Q&A Hero

Q: Which group represents approximately 20 percent of all students served as having disabilities defined by IDEA? A. Hispanic B. Asian C. African American D. White

Q: Braille readers need additional tools for gathering information because A. Their reading rate is generally slower than students with typical vision. B. Their reading rate is generally faster than students with typical vision. C. Some words cannot be translated into Braille. D. None of the above.

Q: When students have been referred for testing for emotional and behavior disorders, the assessment focuses on emotional, behavioral, and cognitive characteristics.

Q: The issue of disproportionate representation is particularly significant in respect to which population? A. Caucasian B. Asian C. African American D. Hispanic

Q: Students with vision loss have difficulty distinguishing the fine details of letters and words because of problems with A. Uveal tract. B. Visual field. C. Acuity. D. Visual efficacy.

Q: Comorbid disorders are NOT present in individuals with emotional and behavior disorders.

Q: Behavioral differences can stem from A. Cultural differences. B. Frustration. C. Feeling alienated. D. All of the above.

Q: Studies have shown that vision loss affects all developmental skills EXCEPT for A. Language. B. Reading. C. Writing. D. Math.

Q: Resilience is the ability to recover and not experience long-term harm from brief episodes of stress or a single negative experience.

Q: Mr. Hernandez is starting his new teaching position at Welbourn High School. The student population of Welbourn is middle-upper class Caucasian students. What is likely to occur between Mr. Hernandez and his students? A. Multicultural education B. Field sensitivity C. Disproportionate representation D. Cultural dissonance

Q: Visual impairment directly influences development and learning in which areas? A. Range and variety of experiences B. Ability to move around C. Interactive with environment D. All of the above

Q: Which statement BEST describes why negative interactions between parents and school professionals are heightened during meetings? A. Most parents simply do not show up to meetings, which makes professionals angry. B. Parents often are worried about meeting with professionals because they do not want to learn about additional issues related to their child. C. School professionals treat families of children with emotional and behavior disorders differently than other families because the family is usually the cause of such disorders. D. Due to the few number of meetings, families and school professionals have poor relationships that make meetings awkward and uncomfortable.

Q: Cognitive styles that reflect a holistic approach to processing information are referred to as A. Knowledge construction. B. Field sensitive. C. Bilingual education. D. Field education.

Q: A condition that commonly occurs in older individuals in which the lens of the eye becomes cloudy and cannot transmit light rays properly to the retina is known as A. Glaucoma. B. Cataract. C. Aniridia. D. Strabismus.

Q: One of the primary reasons students are diagnosed with emotional and behavior disorders is A. The aggressive nature of these students. B. The low academic ability of these students. C. The inability of these students to distinguish between reality and fantasy. D. The lack of social skills these students have for interacting with their peers.

Q: The way in which a particular framework is used to develop, approve, and disseminate new information is called A. Knowledge construction. B. Field independent. C. Field sensitive. D. Cognitive style.

Q: Approximately what percentage of all children with disability has visual impairment or blindness? A. Less than 5 percent B. Less than 15 percent C. Less than 30 percent D. Less than 50 percent

Q: PDA stands for A. Personal digital assistant. B. Professional digital assistant. C. Personal daily actions. D. Personal daily agenda.

Q: Kazuko is a 14-year-old highly organized student who tends to be very analytical in processing information. She is demonstrating what kind of cognitive style? A. Field-dependent B. Field-independent C. Field-insensitive D. Field-sensitive

Q: The most commonly accepted general term for people with decreased vision is A. Visual impairment. B. Low vision. C. Blind. D. Functionally blind.

Q: Wyatt is a preschooler who has been diagnosed with emotional and behavior disorders. His family would like some assistance in eliminating some destructive behaviors that occur during mealtime each day within their home. The consultant has suggested that they collaboratively analyze Wyatt's behavior during mealtimes for the purpose of deciding the function of the destructive behavior and a way to address it. The consultant is suggesting that they conduct a A. Positive behavior support. B. Functional behavior assessment. C. IEP. D. Strengths-based assessment.

Q: The inclination to take a particular approach or orientation to thinking and learning is A. Cognitive knowledge. B. Co-teaching. C. Metacognition. D. Cognitive style.

Q: A disease that can occur in premature babies that causes severe visual impairments or blindness is called A. Retinal detachment of prematurity. B. Retinal degeneration of prematurity. C. Retinopathy of prematurity. D. None of the above.

Q: Which of the following statement is TRUE? A. Students with emotional and behavior disorders usually have good social skills but struggle academically and emotionally. B. Students with emotional and behavior disorders cannot be taught social skills if they lack this ability naturally. C. Students with emotional and behavior disorders can be taught appropriate social skills using problem solving steps. D. Students with emotional and behavior disorders usually have poor social skills but excel academically.

