Q&A Hero

Q: What was the outcome in Mills v. Board of Education lawsuit?

Q: The ability to retain and recall past experiences is referred to as A. Memory. B. Metacognition. C. Altruism. D. Depth.

Q: Autism was added to IDEA in 1997.

Q: Recent research concerning the cause of ADHD reveals A. Diet plays a major role in hyperactivity. B. Video games and TV alter brain functions. C. ADHD cannot be explained because it does not truly exist. D. It is the result of a disorder of the brain and contributing factors from environmental and physiological factors.

Q: What are three examples of supplementary aids and services?

Q: Students who are gifted often display which of the following cognitive characteristics? A. Inability to focus B. Social withdrawal C. Unusually well-developed memory D. Preference for group work

Q: Students with autism spectrum disorder rarely have behavior problems.

Q: The cause of ADHD has been debated for many years. Which of the following are some of the proposed or hypothesized causes? A. Excessive television and poor schooling B. Diet, too little sugar, and lack of exercise C. Diet, food allergies, too much sugar D. Learning disabilities

Q: NCLB stipulates that 75 percent of all students in a state must participate in a yearly achievement testing, or the state is judged out of compliance with the law.

Q: Giftedness is generally considered to be the result of a combination of what two factors? A. Genetic and financial status B. Environment and parents " education level C. Genetic and environment D. Environment and financial status

Q: In terms of identifying children with autism spectrum disorder, why is it imperative that better assessment procedures be identified for use with young children? A. To help parents cope and understand why their baby is "different" B. So pediatricians will not dismiss parents' concerns C. The most positive outcomes tend to accrue to children who begin interventions at an early age. D. Once a preschool-age child is diagnosed, the child's parents are eligible for government financial support.

Q: Which group of students is the least likely to be given medication for ADHD? A. Hispanic B. African American C. Caucasian D. Both A and B

Q: Universal design originated in the field of architecture.

Q: Which law, passed in 1988, was designed to focus attention on special projects aimed at identifying and serving students who are gifted from culturally diverse groups, those living in poverty, and those with disabilities? A. Jacob K. Javits Gifted and Talented Students Education Act B. No Child Left Behind C. Marland Report D. IDEA

Q: Who is usually the first to recognize that a child is responding differently to the world than typically developing children? A. Parents B. Educators C. Pediatrician D. Caregiver

Q: The prevalence of ADHD is NOT certain as a result of which of these factors? A. Lack of research concerning within the field B. Disagreement about the disorder "s existence C. Samples have never been drawn from schools D. Because it is considered a psychiatric disorder

Q: Students with specific learning disabilities comprise the largest group receiving specialized education services.

Q: Which of the following terms is often used interchangeably with giftedness? A. Genius B. Brilliance C. Talent D. Prodigy

Q: A training program run by a special educator or parent that involves following the pattern of: give a prompt, student performs command, and then receives a reward for desired behavior is called A. Priming. B. Discrete trial training. C. Peer tutoring. D. Social tutoring.

Q: Ichioo is a very bright 8-year-old little boy. He enjoys learning, particularly anything about dinosaurs. He often daydreams during class and is frequently told to stop talking and stop wiggling. Based on this description, which is the most appropriate diagnosis for Ichioo? A. Typical B. ADHD-predominantly inattentive type C. ADHD-predominantly hyperactive/impulsive type D. ADHD-combined type

Q: Zero reject is one of the provisions of IDEA that includes students with communicable diseases such as AIDS.

Q: CASE STUDY: Bobby is a 12-year-old student who was diagnosed with severe mental retardation and orthopedic impairments at the age of 4. Bobby was born as a normal, healthy baby. While on vacation with his family at the age of 4, Bobby had his first seizure. Although Bobby was rushed to a hospital by his parents, it took hours before the seizure was stopped by medical professionals. The result of this seizure was severe brain injury. Bobby does not have the ability to verbally communicate his wants and needs. His parents have moved him from his neighborhood school where Bobby spent his elementary school years misunderstood and frustrated. His parents now have turned to a specialized school hopeful that their son will receive the care and education they believe he deserves and needs. What is community-based instruction? Supported employment? Which of these options seems more appropriate for Bobby based on the information provided? Why?

