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From: Study Guide for Hardman, Drew, and Egan’s Human Exceptionality, Society, School, and Family, Seventh Edition prepared by Keith W. Allred, Nevada Department of Education
This is good practice for an exam on material from Chapter Five.
5.26 A study found that employment following school for people with disabilities was directly linked to
a. successful completion of high school graduation requirements
b. severity of the student’s disability
c. opportunities for students to work while still in school
d. the availability of vocational education and rehabilitation counseling services
5.27 Many of the current graduates from special education programs are
a. not adequately prepared for employment following school
b. not adequately prepared for postsecondary education
c. unable to access programs and services necessary for success during
adulthood
d. all of the above
5.28 The transition planning process for students with disabilities should begin
a. during the year the student is expected to graduate (ages 18-21)
b. at age 14 and not later than age 16
c. immediately following graduation from high school
d. as soon as the multidisciplinary team determines that the student is ready for a
job
5.29 The principal components of a transition planning system include
a. effective high school instruction
b. a cooperative system of transition planning
c. interagency coordination
d. all of the above
5.30 The primary route to postsecondary education for students with disabilities is
a. vocational rehabilitation counseling
b. the natural support system of the family
c. vocational education and academic programs
d. a transition planning process that begins immediately following graduation
from high school
5.31 Available research indicates that students with disabilities are
a. doing as well as can be expected in the academic content of high school
programs
b. doing as well as can be expected in postsecondary education
c. dropping out of high school at a high rate
d. all of the above
5.32 Concerning high school programs for students with mild disabilities, Zigmond suggests that schools have more intense instruction in
a. career planning
b. functional skills
c. reading and mathematics
d. vocational training
5.33 For students with severe disabilities, academic learning during the secondary school years should be more
a. protection oriented
b. functional and compensatory
c. leisure time oriented
d. content focused (reading and mathematics)
5.34 Research indicates that individuals with disabilities fail on the job most often
because
a. they lack decision making skills
b. they can’t do the required tasks
c. they lack transportation to and from work
d. all of the above
5.35 “Direct training and ongoing support as necessary in a community employment site” is a description of
a. community-referenced instruction
b. career education
c. work activity centers
d. work experience
5.36 The purpose of an individualized transition plan is to
a. identify the range of services an individual needs to participate in the
community
b. identify activities that must occur during the high school years
c. establish timelines and responsibilities for completion of these activities
d. all of the above
5.37 During the transition from school to adult life, students and parents may realize that
a. individuals are entitled to services during adulthood as well as during school
years
b. a person with a disability has little difficulty accessing needed supports and
services during adult years
c. they have little knowledge regarding how the adult service system works
d. all of the above
5.38 For most of the twentieth century, federal support for residential living has been directed toward
a. families
b. small group homes
c. large congregate care living
d. all of the above
5.39 A residential model for people with disabilities who may require minimal ongoing supervision and support is
a. nursing homes
b. group homes
c. foster family care
d. semi-independent apartments or homes
5.40 Provision of time-limited support services for people with disabilities is most
often associated with
a. supported employment
b. sheltered workshops
c. vocational rehabilitation
d. work activity centers
5.41 Criteria for placement in supported employment include
a. full-time (40 hours/week) employment
b. hourly rate not to exceed minimum wage
c. fringe benefits similar to those provided for nondisabled workers
d. all of the above
5.42 The zero-exclusion principle is most closely associated with which of the
following employment services
a. vocational rehabilitation
b. supported employment
c. sheltered workshops
d. work experience
5.43 Research on community living options for aging people with disabilities indicates
a. a trend toward smaller community living options
b. a trend toward larger congregate care living
c. no change in living options in recent years
d. an increase in both smaller and larger community living options
5.44 According to Heller (2000), there are about
a. 20% of the adult population who have a disability
b. half a million adults with developmental disabilities 60 or older
c. half the adult population in the U.S. with a disability
d. 20 % of the population with disabilities living to age 75
This is good practice for an exam on material from Chapter Six.
6.31 Which statement best describes the area of learning disabilities?
a. It is the smallest category of exceptionality.
b. It is not defined as an exceptionality.
c. It is the largest category of exceptionality.
d. It includes children who are mentally retarded.
6.32 The classification of a child as learning disabled must be based on
a. the existence of a severe discrepancy between achievement and
intellectual capacity
b. the existence of one or more neurological impairments
c. the existence of a physical handicap
d. the existence of environmental disadvantage
6.33 Evidence that hyperactive children have a higher level of activity than normal children is most easily seen in
a. unstructured settings
b. structured settings
c. play settings
d. all settings
6.34 Which term is used to denote difficulty in focusing on centrally important tasks or information?
a. Selective attention problems
b. Information processing problems
c. Discrimination deficits
d. Hyperkinesis
6.35 Which statement best describes the academic achievement of students with
learning disabilities?
a. They tend to be on the proper grade level.
b. They generally achieve above their expected performance.
c. They usually demonstrate poor reading skills while mastering other skills.
d. They tend to be below their age-mates in achievement and perform below
their potential.
