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LEARNING EXERCISES

INTELLECTUAL DISABILITY
1. Supports that are provided on an as-needed basis are
a. Pervasive
b. Intensive
c. Intermittent
d. Limited

2. Intellectual disability manifests itself before age


a. 21
b. 5
c. 18
d. None of these

3. Down syndrome is a condition that is most often included under which of the following
classification systems?
a. Medical descriptors
b. Extent of needed support
c. Educational expectations
d. Symptom severity

4. Adaptive behaviors may be measured by


a. standardized tests
b. adaptive behavior scales
c. observations
d. All of these

5. Within an individual, limitations often _____ strengths


a. outweigh
b. cancel out
c. coexist with
d. outnumber

6. Marc needs continual daily support in at least some environments, including work and
home. To be effective, these supports must not be time-limited. AAIDD would classify
Mario’s needed supports as
a. intermittent
b. limited
c. extensive
d. pervasive

7. Which of the following IQ scores is considered within the range of intellectual


disabilities?
a. 120
b. 60
c. 80
d. 100

8. What is the statistical average for an intelligence test?


a. 50
b. 100
c. 150
d. None of these

9. The ability to use conceptual, social, and practical skills to function in everyday life is
described
a. Communication Behavior
b. Intellectual Behavior
c. Self-Advocacy Behavior
d. Adaptive Behavior

10. A teacher is using pictures of oranges to instruct students with intellectual disabilities
about various fruits. A more effective teaching strategy for these students may be to
a. Teach about apples first because these students often have had more instruction on
red objects
b. Use real oranges
c. Put several pictures of fruits on a single picture
d. All of these

11. The more an individual engages in valued activities, the more likely it is that a(an) _____
exists between the person and the environment
a. inclusive relationship
b. adaptive fit
c. poor fit
d. antagonistic relationship

12. Children with intellectual disabilities will often need to be taught _____ skills that lead to
more positive social relationships and personal competence
a. Social
b. Judgment
c. Reasoning
d. All of these

13. A term that best describes how effectively a person with intellectual disabilities is able to
manage his or her own behavior is
a. Self-Advocacy
b. Self-Concept
c. Learned Helplessness
d. Self-Regulation

14. In terms of support, the principle of normalization stresses


a. An individual’s ability to understand and abide by societal standards and expectations
b. The availability of supports that facilitate an individual’s inclusion on his or her
community
c. The availability of normal-sized parking spaces for people with disabilities
d. An individual’s ability to communicate with all members of his or her community

15. As applied to education, the principle of normalization emphasized the need to


a Reduce the number of students who are classified as having intellectual disabilities
b. Teach students with intellectual disabilities to read at a fifth grade level
c. Educate in an environment that is as close to the patterns of the mainstream as
possible
d. Teach students with intellectual disabilities to behave in a more normal manner

LEARNING DISABILITY
1. Response to Intervention (RTI), as it is currently being used by teachers and
investigated by researchers, refers to
a. The discrepancy between a student’s ability and his or her rate of academic
learning as measured on standardized tests
b. How a student responds to instructional interventions that are scientifically
(evidence) based.
c. The need for students to be included in the general education curriculum
d. All of these
2. Agnes has a problem with figure – ground discrimination. This means Agnes have
trouble reading because she
a. Has difficulty distinguishing words from the rest of the page
b. Cannot see the words
c. Sees numbers reversed
d. Perceives letters as unrelated lines
3. A learning disability is a condition that includes
a. Only behavioral problems
b. Academic, behavioral, and psychological problems
c. Both academic and behavioral problems (NOT SURE WITH THE ANSWER)
d. Only academic problems
4. Hyperactivity is typically thought of as
a. An inability to leave a given task
b. Uncontrollable muscle contractions
c. Short attention span
d. A general excess of activity
5. According to professionals, they are concerned about the high prevalence of students
with learning disabilities in the exceptional population for which of the following reasons?
a. The learning disabilities label is being overused to avoid the negative
connotations that accompany other labels
b. There is a shortage of qualified teachers for students with learning disabilities
c. Learning disability classrooms are overcrowded
d. Professionals feel that students with learning disabilities could be better served if
labeled normal
6. People with learning disabilities have certain characteristics related to cognition or
information processing. The problems can present as
a. Poor memory function
b. Short attention span
c. All of these
d. Selective attention problems
7. Some children with learning disabilities have slower development in areas of language
skills, academic areas, or visual-motor skills. The difficulty is known as
a. Inappropriate school instruction
b. Genetic inheritance
c. Maturational delay
d. Hyperkinetic behavior
8. According to IDEA, the term “learning disabilities” includes students who have learning
problems resulting from
a. A disorder in one or more of the basic psychological processes
b. Low economic status
c. A low IQ
d. Behavioral problems
9. Learning disabilities can be considered _____ because it includes such varied
characterics
a. An umbrella term
b. An achievement label
c. A stigmatizing label
d. A useless term
10. Neurological causes of brain damage and learning disabilities may include
a. Paternal age
b. Phenotypic insult or trauma
c. Anoxia
d. Retinal dysplasia
11. The severe learning disability must be in one or more of the seven areas. These areas
include:
a. A mathematical reasoning
b. All of these
c. Listening comprehension
d. Oral expression
12. The purpose of assessment in learning disabilities is
a. To determine the appropriate funding level administratively
b. To eliminate other possible disability categories
c. To provide an appropriate intervention
d. To determine the appropriate learning disability classification
13. The purpose of screening students suspected of having a learning problem is to
determine
a. Whether investigation is necessary
b. Appropriate intervention strategies
c. The nature of the learning problem
d. The proper placement for a child
14. Which is not a characteristic of specific learning disabilities?
a. Inconsistencies with academic achievement
b. Inability to distinguish important details from less significant ones in reading
c. Poorly rehearsed social survival skills
d. Poor spelling
15. Behavioral interventions for students with learning disabilities generally
a. Use the basic principles of learning
b. Focus on the cause of neurological dysfunction
c. Are less useful for academic difficulties
d. Use a generalized focus or holistic treatment

