Finals Study Guide
Finals Study Guide SPED 3020e
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Popular in Special Education
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Finals Study Guide Quiz 1 1. Which of the following is NOT a characteristic of ADHD? - Aggressive Behavior 2. Which category protected under IDEA includes students with characteristics that may include short-term memory loss, developmental delays, vision loss, and needs that may change overtime? - Traumatic Brain Injury 3. Students who have difficulty in school interactions and communication are referred to as having? - Autism 4. Which of the following is NOT true about students with learning disabilities? - They are typically unmotivated to do their assigned school work 5. Which is NOT an accountability requirement of the No Child Left Behind Act of 2001? - Assessment results reported only in terms of percentiles 6. A majority of students receiving special education services in public schools have? - Learning Disabilities 7. When a student has extraordinary difficulties communicating for reasons other than maturation, they are typically diagnosed with? - Speech/language impairment 8. Detailed and frequent assessment of students’ progress, made to determine if student learning is accelerating and the gap between the student’s functioning and that considered typically is becoming smaller, is ? - Progress Monitoring 9. Which of the following is true about evidence-based practice? - All interventions, strategies, techniques, policies, and programs should be grounded in research with demonstrated effectiveness. 10. The first critical component of setting high expectations for students with disabilities relates to ensuring that they have? - Access to the same learning opportunities as other students 11. When a student displays problematic behavior, professionals implement increasingly intensive interventions to try to clearly identify the reason for the behavior and to help the students to learn alternative behaviors that are acceptable in the school setting. - Positive Behavior Supports 12. Introduced for the first time in the 2004 reauthorization of IDEA, an approach for exploring whether students have learning disabilities? - RTI 13. Which of the following is a provision of Section 504 of the Vocational Rehabilitation Act? - Some students not eligible for special education services may be entitled to receive specific types of assistance to be academically successful 14. Each of the following is true about the requirements for a free appropriate education for students with disabilities…EXCEPT? - Some special settings in school may require a cost to parents 15. Which of the following is NOT a related service? - Assistive Technology 16. Which of the following is NOT a disease or disorder protected under the health impairments category? - Cerebral Palsy 17. When schools refer to students with disabilities, they mean students who? - Are eligible to receive special education services 18. Which of the following is a high-incidence disability? - Emotional Disturbance 19. The cross-categorical approach means? - Students with disabilities have more attention paid to their learning needs than to their labels 20. Which of the following students receive services under IDEA? - Children who exhibit significant developmental delays Quiz 2 1. An IEP must be reviewed annually. –TRUE 2. A reevaluation or redetermination must occur at each transition point (e.g. 2 grade, 5 th grade, 8 grade). – FALSE 3. Once a student is determined to be eligible for special education services, an IEP must be written within 60 calendar days. – FALSE 4. In Georgia, a student can be referred for an evaluation by a teacher, a parent, or a student support team. – FALSE 5. Parents must be give a copy of “Your Rights as Parents—Special Education” immediately following the evaluation. –FALSE 6. Parent participation in the special education process is not required until the child is determined eligible for special education services. – FALSE 7. In a comprehensive evaluation, the district will assess only the areas related to the suspected disability. – FALSE 8. In Georgia, a teacher may request a reevaluation for a student on her caseload. – TRUE 9. The IEP team agrees that Johnny no longer needs special education services; however, he must have a reevaluation before it can be determined that he is no longer a student with a disability. – TRUE 10. Progress monitoring and increasingly intensive interventions are key factors in the Pyramid of Interventions. – TRUE 11. In Georgia, students receiving Tier 3 interventions must have weekly progress monitoring. – TRUE 12. A student may not be determined eligible for special education until it is shown that he has had appropriate instruction in reading and math. – TRUE 13. In Georgia, students are required to receive supplemental interventions and progress monitoring prior to being referred for special education. – TRUE 14. An intellectual disability is an exclusionary factor for determining an Emotional Behavior Disorder. – TRUE 15. One IQ score is required prior to determining a student eligible under the category of Intellectual Disability. – FALSE 16. In order to be eligible for services under the category of Autism Spectrum Disorder, a student must show a deficit in the use of verbal/nonverbal language. – TRUE 17. Chronic or acute health problems are a requirement for eligibility in Orthopedic Impairment. – FALSE 18. Medical reports are required