Q&A Hero

Q: Inability to control one's attention has replaced hyperactivity as the core problem in attentional or behavioral disorders.

Q: Student failure is evidence of the teacher's personal failure.

Q: Which of these factors are probably most associated with deviance? a. Low socio-economic status and the breakdown of the family. b. Low socio-economic status and the breakdown of the school. c. Urban environments and the breakdown of the family. d. Urban environments and the breakdown of the school.

Q: Teacher expectations determine in part what students achieve.

Q: The term "neighborhood" refers to: a. Psychological support systems. b. Resident's social class. c. Quality of physical surroundings. d. All of the above. e. Only B and C.

Q: Which of the following educational approaches is/are helping to "open doors for students traditionally excluded from the general education environment"? A. Universal Design for Learning B. Cooperative learning C. Thematic instruction D. All of the above

Q: CASE STUDY: Brandi is a fourth grader who has a severe communication disorder. Her articulation is so severe that her speech is unintelligible 90 percent of the time. However, she is not embarrassed about her communication difficulties and is very outgoing and friendly. She does not have a lot of friends because her peers often tease her because she talks "like a baby." Brandi ignores this and continues to have a very positive attitude. Surprisingly, Brandi has never been referred for testing. Her math skills seem to be comparable to those of her peers but her reading and written language skills seem to be a challenge for her. As her teacher, you schedule an informal meeting with your school's speech/language pathologist to get answers to the following questions:How might a speech and language disorder, such as Brandi "s, affect her academic achievement? Self-concept? Behavior?

Q: Increasingly, students are being identified for the first time as having learning disabilities in A. Preschool. B. Elementary school. C. High school. D. College.

Q: Which area is the least likely to be addressed in programs for students with severe and multiple disabilities who have been placed in a separate setting? A. Personal care skills B. Communication C. Biology D. Prevocational skills

Q: CASE STUDY: Brandi is a fourth grader who has a severe communication disorder. Her articulation is so severe that her speech is unintelligible 90 percent of the time. However, she is not embarrassed about her communication difficulties and is very outgoing and friendly. She does not have a lot of friends because her peers often tease her because she talks "like a baby." Brandi ignores this and continues to have a very positive attitude. Surprisingly, Brandi has never been referred for testing. Her math skills seem to be comparable to those of her peers but her reading and written language skills seem to be a challenge for her. As her teacher, you schedule an informal meeting with your school's speech/language pathologist to get answers to the following questions: What are two types of causes of speech and language disorders? In what ways do these two causes sometimes interact?

Q: Kenzie is a 3-year-old who has not yet began talking. She also has difficulty interacting with other children as well as with gross motor skills such as jumping. Kenzie would benefit most from a program that focuses on A. Developmental delays. B. Learning disabilities. C. Autism. D. Behavioral and emotional disabilities.

Q: Students who are deaf and blind cannot learn A. Incidentally. B. Braille. C. To communicate. D. Personal care skills.

Q: CASE STUDY: Brandi is a fourth grader who has a severe communication disorder. Her articulation is so severe that her speech is unintelligible 90 percent of the time. However, she is not embarrassed about her communication difficulties and is very outgoing and friendly. She does not have a lot of friends because her peers often tease her because she talks "like a baby." Brandi ignores this and continues to have a very positive attitude. Surprisingly, Brandi has never been referred for testing. Her math skills seem to be comparable to those of her peers but her reading and written language skills seem to be a challenge for her. As her teacher, you schedule an informal meeting with your school's speech/language pathologist to get answers to the following questions: How might each of these terms relate to Brandi (*phonology, *morphology, *syntax, *semantics, *pragmatics)? What is an example of a difficulty Brandi might be experiencing relative to each of them? In which areas might she not be experiencing difficulty?

Q: One of the most fundamental issues currently facing professionals in special education and parents of children with learning disabilities is A. Pullout vs. inclusion. B. Receiving appropriate services. C. Eligibility criteria. D. The use of medication.

