Q&A Hero

Q: The person who campaigned for better treatment of those who were economically disadvantaged or receiving institutional care in America was A) Itard. B) Howe. C) Dix. D) Wilber.

Q: Special education as a discipline originated in A) North America. B) Africa. C) Europe. D) Asia.

Q: The prototype for institutional care was developed by A) Dix B) Itard C) Howe D) Guggenbuhl

Q: The person who developed a systematic methodology that emphasized physiological and moral education was A) Sequin B) Itard C) Howe D) Guggenbuhl

Q: Why does the story of Victor have significance in the field of intellectual disabilities? A) The use of systematic instruction was introduced. B) It highlights the need for separate schools. C) It demonstrates the usefulness of intelligence testing. D) It illustrates the fact that spoken language can be acquired at any age.

Q: The person who tried to educate a young child found in the woods was A) Sequin B) Itard C) Howe D) Dix

Q: Renaissance thinking encouraged a philosophy of A) optimism B) humanism C) pessimism D) skepticism

Q: The history of intellectual disabilities A) indicates repeated events are nonexistent. B) suggests issues and events are cyclic. C) is not well documented. D) is not relevant for understanding the development of special education.

Q: Antisocial students often: a. Gravitate toward a deviant peer group. b. Have high status in peer groups. c. Reject prosocial models. d. All of the above. e. Only A and C.

Q: Direct observation is particularly important when evaluating disorders that involve: b. Depression. c. Externalizing problems. d. Internalizing problems. e. Mania.

Q: Social skills training programs have proven: a. Largely ineffective. b. Moderately effective. c. Very effective. d. Only A and B. e. None of the above.

Q: An IQ score is a moderately accurate predictor of a. Overall capacity. b. Overall capacity minus the effects of specialized interventions. c. What a student is likely to learn in the future. d. What a student is likely to learn in the future with no special intervention.

Q: Neglected children appear to exhibit: a. Conformity to teacher expectations. b. High levels of prosocial behavior. c. Lack of assertiveness. d. All of the above. e. Only A and B.

Q: In using standardized intelligence and achievement tests, one must avoid a. Failing to consider the margin of error. b. Failing to consider the match between an achievement test and instructional expectations. c. Failing to use scores that predict important outcomes. d. All of the above. e. Only A and B.

Q: Social withdrawal is associated with: a. Peer aggression. b. Peer avoidance. c. Peer rejection. d. All of the above. e. Only A and B.

Q: In order to make a meaningful comparison, a norm group should be composed of individuals: a. At the same age. b. At the same grade. c. With the same instructional experience. d. All of the above. e. None of the above.

Q: As children grow older, they tend to exhibit: a. less overt physical aggression. b. less overt emotional aggression. c. more overt physical aggression. d. more overt emotional aggression.

Q: A standardized measure is: a. Conducted in a standard way with each individual with whom its used. b. Conducted to determine whether a student meets a specific standard. c. Conducted using content judged standard across grade levels. d. Conducted using the standards of ethical behavior.

Q: Better liked youth are those who can: a. Appeal to group norms by alienating peers. b. Appeal to group norms without alienating peers. c. Disregard group norms by alienating peers. d. Disregard group norms without alienating peers.

Q: Functional behavioral assessment can be used to arrange an instructional program that maximizes a. Behavior problems while resolving freedom. b. Behavior problems while resolving discipline. c. Discipline while resolving behavior problems. d. Freedom while resolving behavior problems.

Q: Social status can be measured using: a. Direct behavioral observations. b. Peer nominations. c. Teacher ratings. d. All of the above. e. Only A and B.

Q: Manifestation determination hearings address: a. The relation of behavior to a student's disability. b. The relation of the behavior to the IEP. c. The relation of the behavior to the student. d. The relation of the IEP to a student's disability.

Q: Antisocial youth tend to gravitate toward: a. Deviant peers. b. Parents. c. Socially adept peers. d. Teachers.

Q: Manifestation determination hearings a. Are mandated by the Council for Exceptional Children. b. Are mandated by law. c. Are mandated through IDEA. d. All of the above. e. Only B and C.

Q: The primary factors in an empirically derived model of the development of antisocial behavior are: a. Poor peer relations, academic incompetence, and low self-esteem. b. Poor peer relations, academic incompetence, and shyness. c. Poor peer relations, shyness, and low self-esteem. d. Shyness, academic incompetence, and low self-esteem.

