Chapter 7 Students with High-Incidence Disabilities
Multiple Choice
1. Students with high-incidence disabilities share all of the following characteristics except ____.
a. they benefit from systematic highly structured interventions
b. they require use of AT devices
c. they are difficult to distinguish from peers without disabilities
d. they exhibit a combination of behavioral, social and academic problems
2. The largest group of individuals with high-incidence disabilities falls into the federal disability category of
____.
a. intellectual disabilities
b. emotional disabilities
c. learning disabilities
d. speech impairments
3. Jamie has difficulty being understood when she speaks primarily because she slurs words. Her speech
problem is with ____.
a. fluency
b. pitch
c. voice
d. articulation
4. Stuttering is a speech disorder characterized by difficulty with ____.
a. fluency
b. enunciation
c. voice
d. articulation
5. Individuals with speech disorders may have life-long emotional problems because they typically ____.
a. have cognitive or developmental delays
b. experience peer rejection
c. prefer to be socially isolated
d. have difficulty focusing in social situations
6. Students with receptive language problems may have difficulty ____.
a. initiating social language
b. using correct grammar
c. understanding what people mean when they speak to you
d. discussing abstract concepts
7. Students with language problems struggle academically because ____.
a. they have difficulty pronouncing key vocabulary
b. the teachers require fluent speech in class
c. they have difficulty acquiring word analysis and spelling skills
d. their speech patterns irritate teachers and peers
8. The two key parts of language with which an individual may have difficulty are categorized as ____.
a. speech and comprehension
b. reception and expression
c. articulation and listening
d. grammar and vocabulary
9. To accommodate students with communication disorders, teachers should create a learning atmosphere of
acceptance by ____.
a. directly correcting all language mistakes
b. completing thoughts when students struggle to articulate
c. supplying words that are difficult to pronounce
d. reinforcing even attempts to communicate
10. Teachers can directly teach students with communication disorders listening skills by providing practice in
____.
a. vocabulary building
b. following directions
c. reading common words
d. completing workbook pages
11. In order for teachers to effectively expand students’ language through modeling, they should ____.
a. set aside time to work one-on-one with students with communication disorders
b. broaden or add information to statements made by students with communication disorders
c. incorporate modeling efforts into everyday communication with students
d. develop opportunities for students with communications disorders to interact with peers
12. The primary goal of successful language programs is to help students with communication disorders to
____.
a. develop social interaction skills
b. be more successful academically
c. improve their self-concept and esteem
d. use appropriate language in a variety of social and academic situations
13. Students with learning disabilities have problems learning because they have ____.
a. below-average cognitive ability
b. environmental disadvantages
c. trouble processing, organizing and applying information
d. behavioral adjustment problems
14. Individuals with emotional disturbances have problems learning primarily because of ____.
a. external or internal behavioral adjustment problems
b. difficulty processing and organizing information
c. inability to focus attention on instructional activities
d. significantly diminished cognitive capacity
15. Two major types of reading problems that students with learning and behavioral disabilities have are ____.
a. fluency and encoding
b. decoding and comprehension
c. word recognition and pronunciation
d. accuracy and reading rate
16. Decoding problems are most observable when the student tries to ____.
a. summarize key points of what they have read
b. explain what they have learned from their reading
c. define vocabulary from the reading context
d. read a passage of text orally for the teacher
17. The term dyslexia is used to identify serious difficulties with ____.
a. problem solving
b. writing skills
c. mathematics
d. reading
18. Which of the following is an example of a product problem in the writings of students with learning and
behavioral disabilities?
a. little systemic planning
b. little useful revision
c. overuse of simple subject-verb constructions
d. failure to self-monitor writing
19. Students with learning and behavioral disabilities who frequently misread math signs have difficulty with
which of the following key areas of math skills?
a. alertness to visual detail
b. difficulty with memory
c. problems with math language
d. procedural errors
20. When students with learning and behavioral disabilities struggle with spatial organization in math, they
may ____.
a. miss a step in solving a problem
b. reverse the order of reading a math problem
c. write numbers poorly or too large
d. not see obvious errors in responses
21. An example of students with learning and behavioral disabilities having difficulty performing skills that
could help them learn more readily would be ____.
a. coming to attention
b. passive learning skills
c. learned helplessness
d. excessive self-confidence in their work
22. Dorian has a learning disability that interferes with his ability to comprehend expository text. The learning
skill area in which Dorian is more likely to demonstrate difficulty would be ____.