Q: A form of authentic assessment isA. A functional-ecological assessment.B. A standardized assessment.C. A criterion-referenced assessment.D. A teacher-created assessment.

Q: Why is speaking with parents from diverse groups about students'speech and language needs challenging? From the information in the text and from your own experiences, what other challenges might occur in dealing with parents from diverse groups of students with speech and language disorders?

Q: Direct instruction would NOT be appropriate for which task? A. Diagramming sentences B. Writing a paragraph C. Comparing the different tribes of the Native American culture D. Solving word math problems

Q: The key characteristic of authentic assessment is A. A person-centered approach. B. A curriculum-centered approach. C. A skills-centered approach. D. A behavior-centered approach.

Q: Compare and contrast the traditional approach to early speech and language intervention with inclusive practices. Which approach do you feel is more effective in treating students with communication disorders? Why?

Q: Which of the following statements about learning disabilities is FALSE? A. Learning disabilities can be accompanied by other special needs. B. Learning disabilities are characterized by unexpected underachievement. C. Learning disabilities can be a result of other special needs such as deafness, emotional disorders, and dysgraphia. D. Learning disabilities are intrinsic to the individual.

Q: What type of assessment is an ongoing process and occurs within the student's natural environment? A. Person-centered B. Direct C. Authentic D. Standardized

Q: How are students with speech and language disorders identified? Do you feel the formal or informal assessments used for identifying students with communication disorders are most effective? Why?

Q: The two main definitions of learning disabilities used today are A. NJCLD and IDEA 97. B. IDEA 97 and Council for Exceptional Children. C. NJCLD and Council for Exceptional Children. D. A combination of the various definitions.

Q: Standardized assessments are problematic for students with severe and multiple disabilities because A. Students often do not understand what to do. B. The results fail to help teachers decide what to teach. C. Students often score extremely low. D. All of the above.

Q: What are some of the academic, social, and behavior characteristics of students with speech and language disorders? Which of these categories of characteristics do you feel has the most affect on students' academic success? Support your answer with information from the text and from personal experiences.

Q: The study of learning disabilities began with the effects of the brain injury on A. Adults. B. Elementary-aged students. C. Middle school-aged students. D. High school-aged students.

Q: The purpose of assessing students with severe and multiple disabilities is to A. Identify the type and severity of their disabilities. B. Determine eligibility for services. C. To inform parents of their child "s strengths and weaknesses. D. Develop a quality educational program.

Q: In what ways have the interventions for children with speech and language disorders changed from the beginning of the twentieth century to today? How did the passage of P.L. 94-142 influence the interventions of speech and language services currently being practiced?

Q: Which of the following is true? A. The ratio of girls to boys identified as learning disabled is 3:1, 4:1 or higher. B. The ratio of boys to girls identified as learning disabled is at least 2:1. C. Girls and boys do not have the same overall intelligence. D. Boys are not labeled as learning disabled as frequently as girls due to their documented slower rate of the development.

Q: Students with severe and multiple disabilities often engage in stereotypical behavior such as A. Hair twirling. B. Doodling. C. Whistling. D. Rocking back and forth.

Q: What are three examples of articulation disorders?

Q: Encouraging parents as partners in education is most beneficial because A. Parents have an increased understanding of the curriculum. B. Communication between parents and teachers is improved. C. Teachers are more willing to work with students with learning disabilities. D. Student success increases.

Q: Students with severe and multiple disabilities are limited in which of the following areas? A. Cognitive ability B. Academic achievement C. Social and emotional D. All of the above

Q: What precautions must be taken when assessing a student whose first language is not English for speech and communication disorders?

Q: Mrs. Farlow wrote the following information on the board for her students prior to reading a passage on Anne Frank. Read the title and the questions. Underline the key word in the questions. Number the paragraphs. Now read the passage. Examine key words/phrases in passage. Read the questions again. Select the correct answer. This is an example of: A. Strategy instruction. B. Direct instruction. C. Memory instruction. D. Both strategy and memory instruction.

