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Q:
Differences in the rates of social, emotional, intellectual, and physical growth and development experienced by some gifted children is called
A) acceleration
B) asynchrony
C) developmental lag
D) precocity
Q:
What is the prevailing outcome of the education of academically talented young children in most schools today?
A) success
B) boredom
C) underachievement
D) disruptive behavior
Q:
Which of the following are misconceptions associated with gifted students?
A) They tend to be aggressive and snoopy.
B) They tend to be independent and introverted.
C) They have an intense need for intellectual stimulation.
D) They have a highly developed sense of moral judgment.
Q:
Which is an example of intraindividual differences?
A) Belle has higher scores in math than Tony, but Tony has higher writing and reading scores.
B) Brenna and Deanna take the same analytical abilities test and have vastly different scores.
C) Mia has grade level scores in math, but after receiving tutoring is scoring well above grade level.
D) Jamie has grade level scores in reading and in mathematics scores typical of children four years older.
Q:
What are the primary emphases of Piirto's concept of talent development?
A) creativity, cultural identity, motivation
B) genetics, personality, environmental influences
C) superior productivity, home/school collaboration, intelligence
D) superior memory, observational powers, curiosity, creativity and rapid learning
Q:
Renzulli's (2003) definition of giftedness is based on the interaction among which three basic clusters of human traits?
A) high intellect, creativity, and task commitment
B) creativity, academic aptitude, and athletic aptitude
C) high intellect, task commitment, and academic aptitude
D) situated problem-solving ability, academic aptitude, and leadership
Q:
All of the following are characteristics that may be exhibited by gifted students except
A) early moral and existential concerns
B) perfectionism and the need for precision
C) fascination with basic words and simple ideas
D) resistance to multiple or opposing points of view
Q:
Three of the dimensions of cognitive creative behavior in Guilford's structure of intellect model are
A) novelty, fluency, flexibility
B) fluency, application, production
C) novelty, insight, contribution
D) flexibility, divergence, convergence
Q:
The National Association for Gifted Children (NAGC) views the development of ability and talent as
A) a lifelong process
B) a process dependent on education
C) a process predetermined by genetics
D) a process influenced by the environment
Q:
Which best characterizes the 1993 federal definition of gifted and talented presented in the "National Excellence" report?
A) Its primary criterion is intellectual ability.
B) It added psychomotor talent as a criterion for eligibility.
C) It eliminated the term "gifted" as it did not indicate developing ability.
D) It required demonstrated performance of high levels of accomplishment.
Q:
Which best describes early federal attempts to define giftedness?
A) The focus was exclusively on academic aptitude.
B) Multiple forms of giftedness were included in the definition.
C) Multiple talents and creativity were included in the definition.
D) The focus was exclusively on students who scored in the top 2% on standardized intelligence tests.
Q:
Defend the position that all children are educable.
Q:
Imagine you are a teacher and the IAT (Intervention Assistance Team) has asked you to complete a before and after "verbal picture" of one of your students who has come to school reporting he has been in a bicycle accident. The description should make it apparent that the child has suffered a traumatic brain injury that is adversely affecting his educational performance. Be sure to include descriptions from all three domains: physical and sensory, cognitive/academic, and social, emotional, and behavioral.
Q:
Explain the important components for an instructional program for Tess, a fourth grader with severe disabilities.
Q:
Explain the importance of choice making for students with severe disabilities.
Q:
Imagine you are a special educator with a student, Maya, who has severe/multiple disabilities. Your supervisor wants to recommend that Maya be sent to a special residential school because he (the supervisor) sees no significant change in her academic levels of performance. Draft a response letter that supports your reasons for keeping Maya in her neighborhood school.
Q:
TRUE/FALSE
Teaching social skills to teenagers is the most difficult task for an adult.
Q:
TRUE/FALSE
One-to-one instruction is the only effective teaching arrangement for students with severe disabilities.
Q:
TRUE/FALSE
Functionality means the usefulness of a skill for a student with a severe or multiple disability.
Q:
TRUE/FALSE
Children with severe disabilities are not able to benefit from instruction in reading and math.
Q:
TRUE/FALSE
A plateau usually signals the end of functional improvement for a student with traumatic brain injury.
Q:
TRUE/FALSEContusions usually accompany mild brain injuries.
Q:
TRUE/FALSE
Students with severe disabilities constitute the most homogeneous group of all exceptional children.
Q:
TRUE/FALSE
The majority of students with deaf-blindness have some functional hearing and/or vision.
Q:
TRUE/FALSE
Most students with multiple disabilities also have deaf-blindness.
Q:
TRUE/FALSE
Some students with severe disabilities do not need special education services.
Q:
TRUE/FALSE
A person with a severe disability needs instruction in skills that most children without disabilities acquire in the first five years of life.