for eligibility in the following categories: Other Health Impaired, Traumatic Brain Injury, and Specific Learning Disability. – FALSE 19. The first step in the special education process is referral for an evaluation. – FALSE 20. A placement is determined prior to the development of IEP goals. – FALSE QUIZ 3 1. When must a transition service plan be in place for a student with an IEth - Whichever comes first: By the age of 16 or the beginning of 9 grade 2. Which of the following special factors MUST be considered on EVERY IEP? - Limited English Proficiency, Communication needs, behavior, and assistive technology (all of the above) 3. Placement is the Least Restrictive Environment is decided? - After the IEP is developed 4. How may the required members be excused from an IEP meeting? - The parents must provide consent in writing, or the member should let the IEP team know ahead of time they are not going to be present 5. What are the two ways to make changes to the IEP? - Hold an IEP meeting with all required members present, or amend the IEP if the parent agrees and provide them with a copy of the changes and an explanation of those changes 6. Which of the following is NOT a student support on the IEP? - Instructional strategies 7. Which of the following is NOT appropriate for a measurable annual goal? - A grade level standard 8. Is it acceptable to notify the parent of an IEP meeting the day before it is scheduled? - NO 9. A student who is a nonready is provided with digital text with auditory output in his Social studies class. This is an example of? - An accommodation 10. How do students with a disability participate in state and district testing? - With no accommodations, with accommodations, or with an alternate assessment aligned with state standards 11. Parents are required team members in their child’s IEP meeting. - TRUE 12. A special education teacher is a required team member in their child’s IEP meeting. - TRUE 13. An individual who has knowledge of the child or special expertise is a required member of the IEP team. - FALSE 14. A district representative is a required member of the IEP team. - TRUE 15. A general education teacher is a required team member of the IEP team. - TRUE 16. The child with a disability is a required member of the IEP team. - FALSE 17. The present levels of academic achievement and functional performance must include describing how impact of the disability on involvement and progress in the general education curriculum. - TRUE 18. A transition plan must consider the student’s preferences and interests. - TRUE 19. Which of the following is NOT required in the present levels of academic achievement and functional performance? - A description of accommodations 20. A teacher of a child with an emotional and behavior disorder is required to attend crisis intervention training in preparation for the child’s behavioral issues. This may be written in the child’s IEP as a support for school personnel. - TRUE QUIZ 4 1. All school districts are required by the IDEA to maintain a full continuum of program placements. - TRUE 2. In inclusive schools, the special educator retains primary responsibility for the education of students with disabilities. - FALSE 3. According to IDEA, the IEP team must determine an appropriate placement after identifying the student’s strengths and needs, and developing appropriate annual goals. - TRUE 4. “Deriving educational benefit” is the standard established by the Supreme Court for determining the appropriateness of educational services for students with disabilities. - TRUE 5. In Georgia, co-teaching is when one general educator and one special educator plan and deliver instruction to a blended group of diverse students in a shared classroom for a full segment daily. - TRUE 6. Mainstreaming refers to the integration of children with disabilities with typically- developing peers WITHOUT accommodations or supports in the general education classroom. - TRUE 7. The concept of Least Restrictive Environment means that all children should be served in the general education classroom. - FALSE 8. According to the U.S Department of Education (2009), placement rates in general education are significantly lower for students with disabilities who are identified as? - African American 9. IDEA 2004 requires that, while others may participate, the following individuals MUST be part of the child’s IEP development team unless the parent agrees to meet with one of the parties. - Special educator, district representative, general education teacher, parent 10. The IDEA suggests that the multidisciplinary team should complete the following tasks in this order. - Evaluation, eligibility, IEP development, placement 11. The Anytown School District routinely places all students who have emotional/behavior disorders in self-contained classroom placements, based on the belief that their presence in a general education class deprives other students of the opportunity to learn. The most important concern that this practice raises is that? - It is against the law 12. Since the initial implementation of IDEA, the following trend in placements has been noted in federal child count data. - An increase in general education placement and a decrease in special class usage 13. According to the U.S Department of Education (2009), placement rates in separate classes are significantly higher for students with disabilities who are identified as? - African American 14. Which of the following is NOT on the Continuum