Which one of the following descriptions distinguishes best between a disability and a
handicap?
a. Disabilities are an inabilities to do something (impairments), while handicaps are
disadvantages imposed on an individual.
b. Disabilities are more severe than handicaps.
c. Handicaps are caused by disabilities.
d. There is no real difference between the two; the terms are interchangeable.
Andre’s legs are paralyzed, but he has full use of his arms. His condition is
A) diplegia.
B) hemiplegia.
C) paraplegia.
D) quadriplegia.
Which one of the following best describes an individual family service plan (IFSP)?
a. a supplement to the IEP that specifies services that will be provided to the family of a
student with disabilities
b. a supplement to the IEP that identifies the role of family members in supporting the
school’s program for a student with disabilities
c. a type of IEP created for preschool children with disabilities
d. an extension of the IEP that is used for secondary students who are making the
transition from school to work
Each of the following people is typically on an IEP team EXCEPT
a. a parent or guardian.
b. a provider of special education.
c. the child’s general education teacher.
d. a special education lawyer.
Jeremy is a four-year-old boy who makes infantile noises and uses gestures to request
objects. He displays
A) articulation problems.
B) acquired aphasia.
C) prelinguistic communication.
D) syntactic dysfunction.
During the late 19th and early 20th centuries, the courts typically found that disruptive
children or those with mental retardation (intellectual disabilities),
a. could be excluded from school for the sake of preserving order.
b. could be taken off the streets and placed with families who were willing to raise
them.
c. were a menace to society and their families could be fined.
d. were eligible for food stamps.
Use of compressed speech enables students with blindness to
a. listen to recorded texts at a faster rate.
b. tape record reports rather than type them.
c. develop better listening skills.
d. participate more fully in class discussions.
Proponents of positive behavioral intervention and support
A) forbid the use of punishment.
B) recognize the value of nonviolent negative consequences (punishment) in managing
behavior.
C) believe that there are rare occasions when it is necessary to use aversive
punishments, such as solitary confinement.
D) believe that there are rare occasions when it is necessary to use aversive
punishments, such as corporal punishment.
Most authorities agree that the biggest obstacle faced by persons with deaf-blindness is
a) self-help skills.
b) accessing information.
c) navigating the environment.
d) communication.
Each of the following is true regarding assessment of quality of life EXCEPT
a) It presents challenges because it depends on individual perceptions.
b) It should consider society’s view of quality of life as well as an individual’s level of
satisfaction.
c) There are no assessments to use with Spanish-speaking populations.
d) Quality of life is difficult to measure.
Each of the following statements about parental adjustment and stress is true EXCEPT
a. There is abundant evidence that parents of children with disabilities undergo more
than the average amount of stress.
b. Mothers of children with disabilities are at an increased risk of experiencing
depression.
c. The more severe the disability, the greater the stress.
d. Parents who were happily married before the birth of a child with a disability have a
better chance of coping well with the situation.
Most of the earliest special educators were trained as
a. ministers or priests.
b. physicians.
c. regular classroom teachers.
d. social workers.
All of the following are examples of functional speech language activities EXCEPT
A) developing appropriate conversation skills.
B) using private transportation.
C) following instructions.
D) performing a job.
Contingency-based self-management involves having persons
A) take turns with other students in keeping track of their own behavior and then
receive consequences based on an average of their behavior and the other student’s
behavior.
B) predict how well they will do on a behavioral checklist scored by the teacherthe
better they are able to predict, the greater the rewards they receive.
C) keep track of their own behavior and then receive consequences based on that
behavior.
D) choose their own goals and their own rewards.
Which statement about the assessment of progress of students who have hearing
impairments is true?
A) Curriculum-based measurement is not an appropriate method for measuring reading
fluency for these students.
B) Most standardized assessments are biased towards the majority culture.
C) Research does not support the development of phonics-based reading skills for these
students.
D) Several standardized measures of reading ability are available for these students.
Functional behavioral assessment involves evaluation of each of the following
EXCEPT
a. antecedent events.
b. contextual factors maintaining behavior.
c. consequences of behavior.
d. disciplinary style.
Michelle is an early intervention specialist who works with families who have children
with severe disabilities. Although they are not proven to be effective by research, she
knows that she needs to provide individualized practices for each family, communicate
with family members in a non-paternalistic manner, and ensure that any placement she
recommends be safe and clean. These are examples of
a) multiculturally-based practices.
b) cross-disciplinary collaboration.
c) family-centered practices.
d) value-based practices.