1. The category “learning disabilities” was originally conceived of as a heterogeneous group of students who shared in
common learning problems stemming from .
2. Students identified as having a learning disability who do not have a clear neurological basis for their disability are
said to have ________________.
3. Which of the following researchers coined the term learning disabilities in 1962?
a. Orton
b. Kirk
c. Myklebust
d. Frostig
4. Although they may share some common characteristics, children who have learning disabilities represent a wide
range of needs and abilities.
a. True
b. False
5. Andrew is a student who is reported to be “twice exceptional.” This indicates that he can be labeled both
a. learning disabled and language impaired.
b. gifted and learning disabled.
c. learning disabled with EBD.
d. deficits in both reading and math.
6. The U.S. Department of Education’s definition of learning disabilities presumes that such a disability is a result of
a. a problem with a basic psychological process.
b. environmental, cultural, or economic disadvantages.
c. intellectual or developmental delay.
d. visual handicaps.
7. IDEA 2004 added an alternative method to evaluate children with a learning disability. The new method examines
how the child responds to scientific, research-based intervention. This new method is called the
a. Discrepancy Approach.
b. Response to Intervention Approach.
c. Neurological Approach.
d. ITPA Approach.
8. Dyslexia is a problem in the area of
a. social skills.
b. math calculations.
c. language.
d. spatial relationships.
9. According to figures published by the U.S. Department of Education in 2011, the prevalence rate for learning
disabilities in individuals ages 6-21 was
a. 2.5 percent.
b. 3.4 percent.
c. 6.4 percent.
d. 11.5 percent.
10. Discuss the term “unexplained underachiever” and how underachievement in general is different from a learning
disability.
11. The U.S. Department of Education (2004) includes all of the following disorders to be within the specific learning
disability definition EXCEPT
a. perceptual disabilities.
b. behavior disabilities.
c. developmental aphasia.
d. dyslexia.
12. The RTI approach
a. provides instruction only for students with learning disabilities during transitional periods.
b. is the only assessment technique included in IDEA for diagnosing children with learning disabilities.
c. allows for early intervention based on the child’s needs.
d. can only be evaluated by a school psychologist.
13. Many children with learning disabilities show a discrepancy between abilities or between potential and achievement.
Which of the following best illustrates such a discrepancy?
a. An 8-year-old with a below-average IQ score has mastered only first-grade vocabulary and reads 2 years
below grade level.
b. An adolescent scores in the below-average range on an IQ test and averages 2.5 years below grade level in
academic achievement.
c. A fifth grader reads at the fourth grade level and scored on the above average range on an IQ test.
d. A child has difficulty remembering what is presented visually or orally.
14. Discuss the difference between the discrepancy model and the Response to Intervention model in diagnosing a child
with a learning disability.
15. The “wait–to–fail” model
a. is one of the components of the RTI model.
b. waits until the gap between IQ and achievement is wide enough to be noticeable.
c. helps to identify children with ADHD.
d. helps the child get services quickly.
16. Learning disabilities may manifest themselves in a child‘s imperfect ability to do which of the following?
a. Listen
b. Think
c. Speak
d. All of the above
17. Learning disabilities may be a result of
a. neurological differences.
b. genetics.
c. environmental factors.
d. all of the above.
18. Six-year–old Jackie has been classified as dyslexic. She is likely to have difficulties with
a. her speech.
b. nonverbal problem solving.
c. single-word decoding.
d. motor skills.
19. Intervention strategies that research has demonstrated to be effective are called
a. evidence-based interventions.
b. extrinsic interventions.
c. cooperative learning.
d. PBS.
20. The ELORS is a clinical observation tool used to .
21. The Response to Intervention approach is usually built on tiers of support.
a. one
b. two
c. three
d. four
22. Prevalence figures are suspected of being inaccurate because
a. there are difficulties and inconsistencies in definitions from state to state.
b. schools do not submit accurate counts to the state departments.
c. parents do not desire to reveal their child’s disability.
d. not all students with learning disabilities are served in special education settings.
23. The key components of a RTI model include
a. an intervening hierarchy, standard protocol, collaborative problem solving, and progress monitoring.
b. visual perception, auditory perception, tactile perception, and sensory integration.
c. assessment, orientation, tutoring, and progress evaluation.
d. metacognition, social learning, cognitive restructuring, and social skills training.
24. The general education classroom is the primary prevention and intervention site for all students. This statement
would be an example of which level of the RTI hierarchy?
a. Tier I
b. Tier II
c. Tier III
d. Tier IV
25. Which of the following is most frequently postulated as a cause of learning disabilities?
a. A problem related to how individuals process information at the neurological level
b. An exogenous problem probably associated with negative environmental influences
c. Problems in family communication patterns
d. Problems with a child’s ability to perceive visual information
26. The Response to Intervention (RTI) approach is
a. a way to identify and serve children with learning disabilities.
b. focused on prereferral prevention and intervention.
c. based on how a child responds to scientific, research-based intervention.
d. all of the above.
27. What might be behind the over–representation of bilingual children among students with learning disabilities?
a. Assessments used to detect learning disabilities may not be valid and reliable for bilingual students.
b. Learning a second language is academically demanding and may result in lower academic performance.
c. Education systems in other countries are so far behind the U.S. that students have difficulties catching up.
d. Both A and B are true.
28. Within the Information Processing Model, the context of an emotional environment
a. is not considered important.
b. is a critical mediator for how students with learning disabilities process information.
c. is only considered for students with ADHD.
d. is only considered when analyzing the output process.
