Q&A Hero

Q: Visually impaired students usually need direct instruction on the development of social skills.

Q: Martin-Bell syndrome is another name for A. Fragile-X syndrome. B. Prader-Willi syndrome. C. Fetal alcohol syndrome. D. Down syndrome.

Q: The elements of the classroom environment are often overlooked as contributing factors during the special education referral process.

Q: Teachers specially trained to work with students with visual impairments are called Braille specialists.

Q: An intellectual disability that occurs as a result of lifestyle in certain family groups is called A. Genetically acquired retardation. B. Cultural-familial retardation. C. Family-environment retardation. D. Retardation by association.

Q: African American students tend to appear in gifted education in larger numbers than you might expect based on their percentage in the population.

Q: The colored portion of the eye with a hole in the middle is the cornea.

Q: Kala is a sixth grader who was identified as having an intellectual disability. In addition to her low cognitive ability, she cannot perform daily skills necessary for independence such as brushing her teeth or taking a bath. These types of skills are referred to as A. Independent behavior. B. Learned behavior. C. Adaptive behavior. D. All of the above

Q: Although legally enforced segregation is no longer practiced, racial isolation is still common.

Q: Visual impairment is termed a low-incidence disability because it is not as reported and documented as other disabilities.

Q: One of the most significant events during the development of the field of mental retardation was the lowering of the IQ score, which is one of the determining factors when assessing a child for mental retardation. The score was lowered from approximately A. 95 to 90. B. 90 to 85. C. 85 to 80. D. 85 to 70.

Q: Activities designed to examine and reduce bias in attitudes are called behavior patterns.

Q: Which of the following is NOT an educational placement for infants, toddlers, and preschool children with visual impairments? A. Home-based B. Center-based C. Inclusive preschools D. Resource settings

Q: The ARC stands for the group formerly known as the A. Advocacy and Rights of Children with Mental Retardation. B. National Association of Parents and Friends of Mentally Retarded Children. C. National Association of Parents and Families of Mentally Challenged Children. D. Advocacy for Retarded Citizens of America.

Q: Use of high-stakes testing may encourage the reluctance of teachers and administrators to embrace the inclusion of students with disabilities for fear that A. Student self-esteem will diminish. B. Scores of students with special needs will depress class scores. C. Students will slow down their typical peers. D. Retaining quality teachers will be difficult due to burnout.

Q: In the survey conducted by Leyser and Heinze (2001) of parents of children with visual impairments, what were the findings in regard to inclusive practices? A. Most parents preferred their child to be in a resource setting. B. Most parents preferred their child to be home-schooled. C. Most parents were generally supportive of inclusive practices. D. Most parents preferred their child to be in a specialized school.

Q: CASE STUDY: Tia is a 15-year-old African American student who has been diagnosed with bipolar disorder. Her other siblings as well as her mother have been identified with emotional and behavior disorders. She has attended multiple public schools but has either been asked to leave or has been removed from the school by her mother. Tia has a long history of verbal outbursts with school professionals and severe periods of depression and withdrawal. Tia"s mother and sister report she has frequent verbal outbursts at home and has become violent on a few occasions. Due to the years of negative experiences with school professionals, Tia is no longer in school. She feels very rejected as a human being by teachers and peers because of her disorder. As a result, her self-esteem, self-efficacy, and her motivation are practically nonexistent. Tia states that she does want an education but will not participate in a traditional school setting any longer. Although she does not have a history of violent behavior in school, she does use offensive language when upset or when she feels threatened by a teacher. She has an indifferent attitude toward life in general.How would a strength-based assessment be useful for Tia? What might it accomplish that other assessments have not?

Q: Important equity issues for urban education include school personnel, the physical condition of the school, and A. Funding. B. Available transportation. C. Availability of extracurricular activities. D. Number of teaching assistants.

Q: Teachers should provide opportunities for students with visual impairments to integrate parts into wholes because A. A visual impairment limits the ability to perceive the wholeness of objects and events. B. This is the only way in which students with visual impairments can learn. C. This allows students to learn by doing. D. This approach provides students with more concrete experiences.

