Chapter 5 Learners with Intellectual and Developmental
Disabilities
5.1 Multiple-Choice Questions
1) Professionals have become more cautious in diagnosing intellectual disabilities for all
of the following reasons EXCEPT
A) the stigma associated with the label.
B) the belief that intellectual disabilities are a socially constructed condition.
C) over diagnosis of children from ethnic minority groups.
D) increasing costs associated with special education.
Praxis: I.C.
CEC: CC2K2
2) Which one of the following statements about intellectual disabilities (ID) is true?
A) Designating someone as having “intellectual disabilities” has become easier.
B) Professionals are in agreement that the label “mental retardation” (MR) should
be done away with.
C) The prevailing opinions is that, for some children, intellectual disabilities are
not a permanent condition.
D) How well a person functions has not been shown to be related to supports
available in the environment.
Praxis: I.C.
CEC: CC7K1
3) The current emphasis on adaptive skills in defining intellectual disabilities is due to the
A) influence of the learning disabilities movement.
B) realization that students can be “streetwise” despite low IQ test scores.
C) rise of the disability rights movement.
D) activism of parents of children with intellectual disabilities.
Praxis: I.A.
CEC: CC1K5
4) Many authorities say that adaptive behavior consists of
A) social intelligence and practical intelligence.
B) social skills and practical skills.
C) IQ and behavior.
D) academic intelligence and practical intelligence.
Praxis: I.A.
CEC: CC1K5
5) Strategies and resources that a person requires to participate in activities associated
with normative human functioning are
A) scaffolds.
B) normative skills.
C) adaptive skills.
D) supports.
Praxis: II.B.
CEC: CC2K4
6) The classification system that most school systems use to describe levels of intellectual
disabilities is based on
A) an estimate of educability.
B) IQ score.
C) the intensity of support needed.
D) adaptive level.
Praxis: I.B.
CEC: CC1K5
7) According to the hypothetical “normal curve,” approximately what percentage of the
population is expected to have intellectual disabilities?
A) 1%
B) 1.27%
C) 2.27%
D) 5.27%
Praxis: I.C.
CEC: CC1K5
8) Current estimates place the prevalence of students identified with intellectual
disabilities at approximately
A) 1%.
B) 5%.
C) 2.5%.
D) 3.5%.
Praxis: I.C.
CEC: CC1K5
9) In recent years, the percentage of cases in which the cause of intellectual disabilities is
known has dramatically increased due to
A) better assessment practices by teachers.
B) the mapping of the human genetic code.
C) better assessment practices by medical doctors.
D) advances in microscopic technology.
Praxis: I.C.
CEC: CC2K1
10) A common way to categorize causes of intellectual disabilities is to consider the
A) part of the brain affected.
B) location at which the cause occurs.
C) severity of the condition.
D) time at which the cause occurs.
Praxis: I.C.
CEC: CC2K1
11) Claudia is a third grader with intellectual disabilities. She has thick epicanthal
folds in the corner of her eyes, small stature, decreased muscle tone, speckling of
the iris of the eye, a small oral cavity, and short, broad hands with a single palmar
crease. These characteristics are typical of
A) cultural-familial intellectual disabilities.
B) Down syndrome.
C) fetal alcohol syndrome.
D) Fragile X syndrome.
Praxis: I.C.
CEC: CC2K1
12) Alzheimer’s disease has been linked to which cause of intellectual disabilities?
A) neurofibromatosis
B) Down syndrome
C) phenylketonuria (PKU)
D) hydrocephalus
Praxis: I.C.
CEC: CC2K1
13) Each of the following diagnostic techniques involves the fetus EXCEPT
A) amniocentesis.
B) chorionic villus sampling.
C) phenylketonuria (PKU) screening.
D) Nuchal translucency sonogram.
Praxis: I.C.
CEC: CC2K1
14) People who have Williams syndrome
A) do not pass it on to their children.
B) pass it on to their male children only.
C) pass it on to their female children only.
D) can pass it on to each of their children.
Praxis: I.C.
CEC: CC2K1
15) Fragile X syndrome occurs most often in
A) females.
B) twins.
C) first-born offspring.
D) males.
Praxis: I.C.