Q: Mrs. Calloway uses the sign for stop when Joseph begins inappropriately touching others. Mrs. Calloway is using A. A prompt. B. Discrete trial training. C. Sign language. D. Priming.

Q: The first formal description of ADHD was reported by a British physician named Dr. George Still in A. 1892. B. 1902. C. 1942. D. 1962.

Q: Related services are only for individuals identified with low-incidence disabilities (e.g., mental retardation, autism).

Q: CASE STUDY: Bobby is a 12-year-old student who was diagnosed with severe mental retardation and orthopedic impairments at the age of 4. Bobby was born as a normal, healthy baby. While on vacation with his family at the age of 4, Bobby had his first seizure. Although Bobby was rushed to a hospital by his parents, it took hours before the seizure was stopped by medical professionals. The result of this seizure was severe brain injury. Bobby does not have the ability to verbally communicate his wants and needs. His parents have moved him from his neighborhood school where Bobby spent his elementary school years misunderstood and frustrated. His parents now have turned to a specialized school hopeful that their son will receive the care and education they believe he deserves and needs. Although Bobby's parents have chosen to place him in a specialized school, what are the benefits of Bobby interacting with nondisabled peers who are his same age?

Q: Availability of appropriately trained support personnel is an example of A. Home-school collaboration. B. Coordinated team commitment. C. Attitudinal and social support. D. Environmental and curriculum modifications and general education classroom support.

Q: CASE STUDY: Alex has just begun attending a new elementary school. She is nervous about meeting new friends and having new teachers. She finds that schoolwork at her new school seems much harder than at her previous school. The difficulties she was having at her old school seem even worse here. She is a very fluent reader but she cannot seem to answer questions about what she has just read. She is very accurate in math (computation,) but the word problems cause her a great deal of frustration. Alex is very popular with her peers and makes friends easily. However, her teachers are always telling her to "be still, stop talking out of turn, and stay in your seat." Alex loves to tell stories and is very creative. If her teachers would let her tell stories instead of write them, she would get better grades. She has difficulty getting her thoughts down on paper and her handwriting is very messy. Alex loves school and wants to do well, but she sometimes feels that she does everything wrong. How would you determine if Alex's difficulties are a result of her transition to a new school or true learning differences? What questions might you ask of Alex's former teachers and parents?

Q: According to NCLB, students for whom English is NOT their first language must be assessed using tests written in English after receiving how many consecutive years of instruction in U.S. schools? A. One B. Two C. Three D. Five

Q: CASE STUDY: Bobby is a 12-year-old student who was diagnosed with severe mental retardation and orthopedic impairments at the age of 4. Bobby was born as a normal, healthy baby. While on vacation with his family at the age of 4, Bobby had his first seizure. Although Bobby was rushed to a hospital by his parents, it took hours before the seizure was stopped by medical professionals. The result of this seizure was severe brain injury. Bobby does not have the ability to verbally communicate his wants and needs. His parents have moved him from his neighborhood school where Bobby spent his elementary school years misunderstood and frustrated. His parents now have turned to a specialized school hopeful that their son will receive the care and education they believe he deserves and needs. Bobby's need for special education services is quite obvious, so what is the purpose of completing an individualized assessment of Bobby? Discuss some of the authentic forms of assessment and explain which one you feel would be the most informative in providing some insight on Bobby's strengths and limitations for both professionals and his parents.

Q: Children diagnosed with ASD may demonstrate which of the following characteristics as a baby/toddler? A. Require constant stimulation B. Unhealthy attachment to mom C. Endless crying D. No interest in play

Q: CASE STUDY: Alex has just begun attending a new elementary school. She is nervous about meeting new friends and having new teachers. She finds that schoolwork at her new school seems much harder than at her previous school. The difficulties she was having at her old school seem even worse here. She is a very fluent reader but she cannot seem to answer questions about what she has just read. She is very accurate in math (computation,) but the word problems cause her a great deal of frustration. Alex is very popular with her peers and makes friends easily. However, her teachers are always telling her to "be still, stop talking out of turn, and stay in your seat." Alex loves to tell stories and is very creative. If her teachers would let her tell stories instead of write them, she would get better grades. She has difficulty getting her thoughts down on paper and her handwriting is very messy. Alex loves school and wants to do well, but she sometimes feels that she does everything wrong. In regard to Alex's difficulty with reading comprehension and math word problems, which of the instructional methods discussed in this chapter would be the most effective? Support your answer with information from the text and provide examples of how your selected instructional method could be used.