Q: CASE STUDY: Tia is a 15-year-old African American student who has been diagnosed with bipolar disorder. Her other siblings as well as her mother have been identified with emotional and behavior disorders. She has attended multiple public schools but has either been asked to leave or has been removed from the school by her mother. Tia has a long history of verbal outbursts with school professionals and severe periods of depression and withdrawal. Tia"s mother and sister report she has frequent verbal outbursts at home and has become violent on a few occasions. Due to the years of negative experiences with school professionals, Tia is no longer in school. She feels very rejected as a human being by teachers and peers because of her disorder. As a result, her self-esteem, self-efficacy, and her motivation are practically nonexistent. Tia states that she does want an education but will not participate in a traditional school setting any longer. Although she does not have a history of violent behavior in school, she does use offensive language when upset or when she feels threatened by a teacher. She has an indifferent attitude toward life in general. Functional behavior assessment, positive behavior support, and a behavior intervention plan are three strategies used in managing student's negative behaviors. Which of these strategies would be more practical and beneficial for Tia and her family?

Q: School professionals can positively influence interactions with family members who may find schools intimidating places by A. Introducing them to the faculty. B. Developing a friendship. C. Meeting families in non-school settings. D. Offering to tutor them.

Q: Although not a part of IDEA, this document is like a post-school transition plan for students with a visual impairment. What is the name of this document? A. Individual Written Rehabilitation Plan B. Individual Written Resource Plan C. Individual Work Resource Plan D. Individual Work Rehabilitation Plan

Q: CASE STUDY: Tia is a 15-year-old African American student who has been diagnosed with bipolar disorder. Her other siblings as well as her mother have been identified with emotional and behavior disorders. She has attended multiple public schools but has either been asked to leave or has been removed from the school by her mother. Tia has a long history of verbal outbursts with school professionals and severe periods of depression and withdrawal. Tia"s mother and sister report she has frequent verbal outbursts at home and has become violent on a few occasions. Due to the years of negative experiences with school professionals, Tia is no longer in school. She feels very rejected as a human being by teachers and peers because of her disorder. As a result, her self-esteem, self-efficacy, and her motivation are practically nonexistent. Tia states that she does want an education but will not participate in a traditional school setting any longer. Although she does not have a history of violent behavior in school, she does use offensive language when upset or when she feels threatened by a teacher. She has an indifferent attitude toward life in general. How could a Systems of Care assist Tia and her family in seeking educational services?

Q: Which of the following is an example of factors beyond the direct influence of educators that can adversely affect interactions with culturally diverse families?A. Families from culturally diverse backgrounds may harbor helpful preconceived notions about school personnel.B. Parenting for families of children with special needs is easier than for other families.C. There is disproportionate representation of students of color in special education.D. Attitudes toward the school may be positively influenced by their own school experiences.

Q: Which of the following is NOT a need for students with a visual impairment for career education? A. The opportunity to work B. Realistic feedback C. Expectations D. A college degree

Q: CASE STUDY: Tia is a 15-year-old African American student who has been diagnosed with bipolar disorder. Her other siblings as well as her mother have been identified with emotional and behavior disorders. She has attended multiple public schools but has either been asked to leave or has been removed from the school by her mother. Tia has a long history of verbal outbursts with school professionals and severe periods of depression and withdrawal. Tia"s mother and sister report she has frequent verbal outbursts at home and has become violent on a few occasions. Due to the years of negative experiences with school professionals, Tia is no longer in school. She feels very rejected as a human being by teachers and peers because of her disorder. As a result, her self-esteem, self-efficacy, and her motivation are practically nonexistent. Tia states that she does want an education but will not participate in a traditional school setting any longer. Although she does not have a history of violent behavior in school, she does use offensive language when upset or when she feels threatened by a teacher. She has an indifferent attitude toward life in general. What steps could be taken to build Tia's motivation?

Q: Which of these factors are beyond the direct control of educators and can adversely affect interactions between education professionals and culturally diverse families? A. Preconceived notions by family members B. Feelings of distrust by the family for school personnel C. Families being affronted by the disproportionate representation of color D. All of the above

Q: The most appropriate educational service delivery model for students with visual impairments to receive who require few direct services is the A. Consultant model. B. Itinerant model. C. Resource model. D. Specialized school.

Q: CASE STUDY: Tia is a 15-year-old African American student who has been diagnosed with bipolar disorder. Her other siblings as well as her mother have been identified with emotional and behavior disorders. She has attended multiple public schools but has either been asked to leave or has been removed from the school by her mother. Tia has a long history of verbal outbursts with school professionals and severe periods of depression and withdrawal. Tia"s mother and sister report she has frequent verbal outbursts at home and has become violent on a few occasions. Due to the years of negative experiences with school professionals, Tia is no longer in school. She feels very rejected as a human being by teachers and peers because of her disorder. As a result, her self-esteem, self-efficacy, and her motivation are practically nonexistent. Tia states that she does want an education but will not participate in a traditional school setting any longer. Although she does not have a history of violent behavior in school, she does use offensive language when upset or when she feels threatened by a teacher. She has an indifferent attitude toward life in general. What would you suggest that the team responsible for Tia's education do to help her change the negative pattern in which she is caught?

