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Test Items
Chapter 9: Understanding Students with Intellectual Disability
Multiple Choice
1. Intellectual disabilities are characterized by significant limitations both in:
A. Intellectual functioning and IQ scores
B. Intellectual functioning and functional behavior
C. Intellectual functioning and academic achievement
D. Intellectual functioning and adaptive behavior
2. According to IDEA, intellectual disabilities must manifest:
A. During the developmental period
B. Before 18 years of age
C. Before 3 years of age
D. During the first 12 months of age
3. Each of the following is an assumption regarding the definition of intellectual disabilities
EXCEPT:
A. Limitations must be considered within the context of community environments typical
of the person’s age, peers, and culture.
B. Valid assessments, considering cultural and linguistic diversity and differences in
communication, sensory, motor, and behavioral factors, must be used.
C. The condition is permanent, and even with personalized supports over a sustained
period it does not improve.
D. Limitations within an individual coexist with strengths.
4. Services, resources, and personal assistance for enabling a person to develop, learn, and live
effectively are called:
A. Transitions
B. Supports
C. Supplements
D. Advocacies
5. Which of the following means providing services, resources, and personal assistance on a
constant basis?
A. Limited
B. Intermittent
C. Extensive
D. Pervasive
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6. Two major characteristics of intellectual disabilities are limitations in intellectual functioning
and which of the following?
A. Low IQ
B. Limitations in adaptive behavior
C. Speech and language limitations
D. Behavior disorders
7. According to the U.S. Department of Education, what percentage of school age children
receives services for intellectual disabilities?
A. About 8%
B. Only 2%
C. Nearly 15%
D. Over 20%
8. According to the DSM-IV-TR, the IQ range for mild intellectual disabilities is:
A. 50–55 to approximately 70
B. 35–40 to 50–55
C. 20–25 to 30–40
D. IQ below 20–25
9. According to the DSM-IV-TR, the IQ range for profound intellectual disabilities is:
A. 50–55 to approximately 70
B. 35–40 to 50–55
C. 20–25 to 30–40
D. IQ below 20–25
10. The majority of students with intellectual disabilities receive services for:
A. Profound intellectual disabilities
B. Severe intellectual disabilities
C. Moderate intellectual disabilities
D. Mild intellectual disabilities
11. The ability to transfer knowledge or behavior learned for doing one task to another task and
to make that transfer across different settings or environments is which of the following?
A. Long-term memory
B. Working Memory
C. Generalization
D. Short-term memory
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12. Students with intellectual disabilities have difficulty transferring knowledge or behavior
learned for doing one task to another task for each of the following reasons EXCEPT:
A. Expectations vary in different settings
B. They do not have the intellectual capacity to learn the skill
C. Non-school settings tend to have greater complexity and more distractions
D. They have challenges using working memory in novel situations
13. People with intellectual disabilities have significant limitations in adaptive behavior as
expressed in conceptual, practical skills, and:
A. Behavioral skills
B. Intellectual skills
C. Social skills
D. Vocational skills
14. Which of the following refers to the time of onset of the disability as being before birth?
A. Prenatal
B. Perinatal
C. Postnatal
D. Paranatal
15. The cause of intellectual disabilities is unknown in what percent of cases?
A. Nearly 100%
B. About 50%
C. Only 25%
D. Approximately 75%
16. Causes classified by type include each of the following EXCEPT:
A. Biomedical factors
B. Social factors
C. Behavioral factors
D. Family factors
17. The risk factors that interact with each other and with biomedical risk factors to influence the
existence and extent of intellectual disabilities include each of the following EXCEPT:
A. Behavioral
B. Social
C. Educational
D. Familial
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18. Which social, behavioral, or educational factor is associated with intellectual disabilities
more than with any other disability?
A. High divorce rate
B. Large family size
C. Poverty
D. Poor nutrition
19. How much more likely than students from families with incomes in the top 20% are students
from families with incomes in the bottom 20% to have intellectual disabilities?
A. 10 times more likely
B. 4 times more likely
C. Twice as likely
D. 8 times more likely
20. What test is currently being developed to measure adaptive behavior that is normed on the
general population rather than people with impairments in adaptive skills?
