TEST BANK for Special Education Contemporary Perspectives for School Professionals 5th Edition by Ma by StudyGuide

Special Education: Contemporary Perspectives, 5e (Friend) Chapter 1 Understanding Special Education 1.1 Multiple Choice Questions 1) In 2012, the most recent year for which data are available, approximately how many children and youth form birth to 21 years of age received special education services in U.S. schools? A) 2.8 million B) 5.5 million C) 6.7 million D) 10.2 million Answer: C 2) Supports that are NOT directly related to a student's instruction but that are needed so that a student can access instruction are: A) General education. B) Resource services. C) Specialized curriculum. D) Related services. Answer: D 3) Preferential seating, computer access, and a one-on-one teaching assistant are examples of: A) Special Education. B) Free and Appropriate Education. C) Related Services. D) Supplemental Aids and Services. Answer: D 4) Edouard Seguin is known for: A) The idea that children with disabilities were not capable of learning. B) Establishing the first public school class in 1875. C) The idea that students with disabilities could learn if provided a structured learning environment. D) His work with 12-year-old Victor. Answer: C 5) During the late 19th and early 20th centuries, many immigrants to the U.S. were judged to be "feebleminded" because they did not know English or American customs. Because of this, some became victims of laws supporting: A) Eugenics. B) Social conservatism. C) Deportation. D) Compulsory education. Answer: A

6) The 1954 Brown v. Board of Education of Topeka, Kansas, decision resulted in which of the following: A) Separate can be equal. B) Separate cannot be equal. C) Separate classes are needed in extreme situations. D) None of the above. Answer: B 7) Mercer introduced the concept of: A) Stigmatizing effects of labels. B) "The six-hour retarded child." C) Free appropriate education. D) Inclusion. Answer: B 8) Which is considered the "basis for all subsequent special education practice"? A) P.L. 94-142 Education of the Handicapped Act B) Larry P. v. Riles C) P.L. 89-750 Elementary and Secondary Education Act D) Diana v. State Board of Education of California Answer: A 9) Mr. Edwards is a single dad whose son has recently been diagnosed with Tourette's syndrome. He will begin kindergarten in the fall. Mr. Edwards knows that by law his son in entitled to specialized instruction, related services, and supplemental aids and services. Mr. Edwards and his son are guaranteed these rights by which provisions of IDEA? A) Least Restrictive Environment B) Zero Reject C) Nondiscriminatory Evaluation D) Free and Appropriate Education Answer: B 10) Based on the section of IDEA concerning nondiscriminatory evaluation, which statement is TRUE? A) More than one test is used to assess the presence of a disability. B) Any educational professionals can interpret assessment results. C) Assessment occurs in only one academic area. D) Tests are to be administered in English or Spanish. Answer: A

11) As Mrs. Vanstory read over the transcript of one of her new students, Audrey, she was amazed. Audrey had a long and colorful history of medication difficulties and multiple behavioral challenges. Mrs. Vanstory later called her close friend who was also a teacher (at another school) and proceeded to tell her Audrey's history. How did she violate the rights of both Audrey and her family? A) Information about a student must be shared in person, not over the phone or email. B) She didn't have permission from Audrey's parents to access Audrey's file. C) Information regarding a student with a disability may not be shared with anyone who is not directly working with the student. D) Only the administrator and counselor can access students' records. Answer: C 12) IDEA was most recently reauthorized in: A) 1997. B) 1999. C) 2001. D) 2004. Answer: D 13) By far, the most comprehensive legislation protecting the rights of individuals with disabilities, no matter their age, is: A) Americans with Disabilities Act. B) Individuals with Disabilities Education Act. C) Section 504. D) Adult with Disabilities Act. Answer: A 14) Many young children with disabilities who receive services have milder needs related to: A) Hearing impairments. B) Specified learning disabilities. C) Physical disabilities. D) Language development or motor skill development. Answer: D 15) Emily is 2 years old and is significantly behind her playmates in her gross motor skills. Her mother wants her evaluated for disabilities. Which of the following statements is TRUE? A) For children ages birth to 2 years old, special education is not always required by federal law. B) IDEA mandates children birth to 5 years old to receive specialized education services. C) Americans with Disabilities Act mandates children ages birth to 5 years old receive specialized education services. D) Section 504 specifies that children are not eligible for services until the age of three. Answer: A

16) Margaret is a fifth grader at Harrison Middle School. She has been in the AG (academically gifted) program for two years. She was recently identified as LD in math. What services is she legally entitled to? A) She is only eligible for AG services. B) She is only entitled to special education services. C) Since she has dual exceptionalities, she is not eligible for either. D) She is entitled to a combination of enrichment (AG) and special education services. Answer: B 17) What groups of students are NOT specifically included in IDEA? A) Students who are gifted, students with multiple disabilities, and students who are homeless. B) Students who are gifted, students with ADHD, and students who are at risk for school failure. C) Students who are gifted, students with other health impairments, and students who are at-risk. D) Students who live in poverty, students who are born addicted to cocaine, and students with autism. Answer: B 18) Which of the following choices is the most critical issue related to parent participation? A) Lack of interest B) Lack of time C) Lack of money D) Lack of skill Answer: B 19) Using family-centered practices and respecting the uniqueness of the families are examples of: A) Barriers to parent participation. B) Strategies to encourage parent participation. C) Reasons parents choose to participate. D) Benefits of parent participation. Answer: B 20) An educator's role is to: A) Convince families that their child has a disability. B) Help families be realistic about their children. C) Act as a case manager to refer families to a variety of resources. D) Offer assistance to families, regardless of their perceptions of their children. Answer: D 21) The term "inclusion": A) Is specifically featured in the newest reauthorization of IDEA. B) Appears in several places in federal legislation governing the education of students with disabilities. C) Does not appear in federal legislation governing the education of students with disabilities. D) Appears in several places in federal legislation, but not in state legislations. Answer: C 4 Copyright © 2018 Pearson Education, Inc.

22) In this text, inclusion is described as a belief system that focuses on: A) The responsibility to educate all students so that they can reach their potential. B) The setting in which students with special needs receive instruction. C) The social interaction between traditional students and students with special needs. D) Traditional and special education teachers co-teaching. Answer: A 23) Social interaction and skills that are best learned with typical peers are part of the: A) General curriculum. B) Teacher's curriculum. C) Hidden curriculum. D) Implicit curriculum. Answer: D 24) According to the textbook, collaboration never exists as a goal in and of itself; instead, it is: A) An objective to be included in students' IEPs. B) A choice that teachers are not always expected to agree with. C) A loosely structured system for achieving objectives. D) A means for achieving other goals. Answer: D 25) Which statement is TRUE regarding the Elementary and Secondary Education Act? A) Students with disabilities are exempt from achieving the same academic goals as those without disabilities. B) Most students with disabilities are expected to achieve the same academic goals as those without disabilities. C) Only students with low-incidence disabilities are expected to achieve the same academic goals as those without disabilities. D) Only students with high-incidence disabilities are exempt from achieving the same academic goals as those without disabilities. Answer: B 26) Ms. Eddy has been teaching eighth grade for five years. She has learned that planning lessons from the beginning to meet a wide range of diverse learners is the most effective and time efficient way to plan. Ms. Eddy is demonstrating which concept? A) Least restrictive environment B) Differentiated Instruction C) Free and appropriate education D) Universal Design for Learning Answer: D

27) Ms. Manno verbally explains concepts, illustrates those concepts using pictures and demonstrations, and gives students a variety of activities from which to choose to practice those concepts and demonstrate understanding. She is demonstrating: A) Least restrictive environment. B) Differentiated Instruction. C) Free and appropriate education. D) Universal Design for Learning. Answer: B 28) In which technique is a data-based system of increasingly intensive interventions put in place and carefully tracked to see if the need for special education might be avoided? A) Multi-tiered system of support B) Differentiated instruction C) Response to intervention D) Universal design for learning Answer: C 29) Which of the following is a mid-tech example of assistive technology to facilitate learning? A) A grip to help a student hold a pencil B) An audio recorder used during a class lecture C) An electronic communication board D) A computerized remedial reading instructional program Answer: B 30) Marty's dysfunctional behavior is so severe he is no longer able to learn alongside his peers. Which would be the most appropriate intervention to decrease Marty's dysfunctional behavior? A) Negative behavior supports B) Positive behavior supports C) Assistive technology D) Universal design for learning Answer: B 1.2 Praxis Style Questions 1) Joey, a second-grade student in a general education classroom, has been having difficulty in school since kindergarten. He was identified as having learning disabilities and Attention Deficit/Hyperactivity Disorder. His biggest challenges are his lack of progress in learning how to read and staying on-task in the classroom. His teacher has consulted with a special education teacher to try to accommodate Joey in her classroom, but he continues to fall behind his classmates. The teacher, the special education teacher, and Joey's parents have been considering having him spend more time in a resource classroom to receive specialized instruction. This is consistent with which aspect of the principle of least restrictive environment? A) Full inclusion, all the time B) Parent's involvement in due process C) Availability of a continuum of services D) The zero-reject policy Answer: C 6 Copyright © 2018 Pearson Education, Inc.

2) Roberto, who speaks English as a second language, has been having difficulty with reading and writing tasks in his third-grade class. After he is referred for testing, his scores on the WISCIII are significantly subaverage. His family contests the results of the testing. Which of the following principles from IDEA might they cite as inconsistent with the test? A) Zero reject B) Nondiscriminatory assessment C) Parent participation D) Individualized education Answer: B 3) Jessica is a student with learning disabilities who requires more services than those currently being provided in the general education classroom where she is placed. Her parents want her to receive resource room services, but the school currently has no resource teacher. They do have a separate class for students with intellectual disabilities, and are in the process of reassessing Jessica to see if she might qualify for services under a different disability category. Jessica's parents are furious about what appears to be an attempt to fit their daughter into an existing program rather than to design and IEP and make placement decisions based on Jessica's actual needs. Which principle of IDEA enables them to confront the school system with their concerns? A) Parent participation B) Nondiscriminatory assessment C) Free appropriate public education D) Procedural safeguards Answer: D 1.3 Fill in the Blank Questions 1) The author uses the analogy of an ________ to describe the process of standardizing the education of American children in the late 19th and early 20th centuries. Answer: assembly line 2) The 1975 P.L. ________, the Education of the Handicapped Act, is considered the basis for all subsequent special education practice. Answer: 94-142 3) To accomplish zero reject, each state has in place what is called a ________ system, a set of procedures for alerting the public that services are available for students with disabilities. Answer: child find 4) Some students with ADHD may receive special education services when their disorder is significant enough that they are identified as ________. Answer: other health impaired (OHI) 5) ________ refers to the way in which professionals interact with each other and with parents or family members as they work together to educate students with disabilities. Answer: Collaboration

