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Test Items
Chapter 8: Understanding Students with Attention-Deficit/Hyperactivity Disorder
Multiple Choice
1. Which IDEA category includes AD/HD?
A. Emotional disturbance
B. Learning disabilities
C. Other health impairments
D. Attention deficit disorder
2. What fraction of students served under the category that includes AD/HD actually have
AD/HD?
A. Greater than 2/3
B. Fewer than ½
C. Almost ¾
D. About ¼
3. Fidgeting, leaving seat in classroom, running or climbing excessively, difficulty playing or
engaging in leisure activities, blurting out answers, difficulty waiting to take turns, and
talking excessively are characteristics of:
A. AD/HD inattentive type
B. AD/HD hyperactive/impulsive type
C. AD/HD with learning disability
D. AD/HD combined type
4. According to the American Psychiatric Association, symptoms of AD/HD must persist for at
least how long?
A. 6 months
B. 3 years
C. 6 years
D. 3 months
5. What fraction of children have an age of onset of AD/HD after the age specified by the APA
definition criteria?
A. ½
B. ¼
C. 2/3
D. 1/3
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6. What is the prevalence of AD/HD in boys vs. girls?
A. Approximately 6 times as many boys have AD/HD than girls
B. Approximately 4 times as many boys have AD/HD than girls
C. Approximately 10 times as many girls have AD/HD than boys
D. Approximately 4 times as many girls have AD/HD than boys
7. Students with which type of AD/HD are usually identified earliest?
A. Predominantly hyperactive-impulsive type
B. Predominantly inattentive type
C. Combined type
D. Predominantly inattentive-hyperactive type
8. For students who have inattentive type of AD/HD, teachers should make sure students have
enough time to shift from one activity to another, allow flexible limits for finishing work,
simplify tasks that have multiple steps, and:
A. Take medication
B. Receive special education services
C. Teach organization skills
D. Have a peer tutor
9. The majority of children with AD/HD have:
A. Predominantly hyperactive-impulsive type
B. Predominantly inattentive type
C. Combined type
D. Predominantly inattentive-hyperactive type
10. Most students with AD/HD have IQ scores in what range?
A. Low average
B. Average
C. High average
D. Above average
11. 50–80% of students with AD/HD experience:
A. Anxiety disorders
B. Oppositional defiant disorders
C. Conduct disorders
D. Peer rejection
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12. Which of the following is a primary cause of AD/HD in children?
A. Structural differences in the brain
B. Dietary issues such as too much sugar
C. Prenatal exposure to cigarette smoke, lead, and alcohol
D. Watching too much television
13. Compared to children without disabilities, the brain volumes of children with AD/HD are:
A. About 5 percent higher
B. 3 to 8 percent lower
C. About the same
D. Significantly higher
14. Exposure to cigarette smoke, lead, and alcohol are which of the following environmental
causes/factors of AD/HD?
A. Prenatal
B. Perinatal
C. Genetic
D. Postnatal
15. The name of a plan written for a student who does NOT require special education services
but needs some accommodations in the general education classroom is:
A. 504 plan
B. Behavior Management plan
C. IEP
D. IFSP
16. Nondiscriminatory evaluation plans seek to answer each of the following EXCEPT:
A. Does the student have AD/HD and can other disabilities be ruled out?
B. Do other disabilities exist simultaneously with AD/HD?
C. What should the student’s IEP contain?
D. Can the student be served by an existing program, like EBD, even if he has AD/HD?
17. Approximately 80% of school psychologists use which measure to determine the presence of
AD/HD?