a. memory
b. academic survival
c. attention
d. reasoning
23. Attending school regularly, taking an interest in school and being organized are examples of ____.
a. reasoning skills
b. compensation skills
c. academic survival skills
d. comprehension skills
24. The classroom conduct of students is viewed as abnormal by teachers when ____.
a. the behavior suggests physical danger to themselves or others
b. the behavior interferes with the teacher’s ability to present lessons
c. the behavior negatively impacts other students in the class
d. the behavior is based in a diagnosed psychological disorder
25. During class, students with behavioral disorders frequently ____.
a. prefer to engage in creative, artistic activities
b. adjust quickly to the social demands of their peers
c. engage in aggressive or disruptive behaviors
d. display excessive boredom
26. Peer rejection of students with learning and behavioral disorders predominantly stems from ____.
a. the teachers’ view of learning and behavioral disorders
b. the students’ failure to engage in socially appropriate behaviors
c. individual bias of peers against students who may be different
d. lack of patience on the part of peers and teachers
27. Which of the following is not a reason why students have social skills problems?
a. They have had no models for how to act in social situations.
b. They have trouble reading the social cures of others.
c. They focus too much on the feelings of those with whom they interact.
d. The act impulsively, regardless of what they know to be appropriate.
28. Sometimes students with learning and behavioral disabilities know how to act in a socially appropriate
manner but don’t because they ____.
a. prefer negative recognition to none
b. are overly cautious in social situations
c. don’t have to be accepted by peers
d. are expected to behave in a specific way
29. The difficulty of students with learning and behavioral disabilities to see any connections between their
efforts and success is a result of ____.
a. lack of self-esteem
b. poor self-image
c. learned helplessness
d. depression
30. Frank is a fifteen-year old freshman in high school with significant problems in reading comprehension.
Each year he slips further behind his peers academically. For a while, Frank acted out at school, bullying
classmates and disrupting teachers. Now, however, Frank ignores all efforts to help him, repeatedly saying
it doesn’t matter since he plans to drop out of school when he turns sixteen. Frank’s behavior is
characteristic of ____.
a. learned helplessness
b. anxiety disorder
c. lack of motivation
d. apathy
31. When using a behavioral contract, the consequences of student behavior are ____.
a. always a reward
b. always a punishment
c. sometimes a reward and sometimes a punishment
d. unimportant and not specified
32. As a result of inclusion efforts, students with learning and behavior problems ____.
a. are more likely to make social adjustments just from being in a general education setting
b. are not likely to make social adjustments just from being in a general education setting
c. make huge gains in academic and social skills while in a general education setting
d. make little to no academic gain, but significant social gains while in a general education setting
33. Accommodations presented in the textbook addressing the social and emotional needs for students with
learning and behavior problems do not include ____.
a. social skills training
b. vocational training
c. self-control training
d. attribution retraining
34. Which of the following is not a strategy that will benefit students with significant conduct problems?
a. establish a clear, consistent behavior management system
b. engage students in extremely challenging academic tasks
c. use the intensive, individualized approach of behavior contracts
d. create a supportive environment in which students can experience success
35. Social skills training for students with learning and behavioral disabilities ____.
a. requires the teacher to organize cooperative grouping activities
b. can often be accomplished through unstructured interactions
c. should be conducted through one–on-one instruction
d. must be continually monitored and re-taught if necessary
36. Students who know how to act appropriate in social interactions but often act impulsively benefit from
____.
a. self-control training
b. behavior contracts
c. social skills training
d. attribution retraining
37. The training that helps students with learning and behavior disabilities to redirect their actions in social
situations by talking to themselves is ____.
a. self-control training
b. behavior contracts
c. social skills training
d. attribution retraining
38. Students who demonstrate learned helplessness benefit from ____.
a. self-control training
b. behavior contracts
c. social skills training
d. attribution retraining
39. Self-image can be enhanced by all of the following strategies except ____.
a. teaching self-reinforcement skills
b. setting unrealistic goals
c. giving students responsibilities
d. providing corrective feedback contingent on student behavior
40. Which of the following would not be found in the INCLUDE strategy for students with learning and
behavioral disabilities?
a. check for potential success
b. differentiate instruction
c. reteach the lesson
d. note students’ needs
True/False
1. Learning disabilities are characterized by an inability to process and organize information or by economic
factors.
2. Speech is the act of forming and sequencing the sounds of oral language.
3. Speech difficulties focus primarily on tone.
4. Language can exist without speech.
5. Students with receptive language problems often have difficulty with problem solving because they may
not understand questions or retain verbal information.
6. Stressing listening skills is particularly important for students with expressive language problems.
7. IDEA allows school districts to use RtI progress-monitoring for identification of students identified as
learning and behavioral disabled.
8. Reading comprehension difficulties in students with learning and behavior disabilities have little to do with
poor decoding skills.
9. Students with learning and behavior disabilities can spell well when words follow linguistic rules or are
phonetic, but struggle with irregular words.
10. Some students with learning and behavior disabilities struggle with solving word problems because of
difficulties with mathematical reasoning.
11. Students with learning and behavior disabilities struggle with organizing and interpreting information
presented during instruction but excel at independent learning.
12. Individuals who demonstrate problems with social adjustments in school settings are frequently at risk for
academic problems.
13. Students with learning and behavior disabilities are frequently rated as troubled by teachers but are usually
well-liked and admired by peers.
