Q&A Hero

Q: Which statement best exemplifies current research on the importance of early intervention? A) "The earlier the intervention, the better." B) "All children need intensive early intervention to grow and develop." C) "Early intervention is unnecessary. Most children outgrow problems." D) "Early intervention is effective as long as services start before first grade."

Q: Developmental domains include areas such as A) home, center, school, community B) health, welfare, well-being, education C) physical, cognitive, communication, social D) nutrition, medical, parent involvement, school intervention

Q: Which is not an example of an "established risk condition"? A) Down syndrome B) fetal alcohol syndrome C) fragile X syndrome D) premature birth

Q: When developing an IEP for a student with severe or multiple disabilities, one of the greatest responsibilities of a special educator is A) providing appropriate assistive technology B) providing appropriate positive behavior supports C) selecting and prioritizing instructional objectives D) ensuring that the student is included with nondisabled peers

Q: Which of the following best illustrates building communication skills? A) Jason plays quietly with the blocks. He is praised for attending to the task. B) Kyle rarely demonstrates eye contact. His teacher provides reinforcement when he does. C) Madison is learning to do laundry. Her teacher creates a washing machine from a large box. D) Kibe's lunch tray is out of reach. He indicates "eat" with his communication device, so his teacher moves the tray where he can reach it.

Q: Which of the following is true regarding small-group instruction and students with severe or multiple disabilities? A) Partial participation is the primary goal. B) It is the least cost effective instructional arrangement. C) Skills learned are less likely to generalize to other settings. D) It provides opportunities for incidental learning from others.

Q: Shelby, a student with a severe disability, is based in a general education class. Brown and colleagues suggest this means that A) she spends 100% of her time there B) she spends at least 70% of her day there C) she is included in homeroom and then goes elsewhere D) she is regarded as a class member rather than a visitor

Q: A peer buddy for a student with a severe or multiple disability does all of the following except A) teach conversational skills B) serve as role model of positive social interactions C) assist partners with tasks in community based settings D) provide support to partners in general education and career/technical classes

Q: Which of the following reasons for educating students with severe disabilities in neighborhood schools has the most empirical support? A) Parents and families have greater access to school activities. B) Inclusion has beneficial effects on social skills and relationships. C) Integrated schools are more meaningful instructional environments. D) Students without disabilities learn to accept diversity and they function better as adults.

Q: All of the following are characteristics of interventions informed by functional analyses except A) they are less restrictive B) they are more likely enhance family discussions C) they are more likely to be viewed as acceptable D) they are more likely to result in lasting improvements in behavior

Q: Functional assessment refers to A) an assessment of a student's current abilities and needs B) a test that measures true ability rather than the effects of a disability C) a process that measures how well a student is likely to function in a specific environment D) a process that determines environmental variables that cue and maintain an undesirable behavior

Q: Which of the following is not an element of positive behavior support? A) teaching a student a desirable alternative behavior B) understanding the function of the behavior for a student C) using natural aversive consequences when the inappropriate behavior occurs D) arranging the environment so that the inappropriate behavior is less likely to occur

Q: Contemporary curriculum for students with severe or multiple disabilities A) focuses mainly on current needs B) focuses on functional skills needed in immediate and future environments C) is based on general education curricula but done at a slower pace with adaptations D) is based on developmental age and emphasizes skills that are prerequisites for approaching milestones

Q: A term used to describe multiple disabilities, deaf-blindness and traumatic brain injury is A) autosomal disabilities B) comorbid disabilities C) high impact disabilities D) low incidence disabilities

Q: Which of the following is an example of embedding core content into a functional skills activity for a student with a severe or multiple disability? A) teaching a high school student to use a calculator B) teaching an elementary students to use pictures and a graphic organizer to summarize key facts C) teaching an elementary student about states of matter in relation to the weather D) teaching a middle school student to read vocabulary words necessary to understand Huckleberry Finn

Q: Mrs. Keller wants Tony to participate in making a snack with other children in a kindergarten class. He is able to pour things but his movements are jerky and she does not want him to spill the cereal and waste it. She has him point to the cereal to indicate that it needs to go in the bowl next. Which misuse of partial participation does this exemplify? A) missed participation B) myopic participation C) passive participation D) piecemeal participation

Q: Mr. Santos is trying to teach Carl, a student with a severe disability, how to get lunch from the cafeteria independently. To see the learning that is occurring, he should measure progress A) in every lesson B) twice a week C) at least once a week D) prior to beginning instruction and after it has ended

Q: Determining what should be taught to students with severe or multiple disabilities focuses on A) standardized scores B) developmental levels C) alignment with curriculum standards D) functionality and age appropriateness

Q: Which of the following is most important in determining which curriculum areas to include in the IEP of a student with severe or multiple disabilities? A) the student's age B) the student's interests C) the student's ability level D) the student's mode of communication

Q: Teaching recreation and leisure skills to students with severe or multiple disabilities is important for all of the following reasons except A) accessing the general curriculum B) helping students interact socially C) maintaining their physical health and motor skills D) becoming more involved in community activities

Q: Which of the following is not true of specialized communication systems for students with severe or multiple disabilities? A) They are contrived and idiosyncratic in nature. B) They enable students with severe disabilities to receive information. C) They enable students with severe disabilities to express their wants and needs. D) They enable students with severe disabilities to communicate with an unlimited number of people.