of Inclusive Supports and Services in Georgia? - General education with accommodations and supports, consultative teacher, supportive instruction, and co-teaching. (All of the above) 15. Students in which of the following categories are more likely to be placed in a general education setting? - Other health impaired 16. When schools refer to students with disabilities, they mean students who . - Receive special education services according to federal/state guidelines 17. Students in which of the following categories LEAST likely to be placed in a general education setting? - Intellectual disabilities 18. In Georgia, refers to the inclusive service delivery model where one general educator and one special educator and deliver instruction together for less than the full segment daily. - Collaboration 19. Each of the following is true about the requirement for FAPE for students with disabilities EXCEPT? - Some special settings in school may require a cost to parents 20. A majority of students receiving special education services in public schools have? - Learning disabilities QUIZ 5 1. Multiple means of representation refers to the practice of giving students choice in expressing how they understand or know content. – FALSE 2. According to your text, experiential learning is an instructional practice that has been shown to be effective in both general and special education. – FALSE 3. The general curriculum serves as the foundation for instructional planning for students with disabilities. – FALSE 4. Marsha has difficulty reading the textbook in her social studies class. She has an electronic version with auditory output of the text on her IPAD to use for class assignments and homework. This is an example of a modification. – FALSE 5. Josh’s teacher uses an adapted science textbook with simplified language and concepts, but with the same topics as the regular textbook, for his science instruction. This is an example of a modification. –TRUE 6. Megan is a high school student who reads and understands text at a 1 grade level. However, she is extremely intelligent and understands concepts presented verbally. She th attends a co-taught 10 grade English/Language Arts class focusing on grade level standards. She does not receive specialized reading instruction. This is an example of absent curriculum. – TRUE 7. Accommodations, modifications, specialized instruction, differentiated instruction, and universal design for learning are all examples of differentiation. –TRUE 8. IEPs must specify a student’s unique curriculum, how he/she accesses the general curriculum, and the instructional strategies that will be used to attain these goals. – FALSE 9. IEPs must contain the accommodations and/or modifications a student needs in order to access the general curriculum. – TRUE 10. Differentiating products involves varying the ways that students can demonstrate what they have learned. –TRUE NOTE: (there was no quiz 6.. the next quiz was labeled Module 7) QUIZ 7 1. The definition of intellectual disabilities from 1959-1973 differed from definitions before 1959 or after 1973 because it? - Lowered the IQ criterion to two standard deviations below the mean 2. The term “developmental delay” may be used as a classification when? - A child aged 0-9 required intervention for significant delays in one or more functional areas. 3. A student with an IQ below 70 who nevertheless exhibits age appropriate skills and behaviors in everyday environments should? - Not be classified as having an intellectual disability at this time 4. Approximately what percentage of the population is considered to have an intellectual disability? - 2-3% 5. Which of the following are skill areas of adaptive behavior? - Practical, conceptual, and social 6. An individual with a moderate intellectual disability will most likely have a measured IQ in the following range: - 40-55 7. Students with mild intellectual disabilities frequently exhibit? - Slower rates of learning and difficulty understanding abstract language 8. Roberto received the following standard scores on the WISC-IV: Full Scale IQ= 72 Verbal Comprehension= 118 Perceptual Reasoning= 89 Working Memory= 70 Processing Speed= 60 Which of the following statements is TRUE about Roberto? - He may have a learning disability based on his profile of cognitive strengths and weaknesses. 9. Georgia’s eligibility requirements for the category of specific learning disabilities includes: - A primary deficit in basic psychological processes and secondary underachievement in academics or language 10. A student who has a specific learning disabilities could also be classified as? - Having a secondary speech-language impairment 11. Modifications would most likely be appropriate in which of the following circumstances? th - A student who is a non-reader is working on 5 grade ELA standards related to reading informational text 12. A student with mild intellectual disabilities is less likely to have deficits in which of the following areas? - Motor skills 13. On most educational and psychological norm-referenced tests, 50% of all children will score within the average range which is? - Between 90-110 standard score 14. Which of the following represents the average range of scored on a norm-referenced test? th th - 25 - 75 percentile 15. which of the following are examples of basic psychological processes? - Memory, organization, attention 16. Students with learning disabilities have a significant processing deficit that manifests in