Q:
Compare and contrast open and closed head injuries.
Q:
Briefly explain the prevalence rates of severe/multiple disabilities.
Q:
Although no specific set of behaviors is common to all individuals with severe or multiple disabilities, the author provides a list of frequently observed behaviors. List five of the seven.
Q:
How does IDEA define multiple disabilities?
Q:
What should the curriculum for a student with severe/multiple disabilities primarily focus on?
Q:
What are the three areas of functioning in which students with severe disabilities show significant deficits?
Q:
What is the first step in designing effective instruction for a student with severe/multiple disabilities?
Q:
What is PECS an acronym for? How is PEC useful?
Q:
Which is better for a child with deaf-blindness, an education program for a blind child or an education program for a deaf child? Explain your answer.
Q:
What is the best placement for a student with severe disabilities?
Q:
Why is choice making important for students with severe disabilities?
A) It increases compliance during instruction.
B) It improves instructional control for educators.
C) It removes some of the burden from parents and caregivers.
D) It improves the quality of life for students with severe disabilities.
Q:
Which elements of instruction are critical for students with severe disabilities?
A) active engagement and repeated practice
B) contrived prompts and guided practice
C) response prompts and independent practice
D) task analysis and time delay
Q:
Which of the following is true regarding shared meaning?
A) The less skilled partner will eventually develop speech.
B) Shared communication is dependent on the form or mode used.
C) The more skilled partner should take more responsibility for communication.
D) The more skilled partner should follow the lead of the less skilled partner to initiate communication.
Q:
What are the two fluency disorders? Explain how the two differ?
Q:
What does SLP stand for? Describe the role of this individual.
Q:
What are the three goals of therapy to correct articulation problems?
Q:
What is one of the two notable findings of the Hart & Risley (1995, 1999) longitudinal study?
Q:
Define speech and language..
Q:
What are the five dimensions of language?
Q:
What are the four functions of communication?
Q:
Which of the following is an example of an environmental influence on language?
A) missing teeth
B) premature birth
C) traumatic brain injury
D) opportunities to play with peers
Q:
Tammy's teacher tells her that she will be in hot water if she doesn"t stop talking. Tammy says "I will be good! Please don"t burn me!" This confusion probably reflects a problem with
A) morphology
B) pragmatics
C) semantics
D) syntax
Q:
All of the following tests are components of a comprehensive evaluation to identify communication disorders except
A) aptitude
B) hearing
C) articulation
D) language function
Q:
Darius is 18 months of age. His mother, Mrs. Bluestone, has referred him for a speech evaluation because he says "wike" for "like" and has difficulty with consonant blends such as the str in "street." What common mistake has Darius's mother made?
A) She should have tried to assist Darius herself before referring him.
B) She is confusing typical development with articulation errors.
C) She did not listen to enough speech sounds before referring him.
D) She did observe him in a variety of settings to see if he had similar problems.
Q:
The most prevalent method of service delivery to students who receive speech/language services is
A) pull-out
B) classroom based
C) community based
D) collaborative consultation
Q:
In which placement alternative, does the speech and language professional deliver service through consultation?
A) in pull out
B) in community based
C) in collaboration
D) in self-contained classrooms
Q:
Which of the following need not be considered when deciding what items to include in a child's augmentative vocabulary?
A) what peers are saying
B) the words a student can pronounce
C) the vocabulary that the student is currently using
D) the vocabulary that is needed in school and in the community
Q:
The three components of augmentative and alternative communication are
A) pictures, sounds, words
B) aided, unaided, cooperative
C) no-tech, low-tech, high-tech
D) representational set, means of selection, means of transmission
Q:
An intermittent direct service teaching approach to improve communication skills is problematic because
A) children dislike the repetition
B) children dislike contrived activities
C) children have difficulty completing massed trials
D) children have difficulty generalizing the skills to everyday contexts
Q:
Vocal rehabilitation for voice disorders includes all of the following except
A) vocal rest
B) drinking fluids
C) throat clearing
D) exercises to increase breathing capacity
Q:
In the Lidcombe Program, children who stutter
A) are praised for fluent speech
B) are praised for maintaining eye contact
C) are taught to speak to a rhythmic beat
D) are taught to prolong troublesome sounds
Q:
How can a teacher help a child who stutters?
A) avoid direct eye contact with the child
B) pay attention to what the child is saying
C) ask the child to take a deep breath and start over
D) ask the child to talk out of the side of his/her mouth
Q:
All of the following are true regarding therapy for phonological errors except
A) sounds are taught in isolation
B) the child is taught to recognize error patterns
C) the therapist and child give and receive directions
D) it is compatible with therapy for articulation errors
Q:
Mrs. Robinson is a speech-language pathologist. She asks one of her students to look into a mirror and say the word "working." This technique is helpful with
A) discrimination
B) fluency
C) phonology
D) production
Q:
Which of the following is an example of BICS?