1.4 Short Answer Questions 1) What are three examples of supplementary aids and services? Answer: Discussion should include examples such as access to computer with voice recognition software, preferential seating in the classroom, and one-on-one teaching assistant. 2) How did the passage of federal laws change the way individuals with disabilities are treated? Answer: All children are now guaranteed a public school education; nondiscriminatory evaluation is completed before a child is placed in special education; and parental rights are guaranteed. 3) What is "zero reject"? What are some pros and cons of zero reject in regard to students with disabilities? Answer: The principle of zero reject entitles all students with disabilities to a public education regardless of the nature or severity of their disabilities. Pros and cons will vary. 4) What are three examples of procedural safeguards in IDEA that ensure that any decisions made concerning students with disabilities have parental input? Explain why you believe these safeguards are, or are not, necessary. Answer: For example, parents must give written consent for their children to be assessed to determine if they have a disability. Similarly, parents must be invited to attend any meetings regarding their child, and they must give permission for the child to begin receiving special education. When parents and school personnel disagree on any aspect of special education, specific steps must be followed to attempt to resolve the dispute. Opinions about the necessity of safeguards will vary. 5) What are strengths of children with disabilities, as reported from parent interviews? Include at least four strengths. Answer: Colavita, Luthra, and Perry (2014) analyzed survey responses from 141 parents who described their children's strengths, including: • Positive personality characteristics • Positive social personality characteristics • Cognitive functioning, such as motivation • Coping abilities, such as being cooperative and resilient • Specific skills, such as hobbies

1.5 Essay Questions 1) What court case decision clarified that "separate cannot be equal"? Explain the affect this court case continues to have on the field of special education. Answer: Shortly after the advent of the modern civil rights movement in education, with the 1954 Brown v. Board of Education of Topeka, Kansas decision clarifying that "separate cannot be equal," some professionals began questioning whether separate classes provided students with disabilities with an appropriate education. This led to a series of studies referred to as efficacy studies. They compared the achievement and social adjustment of students with intellectual disabilities who were enrolled in special classes to that of students of similar abilities who remained in general education settings. The studies found that students with intellectual disabilities in general education classes achieved more academically than those in special classes, probably because teachers' expectations of them were higher and because they were learning in the same curriculum as other students. This has had a profound effect on where and how students with disabilities are taught. 2) Compare and contrast IDEA, Section 504, and the American with Disabilities Act of 1990. Answer: IDEA (formerly the Education for All Handicapped Children Act) captured many of the issues that were being addressed in the courts, funded efforts to find children with disabilities who were not in school, and mandated that states follow the law to create full educational opportunities for students with disabilities in order to receive federal funding (which includes zero reject, free appropriate public education, least restrictive environment, nondiscriminatory evaluation, parent and family rights, and procedural safeguards). IDEA is a law that guarantees educational rights, while Section 504 and guarantee the civil rights of children and adults. Section 504 states that "No qualified handicapped person shall, on the basis of handicap, be excluded from participation in, be denied the benefits of, or otherwise be subjected to discrimination under any program or activity which receives or benefits from Federal financial assistance." ADA applies to both public and private sectors, including libraries, state and local governments, restaurants, hotels, theaters, transportation systems, and stores. It directly addresses communication, and ensures that buildings have access ramps and that most have elevators, that buses and trains can accommodate wheelchairs, and that employers may not refuse to hire a new employee because that individual has a disability. 3) What are three groups of students who need special supports but who are NOT eligible for services under IDEA? How does this ineligibility affect the education of these groups of students? Answer: IDEA does not provide for special education for students who are gifted, those with ADHD, or those who are at risk for school failure. Students who are gifted are currently not entitled, by federal legislation, to special education, despite the need for special instruction. ADHD is not, by itself, a disability category. Many students with ADHD receive support through the provisions of Section 504 and some students with ADHD may receive special education services when their disorder is significant enough that they are identified as other health impaired (OHI). At risk students may be homeless, abuse drugs or other substances, live in poverty, or have any of hundreds of other characteristics that can negatively affect their learning. These students need the attention of caring and skillful teachers who can set high expectations, teach in a way that maximizes student potential, and instill in students the love of learning. 9 Copyright © 2018 Pearson Education, Inc.

4) Define inclusion as it is presented in this text. Defend the implementation of inclusive practices to skeptics of this concept. Answer: Inclusion is a belief system or philosophy shared by every member of a school as a learning community—teachers, administrators, other staff members, students, and parents— about their responsibility to educate all students so that they reach their potential. Although the physical location of students in schools and classrooms is one dimension of inclusiveness, inclusion is not about where students sit as much as it is about how adults and classmates welcome all students to access learning and recognize that the diversity of learners in today's schools dictates that no single approach is appropriate for all. Inclusive practices encompass students who are gifted and talented, those who are at risk for failure because of their life circumstances, those with disabilities, and those who are average learners. Likewise, it includes all the teachers and other staff members who work in today's schools. Arguments to defend inclusion will vary. 5) Besides inclusion, describe two critical issues influencing special education today. Answer: Descriptions will come from: (a) prevention of some disabilities through data-based early interventions: In response to intervention, when a teacher raises concern about a student's rate of learning, a data-based system of increasingly intense interventions is put in place and carefully tracked to see if it might be possible to accelerate the student's learning to avoid the need for special education. (b) continued calls for rigor and accountability in programs for students with disabilities and the outcomes achieved: The Elementary and Secondary Education Act calls for all students to be proficient in reading and math, including students with disabilities. Data related to this proficiency requirement are analyzed separately for certain groups of students, including those with disabilities, and schools whose students do not reach this goal may face remedial action. Most students with disabilities are required by law to take the same standardized achievement tests as their peers without disabilities. (c) professional collaboration: Inclusive schools rely on professionals and parents working closely with each other so, collaboration has become a crucial dimension to the planning, delivery, and evaluation of special education and related services. Collaboration refers to the way in which professionals interact with each other and with parents or family members as they work together to educate students with disabilities. It never exists as a goal in and of itself: It is the means for achieving other goals.

Special Education: Contemporary Perspectives, 5e (Friend) Chapter 2 The Personnel and Procedures of Special Education 2.1 Multiple Choice Questions 1) Early childhood special educators generally are expected to: A) Have knowledge primarily about one disability because they tend to be assigned to one type of program. B) Have knowledge primarily about behavioral concerns as those are the most important aspect of early childhood development. C) Have knowledge about a wide range of disabilities. D) Have knowledge about early childhood physical therapy. Answer: C 2) Students who have disabilities and whose first language is NOT English sometimes receive their special education services from a: A) Bilingual teacher. B) Special education teacher. C) Bilingual paraeducator. D) Bilingual special education teacher. Answer: D 3) Bilingual special education teachers generally have expertise in each of the following EXCEPT: A) Special behavior management techniques. B) Knowledge of language proficiency. C) Appropriate assessment tools and techniques. D) Cultural and linguistic diversity. Answer: A 4) Which individuals sometimes conduct lessons for an entire class to resolve issues in peer relationships? A) School psychologist B) Social worker C) School counselor D) Special educator Answer: C 5) A professional who is licensed to administer intelligence tests and other assessments used in determining whether a student is eligible to receive special education services is a: A) School psychologist. B) Social worker. C) School counselor. D) Special educator. Answer: A

6) Which of the following is NOT categorized as an additional service provider? A) Adapted physical educator B) Rehabilitation counselor C) Art therapist D) Audiologist Answer: A 7) Each of the following is a term used to describe educators who work under the direction of a teacher or another school professional to help in the delivery of services EXCEPT: A) Paraeducator. B) Service support professional. C) Paraprofessional. D) Teaching assistant. Answer: B 8) Mrs. Byrd needs assistance. Despite her efforts to use a variety of strategies to assist Donna in math, Donna continues to lag behind her classmates. Donna is becoming increasingly frustrated and often cries during math. Mrs. Byrd decides to ask that Donna's case be reviewed by the: A) Psychology team. B) Multidisciplinary team. C) Intervention assistance team. D) Behavior assistance team. Answer: C 9) An alternative option for addressing serious student learning problems that was approved in the 2004 reauthorization of IDEA is: A) Response to intervention. B) Response to treatment programs. C) Continuous progress monitoring. D) Multi-tiered system of support. Answer: A 10) Tier 1 interventions are most often used with: A) Serious behavior concerns. B) Reading and math problems. C) Social skills problems. D) Emotional problems. Answer: B 11) Tier 2 interventions generally involve: A) Daily one-to-one instruction outside the classroom. B) Extra instruction in reading or math. C) Small-group instruction several times a week. D) Use of research-based approaches for all students. Answer: C

12) Each is a parent right regarding special education eligibility determination EXCEPT: A) To have immediate access to educational records after a formal request. B) To request individual testing. C) To be full members of the team determining services. D) To have their child educated in the LRE. Answer: A 13) Which aspect of assessment refers to the consistency with which a test measures something? A) Reliability B) Validity C) Content validity D) Accuracy Answer: A 14) Each of the following is a decision made by the multidisciplinary team EXCEPT whether: A) The student has a disability. B) The disability adversely affects educational performance. C) The student's needs can be addressed by special education. D) The school has the services needed by the student. Answer: D 15) Mr. Fuentas called Sarah's parents to schedule a meeting to update information on Sarah's learning progress and to set goals for the upcoming year. This type of meeting is called a/an: A) Three-year evaluation. B) Eligibility meeting. C) Intervention assistance. D) Annual review. Answer: D 16) Who are the central members of the IEP team? A) Educators B) Parents C) Administrators D) Students Answer: B 17) "Jenna will increase her decoding and reading comprehension from a first grade level to a second grade level" is an example of a/an: A) Present level of performance. B) Annual goal. C) Short-term objective. D) Benchmark. Answer: B

18) Which IEP component comprises achievement test scores, teacher ratings of student behavior, and scores on specialized assessments? A) Present level of performance B) Annual goal C) Short-term objective D) Benchmark Answer: A 19) Phillip is an eighth grader with intellectual disabilities. He is exempt from the achievement tests required by federal law. This occurred because: A) Phillip's parents signed a waiver stating they did not want him tested. B) Phillip's IEP specifies that alternative assessments are more appropriate. C) Students with intellectual disabilities are automatically exempt. D) Students with disabilities usually are exempt from these tests. Answer: B 20) Mr. Lavella, a special education teacher at Washington High School, notices that three students' re-evaluations are due within the month. He attempts to contact all the students' parents but only two students' parents agree to attend the meetings. The third student's parents refuse to come and ask Mr. Lavella not to contact them again. Which is a TRUE statement? A) The re-evaluation cannot take place without the permission of the parents. B) The re-evaluation cannot take place without the permission and participation of the parents. C) The re-evaluation can occur without the permission of the parents. D) The school is entitled to participate in due process against the parents. Answer: C 21) How a student's progress in meeting goals and objectives will be measured: A) Must be determined by the family. B) Must be provided at the family's request. C) Must be included on the student's IEP. D) Must be included on each report card. Answer: C 22) Tara is an elementary student diagnosed with autism. She is currently in the general education classroom but is having difficulty functioning in this setting. Her family is happy with her placement but the teacher feels a change is needed. Tara's placement can be changed by: A) The student's team with parent permission. B) The student's team without parent permission. C) The student's family. D) The school administrator. Answer: A

23) A student's placement must be reviewed: A) Weekly if necessary. B) At the teacher's request. C) At least monthly. D) At least annually. Answer: D 24) General education, resource, separate class, separate school, residential facilities, home, and hospital are the options for providing educational services to students with disabilities. These options are called: A) Continuum of services. B) Continuum of placements. C) Least restrictive environment. D) Special education services. Answer: B 25) When students receive services outside of the regular classroom between 21 and 60 percent of the day, they are in which setting? A) A separate classroom B) A separate school C) A resource setting D) A general education classroom Answer: C 26) About 0.4% of students with disabilities receive services in which setting? A) Home or hospital B) Residential C) Separate school D) Separate classroom Answer: A 27) An informal way of settling disagreements among professionals and parents regarding the special education services of a child is: A) Mediation. B) Due process. C) Positive communication strategies. D) Collaboration. Answer: C 28) Which of the following is TRUE regarding due process hearings? A) The hearing officer is a judge. B) The hearing officer is not a judge. C) There is no officer present, only lawyers. D) It is an informal attempt to resolve disputes. Answer: B

