Chapter 10 Test Bank:
Teaching Students with Intellectual and Developmental Disabilities
10.1 “Significantly subaverage” intellectual functioning is determined as an IQ of:
a. 80–85 or less
b. 75–80 or less
c. 70–75 or less
d. 65–70 or less
10.2 The percentage of the population with “significantly subaverage” intellectual functioning is:
a. 1
b. 3
c. 8
d. 10
10.3 The effectiveness with which individuals meet the standards of personal independence and social
responsibility expected for their age and cultural group refers to
a. adaptive behavior
b. social norms
c. independent living
d. age appropriateness
10.4 The developmental period, in reference to students with mental retardation, is before the age of:
a. 3
b. 9
c. 12
d. 18
10.5 A person who acquires limited intellectual functioning after the developmental period is
considered to have:
a. traumatic brain injury
b. mental retardation
c. adaptive behavior
d. environmental limitations
10.6 The current definition of mental retardation stresses the interaction among all of the following
EXCEPT:
a. a person’s environment
b. a person’s capabilities
c. the need for varying levels of support
d. a person’s inability to learn
10.7 Which is the fastest growing cause of mental retardation that can be prevented?
a. maternal abuse or neglect
b. maternal infections during pregnancy
c. maternal use of alcohol and drugs during pregnancy
d. chromosomal disorder
10.8 The number of children born with severe disabilities is:
a. remaining steady
b. increasing
c. decreasing
d. unknown
10.9 Students with multiple disabilities have learning needs that require
a. intensive instruction focused on deficit areas
b. a holistic approach
c. separation from non-disabled peers
d. functional skills rather than literacy
10.10 Approximately what percent of cases of mental retardation could have been prevented?
a. 10%
b. 100%
c. 50%
d. 25%
10.11 Many students with mental retardation will often respond affirmatively in order to please others
and mask their confusion. This is an example of:
a. biased responding
b. parroting response
c. polite responding
d. stereotypic behavior
10.12 Rocking, flapping fingers, twirling or spinning object, and grinding teeth are examples of:
a. biased responding
b. self-injurious behavior
c. depressive behavior
d. stereotypic behaviors
10.13 Laura, a general education first-grade teacher, will have a student with a developmental disability
in her classroom this year. When working with her special education team-teacher about
appropriate accommodations, related services, and family participation, which of the following
could assist their planning?
a. COACH
b. SLAM
c. GUIDE
d. FAST
10.14 Which is NOT effective in assisting students with communication difficulties:
a. gestures
b. communication board
c. eye blinks
d. limited eye contact
10.15 Repeating words without necessarily understanding the meaning is called:
a. echolalia
b. stereotypic behavior
c. chromosomal disorder
d. biased responding
10.16 Children with developmental disabilities are usually diagnosed:
a. in preschool
b. at age five
c. after age eighteen
d. at birth or shortly thereafter
10.17 The type of assessment used to determine the skills a student needs to complete an activity or task
is known as:
a. functional
b. environmental
c. intellectual
d. educational
10.18 The planning activity that helps build relationships for improving the quality of life for persons
with severe disabilities and helps a person participate in an inclusive setting is called:
a. The Planning Pyramid
b. The McGill Action Planning System
c. Brigance Planner for Essential Skills
d. Life-Space Planning
10.19 It is important to plan beyond students’ school experience when working with students with
mental retardation. Planning for the transition into adulthood and the working world are important
considerations. The type of planning that takes into account all these aspects of a student’s life is
referred to as:
a. Career Planning
b. Transition Planning
c. Skills-Centered Planning
d. Person-Centered Planning
10.20 Task-Analysis refers to:
a. the breakdown of each individual step of a skill
b. a review of the step or skill
c. fostering relationships for improved quality of life
d. family participation at meetings
10.21 What does NOT increase a student’s sense of belonging in a general education classroom:
a. being involved in the typical classroom routine
b. giving students the same “things” as others (e.g., desk, locker, classroom duties, etc.)