A) writing a letter to a friend
B) having a conversation about recess with a friend
C) answering computer generated questions to prepare for a quiz
D) participating in an online Discussion Board about the planets
Q:
Mrs. Crosby has been asked to evaluate Hector for a possible communication disorder. Hector's family came from Miami but they speak very little English. Mrs. Crosby has assessed Hector in both English and Spanish. What else can she do to be sure that she has adequately measured his true communicative competence?
A) interview his parents
B) administer a second test in Spanish
C) listen when Hector is involved in authentic conversational behavior
D) interview his teachers
Q:
Tests for communication disorders that have been translated into other languages for English language learners
A) are readily available for a variety of English language learners
B) usually are more reliable than assessments administered in English
C) may actually be a disservice because of improper translations
D) may actually hinder a child's motivation to demonstrate new communication abilities
Q:
According to B. F. Skinner, the simplest function of language is
A) echoing
B) imitating
C) manding
D) tacting
Q:
Mrs. Gonzales is evaluating Maria for a possible communication disorder. She asks Maria a series of open-ended questions to evaluate her expressive speech. This type of assessment is known as a
A) case history
B) functional analysis
C) language application
D) language sample
Q:
A loss of the ability to process and use language is known as
A) aphasia
B) apraxia
C) dysarthria
D) dyslexia
Q:
Speech and language impairments constitute a secondary disability for approximately
A) 60% of students who receive special education services for another primary disability
B) 50% of students who receive special education services for another primary disability
C) 30% of students who receive special education services for another primary disability
D) 20% of students who receive special education services for another primary disability
Q:
Which of the following students is most likely to have a language disorder?
A) 4-year-old Brad who is just learning to talk.
B) 5-year-old Jasmine who cannot speak English.
C) 6-year-old Parker who has an extensive vocabulary, but cannot answer questions.
D) 7-year-old Rodney who does not speak in sentences, and can"t identify rhyming words.
Q:
Cherell is a 9th grader who is experiencing some difficulties at school. She has been sent to the principal's office for slapping a classmate. She tearfully tells the principal that she is tired of being teased by other students who claim that she sounds like a man when she talks. The term used to describe the quality of Cherell's voice is
A) cluttering
B) denasality
C) disnomia
D) dysphonia
Q:
Which of the following is NOT true about stuttering ?
A) stuttering is situational
B) stuttering occurs more often in twins
C) stuttering affects more girls than boys
D) stuttering is in some ways least understood
Q:
A child with a communication disorder is eligible for special education services when the disorder
A) has an adverse effect on learning
B) has persisted for at least three years
C) is evident when the child enters school
D) has become worse despite the use of research-based interventions
Q:
Which of the following students is most likely to have problems with reading?
A) Abe, a child with a phonological disorder
B) Charlene, a child with a fluency disorder
C) Demetrius, a child with a voice disorder
D) Francine, a child with an articulation disorder
Q:
Which of the following statements about speech-sound errors are true?
A) Treatments to address them are relatively simple.
B) Treatments must be implemented before the age of 7.
C) They result from a defect in the operation of the speech apparatus.
D) They result from problems recognizing or processing the sounds of language.
Q:
Nicole tells her older brother that Mom need some "pleach" from the store before she can wash his socks. Nicole's speech error is known as a/an
A) addition
B) distortion
C) omission
D) substitution
Q:
Which of the following statements about dialects is most accurate?
A) Dialects are more common in English than in other languages.
B) Dialects are linguistically correct within the rules that govern them.
C) Dialects should usually be considered to be inferior to Standard English.
D) Dialects are severe forms of communication disorders that require intensive intervention.
Q:
Which of the following children shows signs of a receptive language disorder?
A) Jayla, who says, "Him sawed the animal."
B) Alyssa, who says "Tanks for the tookie." instead of "Thanks for the cookie."
C) Chelsea, who can"t follow a sequence of commands such as "Get your coat." and "Line up."
D) Michaela, who says, "G-G-Good m-m-m-morning, M-M-M-Mrs. Little." to the principal.
Q:
Kyle will celebrate his third birthday next month. His parents report that he has a vocabulary of approximately 30 words and speaks mainly in one-word utterances. According to current research, which of the following terms most accurately describes Kyle?
A) communication disordered
B) developmentally delayed
C) language impaired
D) late talker
Q:
Which of the following is not a process involved in the production of speech?
A) articulation
B) intonation
C) resonation
D) respiration
Q:
How many bound morphemes are in the word unpleasantly?A) 1 B) 2 C) 3 D) 4