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Test Items
Chapter 10: Understanding Students with Multiple Disabilities
Multiple Choice
1. Each of the following is a component of the definition of multiple disabilities EXCEPT:
A. There are concomitant impairments
B. The combination of impairments causes severe educational needs
C. Needs may be accommodated by programs for just one of the impairments
D. Needs cannot be accommodated by services solely for one of the impairments
2. What percent of students receiving special education services are classified with multiple
disabilities?
A. About 20%
B. Nearly 10%
C. Over 5%
D. About 2%
3. Intellectual functioning, adaptive skills, motor development, sensory functioning, and which
of the following are characteristics of multiple disabilities?
A. Communication skills
B. Behavior problems
C. Vocational skills
D. Brain disorders
4. Most students with multiple disabilities have IQ scores of:
A. 100 or lower
B. 25 or lower
C. 65 or lower
D. Just over 100
5. Students with multiple disabilities often have motor impairments that produce:
A. Extreme pain
B. Abnormal muscle tone
C. Broken bones
D. Convulsions
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6. Deaf-blindness is a separate category under IDEA because:
A. The majority of students with multiple disabilities are deaf-blind
B. These students have unique educational needs
C. So few students with multiple disabilities are deaf-blind
D. Advocacy groups for the deaf-blind have been so effective
7. In what percent of time is the cause of severe intellectual impairments known?
A. 25%
B. 50%
C. 75%
D. 100%
8. The Apgar Test is a traditional way to screen for detection of a disability in a newborn. The
test includes ranking the child on five traits, including heart rate, respiratory effort, muscle
tone, gag reflex, and which of the following?
A. Mobility
B. Skin color
C. Grasping
D. Eyesight
9. An assistive technology evaluation team should include all of the following EXCEPT:
A. Speech/language pathologists
B. Orientation and mobility specialists
C. The student’s family members
D. Pediatrician
10. The “E” in the SETT framework for making evaluation decisions stands for which of the
following?
A. Evaluation of equipment to be used
B. Extension of learning for generalization
C. Environment in which technology will be used
D. Equipment to be used to support needs
11. A popular person-centered approach that customizes students’ IEPs to their specific visions,
strengths, and needs is:
A. MAP
B. SETT
C. AAC
D. Wraparound
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12. Which of the following enables students who cannot communicate verbally or through other
formats, to do so through technology?
A. MAP
B. AAC
C. SETT
D. Sign language
13. AAC devices typically have all of the following features EXCEPT:
A. Symbol choices
B. Display systems
C. Selection options
D. Calculators
14. Fixed or dynamic are two examples of:
A. Display systems
B. Selection options
C. Symbol choices
D. Output choices
15. Scanning or direct are types of:
A. Display systems
B. Output choices
C. Symbol choices
D. Selection options
16. Which principle rejects an all-or-none approach under which students either function
independently in a given environment or not at all?
A. Partial participation
B. Functional participation
C. Semi participation
D. Maximum participation
17. Strategies used by students to modify and regulate their own learning is called:
A. Partial participation
B. Student-directed learning strategies
C. Antecedent cue regulation
D. Task analysis
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18. Which of the following involves providing visual and/or audio cues to support students to
regulate their own behavior and to complete assigned tasks?
A. Self-instruction strategies
B. Student-directed learning strategies
C. Antecedent cue regulation
D. Task analysis
19. Teaching students to use their verbal or other communication skills to direct their learning is
involves:
A. Student-directed learning strategies
B. Self-instruction strategies
C. Antecedent cue regulation
D. Self-monitoring strategies
20. Which of the following involves students learning to collect data on their progress toward
educational goals?
A. Self-instruction strategies
B. Student-directed learning strategies
C. Antecedent cue regulation
D. Self-monitoring strategies
21. Suggestions for implementing self-monitoring strategies include: implementing self-
monitoring strategies after the student has already learned to do the task; teaching the self-
monitoring strategy to the student before implementing the strategy; and which of the
following?
A. Teaching problem-solving skills
B. Building in checks to determine accuracy
C. Teaching the what-where strategy
D. Task sequencing
22. What percent of students with multiple disabilities spend all of their time in separate
educational settings?
A. 16%
B. 46%
C. 24%
D. 14%
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23. Which of the following requires the teacher to accumulate permanent products that exemplify
the student’s work?
A. Portfolio-based assessment
B. Formative analysis
C. Summative analysis
D. Field observation
24. Which of the following involves simply observing and recording in an anecdotal format what
the student is doing?
A. Portfolio-based assessment
B. Time sampling
C. Event recording
D. Field observation
25. Recording the occurrence or nonoccurrence of specific behaviors during short, predetermined
intervals is:
A. Portfolio-based assessment
B. Time sampling
C. Event recording
D. Field observation
26. Literal counts of the number of times a behavior occurred or the number of intervals in which
a behavior occurred is:
A. Frequency counts
B. Time sampling
C. Event recording
D. Field observation
27. Which of the following is when teachers collect student products, similar to portfolio
assessment, but use them to illustrate how well a student has mastered content aligned with
standards?
A. IEP-linked body of evidence
B. Performance assessment
C. Rubrics
D. Portfolio-based alternative assessment
28. The use of data-based decision techniques is:
A. IEP-linked body of evidence
B. Performance assessment
C. Rubrics
D. Portfolio-based alternative assessment
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29. Which statement about standardized testing of students with disabilities is TRUE?
A. Few students with disabilities actually receive any accommodations in assessment and
testing.
B. Most students with disabilities are not able to take state accountability assessments,
even with assessments.
C. IDEA does not allow for the creation of alternative assessments.
D. Students with the most significant cognitive deficits may take alternative assessments.
30. Portfolio-based and other alternative assessments rely on the use of rubrics with specific:
A. Formats
B. Instructions
C. Criteria
D. Guidelines
Praxis style questions
1. Michael is a student with multiple disabilities. His educational and functional skills are very
limited but he is included in the general education setting for portions of the school day.
What should the teachers do for Michael to enhance his general education experiences?
A. Let him complete tasks that are within his abilities.
B. Determine another placement for Michael since he cannot handle the regular education
setting.
C. Create opportunities for him to benefit from peer tutoring.
D. Let Michael sit in the back of the classroom and sleep.
2. Kate is a student with multiple disabilities who has tantrums and hits herself and others.
Which of the following is the most appropriate action for Kate’s behaviors?
A. Write a behavior plan for Kate.
B. Learn to identify cues that trigger problem behavior.
C. Discipline Kate when she acts out.
D. Isolate Kate from other students.
3. Wesley is unable to communicate his needs or wants using words. This is an issue in the
classroom because he is often unnoticed. What is an appropriate strategy to help Wesley in
the classroom?
A. Use assistive technology to enable him to communicate.
B. Allow him to be an observer rather than a participant.
C. Ask for a speech therapy evaluation.
D. When Wesley has a need encourage him to verbalize it.
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Short Answer
1. Describe the areas of adaptive skills that are a challenge for students with multiple disabilities.
2. What are the causes of multiple disabilities?
3. Describe the Apgar test and how it is used.
4. Explain partial participation and why it is important.
5. What is a task analysis and what are the five steps it follows?
Essay
1. Describe problems with determining the intellectual capabilities of students with multiple
disabilities, and state general conclusions about their intellectual functioning.
2. How can peer tutoring be effective with students who have multiple disabilities?
3. Describe the SETT framework for making evaluation decisions.
4. Describe the MAPs process and the eight key questions that are part of the process.
5. Describe augmentative and alternative communication (AAC) devices and explain why they
are so important for students with multiple disabilities.
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Chapter 10
Praxis
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Short Answer
Essay
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