Q&A Hero

Q: Mrs. Jones opened the IEP meeting by welcoming Marty's parents and thanking them for making time in their busy schedules to attend this important meeting. She then asked, "What concerns do you have about Marty's academic progress so far this year?" Mrs. Jones is: A. Inviting parent input B. Using effective listening C. Using nonverbal communication D. Showing understanding

Q: A two-stage assessment process should rely on: A. An aptitude test and off-level testing B. Traditional achievement and writing tests C. Aptitude tests and adaptive behavior tests D. IQ tests and parent/teacher narratives

Q: An early belief of the cause of autism was A. Cold mothers B. Neglectful fathers C. Sibling rivalry D. Overprotective mothers

Q: Ms. Roberts is a special education teacher at the high school level. She is part of a collaborative team that has only recently begun. She has a bad habit of being chronically late to the scheduled meeting times with the other members of the team. Which of the following statements most likely describes how Ms. Roberts' behavior could affect the group? A. They do not mind because they know she takes time to chat with students between classes. B. The group is resentful because she is showing a lack of interest in and respect for the shared work of the group. C. Mrs. Roberts' tardiness does not matter since she does not contribute much, so the team can start without her. D. The group will change the meeting times to better accommodate her schedule so she can equally contribute.

Q: Many students with special abilities may be missed if assessment only identifies students with: A. Overall giftedness B. General giftedness C. Vague giftedness D. Global giftedness

Q: The trend toward the use of evidence-based practices is a direct result of the accountability movement in today's schools.Briefly describe the three implications of this trend included in the text.

Q: During an IEP meeting with the parents of a child recently identified as needing special education services, Mrs. Smith provided the parents of the student with the following explanation: "Based on the test scores of the WISC III and the Woodcock-Johnson, Jeff had a discrepancy of 23 points in written language, 20 points in reading, and 12 points in math. This indicates that he fits in the category of LD and is eligible to receive services in a resource setting. We will need you to read and sign his IEP in order for Jeff to receive services. Jeff also demonstrates behaviors characteristic of ADHD, which will need to be evaluated further." Mrs. Smith demonstrated which of the following communication weaknesses? A. Using evaluative language B. Nonverbal signals C. Listening D. Using jargon

Q: The act of envisioning things in a perfect form, usually leading to involvement in service organizations, is called: A. Criticism B. Humor C. Altruism D. Idealism

Q: Why is speaking with parents from diverse groups about students' speech and language needs challenging? What other challenges might occur in dealing with parents from diverse groups of students with speech and language disorders?

Q: The greatest barrier to effective collaboration in schools is: A. Poor attitude toward collaboration. B. Lack of education on how to effectively collaborate. C. Lack of time for shared planning. D. Lack of research supporting collaboration.

Q: Martin's love of art consumes most of his free time. In addition to reading about various artists, he goes to any art exhibition offered. This appreciation for the arts is called: A. Aesthetic sensitivity B. Artistically gifted C. Cultural appreciation D. All of the above

Q: Compare and contrast the traditional approach to early speech and language intervention with more inclusive practices.

Q: Which of the following statements is TRUE regarding the role of paraeducators? A. It is often appropriate for paraeducators to contact the parents of students in place of the teacher. B. Paraeducators are assistants and do not have the educational knowledge to be part of a collaborative team. C. Teachers and paraeducators must have a top-down relationship in order to work together. D. In some situations it is appropriate for the teacher to be directive rather than collaborative toward a paraprofessional.

Q: Gifted learners can be misidentified as hyperactive for what reason? A. High energy levels B. Impulsivity C. Inattentiveness D. Cognitive abilities

Q: What are some of the academic, social, and behavior characteristics of students with speech and language disorders?

Q: An individual who is employed as a non-certified staff member to assist certified staff in carrying out education programs is a: A. Volunteer B. Speech therapist assistant C. Paraprofessional D. One-on-one assistant

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: 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: An example of appropriate collaboration between a teacher and a paraprofessional is demonstrated in which of the following? A. An appropriate snack time during the week of end-of-grade testing B. The math goals for Mary in which the paraprofessional can assist her C. Calling Mary's parents to discuss her outbursts during math D. Discussing the removal of a student from class with the principal

Q: Each of the following statement is TRUE about characteristics of individuals with gifts and talents EXCEPT:A. Not all students who are gifted display all of the characteristics or at the same level.B.Characteristics are developmental in the sense that all students display them at early stages of development.C.Many students who are gifted have particular clusters of these characteristics.D.These characteristics may be evident only when students are engaged in an area of interest and aptitude.

Q: What are the three factors supporting early intervention for students with speech and language disorders?

