Practice Quizes and Test Review Questions

(2-13-14)

1. Labels are used extensively despite the potential negative consequences. Discuss the rationale for labeling people with disabilities.
2. What is a voice disorder?
3. Define and give examples of 3 relative and 1 absolute standard of exceptionality.
4. Distinguish between relative and absolute standards of abnormality.
5. Contrast categorical and dimensional views of exceptionality.
6. What are Cattell’s four categories of biological contribution to phenotypical development?
7. What are some unique aspects of studying exceptionality in children?
8. Distinguish between symptoms, syndromes, and disorders.
9. Compare and contrast the approaches to categorization of exceptionality found in DSM and IDEA.
10. What are the four recommended classification levels proposed by AAIDD?
11. What is the defining characteristic of youth with learning disabilities?
12. What is adaptive behavior?
13. What would be the effect of changing the current criteria for mental retardation from an IQ of less than 70, to a new standard of an IQ of less than 65?
14. What would be the three effects of decreasing the number of symptoms required to diagnosis a disorder in DSM-IV.
15. What are some of the potential negative consequences of labeling children with disabilities?
16. Why are classification systems important to professionals who diagnose and educate students with emotional and behavioral problems?
17. What is the primary purpose of general education in the United States?
18. What is the primary purpose of special education in the United States?
19. What is one of the major difficulties of placing too much emphasis on theories linking LD to brain damage or dysfunction?
20. What are the basic elements of a current definition of Mental Retardation?
21. What was the impact of mass education on our concept of Mental Retardation?
22. How do the populations of children with IQ’s below 50 and between 50 and 70 differ?
23. What are two general characteristics of better measures of intelligence?
24. What is amniocentesis?
25. What is the basic idea of a learning disability?
26. Compare and contrast mental retardation and learning disorders.
27. What are the three defining elements of current conceptualizations of mental retardation?
28. Define and give an example of Cattell’s four levels of biological contribution to phenotypical development.
29. What is the “response to intervention” appraoch in the field of learning disabilities?
30. What are three purposes for the use of a classification system with exceptional children?
31. What are three potential problems in the use of a classification system with exceptional children?
32. What is comorbidity?
33. What would be the three effects of changing the diagnosis of mental retardation so that instead of an IQ less than 70 (current), an IQ of less than 65 was necessary for the child to be classified as retarded?
34. Explain the difference between absolute and relative standards of abnormality?
35. What is the relationship between the terms “communication”, “language”, and “speech”?
36. What is the difference between speech disorders and language disorders?
37. What is aphasia?
38. What are four types of speech disorders?
39. Distinguish between a receptive and expressive language disorder.
40. How does the prevalence of speech disorders change with the child’s age?
41. What was the role of families in bringing about social change for people with disabilities?
42. What does the term “psychosocial disadvantage” refer to?
43. What do prenatal, perinatal, and postnatal refer to?
44. Describe two reasons why some professionals are reluctant to treat functional articulation problems in young children.
45. Discuss one example of language without speech.
46. Discuss one example of speech without language.
47. What is “respite care”?
48. Why shouldn’t an educator use jargon when communicating with parents?
49. What is the purpose of general education?
50. What is the “principal of normalization?”
51. Why would “learning disabilities” be considered an umbrella term?
52. What do IQ tests best predict?

(3-27-14)

