Q&A Hero

Q: All of the following situations would qualify a child as homeless under federal law except A) A child lives in a camp ground because there are no other living arrangements available. B) A child spends the night in a homeless shelter. C) A child lives with a neighbor until his parents can find a place to live. D) A child and his family live in their car.

Q: Recent research studies have indicated that A) poverty rates have not improved in the last ten years. B) there is a great disparity in poverty rates among white, African-American, and Hispanic children. C) the highest percentage of any age group that lives in poverty is for those eighteen or younger. D) children under 6 have been particularly vulnerable to poverty. E) all of the above

Q: ________ may be the number one factor that places children at risk for academic failure. A) Child abuse B) Poverty C) Grade retention D) Parental divorce E) Substance abuse

Q: Which one of the following statements regarding students who are at risk is false?A) Children who are at risk do not qualify for special education services.B) Children who are at risk do not include those children who live in middle-class families or who live with both parents.C) Children who are at risk historically have not been segregated from their age-appropriate, typical peers.D) Children who are at risk historically have been neglected in the classroom.

Q: Which of the following has been associated with poor high school graduation rates? A) grade retention B) attending school with many other poor children C) low socioeconomic background D) reading at least one year below grade level E) all of the above

Q: Renzulli, Reis, and Smith (1981) identified three phases of curriculum compacting. Identify these three (3) phases.

Q: In 1993, the U.S. Department of Education identified several concerns related to the education of students who are gifted in general education settings. Describe two (2) concerns cited by this agency for students who have gifts ata. The elementary levelb. The secondary level

Q: Describe three (3) recommendations for improving the identification and assessment process for students from diverse and socially and/or economically disadvantaged backgrounds.

Q: Identify and describe six (6) of Gardner's nine areas of intelligence. Give a specific example of each area of intelligence.

Q: Sternberg's theory of giftedness includes three (3) types of abilities. Describe these three abilities, and give an illustrative example of each.

Q: Hallahan and Kauffman (2002) identified the following myths about students who are gifted. Dispel each myth below by making an accurate corresponding factual statement.Myth 1: "People who are gifted are physically weak, socially inept, narrow in interests, and prone to emotional instability or early decline."FACT:Myth 2: "Gifted children are usually bored with school and antagonistic toward those who are responsible for their education."FACT:Myth 3: "Students who are truly gifted will excel without special education. They need only the incentives and instruction that are appropriate for all students."FACT:

Q: As a new teacher, you have been employed to teach in an inclusive classroom. The philosophy of your school faculty and staff is that all educators bear the responsibility for educating students with diverse abilities. Indicate how you plan to accommodate the needs of those students who are gifted in your inclusive classroom while at the same time meeting the needs of both students who are typical and those who are disabled.

Q: Children and youth from culturally diverse groups are often under-represented in programs for students with special gifts and talents. Describe procedures, using the content provided in this course, that will minimize this under-representation.

Q: You are a third-grade social studies teacher who has three students in your class who are gifted. Pick a social studies topic or unit, and describe how you will adapt your instruction and the curriculum to accommodate these three students.

Q: As the special education coordinator of your school system, you have been presented with the following dilemma: For the remainder of this fiscal year, you have $50,000 left in your budget. You have just been presented with a student with severe physical and mental disabilities who requires expensive technology in order to benefit from an education (approximately cost: $25,000). Also, you are well aware of the need to hire a gifted teacher to serve a group of students who currently are receiving no services. Describe and justify your decision regarding fiscal expenditures, and describe in detail how you plan to meet these two very different demands. Finally, be sure to discuss how federal law applies to these two different populations.

Q: Techniques that provide topics, skill development, materials, or experiences that extend the depth of coverage beyond the typical curriculum are called _______ techniques.

Q: ________ refers to the practice whereby gifted students who have similar ability levels or interests are grouped together for at least part of the instructional day.

Q: ________ refers to the provision of learning opportunities according to students'needs and abilities.

Q: A collection of student-generated products that reflect a student's quality of work is called a ________.

Q: True or False Students who are gifted are not utilized as co-teachers very often.

Q: True or False Research suggests that students who are gifted are often subjected to more stringent grading criteria.

Q: Identify five (5) of the essential features of transition programming for individuals with intellectual disabilities.

Q: Describe five (5) major causes of intellectual disabilities.

Q: Identify at least four (4) terms that have been used in recent years in lieu of the term"mental retardation."

Q: Describe how you might use the"Circle of Friends"model to facilitate inclusion and friendship making for students with intellectual disabilities.

Q: Give examples of how assistive technology can assist students identified as intellectually disabled.

