Q&A Hero

Q: Which of the following statements about working with families to extend language concepts is NOT true? A) Children are more likely to learn new vocabulary and language structures when they are active participants in their learning and can practice new concepts in different contexts. B) Keep all language activities short and fun so that parents/guardians do not view communication as homework. C) When planning language activities, it is important to be aware of cultural and linguistic differences in the home. D) If a family does not speak English, encourage the student to complete these activities at a friend's house instead of completing them in the language used at home.

Q: Which of the following is the least restrictive setting for a child with learning difficulties in reading? A) The child receives assignments and homework that are modified by the regular classroom teacher. B) The child receives support from a teaching assistant within the classroom. C) The child receives supplemental instruction from a reading specialist outside of the classroom. D) The child receives assistance from a teaching assistant in a resource room outside of the classroom.

Q: Teachers use a variety of strategies to make learning English easier for culturally and linguistically diverse students. Which of the following choices would NOT be one of those strategies? A) Simplify language, but continue to use more complex language as the students' understanding progresses B) Never repeat spoken instructions or key ideas in order to increase their listening comprehension C) Adapt materials without watering down the content D) Include both language development and content vocabulary development

Q: A setting in which an individual receives little or no instruction with nondisabled peers is considered: A) special education B) inclusion C) differentiated D) restrictive

Q: When working with families to extend language concepts, all of the following are suggestions for using newly learning language concepts at home EXCEPT: A) Encourage parents/guardians to ask open-ended rather than closed questions about their child's school day. B) Discourage families from reading books to their children and instead focus on real-life conversations. C) Encourage parents/guardians to use new vocabulary words at home for the child to share at school. D) Have students ask their families about hypothetical situations to practice asking questions and listening skills.

Q: Which of the following is intended to ensure that there is a continuum of alternative placements available for students with disabilities? A) PL 94-142 B) PL 99-457 C) PL 98-511 D) Lau v. Nichols decision

Q: When working with students with difficulties with social-emotional communication skills, a speech-language teacher may do all of the following strategies EXCEPT: A) Provide information regarding the link between social-emotional problems and social communication skills. B) Assist in training school staff to use effective verbal and nonverbal communication strategies in conflict resolution. C) Demonstrate lessons to enhance pragmatic communication skills. D) Adopt the role of a special education teacher and coteach in the general education classroom.

Q: Which of the following choices is NOT a defining feature of special education? A) Individually planned and guided by student performance B) Specialized C) Intensive D) Avoids research-based methods

Q: All of the following ideas are things speech and language therapists do to promote RTI in their schools EXCEPT: A) Explain the role of language in curriculum and instruction. B) Provide research-based knowledge on language screening and assessment. C) Take exclusive control in identifying screening measures. D) Provide professional development on language.

Q: Sophie exhibits social skills difficulties in her second-grade classroom. She often displays defiant behavior toward other students and lashes out verbally or physically when she becomes frustrated. Her language skills are delayed for her age. She sees a speech-language therapist twice a week in a small group for assistance with language and social skills. The type of support she receives by the speech-language therapist is considered: A) Specialized instruction B) Curriculum-based instruction C) Least restrictive instruction D) Independent instruction

Q: When working with students with literacy and language difficulties, a speech-language teacher may do all of the following strategies EXCEPT: A) Collaborate with classroom teachers to implement developmentally appropriate language arts and literacy programs. B) Assist in modifying and selecting language and instructional strategies that integrate oral and written communication skills. C) Withhold information on students' progress from other school personnel so as not to influence their opinions of the students. D) Provide information and support for parents of at-risk children regarding language and literacy activities in the home environment.

Q: Which of the following is not a consideration when determining the severity of a learning or behavior problem? A) Persistence of the problem B) Speed of progress C) The student's motivation D) The student's grade

Q: Ms. Volpe is working with a third grader who is an ELL and has difficulty forming complex sentences and causal structures. The third grader said, "I didn"t arrive school on time. The bus was late." Ms. Volpe says, "Oh, you didn"t arrive to school on time because the bus was late." What technique is she using to assist this third grader? A) Self-talk B) Expansion C) Chunk information D) Slow pacing

Q: Approximately what percentage of all students has some type of learning or behavior problem?A) 3-6%B) 8-12%C) 15-25%D) 30-40%

Q: When working with culturally and linguistically diverse students, which of the following strategies would NOT be representative of an effective teacher? A) Having high expectations of their students B) Seeing themselves as a member of the community C) Displaying a sense of confidence in their ability to succeed with students who are culturally and linguistically diverse D) Reminding students that the classroom is no place for their first language and discouraging its use in school

Q: Assistive technology can range from high-tech solutions to no-tech solutions. a. True b. False

Q: Carlos is a child who is blind with an intellectual disability. Which of the following devices would be most beneficial to him? A. a touch screen B. a keyguard C. voice recognition software D. a communication board

Q: A special software that allows students to enter their ideas into the computer using their voices is termedA. instructional programsB. special voice programsC. voice activatorsD. speech input and recognition programs

Q: ________ allow students to enter information into the computer by simply pointing at the computer screen with a finger or pointing deviceA. aided systemsB. keyguardsC. touch screensD. none of the above

Q: Kwame has Cerebral Palsy which makes it difficult for him to maintain control of his hands and fingers while typing. Which of the following would be most beneficial to him?A. keyguardsB. virtual realityC. unaided systemsD. coaching

Q: Technology should be viewed as a A. method. B. material. C. tool. D. technique

Q: The person(s) responsible for remaining current on the progression of assistive technology is A. special education teachers. B. general education teachers. C. the resident computer education teacher. D. all educators.

