EDS 712 The Childhood Student with Disabilities – Final Exam

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EDS 712 The Childhood Student with Disabilities – Final Exam - Professor Sanford

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Part 1

Multiple Choice Questions: Select the answer that best answers the question. Each question is worth 1 point.

A six-month-old child who cannot walk or talk would best be described as having a(n) *

1 point

disability.

age-appropriate disability.

age-appropriate inability.

instructional inability.

Although no two students are alike, to be legally considered "exceptional" for purposes of their school program, students must *

1 point

have a disability related to their academic progress.

be handicapped.

require special educational services to achieve.

have a history of school failure.

By federal law, an exceptional student is eligible for special education when *

1 point

a teacher recommends it.

careful assessment indicates he or she is unable to make satisfactory progress in the regular school program.

a parent requests it.

a teacher has recorded observations of behavior and assessment of academic performance for at least two months.

With respect to parents and Individualized Education Program (IEP) meetings, which of the following is TRUE? *

1 point

Parents do not need to be invited, but they must be allowed to attend if they make such a request.

Parents of students in preschool and elementary school must be invited, but parents of secondary students do not need to be invited, but the student must be invited.

Parents must be invited, and they (or their designee) must attend; if they don't attend, the school has the right not to meet.

Parents must be invited to the meeting, and efforts must be made to enable them to attend.

Which one of the following provides the best description of normalization? *

1 point

the theory that disabilities are a matter of social perceptions and values

the belief that people with disabilities should have experiences as similar as possible to those of people without disabilities

the principle that schools should educate all students in the regular classroom, regardless of the nature of their disabilities

the philosophy that students with disabilities should be educated in the environment that will allow them to achieve their maximum potential as adults

Before making a referral for special education, a general education classroom teacher should do all of the following EXCEPT *

1 point

modify or adapt the student's instructional program.

communicate concerns to parents.

examine student's school record.

administer diagnostic tests.

Professionals have become more cautious in diagnosing intellectual disabilities for all of the following reasons EXCEPT *

1 point

the stigma associated with the label.

the belief that intellectual disabilities are a socially constructed condition.

overrepresentation of children from ethnic minority groups.

increasing costs associated with special education.

The current emphasis on adaptive skills in defining intellectual disabilities is due to the *

1 point

influence of the learning disabilities movement.

realization that students can be "streetwise" despite having low IQ test scores.

rise of the disability rights movement.

joint efforts of parents of children with intellectual disabilities.

Each of the following is an element of the NJCLD definition EXCEPT *

1 point

Learning disabilities are due to central nervous system dysfunction.

Learning disabilities are a lifelong condition.

Spelling is a specific manifestation of learning disabilities.

Learning disabilities can occur concurrently with mental retardation.

According to law, states *

1 point

must require the use of severe discrepancy between intellectual ability and achievement but may permit the use of response to intervention.

must not require the use of severe discrepancy between intellectual ability and achievement and must permit the use of response to intervention.

must require the use of severe discrepancy between intellectual ability and achievement and must require the use of response to intervention.

must not require the use of severe discrepancy between intellectual ability and achievement and must not require the use of response to intervention.

One of the major advantages of the response to intervention method of identifying learning disabilities is that *

1 point

it is easy to implement.

it is not subject to the same "wait-to fail" criticism.

it ensures that a student's low achievement is not simply due to ineffective instruction.

a great deal of research has been done to show how best to implement RTI.

Freda, Sam, and Liz are eighth-grade students with learning disabilities. Which one of the following statements best illustrates the concept of intraindividual variation? *

1 point

Freda scores high in math, but not in spelling.

In comparison to eighth graders nationally, Sam scores lower in reading and written expression.

In comparison to Freda and Sam, Liz has higher achievement in math.

Liz has lower reading scores than any of the nondisabled students in her class.

By definition, every student with learning disabilities has *

1 point

academic problems.

brain damage.

hyperactivity.

deficits in all academic areas.

