Q&A Hero

Q: Students who are low achieving and socially unsuccessful tend to exhibit: a. Dependence on teacher for direction. b. Originality and reasoning ability. c. Volunteering in class discussions. d. All of the above. e. Only A and B.

Q: A screening tool designed to identify students who are likely to develop bullying behaviors must have especially strong _________ __________ if it is to work as a screening measure. a. Concurrent validity. b. Construct validity. c. Content validity. d. Predictive validity.

Q: The relationship between overt behaviors and academic achievement is generally considered: a. Causal b. Clear c. Reciprocal d. Unclear

Q: The degree to which a test measures a specific concept or idea is referred to as: a. Construct reliability. b. Construct validity. c. Content reliability. d. Content validity.

Q: Students with EBD tend to be particularly deficient in: a. Linguistics. b. Orthographics. c. Pragmatics. d. Phonological awareness.

Q: A confidence interval is usually expressed as a a. Percentage. b. Range of scores. c. Standard score. d. Z scores.

Q: Students with EBD: a. Behave in ways that anger their teachers and peers. b. Do not know how to make and keep friends. c. Find it difficult to adjust to changing expectations. d. All of the above. e. Only B and C.

Q: Standard error of measurement is usually expressed as a a. Percentage. b. Range of scores. c. Standard score. d. Z scores.

Q: Scores on achievement tests a. Allow comparison of normative and non-normative groups. b. Are not highly accurate measures of academic aptitude. c. Are not precise measures of academic attainment. d. All of the above. e. Only B and C.

Q: Functional behavior assessment seeks to identify which assessment functions best for evaluating behavior.

Q: The single best predictor of educational achievement among students with EBD is a. Achievement b. Degree of EBD c. Family History d. IQ

Q: MDT decisions must be made with a clear understanding of the possibility of bias in the use of procedures and interpretation of data.

Q: Based on mean IQ score, students with EBD are likely to demonstrate: a. A greater-than-normal frequency of academic failure and socialization. b. A greater-than-normal frequency of grade-level failure and socialization. c. A lower-than-normal frequency of academic failure and socialization. d. A lower-than-normal frequency of grade-level failure and socialization.

Q: In practice, MDT decisions are often made with information from limited sources.

Q: Average tested IQ for students with EBD tends to be: a. In the high 90s. b. In the high 80s. c. In the low 90s d. In the low 80s.

Q: Language disorders and EBD have little overlap.

Q: One of the criteria historically used to identify intellectual disabilities (formerly known as mental retardation) was IQ. Students were considered to have mental retardation if their IQ fell below: a. 30 b. 50 c. 70 d. 90

Q: The field of special education has yet to adequately identify the population of students with EBD.

Q: Psychologists agree that intelligence is comprised of a variety of abilities: a. Both cognitive and emotional. b. Both creative and academic. c. Both verbal and nonverbal. d. All of the above. e. None of the above.

Q: A student can be determined to have an EBD caused by low IQ.

Q: Two characteristics most closely linked to the way in which students respond to the demands of school are: a. Intelligence and academic achievement. b. Intelligence and family structure. c. Emotional intelligence and academic achievement. d. Emotional intelligence and family structure.

Q: Assessment of EBD according to the definition provided in IDEA must include the extent to which the student exhibits an inability to learn not explained by intellectual, sensory, or health factors.

Q: IQ is an indicator of: a. General intelligence. b. Overall cognitive ability. c. Performance on an intelligence test. d. All of the above. e. Only A and B.

Q: Positive behavior intervention plans based on a functional behavioral assessment must be included in IEPs.

Q: Low achievement is a significant risk factor for EBD.

Q: Students with EBD must be included in general assessments of educational progress.

Q: Most students with EBD function below grade level in most academic areas.

Q: Transition planning must be part of the IEP for students age 16 or older.

Q: In general, low IQ causes EBD.

Q: Periodic revaluation for special education is required only when manifestation determination becomes an issue.

Q: There is no reason to expect a greater-than-normal frequency of academic failure among students with EBD.

Q: Parents have a right to mediation or a due process hearing.

Q: The average IQ for most students with EBD is in the low normal range.

Q: Assessment results must be confidential except when those results are also used for instructional planning.

Q: Students with EBD typically fall in the normal range of intelligence.

Q: All known or suspected disabilities must be assessed accurately and fairly.

Q: IQ refers specifically to some generalized innate intelligence.

Q: Eligibility decisions for special education are made by special educators.

Q: Emotional intelligence and behavioral adaptation are the two characteristics most closely linked to the way in which students respond to the demands of school.

Q: Students with EBD are often placed in programs for students with learning disabilities.

Q: School could be a significant causal factor in the development of EBD.

Q: Referral rates are low for young children.

Q: Besides family, school is the most important socializing influence on children.

Q: Parents vary markedly in their tolerance of EBD.

Q: Abusive parents tend to exhibit deficits in: a. Empathy, role-taking, impulse control, and self-esteem. b. Empathy, role-taking, impulse control, social isolation. c. Empathy, role-taking, social isolation, and self-esteem. d. Empathy, social isolation, impulse control, and self-esteem.

Q: Eligibility for special education can be determined through a brief screening procedure.

