Chapter 7 Learners with Attention Deficit Hyperactivity
Disorder
7.1 Multiple-Choice Questions
1) All of the following provide a historical basis for the existence of ADHD EXCEPT
A) Still’s children with “defective moral control.”
B) Goldstein’s brain-injured soldiers of World War I.
C) Cruickshank’s syndrome.
D) Hyperactive child syndrome.
Praxis: III.A.
CEC: CC1K1
2) A physician credited with being the first to address the issue of attention deficits in the
professional literature is
A) George Still.
B) Alexander Chrichton.
C) William Cruickshank.
D) Kurt Goldstein.
Praxis: III.A.
CEC: CC1K1
3) Which of the following is a way that Still’s cases were similar to today’s population of
persons with ADHD?
A) Many had average intelligence.
B) The condition was more prevalent in females than males.
C) There was no evidence of a hereditary basis.
D) Most of the children had no other psychological or physical problems.
Praxis: I.A.
CEC: CC1K1
4) The tendency to repeat the same behaviors over and over again is called
A) perseverance.
B) redundancy.
C) perseveration.
D) repetition.
Praxis: I.B.
CEC: CC2K1
5) Which aspect of persons described as “hyperactive and distractible” did Werner and
Strauss’s research examine?
A) disorganized behavior
B) figure-ground confusion
C) hyperactivity
D) perseveration
Praxis: I.B.
CEC: CC2K1
6) Cruickshank’s work was important for all of the following reasons EXCEPT
A) The children he studied had cerebral palsy, definitely caused by brain damage.
B) Most of the children had average intelligence.
C) He was among the first to have an educational program for children with
characteristics of what is now called ADHD.
D) He showed that hyperactivity could exist concomitantly with mental
retardation.
Praxis: I.A.
CEC: CC1K1
7) What do many authorities currently suggest should replace inattention as the primary
deficit in ADHD?
A) hyperactivity
B) behavioral inhibition
C) aggressiveness
D) subtle brain damage
Praxis: I.B.
CEC: CC1K1
8) Each of the following is a subdivision of ADHD according to the American
Psychiatric Association’s diagnostic manual EXCEPT
A) predominantly hyperactive-inattentive type.
B) predominantly inattentive type.
C) predominantly hyperactive-impulsive type.
D) combined type.
Praxis: I.C.
CEC: CC1K5
9) With regards to changing criteria for identifying ADHD, professionals have
commented that
A) few individuals are purely inattentive.
B) some children’s symptoms are not severe enough to be considered ADHD until
after they are 7.
C) the number of symptoms tends to increase with age.
D) as a person’s symptoms decrease over time, their functioning is no longer
significantly impaired.
Praxis: I.C.
CEC: CC1K5
10) According to most authorities, what is the estimate for the percentage of school-age
children with ADHD?
A) 1–3%
B) 5–8%
C) 8–10%
D) 3–7%
Praxis: I.C.
CEC: CC1K5
11) Which of the following is a reason why ADHD was not included when the federal
government began tracking the prevalence of disabilities?
A) There was a large body of research suggesting it is not a distinct disability.
B) The advocacy base for children with ADHD was not yet well-developed.
C) There was already a category for minimal brain injury.
D) The federal government put a cap on the number of disability types to be
served by public schools.
Praxis: I.B.
CEC: CC1K5
12) Students with ADHD receive special education services under the Individuals with
Disabilities Education Act (IDEA) in which category?
A) ADHD
B) learning disabilities
C) emotional or behavioral disorders
D) other health impaired
Praxis: II.A.
CEC: CC1K1
13) Each of the following is true EXCEPT
A) the growth of the Other Health Impaired category suggests that students with
ADHD are identified as OHI.
B) ADHD occurs much more frequently in boys than in girls.
C) Gender differences in diagnosis of ADHD are likely due to biological
differences.
D) Statistics show that ADHD is largely a U.S. phenomenon.
Praxis: II.A.
CEC: CC1K1
14) All of the following are used to identify ADHD EXCEPT
A) a medical exam.
B) a clinician interviewing parents.
C) standardized assessment tests.
D) teacher-and parent-rating scales.
Praxis: I.C.
CEC: CC1K5
15) Rating scales are generally filled out by each of the following EXCEPT
A) parents
B) medical doctors
C) teachers
D) the child
Praxis: III.C.