COMMUNICATION DISORDERS
1. Language and speech do not overlap in the development of communication FALSE
2. Speech always involves language FALSE
3. Learned behavior is believed to contribute to the development of stuttering TRUE
4. Many articulation problems evident in young children are developmental in nature as
such speech may improve “naturally” with age TRUE
5. In language delay, the sequence of development is intact, but the rate is interrupted
TRUE
6. All components of communication involve language and speech FALSE
7. Treatment for adults generally are the same with children, it addresses initial learning of
language FALSE
8. Both speech and language form all parts of communication FALSE
9. Treatment for children generally addresses initial acquisition of language TRUE
10. In language disorder, the sequence of development is interrupted TRUE

AUTISM SPECTRUM DISORDERS


A disorder characteristic of delays in the development of multiple basic functions.
A. Related to Neither Autistic & Asperger Disorder
B. Related to Both Autistic & Asperger Disorder
C. Related to Autistic Disorder
D. Related to Asperger Disorder

A disorder characterized by extreme withdrawal, self-stimulation, and language problems.


A. Related to Neither Autistic & Asperger Disorder
B. Related to Both Autistic & Asperger Disorder
C. Related to Asperger Disorder
D. Related to Autistic Disorder

A disorder characterized by loss social engagement and previously acquired purposeful hand
skills
A. Related to Rett Disorder
B. Related to Both Rett & Childhood Disintegrative Disorder
C. Related to Childhood Disintegrative Disorder
D. Related to Neither Rett & Childhood Disintegrative Disorder

A disorder characterized by odd and clumsy behaviors, and intense preoccupation with narrow
interest during conversations.

A. Related to Autistic Disorder


B. Related to Both Autistic & Rett Disorder
C. Related to Rett Disorder
D. Related to Neither Autistic & Rett Disorder

A disorder characterized by an apparent normal development after birth then followed by a


significant deterioration of functions previously acquired.
A. Related to Childhood Disintegrative Disorder
B. Related to Both Rett & Childhood Disintegrative Disorder
C. Related to Neither Rett & Childhood Disintegrative Disorder
D. Related to Rett Disorder

A disorder characterized stereotypic motor behaviors, language problems and intellectual


deficits.
A. Related to Autistic Disorder
B. Related to Rett Disorder
C. Related to Both Autistic & Rett Disorder
D. Related to Neither Autistic & Rett Disorder

A disorder characterized by problems in socialization and communication.


A. Related to Autistic Disorder
B. Related to Rett Disorder
C. Related to Neither Autistic & Rett Disorder
D. Related to Both Autistic & Rett Disorder

A disorder characterized by hand flapping behaviors, echolalia and predominantly affects boys.
Related to Autistic Disorder
Related to Rett Disorder
Related to Both Autistic & Rett Disorder
Related to Neither Autistic & Rett Disorder

A disorder characterized by loss of expressive of receptive language and bowel or bladder


control.
A. Related to Neither Rett & Childhood Disintegrative Disorder
B. Related to Rett Disorder
C. Related to Both Rett & Childhood Disintegrative Disorder
D. Related to Childhood Disintegrative Disorder

A disorder that typically exhibits no general delay in language.


A. Related to Autistic Disorder
B. Related to Neither Autistic & Asperger Disorder
C. Related to Both Autistic & Asperger Disorder
D. Related to Asperger Disorder

A disorder characterized by hyperkinesias and high pain thresholds.


A. Related to Neither Rett & Childhood Disintegrative Disorder
B. Related to Rett Disorder
C. Related to Childhood Disintegrative Disorder
D. Related to Both Rett & Childhood Disintegrative Disorder

A disorder that is found to be characteristically verbose.


A. Related to Neither Autistic & Asperger Disorder
B. Related to Asperger Disorder
C. Related to Autistic Disorder
D. Related to Both Autistic & Asperger Disorder

A disorder that is typically associated with some form of intellectual disability.