According to the Council for Exceptional Children, special education teachers of students with learning disabilities should be able to do all of the following EXCEPT *

1 point

address a variety of academic learning problems, such as reading, math, and spelling.

help students apply these academic skills in the general education content areas, such as science and social studies.

teach the exact same content as the general education teacher.

teach academic skills in several different settings, such as individually or in small or large groups.

Each of the following is a subdivision of ADHD according to the AmericanPsychiatric Association's diagnostic manual EXCEPT *

1 point

predominantly lethargic-inattentive type.

predominantly inattentive type.

predominantly hyperactive-impulsive type.

combined type.

Students with ADHD receive special education services under the Individuals withDisabilities Education Act (IDEA) in which category? *

1 point

ADHD

learning disabilities

emotional or behavioral disorders

other health impaired (OHI)

The most frequently prescribed types of medication for students with ADHD are *

1 point

depressants.

mood enhancers.

psychotropics.

psychostimulants.

According to the National Institute of Mental Health, the treatment for ADHD thatshows the most effective immediate results is *

1 point

medication management.

behavioral management.

combined medication management and behavioral management.

community care.

A therapeutic technique that involves identifying someone whom the person withADHD can rely on for support is *

1 point

training.

coaching.

encouraging.

directing.

Research suggests that about ________% of those diagnosed as ADHD in childhood still persist with major symptoms as adults. *

1 point

The most obvious problem of children with E/BD is *

1 point

imaginary friendships.

aggression aimed at others.

lack of close emotional ties.

social fear or disinterest.

Many different terms have been used to designate children who have extreme social interpersonal and/or intrapersonal problems. Which term have some pointed out has the advantage of focusing attention on the clearly observable aspect of these children's problems? *

1 point

behaviorally disordered

emotionally disturbed

socially maladjusted

emotionally conflicted

Comorbidity in persons with E/BD is *

1 point

not unusual.

very unusual.

rare.

part of the diagnosis.

Each of the following statements is TRUE about biological causes of E/BD EXCEPT *

1 point

If a disorder has a biological cause, it can still be an emotional or behavioral disorder.

Causes are usually exclusively biological or exclusively psychological.

Medical treatment is seldom the only intervention needed.

Medical approaches may be of little benefit if psychological and social aspects are not addressed.

Despite problems in defining E/BD, most children with severe E/BD are easily recognized because *

1 point

teachers are trained in the use of behavior rating scales.

systematic screening procedures are used in most schools.

their behavior attracts immediate attention.

most schools have psychologists on-site

Transition from school to work is particularly difficult for many adolescents with E/BD for all of the following reasons EXCEPT *

1 point

a high rate of dropping out of school.

neglectful, abusive, or inadequate family relationships.

over-emphasis on vocational training rather than academics.

behavior that is unacceptable to peers and employers.

Asperger identified children who had *

1 point

average intelligence but channeled their intellectual pursuits into obsessive preoccupation in narrow areas.

superior intelligence but channeled their intellectual pursuits into obsessive preoccupation in narrow areas.

below average intelligence but remarkable ability in a particular area.

below average intelligence and a tendency toward violent, psychotic behavior.

Neurological research that involves the brain and head size of people with autism strongly suggests that for many *

1 point

their brains are larger than average at birth.

their brains increase in size after about age five years.

their brains grow suddenly and excessively in the first two years of life.

their brains reach maximum size around age two or three years.

Applied Behavior Analysis (AB) includes each of the following components EXCEPT *

1 point

using structured lessons.

limited use of reinforcement.

focus on functional skills.

continuous assessment of progress.

The Picture Exchange Communication System (PECS) focuses on *

1 point

teaching pivotal skills like motivation.

improving relatively severe language problems.

teaching pivotal skills like self-management.

teaching reading based on phonemic awareness.