Q: Manifestation determination hearings are mandated whenever a. A student's behavior warrants discipline. b. A student's behavior warrants punishment. c. A student's behavior warrants a change in placement. d. All of the above. e. None of the above.

Q: Aggressive youth are more likely to attribute __________________ to their peers' behavior. a. Desire for conformity. b. Hostile intentions. c. Shyness. d. All of the above. e. None of the above.

Q: In curriculum based evaluation a. Curriculum is evaluated relative to student performance. b. Grades are assigned relative to student performance. c. Grades are assigned relative to curriculum covered. d. Student performance is evaluated relative to curriculum.

Q: Social rejection is associated with: a. Conformity and disruptiveness. b. Conformity and shyness. c. Hostility and disruptiveness. d. Hostility and shynesss.

Q: An emerging approach to special education eligibility involves: a. Criterion based evaluation. b. Curriculum based evaluation. c. Standards based assessment. d. All of the above. e. Only B and C.

Q: Social acceptance is associated with: a. Aggression, friendliness, and conformity to rules. b. Helpfulness, aggression, and conformity to rules. c. Helpfulness, friendliness, and aggression. d. Helpfulness, friendliness, and conformity to rules.

Q: Special education eligibility should involve: a. Cost analysis, assessment of peer relations, and self-reports. b. Interviews, assessment of peer relations, and self-reports. c. Interviews, assessment of peer relations, and cost analysis. d. Interviews, cost analysis, and self-reports.

Q: Historically, researchers focused on the role of the _____________ in the development of EBD. a. Family. b. Media. c. Peer group. d. All of the above. e. Only A and B.

Q: Evaluation for special education should include a. Assessment of peer relations. b. Direct behavioral observations. c. Standardized assessments of behavior. d. All of the above. e. Only A and C.

Q: The most frequently researched cultural factors include: a. Mass media. b. Neighborhood. c. Peer group. d. All of the above. e. None of the above.

Q: Evaluation for special education should include a. Standardized tests of achievement. b. Standardized tests of cerebral dominance. c. Standardized tests of intelligence. d. All of the above. e. Only A and C.

Q: The relationship between television watching and antisocial behavior is: a. A one-to-one correspondence. b. Direct. c. Not a one-to-one correspondence. d. A and B. e. None of the above.

Q: The eligibility process will be improved with a. Decreased reliability and decreased bias. b. Decreased reliability and increased bias. c. Increased reliability and decreased bias. d. Increased reliability and increased bias.

Q: Research has clearly linked watching television with: a. Decreases in aggression. b. Increases in aggression. c. No relationship with aggression.

Q: In practice, multidisciplinary teams often make a. Biased, predictable decisions. b. Biased, unpredictable decisions. c. Unbiased, predictable decisions. d. Unbiased, unpredictable decisions.

Q: Two cultural factors consistently related to aggressive conduct of children and youth are: a. Obscenity in the media and the ready availability of guns. b. Obscenity in the media and unsupervised time. c. Violence in the media and the ready availability of guns. d. Violence in the media and unsupervised time.

Q: Multidisciplinary teams a. Assess students for special education. b. Make decisions about special education funding. c. Make special education eligibility decisions. d. Provide pre-referral strategies.

Q: Violent media action appears to: a. Cause children to perceive their environment as a more aggressive and dangerous place. b. Desensitize children to acts of aggression. c. Instigate antisocial acts in some cases. d. All of the above. e. Only A and B.

Q: Special education evaluation must include input from: a. The parent (s) or guardian or the student. b. The referring adult. c. The student in question. d. All of the above. e. Only A and B.

Q: Teen suicidal behavior appears to increase following media coverage of teen suicides.

Q: Evaluation should be used a. Only to determine eligibility for special education. b. Only to screen students. c. Only to plan interventions for students. d. To screen and determine eligibility. e. To assess students and plan interventions.

Q: Evidence suggests that children with EBD learn pro-social behaviors from watching television.

Q: Which significant changes have occurred in the evaluation of exceptional students? a. Available information has increased. b. Terminology has shifted from diagnosis to assessment. c. Legal mandates have changed the evaluation process. d. All of the above. e. Only A and B.

Q: There is no relationship between watching television and aggression in children.

Q: Externalizing and internalizing behaviors are: a. Mutually exclusive. b. Not mutually exclusive. c. Overlapping. d. All of the above. e. None of the above.