1. What are the defining characteristics of ADHD?
2. Distinguish between inattention and hyperactivity/impulsivity.
3. How does IDEA address ADHD?
4. Be able to discuss the different treatments for ADHD.
5. What are the genetic disorders, diseases, and environmental influences that have been linked to ADHD?
6. Differentiate between open and closed head injuries in children and youth.
7. Discuss briefly four prominent causes of acquired brain injury in children and youth.
8. What are the major causes of brain injury in children suggested by the San Diego catchment area study?
9. One of the current criteria for a diagnosis of Autism is an onset of symptoms by 36 months of life. What would be the three effects of dropping this age of onset criteria?
10. What factors affect the outcome of brain injury in children.
11. What are the major effects of brain injury in children?
12. Distinguish between acute and chronic effects of brain injury in children.
13. How is the phrase “acquired brain injury (ABI)” contrasted with “traumatic brain injury (TBI)”?
14. What are the defining characteristics of Autism?
15. How does Autism contrast with Asperger syndrome?
16. What does the differential outcome of behavior modification programs for children with Autism suggest?
17. What are two possible explanations of the greater prevalence reported recently in autism?
18. What is savant performance?
19. What might it mean that increased prevalence of autism is associated with a number of diseases and adverse biological events during early childhood?
20. Distinguish between echolalia and hyperlexia
21. Know the different ways in which children with autism may respond to sensory stimuli.
22. What are special characteristics of a phobia?
23. What would be two possible explanations for the reported increased in prevalence of autism?
24. What would be elements of an effective suicide prevention program?
25. What are the best support etiological factors for ADHD?
26. What would be the effect of removing an age of onset criteria for ADHD?
27. What would be the effect of removing an age of onset criteria for autism?
28. How does suicidal behavior differ between children and adults?
29. What is the common element of demonstrably effect treatment program for extreme, unreasonable fears?

(2013)

1. Compare and contrast the terms deaf and hard-of-hearing.
2. What are the interpersonal relationships of students with EBD like?
3. Briefly describe the oral, manual, and total communication approaches to teaching communication skills.
4. Distinguish between the terms blind and partially sighted (low vision).
5. What is the effect of contigent and systematic teach praise on positive behavior?
6. Briefly describe acceleration and enrichment as two delivery systems for students who are gifted.
7. What is a level system for students with EBD?
8. What are common myths (inaccurate stereotypes) about gifted individuals?
9. What was the most important thing you learned this semester; defend your answer.
10. Which students with EBD are likely to outgrow their problems?
11. If giftedness is defined by a tested IQ greater than 125 (It’s usually not, but pretend.), what would be the three effects of changing this criterion to defining giftedness as an IQ greater than 130?
12. What is the significance of a total loss of hearing in a child under the age of 2 versus after the age of 2 years?
13. What is the basis of the controversy over cochlear implants for deaf children of deaf parents?
14. What are the major challenges faced by students who are blind?
15. How is giftedness different from the exceptionalities identified in IDEA?
16. What is the TASH conceptualization of severe disabilities?
17. How has your view of human exceptionality changed as a result of this class?
18. How does the topic of giftedness challenge our usual ideas about exceptionality?
19. How does the legal definition of vision impairment differ from the educational definition of vision impairment?
20. What are the four aspects/dimensions/facets/ways of conceptualizing anxiety I discussed in class?
21. What would be the effect of changing our definition of deafness from a hearing loss of 80 decibels to a definition of a hearing loss of 100 db?
22. What impact does age of onset have on the effects of blindness in children’s development?
23. What are two arguments in favor of placement of students with vision impairments in residential schools?
24. What does the term “twice-exceptional” refer to?
25. What factors are associated with better adjustment in gifted youth?
26. What are the concerns about students with internalizing problems?
27. Why does Dr. House want you to understand the effects of changing diagnostic criteria?
28. Distinguish between anxiety as a symptom, syndrome, disorder.
29. What are the key defining aspects of a phobia?
30. What is the common element in treatments that have been demonstrated to be effective for phobias, OCD, and most anxiety disorders?
31. What is the continuum of suicidal behavior that was discussed in class?
32. What elements are most effective in suicide prevention programs for youth?