Q: Ms. Smith is an ESL teacher at Friendly Elementary School. When she taught her students the vocabulary for fruits and vegetables, she took them to the local farmers' market, where they could see, touch, and taste objects as they were introduced to the words. Ms. Smith used which instructional approach? A. Concrete English B. Sheltered English C. Bilingual education D. Conceptual education

Q: Which of the following plans has NOT been implemented to address the current teacher shortage? A. Web-based instruction B. Interactive TV C. Development of innovative programs D. Alternative certification

Q: How can educators form strong partnerships with families of children with emotional and behavior disorders? Which of the three approaches mentioned in the text do you feel would be the most effective?

Q: Emanuel is immediately enrolled in a class where he will learn to speak English. This is called a/an A. Bilingual education program. B. English as a second language program. C. Sheltered English program. D. Multicultural education program.

Q: Two of the most important issues facing the field of visual impairment are A. Assistive technology funding and personnel shortages. B. Funding and personnel shortages. C. Personnel shortages and limited continuum of placement options. D. Limited placement options and assistive technology funding.

Q: What is positive behavior support and how does it relate to the concept of prevention among young children?

Q: The preferred strategy for reaching the English proficiency standard is A. Bilingual education. B. Sheltered English C. Equity pedagogy. D. None of the above.

Q: Which of the following is NOT a principle of special methods? A. Need for concrete experiences B. Need for unifying experiences C. Need for learning by doing D. Need for mobility training

Q: To what extent should inclusion be an option for students with emotional and behavior disorders? Support your answer with both information from the text and your personal experiences.

Q: Emanuel is a new student at Jackson High School. His family recently moved to the United States from Mexico. Students like Emanuel are referred to as A. Foreign language learners. B. English language learners. C. Language-barrier learners. D. Acquired-English learners.

Q: Compensatory skills, social interaction skills, and career education are all examples of A. Core curriculum. B. Expanded core curriculum. C. Visual impairment curriculum. D. None of the above.

Q: In determining students' eligibility for receiving special education services for emotional and behavioral disorders, formal assessments, classroom assessments, and other assessment methods must be used. Briefly describe and provide one example of each type of assessment. In your opinion, which type of assessment do you believe provides the most valuable information in determining an individual's eligibility for special education services under the category of emotional and behavior disorders? Support your answer.

Q: An empowering school culture focuses on eradicating A. Other languages. B. Tracking practices. C. Prejudice reduction. D. Content integration.

Q: For students with visual impairments, consideration for the transition to adulthood actually must begin A. In preschool. B. In elementary school. C. In middle school. D. In high school.

Q: During the development of the field of emotional and behavior disorders, what were the three schools of thought that evolved? What were the main differences among these schools of thought? Which school of thought do you think continues to have an impact on the field of emotional and behavior disorders today?

Q: The use of instruction strategies that embrace the learning characteristics of cognitive styles of diverse populations is A. Multicultural education. B. Equity pedagogy. C. Bilingual education. D. None of the above.

Q: To determine if an inclusive setting is the least restrictive environment for a student with a visual impairment, what must be considered? A functional assessment B. Clinical assessment C. Individual needs D. Intellectual ability

Q: Why does the prevalence of emotional and behavior disabilities vary among states?

Q: Mr. Izquierdo is a seventh-grade social studies teacher. He asked his neighbors, Mr. and Mrs. Matsuda, to visit his class to discuss Japanese culture. He was utilizing A. Prejudice reduction. B. Knowledge construction. C. Content integration. D. Equity pedagogy.

Q: What new options are specialized schools offering for students with visual impairments in order to best meet those students' needs? A. Short-term placements B. Summer programs C. Technology skills programs D. All of the above

Q: What is the relationship between chronic academic problems and emotional and behavior disabilities?

Q: An approach to education that includes perspectives from and content about diverse groups, embraces diverse cognitive styles, and promotes equity in a diverse society is referred to as A. Multicultural education. B. Bilingual education. C. Special education. D. Cognitive education.

Q: Leila is a second-grade student who has a severe visual impairment. In addition to her visual impairment, she has other physical disabilities. Which setting would be most appropriate for Leila? A. Resource B. General education C. Residential D. Self-contained

Q: What strategies might general education teachers, special education teachers, and other professionals who work with children identified with emotional and behavior disabilities use to enhance learning while maintaining appropriate behavior?