29) Dominique is a second grader who has Down syndrome. His parents insist that the least restrictive environment for him is the general education classroom. However, because he has frequent violent outbursts due to frustration, the professionals involved feel that a resource setting would be more appropriate until his outbursts are under control. Since an agreement cannot be reached, all parties involved have agreed that an impartial professional must be brought in to help resolve this dispute. This is referred to as: A) Administrative intervention. B) Mediation process. C) Due process. D) Dispute settlement process. Answer: B 30) Each of the following is an issue for effective implementation of RTI EXCEPT: A) It has been shown to be a reliable method for improving instruction of students with learning disabilities. B) General education teachers do not always know how to implement it. C) Special education teachers may not have time to explain it to others. D) It may not be effective with students for whom English is a second language. Answer: A 2.2 Praxis Style Questions 1) Mary is a student with cerebral palsy who has difficulty with fine and gross motor skills. Mary's resource room teacher would most likely contact an occupational therapist for help with which of the following? A) Counseling Mary about applying to college B) Helping Mary to walk with a cane C) Finding a job coach for Mary's after school work D) Teaching Mary how to paint with a brush Answer: D 2) Anthony is a first-grade student who has been struggling in his general education setting. The parents and teacher have discussed their concerns about Anthony's lack of progress and frustration. Using the response to intervention model, what is the likely first step to implement for Anthony? A) The teacher should implement high-quality, research-based interventions and monitor Anthony's progress. B) The teacher should request that Anthony be tested for special education services. C) The parents should have Anthony assessed by his pediatrician. D) The teacher and parents should wait until Anthony gets a bit older before acting on their concerns. Answer: A

3) Juanita, a second grader who recently arrived from Mexico with rudimentary English skills, was referred for a special education assessment after displaying sustained poor academic performance in the classroom. With permission from her parents, the team began the assessment process. Juanita's scores on the intelligence exam (WISC-III) demonstrated an IQ similar to students with moderate intellectual disabilities. She also performed poorly on the school's standard reading, spelling, and writing tests. However, her adaptive and social living skills were above average. Before the team recommends Juanita for special education, which principle of IDEA should they be concerned that they may have violated? A) Nondiscriminatory assessment B) Free appropriate public education C) Individualized Education D) Due process Answer: A 2.3 Fill in the Blank Questions 1) ________ are the professionals who coordinate the efforts of educators, families, and outside agency personnel to ensure that students receive all the supports they need. Answer: School social workers 2) The ongoing use of data to determine whether a student is responding to the interventions being implemented is referred to as ________. Answer: continuous progress monitoring 3) In many states, the rights that parents have had on behalf of their children with disabilities may transfer to the children at the ________, usually eighteen years old. Answer: age of majority 4) Even though a full continuum of alternative placement options exists for students with disabilities, more than half spend more than ________ percent of the school day in general education classrooms. Answer: 80 5) IDEA requires that all states offer ________ at no cost to parents as another early formal step in resolving differences. Answer: mediation

2.4 Short Answer Questions 1) What are three roles of special educators? Answer: Answers will vary from: Special education teachers provide day-to-day instruction and other support for students with disabilities. They may work with students with only one type of disability or with students with varying disabilities. In addition to providing instruction that may be remedial, developmental, or strategic, they may prepare materials adapted to meet students' special needs, assess and report student progress in learning, and manage students' overall education programs. They consult with their general education colleagues to ensure student needs are met and work in general education classrooms at least part of each day, but they also may work in special education settings such as resource rooms, self-contained classrooms, and separate schools. A special educator who travels from school to school sometimes is called an itinerant special education teacher. 2) What three critical decisions are multidisciplinary teams responsible for making? Answer: Three decisions of the multidisciplinary team are: 1) whether the child meets the verification criteria; 2) whether the disability adversely affects educational performance; and 3) whether the child needs special education. 3) The law requires that students be evaluated to determine strengths and to explore areas of functioning in which a disability is suspected. What do these comprehensive assessments address? Answer: The answer should include examples of areas of assessment such as vision/hearing screening, cognitive ability, achievement, social and behavioral functioning, developmental history, and others areas as needed in determining the areas of strength and the needs of the child. 4) Who participates as members of the IEP team? Answer: The answer should include a listing of required members of IEP Team: parents of the child with a disability, at least one regular education teacher, at least one special education teacher, school district representative, an individual who can interpret the results of any evaluations, a representative from outside agencies providing transition services, and the student, when appropriate, and others invited by the parent or school district. 5) Once a student has been identified as eligible for special education services and an IEP has been written, how is his/her progress monitored? Answer: The IEP includes an essential element: a statement about how the student's progress in meeting goals and objectives will be measured, including the ways in which this information will be communicated to parents. Some students' progress might be measured by individual testing, and this information might be sent to parents as a supplement to the standard report card each time one is issued.

2.5 Essay Questions 1) Name two professionals who provide direct and two who provide indirect services to students with disabilities. Describe how these professionals provide services. Answer: Direct service providers include special education teachers, general education teachers, paraeducators, early childhood specialists and speech-language pathologists. Indirect service providers include school psychologists, school counselors, school social workers, and school nurses. Answers will vary depending on the professionals chosen, and descriptions will come from section 2.1 The Professionals Who Work in Special Education. 2) Describe the process that occurs when a student is assessed for special education services. Answer: The general education teachers are the professionals most likely to express concern about a student that begins the process of deciding whether that student is entitled to special education services. The teacher is likely to gather data to document the concern, including keeping samples of the student's work or keeping a log of behavior incidents that occur in the classroom. In more than half of the states, the next step the teacher takes is to request that the case be reviewed by a team of professionals (teacher assistance team, intervention assistance team) who help the teacher problem solve regarding the student, to generate new ideas for helping the student, to consider various explanations for the noted problems, and to prevent—if possible—the need for special education. An alternative option for addressing serious student learning problems is response to intervention: RTI uses ongoing data collection and often includes a three-tiered approach to intervention. Without teams and RTI, some type of screening is used to discuss the nature, severity, and persistence of the student's difficulty. IF these processes lead to the consensus that a student's difficulties are serious enough that special education should be considered, the student is referred for a full assessment, and a multidisciplinary team convenes. Students must be evaluated to determine their strengths and to explore any area of functioning in which a disability is suspected. 3) A continuum of placements is the term used for the options for where students with disabilities receive their educations. Compare and contrast the general educational setting and the resource setting. Give two pros and two cons of each. Answer: The answer should include a description of the general education setting (including access to general education curriculum, materials and support in the general education setting) and of the resource setting (including intensive training and assistance by a special education teacher, depending on the child's individual needs). Pros and cons will vary. 4) What are transition services, and when and why are they included in the IEP? Answer: By the time a student with a disability is sixteen years old, the team writing the IEP must address transition, specifying measurable postsecondary goals based on transition assessments for training, education, employment, and other relevant areas. Transition services on the IEP could include career exploration; participation in a vocational preparation program; training in life skills, such as keeping a budget and writing checks; experience in a work setting; or any other service or activity related to the student's postschool plans. Transition plans are included in the IEP in recognition that students with disabilities often need ongoing support after secondary school (a smooth transition of services), and that academic achievements are not the only important measure of progress and preparation. 9 Copyright © 2018 Pearson Education, Inc.

5) What are the options for resolving disagreements regarding special education? Answer: The first step in solving a disagreement should be to use positive communication strategies. That may be followed by dispute resolution: The intent is to try to resolve the issues without any further steps. If this is accomplished, the parties sign an agreement that describes the resolution. IDEA requires that all states offer at no cost to parents as an early formal step in resolving differences. In mediation, an impartial professional meets with each party to try to find a way for the dispute to be resolved. The mediator does not make a decision for the parties but helps them find a workable solution. Due process refers to a set of procedures for making all the decisions that are part of special education. In a due process hearing, usually parents make a formal complaint against the school district, and an impartial hearing officer is appointed by a state special education official. This individual acts in many ways like a judge, reading all the documents related to the issue, scheduling and presiding over the hearing, reviewing a transcript of the proceeding, and eventually issuing a written decision based on the evidence provided and the testimony of witnesses at the hearing. Either party can still take the issue to court but only after all the steps outlined here have been completed.

Special Education: Contemporary Perspectives, 5e (Friend) Chapter 3 Multicultural and Bilingual Perspectives 3.1 Multiple Choice Questions 1) A complex system of underlying beliefs and attitudes that shapes the thoughts and behaviors of a group of people is: A) Cultural dissonance. B) Culture. C) Macroculture. D) Microculture. Answer: B 2) Cultural elements held in great esteem or considered to be important by a society are: A) Values. B) Morals. C) Ethics. D) Belief systems. Answer: A 3) The term that refers to groups that have distinguishing characteristics with respect to cultural aspects such as language, values, and behaviors is/are: A) Macroculture. B) Microculture. C) Socioeconomic status. D) Behavior patterns. Answer: B 4) The way in which a particular framework is used to develop, approve, and disseminate new information is called: A) Cognitive knowledge. B) Metacognition. C) Cognitive style. D) Knowledge construction. Answer: D 5) Kazuko is a 14-year-old highly organized student who tends to be very analytical in processing information. She is demonstrating what kind of cognitive style? A) Field-dependent B) Field-independent C) Field-insensitive D) Field-sensitive Answer: B

6) Cognitive styles that reflect a holistic approach to processing information are referred to as: A) Field-dependent. B) Field-independent. C) Field-sensitive. D) Field-insensitive. Answer: C 7) Mr. Hernandez, who speaks English as a second language, is starting his new teaching position at Welbourn High School. The student population of Welbourn is middle-upper class Caucasian students. What may occur between Mr. Hernandez and his students? A) Multicultural education B) Field sensitivity C) Disproportionate representation D) Cultural dissonance Answer: D 8) Behavioral differences most frequently stem from each of the following EXCEPT: A) Cultural differences. B) Frustration. C) Feeling alienated. D) Race. Answer: D 9) The issue of disproportionate representation is particularly significant in respect to which population? A) Caucasian B) Asian C) African American D) Hispanic Answer: C 10) Poverty and systemic bias are factors that contribute to: A) Multicultural education. B) Equity pedagogy. C) Disproportionate representation. D) Dominant culture. Answer: C 11) Poverty has been associated with each of the following EXCEPT: A) Systemic bias. B) Childhood exposure to lead. C) Prenatal exposure to toxins. D) Poor nutrition. Answer: A

12) Systemic bias within an educational system can occur through each of the following EXCEPT: A) Curriculum and instruction. B) The special education referral process. C) Teacher attitude. D) Disproportionate representation. Answer: D 13) Showing favoritism toward a group that occurs at multiple levels within a society or institution is called: A) Cognitive style. B) Teacher attitude. C) Systemic bias. D) Knowledge construction. Answer: C 14) The special education referral process has been criticized for potential bias in which of the following areas? A) Possible contributions from classroom environment B) Elements of the child's home environment C) Support from principals and teachers D) The skill level of the school psychologist Answer: A 15) In the case of culturally diverse learners, several authors have suggested that during the traditional prereferral process or response to intervention (RTI) procedures, the team should carefully examine factors in the student's environment that: A) Contribute to delinquency. B) May influence learning. C) Are different from the dominant culture. D) Suggest poverty. Answer: B 16) An alternative to the current system for assessment of young children is: A) Portfolio and performance assessments. B) Standardized tests and medication. C) Universal screening. D) Parent education as participation. Answer: C 17) Which of the following is integral to teaching diverse students and includes strategies such as learning contracts and tiered lessons? A) Universal design for learning B) Differentiated instruction C) Multicultural education D) Knowledge construction Answer: B 3 Copyright © 2018 Pearson Education, Inc.

