True/False
1.Studentswithhigh-incidencedisabilitiesaretypicallyservedingeneraleducationclassrooms.​
a.True
b.False
2.IfstudentswithADHDareeligibleforaccommodationsunderIDEA,theycannotbeeligibleforprotectionunder
Section504simultaneously.​
a.True
b.False
3.Inthiseraofhighstakesassessmentandenhancedaccountability,teachersmustfocusontheneedsanddifferences
oftheirpupilsandnottheirstrengthsandsimilarities.​
a.True
b.False
4.Theideaof“context”isimportantforunderstandingadaptivebehaviorbecausebehaviorisstronglyinfluencedby
culturalfactors,age,andtheappropriatenessofanindividual’sactionsinagivensituation.
a.True
b.False
5.Itisimportanttoknowthecauseofastudent’sintellectualdisabilityifteachersaretoconstructthebesteducation
programspossibleforeachstudent.
a.True
b.False
6.Studentswithlearningdisabilitiesareaveryhomogeneousgroupwhohaveaveragetolowaverageintelligenceand,
forvariousreasons,failtolearnaseasilyastheirpeerswithoutdisabilities.
a.True
b.False
7.Theideathatapersonmightpossessaninvisibleorhiddendisabilityisarelativelynewphenomenon.
a.True
b.False
8.Thefederaldefinitionofalearningdisabilityisusefulforbothclassifyingstudentsaswellasprovidinginformationon
effectiveclassroominstruction.​
a.True
b.False
9.Whenidentifyingstudentswithspeechandlanguagedisorders,teachersshouldbesensitivetotheageofthestudent,
herorhisculturalheritage,andspeechstandardsofthecommunityastheymayaffectthestudent’scommunication
abilities.​
a.True
b.False
10.Studentswithemotionalorbehavioraldisorderstypicallyscoreinthelow-averagerangeonmeasuresofintelligence.​
a.True
b.False
MultipleChoice
11.WhichofthefollowingisNOTconsideredahighincidencedisability?​
a.​Speechorlanguageimpairment
b.​Learningdisability
c.​Visualimpairment
d.​Emotionaldisturbance
12.​Studentswithhigh-incidencedisabilitiesaccountedformorethan___________percentofall6-21year-oldstudents
withdisabilitiesreceivingspecialeducationservicesduringthe2009–2010schoolyear.
a.​50
b.66​
c.75​
d.85​
13.BecausethevastmajorityofstudentswithADHDareservedingeneraleducationclassrooms:​
a.​generaleducationteachersmustbecertifiedinteachingstudentswiththedisorder.
b.thesestudentsdonotreceivetheeducationtheydeserve.​
c.teachersmustbeabletoprovideappropriateaccommodationsandinterventions.​
d.​generaleducationteachersshouldexpecttohaveparaprofessionalsandspecialeducatorsinwhenstudents
withADHDareincluded.
14.Teachersmayfinditadvantageoustofocusonindividuallearnersratherthanonthespecialeducationlabelsofsome
studentsbecause:​
a.​theclassroomofthe21stcenturywillincludeawiderangeofinstructionalchallenges,regardlessofstudent
labels.
b.moststudentswillhavedisabilities.​
c.thatisthepolicymostDepartmentsofEducationareadopting.​
d.therewillbefewtypicalstudentsintheirclassrooms.​
15.Inanageofincreasedaccountabilityandhighstakesassessments,effectiveteachers:​
a.​shouldfocusonstudents’needsanddifferences.
b.shouldfocusonwhattheirstudentscando,notwhattheycannotdo.​
c.​shouldrealizethatstudentswithdisabilitiesandthosewithgiftsandtalentshavemoredifferencesthan
similaritiestotheirtypicalpeers.
d.​whoconcentrateontheirstudents’deficitsanddifferencearemorelikelytocreatesuccessfulinclusive
classrooms.
16.IDEAdescribes“intellectualdisability”as:​
a.​anIQinthelow-averagerange,alongwithdeficitsinaveragefunctioning.
b.significantlysubaveragegeneralintellectualfunctioningalongwithdeficitsinadaptivefunctioning.​
c.significantlyaveragegeneralintellectualfunctioningalongwithotherdeficits.​
d.​anIQinthesubaveragerangealongwithdeficitsinaveragefunctioning.
17.The2002AAIDDdefinitionstatesintellectualdisabilityisadisabilitycharacterizedbyallofthefollowing,EXCEPT:
a.​significantlimitationsinintellectualfunctioning.
b.significantlimitationsinadaptivefunctioning.​
c.​itoriginatesatbirth.
d.​itoriginatesbeforetheageof18.
18.WhichofthefollowingisNOTanassumptionappliedtothe2002AAIDDdefinitionofintellectualdisability?​
a.​Limitationinpresentfunctioningmustbeconsideredwithincontextofcommunityenvironments
b.​Validassessmentsthatconsiderculturalandlinguisticdiversity
c.​Consideringstrengthsthatcoexistwithlimitations
d.​Appropriatepersonalizedsupportsprovidedoverasustainedperiodgenerallywillnotimprovelifefunctioning
19.TheAAIDDdescriptionofintellectualdisability:​
a.​requiresevaluationofastudent’sfunctioningwithinnew,atypicalenvironments.
b.​assumesaperson’slimitationsoftencoexistwithstrengths.
c.​assumesaperson’sperformancewillnotimproveovertimewithappropriatesupports.
d.​emphasizestheperson’sadaptingtotheirintellectuallimitations.