Q: An alternative to the current system for young children is A. Portfolio and performance assessments. B. Standardized tests and medication. C. Universal screening and early intervention. D. Parent education as participation.

Q: The most widely used option for delivering services to students with visual impairment is the A. Consultant model. B. Resource room model. C. Home-based model. D. Itinerant model.

Q: How can schools contribute to the education of families of children with emotional and behavior disabilities?

Q: Recommended alternatives to traditional assessment procedures include A. Eliminating portfolio assessment as a requirement. B. Making the eligibility determination process less dependent on standardized tests. C. Using curriculum-based assessment. D. Relying solely on teacher observation to assess the student.

Q: Center-based programs focus on direct and consistent teaching of specific developmental skills such as A. Reading, writing, and language. B. Gross motor, reading, and math. C. Fine motor, gross, motor and language. D. Fine motor, language, and reading.

Q: How does the title Blamed and Ashamed summarize the feelings of families of children with emotional and behavior disabilities?

Q: The special education referral process has been criticized for potential bias in which of the following areas? A. Possible contributions from teachers to students' problems B. Elements of the child's home environment C. Support from principals and teachers D. The skill level of the school psychologist

Q: Home-based programs are most commonly used for which age level of students with visual impairments? A. Middle B. Elementary C. Preschool D. Infants and toddlers

Q: What factors have prompted professionals to focus on prevention within the population of students with emotional and behavior disabilities?

Q: Showing favoritism toward a particular group that occurs at multiple levels within a society or institution is called A. Cognitive style. B. Teacher attitude. C. Systemic bias. D. Knowledge construction.

Q: Depending on the state, what are two criteria used to determine a student's eligibility for special education services under the category of visually impaired? A. Functional and clinical B. Intellectual and clinical C. Functional and intellectual D. Intellectual and mobility

Q: In spite of the reluctance to label young children with emotional and behavioral disorders, professionals are concerned about the mental health of young children based on what two factors?

Q: Which of the following is a critical variable that influences the occurrence of disabilities? A. Poverty B. Race C. Socioeconomic status D. Culture

Q: Mr. George is evaluating Desmond, who has been diagnosed with a visual impairment. The purpose of Mr. George's evaluation is to observe Desmond's basic visual skills, including tracking, shifting attention, and reaching for objects. Mr. George is a/an A. Visual impairment specialist. B. School psychologist. C. Special education teacher. D. Ophthalmologist.

Q: Why is conducting a strength-based assessment important? Support your answer.

Q: Systemic bias within an educational system can occur through A. Curriculum and instruction. B. The special education referral process. C. Teacher attitude. D. All of the above.

Q: Students with low vision are typically assessed by which of the following? A. Learning media assessment. B. Functional vision assessment. C. Optical assessment. D. Visual acuity assessment.

Q: What are internalizing and externalizing behaviors? Give two examples of each.

Q: Lack of prenatal care has been associated with A. Psychometrics. B. Poverty. C. Tobacco use. D. Substandard housing.

Q: A physician specializing in the eye is a/an A. Ophthalmologist. B. Optometrist. C. VI specialist. D. Pediatrician.

Q: What were some of the challenges in studying children with emotional and behavior disorders in the latter part of the nineteenth century?

Q: Poverty and systemic bias are factors that contribute to A. Multicultural education. B. Equity pedagogy. C. Disproportionate representation. D. Dominant culture.

Q: Desmond is a middle school student who has a visual impairment. He is learning keyboarding skills in order to email his peers. This is an example of A. Media assessment. B. Expanded core curriculum. C. Mobility skills. D. Access technologies.

Q: Prevention of emotional and behavior disorders has become one of the highest priorities among school and community agencies concerned about children.

Q: Mrs. Hinkling is a fifth-grade teacher. She has many students in her class that are "at risk." Bradley is of particular concern to Mrs. Hinkling. She is very concerned about his inability to read. Mrs. Hinkling is aware of this and always assigns him a reading buddy who can read aloud to him rather than have him become frustrated from trying to read for himself. Mrs. Hinkling's practice can lead to A. Labeling. B. Self-fulfilling prophecy. C. Stigmatization. D. Disproportionate representation.

Q: Individuals who work with young children to assure that they have a wide range of experiences and develop perceptual and hand movement skills needed for Braille reading are A. Community volunteers. B. Parents. C. VI specialists. D. Paraprofessionals.

Q: Students identified with emotional and behavior disorders receive their educational services in the entire range of educational settings.