Q: Which of the following statements about collaboration is FALSE? A. Collaboration is based on positive and affirming characteristics. B. Collaboration is universally accepted and supported by research. C. Collaboration is an emergent and learned skill. D. Collaboration takes time, skill, effort, and commitment.

Q: Giftedness is generally considered to be the result of a combination of what two factors?A. Genetic and financial statusB. Environment and parents' education levelC. Genetics and environmentD. Environment and financial status

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

Q: During which phase related to their child's disability diagnosis do parents grow in acceptance of and accommodation to their child's needs? A. Reaction B. Integration C. Guilt D. Transition

Q: Which factor contributes to underrepresentation of females in gifted and talented math programs? A. Student attitudes B. Identification procedures C. Parent's beliefs D. Administrative policies

Q: What are three types of articulation disorders (give an example of each)?

Q: Each of the following is TRUE concerning the extent to which parents are involved in their children's services and the extent to which they are satisfied with these services EXCEPT: A. Families with the lowest income have the least involvement in services and the lowest degree of satisfaction with them. B. Parents whose primary language is English are more likely to be involved. C. Parents of children in elementary school are more positive about services. D. Parents of children with more severe disabilities are less satisfied with services.

Q: Donovan and Cross (2002) reported that: A. Caucasian students were three to four times more likely than African American students to be identified as gifted B. African American students were three to four times more likely than Caucasian students to be identified as gifted C. Caucasian and African American were identified at the same rate. D. Caucasian and Hispanic students were identified at the same

Q: What is central auditory processing and what makes it a rather controversial topic among professionals?

Q: Parents and families of children with disabilities are valued members of the special education team because: A. Their signature is needed to provide services B. They can help their children with homework C. They have a unique and valuable perspective on their child D. They are needed as volunteers in the school

Q: The estimates of the prevalence of students who are gifted and talented vary dramatically because: A. Students identified as gifted are underrepresented B. No tests exist to identify students as gifted C. So many definitions have been offered D. No single federal agency gathers the data

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

Q: Cultural differences can impede collaboration if not properly addressed. Which statement about cultural differences is FALSE? A. Culture is dynamic, and professionals must stay current on such cultural issues. B. Culture is static and parents of different cultures are generally not able to interact in a collaborative manner. C. Culture is only one of the many factors that influence ideas and beliefs. D. No cultural group is homogeneous.

Q: Which statement is true regarding identifying students who are gifted and talented? A. Students are identified by IQ scores. B. Each state sets its own definition and uses its own procedure for identifying students. C. Each state uses the same definition of giftedness and uses a common procedure for identifying students. D. None of the above

Q: Speech and language professionals are careful to distinguish between ____________________________ ____________________variations from standard speech and language that are considered normaland _______________________________.

Q: A common barrier to parent and professional collaboration is: A. Some parents just do not care about their child's education. B. Some parents have a lack of resources such as transportation and child care. C. The children do not want their parents involved. D. Most teachers discourage parents from becoming involved.

Q: Who argued that intelligence cannot be reduced to a single dimension reported by a test score? A. Javits B. Marland C. Tomlinson D. Gardner

Q: Approximately ________ percent of students with this disability are educated in general education classrooms more than 80 percent of the school day

Q: Which of the following indirect services would be used as a transition strategy for a student who no longer needs special education services? A. Parity B. Collaboration C. Consultation D. Resolution

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

Q: No generalizations can be made concerning the _________________________ characteristics of students with speech and language disorders.

Q: When one professional voluntarily assists another to address a problem concerning a third party (usually a student), this is called: A. Venting B. Collaboration C. Consultation D. Co-teaching

Q: According to the author of the textbook, evidence of advanced development across intellectual areas is referred to as: A. Giftedness B. Talent C. Intelligence D. Creative

Q: _____________________ refers to loss of language after it has developed.

Q: When two teachers share the instructional responsibility for an entire group, they are demonstrating the concept of: A. Team teaching B. Alternative teaching C. Parallel teaching D. Consultative teaching

Q: Which definition clarified that giftedness includes the areas of general intellectual ability, specific academic aptitude creative or productive thinking, leadership ability, and visual and performing arts?A. Jacob K. Javits Gifted and Talented Students Education ActB. No Child Left BehindC. Marland ReportD. IDEA

Q: ____________________________________ refers to the ability to produce language.

Q: Mrs. Jones and Mrs. Smith have been co-teaching for two years. For social studies they divide their class in half and both teach the same material simultaneously. This is an example of which approach to co-teaching? A. Parallel B. Station C. Alternative D. One teach, one drift

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: Tommy has difficulty with syntactically complete sentences when speaking or writing. He avoids writing tasks and is sometimes teased about his speech. What can you do to help Tommy with his syntax during classroom activities? A. Provide visual and verbal models of complete sentences. B. Make Tommy stop and think before he speaks or writes. C. Tell the other students that Tommy has a problem and not to tease him. D. Excuse Tommy from writing activities and limit speaking situations.