unexpected underachievement in one or more areas. Name the 8 areas, according to IDEA 2004 and Georgia Special Education Rules. - Oral expression - Written expression - Basic reading skills - Reading fluency - Reading comprehension - Listening comprehension - Math calculation - Math reasoning Quiz 8 1. Maria, a student with a mild intellectual disability, struggles to understand key concepts and vocabulary in science and social studies in the co-taught classroom. Therefore, she takes standards-based adapted tests in the resource room. The most difficult questions are removed. The other questions are reworded using more simple vocabulary. The adapted tests are most likely an example of? - A modification 2. Which of the following characteristics is not typically associated with students with emotional and behavioral disorders? - Adaptive behavior deficits 3. What are examples of behaviors associated with social maladjustment? - Gang activity, use of alcohol or drugs, and truancy (all of the above) 4. Which of the following characteristics have been associated with individuals with emotional and behavioral disorders throughout history? - Creativity, High achievement, and artistic (all of the above) 5. Which of the following is associated with emotional and behavioral disorders? - Pervasive unhappiness or depression, physical symptoms and fears, and unexplained inability to learn (all of the above) 6. In the state of Georgia, an emotional and behavior disorder is considered? - An emotional disability 7. Which of the following is NOT an example of externalizing behaviors? - Anxious 8. In Georgia, a child must not be determined to be a child with an emotional and behavioral disorder if the primary factor for the determination is? - Intellectual Disability 9. Which of the following is NOT a reason students with EBD are underserved in school programs? - Most students with emotional and behavioral disorders are bright, thus their academic performance is not impacted 10. Which of the following characteristics are associated with different kinds of intellectual disabilities? - They are happy with their lives, high musical ability—including perfect pitch—is more common than in the general population, and they have a remarkable ability to solve jigsaw and search-a-word puzzles. (all of the above) 11. A student with a DSM-5 diagnosis of Oppositional Defiant Disorder by a qualified psychiatrist is automatically eligible for special education services. - FALSE 12. Social maladjustment automatically disqualifies a student from receiving special education services. - FALSE 13. There is a higher prevalence of adolescents identified as having emotional and behavioral disorders as compared to primary-age students. - TRUE 14. Less than 1% of all students are currently being served in US schools under the category of emotional and behavioral disorders. - TRUE 15. Emotional and behavioral disorders result from a complex interaction of biological, family, and environmental factors. - TRUE 16. Students with externalizing behaviors require different interventions and supports than students with internalizing behaviors. - TRUE 17. A student with mild intellectual typically has intellectual functioning within the 55-70 IQ range. - TRUE 18. There are long-standing concerns about the disproportionate classification of students of color as having emotional disturbance. - TRUE 19. Individuals with learning disabilities often possess skills in science, technology, and engineering. - TRUE 20. Providing students with choices is a strength-based learning strategy, that can be useful for students who have emotional and behavioral disorders. - TRUE QUIZ 9 1. John is frequently observed looking out the window or paying attention to the activities around the room or in the hall. He rarely seems to focus on his school tasks for long enough to accomplish them. He makes careless mistakes, and seems not to hear when his teacher talks to him. Based on this description, John may have? - ADHD- inattentive type 2. Nancy is almost never in her seat, and when she is she fidgets and plays with her hands or clothes. She is always “on the go.” She frequently blurts out answers before the teacher has finished the questions, talks constantly, and interrupts the conversations of others. Based on this description, Nancy may have? - ADHD- hyperactive impulsive type 3. More children with ADHD are found to have the of ADHD. - ADHD-combined type 4. ADHD diagnoses are most often made by? - Physicians 5. ADHD is estimated to affect % of children. - Between 4% and 7% 6. According to the U.S Department of Education memorandum (1991) as well as Georgia state rules, students with ADHD may receive services or accommodations under any of the following categories EXCEPT? - ADHD 7. The early history of the conditions now referred to as ADHD and learning disabilities includes the same theories and investigations regarding the functioning of the brain. This suggests that? - ADHD and learning disabilities are both related to differences in brain functioning 8. If a student takes medication due to ADHD, the appropriate way to indicate this on the IEP is to? - List the medication as well as the source of the information 9. What are the responsibilities of a teacher regarding medication of students? - Know possible main and side effects of medications a student is taking 10. According to the Armstrong text, students with ADHD are likely to exhibit the following