Q: Some professionals have argued that disciplinary procedures have been used as tools of discrimination against students with disabilities who: A. Have been diagnosed with autism. B. Have visual impairments. C. Are deaf. D. Are from minority groups and live in poverty.

Q: CASE STUDY: Bobby is a 12-year-old student who was diagnosed with severe mental retardation and orthopedic impairments at the age of 4. Bobby was born as a normal, healthy baby. While on vacation with his family at the age of 4, Bobby had his first seizure. Although Bobby was rushed to a hospital by his parents, it took hours before the seizure was stopped by medical professionals. The result of this seizure was severe brain injury. Bobby does not have the ability to verbally communicate his wants and needs. His parents have moved him from his neighborhood school where Bobby spent his elementary school years misunderstood and frustrated. His parents now have turned to a specialized school hopeful that their son will receive the care and education they believe he deserves and needs. What are some of the cognitive and academic characteristics educational professionals should expect to see in Bobby? Social-emotional? Behavioral? Why is it difficult to identify specific characteristics?

Q: A visually based technique uses a child's special interest to facilitate understanding of social situations, routines, and the meaning of language is called A. Power card. B. Picture card. C. Task card. D. Prompt card.

Q: CASE STUDY: Alex has just begun attending a new elementary school. She is nervous about meeting new friends and having new teachers. She finds that schoolwork at her new school seems much harder than at her previous school. The difficulties she was having at her old school seem even worse here. She is a very fluent reader but she cannot seem to answer questions about what she has just read. She is very accurate in math (computation,) but the word problems cause her a great deal of frustration. Alex is very popular with her peers and makes friends easily. However, her teachers are always telling her to "be still, stop talking out of turn, and stay in your seat." Alex loves to tell stories and is very creative. If her teachers would let her tell stories instead of write them, she would get better grades. She has difficulty getting her thoughts down on paper and her handwriting is very messy. Alex loves school and wants to do well, but she sometimes feels that she does everything wrong. Explain the term nonverbal learning disabilities. Does this term apply to Alex based on the description above?

Q: What do Americans report as the biggest problems facing public schools? A. Improving academic achievement B. Eliminating special education services C. Improving the quality of teachers D. Lack of discipline and control of students

Q: CASE STUDY: Bobby is a 12-year-old student who was diagnosed with severe mental retardation and orthopedic impairments at the age of 4. Bobby was born as a normal, healthy baby. While on vacation with his family at the age of 4, Bobby had his first seizure. Although Bobby was rushed to a hospital by his parents, it took hours before the seizure was stopped by medical professionals. The result of this seizure was severe brain injury. Bobby does not have the ability to verbally communicate his wants and needs. His parents have moved him from his neighborhood school where Bobby spent his elementary school years misunderstood and frustrated. His parents now have turned to a specialized school hopeful that their son will receive the care and education they believe he deserves and needs. Which of the two definitions, the federal definition or the TASH definition, best describes Bobby's condition? Why?

Q: In order to make Todd's morning less hectic at home, his teacher suggested that his mom post photographs and clock faces to help Todd anticipate upcoming events. This type of support is called A. Visual support. B. Home base. C. Travel card. D. Tape card.

Q: CASE STUDY: Alex has just begun attending a new elementary school. She is nervous about meeting new friends and having new teachers. She finds that schoolwork at her new school seems much harder than at her previous school. The difficulties she was having at her old school seem even worse here. She is a very fluent reader but she cannot seem to answer questions about what she has just read. She is very accurate in math (computation,) but the word problems cause her a great deal of frustration. Alex is very popular with her peers and makes friends easily. However, her teachers are always telling her to "be still, stop talking out of turn, and stay in your seat." Alex loves to tell stories and is very creative. If her teachers would let her tell stories instead of write them, she would get better grades. She has difficulty getting her thoughts down on paper and her handwriting is very messy. Alex loves school and wants to do well, but she sometimes feels that she does everything wrong.If you were working with Alex, in any capacity, what type of informal assessments could you do to assist in determining her strengths and weaknesses?