CEC: CC8K1
16) Which statement about the brains of people with ADHD is true?
A) Neuroimaging techniques have shown there is a neurological basis for ADHD.
B) Neuroimaging technology has shown there is no neurological basis for ADHD.
C) Most people with ADHD show neurological signs of tissue damage to the
brain.
D) There is a diagnostic blood test now available for ADHD.
Praxis: I.B.
CEC: CC2K1
17) Part of the brain responsible for executive functions such as the ability to regulate
one’s own behavior is the
A) basal ganglia.
B) cerebellum.
C) corpus collosum.
D) frontal lobes.
Praxis: I.A.
CEC: CC2K1
18) The basal ganglia and cerebellum are responsible for
A) regulating one’s own behavior.
B) executive functioning.
C) coordination and control of motor behavior.
D) communication between the hemispheres of the brain.
Praxis: I.A.
CEC: CC2K1
19) One neurotransmitter involved in sending messages between neurons and the brain
that is found in abnormal levels in people with ADHD is
A) histamine.
B) dopamine.
C) dexadrine.
D) caladrine.
Praxis: I.A.
CEC: CC2K1
20) All of the following are true EXCEPT
A) If a child has ADHD, there is about a 32% chance his or her sibling will have
it.
B) Children of parents with ADHD have about a 57% chance of having ADHD
themselves.
C) If an identical twin and a fraternal twin have ADHD, the second fraternal twin
is much more likely to have ADHD than the second identical twin.
D) Exposure to lead and the abuse of alcohol by pregnant women increases the
likelihood of ADHD.
Praxis: I.A.
CEC: CC2K1
21) The ability to withhold a planned response; to interrupt a response that has been
started; to protect an ongoing activity from interfering activities; and to delay a
response refers to
A) behavioral inhibition.
B) behavioral control.
C) self-control.
D) executive functions.
Praxis: I.A.
CEC: CC2K1
22) All of the following are examples of behavioral inhibition EXCEPT
A) the ability to wait one’s turn.
B) refraining from interrupting in conversations.
C) working for immediate gratification or short-term rewards.
D) resisting potential distractions while working.
Praxis: I.A.
CEC: CC2K1
23) According to Barkley, each of the following is a way that people with ADHD can
exhibit problems with executive function EXCEPT
A) They often have problems with short-term memory.
B) They frequently have delayed inner speech.
C) They have problems controlling emotions and arousal levels.
D) They have difficulty analyzing problems.
Praxis: I.B.
CEC: CC1K1
24) Abilities needed to be successful in one’s living environment (e.g., communication,
self-care, social skills, and leisure) are called
A) functional skills.
B) life skills.
C) practical skills.
D) adaptive behavior skills.
Praxis: I.A.
CEC: CC1K1
25) Compared to students with other disabilities, students with ADHD
A) have fewer social skills problems.
B) have more close friends.
C) are more disliked by their peers.
D) are viewed as less rude.
Praxis: I.B.
CEC: CC2K5
26) The negative social status experienced by students with ADHD is
A) usually long lasting.
B) usually overcome by early adulthood.
C) largely a myth associated with the label.
D) generally an issue only during high school.
Praxis: I.B.
CEC: CC3K1
27) ADHD has been frequently shown to coexist with each of the following EXCEPT
A) learning disabilities.
B) emotional or behavioral disorders.
C) intellectual disabilities.
D) substance abuse.
Praxis: I.B.
CEC: CC3K1
28) Each of the following statements about the coexistence of ADHD with other
conditions is true EXCEPT
A) There is an overlap of 10 to 25 percent between ADHD and learning
disabilities.
B) There is an overlap of 25 to 50 percent between ADHD and emotional or
behavioral disorders.
C) Intellectual disability occurs more often among people with ADHD than in the
general population.
D) Very little research supports the claim that children treated with
psychostimulants are more likely to use illegal substances later in life.
Praxis: I.B.
CEC: CC2K6
29) All of the following are characteristics of Cruickshank’s program for students who
would today meet the criteria for ADHD EXCEPT
A) the reduction of stimuli irrelevant to learning.
B) a strong emphasis on student-directed learning.
C) the enhancement of materials important for learning.
D) a structured program.
Praxis: III.E.