20.BoththeIDEAandAAIDDdefinitionhaveallthefollowingelementsincommon,EXCEPT:​
a.​significantsubaverageintellectualfunctioning.
b.​conceptofadaptivebehavior.
c.​anIQscoretwoormorestandarddeviationsbelowthemean.
d.amandatorygroupadministeredIQtest.​
21.TheAAIDDdefines“significantlysubaverageintellectualfunctioning”asanIQscoreof:​
a.​90orbelow.
b.​80orbelow.
c.​70orbelow.
d.​60orbelow.
22.​Adaptivebehaviorcanbedefinedas:
a.​howwellapersoncopeswiththeeverydaydemandsandrequirementsofhisorherenvironment.
b.​howwellfamilymemberscopeandadapttothebehaviorofthefamilymemberwithadisability.
c.​socialandpracticalskillslearnedbyfamilymembersinordertoadapttothefamilymemberwithadisability.
d.​howwellapersoncopeswhentaughtanewbehavior.
23.The2002AAIDD’sclassificationsystemforindividualswithintellectualdisability:​
a.​wasbasedonthreelevelsofsupport.
b.​focusedonfunctionalasopposedtointellectuallimitations.
c.​wasbasedontheconceptsofmild,moderate,andsevere.
d.​didnotbringaboutanychanges.
24.Allofthefollowingareconfusingandcontroversiallabelsthathavebeenusedbyspecialeducatorstodescribe
studentswithlearningdisabilities,EXCEPT:​
a.​neurologicallyimpaired.
b.​slowlearner.
c.​remedialreader.
d.​modifiedlearner.
25.PL94-142anditsreauthorizationasIDEAdescribeallofthefollowingelementsinthedefinitionofaspecificlearning
disability,EXCEPT:
a.​adisorderinbasicpsychologicalprocessesinvolvedinunderstandingorusinglanguage.
b.adisorderthatmanifestsitselfinanimperfectabilitytoreactappropriatelyinsocialsituations.
c.​includesconditionssuchasbraininjuryandminimalbraindysfunction.
d.​doesnotincludechildrenwhoselearningdisabilityisprimarilytheresultofenvironmental,cultural,oreconomic
disadvantage.
26.TheIndividualswithDisabilitiesEducationImprovementActof2004(PL108-446):​
a.​retainedtheseverediscrepancybetweenachievementanddisabilityastheonlycriteriaforidentifyinglearning
disabilities.
b.​permitsstatesandlocalschooldistrictstouseresponse-to-interventiontoidentifyanindividualforapossible
learningdisability.
c.​requiresstatesandlocalschooldistrictstouseresponse-to-interventiontoidentifyanindividualforapossible
learningdisability.
d.​stipulatedthata“aseverediscrepancy”meanstwoyearsormorebelowexpectedperformancelevelsinone
academicareafortheidentificationofalearningdisability.
27.WhichofthefollowingisNOTtrueregardingtheintenseresearchintodeterminingtheetiologyorcausesoflearning
disabilities?
a.​Itremainsanelusivegoal
b.​Notmuchconcreteevidenceexistsintotheetiologyoflearningdisabilities
c.​Thereappeartobemultipleetiologicalpossibilities
d.Inmostinstancesthecausesofaperson’slearningdisabilitycanbediscoveredthroughintensiveobservation.
28.WhichofthefollowingcharacteristicsisNOTassociatedwithlearningdisabilities?​
a.​Readingdifficulties
b.​Belowaverageintellectualability
c.​Disordersofattention
d.​Difficultieswithsocialskills
29.StudentswithspeechandlanguageimpairmentsmaybeeligibleforservicesunderIDEAiftheymeetallofthe
followingcriteria,EXCEPTacommunicationdisordersuchas:​
a.​poorsocialskills,whichnegativelyaffectsthestudent’seducationalperformance.
b.​impairedarticulation,whichnegativelyaffectsthestudent’seducationalperformance.
c.​languageimpairment,whichnegativelyaffectsthestudent’seducationalperformance.
d.​stutteringwhichnegativelyaffectsthestudent’seducationalperformance.
