the label would require many expensive changes to legislation. D) Educators are comfortable with the word gifted.

Q: Provide one example of where Tier 2 instruction might take place and who would be responsible to carry out the instruction.

Q: You have determined a peer tutor for spelling would be very helpful to Jason. Explain two things the peer tutor would be expected to do to assist Jason.

Q: Offering students tiered assignments based on content, process, and product is an example of A) Acceleration B) Flexible grouping C) Course compacting D) Differentiation

Q: Explain "Tier 2" instruction.

Q: One of the biggest influences in a gifted and talented student's academic performance is A) IQ score B) Parents C) Teacher D) Principal

Q: Explain "rate of skill introduction" as it applies to teaching a student with special needs.

Q: The strategy of allowing a student to take high school classes while the student is still in middle school is an example of A) Enrichment B) Course compacting C) Acceleration D) Flexible grouping

Q: Because of the sometimes negative consequences associated with being culturally diverse (poverty, language barriers, etc.), these students will A) Likely never be able to perform in the gifted and talented range B) Often lack the motivation to perform in the gifted and talented range C) Likely need extra attention of educators but will be able to perform to their potential D) Likely drain resources from the schools,taking away from the education of other students

Q: Explain what instruction is included in "basic skills."

Q: Many educators believe that the least restrictive environment for gifted and talented students is A) The general education classroom where they can socialize with average peers B) A self-contained classroom or magnet school C) Home school D) It doesn't matter; these children will excel in any environment

Q: A characteristic of gifted African American, Native American, and Hispanic children that is not seen in European American children is A) Advanced communication skills B) Advanced imagination C) Advanced motivation D) None of the above

Q: Compare an "anticipation guide" to a "concept diagram."

Q: Explain the purpose of a "graphic organizer."

Q: Individuals who are gifted and talented but also suffer from a disability are often called A) Doubly disabled B) Dually exceptional C) Twice exceptional D) Multiply disabled

Q: Explain the primary purpose of an "advance organizer."

Q: Which is nota commoncharacteristic of gifted adolescent girls? A) IQ scores drop during adolescence. B) Gifted girls take less rigorous courses than do gifted boys. C) Academic performance drops during adolescence. D) Gifted girls attend less prestigious universities than do gifted boys.

Q: Explain two items generally included in a "study guide."

Q: Non-examples can be used effectively in concept diagrams.

Q: Characteristics of families of children who are gifted include A) A large number of children in the family B) Parents are older than typical parents C) Gifted child is usually the youngest D) Parents set few rules for their children to adhere to

Q: Explain the key points of a "planning think sheet."

Q: Selecting and sequencing examples is an aspect of differentiating instruction for basic skills.

Q: In-depth study, competitions, and interdisciplinary seminars are examples of what strategy for modifying curriculum to meet the needs of gifted and talented students? A) Enrichment B) Acceleration C) Differentiation D) Grouping

Q: A balance between higher and lower level questions is not recommended for math instruction.

Q: Instructional opportunities for adolescents and young adults who are gifted include A) Magnet schools B) Advanced Placement classes C) Saturday programs D) All of the above

Q: Differentiated programming involves A) Providing instruction that allows the gifted student to advance as far as possible B) Providing instruction that allows a slow learner to achieve mastery of the curriculum C) Having high expectations for all students D) All of the above

Q: Which of the following is not a step in the effective instruction of learners who are gifted and talented? A) Preassessing the students to determine their current level of content knowledge B) Grouping children according to ability for instructional purposes C) Giving accelerated students more assignments to keep them busy until the other students master the content D) Providing products that will motivate and teach students

Q: Putting information in a more general framework to make the content more understandable is an advance organizer.

Q: One problem with the proficiency standards established by the No Child Left Behind Act, with regards to gifted and talented children, is A) The children find it difficult to reach the proficiency standards established. B) Teachers do not have time to help gifted children reach their proficiency levels. C) The established proficiency levels can be limiting to gifted and talented students. D) None of the above

Q: Graphic organizers focus on the information presented to the audience.

Q: An environmental inventory is an example of modifying materials for students with moderate to severe disabilities.

Q: Only higher-level thinking questions are important when assessing student learning.

Q: The term used to describe a curriculum that enables gifted students to work at more complex levels that would not be appealing to all students is A) Special education B) Differential education C) Gifted education D) Complex education

Q: The INCLUDE strategy recommends you make accommodations that fit the assignment not the student.