1. Children who are gifted and talented would not be considered exceptional according to your textbook.
2. Handicap refers to a problem interacting with the environment.
3. Impairment refers to the loss or reduction in a function.
4. Almost half of students in special education receive services in the category of emotional disturbances.
5. The number of children receiving special education services for autism in the past ten years has decreased.
6. The history of special education in the U.S. is related to the civil rights and the inclusion movements.
7. The IDEA principle that children cannot be excluded from a free, appropriate public education is called “due process.”
8. The Least Restrictive Environment (LRE) principle requires children must be included in regular education classrooms.
9. A possible advantage of labeling is labeling eases communication and classification of research results.
10. A possible advantage of labeling is that labeling disproportionately affects culturally diverse groups.
11. A major provision of ADA is that public accommodation may not refuse service to an individual with disabilities.
12. Under IDEA a child so medically fragile that he/she cannot leave the hospital is not entitled to receive public education.
13. No Child Left Behind mandates funding for low-income schools.
14. The ultimate goal of No Child Left Behind is that all children will be proficient in all subject matter by 2014.
15. Special education is purposefully designed to overcome obstacles that impede student learning.
16. Use of a communication board to overcome a physical barrier to speech would be an example of compensatory intervention.
17. Remedial intervention attempts to prevent a disability from occurring.
18. Your textbook suggests that exceptional children are more alike typical children than different.
19. Your textbook suggests that changing labels alone will not reduce the prejudice and stigma of disabilities.
20. Before the 1970s the term “exclusion” probably best describes special education in the U.S.

1. It is important to respect all cultural and practices of multicultural families without compromise.
   • True / False
2. Some parents participate in research-partnership programs that allow them to study the academic, social, and affective growth their child has achieved during the school year.
   • True / False
3. Dialoguing is an approach to conflict in which both parties try to see each other’s point of view.
   • True / False
4. Your text suggests that the education system is usually viewed as a valued, welcomed resource by culturally diverse families.
   • True / False
5. It is important for teachers to be accepting of parents’ statements about their child, even if they do not agree with them.
   • True / False
6. Research shows a strong correlation in parent involvement and academic achievment.
   • True / False
7. Your text suggests the process of becoming a culturally proficient instructor begin with self-awareness.
   • True / False
8. A “happy gram” can be used to communicate student successes to parents.
   • True / False
9. It is useful to avoid jargon when communicating with parents.
   • True / False
10. It is helping in meeting with parents to keep a professional distance.
    • True / False

1. In AAID’s model, one factor influencing human functioning is academic success.
2. A difference between the AAID and IDEA definitions of mental retardation is that “manifested during the developmental period” appears only in the AAID definition.
3. The presence of other disabilities negates the diagnosis of mental retardation regardless of intellectual functioning in both the IDEA and the AAID definitions.
4. Mental retardation is usually defined, in part, by an IQ score that falls below 70.
5. Most students with mild MR are identified in elementary school, maybe as late as 2nd or 3rd grade.
6. An example of learned helplessness would be: Duardo asks for help when confronted with a difficult task.
7. IQ scores usually provide objective identification of functional behavioral deficits.
8. One limitation of IQ tests is that these measures can be culturally biased.
9. One reason for the difficulty in measuring adaptive behavior is that not everyone can agree on what adaptive behaviors we all should exhibit.
10. The term “intellectual disability” may be gradually replacing the term “mental retardation.”
11. Individuals with severe MR are often identified at birth or shortly after and often have significant central nervous system damage.”
12. The degree of functional impairment is the primary differentiation between severe and profound retardation.
13. The short-term memory of individuals with MR are usually comparable to peers without MR.
14. Research suggests that students with MR. learn faster and better from teachers who deliver instruction slowly.
15. An example of a problem with generalization of learning would be: Billy can tie his sneakers but not his dress shoes.
16. Learned helplessness and outer-directedness are usually inherent characteristics of mental retardation.
17. Unusual behavior, limited cognitive processing skills, and poor language development may all contribute to poor social development.
18. Individuals with MR are a highly heterogeneous group.
19. Amniocentesis is a noninvasive pregnancy screening procedure.

1. The category of learning disability is the largest disability category under IDEA.
2. In IDEA, a learning problems that is primarily the result of visual, hearing, or motor disability, mental retardation, or emotional disturbance would not be a learning disorder.
3. Problems with the discrepancy approach to identifying LD lead to IDEA abandoning this method in the 2004 reauthorization.
4. Most states and school districts do not require a need for special education services to exist for a child to be considered as having a learning disability.
5. In IDEA, the formula used to determine the the discrepancy that defines a LD is A-16.5(B), were A is the IQ score and B is the grade point average of the student.
6. RTI is a sequence of tiered interventions with each tier serving more students than the previous tier.
7. The most common characteristic of students identified with LD is reading problems.
8. Comprehension tends to be unaffected by inefficient word reading.
9. Very few students with LD also exhibit poor social skills.
10. Most children with LD will grow out of their problems.
11. Standardized tests are norm-referenced.
12. Criterion-referenced tests are usually compared to a national bank of scores.
13. An informal reading inventory if a standardized test used to determine reading level.
14. Curriculum-based measurement (CBM) involves frequent assessment of student progress in the curriculum.
15. Predictable text would be helpful for a child who needs to improve word recognition skills.