characteristics. - Vitality, divergence, spontaneity, creativity, imagination, playfulness, and wonder (all of the above) 11. ADHD is a problem of childhood; it gradually does away by the time the individual reaches adolescence or adulthood. - FALSE 12. Bethany was diagnosed by her physician as having ADHD-combined type. With this diagnosis, Bethany will automatically be eligible for special education services under the category of Other Health Impaired. - FALSE 13. ADHD as a social construction refers to the belief of some individuals, including parents and teachers, that the diagnosis of ADHD is used to explain an undisciplined child. - TRUE 14. Children who do not pay attention in school have ADHD. - FALSE 15. Children who are inattentive and overly active in the classroom but not at home in the community would NOT be considered to have ADHD. - TRUE 16. All students with ADHD are destructible, inattentive, and hyperactive. - FALSE 17. In accordance with the Georgia rules and regulations for SST, a response to intervention process is mandated to address the immediate underachievement a student demonstrates prior to determination of eligibility for special education under the category of OHI. - TRUE 18. A medical evaluation from a licensed physician, or in the case of ADHD, an evaluation by a licensed clinical psychologist, should be obtained in order for a student to meet the eligibility requirement for the category of Other Health Impaired (OHI) - TRUE 19. Other Health Impairment means having limited strength, vitality or alertness, including a heightened alertness to environmental stimuli, that results in limited alterers with respect to the educational environment. - TRUE 20. Eligibility for OHI required a comprehensive developmental or educational assessment to indicate the effects of the health impairment on the child’s educational performance. - TRUE QUIZ 10 1. Low-incidence disabilities? - Can be mild or severe in their impact on student learning 2. Before a child who has had a brain injury returns to school, the school personnel should receive information regarding? - The severity of the injury, any activity restrictions, the likelihood of seizures. (All of the above) 3. Other Health Impairments (OHI) can include all of the following EXCEPT? - Influenza 4. Children with autism spectrum disorders? - Are very heterogeneous in their abilities 5. Children with Asperger’s syndrome have a primary deficit in the area of? - Social relationships and skills 6. Which of the following has been found NOT to cause autism? - Distant, unresponsive parenting 7. Which of the following is NOT a criterion for a diagnosis of autism? - Average intellectual functioning 8. Which of the following is true regarding patterns of Autism Spectrum Disorder identification rates? - Incidences of ASD identification is relatively evenly distributed across racial groups 9. Conditions on the autism spectrum share which of the following characteristics? - Restricted interests, social interaction deficits, communication deficits. 10. Students with Asperger’s syndrome are characterized by? - Literal thinking patterns 11. How are students with high functioning autism (HFA) different from those with Asperger’s syndrome? - Students with Asperger’s syndrome do not have delays in language development 12. In the general education classroom, you may provide special education services to students with? - AUT, ASD, HFA, Asperger’s Syndrome (all of the above) 13. You are the special education co-teacher in a general education 9 grade algebra class. Your certification is “Special Education General Curriculum: Consultative.” For which of the following disability categories can you provide special education services. - SI, D/HH, VI, SLD, OHI, EBD, MID, AUT, OI, and TBI. (all of the above) 14. Which of the following are strengths associated with individuals with ASDs? - Acute sensitivity to small details and systemizing 15. The term autism spectrum disorder includes the following subtypes. - Pervasive developmental disorder not otherwise specified, childhood disintegrative disorder, high functioning autism, autism, Asperger’s Syndrome, Pervasive Developmental Disorder, Rhett’s Disorder, Autistic Disorder. (all of the above) 16. Which of the following is an example of delays, arrests, or inconsistencies in developmental rates and sequences? - Delayed motor skills 17. Learners with Asperger’s syndrome display significant cognitive impairment. - FALSE 18. Children with Asperger’s syndrome need to be served in a self-contained classroom due to their limited functional skills. - FALSE 19. Autism has become a high-prevalence disorder since 1990. - TRUE 20. Most students with ASD are served in special classes or schools. - FALSE 21. Research has not supported the theory that childhood vaccines are implicated as causes of the increase in autism. - TRUE 22. More than half of all learners with ASD are in the general education classroom for the majority of each day. - TRUE 23. Children with Autism were not served under IDEA until 1990. - FALSE 24. The growth in numbers of ASD diagnosis is attributable to a single cause. - FALSE 25. Students with cerebral palsy also have intellectual disabilities. - FALSE QUIZ 11 1. Melissa struggles completing multi-step math problems and writing essays, even though she has no difficulty remembering math facts or spelling words. Which of the following is more likely to be associated with her difficulties? - Working Memory 2. Which of the following strategies may help Melissa (in the previous