6.36 Learning disabilities is a generic educational term related most accurately to
a. many different disorders
b. perceptual disorders
c. minimal brain dysfunction
d. visual discrimination disorders
6.37 The study of learning disabilities began as an attempt to help students having serious problems in
a. reading
b. mathematics
c. science
d. writing
6.38 In addition to receiving specific academic instruction, it is important for older
students with learning problems to develop
a. grade-level achievement in all academic areas
b. higher cognition levels
c. functional skills to compensate for certain skills not acquired earlier
d. an understanding of the cause of their disability
6.39 Which is a compensatory strategy that could be used by a student with a learning disability?
a. Choosing vocational education in place of college
b. Eliminating problem academic areas from overall educational goals
c. Participating in computerized repetition and drill exercises until a skill is
attained
d. Using a tape recorder in class to counter difficulties in listening and taking
notes
6.40 Transition programs can effectively prepare students for college by teaching
a. advanced listening and note-taking skills
b. survival strategies and compensatory skills
c. ways to deal with college bureaucracy
d. ways to conceal learning problems
6.41 Which life goal should be considered by young adults in transition programs?
a. Further education in vocational or trade schools
b. Alternative goals, because learning disabled individuals will never be fully
independent
c. Life goals similar to those of nondisabled people
d. Extended school years to attain high levels of academic achievement
6.42 Why do some students with learning disabilities experience social and behavioral difficulties?
a. Because they experience frustration and anxiety caused by repeated
academic failure
b. Because behavior disorders tend to be the primary disability
c. Because they have limited adaptive behavior skills
d. Because their intellectual function is below average
6.43 An advantage of computer instruction for students with specific learning problems is
a. individual instruction and immediate feedback are provided
b. competition with other students is avoided
c. it keeps hyperactive students busy
d. individualized programs can replace special education
6.44 Compared with other disabilities, learning disabilities
a. can be easily identified
b. always involve a mild disorder
c. involve a homogeneous group of individuals
d. have generated more controversy than most other exceptionalities
6.45 The percentage of achievement-ability discrepancy needed for a student to be classified as learning disabled is
a. 10%
b. 20%
c. 25%
d. unspecified
6.46 Bill is a student with a learning disability. Sherry is a student with a behavior
disorder. What attributes do they most likely share?
a. Poor home environment
b. Average to near average intelligence
c. Perceptual problems
d. Socioeconomic status
6.47 If Terry is exhibiting an intraindividual difference, he
a. has deficits in reading, math, and writing
b. performs at a level significantly lower than his age mates
c. performs at grade level in some areas, but below grade level in others
d. performs at a level that compares favorably with his age mates
6.48 A student with a visual-perception problem
a. typically cannot identify a visual stimulus
b. may see a visual stimulus as unrelated parts
c. usually has an accompanying visual impairment
d. is usually placed in a remedial reading program
6.49 Bess has difficulty distinguishing between the sounds of words. For example, she cannot hear the difference between the words thing and think or pat and bat. Bess has a problem with
a. auditory blending
b. auditory association
c. auditory retention
d. auditory discrimination
6.50 Ritalin is often prescribed to control
a. hypoactivity
b. hyperactivity
c. perseveration
d. lethargia
6.51 The learning strategies approach generally teaches a student
a. skills for being an effective learner
b. how to strategically adapt socially
c. how to focus on his or her strengths
d. effective adult social skills
6.52 The ultimate purpose of assessment in learning disabilities is
a. to determine the appropriate learning disability classification
b. to determine the appropriate funding level administratively
c. To eliminate other possible disability categories
d. to appropriately screen, identify, and place students who requite services.
6.53 Norm-reference assessments
a. compare a student’s performances to a specific criterion
b. are designed to help in educational programming
c. provide information on specific learning deficits
d. compare an individual’s performance to his or her age mates
6.54 Criterion-referenced assessments are helpful
a. in comparing the student’s abilities with peers
b. for planning instructional programming
c. for diagnosing categories of exceptionality
d. In determining average class achievement
6.55 The purpose of screening students suspected of having a learning problem is to determine
a. the proper placement for a child
b. the nature of the learning problem
c. if more investigation is necessary
d. appropriate intervention strategies
These questions will help you review chapter seven.