CEC: CC7K1
30) All of the following are suggestions for teaching students with ADHD EXCEPT
A) divide instruction into meaningful chunks.
B) provide a rationale for each lesson.
C) include opportunities for guided practice.
D) avoid “thinking aloud” as this is very distracting.
Praxis: III.B.
CEC: CC7K1
31) Determining the antecedents, consequences, and setting events that maintain
inappropriate behaviors is called
A) functional assessment.
B) functional analysis.
C) behavior management.
D) behavioral contracting.
Praxis: III.F.
CEC: CC7S4
32) Having persons keep track of their own behavior and then receive consequences
based on that behavior is called
A) consequence-based self-monitoring.
B) contingency-based functional assessment.
C) contingency-based self-management.
D) consequence-based self-management.
Praxis: III.F.
CEC: CC4S5
33) In contingency-based self-management, the “contingency” is usually a type of
A) punishment.
B) reward.
C) aversive.
D) contract.
Praxis: III.F.
CEC: CC4S5
34) The behavior of one student is tied to the outcome of the whole group in a
A) group consequence model.
B) contingency-based self-monitoring model.
C) group contingency model.
D) consequence-based self-management model.
Praxis: III.F.
CEC: CC5K2
35) All of the following are intervention principles for ADHD, according to Pfiffner,
Barkley, & DuPaul (2006), EXCEPT
A) Reinforcers should remain consistently the same.
B) Rules and instructions must be clear and brief.
C) Consequences must be delivered swiftly and immediately.
D) Consequences must be delivered more frequently than for other students.
Praxis: III.F.
CEC: CC5S10
36) Most students with ADHD spend most of their time in which of the following
settings?
A) general education classroom
B) special day school
C) self-contained classroom
D) resource room
Praxis: III.D.
CEC: CC1K6
37) Which of the following is a recommended technique for co-teaching students with
ADHD?
A) All Teach, No Drift
B) Parallel Teaching
C) Accommodation Teaching
D) Multi-Group Teaching
Praxis: III.D.
CEC: CC1K6
38) A teaching model that includes content instruction by one teacher to a large group of
students and remedial or supplementary instruction by the other teacher to a small
group of students is
A) Alternative Teaching.
B) Parallel Teaching.
C) Team Teaching.
D) Station Teaching.
Praxis: III.B.
CEC: CC10K1
39) The most frequently prescribed types of medication for students with ADHD are
A) depressants.
B) mood enhancers.
C) psychotropics.
D) psychostimulants.
Praxis: III.A.
CEC: CC2K7
40) Which of the following statements about Ritalin is true?
A) Research is overwhelmingly negative on its effectiveness in helping students
have more normalized behavioral inhibition and executive functioning.
B) Ritalin is not effective for about 30% of people who take it.
C) Ritalin has no side effects.
D) By taking Ritalin, children with ADHD are more likely to become abusers of
drugs later in life.
Praxis: III.A.
CEC: CC2K7
41) All of the following are cautions concerning Ritalin EXCEPT
A) It should not be prescribed at the first sign of a behavioral problem.
B) The results for academic outcomes are unclear.
C) Proper dosage levels vary considerably.
D) It is an over-the-counter substance with little chance of abuse.
Praxis: III.A.
CEC: CC2K7
42) According to the National Institute of Mental Health, the treatment for ADHD that
shows the most effective immediate results is
A) medication management.
B) behavioral management.
C) combined medication management and behavioral management.
D) community care.
Praxis: III.A.
CEC: CC2K7
43) An appropriate method for monitoring academic progress is
A) momentary time sampling.
B) program monitoring
C) response-cost.
D) curriculum-based measurement.
Praxis: III.C.
CEC: CC8K4
44) A behavioral recording system that allows a teacher to conduct brief observations and
collect data on a specific set of behaviors is
A) momentary time sampling.
B) contingency-based recording.
C) intermittent time sampling.
D) continuous time sampling.
Praxis: III.C.
CEC: CC8K1
45) Which statement is TRUE about the Telephone Interview Probe (TIP)?
A) It uses comprehensive, weekly telephone calls with parents to determine
effects of intervention,
B) It is particularly useful for determining the effects of psychostimulants at
different times of the day.
C) It has a broader time frame than many other common rating scales.
D) It is only used to provide ratings of inattention.
Praxis: III.C.