Two critical areas of assessment for students with autism spectrum disorders are progress in *

1 point

reading and math skills.

reading but not math skills.

math skills but not reading skills.

language development and social/adaptive behavior.

Shaunta has a speech disorder which causes her to stutter. This is a disorder of *

1 point

articulation.

motor-speech.

voice.

fluency.

Which of the following statements about communication variations is TRUE? *

1 point

If a student does not use the language expected in school, she or he has a language disorder.

Someone with a language difference who also has difficulty communicating even in his or her home language community.

Children of nondominant cultures should not be expected to learn the rules for effective communication in the dominant culture.

Professionals no longer have a problem of bias in normative tests of language assessment.

Specific language impairment refers to *

1 point

language disorders resulting from learning disabilities.

language disorders with no identifiable cause.

language disorders occurring concomitantly with other disorders.

language disorders resulting from mental retardation.

Which one of the following is an articulation disorder? *

1 point

lisping

stuttering

aphasia

mutism

The primary role of the classroom teacher is to facilitate development of which aspect of language? *

1 point

phonology

semantics

pragmatics

morphology

From an educational point of view, how is "deafness" best defined? *

1 point

a condition present since birth

an inability to understand speech even with a hearing aid

a hearing loss of more than 90 dB in at least one ear

a condition of old age

Simon has a hearing loss that occurred when he was seven years old. His loss is best described as *

1 point

conductive.

sensorineural.

congenital.

postlingual.

Which ethnic group is over-represented in the population with hearing impairments? *

1 point

Hispanic

African-American

Asian

Native American

When performance tests, rather than verbal tests, are used, *

1 point

the IQ scores of both those who are hearing and those who are deaf are lower

the IQ scores of those who are deaf are lower than those who are hearing.

the IQ scores of those who are deaf are higher than those who are hearing.

there is no difference in IQ scores between those who are deaf and those who are hearing.

Teaching people with hearing impairments to use visual information (such as facial expressions) to understand what is being said to them is *

1 point

speechreading.

lipreading.

face reading.

gestural reading.

For educational purposes, individuals who are blind are *

1 point

able to use a magnifying device.

can still read print if it is large enough.

have absolutely no sight.

must use braille or aural methods.

Blindness occurs most often in *

1 point

adulthood.

adolescence.

early childhood.

preadolescence.

Clara has good vision for assignments written on the blackboard, but she has difficulty with the print in her textbook. She may have a refraction problem known as *

1 point

myopia (nearsightedness).

hyperopia (farsightedness).

astigmatism.

glaucoma.

An important difference between individuals with and without sight is that *

1 point

those without sight become highly adept at learning things incidentally.

those without sight need to take much more initiative to learn what they can from their environment.

those with sight are more internally motivated.

those with sight are more susceptible to optical illusions.

The major disadvantage of large-print books is that they *

1 point

don't have pictures in them.

take up a great deal of storage space.

encourage students to be dependent on them.

take much longer to read.

Research on braille leads to all the following recommendations EXCEPT *

1 point

daily braille instruction for a period of 1.5 to 2 hours during the early elementary grades.

pre-braille instruction (e.g., exposure to names in braille, tactile labels, writing experiences) for preschool and kindergarten-age students.

braille slate and stylus instruction several days a week for moderate to short time periods beginning in third or fourth grade

discouraging keyboard instruction until the student has reached a 5th grade proficiency level in reading braille.

Possible effects of TBI include each of the following EXCEPT *

1 point

problems learning new information.

difficulty processing information.

sudden improvement in memory.

becoming easily tired.

Each of the following characteristics is an essential feature of appropriate education for students with TBI EXCEPT *

1 point

emphasis on catching up to academic content, rather than spending time trying to develop basic cognitive skills.

assistance with transition from a hospital or rehabilitation center to the school.

educational procedures to help solve problems in focusing and sustaining attention for long periods.

an IEP concerned with cognitive, social/behavioral, and sensory-motor domains.

