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Special Education
Q:
Programs for children and youth with autism should be
A) both age and developmentally appropriate.
B) characterized by working with the child's parents as research has indicated that autism may be caused by poor parenting.
C) characterized by facilitated communication.
D) none of the above
Q:
A promising intervention strategy for children and adults with autism is ________.
A) Applied Behavior Analysis (ABA)
B) the use of anti-depression drugs
C) facilitated communication
D) vitamin therapy
Q:
Two important principles that should inform educational programs for children with autism are the
A) use of facilitative communication and hydrotherapy.
B) use of medical intervention and self-help therapy.
C) use of functional activities and developmentally appropriate programs.
D) use of special education teachers and paraprofessionals.
Q:
All of the following have been supported by research in terms of their effectiveness for students with autism except
A) facilitated communication.
B) social skills training.
C) behaviorally-based interventions.
D) self-management.
Q:
Growing evidence shows that
A) peer buddies can be very useful when a student with autism is included in a general classroom.
B) peers can serve as excellent role models and provide support for students with autism.
C) inclusion in the nonacademic portions of the day may be more difficult than academic portions.
D) placing children with autism with their peers who are nondisabled in general education settings, can make a significant difference in their behaviors.
E) all the above
Q:
Research on the use of facilitated communication with individuals with autism
A) has suggested that this approach is highly effective.
B) has been conducted extensively.
C) has produced inconclusive results.
D) suggests that most, but not all, students with autism benefit from this intervention approach.
Q:
Which of the following is true?
A) There has been a gradual decrease in the number of children with Autism Spectrum Disorder (ASD) who have graduated with a standard diploma.
B) There has been a gradual increase in the number of children with Autism Spectrum Disorder (ASD) who have graduated with a standard diploma.
C) The number of students with Autism Spectrum Disorder (ASD) dropping out of school has increased.
D) There has been a gradual increase in the number of children with Autism Spectrum Disorder (ASD) who have received a certificate of attendance instead of a diploma.
Q:
Which of the following would be the most important goal for students with Autism Spectrum Disorder (ASD)?
A) developing basic language and social skills
B) to develop good body posture
C) developing routines
D) an increasing display of splinter skills
Q:
Placement patterns for students with autism indicate
A) that older students are more likely to be placed in general education-based programs.
B) more restrictive placement trends.
C) that younger students are more likely to be placed in general education-based programs.
D) that no students spending their entire school day in general education classrooms.
Q:
One of the major differences between Asperger syndrome and autism is that
A) individuals with Asperger syndrome typically have lower intelligence than individuals with autism.
B) individuals with Asperger syndrome typically do not respond to care givers as do individuals with autism.
C) unlike persons with autism, individuals with Asperger syndrome typically have at least average communication skills.
D) individuals with Asperger syndrome typically have severely delayed language, whereas persons with autism typically do not.
Q:
Which of the following is true about Asperger Syndrome?
A) delayed language
B) average to above average IQ
C) deficits in rote memory
D) below-average expressive communication
Q:
Which of the following is not a behavioral characteristic of autism?
A) inability to relate to others
B) self-injurious behaviors
C) splinter skills
D) affectionate
Q:
The most commonly agreed on cause for autism is
A) abnormalities in brain structure or function.
B) toxins.
C) the measles-mumps-rubella vaccine.
D) inaffectionate mothers.
Q:
Which of the following is the most accurate statement regarding the cause of autism?
A) In many cases of autism, organic factors (e.g., genetics, brain damage, etc.) have been found to cause autism.
B) In most cases of autism, a specific cause cannot be confirmed.
C) Non-organic factors, such as head trauma and exposure to environmental toxins have been found to cause autism.
D) Autism is the result of an autosomal recessive genetic disorder.
Q:
The age of onset of autism occurs prior to
A) the age of five.
B) the age of seven.
C) the age of three.
D) the age of two.
Q:
All of the following are true about autism except that
A) More boys are labeled with autism than girls.
B) Children living in poverty are more likely to be labeled with autism.
C) Autism interferes with social interaction and communication skills.
D) Children with autism have difficulties in verbal and non-verbal communication.
Q:
Autism spectrum disorders are pervasive developmental disorders that primarily affect
A) social interactions.
B) language.
C) behavior.
D) all the above
Q:
Recent research has indicated that young children with autism
A) benefit from placement in medically-based residential treatment programs.
B) benefit from placement in inclusive settings, such as the general education classroom, when appropriate supports are provided.
C) benefit from psychotherapy.
D) none of the above.
