Chapter 6 Test Bank:
Teaching Students with Learning Disabilities and Attention Deficit Hyperactivity Disorder
6.1 Who was the pioneer who coined the term “specific learning disabilities” and in what year did
this occur?
a. Maria Montessori; 1997
b. Lloyd Dunn; 1990
c. Burton Blatt; 1975
d. Samuel Kirk; 1963
6.2 Which of the following students would be identified as having a specific learning disability
according to IDEIA’s regulations:
a. Debbie, a shy sixth grader, has difficulty reading words like ‘house’ and ‘bird.’ Her
parents have tried many tutors and report she doesn’t retain what she learns. She says she
hates school and homework.
b. Stephen, a fourth grader, has always had difficulty with word problems. When reading
the problem, he has trouble identifying which information is relevant. Stephen is on free
lunch. Many times, this is the only time he eats during the day.
c. Robert loves animals. He can talk for hours about the latest National Geographic
documentary. When his seventh grade teacher asked him to write an essay about his
favorite reptile, he was only able to put down a few illegible words. When he was six, the
optometrist discovered a defect in the curvature of his cornea.
d. Ana never talks in class. She seems unable to answer the teacher’s questions and has
difficulty expressing herself clearly. She arrived from Ecuador three months ago.
6.3 A problem with using the aptitude-discrepancy criterion for identifying learning disabilities is:
a. It seems to identify more minorities for special education
b. Parents and teachers usually have to wait until children have struggled with learning for
several years before the discrepancy constitutes a “severe discrepancy”
c. It limits students from making substantial gains in school.
d. It is only manifested in one academic area
6.4 Terry is always raising his hand in class. He usually knows the answers and enjoys discussing
history with his eighth-grade teacher. He is unable, however, to write his ideas and points of view
on paper and often does not complete his homework. His handwriting is illegible and even Terry
had difficulty understanding what he has written. Which term best describes Terry’s condition?
a. dysgraphia
b. dyscalculia
c. dyslexia
d. dysoralia
6.5 The most frequent characteristic of students with learning disabilities is
a. spelling difficulties
b. math difficulties
c. reading difficulties
d. hyperactivity
6.6 Research has indicated that successful adults with learning disabilities do NOT
a. make or persist at goals
b. make accommodations for the disability
c. live independently
d. receive post-secondary training
6.7 The percentage of students with learning disabilities continues to increase because:
a. we have an increased poverty level in our nation
b. computer technology has limited students’ handwriting skills
c. there is an increased need for literacy at work and daily life
d. girls are demonstrating more disruptive behavior
6.8 Which of the following is one of the most important predictors as to whether or not a student will
be identified as learning disabled?
a. being born of parents whose income falls below the poverty level
b. not having a core and extended family
c. having a cultural disadvantage
d. referral from the classroom teacher
6.9 Matthew, an 11th-grade teacher, always begins each unit by presenting a framework for learning.
A framework for learning:
a. activates the students’ background knowledge
b. makes the learning visible
c. is an example of instructional conversation
d. should be presented orally
6.10 Cindy, a fifth-grade teacher, uses the technique of asking students questions such as “what are the
supporting details in the paragraph?” and then calling on students until the right answer is
provided. In using this strategy the teacher:
a. expects students to infer what the supporting details are
b. emphasizes modeling and discussing the cognitive strategies
c. provides an advanced organizer for students
d. makes the learning visible
6.11 Following is a brief interaction by Ray and his teacher. Which strategy is Ray’s teacher using?
T: Read the first sentence.
R: The boy cut off the branches from a beautiful oak tree.
T: Which word in the sentence is the verb?
R: cut
T: What question did you ask yourself to figure out which word was the verb?
R: What did the boy do?
a. modeling
b. drill and practice
c. instructional conversation
d. advanced organizer
6.12 Alex, a ninth-grade teacher, starts a lesson on Native Americans by showing a documentary. He
then passes around beads, bracelets, pottery, and tools once used by Native Americans. After a
discussion of what they have seen and touched, Alex provides the students with a written outline
with important dates and facts. To end the unit, there will be a lesson on how to make pottery
following the techniques used by Native Americans. Which of the following best describes the
strategy Alex is using to teach the lesson?
a. modeling different processes
b. using several memory strategies to assist students with the retention of information.
c. presenting information in multiple ways to deal with students’ learning styles
d. using self-regulation and self-monitoring activities
6.13 Research has indicated that students with learning disabilities are less effective at employing
memory strategies. Therefore, it is not only important to teach students memory strategies, but
also
a. how to ask questions
b. how to go back to the text and reread the information
c. to take clear and concise notes
d. to cue students to use the memory strategies they have learned
6.14 Denise uses a graph to record the progress she makes in her rate of reading. Which strategy is
Denise using?
a. modeling processes
b. self-monitoring
c. memory strategies
d. framework for learning
6.15 During his World History class, Kevin makes sure his students use visual imagery to see
information in ‘their minds eye’, and helps them categorize information to make it easier to learn.