Q: With a variety of theories on multiple intelligences, why might the field be reluctant to let go of the traditional IQ testing? A) Most parents understand IQ better than other measures of giftedness. B) Without an above-average IQ, an individual cannot be considered gifted or talented. C) IQ is the only foolproof way to identify an individual as gifted or talented. D) Scores from an IQ test offer standardized information on a student's strengths and weaknesses.

Q: Understanding intelligence as the gfactor, or general intelligence, is based on the belief that intelligence is A) Multifaceted B) Ever-changing C) Identifiable at birth D) A unitary trait

Q: The most common way that teachers inform their students of what they want them to do, is through written directions.

Q: Higher-level questions are most appropriate for teaching basic skills to students who are at risk.

Q: Who was responsible for the initial work on measuring intelligence? A) Alfred Binet B) David Wechsler C) Lewis Terman D) Leta Hollingworth

Q: Teachers should help students create visually complex graphic organizers to help the students remember isolated details.

Q: Asking students a series of positive and negative questions is not recommended for special needs students.

Q: A major contribution of early longitudinal studies of gifted individuals was that they A) Identified the social peculiarities experienced by gifted individuals throughout the years B) Demonstrated that all individuals who were identified as gifted became experts in their fields C) Disproved many early theories people held about gifted individuals D) Demonstrated that gifted individuals experienced longer lives than did nongifted individuals

Q: The closer the pronoun is to its referent, the easier it is to translate.

Q: Study guides are efficient substitutes for direct instruction.

Q: Which is not considered best practice in screening for students who are gifted and talented? A) The nominating process for these students should be ongoing. B) Schools should choose one method of assessment and adhere to that method for each child. C) Screening for services should occur at any point in the school year. D) Assessment should be made in the language in which the student is fluent.

Q: Graphic organizers are helpful because students can organize their thoughts while looking for main ideas.

Q: The amount of background material can greatly influence if the student can read subject matter.

Q: One part of the assessment process for gifted and talented children that is different from other exceptionalities is A) The referral arises because of the students' strengths rather than weaknesses. B) The assessment should be multidimensional for gifted and talented students while the process is much simpler for students with other exceptionalities. C) Teachers play a much larger role in the assessment process for gifted and talented students. D) You do not need parental permission to assess gifted and talented student.

Q: Why might academic work not always be the most effective way to assess for academic giftedness? A) Teachers probably don't give students grade-level work. B) It is a very subjective way to assess for giftedness. C) Students who are not challenged may not produce quality work. D) All of the above

Q: Many states have adopted the six categories outlined in the first national report on gifted education exceptfor which one? A) Leadership ability B) Psychomotor ability C) Visual and performing arts D) Creative thinking

Q: The range of instructional examples should match the range of the problem types used when assessing student learning.

Q: Slowing down the rate of introduction of skills is recommended to reduce the amount of curriculum to be learned.

Q: One important concept addressed in the National Excellencereport that had not been previously considered was A) The role of gifted and talented education in culturally diverse individuals B) The role of parents in gifted and talented education C) The need for special schools to address the needs of gifted and talented youth D) None of the above

Q: Discuss multiple ways an individual can acquire a traumatic brain injury.

Q: Assessing relevant pre-skills is the responsibility of the special educators.

Q: Identify and define the three types of seizures in epilepsy.

Q: The way instructional examples are sequenced can affect how easily students learn.

Q: Which of the following is the purpose of an environmental inventory? a. Decrease the number of classroom modifications needed. b. Monitor student participation in the classroom environment. c. Increase student participation in classroom and community environments. d. Decrease student participation in classroom and community environments.

Q: Briefly describe the characteristics of myelomeningocele spina bifida.

Q: According to your textbook, which of the following questions regarding an environmental inventory should be asked when modifying methods/materials for students with moderate to severe disabilities? a. Will the modification increase independence of the student? b. Is the student intelligent enough to perform this task? c. Is this modification too basic? d. Is the modification the responsibility of the teacher?

Q: Which of the following homework strategies is best for students with special needs? a. Wait until the second grading period to assign homework. b. Build student responsibility by requiring students to complete all of their homework at home. c. Avoid parents at first, because they put too much pressure on their children. d. Give homework on skills that students can already perform.

Q: Before assigning homework, which of the following questions should be considered? a. What background knowledge is needed to complete the assignment? b. Can answers to the assignment be found online? c. Do students like the assignment? d. Have students chosen the assignment?

Q: The category of orthopedic impairments in IDEA is divided into three main areas. Identify and define each.

Q: When written directions for students with special needs are difficult, ____. a. skip the assignment altogether b. add practice items you can do with the whole class c. keep them the same, which prepares students for the real world d. allow students to struggle before giving them help