18) Mr. Izquierdo is a seventh-grade social studies teacher. He asked his neighbors, Mr. and Mrs. Matsuda, to visit his class to discuss Japanese culture. He was utilizing: A) Prejudice reduction. B) Knowledge construction. C) Content integration. D) Equity pedagogy. Answer: C 19) The use of instructional strategies that embrace the learning characteristics of cognitive styles of diverse populations is: A) Multicultural education. B) Equity pedagogy. C) Bilingual education. D) Prejudice reduction. Answer: B 20) An empowering school culture focuses on eradicating systemic factors such as: A) Use of other languages. B) Negative effects of tracking practices. C) Prejudice reduction. D) Content integration. Answer: B 21) An approach that uses the student's dominant language along with English for instructional purposes is: A) Bilingual education. B) Sheltered English. C) Equity pedagogy. D) English as a Second Language. Answer: A 22) Cho, who speaks Mandarin, is immediately enrolled in a class where she will be taught English as a foreign language. This is called a/an: A) Bilingual education program. B) English as a second language program. C) Sheltered English program. D) Multicultural education program. Answer: B

23) An instructional approach for students who are NOT native English speakers that uses controlled vocabulary and sentence structure, along with prompting, to facilitate comprehension in English language learners is: A) Concrete English. B) Sheltered English. C) Bilingual education. D) Conceptual education. Answer: B 24) Which of the following is an example of factors beyond the direct influence of educators that can adversely affect interactions with culturally diverse families? A) Families from culturally diverse backgrounds are likely to have positive preconceived notions about school personnel. B) Parenting for families of children with special needs is easier than for other families. C) There is disproportionate representation of students of color in special education. D) Attitudes toward the school may be positively influenced by their own school experiences. Answer: A 25) Which phase of a process that involves asking parents to identify goals they have for collaborative relationships and activities that may be used productively to accomplish these goals helps to answer questions such as these: Are we following through with our plan? Is our plan doing a good job of addressing our needs? A) Intake and assessment B) Selection of goals C) Planning and implementing activities D) Evaluation of activities Answer: D 26) School professionals can positively influence interactions with family members who may find schools intimidating places by: A) Introducing them to the faculty. B) Developing a friendship. C) Meeting families in non-school settings. D) Offering to tutor them. Answer: C 27) Important equity issues for urban education include qualifications of school personnel, the physical condition of the school, and: A) Overcrowding. B) Transportation. C) Extracurricular activities. D) Number of teaching assistants. Answer: A

28) Each of the following is a condition of urban education EXCEPT: A) Equity issues. B) School choice programs. C) Disability access to service. D) Teachers and their preparation. Answer: C 29) Each of the following is a condition of rural education EXCEPT: A) Disability identification. B) School choice programs. C) Lower teacher pay. D) Isolation. Answer: B 30) Students who are lesbian, gay, bisexual, or transgender (LGBT) comprise approximately what percent of a school's population? A) 1% B) 5% C) .5% D) 10% Answer: D 3.2 Praxis Style Questions 1) Ms. Smith is an ESL teacher at Friendly Elementary School. When she taught her students the vocabulary for fruits and vegetables, she brought in examples for them to handle. Ms. Smith used which instructional approach? A) Concrete English B) Sheltered English C) Bilingual education D) Conceptual education Answer: B 2) This school year you have very culturally diverse students. To enhance your self-awareness of culture, you should specifically do all the following EXCEPT: A) Examine your cultural values. B) Talk to each student's parents. C) Become aware of your biases. D) Consider your expectations for your students. Answer: B

3) You notice in your culturally diverse classroom that there are some underlying prejudices among certain students. How can you reduce these prejudices to create a culturally accepting environment? A) When you notice prejudice, punish the student. B) Talk to the parents of the student who is exhibiting prejudice. C) Teach about the concept of race as a social construct. D) When you notice prejudice, send that student to the principal's office. Answer: C 3.3 Fill in the Blank Questions 1) ________ is a term often used to refer to an individual's educational and income levels, and it may define some microcultures (e.g., working class or middle class). Answer: Socioeconomic Status (SES) 2) ________ refers to a significant discrepancy between two or more cultural frames of reference. Answer: Cultural dissonance 3) When teachers attempt to "teach down" to students who have disability labels, it can lead to a ________, or the idea that students will do or become what is expected of them. Answer: self-fulfilling prophecy 4) At least part of the problem of disproportionate representation can be attributed to ________, or favoritism toward a particular group that occurs at multiple levels within a society or institution, making such favoritism an implicit part of it. Answer: systemic bias 5) ________ implies that the curriculum that students learn should include content about diverse populations and present information from diverse points of view. Instruction should include examples of key concepts and principles from a variety of cultures. Answer: Content integration 3.4 Short Answer Questions 1) Values and language are two elements of culture. Explain these concepts as they relate to culture, and provide an example of each. Answer: Values are those cultural elements held in great esteem or considered to be important by a society. For example, the dominant culture values individualism and independence. The importance of a concept to a culture often is reflected in how that concept is developed in language. For example, in the language of the Lakota, a Native American people who highly value peace and respect, no word exists to express the concept of war.

2) How does the representation of African American students in special education and gifted education compare? Answer: Fewer African American students than would be expected based on population distribution are identified as gifted versus many more than would be expected based on population distribution that are identified as having a disability. 3) What are the five major dimensions of multicultural education? Answer: The five major dimensions of multicultural education are content integration, knowledge construction, prejudice reduction, equity pedagogy, and an empowering school culture. 4) How can school professionals positively influence interactions with family members who may find school an intimidating place? Answer: Answers should include examples of approaches in which educators can personalize interactions with family members and cite the five phases of the collaborative relationships approach suggested by Shea and Bauer (1993) (intake and assessment, selection of goals, planning and implementing activities, evaluation of activities, and review of the collaborative relationship). 5) Describe the equity issues discussed regarding urban education. Answer: Student access to fully credentialed, experienced teachers is a chronic problem, and the physical condition of urban schools often compares unfavorably to that of suburban counterparts. 3.5 Essay Questions 1) What is culture? Compare and contrast the concepts of macro- and microculture. List at least 5 microcultures of which you consider yourself to belong. Answer: Culture is a complex system of underlying beliefs, attitudes, and actions that shapes the thoughts and behaviors of a group of people, distinguishing them from other groups. Culture is influenced by the environment and is learned, shared, and constantly changing. The overarching cultural aspects within a society are referred to as macroculture. Macroculture tends to unify the diverse members of a society and define them to others. Microcultures are groups that have distinguishing characteristics with respect to culture, such as language or dialect, values, behaviors, and worldviews. Examples of microcultures will vary. 2) What is disproportionate representation? Explain why this issue has been and continues to be such a hot topic within the field of special education. Answer: Discussion may include the prevalence rate of African American students in particular in the categories of intellectual disabilities and emotional and behavioral disabilities; placement of students of color in separate settings; and the stigma associated with labeling. African American students are nearly 3 times more likely than other students to be identified as having intellectual disabilities and twice as likely to be identified as having emotional or behavioral disabilities.

3) How does culture affect the learning process? In what ways has culture influenced your dealings with individuals of different cultures? Answer: Almost every aspect of the teaching and learning process is culturally influenced— from decisions about what is important to learn to decisions about how learning is best accomplished and assessed. Culture affects the content of instruction (what is taught, and who is portrayed); the cognitive styles used to teach (how students are taught); and the degree of cultural dissonance in the classroom (whether there is discrepancy between cultural frames of reference between teachers and students). Examples of how culture influences students' relationships with others will vary. 4) What can be done to improve fairness in the identification process of diverse learners? Answer: Before a referral for special education is officially made, the educators involved come together as a team to develop a deep understanding of the student's learning or behavior difficulties and to suggest strategies to address these difficulties. In the case of culturally diverse learners, the team should carefully examine factors in the student's environment that may influence learning during the traditional prereferral process or response to intervention (RTI) procedures, Garcia and Ortiz (1988) recommended systematic examination of classroom and teacher variables. Beyond enhanced intervention prior to referral, alternatives to traditional assessment procedures can be used. The eligibility determination process can be less dependent on standardized, norm-referenced assessment instruments because they tend to emphasize verbal skills, analytical thinking, and field-independent cognitive styles—elements that may lead to lower scores for many culturally diverse students. 5) Why is developing collaborative relationships with diverse families challenging? What factors contribute to this situation? Answer: Discussion should include an explanation of cultural dissonance (as cultural dissonance increases, so does the likelihood that roles designated by school personnel for family members will be deemed untenable or unproductive by them). Examples of factors may include preconceived notions about how a family values education (educators sometimes may believe, sometimes without being aware of their perceptions, that families from middle- or highsocioeconomic backgrounds are more concerned about their children's learning and more interested in being involved in their education than are families from low-socioeconomic backgrounds); a "one size fits all" approach to family involvement (educators unilaterally expect families to interact with them in a prescribed way); and unfamiliarity with how culturally influenced factors can affect home-school interactions (conceptions of disability vary according to group norms and expectations).

Special Education: Contemporary Perspectives, 5e (Friend) Chapter 4 Collaboration in Special Education 4.1 Multiple Choice Questions 1) All of the following are defining characteristics of collaboration EXCEPT: A) Parity. B) Accountability for outcomes. C) Sharing resources. D) Developing close friendships. Answer: D 2) In collaboration, the contributions of all participants have equal value. This concept describes the term: A) Mutual goal. B) Accountability. C) Parity. D) Emergent. Answer: C 3) If, during a meeting with parents, a teacher repeatedly refers to formal reports and other paperwork that the parent does NOT have, there is likely to be a problem with: A) Mutual goal. B) Parity. C) Accountability. D) Sharing resources. Answer: B 4) A general education teacher prepares a rubric for an assignment and a special education teacher prepares a graphic organizer for students to use when completing the assignment. This is an example of the collaborative characteristic of: A) Shared responsibility. B) Accountability. C) Parity. D) Shared resources. Answer: A 5) Within the context of IDEA, collaboration is: A) Now required by special education law. B) More than ever before, an expectation in services for students. C) Strongly suggested for the RTI process. D) Required by individual states. Answer: B

6) How you interact with others, not what you do, refers to: A) Consultation. B) Collaboration. C) Communication. D) Co-teaching. Answer: B 7) Personal belief systems, communication skills, interaction processes, programs and services, and supportive contexts are: A) Characteristics of effective collaboration. B) Barriers to effective collaboration. C) Elements necessary for collaboration. D) The results of effective collaboration. Answer: C 8) Each of the following is TRUE of communication skills EXCEPT: A) They cannot be readily taught and learned. B) They include facial expressions, posture, and nonverbal signs. C) They include the words we choose and the way we express them. D) They can have a huge effect on the development of collaboration. Answer: A 9) Each of the following is a suggested communication strategy EXCEPT: A) Listening. B) Encourage others to continue speaking using nonverbal signals. C) Use open-ended questions. D) Use evaluative language. Answer: D 10) Communicating optimism about success is important in which step of a problem-solving model? A) Identifying the problem B) Creating a climate for problem solving C) Implementing the idea D) Evaluating the outcome Answer: B 11) When implementing problem-solving steps, generating alternatives should include all the following EXCEPT: A) Brainstorming ideas. B) Placing value on all individual suggestions. C) Eliminating unrealistic options. D) Evaluating others' ideas. Answer: D