Q:
Identify eight (8) characteristics of teachers who are effective with students who have ADHD (Fowler, 1992).
Q:
Describe five (5) best teaching practices to use when teaching students with ADHD.
Q:
List recommendations for developing classroom rules that might be effective for students with ADHD. Then describe how you will implement these rules in your classroom.
Q:
What topics should be included in parent interviews when assessing a student for ADHD?
Q:
Well-liked by his classmates, Nathan, a student with ADHD, is frequently out of his seat without permission during reading time. Nathan has difficulty with reading, and this may be related to his excessive out-of-seat behavior during reading time. Nathan enjoys working with puzzles and toy trucks and cars. Nathan's teacher, Ms. Ash, wants to develop an individual contract for Nathan. Develop a contract for Nathan, and describe how you would advise Ms. Ash using guidelines provided by Downing (2002).
Q:
A ________ is defined as"an individual's approach to a task."
Q:
Cueing can be effective in alerting a child with ADHD that he or she is about to engage in inappropriate behavior. This is called ________.
Q:
________ are strategies that teach students to monitor and evaluate their own behavior.
Q:
A ________ may be needed to develop the most effective behavioral plan for students with ADHD.
Q:
________ are therapies that offer a"quick fix"but are not well-supported by research.
Q:
________ is an IDEA 2004 disability category that includes"any chronic and acute condition that results in limited alertness and adversely affects educational performance."
Q:
True or False
The two critical features for the successful inclusion of students with ADHD are the skills and behaviors of teachers and the understanding and acceptance by general education peers.
Q:
True or FalseThe problematic behavior of students with ADHD may be most apparent when they are given nonstimulating, repetitive activities.
Q:
True or False
Students with ADHD are noted for the ability to persist on repetitive tasks.
Q:
True or False
Students with ADHD often have inconsistent performance on school tasks.
Q:
True or False
Negative behaviors may be reinforced when students receive attention for their inappropriate behaviors.
Q:
True or False
Medication should be stopped when a child with ADHD reaches adolescence.
Q:
True or False
All children with ADHD require medication to be successful in school.
Q:
True or False
Education of school staff, the family, and students with ADHD is one of the most important interventions in meeting the needs of students with ADHD.
Q:
True or False
Most of the time, the special education teacher is responsible for teaching students with ADHD.
Q:
True or False
The majority of students with ADHD are served in special education classrooms.
Q:
True or False
Since ADHD is a psychiatric disorder, school personnel have no responsibility related to identification and assessment.
Q:
True or False
Research on the long-term outcomes for individuals with ADHD suggests that many of these individuals experience good adjustment in adulthood.
Q:
True or False
More ADHD symptoms may be shown in group settings and when work has to be done later in the day.
Q:
True or False
Adults with ADHD have more traffic citations and accidents than the general population.
Q:
True or False
In most cases, the cause of ADHD is unknown.
Q:
True or False
Limited delay of gratification is a common characteristic of students with ADHD.
Q:
True or False
Genetics may play a significant role in ADHD.
Q:
True or FalseMore boys than girls are identified as having ADHD.
Q:
True or False
ADHD is a neurobiological-based condition.
Q:
True or False
Students with ADHD have lower than average IQ levels.
Q:
True or False
ADHD is a disability that is unique to the school-aged population in the United States.
Q:
True or False
ADHD is difficult for teachers to recognize in the classroom.
Q:
True or False
A psychiatric diagnosis of ADHD is required for a child to receive services under either IDEA 2004 or Section 504.
Q:
True or False
Section 504 is a special education law.
Q:
True or False
Many students with ADHD do not qualify for services under IDEA 2004.
Q:
Fifteen-year-old Katie uses a cueing system to alert her to stop and evaluate her on-task behavior. This is an example of which self-regulation strategy?
A) self-monitoring
B) self-assessment
C) self-instruction
D) self-reinforcement
Q:
Ten-year-old Jamal gives himself a sticker when he has completed of all his assignment. This is an example of which self-regulation strategy?
A) self-monitoring
B) self-assessment
C) self-instruction
D) self-reinforcement
Q:
Nine-year-old Maria is aware that she needs to change her excessive talking-out in class. This is an example of which self-regulation strategy?
A) self-monitoring
B) self-assessment
C) self-instruction
D) self-reinforcement
Q:
All of the following techniques are important for the school-based treatment of individuals with ADHD except
A) alternative treatment therapies.
B) student-regulated strategies.
C) curriculum modification.
D) behavioral support.
E) medication management.
Q:
Nine-year-old Geraldo takes Ritalin for ADHD. His teacher should
A) monitor positive effects and side effects of the medication.