What type of strategies are his students using?
a. self-regulation
b. rehearsal
c. memory
d. adjusting work load
6.16 Attention Deficit Hyperactivity Disorder has two distinct factors:
a. aggressive behavior and lower cognitive ability
b. inattention and impulsivity
c. extremely high cognitive ability and laziness
d. excessive stress and poor diet
6.17 Molly has been diagnosed as having ADHD. She is often forgetful and easily distracted. Her
teachers refer to her as a daydreamer. She often stares out the window and claims she’s writing
plays or poems in her mind. Molly’s characteristics of ADHD can be characterized as:
a. Social Impairment
b. Predominantly Inattentive
c. Adverse Creativity
d. Occupational Impairment
6.18 It is difficult to keep track of the number of students with ADHD because there is no separate
category for this disability under special education classification. Which disability are students
with ADHD often classified under?
a. serious emotional disturbance
b. specific learning disability
c. other health impairment
d. conduct disorder
6.19 Initial Identification of ADHD usually is conducted by:
a. a classroom teacher
b. an educational diagnostician
c. a pediatrician
d. a multi-disciplinary team
6.20 At a recent workshop, Isabel learned that providing optimal stimulation for her students with
AHD can facilitate their learning. Which of the following is an example of what Isabel can do to
provide optimal stimulation?
a. divide assignments into smaller steps
b. play classical music while students are completing an arithmetic worksheet
c. provide enough practice in class then omit homework
d. have students work in small groups
6.21 The number of students identified with learning disabilities has increased substantially during the
last two decades. Why does the percentage of students with learning disabilities continue to
increase?
a. more effective assessment tools have been developed
b. learning disabilities are viewed as one of the disabilities that are more socially accepted
and have less negative connotations
c. with more research in the field, school psychologists have a better understanding of the
disability and are identifying students who previously would have been overlooked
d. the learning disabilities category has become a dumping ground
6.22 Which of the following students is most likely to have ADHD?
a. Jimmy is 16 years old. He has always been a good student with above average grades.
Lately he doesn’t seem to be able to pay attention to lectures, complete long assignments,
and is easily distracted.
b. Since the age of three, Carlos fidgets and squirms, has difficulty waiting for his turn and
often cries if he doesn’t get what he wants right away.
c. Cheryl is a fourth grader who loves music, PE, and science. She enjoys these classes and
usually earns an ‘A’ in them. When it comes to the rest of the school day, Cheryl has
difficulty waiting for her turn, she blurts out answers, and interrupts others.
d. Right after his grandfather’s death, Patrick had difficulty following rules, could not
remain seated during class, and was talking incessantly.
6.23 What percentage of children with ADD respond favorably to medication?
a. 70–80%
b. There is no conclusive research about whether or not children with ADD respond
favorably to medication.
c. 5–10%
d. 50%
Fill In The Blank Questions:
6.24 In 1963 ___________________ coined the term______________ ______________
___________________ to include those students who had been referred to as perceptually
handicapped, brain injured, neurologically impaired, or minimally brain dysfunctional.
6.25 You are in a multidisciplinary team meeting regarding one of your students who is being
considered foe an SLD placement. To ensure a proper decision is made IDEIA 2004 says the
student must meet three criteria. They are:
______________________________________________________________________________
______________________________________________________________________________
__________________________________________
6.26 Since the reauthorization of IDEIA in 2004 discrepancy is no longer used to diagnose SLD.
________________ is now used as an alternative to the traditional aptitude-achievement
discrepancy approach.
6.27 Establishing a list of characteristics that defines all students with SLD has proven difficult.
However, the two overriding characteristics
______________________________________________________________________________
______________________________________________________
can help you as a teacher identify students.
6.28 In your learning disabilities classroom you have three students with very distinctive types of
learning disabilities. The first student has ________________ because she has difficulty reading
due to decoding and spelling problems. The second student has _____________________ as he
has a difficult time forming letters when handwriting. The third student has _________________
as he has problems with math concepts and computation.
6.29 Over the years and through much research there are now several instructional practices where
students with SLD have shown academic success. Three of these practices are:
______________________________________________________________________________
______________________________________________________________________________
__________________________________________
6.30 In your classroom if you teach students the acronyms ROY G BIV or HOMES and others like
these you are using __________________ __________________.
6.31 A student in your classroom seems to daydream often and usually forgets his homework and is
easily distracted by almost anything. This student may have ADHD ____________________
type.
6.32 Jimmy, a student in your class had recently completed an evaluation to determine if he is ADHD
and eligible for services. If so, the two laws that guarantee Jimmy a free and appropriate public
education are: ___________________________ and __________________________________.
6.33 Students with ADHD can learn just as students without ADHA but they require some specialized
educational interventions. Your text discusses 11 interventions. Four of these interventions are:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________
6.34 Explain the terms dyslexia, dysgraphia, and dyscalculia. Give an example of the classroom
implications resulting from these disabilities and two classroom modifications you might use for
each type of learning disability.
6.35 Several general strategies found to be effective when teaching students with learning disabilities
were presented In This Chapter. Choose five, describe each, and give specific examples of how
they might be used in the classroom.
6.36 The authors mention that the prevalence of specific learning disabilities is steadily increasing.
Describe the factors that are related to the increase. What is your rationale for the increase in the
identification of learning disabilities?
6.37 What are the characteristics of students with ADHD? Describe two of the early indicators of
ADHD. Describe four developmental features that distinguish ADHD from mild attention or
hyperactive problems.
6.38 What can classroom teachers do to successfully teach students who have ADHD? Describe three
teacher characteristics that assist teachers in working successfully with students who have
ADHD.
6.39 Mike, a student with ADHD, is not doing his homework. His mother calls and tells you she’s at a
loss for what to do. Describe two modifications you would make to assist Mike with his
homework.
6.40 Discuss the steps that parents follow when they suspect their child may have ADHD. Who is
responsible for making the diagnosis? What factors must be considered before a diagnosis is
given?
CHAPTER 6
