Q&A Hero

Q: The etiological factors of ID are categorized by the AAIDD as prenatal, perinatal, and postnatal. What do each of these terms mean?

Q: How can general education classroom teachers provide curriculum and instruction at the pace, breadth, and depth needed by gifted and talented students, while meeting the needs of other students in the classroom?

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: 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: Define task analysis to include an explanation of the process.

Q: What provisions should and can be made to accurately identify students who are from racially, culturally, and economically different groups or who have disabilities?

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: 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: Which of the following strategies is least likely to promote successful inclusion for students with intellectual disabilities? A) peer tutoring B) common recess time C) collaborative learning D) direct training in social skills

Q: Why do students who are very capable need special education?

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: 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: An instructional strategy that incorporates students' familiarity with technology to teach needed skills in a variety of settings is A) digital dramas B) Wii simulations C) cell phone prompting D) iPod video modeling

Q: How has the dynamic and evolving definition of giftedness changed the ways in which students are identified and served?

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: 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: During the practice stage of learning, feedback for students with intellectual disabilities should A) be given after every response B) be given after every correct response C) emphasize the correct rate of skill performance D) emphasize the effort that the student displayed during performance

Q: How much time should a student with severe and multiple disabilities spend in the general education classroom?

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: 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: Which of the following students would be identified as having difficulty with generalization of learning? A) Billy can tie his sneakers but not his dress shoes. B) Keelee can add three-digit numbers but she can"t subtract them. C) Jacob has learned how to read music but he refuses to help his brother learn it. D) Melvin has learned to write his name in cursive at school, so he wants to write it at home and at church.

Q: What are the most important skills for a teacher of students with severe and multiple disabilities? Why?

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: 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: Breaking down complex skills into smaller subskills or steps to make learning easier is known as A) task analysis B) applied learning C) direct instruction D) programmed instruction

Q: How does access to the general academic curriculum benefit students with severe disabilities?

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: 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: Which of the following students would not need training in recruiting teacher attention? A) a student who rarely asks questions B) a student who rushes through the task before the teacher finishes explaining C) a student who asks appropriate subject-oriented questions D) a student who displays a disruptive manner

Q: Why are functional and age-appropriate curriculum so critical for students with severe and multiple disabilities?

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: 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 statements about self-determination is least accurate? A) Self-determination is a lofty goal. B) Self-determination requires a complex set of skills. C) Self-determination cannot be taught to students in elementary school. D) Self-determination is both a goal and a means for achieving other goals.

Q: How can a teacher assist a child who has been hospitalized with a traumatic brain injury return to school?

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: 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: Which question is critical for teachers in determining which skills to include in a functional curriculum? A) Will it be needed when the student is 21? B) Will learning this knowledge/skill be frustrating? C) Will this skill make the student more acceptable to peers without disabilities? D) Will learning the skill result in negative consequences?

Q: Why is a curriculum based on typical developmental stages and milestones inappropriate for students with severe and multiple disabilities?

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: 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: Which of the following statements about functional academic skills is true? A) They are standardized. B) They are easy to identify. C) They are the skills that are the easiest to learn. D) They are the skills that are most useful parts of the subject.

Q: Of the many ways that the physical environment, social environment, and instruction can be modified to support the inclusion of students with physical disabilities, health impairments, and ADHD, which are most important?

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: 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: Who was the first person to develop methods for educating people with intellectual disabilities? A) Edgar Doll B) Jean Itard C) Bengt Nirje D) Lewis Terman

Q: What are some of the problems that members of transdisciplinary teams for students with physical disabilities and multiple health needs must guard against?

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: According to B. F. Skinner, the simplest function of language is A) echoing B) imitating C) manding D) tacting

Q: Which of the following causes of intellectual disabilities can be combated with education and training? A) poverty B) child neglect C) lead poisoning D) spina bifida

Q: How might the visibility of a physical disability or health impairment affect a child's self-perception, social development, and level of independence across different environments?

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: 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 new test for genetic abnormalities that can be done as early as 5 weeks into the pregnancy is done by A) performing an ultrasound B) examining maternal serum C) removing chorionic tissue D) detecting fetal DNA and RNA in the mother's bloodstream

Q: Why do you think attention-deficit/hyperactivity disorder (ADHD) is not included as a separate disability category in IDEA?

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: A loss of the ability to process and use language is known as A) aphasia B) apraxia C) dysarthria D) dyslexia

Q: Which of the following is a maternal screening test that can identify pregnancies at risk for a congenital disability? A) amniocentesis B) maternal serum (AFP) alpha-fetoprotein C) chorionic villi sampling D) tandem mass spectrometry

Q: What does a classroom teacher need to know about physical disabilities and health impairments in children?

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: 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: All of the following are environmental causes of intellectual disabilities except A) poverty B) child abuse C) diseases or syndromes D) chronic sensory deprivation

Q: Why is the prevalence of chronic medical conditions in children much higher than the number of students receiving special education under the disability categories of orthopedic impairments and other health impairments?

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: 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: Marvin is a second grade student with a moderate intellectual disability. His teachers claim that his gnome costume for Halloween was perfect for him. They say that he is always happy and that he never meets a stranger. Recently his teacher had to stop him from leaving the classroom with a man who had come to fix the computer. Marvin displays characteristics of a person with A) PKU B) fragile X syndrome C) Prader-Willi syndrome D) Williams syndrome

Q: How might the effects of an acute health condition on a student's classroom participation and educational progress differ from those of a chronic condition?

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: 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: The two most common genetic causes of intellectual disabilities are A) Down syndrome and fetal alcohol spectrum disorder B) Down syndrome and fragile X syndrome C) fetal alcohol spectrum disorder and Tay-Sachs disease D) Prader-Willi syndrome and PKU

Q: How might the educational placement of a student with visual impairments affect her opportunities to learn the expanded core curriculum of nonacademic skills necessary for overall success in life?

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 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: The difference in the prevalence rates of intellectual disabilities is largely due to A) differences in poverty rates B) differences in parental education C) differences in availability of services D) differences in criteria used for identification

Q: How do the educational goals and instructional methods for children with low vision differ from those for children who are blind?

Q: Describe an example of competitive employment.

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: 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: During the 2009"2010 school-year, what percentage of school-aged children received special education services under the disability category of intellectual disabilities?A) 3.2%B) 7.8%C) 10.1%D) 12.4%

Q: Why is it important that teachers know about the types of visual impairments affecting children in their classroom?

Q: Why are transition services necessary?