1. One problem with developing clear emotional and behavioral disorders is that there is no clear definition of what constitutes good mental health or good behavior.
2. Wyn has been getting C and Ds in start of her 4^th grade year she has a behavior disorder or emotional disorder.
3. Boys are more likely to have internalizing disorder, whereas girls are more likely to have externalizing disorders.
4. Noncompliance is most common descriptor of children with behavior disorders.
5. Frequency of behavior is not used determined if a child has an emotional disorder or behavior disorder.
6. Children with emotional disorder and behavioral disorders often have good relationships with their peers.
7. One of the problems with children with internalizing disorders is that they less likely to be diagnosed and therefore are more at risk for things like suicide or self harm.
8. ch. 6
9. Children with behavior disorder will outgrow their disorder.
10. Achievement of children with emotional and behavior disorders is on par with their peers.
11. Disruptive behaviors can only be fixed if we know their true cause.
12. Most if not all children with emotional or behavioral disorders receive some form of special education.
13. Behavioral disorders are only caused by environmental factors.
14. Temperament predisposes children to emotional and behavioral disorders.
15. It is possible to identify a single cause for a behavior or emotional disorder.

1. Leo Kanner first described the condition of Autism.
2. Autism is not a developmental disability.
3. A child is typically three when a parent notices something is wrong with child and they are diagnosed with ASD.
4. Asperger’s Syndrome is often referenced as a mild form of autism.
5. Echolalia is when a child hears an echo when you speak to them.
6. Overselection refer to a child’s tendency to focus on minute detail features rather than looking at the person or object as a whole.
7. Autism primarily effect boys, Rett syndrome primarily effects boys as well.
8. An example of stereotypy is sleeping
9. An example of joint attention would be a child looking where someone else is looking.
10. The definitive cause of autism is unknown.
11. There is a cure for autism
12. The clearest link to what may cause autism is something from a biological/organic origin.
13. Lovaas intervention is a cognitive therapy treatment.
14. Applied behavior analysis has been shown to be effective through research

1. Dysphonia describes a condition of poor or unpleasant voice quality.
2. The issue of when a communication difference becomes a communication disorder involves the extent of impact on one’s life.
3. Baseball and bat are minimally contrastive words.
4. Positive reinforcement and confidence building are typically effective treatments for fluency disorders.
5. Speech problems which adversely affect education performance would quality a child for special education services.
6. Aphasia refers to dysfluency caused by emotional trauma.
7. Phenology refers to rules governing how words are used to communicate.
8. The term “articulation” refers to production of sounds by larynx contractions.
9. Language tends to be stable and static.
10. Dysarthia refers to language disorders caused by injury to the brain.
11. Grammar refers to the issue of syntax.
12. Voice disorders may be treated with behavioral, environmental, or medical treatments.
13. Tori never uses language to greet others, stands too close when talking, and monopolizes conversations; she has problems with the pragmatics of communication.
14. The term “speech” refers to written language.
15. Structural abnormalities, mental retardation, and environmental deprivation can all be contributing factors to language disorders.
16. Speech and language disorders are unusual in that these problems are more frequent in girls than boys.
17. The primary language in most cultures is oral.
18. Speech and language disorders are rare compared to other disability categories.
19. Stuttering is characterized by sound repetitions, prolongations of sounds, and hesitations.
20. Stuttering tends to occur across all settings and in the presence of all people.