A. Diagnostic Adaptive Behavior Scale (DABS)
B. Adaptive Behavior Scale-School (ABS-S)
C. Diagnostic Criteria for Behavior (DCB)
D. Normed Behavior Scale (NBS)
21. Appropriate roles for paraprofessionals include each of the following EXCEPT:
A. Providing individualized instruction to groups of students
B. Facilitating friendships among students with and without disabilities
C. Providing primary instruction to students with disabilities
D. Assisting students with personal care
22. An e-reader that is more cognitively accessible than those typically available is:
A. Kindle
B. Nook
C. Rocket Reader
D. Apple iPad
23. Which of the following teaches children with intellectual disabilities who do not speak to
make frequent, clear requests or comments with gestures or sounds while looking at the
person with whom they are communicating?
A. The self-determined learning model
B. Community-based instruction
C. Prelinguistic milieu teaching
D. Universal design for learning
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24. Which of the following involves three phases with a typical problem-solving process to
promote middle school students’ progress in achieving the goals of the general curriculum?
A. The self-determined learning model
B. Community-based instruction
C. Prelinguistic milieu teaching
D. Universal design for learning
25. Transition programs are effective when students with intellectual disabilities achieve each of
the following EXCEPT:
A. Are integrated into and participate in their community
B. Learn work-related skills
C. Live where they prefer
D. Engage in a full array of leisure activities
26. Community-based instruction is most effective when it is based on a(n):
A. Ecological inventory
B. Life-space analysis
C. Prelinguistic milieu
D. Universal design for learning
27. What percent of students with intellectual disabilities spend 80-100% of their time in general
education settings?
A. 48%
B. 8%
C. 27%
D. 17%
28. Which type of data would be most appropriate to collect to assess how well a student learned
a task that was broken into various steps?
A. Response by response data
B. Instructional and test data
C. Error data
D. Anecdotal data
29. Which type of data would be most appropriate to collect to indicate student performance that
is not related to tests?
A. Response by response data
B. Instructional and test data
C. Error data
D. Anecdotal data
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30. All of the following are typical testing accommodations for students with intellectual
disabilities EXCEPT:
A. Dictating responses to a scribe
B. Exemption from taking tests
C. Having test items read to them
D. Extended time
Praxis style questions
1. Marisa is a student with intellectual disabilities who participates in a job-training program.
Marisa is very shy around coworkers. What could you do to help Marisa with her social
skills on the job?
A. Tell her she will never get a job unless she learns to interact with others.
B. Tell her coworkers that Marisa does not talk.
C. Include social skills training as a component of her transition instruction.
D. Reward Marisa every time she speaks to another person.
2. Two tests that could be used to identify a student as having intellectual disabilities are which
of the following?
A. WISC-IV and the Adaptive Behavior Scale
B. WJ Cognitive Battery and WJ Tests of Achievement
C. MMPI and Meyers-Briggs
D. Stanford-Binet and Scales of Independent Behavior
3. In order to be identified as having Intellectual disabilities, a child must demonstrate
significantly subaverage intellectual functioning and which of the following?
A. Related limitation on two or more areas of adaptive skills
B. Genetic abnormalities
C. Seizure syndrome and brain dysfunction
D. A discrepancy between ability and achievement
Short Answer
1. What factors influence the prevalence of intellectual disabilities and what characteristics are
associated with each?
2. What four risk factors are associated with causes of intellectual disabilities (provide an
example of each)?
3. Define adaptive behavior and list its three domains.
4. What are e-readers and how can they be beneficial to students with intellectual disabilities?
5. What is an ecological inventory?
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Essay
1. Explain generalization and the challenges of generalization faced by students with intellectual
disabilities. Give a example of a generalization problem a student might have (not used in the
textbook) that illustrates why teaching in a typical community setting is important.
2. Why is adaptive behavior a critical part of the definition of intellectual disabilities?
3. Summarize the causes of intellectual disabilities.
4. Describe prelinguistic milieu teaching.
5. Describe the self-determined learning model of instruction and explain how it benefits
students with intellectual disabilities.
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Chapter 9
Multiple Choice
Praxis
9
Short Answer
Essay
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