question) in completing one-step algebra equations? - Verbally summarize each step before completing the next step 3. Marcus understands the concept of multiplication. He can determine the answer to multiplication facts if he uses manipulatives or drawings. However, he has difficulty recalling multiplication facts fluently. The source of his difficulty is more likely to be which of the following? - Long-term memory access 4. Which strategy may help Marcus (in the problem above) learn to recall his multiplication facts fluently? - Teach Marcus “tricks” for remembering his facts (e.g. rhymes, finger tricks) 5. Roger is a first grader who constantly puts his head on his desk during class. His does not appear to be to be interested in any subject in school. His parents report that he has a consistent bedtime routine, but has trouble falling asleep and walking up. What is likely to be a source of his lack of interest in school? - Roger has an attention problem 6. What strategy could Roger’s teacher (in the previous question) use to engage him in school activities? - Increase opportunities for movement (e.g. have Roger pass out papers, run errands, erase the board, etc.), Set up the class routine so that activities are varied (listening, movement, singing, writing, stretching), and use cooperative learning/partner learning (all of the above) 7. David rushes through his assignments and makes many errors even though understands the tasks and has the necessary skills to complete them correctly. Which of the following is likely to be a source of his problem? - Processing controls of attention 8. In the previous scenario, which of the following strategies may help David complete his work accurately? - Self-monitoring or self-grading 9. Mrs. Johnson is a co-teacher in a 3 grade math class. One of her students, Billy, has a visual impairment and requires the use of a magnification device to complete his work. He falls way behind the class when attempting to complete any reading or writing assignments. How can Mrs. Johnson help Billy? - Consult with his vision teacher about appropriate accommodations to help him access the curriculum. 10. Which of the following are high incidence disabilities? - MID, SLD, EBD 11. Which of the following are low incidence disabilities? - MOID, SID, PID, VI, OI, D/HH, TBI, AUT (all of the above) 12. Which of the following are considered to be mild disabilities? - Any of the disabilities above (EBD, OHI, TBI, AUT, OI, VI) could be manifested in the mild range 13. Students with learning disabilities typically display deficits in specific cognitive abilities - TRUE 14. Students with mild intellectual disabilities display difficulties with cognitive abilities. - TRUE 15. A student with an emotional/behavioral disorder could have cognitive processing deficits. - TRUE 16. In Georgia, all students with a disability have deficits in academic achievement or academic performance. - TRUE 17. In Georgia, RTI is required for all disability categories. - TRUE 18. The following strategy may be helpful for a student with production control attention deficits: rather than grading/evaluating just finished written products, provide feedback at several time points or stages (such as the outline, rough draft, and final draft). - TRUE 19. As a special education teacher in Georgia, you will always teach the students on your caseload. - FALSE 20. As a student’s case manager, you are responsible for explaining the IEP accommodations, modifications, and supports to the student’s general education teachers. - TRUE thQUIZ 12 1. Ms. Thompson, a co-teacher in a 4 grade math class, gained class attention by raising her hand until all eyes were focused on her and there was no-talking. She then gave directions for the assignment that was to be completed in the independent station. While she was giving directions, Jane was looking in the hallway and thinking about the student who were out there. This suggests Jane may have a problem with her? - Attention Processing Controls 2. In the above scenario, which strategy would be appropriate? - Give Jan a verbal advance warning that important information is going to be given, and then ask her to repeat the information to a peer. 3. Gina is a second grader in Ms. Newcomb’s math class. She understands the concepts of addition and subtraction, and she can demonstrate these concepts by using manipulatives and giving her oral summaries. However, she completes her written work at a very slow pace and rarely finishes her work. She has not memorized her addition facts and cannot recall them fluently. Ms. Newcomb hypothesizes that Gina is lazy. It is more likely that? - Gina has slow processing speed 4. In the above scenario, which strategy may be effective in helping Gina? - Reduce the number of problems in assignments 5. Jerome can give the names of letters and provide the sounds for each consonant and vowel accurately and fluently. However, he is unable to combine sounds into a word. He demonstrates a deficit in? - Auditory blending 6. Tasha has difficulty remembering right from left, and she confuses similar letters such as b, d, and p. She spells the way they sound (e.g. “hows” for “house” and “wuz” for “was.”) Tasha is exhibiting deficits in? - Visual perception 7. Melanie understands concepts in science when they are explained by the teacher. She is able to answer questions after she reads passages in her science textbook. However, Melanie always fails her unit tests in science although her mother