Q: Where are the largest percentages of students of color in the United States? A. Northeast B. Midwest C. West D. Great Lakes

Q: The dot-based system of reading and writing is known as A. Braille. B. Fingerspelling. C. Sign language. D. Speed reading.

Q: Individually designed sets of services involving multiple school and community agencies intended to provide the supports necessary to students with emotional or behavior disorders and their families in order to keep students in their homes are called A. Collaboration services. B. Consultation services. C. Multiagency care services. D. Wraparound services.

Q: Which of the following is a factor that influences relationships between race and culture? A. Being members of more than one racial group B. Level of education C. Attitudes of teachers D. None of the above

Q: CASE STUDY:AJ is a second-grade student who is deaf in his right ear (sensorineural hearing loss) and due to a physical deformity (conductive hearing loss) is hard of hearing in the left ear. However, he is scheduled for surgery on his left ear because doctors are hopeful that once the physical problem is corrected, he may have partial hearing in that ear. He uses sign language to communicate, but neither his mother nor his siblings know or use sign language. He attended preschool, kindergarten, and first grade at a residential school for the deaf, but he is being transferred to a public school due to the closing of the residential school. Mr. Hanks is the second-grade teacher who will have AJ in his class. This school has never had a student with hearing loss as significant as AJ's. Prior to AJ's arrival, a team of professionals met in order to make his transition as smooth as possible. The following questions were the topic of the meeting: How might AJs hearing loss affect his reading ability?

Q: Students with emotional and behavior disorders should be served through A. Intensive one-to-one counseling. B. Child-centered practices. C. Family-centered practices. D. Peer counseling.

Q: The term that refers to groups that have distinguishing characteristics with respect to cultural aspects such as language, values, and behaviors is/are A. Macroculture. B. Microculture. C. Socioeconomic status. D. Behavior patterns.

Q: CASE STUDY:AJ is a second-grade student who is deaf in his right ear (sensorineural hearing loss) and due to a physical deformity (conductive hearing loss) is hard of hearing in the left ear. However, he is scheduled for surgery on his left ear because doctors are hopeful that once the physical problem is corrected, he may have partial hearing in that ear. He uses sign language to communicate, but neither his mother nor his siblings know or use sign language. He attended preschool, kindergarten, and first grade at a residential school for the deaf, but he is being transferred to a public school due to the closing of the residential school. Mr. Hanks is the second-grade teacher who will have AJ in his class. This school has never had a student with hearing loss as significant as AJ's. Prior to AJ's arrival, a team of professionals met in order to make his transition as smooth as possible. The following questions were the topic of the meeting: What are some recommended educational practices for students who are deaf or hard of hearing?

Q: During the assessment process of determining whether an individual is eligible for special education services due to emotional and behavior disorders, a family history is obtained. Why is this done? A. To allow the family's input as mandated by IDEA B. To establish a relationship with the family C. To help explain whether genetic or environmental factors might be affecting the student D. To let the family know that the evaluation is being conducted and to allow them to ask questions

Q: A term often used to refer to an individual's education and income level is A. Socioeconomic status. B. Culture. C. Microculture. D. Values.

Q: CASE STUDY:AJ is a second-grade student who is deaf in his right ear (sensorineural hearing loss) and due to a physical deformity (conductive hearing loss) is hard of hearing in the left ear. However, he is scheduled for surgery on his left ear because doctors are hopeful that once the physical problem is corrected, he may have partial hearing in that ear. He uses sign language to communicate, but neither his mother nor his siblings know or use sign language. He attended preschool, kindergarten, and first grade at a residential school for the deaf, but he is being transferred to a public school due to the closing of the residential school. Mr. Hanks is the second-grade teacher who will have AJ in his class. This school has never had a student with hearing loss as significant as AJ's. Prior to AJ's arrival, a team of professionals met in order to make his transition as smooth as possible. The following questions were the topic of the meeting: What are some of the social, emotional, behavioral, and academic characteristics of students with hearing loss? How do these characteristics affect the interactions between students with deafness and their peers?