The greatest complicating factor in most students' return to school following TBI is *

1 point

social skills.

physical appearance.

physical strength.

language or speech disorders.

All of the following are prenatal conditions that can result in deaf-blindness EXCEPT *

1 point

German measles.

rubella.

coloboma.

congenital cytomegalovirus (CMV).

In addressing the needs of students with deaf-blindness, two principles that practitioners and parents should keep in mind are *

1 point

incidental learning and structured routines.

direct instruction and structured routines.

direct instruction and variable routines.

indirect instruction and structured routines.

An adaptation that may be used by a person who is deaf-blind to communicate with the public is *

1 point

assistance cards.

braille notepads.

the long cane.

audio-recorded messages.

Any manual or electronic means by which a person who is unable to communicate through normal speech can express wants and needs, share information, engage in social closeness, or manage social etiquette is *

1 point

facilitated communication.

augmentative or alternative communication.

manual communication.

applied functional communication.

Impairments that are the result of injury to the brain that also affect the ability to move parts of one's body are *

1 point

neurological impairments.

traumatic brain injuries.

orthopedic impairments.

neuromotor impairments.

All of the following can cause cerebral palsy EXCEPT *

1 point

maternal infections.

premature birth.

maternal exposure to toxic substances.

adequate oxygen supply to the brain.

All of the following procedures should be followed if a student has a seizure in school EXCEPT *

1 point

moving the child onto his/her side.

inserting an object between the teeth.

loosening clothing.

putting something flat and soft under the head.

The extent of the paralysis in spina bifida depends on *

1 point

the stage of development during which it occurs.

the success or failure of the surgery to close the opening.

the success or failure of the surgery to repair the nerve damage.

how high or low the injury on the spinal column is.

Tim has a hereditary disease characterized by progressive weakness and degeneration of muscle fibers. His condition is *

1 point

muscular dystrophy.

spina bifida.

cerebral palsy.

multiple sclerosis

Children's reactions to their own physical disabilities are largely *

1 point

a reflection of how others respond to them.

dependent on the nature and degree of their disabilities.

dependent on whether they use a wheelchair for mobility.

a reflection of how well they achieve academically.

A person who provides support for daily living skills and fine motor skills is a(n) *

1 point

physical therapist.

occupational therapist.

adaptations specialist.

cognitive therapist.

Part 2

True/False Questions: Select the answer that best answers the question. Each question is worth 1 point.

Rates of autism are much lower in Latino populations. *

1 point

True

False

People with autism have a high incidence of cognitive deficits. *

1 point

True

False

Most people with autism exhibit remarkable ability or talent in particular splinter skills, such as playing music, drawing, or calculating. *

1 point

True

False

The use of an augmentative communication system indicates that a person has a language disorder. *

1 point

True

False

Early intervention for speech and language disorders should emphasize conversation skills rather than the mechanics of language. *

1 point

True

False

Children who are deaf reach language development milestones in sign later than hearing children do in spoken language. *

1 point

True

False

Children who are deaf who have parents who are deaf have higher reading achievement than those who have hearing parents. *

1 point

True

False

The majority of people who are legally blind have some useful vision. *

1 point

True

False

Children spontaneously compensate for poor vision by developing superior listening skills. *

1 point

True

False

The major symptoms of Usher syndrome are hearing loss, vision loss, and mental retardation. *

1 point

True

False

The best place to teach domestic skills is not always the student's home. *

1 point

True

False

Seizures occur more often in children with developmental disabilities than in children without disabilities. *

1 point

True

False

Part 3.

Short Answers: Each question is worth 5 points each for a total of 15 pts. Please complete these questions in paragraph format. Bullet points will not be accepted. You need to spell out your answers.

Define Executive Function. Which area of the brain is involved in executive function? *

Name the 6 executive functions and give an example of each. *

What strategies would you use to support a student who has difficulty with problem solving? *

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