Q&A Hero

Special Education

Q: The developmental progression of CD is essentially the same across genders.
Q: If a student's disability status changes from "normal" to "disturbed" merely by moving across a state line, we should concluded that: a. The disordered behavior is probably evidenced infrequently b. The disordered behavior is less severe than originally presumed c. State policies differ in how they interpret and apply the federal definition of ED. d. State policies often preclude the identification of internalizing behavior disorders
Q: Children with early onset of CD typically have a better prognosis than do those with later onset.
Q: When studying the social context of behavior, researchers examine the effects of: a. Modeling b. Punishment c. Reinforcement d. All of the above e. None of the above
Q: Many youth with CD show early patterns of oppositional defiance disorder.
Q: The majority of emotional or behavioral disorders are defined by: a. Sociocultural development b. Sociocultural expectations c. Universal developmental norms d. Universal expectations
Q: Children with conduct disorder are noncompliant but generally refrain from aggression.
Q: Which disorders seem to heighten a child's level of developmental risk? a. Covert antisocial behavior b. Hyperaggression c. Socialization to the norms of deviant peers d. All of the above e. None of the above
Q: Acts characteristic of conduct disorder violate major social rules and expectations.
Q: Using an ecological perspective, temper tantrums in school are best understood by examining a. Chemical interactions in the environment. b. Genetic and environmental interactions c. Social and chemical interactions d. Social interactions in the environment.
Q: A child with conduct disorder exhibits an intermittent pattern of antisocial behavior.
Q: The idea that: "Teaching and learning are interactive processes in which teacher and learner frequently exchange roles" best exemplifies: a. A biological perspective b. A cognitive perspective c. An ecological perspective d. An objective perspective
Q: In behavioral interventions: a. Rewarding antecedents should precede desirable behavior. b. Rewarding consequences should follow desirable behavior. c. Punishing consequences should follow undesirable behavior. d. All of the above. e. Only A and B.
Q: Emotional and behavioral disorders are usually described according to which two dimensions: a. Behavioral and Physiological b. Biological and Environmental c. Externalizing and Internalizing d. Persistent and Transitory
Q: Higher than optimal doses of medications for ADHD: a. Are appropriate depending upon diet. b. May impair learning. c. Will lessen problem behaviors. d. All of the above. e. Only B and C.
Q: Anglo-American students with emotional or behavioral disorders tend to be over identified.
Q: Research indicates that: a. ADHD can be treated effectively without medication. b. ADHD is most effectively treated with medication. c. ADHD is most effectively treated with medication and behavior modification.
Q: Schools tend to respond to students with emotional and behavioral disorders with early identification and prevention.
Q: Medications typically prescribed for ADHD include: a. Adderall, Cylert, and Depakote. b. Adderall, Cylert, and Ritalin. c. Adderall, Depakote, and Ritalin. d. Depakote, Cylert, and Ritalin.
Q: An example of a false positive is the student who does not have an emotional or behavioral disorder, but who is identified by school personnel and then provided special education services.
Q: In most cases, ADHD involves problems in regulating: a. Attention. b. Hyperactivity. c. Motivation. d. All of the above. e. Only A and B.
Q: The prevalence of identified emotional and behavioral disorders in the school-aged population tends to be approximately equal to that of learning disabilities, or about 5%.
Q: In managing ADHD, one must have: a. Objective measures of behavior. b. Subjective measures of behavior. c. Both A and B. d. Neither A and B.
Q: Incidence refers to the number of new cases of X disorder in a given population.
Q: One of the problems in assessing ADHD is distinguishing between: a. Attention deficits and aggression. b. Attention deficits and impulsivity. c. Depression and aggression. d. Depression and impulsivity
Q: Emotional and behavioral problems are part of normal development.
Q: Assessment of ADHD should typically involve: a. Blood test, clinical interview with psychologist, and parent and teacher behavior ratings. b. Medical exam, blood test, and parent and teacher behavior ratings. c. Medical exam, clinical interview with psychologist, and blood test. d. Medical exam, clinical interview with psychologist, and parent and teacher behavior ratings.
Q: Some disorders of conduct such as hyperaggression create developmental risk.
Q: In terms of the cause of ADHD, research seems to point toward: a. Allergies. b. Environment. c. Parenting Style. d. Temperament. e. No single cause.
Q: Emotionally disturbed is the label currently used in the federal regulations pertaining to special education.
Q: ________________ have been proven to cause ADHD. a. Environmental toxins. b. Food dyes. c. Sugars. d. All of the above. e. None of the above.
Q: It is unusual for a student to demonstrate more than one type of emotional or behavioral problem.
Q: ADHD tends to affect: a. More boys than girls. b. More girls than boys. c. We do not currently know.
Q: Students with emotional or behavioral disorders typically demonstrate average or above average academic achievement.
Q: Experts estimate that the prevalence of ADHD is ________ percent of the school-aged population. a. 3-5 b. 5-7 c. 7-9 d. 9-11
Q: Students with emotional or behavioral disorders may be socially withdrawn.