B) leave monitoring to Geraldo's doctor and parents because this is a medical, not a school issue.
C) monitor the effects of Geraldo's response to Ritalin only if asked to do so by his parents.
D) none of the above
Q:
Common side effects of stimulant medications include all of the following except
A) appetite suppression.
B) stomachaches.
C) headaches.
D) diminished electrical activity in the brain.
Q:
Which of the following assessment procedures may be used to identify a student with ADHD?
A) interviews
B) observations
C) school history
D) review of school records
E) all of the above
Q:
Which of the following psychiatric classification systems is used most often in the United States to identify individuals with ADHD?
A) International Classification of Diseases
B) Diagnostic and Statistical Manual of Mental Disorders
C) Psychiatric Desk Reference of Mental Disorder
D) Physicians Manual of Mental Disorders
Q:
ADHD is apparent before the age of
A) ten.
B) five.
C) seven.
D) twelve.
Q:
Which of the following are the primary symptoms of ADHD?
A) distractibility, hyperactivity, and lethargy
B) inattention, hyperactivity, and impulsivity
C) emotional variability, inattention, and conduct disorder
D) inattention, low school achievement, and hyperactivity
Q:
In ________ to ________ of the cases, ADHD continues to cause problems in adulthood.
A) 30%; 40%
B) 50%; 60%
C) 20%; 35%
D) 70%; 80%
Q:
Students with ADHD who are eligible for special education services often qualify for services under which of the following IDEA 2004 categories?
A) mental retardation
B) brain injury
C) other health impairment
D) autism
Q:
Patton et al. (1996) identified four primary goals for individuals with intellectual disabilities. Identify and discuss each of these goals.
Q:
Which individual(s) below determine whether or not a child with disabilities qualifies for extended school year services?
A) parents/guardians
B) student who has reached the age of majority
C) the IEP team
D) the special education teacher
Q:
Which of the following terms describes a"coordinated set of activities for a student, designed within an outcome oriented process, which facilitate movement from school to post-school activities?"
A) vocational preparation
B) employment development
C) transition services
D) career counseling
Q:
Behavior intervention plans are required for which of the following groups of students with disabilities?
A) students with attention deficit hyperactivity disorder
B) students whose behavior impedes their own learning or that of others
C) students with learning disabilities
D) students with traumatic brain injury
Q:
Behavior intervention plans must be written for which of the following groups of students?
A) all students with disabilities
B) all students with special needs
C) all students with disabilities whose behavior impede their learning or that of others
D) all students who have been referred by their parents for behavior problems
Q:
Which of the following would not be considered a related service under IDEA?
A) transportation
B) physical therapy
C) access to physician care
D) specific computer software
E) speech therapy
Q:
Annual goals on the IEP should be
A) measurable.
B) positive.
C) student-oriented.
D) relevant.
E) all the above
Q:
The three major components of the IEP are
A) present level of educational performance, measurable annual goals, and a statement of how the child"s progress toward annual goals will be measured.
B) present level of educational performance, statement of transition services, and related aids and services.
C) prereferral interventions, eligibility determination, and parental consent.
D) transition goals and objectives, behavior intervention plan, statement of duration and frequency of services.
Q:
Nadia is a fourth grader whose learning disability inhibits her ability to complete math calculations associated with addition and subtraction. Currently, Nadia is able to successfully compute basic addition and subtraction facts. She is unable to complete addition and subtraction computations that involve regrouping. This is an example of a __________________ for Nadia.
A) current short-term objective
B) measurable annual goal
C) present level of performance
D) statement of current services
Q:
Which one of the following is not a critical component of an IEP?
A) present levels of performance
B) measurable annual goals
C) daily lesson plans
D) short-term objectives
Q:
Which statement below is false?
A) All students with disabilities must be in the general education classroom for at least a portion of the school day.
B) A required component of the IEP is a statement regarding the extent of time the student will participate in the general education program.
C) The IDEA reflects a preference for placing students with disabilities in general education classrooms, whenever appropriate.
D) School personnel must ensure that students with disabilities are educated in the least restrictive environment.
Q:
Bobby using a calculator for mathematics calculations is an example of a(n)
A) modification.
B) accommodation.
C) behavioral intervention
D) on-grade-level goal.
Q:
Significant departures from the general education assessment and/or instructional program are called
A) accommodations
B) related services
C) observations
D) behavior intervention plans
E) modifications
Q:
Prereferral intervention techniques are generally implemented
A) for at least one school year
B) for a week
C) until the teacher gets to know the students
D) for at least one grading period