Q: Progressive education programs have historically benefited racial and ethnic minorities.

Q: Externalizing problems are characterized by: a. Aggression, disobedient behavior, and delinquency. b. Aggression, depression, and delinquency. c. Aggression, disobedient behavior, and depression. d. Depression, disobedient behavior, and delinquency.

Q: Culture and temperament are interrelated in ways that make identification of problem behaviors difficult.

Q: Behavioral problems a. Can be the result of skill deficits. b. Can not be the result of skill deficits. c. Exist exclusive of skill deficits.

Q: The best strategy for improving the lives of children who are racial or ethnic minorities may be to focus on poverty itself.

Q: Functional Behavior Assessment is a. Implemented only in elementary schools. b. Implemented only in high schools. c. Required by the Individuals with Disabilities Education Act. d. Recommended by the Individuals with Disabilities Education Act.

Q: Concern with poverty has diverted our attention from the more pervasive effects of racial and ethnic differences.

Q: The Systematic Screening for Behavior Disorders is designed for: a. Elementary school screening. b. High school screening. c. Pre-school screening. d. All of the above. e. Only A and C.

Q: The interrelationships among cultural influences are strong; however, untangling the effects of these individual factors has been achieved.

Q: The Scale for Assessing Emotional Disturbance is: a. Consistent with the federal definition of EBD. b. Norm-referenced. c. Standardized. d. All of the above. e. None of the above.

Q: Only those values and behaviors that are incompatible with achieving the larger goals of education should be modified.

Q: The Behavioral and Emotional Rating Scale contains which subscales: a. Family involvement. b. Interpersonal strengths. c. Intrapersonal strengths. d. All of the above. e. Only B and C.

Q: In valuing multiculturalism, the central question for educators should be whether they have made sufficient allowance in their judgments for behavior that is a function of a child's particular cultural heritage.

Q: Strength-based assessment is the measurement of those skills: a. That create a sense of personal accomplishment. b. That prevent EBD. c. That cause resiliency. d. All of the above. e. Only A and B.

Q: Problems of cultural bias can make the evaluation of behavioral disorders difficult.

Q: Referral rates: a. Are low for young children. b. Are low for older children c. Peak at 14 and 15 years of age. d. All of the above. e. Only B and C.

Q: Race is a scientifically defensible biological fact.

Q: The series of focused steps used to determine eligibility for special education, is referred to as: a. Criterion gating. b. Criterion validity. c. Multiple gating. d. Multiple validity.

Q: Difference between the cultural norms of a classroom and the cultural norms of a particular family may cause difficulties in behavior.

Q: Students with disabilities are entitled to assessments administered: a. In all areas of suspected disability. b. In child's native language. c. By trained personnel. d. All of the above. e. Only A and C.

Q: Within the larger microculture of the United States, there exist a variety of macrocultures.

Q: Students with disabilities are entitled to: a. Informed parental consent for initial assessment. b. Informed parental consent for re-evaluation. c. Assessment using a variety of validated tools. d. All of the above. e. Only A and B.

Q: Family factors related to EBD are best evaluated in the context of cultural differences and changes.

Q: A measure of the importance of a phenomenon under consideration is: a. Concurrent validity. b. Construct validity. c. Content validity. d. Criterion validity.

Q: There is reason to believe that a structured, predictable classroom will: a. Cause boredom. b. Cause misbehavior. c. Prevent boredom. d. Prevent misbehavior.

Q: If you wanted to demonstrate the adequacy of a new testing instrument, you would measure: a. Concurrent validity. b. Construct validity. c. Content validity. d. Criterion validity.

Q: Most student with EBD are a. Low in achievement. b. Low in IQ. c. Low in achievement and IQ. d. Low in achievement but not IQ.

Q: _________ ____________ can be thought of as the degree to which an assessment tool matches the standard curriculum. a. Concurrent reliability. b. Concurrent validity. c. Content reliability. d. Content validity.

Q: Student who are high achieving and popular tend to exhibit: a. Appropriate verbal interaction. b. Doing more than the minimum work required. c. Rapport with teacher. d. All of the above. e. Only A and C.

Q: The degree to which an assessment accurately predicts a future criterion is known as: a. Criterion reliability. b. Criterion validity. c. Predictive reliability. d. Predictive validity.