Q: Experts believe that __________ percent of students with LD or EBD also have ADHD. a. 20 b. 40 c. 60 d. 80
Q: The federal definition of emotional or behavioral disorders found in IDEA 2004 includes students with schizophrenia.
Q: Not paying attention can be related to: a. Aggressiveness. b. Impulsiveness. c. Irritability. d. All of the above. e. None of the above.
Q: The identification of emotional or behavioral disorders is a human social process and as such is influenced by subjectivity.
Q: Inattention is a symptom of: a. ADHD, autism, and conduct disorder. b. ADHD, mental retardation, and conduct disorder. c. ADHD, autism, and mental retardation. d. Mental retardation, autism, and conduct disorder.
Q: Most emotional or behavioral disorders are caused by poor parenting.
Q: Students with ADHD tend to have difficult relationships with: a. Parents. b. Peers. c. Teachers. d. All of the above. e. Only B & C.
Q: Most students with emotional or behavioral disorders are formally identified as having EBD before they enter school.
Q: ADHD is: a. A developmental disorder of attention. b. A developmental disorder of activity. c. Evident before the age of seven. d. All of the above. e. Only A and C.
Q: Holding the same high expectations for all students: a. Ignores the need to recognize individual differences. b. Is a gross oversimplification. c. Is the best way to accommodate cultural diversity. d. All of the above. e. Only A and B.
Q: ADHD is: a. A major problem but probably a temporary characteristic of childhood. b. A major problem and likely a permanent characteristic. c. A minor problem and probably a temporary characteristic of childhood. d. A minor problem but probably a permanent characteristic.
Q: A reflective approach to behavior management requires: a. Self questioning. b. Self monitoring. c. Student questioning. d. All of the above. e. Only B and C.
Q: People view ADHD as: a. A real disorder. b. A serious disability. c. An excuse for poor parenting. d. All of the above. e. Only A and B.
Q: The ultimate causes of EBD are: a. Readily apparent. b. Mostly known. c. Unknown d. Cultural
Q: Severe and chronic problems in regulating attention and activity are commonly known as: a. ADHD. b. Hyperactivity. c. Hyperkinesis. d. All of the above. e. Only B and C.
Q: The primary focus of special educators should be on the factors that: a. Can be altered within the classroom. b. Cause biological predisposition. c. Seem influenced by the family. d. All of the above. e. Only A and C.
Q: Primary prevention of ADHD is currently impossible.
Q: The special educator must view behavior as: a. Predictable and controllable. b. Predictable and disordered. c. Varied and controllable. d. Varied and disordered.
Q: Genetics seem to play a role in ADHD.
Q: Educators must have faith that the proper ________________ alone can make a difference in a student's life, even if nothing else can be altered. a. Classroom environment. b. Dosage of medication. c. Individualized education plan. d. Reinforcement schedule.
Q: Food allergies can cause ADHD.
Q: Students are considered to need help with disordered behaviors primarily because of: a. Behavioral excesses. b. Behavioral deficiencies. c. Definitional abnormalities. d. All of the above. e. Only A and B.
Q: ADHD is solely an American phenomenon.
Q: Environments are best structured by: a. Choosing tasks appropriate for students and arranging appropriate consequences. b. Choosing tasks appropriate for students and arranging aversive consequences. c. Choosing demanding tasks for students and arranging appropriate consequences. d. Choosing demanding tasks for students and arranging aversive consequences.
Q: Many children with ADHD do not have EBD.
Q: A fundamental principle of behavior modification is: a. Incentive before work. b. Play before work. c. Work before play. d. All of the above. e. Only A and B.
Q: ADHD is a distinct category under IDEA.
Q: Meaningful reward for accomplishment is: a. Demeaning and encouraging. b. Demeaning and insulting. c. Effective and encouraging. d. Effective and insulting.
Q: There is great overlap between ADHD and other diagnostic categories.
Q: Students should be taught differently, depending on their ancestors and origins.
Q: Young children who demonstrate short attention spans and impulsivity are likely to have ADHD.
Q: A teacher's primary task is to structure and order the environment.
Q: ADHD typically resolves itself by adulthood.
Q: Affective concerns within the classroom should be ignored.
Q: ADHD does not typically present until puberty.
Q: The behavior of every child in a classroom should be measured.
Q: ADHD is a developmental disorder of attention and activity.
Q: Students can be taught to define and measure their own behaviors.
Q: ADHD is a means to legitimize parental inadequacies.
Q: The difficulty of defining behavior disorders precludes useful definitions.
Q: Youth with ADHD are equally likely to have conduct disorders.
Q: According to Kauffman and Landrum, a teacher's tolerance for behavior should become the ultimate criteria for deciding which students need special help.
Q: Hyperactivity usually accompanies attention deficits.
Q: Experience and heredity contribute about equally to human functioning.
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