Q: The requirement of all schools to include students with disabilities in the statewide testing process became effective A. With the No Child Left Behind legislation. B. In 1997 as mandated by IDEA. C. In 1990 as mandated by IDEA. D. As a result of the American with Disabilities Act.

Q: What type of reading difficulties do students with speech and language disorders experience?

Q: Mary is about to graduate from high school. As she completes college applications, she clearly states that she has been identified as learning disabled in the area of written language and reading. By acknowledging that she is learning disabled and reporting this information, Mary demonstrated A. Motivation. B. Self-advocacy. C. Internal locus of control. D. Learned helplessness.

Q: The Menendez family has a son, Miguel, who is 17 years old and has severe and multiple disabilities. Each year, the Menendez family has conflicts with Miguel's teachers because they feel the focus of his "education" should be on communication, not becoming more independent. These differences are most likely the result of A. The influence of the family "s level of education. B. The influence of academic expectations. C. The influence of culture on student learning. D. The influence of poverty on learning.

Q: What is the difference between expressive and receptive language?

Q: Cory is a 14-year-old with learning disabilities. As mandated by federal law, school professionals mustA. Find an appropriate part-time job for Cory.B. Find a vocational program for Cory.C. Develop an afterschool extracurricular activity plan for Cory.D. Develop a transition plan for Cory.

Q: Factors that can influence how families perceive their child with severe and multiple disabilities includeA. Financial resources.B. Access to extended family.C. The severity of the child "s disability.D. All of the above.

Q: What are the three reasons that support the significance of early intervention for students with speech and language disorders?

Q: Which of the ranges below correctly estimates the number of students with learning disabilities who also have attention deficit with hyperactivity? A. 10"40 percent B. 15"70 percent C. 25"75 percent D. 35"85 percent

Q: Family views in regard to children with disabilities such as being a "gift from God" or a "punishment" are based on A. Educational level and socioeconomic status. B. Cultural and religious beliefs. C. The beliefs of extended family and neighbors. D. The type and severity of the child "s disability.

Q: Why is collaboration between speech/language pathologists and teachers important?

Q: A setting where the academic instruction is delivered by a special education teacher 60 percent of the student's day is a/an A. Inclusive classroom. B. Mainstreamed classroom. C. Resource classroom. D. Self-contained classroom.

Q: Students without disabilities can benefit in what ways from inclusive practices? A. They will have lower academic expectations from the teacher. B. The discipline within the classroom will be more lax to accommodate the students with disabilities. C. They will gain an understanding of those with disabilities. D. They will feel better about their own academic abilities.

Q: What is the difference between aided and unaided augmentative and alternative communication (AAC)?

Q: What percentage of school-aged children with learning disabilities receives their education in a regular classroom setting? A. 19 percent B. 39 percent C. 59 percent D. 79 percent

Q: Inclusive practices for students with severe and multiple disabilities benefit A. Students with disabilities. B. Students without disabilities. C. Teachers. D All of the above.

Q: What are two ways that professionals can assist parents in enhancing parent awareness and understanding of speech and language disorders?

Q: Students are typically NOT identified as learning disabled at which level? A. Preschool B. Elementary age C. Middle school age D. High school (teenagers)

Q: Collaboration between professionals and families of children with severe and multiple disabilities is critical because A. Families know what their child better than anyone. B. It is required by law. C. Teachers are required to do so by administration. D. Families need the advice and assistance from teachers.

Q: What is central auditory processing and why is it such a controversial topic among professionals?

Q: Discrepancies in which of the following areas can be found when identifying students with learning disabilities? A. Poor teaching B. Hearing disability C. Cognitive skills D. Poverty

Q: Relevant curriculum built around each student according to interests, personal goals, and limitations in reaching these goals is called A. Meaningful curriculum. B. Diverse curriculum. C. Individual curriculum. D. Supported curriculum.

Q: What does it mean if someone has the ability to code switch? What culture does this concept apply to within this text?