7.19 Being overly active seems to affect about ________ of the children diagnosed with ADHD.
a. 70%
b. 50%
c. 80%
d. 30%
7.20 The skill areas that students with ADHD have the most difficulty are
a. self-management and thinking ahead
b. controlling anger and thinking ahead
c. thinking ahead and social skills
d. focusing attention and thinking ahead
7.21 The Diagnostic Interview Schedule for Children is appropriately used as part of a(n)
a. initial reference
b. final diagnostic evaluation
c. comprehensive clinical interview
d. follow-up screening
7.22 Thinking through one’s actions to see what the effects of certain behaviors might be can be likened to
a. behavioral inhibition
b. executive function
c. impulse control
d. all of the above
7.23 Evidence is emerging that pharmacological control of behavioral challenges associated with ADHD are
a. more effective than nonmedical interventions
b. less effective than nonmedial interventions
c. as effective as nonmedical interventions
d. only effective in conjunction with nonmedical interventions
7.24 Psychostimulants appear to result in behavioral improvement for about ______ of children with ADHD.
a. 50%
b. 30%
c. 80%
d. 60%
7.25 Estimates suggest that ________ of those diagnosed as ADHD during childhood continue to be challenged as adults.
a. 50% to 90%
b. 20% to 70%
c. 40% to 80%
d. 30% to 80%
7.26 Medications do not improve the behavior of about ________ of children with ADHD.
a. 50%
b. 20%
c. 40%
d. 70%
7.27 The social relationships of youngsters with ADHD and their peers is
a. often difficult
b. usually satisfactory
c. often very good
d. characterized by aggression
Choose the best of four answers. If you get these correct you should do well on the test on chapter eight.
8.29 A major influence on what is viewed as appropriate or inappropriate behavior is
a. the effect of behavior on others
b. the context in which behavior occurs
c. the type of behavior
d. the frequency of behavior
8.30 Which of the following behaviors is an externalizing disorder?
a. Feeling abandoned
b. Hearing voices
c. Spitting on a sibling
d. Experiencing test anxiety
8.31 Types of behavior disorders that involve behavior directed at others are classified as
a. internalizing disorders
b. pervasive developmental disorders
c. separation anxiety disorders
d. externalizing disorders
8.32 According to IDEA, a child is considered behaviorally disordered when behavior which occurs over a long period of time and to a marked degree adversely affects the individual’s
a. social adjustment
b. intellectual capacity
c. educational performance
d. health
8.33 Children who are unable to attend to tasks or control their level of physical activity have
a. Attention-Deficit Hyperactive Disorder
b. conduct disorders
c. tic disorders
d. anxiety disorders
8.34 Which statement is true of special education programs?
a. The number of children with behavior disorders participating in programs has declined over the years.
b. Programs for children with behavior disorders have grown rapidly in rural areas.
c. One-fifth of all students in special day schools and one-half of all students in residential facilities are children with behavior disorders.
d. Female students with behavior disorders outnumber males by at least two to one.
8.35 The best predictor of a behaviorally disordered child's academic and social achievement is
a. maturity level
b. language competency
c. intellectual capacity
d. level of adaptive behavior
8.36 Observations of children with behavior disorders indicate that academic performance is
a. not consistent with their intellectual ability as represented by IQ scores
b. subaverage as predicted by their intellectual deficits
c. above average in relation to their nonhandicapped peers
d. impossible to measure due to hyperactive behaviors and distractibility
8.37 Which assessment technique employs a trained observer to count and record instances of
a specific problem behavior?
a. Rating scales
b. Direct observation
c. Formal interview
d. Personality inventory
8.38 Which of the following factors critically affect the emergence of behavior disorders?
a. Malnutrition
b. Incompetent parenting
c. Child abuse and neglect
d. All of the above
8.39 Which two important features must be present in a special education classroom for children with moderate to severe behavior disorders?
a. High degree of structure and frequent feedback to students.
b. High degree of structure and isolated instruction.
c. Frequent monitoring of student performance and low degree of peer interaction.
d. Consistent therapeutic intervention and infrequent use of reward systems.
8.40 Research on youth with behavior disorders indicates that
a. the drop-out rate is about 50 percent
b. 41% are employed two years after leaving high school
c. about 17% go on to college
d. all of the above are true
8.41 Statistically derived classification systems typically describe individuals who
a. evidence pervasive developmental disorders
b. evidence feeding and eating disorders
c. evidence anxiety-withdrawal and conduct disorders
d. evidence clinically substantiated behavior disorders
8.42 What major purpose is served through classification systems?
a. They provide an accurate means for assessing intervention effectiveness.
b. They provide a means for describing various behavior disorders.
c. They provide valuable information about the effective treatments.
d. They provide means for predicting treatment outcomes.
8.43 Disorders identified in the DSM-IV overlap with the following conditions
a. mental retardation, autism, and attention deficit disorders
b. mental retardation, autism, and immaturity disorders
c. mental retardation, attention deficit disorders, and anxiety-withdrawal disorders
d. mental retardation, attention deficit disorders, and socialized aggression
8.44 Which theoretical approach explains behavior as a function of instincts or early traumatic experiences?
a. Biological approach
b. Psychoanalystical approach
c. Behavioral approach
d. Phenomenological approach
8.45 The framework which explains behavior disorders in terms of an individual’s selfperception is known as
a. behavioral approach
b. biological approach
c. phenomenological approach
d. sociological-ecological approach
8.46 What usually takes place prior to a formal referral?
a. The behavior disorder is diagnosed.
b. Observations are completed using behavioral checklists.
c. A number of parent-teacher conferences take place.
d. Behavior modification techniques are implemented.
8.47 Inclusion of students with behavior disorders is greatly enhanced when general education personnel receive
a. additional pay
b. timely, intensive, consultation
c. a reduced teaching assignment
d. increased parental support
8.48 The aggression replacement training (ART) program emphasizes
a. social skills training
b. moral education
c. self-management
d. All of the above