Q: Which of the following would be the most age-appropriate recreation and leisure activity for a teenage girl with severe or multiple disabilities? A) watching Dora on TV B) going to a school football game C) listening to Baby Einstein music alone in her bedroom D) playing a game of clap your hands

Q: Which of the following would be the least functional activity for a sixteen-year-old with severe or multiple disabilities? A) sorting M&M's by color B) fastening a pair of shoes C) operating a vending machine D) reading words such as stop, walk, men and women

Q: IEP goals for students with traumatic brain injury may need to be reviewed and modified A) as often as every 30 days B) at least every six months C) when students reach a plateau D) as seldom as every three years

Q: Which of the following is not an example of a social or behavioral impairment caused by a brain injury? A) mood swings B) self-centeredness C) lack of motivation D) difficulty maintaining attention

Q: Dawson was in a bicycle accident recently. His doctor says that he will probably make a full recovery, but he has sustained a moderate brain injury. Based on this diagnosis, his teacher can expect his behavior and cognition to be impaired for A) a week or two B) a month C) a long and unpredictable period D) several days

Q: Recent statistics on traumatic brain injury indicate that A) traumatic brain injuries are decreasing B) most traumatic brain injuries occur in adults C) incidence of traumatic brain injury is lower in rural areas D) traumatic brain injury is the leading cause of death in children

Q: Which of the following could not result in a closed head injury? A) a bicycle accident B) a car accident C) a gunshot wound to the head D) shaken baby syndrome

Q: All of the following are reasons for the gap in the number of students with traumatic brain injury and the number of students receiving services in this category except A) Public awareness is low about the disability B) Many students with brain injury recover. C) Many students are receiving services in other categories of disability. D) Brain injury does not always have an adverse effect on educational performance.

Q: Which of the following students would be most likely to be classified as a student with traumatic brain injury? A) Kelsey, who has hydrocephalus B) Anna, who has a closed head injury C) Isaac, who was born with cerebral palsy D) Jerome, who has Huntington's Chorea

Q: Which statement about the causes of many cases of severe disabilities is true? A) The cause of most severe disabilities is delayed speech. B) Severe disabilities are rarely acquired later in life. C) The cause of a severe disability often cannot be determined. D) Most severe disabilities are caused by a lack of adequate prenatal care.

Q: Which of the following has not been identified as a cause of severe disabilities? A) refractive errors B) infectious diseases C) premature birth D) Rh incompatibility

Q: According to Coulter (1994), most cases of severe cognitive limitations are caused by A) perinatal brain damage B) postnatal brain dysgenesis C) prenatal brain damage D) prenatal brain dysgenesis

Q: What percentage of students with dual sensory impairments do not have other disabilities? A) 10% B) 20% C) 25% D) 30%

Q: Which of the following is not a characteristic of a student with dual sensory impairments? A) emotional detachment B) failure to initiate interactions C) engaging in self-stimulatory behaviors D) appearing to be passive or noncompliant

Q: Charlie is a student with muscular dystrophy and an intellectual disability. He would be classified as a child with multiple disabilities A) automatically B) if both disabilities were diagnosed in infancy C) if more than two areas of functioning were affected D) if his educational needs could not be met in a program for one of the disabilities

Q: Which of the following statements about students with profound disabilities is accurate? A) Most of them are ambulatory. B) They need minimal support with daily living skills. C) They function no higher than a two-year-old in many areas. D) Sophisticated IQ tests are needed to plan educational programs for this population.

Q: TASH is an advocacy organization for people who A) are most likely to be granted unique rights B) have significant disabilities and support needs C) have the tools and opportunities to make their own decisions D) are most likely to live, work, and play in integrated environments

Q: Which of the following would qualify as a student with severe disability? A) Karin, a student who is deaf and blind B) Liam, a student with an IQ of 45 C) Melanie, a student with severe emotional disturbance D) Nathan, a student with traumatic brain injury

Q: Students with severe disabilities A) have IQ's of 25 and below B) constitute a separate category under IDEA C) probably won"t achieve in meaningful ways D) have tremendous diversity in learning and physical challenges

Q: Why is it important to adapt toys for use by children with disabilities? How might you try to adapt a toy for a child who has limited use of fingers and hands?

Q: Imagine you"re a fourth grade teacher with a new student with a physical disability or health impairment. What might you do to encourage your class to accept the new student?

Q: What can you do to teach a child with physical disabilities or health impairments to be independent?

Q: Explain the pros and cons of drug therapy for treatment of ADHD.

Q: What were the findings of Irving Independent School District v. Tatro (1984) and Cedar Rapids Community School District v. Garret F. (1999), and what were the implications for schools?

Q: TRUE/FALSETechnology can generally be pulled off the shelf to assist students with physical disabilities.