30.Whichofthefollowingisanexampleofavoicedisorder?​
a.Replacingonesoundwithanothersound
b.​Speechinterruptedbyhesitations,repetitions,orprolongations
c.Insertinganextrasoundwithinaword​
d.Speechthatsoundslikethepersonalwayshasabadheadcold​
31.Athirteen-year-oldstudentwithalanguagedisorderphoneshermotherwhoworksinafactorywithoverathousand
employees.Whenthefactoryreceptionistanswersthephone,thestudentsays,“Iwanttotalktomymother,”and
givesnootheridentifyinginformation.Thisstudentisexhibitingaprobleminwhichofthefivecomponentsof
language?
a.​Morphology
b.​Pragmatics
c.​Semantics
d.​Syntax
32.Speechandlanguage:​
a.​disordershavenoidentifiablephysicalcause.
b.​disordersaccountofroughly24%ofthestudentswhoreceivespecialeducationservices.
c.​pathologistsgenerallyworkwithstudentswhoexhibitorganicdisorders.
d.developmentcanbeaffectedbyhearingloss,intellectualdisability,learningdisabilitiesandemotional
disturbances.​
33.Althoughtheyareaheterogeneousgroupoflearners,studentswithemotionalorbehavioraldisorderstypicallyhaveall
ofthefollowingexperiencesincommon,EXCEPT:​
a.​theirbehaviorsareusuallyupsettingtothosewhoteach,live,andworkwiththem.
b.​theyareoftenblamedfortheirdisabilityaspeoplethinktheycancontrolitiftheychooseto.
c.​theyactoutduetodepressionandanxiety.
d.​theyareostracizedandisolatedduetothestigmasurroundingmentalillness.
34.Althoughthereisnouniversallyaccepteddefinitionofemotionalandbehaviordisorders,IDEAdefinesitasa
conditionexhibitingoneormoreofthefollowingcharacteristic,EXCEPT:​
a.​aninabilitytolearnnotaccountedforbyintellectual,sensory,orhealthfactors.
b.​perceptual-motorimpairments.
c.​inappropriatetypesofbehaviorsorfeelingsundernormalcircumstances.
d.​aninabilitytobuildormaintainsatisfactoryrelationships.
35.AllofthefollowingstatementaboutADHDaretrue,EXCEPT:
a.​studentswithADHDcanreceivespecialeducationservicesunderthe“otherhealthimpaired”category.
b.​ADHDisdefinedbytheAmericanPsychiatricAssociation(APA)asaconditionexistingoveralongperiodof
timeandtoamarkeddegreethatmanifestsitselfinaninabilitytositstill.
c.​studentswithADHDareofteneligibleforaccommodationsinthegeneraleducationclassroomunderthe
protectionofSection504ofPL93-112.
d.​theAmericanPsychiatricAssociation(APA)recognizesthreesubtypesofwhichthecombinedtype(e.g.,
inattentiveandhyperactive-impulsive)ismoreprevalent.
36.AlthoughtheexactcauseofADHDremainsunknown,evidencefromresearchhasshownthatallofthefollowing
aresuspectedetiologicalfactors,EXCEPT:
a.​chemicalabnormalitiesinthebrain.
b.​foodadditives.
c.maternalsubstanceabuse,leadpoisoning,andlowbirthrate.
d.​hereditaryfactors.
37.WhichofthecharacteristicsofADHDcanresultinaninabilitytofollowdirectionsorrules,forgetfulness,andalack
ofemotionalcontrol?​
a.​Difficultiesinbehavioralinhibition
b.​Difficultiesinthesocial/emotionalrealm
c.​Difficultiesinexecutivefunctions
d.​Difficultiesinvolvingcomorbidity
38.Behavioralinhibitioncouldlimitastudent’sabilitytodoallofthefollowing,EXCEPT:
a.raisehisorherhandtobecalledon.
b.​workinnoisyenvironments.
c.​readpostedclassroomrules.
d.​workindependentlytocompleteassignments.
39.Executivefunctionscouldlimitastudent’sabilitytodoallofthefollowingEXCEPT:​
a.​returnhomeworkassignments.
b.followclassroomrules.​
c.produceclearandintelligiblespeech.​
d.controlemotionaloutbursts.​
SubjectiveShortAnswer
40.Whatdefinesa“highincidence”disability,andwhichdisabilitiesfallunderthatcategory?​
41.Describehowknowncausesofintellectualdisabilityareclassified.Inaddition,giveexamplesforeachofthethree
classifications.​
42.Howhastheintroductionoftheresponse-to-interventionprocedureinIDEA2004changedthewaystudentswith
learningdisabilitiesareidentified?
43.Describethefourbasiccategoriesforexplainingtheetiologyoflearningdisabilities.​
44.Whatroledoesgenderplayinrecognizingandidentifying:a)studentswithlearningdisabilities,andb)studentswith
ADHD?​
45.Definethetermsspeech,language,andcommunication,whichareoftenusedinterchangeablyalthougheachhasa
verydistinctmeaning.​
46.Describethetwoschemesthataremostwidelyusedinclassifyingemotionalorbehavioraldisorders.​
47.WhatarethesimilaritiesanddifferencesbetweenlearnerswithADHDandthosewithemotionalorbehavioral
disorders?​
Essay
48.Compareandcontrastthelearningandbehavioralcharacteristicsofastudentwithanintellectualdisability(e.g.,MR)
withthoseofstudentswithaspecificlearningdisabilityandwithADHD.​
49.Discussa)theclassificationsusedinspeechandlanguagedisorders,includingthefivecomponentsoflanguage,b)the
causesofthedisorders,andc)thecharacteristicsofstudentslabeledunderthiscategory.