Q: For co-teaching to be effective, the individuals working together must do each of the following EXCEPT: A. Discuss their instructional philosophies B. Know their own professional strengths and weaknesses C. Be honest about their expectations of themselves and each other D. Have the same, or similar, educational philosophy

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.

Q: Benjamin is a high school student who is unable to communicate verbally. Benjamin was diagnosed with apraxia after suffering brain damage during birth. To communicate his needs Benjamin uses a communication board. This is an example of: A. Aided AAC B. Unaided AAC C. Personal digital assistant D. Facilitated communication

Q: Professionals who coordinate their efforts but keep separate the responsibilities traditionally associated with their roles are part of which type of team? A. Trandisciplinary B. Interdisciplinary C. Independent D. Multidisciplinary

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. What are the benefits to students with and without disabilities?

Q: Misha is a 3-year-old who has just began talking. She has a vocabulary of approximately twenty words. She has language but has acquired it at a much slower rate than children her age. This is called: A. Aphasia B. Central auditory processing C. Language delay D. Articulation disorder

Q: Team effectiveness is based on each of the following EXCEPT: A. The quality of the outcomes B. The clarity of the goals C. Monitoring each other's behavior D. Belief that benefits outweigh costs

Q: What purpose does assessment serve in regard to students with severe and multiple disabilities and how does assessment achieve this goal?

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. Students use Standard English with their peers, even in the community

Q: The person most responsible for creating a school culture that incorporates collaboration is: A. Classroom teacher B. Principal C. Parents D. Special educator

Q: Describe the cognitive and social/emotional characteristics of students with multiple and severe disabilities.

Q: Examples of cultural factors that may affect language are: A. Beliefs and attitudes B. Accent and dialect C. Religion and socioeconomic status D. Dialect and education level

Q: Whenever someone is explaining something problematic that happened, your reaction should be to: A. Offer to take care of it B. Ask what the person wants you to do C. Seek additional information D. Offer an excuse, or suggest a reason, for what happened

Q: What are the differences in the federal definition and the TASH definition of students with multiple and severe disabilities, and how is the TASH definition more educationally relevant?

Q: A variation in the surface characteristics of language is a/an: A. Dialect B. Accent C. Variation D. Disorder

Q: When implementing problem-solving steps, generating alternatives should include all of the following EXCEPT: A. Brainstorming ideas B. Placing value on all individual suggestions C. Eliminating unrealistic options D. Evaluating others' ideas

Q: How do isolated service delivery and integrated service delivery differ?

Q: Which device uses pictures, symbols, or printed words to facilitate student communication, and which can be low tech or high tech?A. Communication boardB. Word prediction softwareC. Sound field amplification systemD. Unaided AAC

Q: Communicating optimism about success is important in which step of a problem-solving model? A. Identifying the problem B. Creating a climate for problem solving C. Implementing the idea D. Evaluating the outcome

Q: How does culture influence student learning?

Q: Speech/language pathologists typically do each of the following EXCEPT:A. Reinforce relationships between spoken language and preliteracy skillsB. Provide interventions related to phonemic awareness and memoryC. Analyze the language demands found in textbooks and other school materialsD. Provide primary academic instruction to students with SLIs

Q: Each of the following is a suggested communication strategy EXCEPT: A. Listening B. Encourage others to continue speaking through the use of nonverbal signals C. Use open-ended questions D. Use evaluative language

Q: What is the person-centered approach?

Q: Which of the following is specialized intervention that students with speech and language disorders may need? A. Articulation therapy B. Study buddy C. Fewer math problems D. A scribe

Q: Each of the following is TRUE of communication skills EXCEPT: A. They cannot be readily taught and learned B. They include facial expressions, posture, and nonverbal signs C. They include the words we choose and the way we express them D. They can have a huge effect on the development of collaboration

Q: What is an example of a task that demonstrates how students with multiple disabilities can learn math?

Q: How many times greater than in the rest of the population do experts estimate that the prevalence of language disorders among female juvenile delinquents is?A. 10 timesB. 3 timesC. 6 timesD. 15 times

Q: Personal belief systems, communication skills, interaction processes, programs and services, and supportive contexts are: A. Characteristics of effective collaboration B. Barriers to effective collaboration C. Elements necessary for collaboration D. The results of effective collaboration

Q: What are some of the limitations of labeling students?