CEC: CC2K1
16) The most common known hereditary cause of intellectual disabilities is
A) Fragile X syndrome.
B) Down syndrome.
C) Williams syndrome.
D) Prader-Willi syndrome.
Praxis: I.C.
CEC: CC2K1
17) Jose has intellectual disabilities. As an infant, he was lethargic and had difficulty
eating; however, at about one year of age he became obsessed with food. This is
characteristic of
A) Down syndrome.
B) Williams syndrome.
C) Fragile X syndrome
D) Prader-Willi syndrome.
Praxis: I.C.
CEC: CC2K1
18) All states routinely screen for this before babies leave the hospital:
A) Fragile X syndrome.
B) phenylketonuria.
C) Down syndrome.
D) hydrocephalus.
Praxis: I.C.
CEC: CC2K1
19) A surgically placed shunt that drains excess fluid away from the brain is used to treat
A) microcephalus.
B) encephalitis.
C) meningitis.
D) hydrocephalus.
Praxis: I.C.
CEC: CC2K1
20) Fetal alcohol syndrome is classified as resulting from a/an
A) environmental hazard.
B) infection.
C) genetic factor.
D) chromosomal abnormality.
Praxis: I.C.
CEC: CC2K1
21) Each of the following are possible perinatal causes of intellectual disabilities
EXCEPT
A) rubella.
B) syphilis.
C) anoxia.
D) low birth weight.
Praxis: I.C.
CEC: CC2K1
22) An infection of the covering of the brain that may be caused by a variety of bacterial
and viral agents is
A) syphilis.
B) encephalitis.
C) meningitis.
D) spina bifida.
Praxis: I.C.
CEC: CC2K1
23) Joe, a 15-year-old boy, performs about as well on an intelligence test as an average
six-year-old. His IQ is about
A) 25.
B) 40.
C) 60.
D) 90.
Praxis: III.C.
CEC: CC1K5
24) Which one of the following statements about intelligence tests is TRUE?
A) An individual’s IQ score does not change from one testing to another.
B) All IQ tests are culturally biased to a certain extent.
C) The older the child, the less validity and reliability the test has.
D) IQ tests are ideal for assessing a person’s ability to function in society.
Praxis: III.C.
CEC: CC8K4
25) How is adaptive behavior typically assessed?
A) A psychologist observes the student in the classroom.
B) The student is asked to perform a series of tasks.
C) A parent, teacher, or professional answers questions related to the student’s
behavior.
D) The teacher fills out a behavior rating form.
Praxis: III.C.
CEC: CC8K4
26) The ability to keep information in mind while simultaneously doing another task is
A) working memory.
B) short-term memory.
C) long-term memory.
D) active memory.
Praxis: I.B.
CEC: CC2K1
27) A person’s awareness of what strategies are needed to perform a task, the ability to
plan how to use the strategies, and the evaluation of how well the strategies are
working is
A) metacognition.
B) self-regulation.
C) working memory.
D) perception.
Praxis: I.B.
CEC: CC2K1
28) People with intellectual disabilities are likely to believe they have little control
over what happens to them and that they are primarily controlled by other people
and events. This belief is
A) a lack of self-regulation.
B) due to their histories of failure.
C) due to locus of control.
D) a problem with gullibility.
Praxis: I.B.
CEC: CC2K2
29) Joe tends to believe whatever he is told, even highly questionable statements or
claims, despite any evidence. This tendency is
A) self-deception.
B) gullibility.
C) unreasonable trust.
D) learned helplessness.
Praxis: I.B.
CEC: CC2K5
30) A specific and characteristic behavior repertoire associated with a genetic or
chromosomal disorder is a
A) genetic syndrome.
B) personality characteristic.
C) behavioral phenotype.
D) behavioral genotype.
Praxis: I.B.
CEC: CC2K1
31) In functional academics, academics are taught in the context of
A) daily living skills.
B) vocational settings.
C) community living.
D) simplified curricula.
Praxis: III.E.
CEC: CC4S3
32) Using instructional prompts, consequences for performance, and strategies for
transfer of stimulus control is called
A) community-based instruction.
B) functional instruction.
C) functional academics.
D) systematic instruction.
Praxis: III.E.