1. Total communication emphasize speech and manual communication.
2. Speech is essential to functioning in the hearing world according to oral/aural education approach.
3. The average deaf student is at reading level of their peers when graduating highschool.
4. Deafness is not be able use hearing understand speech.
5. The 1st language to learned by a child with significant hearing loss is choice to be made by educators of the child.
6. American Sign Language is primarily iconic.
7. Meningitis is the least likely cause of postlingual hearing loss.
8. Deaf students are typically struggle with reading.
9. One cause of conductive hearing loss is damage to auditory nerve fibers.
10. Cochlea is the main receptor organ in the ear.
11. A sound at 125 dB will cause pain to an average person.
12. Students who receive special education services due to hearing loss are more alike than different.
13. Individuals with prelingual hearing loss will still be able to learn language spontaneously.
14. The most complex part of the ear is the auricle.
15. Social problems, sucha as isolation and unhappiness school are more frequent in children with mild to moderate hearling loss.

1. People with a vision loss are incapable of learning many basic skills.
2. The optic nerve connects the eye to the visual center of the brain.
3. The function of the pupil is to control the amount of light entering the eye.
4. Legal blindness as defined by the Social Security Admin. is visual acuity of 20/50 or worse in the better eye with best correction.
5. Visual acuity refers to the distance at which an object may be recognized.
6. A person who is partially sighted is unable to benefit from large print books.
7. Astigmatism occurs when the eyeball is excessively short from front to back, forcing light rays to focus behind the retina.
8. Myopia occurs when the eyeball is excessively long, forcing light rays to focus in front of the retina.
9. Nystagmus is a continuous, involuntary, rapid movement of the eyeballs, either circular and/or side to side.
10. People who have muscle disorders of the eye have difficulty seeing objects at a distance.
11. A person with strabismus experiences tunnel vision.
12. Photophobia and retinoblastoma are both genetically determined vision loss.
13. In the case of acquired vision loss, the critical age for the retention of visual imagery is prior to 5 years.
14. A functional approach to the assessment of vision loss focuses on an individual’s visual capacity, attention, and processing.
15. The most common travel aid used by young school-age children with a vision loss is a guide dog.
16. A common concern regarding the use of braille is that braille readers are much slower than print readers.
17. Braille may not be functional for individuals with vision loss who are over the age of 10.
18. Historically, most students who were blind received their education in residential facilities.
19. Educational placement of a student with a vision loss should be dependent upon the extent to which vision loss affects academic performance.
20. The educational definition of vision loss focuses on an individual’s ability to use sight for learning.
21. Legal blindness as defined by the SSA does not include field of vision.
22. About 5% of American children have serious eye disorders.
23. The age of vision loss has little to do with the retention of visual memory.

1. Postitive reinforcement of on task behavior is one way to treat ADHD.
   • True or False
2. Many children with ADHD have emotional and behavioral problems as well as other disorders.
   • True or False
3. There is a clear cause of ADHD and it is brain damage or brain dysfunction.
   • True or False
4. Stimulant medication used to treat ADHD is widely abused.
   • True or False
5. ADHD can be treated using applied behavior analysis.
   • True or False
6. ADHD is an inconsistent pattern of inattention and hyperactivity
   • True or False
7. Most children diagnosed with ADHD do not have combined type
   • True or False
8. Children with ADHD recieve services under the IDEA legislation and Section 504 of the rehabiltation act.
   • True or False
9. The cause of ADHD is clear.
   • True or False
10. In the typical classroom have someone with ADHD is common.
    • True or False
11. Students who suffer from Tourettes or Aspergers also may have ADHD.
    • True or False
12. ADHD is associated with a wide range of genetic disorders.
    • True or False
13. Children with learning disabilities may also have ADHD.
    • True or False
14. 14. The increase in stimulant medication can be explained by the fact that students show marked improvement in behavior, and teachers and parents appreciate the symptom redunctions.
    • True or False
15. Teaching self control is one way used to treat ADHD.
    • True or False