reports that she studies for her tests. Melanie may be exhibiting a problem with? - Long-term memory 8. In the above scenario, which strategy may be helpful for Melanie? - Clustering 9. His responses indicate that he may have a problem with? - Procedural memory 10. In the above scenario above, which of the following strategies may be helpful for Roger? - Teach him how to check his work with estimation, and teach him a mnemonic strategy for remembering the steps for the multiplication algorithm 11. Jose has difficulty staying on task and is constantly clicking his pen and tapping his pencil on the desk. This may indicate that Jose has a problem with? - Maintaining focus, and sustained attention 12. In the above scenario, how could Jose’s teacher help him stay on task? - Try to teach him a self-monitoring strategy for work completion 13. Zack has difficulty completing his writing assignments. He has difficulty getting his thoughts on paper, putting them in an organized manner, and remembering the rules for grammar and mechanics. However, he has a strong oral vocabulary and has creative ideas. Which of the following is most likely true about Zack’s learning profile? - His higher order thinking skills are better than his lower order thinking skills 14. In the above scenario, Zack’s problems are most likely due to? - Difficulty with working memory 15. In the above scenario about Zack, which of the following strategies may help him with his writing assignments? - Speech to text software, scribbling, and staging his work in chunks 16. Bennie is a three-year-old who receives special education services. Bennie exhibits mild delays in the cognitive, adaptive, and communication domains. Bennie’s disability category is most likely? - SDD 17. What is the difference between cognitive processing abilities and intellectual functioning? - Intellectual functioning refers to the score on a norm-referenced test 18. Piaget’s theory of cognitive development is supported by modern research in the field of cognitive science. - FALSE 19. Marcus has difficulty understanding abstract concepts in his co-taught science class, especially when he is taught in a lecture format. Which of the following is the BEST strategy for addressing his problem? - Demonstrate concepts with manipulatives, pictures, and diagrams 20. If Marcus has difficulty with abstract concepts, he is likely to experience difficulty with . - Higher-order-thinking QUIZ 13 1. Marcus is a student who doesn’t understand personal space when conversing, talks about inappropriate topics, and interprets the intent of conversations in the wrong way. He is most likely demonstrating difficulty in? - Pragmatics 2. We appropriately change our speech and our writing to fit particular contexts if we have good . - Pragmatics 3. How many phonemes does the word “straight” have? - 5 4. what is the smallest unit of language that has meaning? - Morpheme 5. Which of the following most impact reading comprehension? - Phonology, morphology, syntax, semantics 6. Which of the following are speech disorders? - Articulation, fluency, and voice 7. Johnny was able to comprehend text with simple sentences, even ones with advanced vocabulary. However, he had great difficulty comprehending text with grammatically complex sentences. His deficits were most likely due to? - Difficulty with syntax 8. What is the first step in language production? - Formulation of a thought 9. Language comprehension includes? - Listening and reading 10. What some common language problems among learners with mild disabilities? - Retrieving words when speaking, auditory perception, and social conversations (all of the above) 11. For English language learner, the use of Basic Interpersonal Communication Skills takes 5-7 years. - FALSE 12. Cognitive-Academic Language Proficiency requires the use of extended vocabulary for higher order thinking and learning tasks. - TRUE 13. As a group student with MID tend to have language delays and qualitative language differences. - TRUE 14. Students with emotional or behavioral disorders are most likely to have social language deficits. - TRUE 15. Students with LD often have deficits with inner language. - TRUE 16. Incomplete sentences or thoughts is one of the common problems of students with high-incidence disabilities. - TRUE 17. Pragmatics integrates all of the levels of language except for the use of the rules governing language in context. - FALSE 18. About 10% of all students are learning English as an additional language. - FALSE 19. About 21% of all students have difficulty using English for learning. - FALSE 20. Students with EBD frequently experience reading failure. In many cases it is unclear whether the behavioral disorder resulted from the reading failure or whether the behavioral problems contributed to the reading failure. - TRUE QUIZ 14 1. Learning disabilities can co-occur with the following behavioral or emotional problems? - Anxiety, depression, other mental health disorders, and attentional problems. (all of the above) 2. Which of the following statements is true about feelings of self-worth? - It is gained through mastery of a skill or task 3. All of the following statements about suspension are true except which? - All students with learning disabilities are likely to be suspended 4. Depression may be exhibited by the following symptoms? - Loss of energy, loss of interest in friends, difficulty in concentration, and feelings of helplessness. (all of the above) 5. Which of the following