CEC: CC4S4
33) Pointing to an item while telling a student to pick it up is an example of
A) verbal prompt.
B) gestural prompt.
C) modeling.
D) physical prompt.
Praxis: III.E.
CEC: CC4S4
34) Research has consistently shown that students who are positively reinforced for
correct responses
A) learn at the same rate.
B) exhibit more behavior problems.
C) learn at a faster rate.
D) exhibit fewer behavior problems.
Praxis: III.F.
CEC: CC5K2
35) Karen is trying to transfer control away from prompts to a more naturally
occurring stimulus. She tells her daughter “Pick up your toys. Put them in that box
[points to box].” Over the next few days, she will tell her daughter to pick up her
toys, but will wait 10 seconds before telling her to put them in the box. This is an
example of
A) progressive time delay.
B) timed response delay.
C) constant time delay.
D) intermittent time delay.
Praxis: III.E.
CEC: CC4S4
36) Which statement is TRUE?
A) Instruction of daily living skills is more effective in a controlled classroom
setting.
B) It is easier to hold instruction in classrooms than in real-life settings.
C) Instruction in daily living skills should not include instruction in classroom
settings.
D) There is no benefit to using real products and money when teaching daily
living skills.
Praxis: III.F.
CEC: CC7S4
37) Research on classwide peer tutoring (CWPT) to help meet the instructional needs of
students with mild mental retardation in inclusive settings shows that, compared to
teacher-led instruction, CWPT resulted in each of the following EXCEPT
A) increased academic performance for all students.
B) increased amount of engaged academic time.
C) increased academic performance for the students with mild ID only.
D) positive acceptance from the teachers and students.
Praxis: III.E.
CEC: CC4S1
38) Each of the following is true regarding assessment of quality of life EXCEPT
A) It presents challenges because it depends on individual perceptions.
B) It should consider society’s view of quality of life and an individual’s level of
satisfaction.
C) There are no assessments to use with Spanish-speaking populations.
D) The Life Experiences Checklist is considered to be more objective that the
Quality of Life Questionnaire.
Praxis: III.C.
CEC: CC8K4
39) The purpose of early intervention programs for children at risk for mild intellectual
disabilities is
A) improving parents’ teaching skills.
B) preventing intellectual disabilities or furthering development of children who
have intellectual disabilities.
C) improving family financial status through job training for parents.
D) improving the quality of the children’s medical care.
Praxis: I.C.
CEC: CC1K1
40) Results from the Perry Preschool Project and the Abecedarian Project indicate that
A) special classes are the most effective placement.
B) most early intervention programs are ineffective.
C) high school performance is not affected by early intervention.
D) early intervention can reduce the rate of intellectual disabilities.
Praxis: I.C.
CEC: CC1K1
41) Effective transition programs for students with intellectual disabilities involve
A) direct instruction in reading and math.
B) community adjustment and employment.
C) vocational training and behavior modification.
D) functional academics and family counseling.
Praxis: III.E.
CEC: CC4S6
42) Most professionals agree that transition programming for students with intellectual
disabilities should begin
A) at birth.
B) during the elementary years.
C) at the middle school level.
D) when the student enters high school.
Praxis: III.E.
CEC: CC4S6
43) The ability to make personal choices, regulate one’s own life, and be a self-advocate
is called
A) self-determination.
B) self-reliance.
C) self-consciousness.
D) self-promotion.
Praxis: III.E.
CEC: CC4S5
44) A motivational term referring to a condition wherein a person believes that no matter
how hard he or she tries, failure will result is
A) outside locus of control.
B) self-defeatism.
C) learned helplessness.
D) self-determination.
Praxis: I.A.
CEC: CC4S5
45) In person-centered planning, professionals are seen as
A) working for individuals with intellectual disabilities.
B) collaborating with individuals with intellectual disabilities.
C) advising individuals with intellectual disabilities.
D) planning everything for individuals with intellectual disabilities.
Praxis: III.E.
CEC: CC4S6
46) Researchers have found that such things as the ability to manage money, prepare
meals, maintain a clean house, and keep one’s clothing and self well groomed are key
factors for
A) functional academics.
B) elementary programming.
C) supported employment.
D) community adjustment.