Q: Thomas is a high school student who has a long history of negative experiences in school and with the authorities. He is aggressive and continuously lies to adults in his life. He has been arrested for destroying school property and stealing from a local grocery store. Thomas's behaviors are characteristic of which disorder? A. Conduct disorder B. Depression disorder C. Mood disorder D. Oppositional defiant disorder

Q: Females taking responsibility for household chores and the children in the Hispanic culture are an example of A. Cultural dissonance. B. Microculture. C. Behavior patterns. D. Macroculture

Q: CASE STUDY:AJ is a second-grade student who is deaf in his right ear (sensorineural hearing loss) and due to a physical deformity (conductive hearing loss) is hard of hearing in the left ear. However, he is scheduled for surgery on his left ear because doctors are hopeful that once the physical problem is corrected, he may have partial hearing in that ear. He uses sign language to communicate, but neither his mother nor his siblings know or use sign language. He attended preschool, kindergarten, and first grade at a residential school for the deaf, but he is being transferred to a public school due to the closing of the residential school. Mr. Hanks is the second-grade teacher who will have AJ in his class. This school has never had a student with hearing loss as significant as AJ's. Prior to AJ's arrival, a team of professionals met in order to make his transition as smooth as possible. The following questions were the topic of the meeting: How has AJ's hearing loss affected his communication and experiential learning?

Q: Behavior and emotional disorder are the fourth largest category of disabilities. Of that category, which population makes up the largest percentage of this category?A. CaucasianB. LatinosC. African AmericansD. Other

Q: A complex system of underlying beliefs and attitudes that shapes the thoughts and behaviors of a group of people is A. Cultural dissonance. B. Culture. C. Macroculture. D. Microculture.

Q: What are the pros and cons of the use of a cochlear implant and the bilingual-bicultural approach? Based on the information in the text, which approach would you be more inclined to support? Why?

Q: As a result of the complex and varying needs of students with emotional and behavior disorders, professionals have agreed that the best way to ensure effective services is to create systems for A. Co-teaching. B. Consultation. C. Counseling. D. Collaboration.

Q: CASE STUDY: You are a professional who is routinely involved in the educational process of children with disabilities. As you chat with your new next-door neighbor, he mentions that his son is 10 years old and is struggling academically and socially in school. He has real concerns that his son might have some learning differences but does not know where to begin or to whom he should discuss these issues with. In order to assist your neighbor in making decisions about his son, you give him a quick course in special education. In doing so, you answer the following questions: How are special education services monitored?

Q: What are the three placements for students with hearing loss within the general education classroom? Based on the information from the text and your professional experience, which of these placements would be ideal for student success?

Q: What would professionals say is the most important issue within the field of individuals with emotional and behavior disorders? A. Families obtaining mental health services B. The stress of coping with mental illness C. The relationships between families and professionals D. Appropriately punishing students for misbehavior

Q: CASE STUDY: You are a professional who is routinely involved in the educational process of children with disabilities. As you chat with your new next-door neighbor, he mentions that his son is 10 years old and is struggling academically and socially in school. He has real concerns that his son might have some learning differences but does not know where to begin or to whom he should discuss these issues with. In order to assist your neighbor in making decisions about his son, you give him a quick course in special education. In doing so, you answer the following questions: What is an Individualized Education Plan and who develops this plan?

Q: What are some of the social and emotional characteristics of students who have hearing loss? How do these characteristics influence interactions between these individuals with their families and peers?

Q: Of the 14 million youth diagnosed with mental illness, how many actually receive services? A. At least 35 percent B. At least 60 percent C. Less than 20 percent D. Less than 48 percent

Q: CASE STUDY: You are a professional who is routinely involved in the educational process of children with disabilities. As you chat with your new next-door neighbor, he mentions that his son is 10 years old and is struggling academically and socially in school. He has real concerns that his son might have some learning differences but does not know where to begin or to whom he should discuss these issues with. In order to assist your neighbor in making decisions about his son, you give him a quick course in special education. In doing so, you answer the following questions: If your neighbor's child is identified as having a disability, who decides where the setting in which the child will receive their education services?

Q: Describe the impact of hearing loss on language, academic skills, and social interactions. Which of these areas do you feel has the greatest affect on a student "s success in school? Why?

Q: The Boyd family has twins, Markus and Valeria, both of whom have been identified with emotional and behavior disorders. Mr. and Mrs. Boyd as well as Mrs. Williams, the grandmother, have begun meeting twice each month at the community center with other families. During these meetings the families share information about local resources; ideas and suggestions for dealing with behavior, social, and academic issues; and strategies for coping on a day to day basis. This is an example of A. Parent education. B. Parent and community collaboration. C. Parent support groups. D. Parent counseling.

Q: CASE STUDY: You are a professional who is routinely involved in the educational process of children with disabilities. As you chat with your new next-door neighbor, he mentions that his son is 10 years old and is struggling academically and socially in school. He has real concerns that his son might have some learning differences but does not know where to begin or to whom he should discuss these issues with. In order to assist your neighbor in making decisions about his son, you give him a quick course in special education. In doing so, you answer the following questions: What type of testing will occur in the formal assessment process?