Q: Which statement is true regarding No Child Left Behind and students with disabilities?) A. Students with disabilities are exempt from achieving the same academic goals. B. Most students with disabilities are expected to achieve the same academic goals. C. Only students with low-incidence disabilities are expected to achieve the same academic goals. D. Only students with high-incidence disabilities are exempt from achieving the same academic goals.

Q: Why is the concept of an individualized education especially important for students with severe and multiple disabilities? Explain meaningful curriculum and provide an example of an activity or task that demonstrates the concept of meaningful curriculum.

Q: Mr. Pepper gathered the materials for his morning session with Jenny. Prior to Jenny's science class, Mr. Pepper reviews the materials that will be used that day. This is referred to as A. Prompting. B. Trial training. C. Priming. D. Task cards.

Q: CASE STUDY: Alex has just begun attending a new elementary school. She is nervous about meeting new friends and having new teachers. She finds that schoolwork at her new school seems much harder than at her previous school. The difficulties she was having at her old school seem even worse here. She is a very fluent reader but she cannot seem to answer questions about what she has just read. She is very accurate in math (computation,) but the word problems cause her a great deal of frustration. Alex is very popular with her peers and makes friends easily. However, her teachers are always telling her to "be still, stop talking out of turn, and stay in your seat." Alex loves to tell stories and is very creative. If her teachers would let her tell stories instead of write them, she would get better grades. She has difficulty getting her thoughts down on paper and her handwriting is very messy. Alex loves school and wants to do well, but she sometimes feels that she does everything wrong. Based on the description above, do you believe Alex could have learning disabilities? What characteristics does Alex exhibit that would lead you to believe she does or does not have learning disabilities?

Q: Using family-centered practices and respecting the uniqueness of the families are examples of: A. Barriers to parent participation. B. Strategies to encourage parent participation. C. Reasons parents choose to participate. D. Benefits of parent participation.

Q: Students with multiple disabilities spend most of their day in special education settings. However, the professional literature suggests there are many benefits to placing these students with their classmates without disabilities. Which setting do you feel is more appropriate for these students in meeting their academic, social, and emotional needs?

Q: When Joanne gets anxious about changing classes, she refers to the business-sized card she keeps in her pocket that gives her step-by-step directions. This is called a A. Travel card. B. Task card. C. Visual support. D. None of the above.

Q: Why do parents of children with learning disabilities often have a more difficult time in accepting such a diagnosis versus parents of children with cognitive, sensory, or physical disabilities? How can professionals decrease some of the anxiety that parents of children with learning disabilities feel upon learning of their children's disability?

Q: Which of the following is a critical issue related to parent participation? A. Lack of interest B. Lack of time C. Lack of money D. Lack of skill

Q: What purpose does assessment serve in regard to students with severe and multiple disabilities? Which form of authentic assessment do you feel is most effective?

Q: Attention to community membership skills for individuals with ASD should begin A. Upon exiting the public school system. B. At age 16 beginning the transition plan. C. At age 14 beginning the transition plan. D. Before the formal transition plan.

Q: What two instructional methods have been found to be the most beneficial for students with learning disabilities? Explain why these instructional methods are considered the most effective.

Q: Taunt and Hastings (2002) found that parents reported all of the following positive outcomes of having a child with a disability EXCEPT: A. A changed perspective on life. B. Increased tolerance for others. C. Decreased daily stress level. D. Improved family dynamics.

Q: Describe the characteristics of students with multiple and severe disabilities within the following categories: cognitive/academic and social/emotional. How do these characteristics affect the educational experience of these students?

Q: Careful planning for the transition to adulthood for individuals with ASD should include A. Work skills. B. Leisure skills. C. Sexuality. D. All of the above.

Q: The current criteria for identifying students with learning disabilities have been a source of great scrutiny. Individuals who oppose the current criteria for identifying students with learning disabilities have recommended alternative criteria for identifying students with learning disabilities. Which method do you feel is most appropriate for accurately identifying students with learning disabilities? Support your decision with facts from information from the text.