Q: Lee is a seven-year-old second grader who is able to recognize a few sight words, can recite the alphabet, and can count to 50. Lee's outgoing behavior makes it easy for him to make friends even though he displays temper tantrums when frustrated. Lee has been placed in your general education classroom. Describe the types of supports Lee will need to be successful, and describe the types of curriculum, instructional, and behavioral strategies you will use to help Lee experience success in your classroom.

Q: ________ refers to the"attitudes and abilities necessary to act as the primary causal agent in one's life and to make choices and decisions regarding one's quality of life free from undue external influence or interference."

Q: ________ is caused by drinking during pregnancy; this syndrome is one of the three most common biologically-based causes of intellectual disabilities.

Q: ________ is a genetic disorder related to the X chromosome. This disorder is associated with intellectual disabilities in males and learning disabilities in females.

Q: ________ is a condition that has multiple causes and results in a disruption in the appropriate flow of cerebrospinal fluid on the brain.

Q: True or False Inclusion of students with intellectual disabilities should include developing not only academic skills, but also social and friendship-making skills.

Q: True or False The key to successfully including students with intellectual disabilities in general education classrooms is providing necessary and appropriate supports.

Q: True or False Curriculum for students with intellectual disabilities should include a focus on the development of life skills.

Q: True or False Traditionally, students with intellectual disabilities have been the least likely (among students with disabilities) to be included in general education classrooms.

Q: True or False Students who are intellectually disabled often have difficulty with short-term memory.

Q: True or False There are few known causes of intellectual disabilities.

Q: True or False Approximately 50% of students identified as intellectually disabled have mild forms of this disability.

Q: True or FalseThe terms"educable mentally retarded"and"trainable mentally retarded"are considered archaic terms although they are still used in some places today.

Q: True or False "Significantly below average"intelligence is generally defined as below the IQ range of approximately 70.

Q: True or False In light of better terminology than the term"mentally retarded", the American Association on Mental Retardation changed its name in 2001.

Q: True or False The term"mental retardation"has been criticized for being value-laden.

Q: True or False The treatment and perceptions of persons with intellectual disabilities have remained unchanged over the last one hundred years.

Q: True or False There is wide variation across the United States in the number of students identified as intellectually disabled.

Q: Supported education assumes that A) the federal government will provide the financial assistance needed to support the education of students with intellectual disabilities. B) students with intellectual disabilities should be maintained in inclusive classroom settings to the maximum degree possible and supported in these locations in order to ensure successful learning. C) educators support the philosophical intention of inclusion and that inclusion should occur for all students with intellectual disabilities. D) none of the above

Q: Seventeen-year-old Lucy is intellectually disabled. At her IEP and ITP conference, she explains that her long-term goals include living semi-independently and working at a local fast food restaurant. Lucy's team members listen attentively and design a transition IEP that addresses her desires. This is an example of ________. A) self-determination B) self-empowerment C) passive listening D) none of the above

Q: The curriculum for students with intellectual disabilities should A) be sufficiently broad so as to address productive employment, independence and self-sufficiency, life skills competence, and opportunity to participate successfully within the schools and community. B) be non-academic in focus, as most students with intellectual disabilities are not able to master basic academic skills. C) be delivered in the special education classroom. D) be narrow enough for students mainly on academics and passing state tests.

Q: Studies on the long-term outcomes of persons with intellectual disabilities have suggested that A) transition services for students with intellectual disabilities have translated into significant increases in employment rates. B) transition services for students with intellectual disabilities have translated into significant increases in the number of individuals who are living independently immediately following their departure from high school. C) transition services for students with intellectual disabilities have been associated with mixed results in employment and independent living outcomes. D) most students with intellectual disabilities are not employable due to their limited intellectual and adaptive capacities.

Q: Which of the following is not a learning characteristic of an intellectually disabled student? A) short attention span B) problem solving difficulties C) good abstract thinking D) good long term memory

Q: Which of the following is an autosomal recessive genetic disorder that occurs most often among individuals of Jewish heritage? A) Prader-Willi syndrome B) Tay-Sachs disease C) Down syndrome D) Fragile X syndrome

Q: Which of the following is a genetic metabolic disorder associated with problems in processing high protein foods? A) Phenylketonuria B) Tay-Sachs disease C) Prader-Willi syndrome D) Down syndrome

Q: This chromosomal error is of the autosomal type and typically results in intellectual disabilities and excessive eating. A) Fragile X syndrome B) Prader-Willi syndrome C) Tay-Sachs disease D) Down syndrome

Q: Which of the following is a chromosomal anomaly, also known as Trisomy 21, that often results in intellectual disabilities? A) Tay Sachs disease B) Prader-Willi syndrome C) Fragile X syndrome D) Phenylketonuria E) Down syndrome

Q: Since the mid-1970s, there has been A) a significant increase in the number of students identified as intellectually disabled. B) a significant decrease in the number of students identified as intellectually disabled. C) a significant decrease in the number of students identified as severely intellectually disabled. D) no change in the number of students identified as intellectually disabled.