29. The four major components of the Information Processing Model are
a. cognition, processing, metacognition, and attention.
b. input, processing, output, and memory.
c. input, processing, output, and executive function.
d. social learning, emotional context, attention, and sensory integration.
30. Oversensitivity to sensory input is called
a. overselectivity.
b. central processing difficulties.
c. heightened sensitivity.
d. dyslexia.
31. John has a problem with figure–ground, closure, and spatial relationships. He is experiencing a problem in
a. megacognitive processes.
b. visual perception.
c. auditory perception.
d. sensory integration.
32. An example of heightened sensitivity that can affect an area of functioning is
a. sensory responsiveness.
b. auditory integration.
c. tactile defensiveness.
d. proprioception.
33. Deep processing of information
a. is not necessary to understand information so that it can be used in meaningful ways.
b. transforms the information to “make it ours.”
c. includes only evaluative thinking.
d. is not a problem for children with learning disabilities.
34. Sally forgets the directions and steps for solving a math problem as she is working the problem. She has a deficit in
a. long-term memory.
b. megacognition.
c. short-term memory.
d. working memory.
35. Sensory integration involves
a. the student’s ability to listen and take notes during class.
b. the ability to use two or more senses simultaneously and smoothly.
c. blending auditory perception and tactile actions.
d. all of the above.
36. The ability to recall whole scenes from our past is called
a. semantic memory.
b. episodic memory.
c. motor memory.
d. working memory.
37. Memory that can hold large amounts of information for a very short period of time (2-3 seconds) is called
a. motor memory.
b. short-term memory.
c. sensory memory.
d. semantic memory.
38. is the storage of concepts, words, symbols, and generalization.
a. Episodic memory
b. Semantic memory
c. Mnemonic memory
d. Motor memory
39. Delays in information processing might contribute to learning disabilities because
a. children with auditory delays cannot answer questions rapidly in class.
b. if information takes longer to get into short-term memory, it may not get into long-term memory.
c. delays in information processing allow too much information to be received by the brain.
d. children with visual delays cannot take notes in class.
40. Riding a bicycle or playing the piano are examples of
a. semantic memory.
b. episodic memory.
c. motor memory.
d. working memory.
41. is the absence of expression on the face sometimes seen in individuals who have difficulty
producing gestures and facial expressions corresponding to emotions.
42. A problem with word retrieval and speech fluency is called
a. dysgraphia.
b. developmental aphasia.
c. apaxia.
d. aphonia.
43. Which of the following is NOT an example of a language-based disorder?
a. Listening and speaking
b. Phonological mastery and word recognition
c. Reading, spelling, and writing
d. Fine motor skills
44. Dysgraphia is
a. a difficulty with numbers.
b. a diagnostic-prescriptive strategy.
c. a mnemonic device.
d. a difficulty with handwriting.
45. The ability to think about our own thinking and to monitor its effectiveness is called
a. social learning.
b. cognitive learning.
c. cognition.
d. metacognition.
46. Which of the following is an academic learning disability?
a. An attention disorder
b. A reading problem
c. A perceptual-motor disorder
d. A memory deficit
47. Repeated experiences of failure and frustration can lead to
situation is not a stressful one.
a. memory failure
b. anticipatory anxiety
c. social anxiety
d. memory anxiety
in a new situation, even when the
48. The process that includes continuous monitoring of thoughts, speech, and actions to accomplish goals is called
a. the feedback system.
b. self–regulatory skills.
c. the multisensory approach.
d. sensory integration.
49. Most students with learning disabilities are served
a. in resource rooms.
b. in self-contained special education classrooms.
c. in general education classrooms without modifications.
d. in general education classrooms with appropriate modifications.
50. A model for organizing intervention strategies from least to most intensive is called
a. intervening hierarchy.
b. metacognition.
c. discrepancy model.
d. IPM.
51. The modifications to activities that take place in the general classroom typically happen at which level of RtI?
a. Tier I
b. Tier II
c. Tier III
d. Tier IV
52. Inclusion is universally accepted as a practice that makes a substantial difference for all students with learning
disabilities.
a. True
b. False
53. Which of the following activities typically takes place at the RtI Tier III level?
a. The development of an IEP with a multidisciplinary team
b. Modifications to general classroom instruction
c. Small group reinforcement of general classroom skills
d. Universal screening for potential learning disabilities
54. A mnemonic is a type of
a. explicit teaching.
b. strategic teaching.
c. scaffolding.
d. metacognitive teaching.
55. What evidenced-based teaching practice encourages students to “think about their thinking?”
a. Metacognition
b. Scaffolding
c. Explicit teaching
d. Strategic teaching
56. Why is Universal Design for Learning an appropriate strategy to use for students with learning disabilities?
57. There is a particular distinction between families of children with learning disabilities and families of children with
other disabilities because
a. learning disabilities are not as severe as other disabilities.
b. families of students with learning disabilities don’t usually need assistance in working with their child.
c. learning disabilities develop later in life and problems can emerge before the learning disability is identified.
d. families of students with learning disabilities are usually not involved in their child‘s educational program.
58. Parents should be involved in the development of an IEP for a child who is identified as having learning disabilities.
a. True
b. False
59. Because of the challenges created by their disability, few students with learning disabilities will go on to post-
secondary education.
a. True
b. False
60. Which of the following is NOT true about adolescents with learning disabilities?
a. They rarely graduate from high school in a timely manner.
b. They are more likely to engage in risk-taking behavior than their peers.
c. They are less likely to have strong coping skills than their peers.
d. A strong transition plan will help them find success as adults.