1. A traumatic brain injury is common disability.
   • True or False
2. Traumatic brain injury is not the result of an aquired injury
   • True or False
3. The category of traumatic brain injury is new so awareness is low.
   • True or False
4. Few children receive services under the traumatic brain injury category.
   • True or False
5. A bullet wound is the closed head injury.
   • True or False
6. Vision is controlled by the parietal lobe.
   • True or False
7. Modifications made for someone with traumatic brain injury resemble those made for individuals with other disabilities.
   • True or False
8. A mother’s drug use can cause brain dysgenesis.
   • True or False
9. Cerebral Palsy is a traumatic brain injury.
   • True or False
10. The same modifications that may be used the a student who is hearing impaired may be used with a child who has a traumatic brain injury.
    • True or False
11. Dual sensory impairment may cause apparent emotional detachment.
    • True or false
12. Many children with a traumatic brain injury are served under other categories.
    • True or False
13. Shaken baby syndrome is considered a closed head injury.
    • True or False
14. Curriculum for children with severe learning disabilities is likely to focus on daily living skills.
    • True or False
15. Most severe learning disabilities are diagnosed slightly after birth.
    • True or False

1. Transformation is the ability to construct new meanings or to change an idea into something new and novel.
2. The first developmental assessment scale created by Binet in the early 1990s was initially used to identify students who were gifted.
3. If a child is 10 years old and has a mental age of 12, then his IQ is 130.
4. Currently, there is no federal mandate in the US requiring specialized educational services for students identified as gifted.
5. Gardner’ s theory of multiple intelligences assumes in part that intelligence is the capacity to solve problems or fashion products of consequence.
6. According to Sternberg’s conceptualization, analytic intelligence is evidenced by performing well on creativity tests.
7. Historically, the designation of giftedness was given to individuals who were highly motivated to achieve.
8. Research has not yet identified the precise origins of the various types of giftedness.
9. Generally, gifted students are highly sensitive and socially inept.
10. Researchers have agreed that approximately 80 percent of an individual’s intellectual development is determined by heredity.
11. Elitist definitions and approaches to identifying the gifted are being replaced with more defensible methods of assessment.
12. The identification process is now ideally directed at identifying needs and potentials.
13. Teachers generally identify children who are well-mannered and cooperative as gifted students.
14. Some gifted children are involved in preschool programs that focus on the development of academic skills.
15. Creativity programs for young children are designed to provide opportunities for second language development.
16. Practitioners predict that grade skipping may produce accelerated social development in gifted students.
17. Enrichment allows a student to expand their course offerings rather than increase the speed with which they move through grade levels.
18. Telescoped programming allows a student to move forward in a rapid fashion in particular subject areas.
19. The most commonly used administrative approach of providing services to students who are gifted is enrichment.
20. It is often difficult for gifted students to make educational and career choices.
21. The most damaging aspect of the socialization of girls in relation to giftedness is society’s encouragement of independence in females.
22. Capacities associated with creativity include: enumeration, transformation, & visualization.
23. Youth from culturally diverse and economically disadvantaged backgrounds are equally represented in programs for the gifted and talented.
24. Some theorists and practitioners suggest that as many as 25% of individuals are gifted.

1. Individual with disabilities as adults often go on disabled only outing or are involved in socially isolating activities like “Disabled only” outings or socially isolated activities like watching television.
2. Sara wipe tables in cafeteria, earning minimum wage without support from outside agency, she is competitively employed.
3. Go 4 IT…NOW is tool to teach self-determination in the context of writing.
4. Stuctured facility is involved when looking at someone is part of model of supported employment.
5. Self-advocay is skill that individuals with MR are capable of
6. Handicapism and the word racism are similar
7. ITP specify post school outcome and goals in areas of residential, employment, postsecondary training, and recreation/leisure.
8. Quality of life is becoming less important to special education programs.
9. More than half of student achieve independent status after 5 years.
10. A group home is a place that houses individuals with mental retardation and is staffed by people without disabilities
11. Residential institutions are an excellent placement for all people with disabilities.
12. Transition planning begins at age 14.
13. Will Bridges model of transition divides transition services in to 7 tiers.
14. A sheltered workshop provides sponsored employment.
15. Self-evaulation and monitoring are most likely methods to help employees with disabilities gain independence.
16. Co-residence is when an volunteer lives with someone with MR.
17. Halpern’s transition model includes residential environment, social network and meaningful employment
18. Someone who works for a secondary special education program to assure supported employment is called a supported employment specialist.