Q: Functional evaluations must be conducted A. in the child's customary environment. B. in a neutral environment. C. in a school setting. D. in a clinic setting.

Q: Mary does not speak, but wishes to communicate with her peers. Which of the following would be a logical first step to assist her?A. keyguardsB. virtual realityC. communication boardsD. a computer

Q: Sign language is an example of A. an aided system. B. an unaided system. C. virtual reality. D. a speech input and recognition system.

Q: ________ require(s) a person to use only hand or body motions to communicate A. conversation aids B. virtual reality C. gestures D. unaided systems

Q: ________ require the use of a picture or word board, a notebook, or a computerized aid A. aided systems B. unaided systems C. a & b D. augmentative communications

Q: An augmentation board is an example of A. an aided system. B. an unaided system. C. virtual reality. D. a speech input and recognition system.

Q: A set of approaches used to improve the communication skills of individuals who do not speak or whose speech is not intelligible is calledA. speech input and recognition systemB. augmentative communicationC. communicative boardsD. none of the above

Q: The individual interacts with a computer-simulated environment in detail when applyingA. keyguardsB. virtual realityC. touch screensD. technical reality

Q: Low-tech modifications are beneficial to the teacher because A. they require minimal time and training in the classroom B. they are cost effective C. students feel more comfortable with low-tech modifications D. all of the above

Q: An example of a low-tech modification is A. a computer B. a word processor C. a highlighter D. a communication board

Q: What barrier(s) prevent novice teachers from using technologies or cause teachers to abandon technologies altogether? A. limited access to technology B. limited professional development opportunities C. lack of incentives D. all of the above

Q: Most teachers seem to learn computer skills through A. colleague interaction B. collaboration C. information sharing D. all of the above

Q: The most effective teacher trainers are A. highly skilled technology experts. B. instructors who model the use of technology in their own teaching. C. peer instructors who have attended technology workshops and conferences. D. central office personnel who have attended technology workshops and conferences.

Q: Although the ______ does not focus directly on technology, the law places requirements on public schools to provide access to the same services for individuals with and without special needs. A. Americans with Disabilities Education Act B. Civil Rights of Amendment Bill C. Technology-Related Assistance for Individuals with Disabilities Act D. Civil Rights Act

Q: The ______ provides financial assistance to states to engage in activities that assist each state in maintaining and strengthening a permanent comprehensive statewide program of technology- related assistance. A. Individuals with Disabilities Education Act B. Americans with Disabilities Act C. Technology Related Assistance for Individuals with Disabilities Act D. Individuals with Disabilities Access to Technology Act

Q: The act that directly addresses the need for increased access to technology by individuals with disabilities and their families is the A. Individuals with Disabilities Education Act. B. Americans with Disabilities Act. C. Technology Related Assistance for Individuals with Disabilities Act. D. Individuals with Disabilities Access to Technology Act.

Q: Problems can occur when families are notA. properly trained on the equipment and given financial assistance.B. provided support services or trained in methods for integrating the device into the child's natural environment.C. given financial assistance and provided support services.D. properly trained on the equipment and given time to integrate the equipment into the family situation in their own manner.

Q: When planning for technologies for the IFSP some considerations are A. teacher preferences, availability, and cost. B. student preferences, teacher preferences, availability. C. resources, logistics, and cost. D. family routines, values, and resources.

Q: To ensure a free and appropriate public education IDEA requires schoolsA. to provide assistive technologies for students with disabilities if the services and equipment are necessary.B. to provide assistive technologies for all students enrolled in school who would benefit from the services and equipment.C. to include all available assistive technologies in the IEP.D. to have a current list of the available assistive technologies to which the school has access that the members of the IEP committee can choose to incorporate into the IEP, if needed.

Q: In 1993, the National Council on Disability conducted a 19-month survey summarizing the benefits of assistive technology devices and services. They found that almost _____ of school age children with disabilities were able to remain in general education classes.A. one-thirdB. one-halfC. three-quartersD. none of the above

Q: Initially when choosing a technology to be used by an individual with an intellectual disability the two components that must be considered are theA. exhibited needs of the individual and the potential benefits of the technology.B. sophistication and cost of the technology.C. accessibility and potential benefits of the technology.D. exhibited needs of the individual and the accessibility of the technology.

Q: Typically a device is rated on the low-tech/high-tech continuum based on the A. size of the device. B. type of technology in the device. C. cost of the device. D. accessibility of the device.