12) Whenever someone is explaining something problematic that happened, your reaction should be to: A) Offer to take care of it. B) Ask what the person wants you to do. C) Seek additional information. D) Suggest a reason for what happened. Answer: C 13) The person most responsible for creating a school culture that incorporates collaboration is: A) Classroom teacher. B) Principal. C) Parents. D) Special educator. Answer: B 14) Team effectiveness is based on each of the following EXCEPT: A) The quality of the outcomes. B) The clarity of the goals. C) Monitoring each other's behavior. D) Belief that benefits outweigh costs. Answer: C 15) Professionals who coordinate their efforts but keep separate the responsibilities traditionally associated with their roles are part of which type of team? A) Transdisciplinary B) Interdisciplinary C) Independent D) Multidisciplinary Answer: D 16) For co-teaching to be effective, the individuals working together must do each of the following EXCEPT: A) Discuss their instructional philosophies. B) Know their own professional strengths and weaknesses. C) Be honest about their expectations of themselves and each other. D) Have the same educational philosophy. Answer: D 17) Mrs. Jones and Mrs. Smith have been co-teaching for two years. For social studies, they divide their class in half and both teach the same material simultaneously. This is an example of which approach to co-teaching? A) Parallel B) Station C) Alternative D) One teach, one drift Answer: A 3 Copyright © 2018 Pearson Education, Inc.

18) When two teachers share the instructional responsibility for an entire group, they are demonstrating the concept of: A) Team teaching. B) Alternative teaching. C) Parallel teaching. D) Consultative teaching. Answer: A 19) When one professional voluntarily assists another to address a problem concerning a third party (usually a student), this is called: A) Venting. B) Collaboration. C) Consultation. D) Co-teaching. Answer: C 20) Which of the following indirect services would be used as a transition strategy for a student who no longer needs special education services? A) Parity B) Collaboration C) Consultation D) Resolution Answer: C 21) A common barrier to parent and professional collaboration is: A) Some parents just do not care about their child's education. B) Some parents have a lack of resources such as transportation and child care. C) The children do not want their parents involved. D) Most teachers discourage parents from becoming involved. Answer: B 22) Cultural differences can impede collaboration if not properly addressed. Which statement about cultural differences is FALSE? A) Culture is dynamic, and professionals must stay current on such cultural issues. B) Culture is static and parents of different cultures are generally not able to interact in a collaborative manner. C) Culture is only one of the many factors that influence ideas and beliefs. D) No cultural group is homogeneous. Answer: B 23) Parents and families of children with disabilities are valued members of the special education team because: A) Their signature is needed to provide services. B) They can help their children with homework. C) They have a unique and valuable perspective on their child. D) They are needed as volunteers in the school. Answer: C 4 Copyright © 2018 Pearson Education, Inc.

24) Each of the following is TRUE concerning the extent to which parents are involved in their children's services and the extent to which they are satisfied with these services EXCEPT: A) A. Families with the lowest income have the least involvement in services and the lowest degree of satisfaction with them. B) Parents whose primary language is English are more likely to be involved. C) Parents of children in elementary school are more positive about services. D) Parents of children with more severe disabilities are less satisfied with services. Answer: A 25) During which phase related to their child's disability diagnosis do parents grow in acceptance of and accommodation to their child's needs? A) Reaction B) Integration C) Guilt D) Transition Answer: D 26) Which of the following statements about collaboration is FALSE? A) Collaboration is based on positive and affirming characteristics. B) Collaboration is universally accepted and supported by research. C) Collaboration is an emergent and learned skill. D) Collaboration takes time, skill, effort, and commitment. Answer: B 27) An example of appropriate collaboration between a teacher and a paraprofessional is demonstrated in which of the following? A) Choosing an appropriate snack time during the week of end-of-grade testing B) Choosing math goals for Mary in which the paraprofessional can assist her C) Calling Mary's parents to discuss her outbursts during math D) Discussing the removal of a student from class with the principal Answer: A 28) An individual who is employed as a non-certified staff member to assist certified staff in carrying out education programs is a: A) Volunteer. B) Speech therapist assistant. C) Paraprofessional. D) One-on-one assistant. Answer: C

29) Which of the following statements is TRUE regarding the role of paraeducators? A) It is often appropriate for paraeducators to contact the parents of students in place of the teacher. B) Paraeducators are assistants and do not have the educational knowledge to be part of a collaborative team. C) Teachers and paraeducators must have a top-down relationship to work together. D) In some situations it is appropriate for the teacher to be directive rather than collaborative toward a paraprofessional. Answer: D 30) The greatest barrier to effective collaboration in schools is: A) Poor attitude toward collaboration. B) Lack of education on how to effectively collaborate. C) Lack of time for shared planning. D) Lack of research supporting collaboration. Answer: C 4.2 Praxis Style Questions 1) During an IEP meeting with the parents of a child recently identified as needing special education services, Mrs. Smith provided the parents of the student with the following explanation: "Based on the test scores of the WISC III and the Woodcock-Johnson, Jeff had a discrepancy of 23 points in written language, 20 points in reading, and 12 points in math. This indicates that he fits in the category of LD and is eligible to receive services in a resource setting. We will need you to read and sign his IEP for Jeff to receive services. Jeff also demonstrates behaviors characteristic of ADHD, which will need to be evaluated further." Mrs. Smith demonstrated which of the following communication weaknesses? A) Using evaluative language B) Nonverbal signals C) Listening D) Using jargon Answer: D 2) Ms. Roberts is a special education teacher at the high school level. She is part of a collaborative team that has only recently begun. She has a bad habit of being chronically late to the scheduled meeting times with the other members of the team. Which of the following statements most likely describes how Ms. Roberts' behavior could affect the group? A) They do not mind because they know she takes time to chat with students between classes. B) The group is resentful because she is showing a lack of interest in and respect for the shared work of the group. C) Mrs. Roberts' tardiness does not matter since she does not contribute much, so the team can start without her. D) The group will change the meeting times to better accommodate her schedule so she can equally contribute. Answer: B

3) Mrs. Jones opened the IEP meeting by welcoming Marty's parents and thanking them for making time in their busy schedules to attend this important meeting. She then asked, "What concerns do you have about Marty's academic progress so far this year?" Mrs. Jones is: A) Inviting parent input. B) Using effective listening. C) Using nonverbal communication. D) Showing understanding. Answer: A 4.3 Fill in the Blank Questions 1) In collaboration, ________ for key decisions contributes to parity and mutual goals while allowing professionals to be efficient through a division of labor. Answer: shared responsibility 2) Traits such as trust, respect, and a sense of community among participants cannot exist, fully developed, at the outset of a working relationship, and so these characteristics of collaboration are referred to as ________. Answer: emergent 3) When coupled with our facial expressions, posture, and other nonverbal signals, the words we choose and the way we express them comprise our ________. Answer: communication skills 4) An ________ is a set of steps that are followed using effective communication to accomplish the mutual goal of collaboration. Answer: interaction process 5) ________ is an effective means for professionals to collaborate when the student in question needs only minimal support. Answer: Consultation 4.4 Short Answer Questions 1) Define collaboration as it is discussed within the text. Answer: Answers should include attributes of collaboration, which will include direct interaction between at least two or more coequal parties, who voluntarily engage in shared decision-making, as they work toward a shared goal. 2) What are two examples of effective communication skills and two examples of ineffective communication skills? Answer: Answers should include two examples of effective communication skills (may include listening, nonverbal signals, describing using non-evaluative language) and two examples of ineffective communication skills (may include avoiding quick fixes, using questions that are opinion, using jargon).

3) What is a team? Give an example of a team in which you have participated, and explain why that team was successful or unsuccessful. Answer: A team may include two or more interdependent individuals, with unique skills and perspectives, who interact directly, to achieve their mutual goal of providing students with effective educational programs and services. Examples will vary by student. 4) How can professionals encourage parent participation? Answer: Strategies to encourage parent involvement include working to understand families' perspectives, recognizing that collaboration is not the goal in all parent interactions, addressing cultural differences, avoiding jargon, and asking questions that encourage parents to provide their perspective. 5) What are the various aspects of time mentioned in the text that impede collaboration among professionals? Answer: There may be lack of time for shared planning, need for shared time among professionals, using time constructively, and chronic tardiness. 4.5 Essay Questions 1) What are the five elements necessary for collaboration to occur? Briefly describe each element and explain why it is necessary for teachers to recognize and examine these elements prior to participating in collaborative partnerships. Answer: Your personal belief system: Are you convinced that the effort that collaboration requires results in positive outcomes for students and teachers? Your communication skills: If you do not practice the skills of communication (use of facial expressions, posture, and other nonverbal signals, the words we choose and the way we express) when it is easy to do so, you are unlikely to suddenly have them when the situation demands them. An interaction process is a set of steps that are followed using effective communication to accomplish the mutual goal of collaboration. If you think about all the roles and responsibilities you may have in school, you can see that most of them can be considered from a problem-solving perspective, making it essential that you know and can carry out this key process. Although you may not have significant input into the design of programs and services, your understanding of them can help you make an informed judgment about the potential for collaboration. As you gain experience as a professional, you may be able to influence the extent to which collaboration is valued in your school and resources are dedicated to fostering it (supportive context).

2) What are three examples of approaches used in co-teaching? Describe each approach and give an example of when each approach may be appropriate. Answer: In the one teach, one observe co-teaching approach, one educator manages the instruction of the entire group of students while the other gathers data on one student, a small group of students, or even the entire class. Often special educators know more ways to collect data on students. For example, if professionals notice that a student seems to be having a great deal of difficulty transitioning from one activity to the next, they might observe so that they can address this problem. Parallel teaching occurs when two professionals decide to split a group of students in half and simultaneously provide the same instruction. In an elementary math class, this approach might be used when some students can work without manipulatives for counting but other students still need them. In station teaching, the teachers divide instruction into two, three, or even more nonsequential components, and each is addressed in a separate area of the room. Each student participates in each station. For example, in an algebra class one group of students might be working with the general education teacher as she introduces systems of equations, the second group might be working with the special educator to review last week's information, and the third group might be working on reports about famous mathematicians. Examples given by students will vary from those given here. 3) What are five barriers to family and professional collaboration? How can professionals overcome these barriers and increase parental participation? Answer: Answers will include 5 of the following barriers: • Parents may have had negative experiences when they were in school, so they may be reluctant to come to school and are uncomfortable interacting with school professionals. • Some parents who live in poverty or who have come to the United States from another country may view educators as authority figures to whom they must listen. • Parents may encounter logistical problems in getting to school for meetings and conferences • Some parents are confronted with language barriers in schools and misunderstandings that arise from cultural differences. • Schools may not make parents feel welcome. • If parents' beliefs or actions conflict with those of school professionals, some educators conclude these parents are not good parents or that they do not care, and so they may make only minimal effort to interact with them. • Some educators are intimidated by parents, particularly those who are knowledgeable about special education and who insist on particular programs or services or who have obtained legal counsel. • Communication from school to home may focus on negatives about the child rather than balancing those with positives. • Professionals and parents may develop stereotypes of each other, and they may act on those stereotypes instead of on objective information. Strategies to encourage parent involvement include working to understand families' perspectives, recognizing that collaboration is not the goal in all parent interactions, addressing cultural differences, avoiding jargon, asking questions that encourage parents to provide their perspective.