A. Related to Neither Autistic & Asperger Disorder
B. Related to Both Autistic & Asperger Disorder
C. Related to Autistic Disorder
D. Related to Asperger Disorder
A disorder characterized by a neurological condition that usually results to deceleration of head
growth.
A. Related to Neither Autistic & Rett Disorder
B. Related to Both Autistic & Rett Disorder
C. Related to Rett Disorder
D. Related to Autistic Disorder

A disorder characterized by hand washing behaviors, poorly coordinated gait and typically
affects girls.
A. Related to Childhood Disintegrative Disorder
B. Related to Neither Rett & Childhood Disintegrative Disorder
C. Related to Both Rett & Childhood Disintegrative Disorder
D. Related to Rett Disorder

DISRUPTIVE BEHAVIOR DISORDERS


Is often truant from school, beginning age 12 years old.
Has stolen items of trivial value like shoplifting.
A. Both statements are True of CD
B. The first statement is False and the second statement is True of CD
C. Both statements are False of C
D. The first statement is True and the second statement is False of CD

There is substantial co-morbidity, most frequently learning disabilities and emotional or


behavioral disorders.
Evaluation of the child with ADHD does not necessarily include assessment of coexisting
conditions.
A. The first statement is False and the second statement is True of ADHD
B. Both statements are False of ADHD
C. The first statement is True and the second statement is False of ADHD
D. Both statements are True of ADHD

Occurrence of the disorder appears to decrease in families with overly rigid parents with
temperamentally moody children.
Symptoms are met only if the behavior occurs frequently than is typically observed in children of
comparable age and developmental level.
A. Both statements are True of ODD
B. The first statement is True and the second statement is False of ODD
C Both statements are False of ODD
.
D The first statement is False and the second statement is True of ODD
.

Often bullies, threatens, or intimidates others.


Has accidentally destroyed others’ property.
A. The first statement is True and the second statement is False of CD
B. The first statement is False and the second statement is True of CD
C. Both statements are True of CD
D. Both statements are False of CD

Actively complies with adults’ requests or rules.


Often deliberately annoys people and blames others for mistakes.
A. Both statements are False of ODD
B. Both statements are True of ODD
C The first statement is True and the second statement is False of ODD
.
D The first statement is False and the second statement is True of ODD
.

Repetitive pattern of behavior in which the basic right of others are violated.
Often can coexist with ADHD but not with learning disorders.

A. Both statements are False of CD
B. Both statements are True of CD
C. The first statement is True and the second statement is False of CD
D. The first statement is False and the second statement is True of CD

Children with ADHD do not seem to have problems with their executive function.
The diagnosis of ADHD does not require that a child meet criteria in the Diagnostic and
Statistical Manual of Mental Disorders, 4th edition
A. The first statement is False and the second statement is True of ADHD
B. Both statements are False of ADHD
C. The first statement is True and the second statement is False of ADHD
D. Both statements are True of ADHD

Easily annoyed by others and is often touchy. 


Disorder is co-morbid with ADHD and conduct disorder.
A. Both statements are True of ODD
B. The first statement is True and the second statement is False of ODD
C The first statement is False and the second statement is True of ODD
.
D Both statements are False of ODD
.

Aggression is observed towards other people but not to animals.


Can be associated with family instability, including physical or sexual abuse.
A. The first statement is True and the second statement is False of CD
B. Both statements are True of CD
C. Both statements are False of CD
D. The first statement is False and the second statement is True of CD

Difficulty in self-regulation and behavioral inhibition are receiving more attention as theoretical
explanations and research models for ADHD.
The final source of diagnostic evaluation is the medical examination.
A. The first statement is False and the second statement is True of ADHD
B. The first statement is True and the second statement is False of ADHD
C. Both statements are True of ADHD
D. Both statements are False of ADHD

Inattentiveness is perhaps the most frequently mentioned behavioral characteristic in the


literature on ADHD.
Students with ADHD experience significant challenges in an academic setting.
A. Both statements are True of ADHD
B. Both statements are False of ADHD
C. The first statement is True and the second statement is False of ADHD
D. The first statement is False and the second statement is True of ADHD

Often loses temper and argues with adults.


The behavior can occur exclusively during the course of a psychotic disorder but not in mood
disorders.
A. The first statement is True and the second statement is False of ODD
B. Both statements are True of ODD
C The first statement is False and the second statement is True of ODD
.
D Both statements are False of ODD
.

Propensity for violence correlates with child abuse and family violence but nit with alcoholism.
If the individual is age 18 or older, criteria are not met for Antisocial Personality Disorder.
A. Both statements are False of CD
B. The first statement is True and the second statement is False of CD
C. Both statements are True of CD
D. The first statement is False and the second statement is True of CD

Have not been described in the context of other prominent disabilities.


The definition of ADHD that is used most often is that provided by the American psychiatric
Association in the DSM-IV
A. Both statements are False of ADHD
B. Both statements are True of ADHD
C. The first statement is False and the second statement is True of ADHD
D. The first statement is True and the second statement is False of ADHD

Can coexist with many disorders including anxiety disorders.


Appears to be a result from parent-child struggles from autonomy.
A. The first statement is False and the second statement is True of ODD
B. The first statement is True and the second statement is False of ODD
C Both statements are True of ODD
.
D Both statements are False of ODD
.

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