Q: What was the focus of the debate that occurred between U.S. and ______European professionals in regard to the appropriate method for teaching deaf and hard of hearing students to communicate? In your opinion, which group made a more convincing argument? Why?

Q: Which of the following statements regarding families of children with emotional and behavior disabilities and advocacy is true? A. Parent-led advocacy groups do not generally exist among families of children with emotional and behavior disabilities. B. Parent groups require expensive fees, which eliminates the participation of many families. C. Parents of children with emotional and behavior disabilities prefer not to participate in such groups because of the shame and embarrassment. D. None of the above

Q: CASE STUDY: You are a professional who is routinely involved in the educational process of children with disabilities. As you chat with your new next-door neighbor, he mentions that his son is 10 years old and is struggling academically and socially in school. He has real concerns that his son might have some learning differences but does not know where to begin or to whom he should discuss these issues with. In order to assist your neighbor in making decisions about his son, you give him a quick course in special education. In doing so, you answer the following questions: How do concerned parents refer their child for testing to see if he or she is eligible for special education services?

Q: What is universal newborn hearing screening?

Q: Which of the following demographic characteristics form a barrier to partnerships between families of children with emotional and behavior disorders and professionals? A. Economic status B. Culture C. Religion D. Gender

Q: How has the No Child Left Behind Act changed the route to licensure for educators? Do you think the quality of teachers trained via these alternative routes to licensure will differ from teachers who participate in a more traditional teacher-training program? Explain your answer.

Q: What are the benefits of identifying a child's hearing loss as early as possible?

Q: Which of the following statements regarding positive behavior supports (PBS) is false? A. Schools that implement PBS have fewer students identified with emotional and behavior disorders. B. Schools that implement PBS are more effective. C. Schools that implement PBS have an increased use of rewards for students. D. Schools that implement PBS have a decrease in discipline referrals.

Q: Differentiate between mediation and due process. What are the implications of these procedures for parents?

Q: How does a hearing loss limit a student's direct learning experience? What is an example of a concept or skill you have learned through direct experience?

Q: Effective practices for working with students with emotional and behavior disorders include A. Prevention, classroom intervention, and medication. B. Collaboration, classroom intervention, and home intervention. C. Collaboration, prevention, and medication. D. Prevention, collaboration, and classroom intervention.

Q: A continuum of placements is the term used for the options for education students with disabilities. Compare and contrast the general educational setting and the resource setting. Which do you feel is a more effective setting? Why?

Q: What are some of the challenges that hearing parents must face when they learn their child has a hearing loss?

Q: What is the estimated dropout rate of students with emotional and behavior disorders? A. 2 to 5 percent B. 10 to 15 percent C. 21 to 64 percent D. 69 to 73 percent

Q: Outline the process that occurs when a student is being assessed for special education services.

Q: What is the role of the early intervention specialist?

Q: Which of the following statements is true regarding students with emotional and behavior disorders and inclusive practices?A. It is not feasible to serve students with emotional and behavior disorders in an inclusive setting.B. Students who pose a danger to others are not entitled to be educated in general education settings.C. The parents are the deciding factor in their child's educational setting.D. Some states do not serve students with emotional and behavior disorders.

Q: This text mentioned several professionals who worked both directly and indirectly with students with disabilities. Name two professionals who provide direct and indirect services to students with disabilities. Provide examples of how these professionals provide direct or indirect services.

Q: What tests make up an audiological evaluation?

Q: Special schools that include special education in small classes with a strong emphasis on individualized instruction are A. Day treatment programs. B. Residential programs. C. Resource settings. D. Self-contained settings.

Q: Mediation has many benefits. How does mediation benefit both parents and professionals?

Q: How does deafness or hearing loss adversely affect a student's reading ability?

Q: Multidisciplinary teams do NOT address which of the following when deciding whether a student has an emotional and behavior disorder? A. Are one or more of the characteristics in the definition of emotional disturbance present? B. Do the student's characteristics of emotional disturbance adversely affect his or her educational performance? C. Does the student have learning disabilities or attention deficit disorder? D. Can social maladjustment be eliminated as the sole cause of the student "s behavior problems?

Q: What are the options for resolving disagreements regarding special education?

Q: How does a student's hearing loss or deafness affect his or her cognitive abilities?

Q: Measuring a student's social and emotional strengths, the characteristic that gives them confidence, and the traits that help them cope with adversity refers to A. Strength-based assessment. B. Classroom assessment. C. Functional behavior assessment. D. Individual ability assessment.

Q: The continuum of placements includes which settings?

Q: What are the three basic types of hearing loss? Briefly describe each.