Q: In Luckasson's et al. (2002) classification system, _______ are used to characterize the needs, rather than the deficits, of an individual with intellectual disabilities. A) developmental levels B) intellectual functioning and adaptive behavior C) levels of support D) severity ranges

Q: In Luckasson's et al. (2002) contemporary definition of intellectual disabilities, adaptive behavior is expressed in A) developmental levels. B) educational levels. C) conceptual, social, and practical adaptive skills. D) severity ranges.

Q: The developmental period component that is included in most definitions of intellectual disabilities refers to an onset between A) early childhood and adolescence. B) birth to age three. C) birth and eighteen years of age. D) age three to adulthood.

Q: According to Grossman (1983), ________ refers to the degree to which an individual meets the standards of learning, maturation, personal independence, and/or social responsibility expected of his or her age and cultural group. A) mental retardation B) adaptive behavior C) social competence D) daily living skills

Q: Approximately what percentage of students would be identified as scoring at 2 or more standard deviations below the mean on tests of intelligence?A) 3%-4%B) 1%-2%C) 2%-3%D) 5%-7%

Q: Which of the following is a major component of most definitions of intellectual disabilities? A) splinter skills across academic and nonacademic areas B) chronic and sustained health problems C) deficits in adaptive behavior D) physical deficiencies

Q: Recently, the alternative terminology ________ has been used to replace the term"mental retardation." A) mentally handicapped B) mentally challenged C) intellectual disabilities D) culturally disabled

Q: What percentage of the school population nationally is identified as intellectually disabled? A) approximately 1% B) approximately 3% C) approximately 5% D) approximately 7%

Q: Describe at least three (3) ways to arrange the physical environment to facilitate appropriate behavior.

Q: Identify effective instructional practices to use with E/BD students.

Q: Provide illustrative examples of how the following variables might influence a student's behavior: (1) Physiological factors (2) Classroom environment factors (3) Curriculum and instruction

Q: Fifteen-year-old Alex is well below grade level in the areas of reading, spelling, and written expression. Alex is frequently absent without an excuse, and he is often the"class clown"in his classes. When interviewed, Alex related that he plans to quit school as soon as he turns sixteen. Also, he told the interviewer that he does not complete his assignments and homework because he cannot read his high school textbooks. When observed in the classroom, the observer notes that Alex's disruptive behavior seems to occur whenever he is given independent work that requires reading.Based on this case study, answer the following questions:(1) What is the target behavior?(2) What is(are) the potential function(s) of the target behavior? Make a clear hypothesis statement about the target behavior.(3) What might be the antecedent(s) or precipitating conditions to the target behavior?(4) What are the consequences for the target behavior?(5) What intervention strategies would you use to address the target behavior?

Q: Ten-year-old Leah has been identified as having both ADHD and learning disabilities. Relative strengths for Leah include oral expression and listening comprehension. In class, Leah experiences significant difficulties with reading, spelling, and written expression. In addition, Leah is overactive and has severe attention difficulties. Finally, Leah is very disorganized and has difficulty keeping up with her assignments. Describe how you might accommodate Leah's needs in your general education reading class using intervention strategies described in the text.

Q: Describe four (4) types of assessment procedures used for students with emotional and behavioral disorders.

Q: Several theoretical causes of emotional and behavioral disorders have been proposed by researchers. Identify and describe at least three of these theoretical causes.

Q: The primary goal of ________ is to help an individual to change his or her lifestyle in a direction that improves the quality of life of the individual.

Q: The key question to be answered in a ________ is whether or not the student's behavior was caused by, or had a direct and substantial relationship to the child's disability, or if the behavior was the direct result of the school's failure to implement the IEP.

Q: A ________ is defined as an analysis of the contingencies responsible for behavioral problems.

Q: ________ is a promising assessment approach that focuses on the unique talents, skills, and life events among students with emotional and behavioral disorders.

Q: ________ behaviors and emotions include withdrawal, apathy, fear, anxiety, and depression.

Q: True or False Because the problems of students with emotional and behavioral disorders are not primarily academic in nature, the long-term outcomes for students with these disorders are good.

Q: True or False Typically, 75% or more of students with emotional and behavioral disorders graduate from high school.

Q: True or False Reading is a problematic area for most students with emotional and behavioral disorders.

Q: True or False Sasya is frequently defiant, non-compliant, and is disruptive in the classroom. These behaviors may be indicative of an externalizing disorder.

Q: True or False Fifteen-year-old Devon appears depressed and excessively withdrawn in school. These behaviors may be indicative of an externalizing disorder.

Q: True or False The primary problem faced by most teachers when dealing with students who have emotional and behavioral disorders is severe depression.