4) You have been selected by your co-workers to approach the principal about implementing a more collaborative approach for serving students identified with disabilities. Write a synopsis of your attempt to convince the principal to promote the concept of collaboration which includes the following information: What is collaboration? What are the defining characteristics of collaboration? What role does collaboration have in special education? Answer: The technical definition of collaboration is that it is "a style for direct interaction between at least two co-equal parties voluntarily engaged in shared decision making as they work toward a common goal" (Friend & Cook, 2013). Collaboration is voluntary; it is based on parity; it requires a mutual goal; it involves shared responsibility for key decisions; if includes shared accountability for outcomes; it requires sharing resources; and, it is emergent. Although collaboration in the field of special education has existed informally almost since its inception, more than ever before, it is a direct or implied expectation in services for students with disabilities or other special needs. In addition, collaboration is essential even prior to the determination of the need for and delivery of special education services: It is essential for the effective implementation of a response to intervention (RTI) process. 5) Describe two of the three issues related to collaboration mentioned in the text. Which of these do you have the most concern about as an educator, and why? Answer: Working with paraeducators: Paraeducators are valuable members of the instructional teams for students, but these staff members do not have the same professional status or job responsibilities as the professionals. If the paraeducator is assigned to work under your direction, you are responsible for providing day-to-day supervision for that individual: If a serious problem arises, you are faced with a supervisory matter, not a collaborative one. Your collaboration with them is somewhat similar to the possibility of your principal collaborating with you. Just as your principal may truly collaborate during a meeting at which a student crisis is discussed, you understand that this does not mean that you and your principal should share all decision making and that your input always will be sought. Time for Collaboration: Activities carried out collaboratively take longer to plan and evaluate than activities carried out by individuals. In most schools, special education teachers, general education teachers, and other professionals all have planning time. The dilemma is that they do not have time together to discuss shared students. A third dilemma related to time concerns the willingness of each participant to collaborate. A final time issue concerns a chronic problem for busy educators: running late to arrive at planned times for collaboration. The Effectiveness of Collaboration: Collaboration does not have value unless it is a vehicle for achieving goals for students and their families; thus, it is always a dimension of some other activity. This has made it difficult to study, and the majority of information about collaboration consists of stories of success, reports of perceptions, or advice for accomplishing it in schools. Consultation also should be considered. Consultation has a considerable research base, mostly in disciplines such as school psychology, counseling, and business; much less research exists related to teacher consultants. A similar perspective can be offered on co-teaching. Many studies have been completed, but only a handful directly address the collaborative aspect of co-teaching. Answers related to the one causing most concern will vary among students.

Special Education: Contemporary Perspectives, 5e (Friend) Chapter 5 Students with Learning Disabilities 5.1 Multiple Choice Questions 1) The federal definition of learning disabilities has changed very little since: A) 1975. B) 1965. C) 1995. D) 1985. Answer: A 2) According to the NJCLD, each of the following are perceived deficiencies of federal definition EXCEPT: A) Heterogeneity of LD. B) Impact on social perception. C) Too much emphasis on the life-span nature of LD. D) Possibility that learning disabilities can exist concomitantly with other disabilities. Answer: C 3) Problems with writing are referred to as: A) Dyslexia. B) Dyscalculia. C) Dyscalligraphy. D) Dysgraphia. Answer: D 4) Approximately how many students are identified as having learning disabilities? A) 10.9 million B) 1.9 million C) 5.9 million D) 2.3 million Answer: D 5) The use of which category has had an effect on decreasing LD numbers? A) Developmentally delayed B) Intellectually disabled C) ADHD D) Emotionally disordered Answer: A

6) Which of the following is TRUE? A) The ratio of girls to boys identified with learning disabilities is 3:1, 4:1 or higher. B) The ratio of boys to girls identified with learning disabilities is at least 2:1. C) Girls and boys do not have the same overall intelligence. D) Boys are not labeled with learning disabilities as frequently as girls due to their documented slower rate of the development. Answer: B 7) In most cases, the cause of LD is: A) Physiological. B) Not known. C) Curricular. D) Environmental. Answer: B 8) Each of the following is an example of a physiological cause of LD EXCEPT: A) Poor nutrition. B) Brain injury. C) Heredity. D) Chemical imbalance. Answer: A 9) The term learning disabilities refers to: A) A homogeneous group of disorders. B) A heterogeneous group of disorders. C) Disorders as a result of external factors. D) Disorders as a result of environmental factors Answer: B 10) Students with learning disabilities typically have problems in: A) Short- and long-term memory. B) Long-term memory only. C) Short-term memory only. D) Academic areas only. Answer: A 11) Each of the following is a component of oral language EXCEPT: A) Phonology. B) Morphology. C) Punctuation. D) Syntax. Answer: C

12) Emily listened as her friends discussed their summer plans. She happily commented that she got a new dress yesterday. Emily demonstrated a lack of: A) Social competence. B) Auditory processing. C) Locus of control. D) Behavioral and emotional sensitivity. Answer: A 13) Brian asks for help from others on math word problems prior to even reading the problems. This is an example of: A) Syntax deficiencies. B) Lack of motivation. C) Learned helplessness. D) Attention deficit disorder. Answer: C 14) When students' test results are to be compared to a large number of other students, they are taking which type of test? A) Criterion-referenced test B) Curriculum-based measure C) Norm-referenced test D) Formal assessment Answer: C 15) When students' test results must meet an absolute standard, they are taking which type of test? A) Criterion-referenced B) Curriculum-based measure C) Norm-referenced test D) Informal assessment Answer: A 16) Which of the following is a purposeful collection of a student's work that demonstrates the quality and progress of learning? A) Curriculum-based measurements B) Observations C) Norm-referenced testing D) Portfolio assessment Answer: D

17) Each of the following represents questions to determine if a student meets the eligibility criteria for having a learning disability EXCEPT: A) Is the student's individual intelligence score in the normal range? B) Does a significant gap exist between the student's ability and academic achievement? C) Is the learning problem the result of a disorder in an area of basic psychological processing involved in understanding language? D) Can other possible causes of the learning problem be eliminated? Answer: A 18) A common approach for determining a student's eligibility for learning disabilities is which of the following? A) Compare student's scores on an intelligence test and a curriculum-based measure. B) Compare student's scores on a norm-referenced achievement test and a criterion-referenced achievement test. C) Compare student's scores on an intelligence test with achievement measures. D) Compare student's scores on an intelligence test with teacher observations and the student's portfolio. Answer: C 19) Each of the following helps illustrate how distinct RTI is from traditional assessment and identification procedures for LD EXCEPT: A) It replaces the ability—achievement discrepancy criteria with a simple direct assessment of the extent of a student's underachievement. B) It includes periodic assessment of all students using high-quality measures. C) It places a strong emphasis on preventing, whenever possible, identification of a student as having a learning disability. D) It compares student's scores on an intelligence test with achievement measures. Answer: D 20) Students are typically NOT identified as having a learning disability at which level? A) Preschool B) Elementary school C) Middle school D) High school Answer: A 21) Programs for young children with developmental delays usually address: A) Early signs of reading difficulty. B) Areas indirectly related to learning disabilities. C) Unusual behavior and attention problems. D) Obvious signs of problems with social competence. Answer: B

22) A setting where the academic instruction is delivered by a special education teacher 60% of the student's day is a/an: A) Inclusive classroom. B) Mainstreamed classroom. C) Resource classroom. D) Self-contained classroom. Answer: D 23) Model practices for transition for students with learning disabilities in one high school were found to include each of the following features EXCEPT: A) Inclusion of career awareness and exploration activities beginning in the freshman year and continuing through high school. B) Increasing focus on academic skills from elementary to high school years. C) Instruction related to skills needed for successful transition, including problem solving, organization, self-advocacy, and communication. D) Transition-planning activities for school professionals and community members regarding the next steps that might be needed to improve activities and service. Answer: B 24) Direct instruction is based on each of the following guiding principles EXCEPT: A) Present lessons in a well-organized, sequenced manner. B) Begin lessons with a short review of previously learned skills necessary to begin the lesson. C) Present new material in fairly large chunks to keep it interesting, without too much practice and demonstration after each step. D) Ask questions to check students' understanding, and obtain responses from everyone. Answer: C 25) Techniques, principles, and rules that guide students to complete tasks independently are: A) Strategies. B) Rules. C) Principles. D) Sequences. Answer: A 26) Direct instruction would be least appropriate for which task? A) Diagramming sentences B) Writing a paragraph C) Comparing different Native American tribes D) Solving word math problems Answer: C

27) One of the most common concerns expressed by parents of students with learning disabilities about school communications is: A) It is too frequent and too negative. B) It is too infrequent and too negative. C) It is too infrequent and too positive. D) It is too frequent and too positive. Answer: B 28) Compared to parents of children with more apparent disabilities, parents of children with learning disabilities: A) Have an increased understanding of the curriculum. B) Have better communication with teachers. C) Are more willing to work with their children. D) Are less satisfied with services their children receive. Answer: D 29) Educators must understand research-based interventions and strategies for data collection related to screening, diagnostics, and progress monitoring to effectively implement: A) IDEA. B) Transition planning. C) RTI. D) Direct instruction. Answer: C 30) Students' knowledge and skills to understand their strengths and weaknesses and to use that knowledge to set and pursue goals is: A) Self-advocacy. B) Self-knowledge. C) Self-determination. D) Self-esteem. Answer: C 5.2 Praxis Style Questions 1) Mary is about to graduate from high school. As she completes college applications, she clearly states that she has been identified as having learning disabilities in written language and reading. By acknowledging that she has learning disabilities and reporting this information, Mary demonstrated: A) Motivation. B) Self-advocacy. C) Internal locus of control. D) Learned helplessness. Answer: B

2) Mrs. Farlow wrote the following information on the board for her students prior to reading a passage on Anne Frank: Read the title and the questions. Underline the key word in the questions. Number the paragraphs. Now read the passage. Examine key words/phrases in passage. Read the questions again. Select the correct answer. This is an example of: A) Strategy instruction. B) Direct instruction. C) Memory instruction. D) Guided notes. Answer: A 3) Mr. File teaches history. His teaching style is to lecture to his students and require them to write notes and important dates to study for the chapter tests. A suggestion for Mr. File to differentiate his instructional process would be to: A) Have the students read the chapter on their own. B) Provide visual or graphic organizers to accompany the lectures. C) Tape record the lectures for students to listen to later. D) Continue with the lectures, there is nothing wrong with this teaching style. Answer: B 5.3 Fill in the Blank Questions 1) Federal law uses the term ________, but some states and many authors use the simpler term learning disability. Answer: specific learning disability 2) The number of students ages six to eleven identified with learning disabilities has ________ since 2002. Answer: steadily declined 3) Motivation is the desire to engage in an activity. This desire can be ________ (e.g., out of curiosity, as when you complete a crossword puzzle simply to see if you can) or ________ (e.g., for payment, as when you agree to help a neighbor with chores to earn money for a planned vacation). Answer: intrinsic, extrinsic 4) ________ percent of school-age students with learning disabilities receive their education in a typical public school setting. Answer: Ninety-eight, 98 7 Copyright © 2018 Pearson Education, Inc.