Q: In negative reinforcement traps, each person in the trap tends to reciprocate the other's aversive behaviors via: a. Aggression. b. Coercion. c. Reinforcement. d. All of the above. e. Only A and B.

Q: Screening is a brief procedure that samples a few behaviors across skills or a domain.

Q: In families of aggressive children, parents tend to respond to aversive behaviors with: a. Aversive forms of control. b. Hitting, shouting, and threatening. c. Negative reinforcement. d. All of the above. e. Only A and B.

Q: Multiple gating can be used to determine eligibility for special education.

Q: In families of antisocial children, interactions are characterized by: a. Negative and hostile behaviors. b. Negative and gratifying behaviors. c. Positive and hostile behaviors. d. Positive and gratifying behaviors.

Q: Students with disabilities are entitled to certain rights that do not apply to students without disabilities.

Q: Researchers have found a relationship between _____________ and decreased alcohol and tobacco use among middle school students. a. Authoritarian discipline. b. Authoritative discipline. c. Behavioral discipline d. Positive discipline.

Q: The extent to which an assessment leads to selection of effective interventions is quantified as outcome validity.

Q: ______________________ has been found to have the best effects on children's behavioral development. a. Authoritarian discipline. b. Authoritative discipline. c. Behavioral discipline. d. Positive discipline.

Q: Accurate screening instruments require predictive validity.

Q: Parental discipline that is both demanding and responsive is referred to as: a. Authoritarian discipline. b. Authoritative discipline. c. Behavioral discipline d. Positive discipline.

Q: Predictive validity quantifies the degree to which a test predicts future performance.

Q: Effective parental discipline involves: a. Laxness and demandingness. b. Laxness and strictness. c. Responsiveness and demandingness. d. Responsiveness and strictness.

Q: Concurrent validity is the degree to which a test measures the same content as another instrument.

Q: Parents of two- to four-year-old children frequently make the following discipline mistakes: a. Laxness, overreactivity, and verbosity. b. Laxness, overreactivity, and strictness. c. Laxness, strictness, and verbosity. d. Strictness, overreactivity, and verbosity.

Q: Construct reliability is the degree to which a test measures a specific concept or idea.

Q: Reciprocity of influence is important in understanding: a. Broken families. b. Child abuse. c. Parent-child interactions. d. All of the above. e. None of the above.

Q: Validity is the degree to which a test measures what it is intended to measure.

Q: Research has shown that being raised by a lesbian mother: a. Can contribute to a child being gay. b. Can contribute to a child being lesbian. c. Has no causal link to a child's later sexual orientation. d. A and B.

Q: Professional judgment should be eliminated from eligibility decisions.

Q: The risk for negative behavioral and emotional outcomes in foster children tends to: a. Decrease with the number of different placements. b. Increase with the number of different placements. c. Remain constant regardless of number of placements.

Q: A confidence interval is the probability that re-administration of the test will result in a score falling within the SEM.

Q: The major risk factors associated with single-parent homes are: a. Economic hardship, interpersonal conflict, and lack of parental supervision. b. Economic hardship, interpersonal conflict, and loss of attachment. c. Economic hardship, loss of attachment, and lack of parental supervision. d. Loss of attachment, interpersonal conflict, and lack of parental supervision.

Q: Delusions, hallucinations, disorganized speech, grossly disorganized behavior, and lack of affect are symptoms of: a. Autism b. Asperger syndrome c. Rett's disorder d. Schizophrenia

Q: The overall finding regarding children and divorce is that: a. Children adjust to divorce and go on with their lives. b. Children never recover from the effects of divorce. c. Most children develop some form of EBD related to the divorce. d. Young children develop some form of EBD related to the divorce.

Q: Hallucinations of children and adolescents frequently have: a. Historical or familial content. b. Historical or religious content. c. Sexual or familial content. d. Sexual or religious content.

Q: Families are best defined and understood in terms of: a. Function b. Size c. Structure d. All of the above e. Only A and B

Q: Most children with schizophrenia: a. Lose their symptoms before adulthood. b. Lose their symptoms before adolescence. c. Lose their symptoms after adulthood. d. Never lose their symptoms completely.

Q: In understanding resilience and vulnerability, key ingredients seem to be: a. Pattern, duration, and intensity of exposure to stressful circumstances. b. Pattern, duration, and intensity of exposure to environmental toxins. c. Pattern, sequence, and intensity of exposure to stressful circumstances. d. Pattern, sequence, and intensity of exposure to environmental toxins.

Q: Experts believe that schizophrenia is: a. A single disease. b. A cluster of similar disorders. c. Not a single disease. d. All of the above. e. Only B and C.

Q: Children with high levels of anxiety often have families in which: a. Caution and avoidance are reinforced. b. Caution and confrontation are reinforced. c. Risk-taking and avoidance are reinforced. d. Risk-taking and confrontation are reinforced.

Q: Primary prevention of schizophrenia involves: a. Assessing genetic risks. b. Avoiding substance abuse. c. Avoiding stress. d. All of the above. e. Only A and B.

Q: Resilience is best understood as how an individual: a. Copes with degrees of risk variables. b. Copes with patterns of exposure to risk variables. c. Copes with risk variables. d. All of the above. e. Only A and B.

Q: Schizophrenia is nearly always treated with drugs such as: a. Clomadin b. Ritalin c. Haldol d. All of the above e. Only A and B