CEC: CC7S1
46) Diagnosis of young children with ADHD is particularly difficult because
A) there is no funding to do assessment in preschool.
B) the symptoms usually do not appear before a child is eight years of age.
C) preschool teachers have no training in identifying children with disabilities.
D) many preschoolers without ADHD exhibit a great deal of activity and
impulsivity.
Praxis: I.C.
CEC: CC8K3
47) The best “test” for ADHD in adults is
A) Conners behavior scales.
B) an MRI to test for brain abnormalities.
C) the person’s life and medical history.
D) referrals from past teachers.
Praxis: I.C.
CEC: CC1K5
48) Each of the following conclusions about adults with ADHD have been documented
EXCEPT
A) They finish fewer years of school.
B) They have more automobile infractions.
C) They have fewer marital problems.
D) They have more addictive behaviors.
Praxis: I.B.
CEC: CC3K1
49) A therapeutic technique that involves identifying someone whom the person with
ADHD can rely on for support is
A) training.
B) coaching.
C) encouraging.
D) directing.
Praxis: III.B.
CEC: CC7K5
7.2 True/False Questions
1) ADHD is not a separate special education category under IDEA.
Praxis: I.C.
CEC: CC1K1
2) Hyperactivity is a characteristic of all children with ADHD.
Praxis: I.B.
CEC: CC2K1
3) Samples taken from the population at-large indicate that girls outnumber boys with
ADHD at a ratio of 3:1.
Praxis: I.C.
CEC: CC2K6
4) Recent research shows that there is evidence of a neurological basis for
ADHD.
Praxis: I.C.
CEC: CC2K1
5) Sugar has been documented to cause hyperactivity.
Praxis: I.C.
CEC: CC2K1
6) The majority of people with ADHD experience significant problems in
peer relations.
Praxis: I.B.
CEC: CC2K6
7) Punishment as a contingency for inappropriate behavior is especially important for
self-management techniques to be effective.
Praxis: III.F.
CEC: CC5K3
8) The effect of Ritalin on persons with ADHD is the same as the effects on persons
without ADHD
Praxis: III.A.
CEC: CC2K7
9) Most authorities in the area of ADHD are opposed to the use of Ritalin.
Praxis: III.A.
CEC: CC2K7
10) About one-third of individuals diagnosed with ADHD in childhood will continue to
have significant symptoms into adulthood.
Praxis: I.B.
CEC: CC3K1
7.3 Short Answer Questions
1) Explain why the terms “minimal brain injury” and “hyperactive child
syndrome” have fallen out of favor.
Praxis: I.C.
CEC: CC1K1
2) Explain why ADHD is not included as a separate category of special education
under the Individuals with Disabilities Education Act (IDEA) and why many
professionals are disappointed with this situation.
Praxis: I.C.
CEC: CC1K1
3) Describe the four components used in the identification of ADHD.
Praxis: I.C.
CEC: CC1K5
4) Write one descriptive sentence for three psychological and behavioral
characteristics of people with ADHD described in the text.
Praxis: I.B.
CEC: CC3K1
5) Explain the difficulty students with ADHD have managing task switches and
suggest three cognitive supports for transitioning from one activity to another.
Praxis: I.B.
CEC: CC2K2
6) What is meant by the statement: “It may not be that they do not know how
to behave appropriately so much as that they are unable to do so”?
Praxis: I.B.
CEC: CC3K1
7) How have methods for teaching students with ADHD changed since
Cruickshank’s approach in the late 1950s? In what ways are today’s methods
similar to Cruickshank’s ideas?
Praxis: III.E.
CEC: CC7K2
8) Write a brief scenario describing a student’s problem behavior. Then, explain how a
functional behavioral assessment (FBA) could be used to determine
the “function” of the behavior. Next, describe a contingency-based self-management
plan that could be used to address the problem behavior within the context of its
apparent function.
Praxis: III.F.
CEC: CC5K2
9) Describe four ways that special and general education teachers can
collaborate to serve students with ADHD.
Praxis: III.B.
CEC: CC10K1
10) What do authorities recommend regarding instruction of preschoolers
diagnosed with ADHD?
Praxis: III.E.
CEC: CC7K1
Chapter 7 Learners with Attention Deficit Hyperactivity Disorder
7.1 Multiple Choice Questions
Chapter
7.2 True/False Questions
7.3 Short Answer Questions