5) Most states require at least some ________ procedures to be followed, even when an RTI system is in place. Answer: traditional assessment 5.4 Short Answer Questions 1) What is Curriculum-Based Measurement (CBM) and how does it affect students with learning disabilities? Answer: Curriculum-based Measurement (CBM) is designed to supplement information obtained from formal assessments. CBM may include having a student read short passages from books in the district language arts or English curriculum and answer comprehension questions. By comparing the student's reading rate and comprehension to a sample of other students in the classroom or the district, a determination can be made about the student's learning progress. CBM can provide professionals and parents a clearer representation of students' ability level. 2) Briefly describe 3 cognitive characteristics of students with learning disabilities. Answer: Answers will come from the following: Attention: Students with learning disabilities may have poor selective attention. Perception: Many students with learning disabilities exhibit problems with how their brains interpret what is seen or heard and how they act on it. Memory: Many have problems with both short- and longterm memory. Information processing: Students with learning disabilities may have difficulty with metacognition, or thinking about thinking. They may lack the ability to actively consider how new information they are learning relates to other information already stored or how to apply that knowledge in a novel learning situation. 3) Students with learning disabilities often experience great difficulty in reading. What are the various types of problems that these students may experience in reading? Answer: Most students with learning disabilities experience significant problems in reading. Phonological awareness is the ability to make the connection between letters and the sounds they stand for. Oral fluency refers to reading with appropriate inflection and speed. Comprehension: some students can read a passage so fluently that you might assume they are highly proficient readers. However, when they are asked questions about what they have read, these students may have little or no understanding of the words. 4) How are inclusive practices defined? List both a positive and negative outcome mentioned in the text regarding the effects of inclusion on students with learning disabilities. Answer: Inclusion is about how the adults and students in any particular school think about teaching and learning for all the students who go there. Being inclusive does not mean that students never leave the general education setting. Instead, it means that consideration is given to how a student's needs can be met within the classroom context before resorting to instruction in a separate setting. Positive outcomes include improved grades, scoring at comparable or higher levels than others on achievement tests, and better school attendance. Negative outcomes include problems with reading that require some individual attention in a separate setting, and parents experience frustration and stress.

5) What is strategy instruction? Answer: Strategies are techniques, principles, and rules that guide students to complete tasks independently. Strategies outline the steps students can take to accomplish learning tasks and provide some type of memory assistance so that students can easily recall them. Teachers usually introduce strategies by helping students realize an instructional dilemma and then explaining why the strategy will help them overcome the dilemma. 5.5 Essay Questions 1) How did the field of learning disabilities become a recognized category in special education? Answer: Discussion should include a brief history of the field of learning disabilities including 19th century interest in how brain injuries affected adult functioning; the role of brain injured soldiers from WW1, and how that was later applied to children; and finally, in the 1960s when learning disability was formally established by law as a category of disability. The first federal legislation acknowledging learning disabilities was enacted in 1969. Since then, professionals have continued to build a legal and scientific understanding of learning disabilities and to explore alternative instructional methods for students with learning disabilities. 2) Two definitions of learning disabilities frequently used are the federal definition included in IDEA and the definition proposed by the NJCLD. Compare and contrast the two definitions. Answer: Both seem to agree that LD includes these dimensions: they are intrinsic to the individual and have a neurological basis; they are characterized by unexpected underachievement; and, they are not the result of other disorders. The NJCLD addresses what the federal definition does not: the heterogeneity of students with learning disabilities, the impact of learning disabilities on social perception, the life-span nature of learning disabilities, and the possibility that learning disabilities can exist concomitantly with other disabilities. 3) The current criteria for identifying students with learning disabilities have been a source of great scrutiny. Individuals who oppose the current criteria have recommended alternative criteria. Describe each. Answer: For students with learning disabilities being assessed in the traditional way, the process includes both formal and informal assessments. These assessments are designed to create a picture of a student's learning capacity (ability), academic achievement in reading and mathematics, social and emotional skills, and behavior patterns. In schools using a traditional approach, the multidisciplinary team convenes to consider 3 questions: 1) Does a significant gap exist between the student's ability and academic achievement? 2) Is the learning problem the result of a disorder in an area of basic psychological processing involved in understanding language? And, 3) Can other possible causes of the learning problem be eliminated? The traditional approach has been criticized as a "wait to fail" model because students must progress far enough in school and experience significant academic frustration to even be considered as having learning disabilities. Response to intervention (RTI) was added to IDEA 2004 specifically to address these concerns. RIT replaces the ability—achievement discrepancy criteria with a simple direct assessment of the extent of a student's underachievement; includes periodic assessment of all students using high quality measures; and a strong emphasis exists in RTI to prevent identification of a student as having a learning disability whenever possible.

4) What are two instructional methods that have been found to be beneficial for students with learning disabilities? Explain why these instructional methods are considered so effective. Answer: Direct instruction (DI) is a comprehensive, teacher-led approach based on decades of research. It emphasizes maximizing not only the quantity of instruction students receive but also the quality. This approach includes clear demonstrations of new information in small segments, practice that is teacher guided, and immediate feedback to students on their work. Strategy instruction (SI), includes techniques, principles, and rules that guide students to complete tasks independently. Strategies outline the steps students can take to accomplish learning tasks and provide some type of memory assistance so that students can easily recall them. Teachers usually introduce strategies by helping students realize an instructional dilemma and then explaining why the strategy will help them overcome the dilemma. These techniques have the most research behind them to support their effectiveness with students with learning disabilities. 5) Why do parents of children with learning disabilities sometimes have a more difficult time in accepting this diagnosis versus parents of children with cognitive, sensory, or physical disabilities? How can professionals decrease some of the anxiety that parents of children with learning disabilities feel upon learning of the disability? Answer: Learning disabilities may not be diagnosed until children begin to struggle academically and socially in school. Other types of disabilities (cognitive, sensory, physical) may be present at birth or soon after, so parents make necessary adjustments beginning very early on. Parents may be surprised when they are informed about their child's disability, relieved to hear an explanation for their child's struggles to learn or concerned about the time lost in finding effective interventions. Many parents must redefine their image of their child. Some parents may blame school personnel for their child's problems, especially if the child is identified during middle or high school. Other parents may believe that they have failed their child and that they should have been able to prevent the disability. Special education teachers and other school professionals need to be aware that their attitudes toward parents, their communications with them, and their openness to parent and family perspectives can affect greatly the quality of the student's education and support received from home.

Special Education: Contemporary Perspectives, 5e (Friend) Chapter 6 Students with Attention Deficit-Hyperactivity Disorder 6.1 Multiple Choice Questions 1) If ADHD is significant, a student may qualify for services as other health impaired (OHI). Other students with ADHD are served through: A) IDEA. B) ADA. C) Section 504. D) PL 94-142. Answer: C 2) The first formal description of ADHD was reported by a British physician named Dr. George Still in: A) 1892. B) 1902. C) 1942. D) 1962. Answer: B 3) Physicians and psychologists first studied children's hyperactivity but began shifting their research in the 1970s to children's: A) Cognitive impulsivity. B) Inattention. C) Excessive movement. D) Cognitive deficits. Answer: A 4) Each of the following symptoms is associated with ADHD-predominantly inattentive type EXCEPT: A) Skipping important parts of an assignment. B) Wiggling in their seats. C) Daydreaming during large-group instruction. D) Cannot seem to get organized. Answer: B 5) Each of the following is a key element of ADHD EXCEPT: A) ADHD is considered to originate in the brain. B) ADHD is chronic, long term, and not acutely acquired. C) The primary trait is an inability to attend. D) ADHD is situational. Answer: D

6) Which group of students is the most likely to be given medication for ADHD? A) Asian B) African American C) Caucasian D) Hispanic Answer: C 7) Recent research concerning the cause of ADHD reveals: A) Diet plays a major role in hyperactivity. B) Video games and TV alter brain functions. C) ADHD cannot be explained because it does not truly exist. D) It is the result of a disorder of the brain and contributing factors from environmental and physiological factors. Answer: D 8) Barkley (2006) proposed that the primary deficit in individuals with ADHD is not really attention; rather, it is self-regulation problems related neurological factors, or: A) Behavior inhibition. B) Impulsivity. C) Behavior disorders. D) Hyperactivity. Answer: A 9) Students with ADHD have which level of cognitive ability? A) Average B) Gifted C) Below average D) A full range Answer: D 10) A person's overall regard for himself or herself as a person is: A) Self-image. B) Self-esteem. C) Self-determination. D) Self-awareness. Answer: B 11) Each of the following is TRUE of students with ADHD EXCEPT: A) They report that they have fewer close friendships than do those without ADHD. B) They are more likely than other students to be seen as both bullies and victims of bullying. C) They are less likely than other students to be seen as bullies. D) They have difficulty maintaining many of the friendships they do form. Answer: C

12) The simultaneous occurrence of ADHD with other disabilities is referred to as: A) Reconstitution. B) Comorbidity. C) Concomitance. D) Coexistence. Answer: B 13) What percentage of students with learning disabilities also are identified as ADHD? A) 16 percent B) 36 percent C) 26 percent D) 56 percent Answer: C 14) The first step in the process for identifying a student with ADHD is: A) Initial referral. B) Assessment. C) Eligibility. D) RTI. Answer: A 15) Which of the following statements is TRUE regarding parents and assessment for ADHD? A) Parents are only consulted as a last resort because they get too emotional. B) The information parents can provide is generally irrelevant in the assessment process. C) Parents cannot be objective, and so professionals do not ask for their input. D) Parents provide critical information through questionnaires, interviews, and rating scales. Answer: D 16) Which of the following forms of assessment are frequently used by parents? A) Work samples B) Behavioral checklists C) Behavior observation data D) Anecdotal notes Answer: B 17) Some professionals believe that students who are gifted and talented often are misdiagnosed as having ADHD. Which behaviors are associated with both ADHD and giftedness? A) Poor sustained attention, impulsivity, higher than normal activity level, and aggression B) Impulsivity, higher than normal activity, and lack of motivation C) Higher than normal activity level and an above average IQ D) Poor sustained attention, higher than normal activity level, and difficulty adhering to rules Answer: D

18) Each of the following is an option in school for students diagnosed with ADHD EXCEPT: A) Receiving a 504 plan. B) Being labeled OHI. C) Being excused from school when they can't concentrate. D) Receiving IDEA services for other disabilities. Answer: C 19) Which of the following is NOT a recommended intervention for preschoolers identified with ADHD? A) Intense parent training B) Immediate feedback C) Age-appropriate rewards D) Highly structured environment Answer: A 20) Young children who are diagnosed as having ADHD often experience each of the following types of problems EXCEPT: A) Sleeping through the night. B) Difficulty bonding with others. C) Sharing and taking turns. D) Fewer accidents than would be expected. Answer: D 21) What fraction of individuals identified as having ADHD continue to have symptoms in adulthood? A) 1/2 B) 1/3 C) 2/3 D) 3/4 Answer: C 22) Whether students with ADHD successfully transition into postschool options can depend heavily on each of the following EXCEPT: A) Whether they took medications. B) Their understanding of their disorder. C) Their skills at advocating for themselves. D) Having a supportive family. Answer: A 23) Medication is helpful in ameliorating the symptoms of ADHD in what percent of the students for whom it is prescribed? A) 20-30 B) 70-80 C) 10-20 D) 50-60 Answer: B 4 Copyright © 2018 Pearson Education, Inc.