Praxis: III.E.
CEC: CC4S4
47) Self-determination is most likely to be fostered under which of the following
conditions?
A) supported living
B) community residential facilities
C) group homes
D) residential institutions
Praxis: II.B.
CEC: CC4S5
48) All of the following are true of sheltered workshops EXCEPT
A) There is no integration with workers who are not disabled.
B) They offer repetitive work and limited job-training experiences.
C) They are run by business people to make a profit.
D) Clients only earn between one and five dollars a day.
Praxis: III.D.
CEC: CC4S6
49) In supported competitive employment, a worker with intellectual disabilities has a
competitive employment position and receives
A) incentive money.
B) ongoing assistance from a job coach.
C) sub-minimum wage.
D) pay from a social agency rather than from the employer.
Praxis: III.D.
CEC: CC4S6
50) Employment based on assessment of an individual’s strengths, weaknesses, and
interests is
A) supported employment.
B) competitive employment.
C) sheltered employment.
D) customized employment.
Praxis: III.B.
CEC: CC4S6
5.2 True/False Questions
1) In the past several years, it has become more difficult to designate someone as having
intellectual disabilities.
Praxis: I.C.
CEC: CC1K5
2) If a person achieves a low score on an IQ test, this means that his or her adaptive skills
are below average.
Praxis: I.C.
CEC: CC1K5
3) Down syndrome is usually an inherited condition.
Praxis: I.C.
CEC: CC2K1
4) The most common know hereditary cause of intellectual disabilities is Fragile X
syndrome.
Praxis: I.C.
CEC: CC2K1
5) People with Prader-Willi syndrome inherited it from their father.
Praxis: I.C.
CEC: CC2K1
6) Encephalitis results more often in intellectual disabilities than does meningitis.
Praxis: I.C.
CEC: CC2K1
7) Authorities believe that few cases of mild intellectual disabilities are caused by
specific genetic syndromes.
Praxis: I.C.
CEC: CC2K1
8) IQ is generally considered the single best index of how well a person will do
in school.
Praxis: III.C.
CEC: CC1K5
9) Short-term memory involves the ability to keep information in mind while
simultaneously doing another cognitive task.
Praxis: I.B.
CEC: CC2K2
10) Research has consistently shown that students who are positively reinforced for
correct responses learn faster.
Praxis: III.F.
CEC: CC5S10
5.3 Short Answer Questions
1) Explain why the major professional organization for people with significant
cognitive or intellectual disabilities changed its name from the American
Association on Mental Retardation (AAMR) to the American Association on
Intellectual and Developmental Disabilities (AAIDD).
Praxis: I.C.
CEC: CC1K1
2) Describe what is meant by the phrase, “intellectual disability is a socially
constructed condition.”
Praxis: I.C.
CEC: CC1K5
3) Distinguish between intelligence and adaptive behavior, giving examples of
tasks that are representative of each. Why is adaptive behavior included in the
definition of mental retardation?
Praxis: I.C.
CEC: CC1K5
4) Discuss the difference in expected prevalence rates for intellectual disabilities
(based on the hypothetical normal curve of intelligence) and the actual
prevalence figures.
Praxis: I.C.
CEC: CC1K5
5) Identify and describe three environmental causes of intellectual disabilities.
Praxis: I.C.
CEC: CC2K1
6) Write a scenario illustrating the kinds of social problems a person with an
intellectual disability is likely to have.
Praxis: I.B.
CEC: CC3K1
7) Write a scenario illustrating the use of an instructional prompt and explain why
and how it is faded out.
Praxis: III.E.
CEC: CC4S4
8) What is self-determination? Describe the four components of self-determination
and discuss arguments for and against promoting self-determination.
Praxis: III.E.
CEC: CC4S5
9) Discuss three advantages of supported competitive employment over sheltered
workshops for individuals with intellectual disabilities.
Praxis: III.D.
CEC: CC4S6
10) Describe three ways that general and special educators can collaborate to serve
students with intellectual disabilities.
Praxis: III.B.
CEC: CC10K1
Chapter 5 Learners with Intellectual and Developmental Disabilities
5.1 Multiple Choice Questions
5.2 True/False Questions
5.3 Short Answer Questions