Q: The most common approach for determining a student's eligibility for learning disabilities is which of the following?A. Compare student"s scores on an intelligence test and a curriculum-based measure.B. Compare student's scores on a norm-referenced achievement test and a criterion-referenced achievement test.C. Compare student's scores on an intelligence test with achievement measures.D. Compare student's scores on an intelligence test with teacher observations and the student's portfolio.

Q: Chris's favorite class is P.E. Although Chris is in a wheelchair due to physical disabilities, he thoroughly enjoys P.E. class. However, three times a week he misses P.E. because he has physical therapy. Chris's school does NOT participate in which ______of the following? A. Related services B. Integrated delivery of related services C. Collaboration D. Consultation

Q: Parents need to be involved in a child's speech and language development skills.

Q: When students' test results must meet an absolute standard, they are taking which type of test? A. Criterion-referenced B. Curriculum-based measure C. Norm-referenced test D. None of the above

Q: In terms of students with severe and multiple disabilities and state assessment, which of the following statements is true? A. IDEA requires that each state develops an alternative assessment process for students with the most significant needs. B. IDEA requires that each state ensures appropriate accommodations are made for students with the most significant needs. C. IDEA requires that all students participate in standardized testing. D. IDEA requires that students with the most significant needs participate in testing at the discretion of their teachers and parents.

Q: Experts estimate that prevalence of language disorders among female juvenile delinquents is three times greater than in the rest of the population.

Q: When students' test results are compared to a large number of other students, they are taking which type of test? A. Criterion-referenced test B. Curriculum-based measure C. Norm-referenced test D. None of the above

Q: Which of the following is an example of nonverbal communication? A. Facial expressions B. Body gestures C. Manual signs D. All of the above

Q: It is easy to generalize the cognitive characteristics of students with speech and language disorders.

Q: The following tests are all examples of formal assessments EXCEPT A. Woodcock Johnson Achievement Test. B. Wechsler Intelligence Test. C. Curriculum Based Measure. D. Criterion Reference Test.

Q: Students with severe and multiple disabilities typically score in which range on standardized IQ tests? A. 25 to 40 B. 50 to 60 C. 70 to 85 D. 85 to 100

Q: Syntax is a set of rules that determines the order in which words are used.

Q: Brian asks for help from others on math word problems prior to even reading the problem. This is an example of A. Syntax deficiencies. B. Lack of motivation. C. Learned helplessness. D. Attention deficit disorder.

Q: Approximately what percentage of students has severe and multiple disabilities? A. 25 percent B. 10 percent C. 5 percent D. 1 percent

Q: In the United States, the first textbook on speech disorders was published by S.C.L. Potter.

Q: Emily listened as her friends discussed their summer plans. She happily commented that she got a new pair of roller skates yesterday. Emily demonstrated a lack of A. Social competence. B. Auditory processing. C. Locus of control. D. Behavioral and emotional sensitivity.

Q: The Association for Persons with Severe Handicaps was formerly known as A. American Association for the Education of the Severely and Profoundly Handicapped. B American Association for the Education of the Multiple Handicapped. C. American Association for the Education of Severely Impaired Individuals. D. None of the above

Q: Warren is a very bright and athletic young man. He is 16 years old and very popular among his peers. He struggles on a daily basis in following oral directions and general listening. These characteristics best describe A. ADD. B. LD. C. CAPD. D. CPPD.

Q: If a student clearly sees the numbers 4-8-6 but his/her brain interprets the numbers as 6-8-4, this student is demonstrating a problem with A. Memory. B. Perception. C. Pragmatics. D. Metacognition.

Q: The passage of which federal legislation paved the way for children with the most severe and multiple types of disabilities became part of the school population? A. Public Law 94-142 B. Public Law 70-142 C. No Child Left Behind D. Americans with Disabilities Act

Q: Code switching occurs when A. Bilingual students switch back and forth from English to their native language when talking to parents. B. The student is taught that Standard English is the only acceptable way to communicate. C. Students use Standard English when it's appropriate and dialect with family and community. D. None of the above

Q: Students with learning disabilities typically have problems in A. Short- and long-term memory. B. Long-term memory only. C. Short-term memory only. D. Academic areas only.