Q: Marty's dysfunctional behavior is so severe he is no longer able to learn alongside his peers. Which would be the most appropriate intervention to decrease Marty's dysfunctional behavior? A. Negative behavior supports B. Positive behavior supports C. Assistive technology D. Universal Design for Learning

Q: What are the differences in the federal definition and the TASH definition of students with multiple and severe disabilities? Which of these definitions do you feel more accurately describes students with severe and multiple disabilities? Why?

Q: Administrators, general and special education teachers, students with autism spectrum disorder and their nondisabled peers must understand and support each other in the educational system. This component of the Autism Inclusion Collaboration Model is called A. Home and school collaboration. B. Coordinated team commitment. C. Environmental and curricular modification. D. Attitudinal and social support.

Q: The two definitions of learning disabilities most often used are the federal definition included in IDEA 97 and the definition proposed by the NJCLD. Compare and contrast the two definitions and explain which definition you feel is the most accurate in depicting the category of learning disabilities.

Q: Which of the following is NOT an example of assistive technology? A. Pencil grip B. Software C. Communication devices that "speak" words D. Mobility services

Q: What is isolated service delivery and how is it different from integrated service delivery?

Q: More than half of students diagnosed with autism spectrum disorder attend A. Self-contained special education classes or home-school. B. Resource classes or general education classes. C. Self-contained or special education classes in separate schools. D. Resource or self-contained special education classes.

Q: How did the field of learning disabilities become a recognized category in special education?

Q: Ms. Eddy has been teaching eighth grade for five years. She has learned that planning lessons to meet a wide range of diverse learners is the most effective and time efficient way to plan. Ms. Eddy is demonstrating which concept? A. Least restrictive environment B. Assistive technology C. Free and appropriate education D. UDL (Universal Design for Learning)

Q: What affect did the 1997 requirement in IDEA and the subsequent NCLB legislation have on accountability of academic performance on students with multiple disabilities?

Q: Deciding whether a student has the characteristics of autism spectrum disorder involves A. Cognitive ability. B. Sensory assessment. C. Adaptive skills. D. All of the above.

Q: Students with learning disabilities often experience great difficulty in reading. What are the various types of problems that these students may experience in the area of reading?

Q: Inclusion is a belief that success will come when: A. It is mandated only by the superintendent. B. The parents are supportive. C. Discovering effective means for all students to learn together is taken seriously. D. The principal requires it.

Q: How does culture influence student learning?

Q: Some students with autism spectrum disorder have difficulties with sensory issues. These students need the services of which professionals to address these issues? A. Occupational therapist B. Physical therapist C. Psychiatrist D. Sensory specialist

Q: What is transition planning and for whom is it required?

Q: In this text, inclusion is the belief system that focuses on: A. The responsibility to educate all students so that they can reach their potential. B. The setting in which students with special needs receive instruction. C. The social interaction between traditional students and students with special needs. D. Traditional and special education teachers co-teaching.

Q: What is meaningful and individualized curriculum?

Q: Joseph often flaps his hands and rocks while sitting on his carpet square at group time. This type of behavior is called A. Self-stimulatory. B. Self-injurious. C. Self-selectivity. D. None of the above.

Q: What is the most controversial issue facing professionals and parents of children with disabilities in the field of special education?

Q: What groups of students are NOT specifically included in IDEA? A. Students who are gifted, students with multiple disabilities, and students who are homeless. B. Students who are gifted, students with ADHD, and students who are at risk for school failure. C. Students who are gifted, students with other health impairments, and students who are at-risk. D. Students who live in poverty, students who are born addicted to cocaine, and students with autism.

Q: Why is early intervention so important for students with multiple disabilities?

Q: As Audrey's mom attempts to teach Audrey to tie her shoes, she becomes very frustrated because Audrey attends only to the holes in the shoe for the laces. Which behavior is Audrey demonstrating? A. Rote memory B. Communicative intend C. Self-injurious D. Stimulus overselectivity

Q: What does the term minimal brain dysfunction mean and what relationship does this term have with learning disabilities?