Q: TRUE/FALSEOn-task behavior usually results in an increase in productivity.

Q: TRUE/FALSEOne or two children in a typical classroom will show symptoms of ADHD.

Q: TRUE/FALSEChildren with asthma cannot participate in sports.

Q: TRUE/FALSEThe eyes and the liver are most likely to be affected from untreated diabetes.

Q: TRUE/FALSEMost victims of traumatic spinal cord injuries are between the ages of 16 and 30.

Q: TRUE/FALSEThe most common form of spina bifida, myelomeningocele, affects more girls than boys.

Q: TRUE/FALSEImprovements in delivery practices and neonatal care have greatly reduced the incidence of cerebral palsy.

Q: TRUE/FALSEBetween 5% and 15% of children with cerebral palsy also have a hearing loss.

Q: TRUE/FALSEMost physical disabilities and health impairments that require special education are acute conditions.

Q: TRUE/FALSEEducational, therapeutic and recreational activities that are suitable for students with neurological impairments are not suitable for students with orthopedic impairments.

Q: Define universal precautions and give two examples.

Q: What is the only legal reason a child with HIV/AIDS can be excluded from attending public school?

Q: What is the leading cause of absenteeism in the schools? How is this condition defined?

Q: One of your students, known to be a diabetic, demonstrates fatigue, excessive urination, and dry, hot skin. What is the problem, and what do you do?

Q: What are the two most common treatments for ADHD?

Q: List five tasks that service animals can perform for disabled owners.

Q: What is the basic criterion for ADHD diagnosis?

Q: What should a teacher do if a student experiences an absence seizure?

Q: Name three things you should not do if one of your students has a seizure.

Q: Define assistive technology.

Q: Roslynn is a student who uses a motorized wheelchair for mobility. Other students in her kindergarten class are hesitant to interact with her. The teacher feels that it is because they have never seen a wheelchair. What can she do to help the children become more comfortable? A) insist that one or two students play with Roslynn B) ask Roslynn to do a show and tell about her wheelchair C) allow students to take turns sitting in and operating the wheelchair D) make sure that Roslynn spends as little time as possible in her wheelchair

Q: A bright line test is used to determine A) if a medically fragile student can be placed in a general education class B) if a student with physical disabilities can benefit from assistive technology C) if a student with a health impairment such as AIDS can attend public school D) if the school district must pay for related services needed by students who are medically fragile

Q: Lorenzo is a third grader who needs braces to walk. His aide, Mrs. Clary, notices a red spot on the back of his left leg and adjusts the brace to relieve pressure. How will she know if her adjustment was successful and she does not need to contact the school nurse? A) The red spot should fade within 20 minutes. B) The red spot should feel cool when touched. C) She should ask Lorenzo if his leg feels better. D) She should observe Lorenzo to see if he is limping.

Q: Which of the following statements about health care skills and students with physical disabilities is correct? A) Most students are too lazy to manage their own health care needs. B) Most students will not be able to manage their own health care needs. C) Students gain confidence and skills by managing their own health care needs. D) Teaching students to manage their own health care needs is a quick and simple process.

Q: Which of the following would not be included as assistive technology under IDEA? A) grabbers B) a wheelchair C) a cochlear implant D) a flexible drinking straw

Q: All of the following are environmental accommodations except A) changing the way that a task is done B) changing when instruction is delivered C) changing the way that instruction is delivered D) providing increased access to a task or activity

Q: What is the role of an orthotist on a multidisciplinary team for a student with a physical disability? A) to design and fit braces B) to make and fit artificial limbs C) to teach students to navigate the environment effectively D) to develop or adapt technology to meet specialized needs

Q: Which of the following is not included in the parallel curriculum for students with physical disabilities? A) self-advocacy B) social skills training C) increasing independence D) use of assistive technology

Q: Research on self-monitoring and students with ADHD indicates that A) students with ADHD are rarely honest about their behavior B) students with ADHD are too distracted to monitor their own behavior C) students with ADHD should be taught to monitor their off-task and disruptive behaviors D) students with ADHD should be taught to monitor performance of academic and social tasks

Q: The way that students with physical disabilities think about themselves and the degree of acceptance by others depends primarily on the A) cause of the disability B) visibility of the disability C) age of onset of the disability D) treatment protocol required

Q: According to the American Psychiatric Association, the onset of symptoms of ADHD should occur A) by the age of 12 B) before the age of 5 C) before the age of 7 D) before the age of 9

Q: Children with ADHD who do not qualify for special education services under IDEA may be served under A) the Americans with Disabilities Act B) the No Child Left Behind Act C) the Mental Health and Hygiene Act D) Section 504 of the Rehabilitation Act

Q: Which statement about the causes of ADHD is inaccurate? A) The causes of ADHD are not well understood. B) Biochemical differences may play a causal role in ADHD. C) There is a clear and causal link between brain damage and ADHD. D) ADHD is associated with environmental toxins such as lead poisoning.

Q: All of the following are behavioral interventions for students with ADHD except A) teaching self-control B) modifying assignments C) eating foods low in sugar D) providing positive reinforcement for on-task behavior