Q: Positioning equipment, mobility devices, computer applications, and battery-powered toys are examples ofA. conversation aidsB. assistive technologyC. aided systemsD. speech input and recognition programs

Q: Any device used to increase, maintain or improve the functional capabilities of a child with a disability is calledA. unaided systemsB. touch screensC. assistive technologyD. communication board

Q: Present software programs are easily learned by individuals with intellectual disabilities. a. True b. False

Q: Grammar checkers have been found to be of great help with students who have communication disorders.a. Trueb. False

Q: Computers can assist young children with intellectual disabilities in developing language.a. Trueb. False

Q: In order for a student to use computer technology for a given task, they must be able to type on the keyboard.a. Trueb. False

Q: Recent data indicates that special education programs on the college and university levels are not providing adequate training in assistive technology. a. True b. False

Q: It is common for parents who provide support to have unrealistic expectations that technology will cure disabilities.a. Trueb. False

Q: In most cases individuals with disabilities and their families are usually aware of the possible benefits that they could receive from assistive technology. a. True b. False

Q: The Tech Act targets school-aged children and their family members. a. True b. False

Q: Assistive technologies affect only the individual with an intellectual disability. a. True b. False

Q: Supported employment provides services to individuals with intellectual disabilities as well as other disabilities. a. True b. False

Q: People with intellectual disabilities are experimenting with drugs at a higher rate than those without intellectual disabilities. a. True b. False

Q: Individuals with intellectual disabilities have organized themselves into an advocacy group called People First.a. Trueb. False

Q: There are findings that people with intellectual disabilities are at an increased risk for pregnancy and sexually transmitted diseases. a. True b. False

Q: For individuals with intellectual disabilities, sex education has often centered around body part identification and personal hygiene. a. True b. False

Q: People with intellectual disabilities are not appropriate for a college or university setting. a. True b. False

Q: The majority of adults with intellectual disabilities live in regular homes outside the realm of any residential service system. a. True b. False

Q: Recreational services are readily available and often acquired by persons with intellectual disabilities who want them. a. True b. False

Q: Persons with intellectual disabilities have fewer friends than persons without intellectual disabilities. a. True b. False

Q: Today's institutional residents are more likely to have severe forms of intellectual disabilities or to have significant functional impairments or concurrent sensory, neurological, or psychiatric conditions. a. True b. False

Q: Mr. Lee has assisted Cecily, an individual with intellectual disabilities in obtaining employment at a restaurant, as well as finding transportation to and from work. In addition, he has introduced her to her best friend. Mr. Lee is most likely Cecily'sA. advocateB. counselorC. attorneyD. supervisor

Q: Brad is a thirty-six year-old man with mild intellectual disabilities who would like to make decisions for his future, such as where he should live and work. This is calledA. person-centered planningB. quality of lifeC. self-determinationD. all of the above

Q: The degree to which a person feels in control of his or her life, and is happy with the way life is going is calledA. quality of lifeB. locus of controlC. contentmentD. self-determination

Q: Mental retardation increases the risk for all types of A. criminal activities B. abuse C. sexual behaviors D. all of the above

Q: Ethel is sixty-eight years old and in hospice care. She left the workforce at age 50 due to health. Ethel would most likely receive health insurance coverage throughA. private insuranceB. MedicaidC. MedicareD. SSI

Q: What program offers monthly cash benefits to persons and the dependents of persons sixty-five years of age and younger who were previously insured and who left the workforce because of a disability?A. Social Security Disability Insurance Program (SSDI)B. Supplemental Social Security Income (SSI)C. MedicareD. Medicaid

Q: In _______ the person should be enabled to express his or her own goals and outcome assessment should be based upon the movement made toward attaining these goals.A. quality of lifeB. self-determinationC. goal orientationD. person-centered planning

Q: One of every three persons with intellectual disabilities in the United States has expressed a need for ______, but is unable to acquire it.A. loveB. friendshipC. recreationD. employment

Q: According to data, as recently as the 1930s life expectancy was nineteen years. In 1993 it was estimated atA. 72 yearsB. 66 yearsC. 54 yearsD. 40 years

Q: Rabasca (1999) reported that as many as 70% of persons with severe cognitive and physical disabilities are A. unemployed B. employed C. receiving supports D. institutionalized

Q: George is an individual with mild intellectual disabilities who just obtained a job in a local movie theater. He has a job coach to assist him with learning the new tasks of the job, such as safe food handing and operating the cash register. George is most likely receivingA. day habilitation servicesB. supported employmentC. community outreachD. workshop training

Q: Which of the following are designed to meet the needs of adults who do not yet have the skills for the workplace?A. day habilitation programsB. supported employmentC. community outreachD. sheltered workshops

Q: Which of the following programs provide daytime activities for individuals who require continuous supervision?A. day habilitation programsB. HOYOC. community outreachD. sheltered workshops

Q: Nia would like to buy a home, but she is an individual with an intellectual disability. Who should Nia contact to help her with this feat?A. HCBSB. community service systemsC. ICF/MR servicesD. HOYO

Q: Henry is a sixty-one year-old man who lives at home with his sister. Henry is able to receive nursing care for hypertension and behavioral intervention for problems with anger. Henry is most likely receivingA. home and community -based services (HCBS)B. community service systemsC. nursing careD. ICF/.MR services