statements about social disorders is true? - A social disorder may be more disabling than an academic problem 6. Anxiety may be exhibited by? - Hopelessness, panic, absences from school, and lack of attention. (all of these) 7. Students with learning disabilities may exhibit these co-occurring behavior problems? - Frustration, acting out behaviors, work refusal, and inappropriate attention-seeking behaviors. (all of these) 8. A characteristic of Asperger’s syndrome is? - Difficulty with social interaction 9. Behavioral intervention plans should be based on? - Information from the functional assessment 10. What are some effective strategies for teaching social competence to students with social challenges? - Help students study and interpret pictures of faces, discuss the meaning of gestures, record their voices and help them recognize the impact of the human voice on others, and practice friendship skills through role-play and games. (all of the above) 11. Bertha displays behavioral challenges. During her seventh-grade math lessons, she tears up her math papers and throws them in the trash. Her classroom teacher is sure Bertha can do the work, but she will just not do it. In reviewing her records, Bertha’s teacher notes that her latest individual achievement test scores show that her math skills are at a third-grade level. What should Bertha’s teacher do now that she has information about Bertha’s test scores? - Make appropriate academic accommodations or modifications in math class so that assignments are more accessible. 12. The emotional development of typically developing students can be very different from the emotional development of students with learning problems. - TRUE 13. Internalizing behaviors include a conscious refusal to learn, clinging to dependency, quick discouragement, a fear of success, sadness, and withdrawal. - TRUE 14. Some students with social challenges do quite well in academic domains. - TRUE 15. To help a student with emotional challenges, a teacher should focus on strategies for improving the student’s self-esteem. - TRUE 16. One of the main causes of disruptive and antisocial coping behaviors among students with learning disabilities and mild disabilities is challenging and frustrating academic work. - TRUE 17. Students with behavioral challenges need an individualized behavior intervention plan to address their problem behaviors. - TRUE 18. Social challenges are problems manifested by aggressive, antisocial, and other externalizing behaviors. - FALSE 19. Teachers can provide a type of therapy for students with emotional challenges through skilled and sensitive clinical teaching. - TRUE QUIZ 15 1. Fluency and automaticity of response is the goal of which stage of learning? - Proficiency 2. John has passed his mastery test on his multiplication facts, demonstrating the ability to provide the correct answers reliably in less than two seconds. His teacher should now plan practice activities with the goal of helping him to? - Retain the skill over time 3. An example of extrinsic motivation is? - Trying to avoid punishment 4. The intrinsic source of motivation that is least likely to provide strong motivation for students with mild disabilities is? - Competence 5. Students with mild disabilities frequently develop and retain an external locus of control; this is of concern to teachers because? - This hinders their independent learning skills and problem solving 6. Reaching plateaus in academic learning is a serious concern when working with students. - Secondary 7. The need for adolescents to achieve self-determination is compromised by their disabilities for all of the following reasons EXCEPT? - They are expected to participate in their own educational and transition planning 8. Maximizing academic learning time is essential for students with mild disabilities whose learning rate is generally slower than other students. Factors of concern to teachers should include all of the following EXCEPT? - Starting school as early possible in the morning to capitalize on the students’ energy 9. Given the research on learning styles, an appropriate use of learning styles theory is to? - Design instruction that includes multimodal presentations and multiple ways for students to demonstrate learning 10. In the first stage learning, the goal is for students to indicate basic mastery with at least? - 85% accuracy 11. we can only infer that learning has occurred from observing the performance and behavior of the learner. - TRUE 12. Individuals with mild disabilities tend to believe that their efforts are relevant and determine outcomes. - TRUE 13. Motivation only encouraged one to do what one is capable of doing. - TRUE 14. Extrinsic motivation frequently leads to significant learning. - FALSE 15. Experiences with failure tend to result in student’s lowering their goals and reducing their effort. - TRUE 16. A history of intensive teacher help can promote learned helplessness. - TRUE 17. Individuals with mild disabilities tend to attribute their successes and failures to forces outside themselves. - TRUE 18. Problem solving and independent learning require increased levels of external locus of control. - FALSE 19. Students with mild disabilities generally need more time than is often provided to achieve full learning. - TRUE 20. Students with mild disabilities tend to exhibit school failure because schools tend to focus only on linguistic and logical-mathematical intelligence instead of all nine intelligences. - TRUE