14. Social cues are signals given by individuals to communicate messages.
15. Poor self-image can lead to learned helplessness.
16. Because of repeated lack of success, students with learning and behavior disabilities would accept negative
attention rather than no attention from peers.
17. One accommodation for students with learning and behavior disabilities is to bypass the student’s need by
allowing them to employ compensatory learning strategies.
18. Research shows students with learning and behavior problems acquire and improve social skills merely by
their physical presence in the general education class.
19. One way to create opportunities for students to use their social skills is to allow students to work in small
groups with a share learning goal.
20. Attribution retraining can help students overcome learned helplessness by encouraging them to be more
persistent in the face of difficulty.
Short Answer
1. What are the defining characteristics of ‘speech articulation’ communication disorders?
2. List two defining characteristics of the Federal disability category ‘emotional disturbance.’
3. What communication disorder is present when a student is having problems with an inability to understand
what people mean when they speak?
4. Douglas continues to struggle in reading as seen in his progress-monitoring graph. The RtI team has
decided to move Douglas from Tier 1 to Tier 2 for reading. Explain two possible changes that would occur
in his reading program.
5. Suzanne has told you the textbook is too difficult to read. You have observed poor reading accuracy and a
tendency for Suzanne to be distracted. Provide one example of differentiation that would benefit Suzanne.
6. Explain the term ‘high–incidence disabilities.’
7. What percent of all students who have disabilities make up the high-incidence disabilities category as
defined by U. S. Department of Education?
8. Marian experiences difficulty with fluency. Explain the characteristics of this communication disorder you
would observe.
9. Your textbook provides eleven examples of expressive language problems. Provide four examples listed in
the textbook.
10. Your principal has asked you to make a presentation at the next faculty meeting encouraging your
colleagues to teach listening skills. Explain the key points you would emphasize in your presentation.
11. You have assigned an oral presentation for your social studies class. You are concerned about Sharon, a
student with expressive language communication problems. Explain one way you could accommodate
Sharon for this assignment.
12. Explain ‘dyslexia.’ Include in your response one example.
13. List three uses for ‘screen–reader’ programs.
14. ‘AT’ tools are discussed in your textbook. Give one example of an ‘AT’ tool including how this tool
would be used in the classroom.
15. Eight common problems for math are listed in your textbook. Select and explain one problem a student
with learning and behavioral disabilities may experience in math.
16. Mrs. Gibbons teaches fourth grade math to a student who recently moved from Mexico to her school
district in South Carolina. Provide one example of how Mrs. Gibbons could engage the new student more
effectively in her lessons by addressing the cultural differences.
17. Explain what is meant by ‘students with behavioral disabilities are passive learners.’
18. List two examples found in your textbook of ‘academic survival skills.’
19. Jeremy’s mother has contacted you to discuss the ‘diet therapy’ being considered to control Jeremy’s
ADHD. His mother has asked if you are aware of diet therapy and if you could give her one example of a
diet therapy currently being researched. Provide one example of a diet therapy you could explain to
Jeremy’s mother.
20. Describe ‘learned helplessness.’
Essay
1. Identify the three federal disability categories into which individuals with high-incidence disabilities fall.
Include in your discussion three defining characteristics of each.
2. Benjamin is a new student in your first grade classroom who stutters. He is very shy, rarely interacting with
his peers either inside or outside of class. Identify accommodations you can make to increase Benjamin’s
interaction with others and participation in class. Be sure to include in your response an explanation of how
the accommodations you have identified will benefit Benjamin.
3. Jeremy is a middle school student who has a communication disorder in which he displays significant
problems with receptive language. Describe four receptive language problems you have observed and
provide a corresponding accommodation you would make for each language problem.
4. Rashid’s student file indicates that he has dyslexia. Describe the five key elements of a researched-based
reading program that would benefit Rashid.
5. Describe the two major types of problems with written expression students with learning and behavior
disabilities may have according to your textbook.
6. Describe five of the eight key areas of math skills where students with learning and behavior disabilities
may have difficulty.
7. Describe three controversial therapies in learning and behavioral disabilities. Discuss why it is important
for you as an educator to be well informed of various therapies.
8. Marcus is an extremely bright eight grader with an emotional disorder. Over the years, Marcus has learned
appropriate social skills, demonstrating that he can apply these skills in social interactions. Nonetheless,
without much structure, Marcus consistently fails to apply these skills in many of his day–to-day
interactions with his peers. Identify three reasons why Marcus may continue to exhibit social skill
problems. Include in your response suggested strategies the teacher can use to encourage the use of his
acquired social skills.
9. Explain ‘attribution re–training’ and provide four strategies you would employ to enhance student image.
10. Mrs. Greg has implemented the INCLUDE strategy in her classroom for all students. Explain five strategies
she might use daily to differentiate instruction for a student with a learning and behavioral disability.
Chapter 7
Multiple Choice
True/False
Short Answer
Essay