c. non-flexible grading
d. peer buddies
10.22 There have been a variety of definitions for intellectual disabilities. The IDEIA
2004 definition identifies three criteria to aid in identification of students with intellectual
disabilities. Which of the following is NOT one of those criteria?
a. significantly subaverage general intellectual functioning
b. exist concurrently with deficits in adaptive behavior manifested during the developmental
period
c. adversely affects a child’s educational performance
d. occurs during the prenatal period
10.23 Which of the following syndromes is the most common form of inherited mental
retardation and is able to manifest itself with a range of intellectual disabilities from mild to
severe?
a. Down syndrome
b. Fragile X syndrome
c. Fetal alcohol syndrome
d. Rett syndrome
10. 24 When an individual is given a list of steps to follow in order to guide him or her in the correct
sequence of an activity completion the student is using:
a. authentic assessment
b. task analysis
c. partial participation
d. cooperative learning
10.25 Which of the following is NOT a strategy to support students with developmental disabilities in
the general education classroom?
a. increasing a student’s sense of belonging
b. using routines to ensure safety
c. allowing them to go alone without help
d. accepting varied learning goals
Fill-in-the-Blank Questions:
10.26 For years the term ____________________ was referred to as
____________________ which refers to students that have limited cognitive functioning and
often have slower rates of learning in more challenging, complex, and abstract learning tasks.
10.27 In 2007, AAIDD made some adaptation to the 2002 definition of intellectual
disabilities. The new definition includes five dimensions of a theoretical framework that include
____________________, ____________________, ____________________,
____________________, and ____________________.
10.28 ____________________ is the most common chromosomal disorder and can
occur in about 1 in 733 to 1,000 live births.
10.29 ____________________ is probably the most common inherited form of mental
retardation (MR). This form of MR strikes more males than females or 1 in 3,600 live births.
10.30 ____________________ is identified as one of the three top known causes of
birth defects. This preventable form of mental retardation occurs in approximately 1 in 100 live
births.
10.31 In you classroom you have a student with intellectual disabilities. He will often
rock back and forth in his chair or grind his teeth when he is nervous or upset. The student may
be experiencing _______________________.
10.32 Joey, a student in the special education classroom in your school has cognitive
impairments as well as spinal bifida. Due to these disabilities Joey would be considered
______________________________.
10.33 You have a student with severe disabilities in your classroom. In order to include
the student you have chosen to use _________________________ (_____) to aid in helping the
student foster relationships and improve the quality of his life and increase his participation in
activities with his non-disabled peers.
10.34 In order to provide examples of your students work and how it connects to the
goals and objectives on their IEP’s you are using _____________________________ by utilizing
portfolio and curriculum-based assessments.
10.35 Using the 1992 American Association on Mental Retardation definition of mental retardation as a
guide, describe a person who would be considered to have mental retardation.
10.36 Write a lesson plan for a student with developmental disabilities using two or more of the
strategies to promote skill and strategy acquisition and generalization introduced in the chapter.
10.37 It is a few months into the school year and Emily will be entering your general education
classroom at the beginning of next week. She is student with a developmental disability. The
other students in your class have now had a few months to get to know each other and develop
friendships. Describe the steps you would take to promote an environment in which Emily can be
accepted and liked.
10.38 Jeremy is a student in your general education class. He is unable to use speech to communicate.
Explain some of the options you and his classmates have to communicate with Jeremy.
10.39 Josephine is a student with developmental disabilities in your general education classroom.
Explain how you would use the McGill Action Planning System (MAPS) to promote Josephine’s
learning.
10.40 Keith is a student with developmental disabilities in your general education class. Write a lesson
plan demonstrating the concept of partial participation. State the goals for Keith in your lesson
plan.
10.41 Alexandra is a student with developmental disabilities in your general education class. Create an
activity that uses cooperative learning and explain how Alexandra can be included as a valued
member of her group.
10.42 Write a lesson plan using some of the suggestions for functional practice provided in the chapter.
Specify the learning goals for all students, including general education students, and students with
mental retardation or severe disabilities.
CHAPTER 10