A. Attention Deficit Disorders Evaluation Scales
B. Conner’s Rating Scales
C. Peterson’s Rating Scales
D. AD/HD Assessment Tool
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18. Accommodations like reassuring the student gently, meeting with the parents to find out how
the child likes to communicate, and being on the alert for frustration or anger and modifying
expectations during those times are particularly good for students who:
A. Display inattention
B. Are impulsive
C. Have mood characteristics
D. Have difficulty complying
19. A critical predictor of success in adulthood for students with AD/HD is:
A. Note taking
B. Self-instruction
C. Organizational skills
D. Goal setting
20. With regards to medications for AD/HD teachers are expected to:
A. Help monitor the impact on the child
B. Help the parents learn behavioral interventions to avoid using drugs
C. Discourage parents from resorting to using medications
D. Recommend drugs that have proven to be successful in their experience
21. Common components of multimodal treatment include each of the following EXCEPT:
A. Medication
B. Parent training
C. Behavior management in the home
D. Behaviorally oriented treatment
22. An instructional strategy that minimizes mistakes students make when learning a new task is:
A. Multimodal instruction
B. Errorless learning
C. Mastery learning
D. Goal attainment instruction
23. Anything a teacher does after asking a question to increase the chances a student will provide
the correct response is called a:
A. An SD
B. Reinforcer
C. Prompt
D. Intrusion
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24. When a teacher takes a student’s hand to model a piece of clay it is a(n):
A. Verbal prompt
B. Visual prompt
C. Intrusive prompt
D. Physical prompt
25. The prompting strategy used most often in errorless learning is:
A. Verbal prompt
B. Most-to-least intrusive
C. Least-to-most instrusive
D. Physical prompt
26. Computer-assisted instruction is often used for:
A. Drill and practice
B. Assessment and evaluation
C. Mastery learning
D. Errorless learning
27. Why doesn’t the U. S. Department of Education provide data on the number of students with
AD/HD who are educated in the general education classroom?
A. Because all students with AD/HD receive their education in the general education
classroom.
B. Because AD/HD is a complex disability that often also includes students with learning
and language disabilities.
C. Because AD/HD is not a separate category under IDEA.
D. Because some parents do not want their child labeled AD/HD.
28. Which of the following involves identifying five potential outcomes of instruction and
graphing results to compare progress?
A. Comparative analysis
B. A T-chart
C. Curriculum-based measurement
D. Goal attainment scaling
29. Which of the following allows teachers to track two aspects of a behavior together?
A. A checklist
B. A T-chart
C. Curriculum-based measurement
D. Goal attainment scaling
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30. A recommended assessment accommodation for students with AD/HD is:
A. Provide them with a shortened test
B. Allow the student to take extra breaks
C. Allow them to take the test with a partner
D. Allow them to take the test as an open-book test
Praxis style questions
1. Shane has difficulty finishing assignments, often loses things, is easily distracted, and has
poor attention to detail. Which of the following best identifies Shane?
A. AD/HD predominantly inattentive type
B. AD/HD predominantly hyperactive type
C. AD/HD predominantly hyperactive-impulsive type
D. AD/HD combined type
2. José is a student with AD/HD combined type. He is inattentive, withdrawn, restless, and
impulsive. Which would be the most appropriate intervention to help José with his behavior?
A. Send him to the principal’s office where there are less distractions.
B. Offer José reading materials below his reading level to decrease frustration.
C. Teach José organizational and goal-setting skills.
D. Help José’s parents seek medication to control his behavior.
3. Casey lacks motivation to complete her work and participate in class. What motivational
strategy might help Casey?
A. Send frequent notes to Casey’s parents so they can talk to her.
B. Use goal attainment scaling as a way for Casey to see her progress.
C. Give Casey good grades to motivate her to work in class.
D. Develop a behavior plan for Casey with consequences for not completing work.
Short Answer
1. Explain the purpose of a 504 plan.
2. Describe multimodal treatments for students with AD/HD.
3. Discuss the usefulness of video self-monitoring for students with AD/HD.
4. Describe the goal attainment scaling process for determining student progress.
5. Explain a T-chart and its uses.
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Essay
1. Compare and contrast the three types of AD/HD.
2. Describe the intellectual, academic, and behavioral/emotional characteristics of students with
AD/HD.
3. Summarize the causes of AD/HD.
4. Describe accommodations for students with hyperactivity impulsivity and suggest classroom
arrangement features to minimize distractions related to hyperactive impulsivity.
5. Explain the concept of and the steps of errorless learning and give examples of prompts used
in the process.
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Chapter 8
Multiple Choice
Praxis
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Short Answer
Essay
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