24) Each of the following is a potentially helpful environmental support EXCEPT: A) Teachers should avoid difficult or tedious tasks. B) The classroom physical space should be organized and free of distractions. C) Space considerations should include the number and intrusiveness of decorations. D) Teachers should post clear classroom rules and discuss expectations for students. Answer: A 25) Which of the following statements about ADHD is TRUE? A) Students with ADHD only need behavioral supports in the classroom. B) ADHD is not by itself a disability in IDEA. C) Instructional interventions are the only way to keep a student with ADHD focused. D) Token economies are harmful to students' self-esteem. Answer: B 26) Interventions that are designed to provide structure, quick pace, and variety are referred to as: A) Instructional. B) Behavioral. C) Environmental. D) Social. Answer: A 27) The most common type of medication used for reducing the symptoms of ADHD is: A) Antidepressants. B) Stimulants. C) Antihypertensives. D) Antihistamines. Answer: B 28) Each of the following is typically a factor when medication is considered EXCEPT: A) The child's age. B) Severity of symptoms. C) Participation in sports. D) Intelligence level. Answer: D 29) According to one study, how much more likely than other children were children with ADHD to have been expelled or suspended to have repeated a grade? A) 7 to 10 times B) 2 to 5 times C) 3 to 7 times D) 10 to 15 times Answer: C

30) Learning study and organizational strategies, ways to access services at college, and time management skills are examples of skills to be taught as part of: A) Transition planning. B) Self-determination training. C) Self-advocacy training. D) Functional high school curriculum. Answer: A 6.2 Praxis Style Questions 1) Mr. Tucker is at the end of his rope with his son Alfonzo. Alfonzo was identified as having ADHD in elementary school and is now beginning his freshman year in high school. In addition to having ADHD, Alfonzo also has emotional and behavior disorders that include violent outbursts followed by prolonged periods of withdrawal. Mr. Tucker is a single dad and has very little assistance with Alfonzo outside of the school. As a professional, what would be the BEST recommendation you could provide for Mr. Tucker to assist him with Alfonzo? A) Provide Mr. Tucker with available resources. B) Refer Mr. Tucker to a psychiatrist for himself and Alfonzo. C) Refer Mr. Tucker to the school social worker. D) Provide Mr. Tucker with information on residential placements. Answer: A 2) Shane has difficulty finishing assignments, often loses things, is easily distracted, and has poor attention to detail. Which of the following best identifies Shane? A) ADHD predominantly inattentive type B) ADHD predominantly hyperactive type C) ADHD predominantly hyperactive-impulsive type D) ADHD combined type Answer: A 3) Calvin has an annoying habit of talking with classmates when there should be silence. Ms. Kasting's mentor teacher has suggested several strategies to her to try with Calvin. These include: making eye contact with him; physically move toward Calvin and stand near his desk or table; place her hand on his shoulder if necessary to gain his attention; or use a private signal such as a tap on the desk. These are all examples of: A) Behavior management strategies. B) Cognitive strategies. C) Low-involvement strategies. D) Positive behavior supports. Answer: C

6.3 Fill in the Blank Questions 1) ADHD is a developmental impairment of ________; that is, the ability to comprehend, monitor, and direct one's cognition to achieve goals. Answer: executive function 2) ADHD is one of the most commonly diagnosed childhood ________. Answer: psychiatric disorders 3) Some professionals who evaluate children for ADHD use ________, assessment instruments designed to require a student to sustain attention in order to respond correctly to the test items. Answer: continuous performance tests 4) Teachers often know more about the diagnosis and characteristics of ADHD than about effective ________. Answer: interventions 5) Teachers help students with ADHD when they mix difficult or tedious tasks with those that are ________. Answer: more stimulating 6.4 Short Answer Questions 1) Compare and contrast ADHD-predominantly hyperactive/impulsive type and ADHDcombined type. Answer: For ADHD-predominantly hyperactive/impulsive type, the primary symptom is a combination of hyperactivity and inability to stop and think before acting. Students who have this type of ADHD tap their desks and wiggle in their seats, often run instead of walking, appear to have an internal engine that does not stop, and may talk a lot. Some students with ADHD may have these characteristics in combination with those associated with inattention. These students might skip important parts of an assignment, may appear to be daydreaming during large-group instruction, cannot seem to get organized, and generally seem forgetful both in school and at home. 2) What are the physiological and environmental factors contributing to ADHD? Answer: Physiological factors of ADHD are heredity and differences within the brain, and environmental factors include home structure, lead poisoning, and maternal prenatal smoking and alcohol consumption. 3) Briefly describe the social and emotional characteristics of students with ADHD. Answer: Self-esteem refers to a person's overall regard for himself or herself as a person. Some researchers have found that students with ADHD have much lower self-esteem than typical peers of the same age. Others have found few differences. In contrast to the somewhat contradictory data about self-esteem, information about the social functioning of students with attention deficit —hyperactivity disorder is clear. Students with ADHD often experience challenges in coping with social demands at school, at home, and in other settings. 7 Copyright © 2018 Pearson Education, Inc.

4) Briefly describe the process for identifying students with ADHD. Answer: The process begins with an initial referral. Most referrals occur when children are faced with the structure and need for sustained attention required for success in elementary school. Assessment requires input from medical professionals, parents and family members, and school personnel. This includes a medical assessment, the use of continuous performance tests, parent assessment, and teacher/school assessment. Others factors that are considered include an individual intelligence test and an individual achievement test and special consideration of the relationship to giftedness. Finally, and eligibility decision is made. 5) Describe token economy or use of rewards as a strategy for instruction of students with ADHD. Answer: Token Economy: In a token system, you distribute to students physical tokens (e.g., stickers, poker chips, craft sticks) or points for appropriate behavior. The tokens can be redeemed for rewards that are "priced" based on their popularity. Rewards: Students were rewarded with points or tokens for performing the identified behaviors. They could then trade in their points or tokens for rewards. Over time, students had to display more correct behaviors for longer periods of time to earn rewards. Remember that if you use rewards, you should use them in combination with praise, and you should give them for behaviors that help students (e.g., completing work) instead of only for compliance (e.g., not getting out of their seats). 6.5 Essay Questions 1) Outline the development of the field of ADHD as a recognized special need. Answer: The field began with Dr. Still's formal description of ADHD in the early 1900s, attributing some children's unexplained misbehavior and impulsivity to an unknown medical condition; Interest in understanding and treating attentional problems continued through the twentieth century, with physicians and psychologists first studying children's hyperactivity but shifting their research in the 1970s to children's cognitive impulsivity. This led to exploration of the brain's role in ADHD, and work in that area dominates the field today. The language used to describe attentional problems has reflected the evolving thinking about their origins and characteristics. In the early part of the twentieth century, children were called hyperkinetic and were referred to as having minimal brain dysfunction. Later they were called hyperactive. From 1980 to today, the term has evolved from attention deficit disorder to attention deficit— hyperactivity disorder.

2) Describe Barkley's model for explaining the behavior of individuals with ADHD. Answer: Barkley proposed that the primary deficit with ADHD is not really attention; rather, it is behavior inhibition and self-regulation problems related to neurological factors. Students with ADHD cannot regulate where their attention is directed, how often it switches to other areas, or how to redirect their attention when it wanders. These problems with behavior inhibition are related to the executive functions that are the mental activities that help them regulate their behaviors. According to Barkley, executive functions can be classed into working memory, selfdirected speech, control or emotions and motivation, and reconstitution (planning). In children with ADHD, problems in behavioral inhibition contribute to problems in the development of executive functions which result is poor motor control (distractibility and/or impulsivity). Students cannot slow down the sequences of internal mental activities that would let them better manage their behaviors. 3) Individuals with ADHD experience many difficulties in all facets of their lives. Briefly describe the academic and behavior characteristics of individuals with ADHD and how these characteristics can negatively affect their daily functioning. Answer: ADHD is not related to intellectual ability, so the academic characteristics of students with ADHD vary tremendously. Many students with ADHD can be successful in school, particularly if effective interventions are put in place; however, most students with ADHD have trouble with the academic structure and demands of school, and they consistently achieve below their potential. The frequency and severity of behavior problems for students with ADHD also vary widely. Students who have the hyperactive—impulsive or combined type of ADHD usually have behavior problems that are immediately apparent to their teachers and other school personnel. Those who have inattentive ADHD may not have many outward behavior symptoms of their disorder, but they may be disruptive in the classroom when they try to find their misplaced materials or need ongoing teacher assistance to stay focused on their work. Teachers have reported feeling significantly less confident about teaching students with ADHD, particularly those with behavior problems, compared to teaching other students, which clearly has implications for these students' academic outcomes. 4) Determining whether a child meets the criteria for ADHD is a collaborative effort among parents, school personnel, and doctors. How does the classroom teacher contribute to the assessment process? Answer: Answers should include a description of the importance of teacher input into the diagnosis of a child with ADHD, including behavior rating scales, samples of the child's work in school, data on the child's behavior, and anecdotal information about the child. 5) Two of the current issues in the field of ADHD are the identification of very young children with ADHD, and appropriate treatment for them, and the identification of individuals with ADHD in high school and adulthood. What problems and benefits are there with diagnosis? Answer: Answers should include a description of the difficulty involved in diagnosing young children with ADHD and the lack of research for diagnosing adolescents and adults with ADHD, including establishing criteria for diagnosis. The controversy associated with diagnosing young children concerns the appropriateness of labeling and medication for them. Benefits for diagnosing these two groups include the opportunity to decrease negative behaviors for young children and the opportunity for adolescents/adults to be more successful in school and in job experiences. 9 Copyright © 2018 Pearson Education, Inc.

Special Education: Contemporary Perspectives, 5e (Friend) Chapter 7 Students with Emotional and Behavior Disorders 7.1 Multiple Choice Questions 1) The term used in IDEA for emotional and behavioral disorders is: A) Socially maladjusted. B) Behavior disordered. C) Emotional disturbance. D) Emotionally impaired. Answer: C 2) The most common type of social maladjustment is: A) Anxiety disorder. B) Conduct disorder. C) ODD. D) Mood disorder. Answer: B 3) A persistent depressive disorder is an example of which of the following? A) Oppositional defiant disorder B) Mood disorder C) Anxiety disorder D) Conduct disorder Answer: B 4) The prevalence of emotional and behavior disorders among all students in schools is: A) Less than 1%. B) About 5%. C) Nearly 10%. D) Over 20%. Answer: A 5) How much more likely are African American students to receive special education services for this disability than are students overall? A) About 5 times B) 3 times C) Nearly 7 times D) 2 times Answer: D

6) Which of the following statements is TRUE regarding the prevalence of emotional and behavior disorders among boys and girls? A) Girls are diagnosed six to nine times more often than boys. B) Boys are diagnosed three or more times more than girls. C) No data is available on differences between boys and girls. D) Boys and girls are equally diagnosed. Answer: B 7) Genetics, environmental toxins, accidents, and illness are examples of: A) Biological factors. B) Psychosocial factors. C) Environmental factors. D) Behavioral factors. Answer: A 8) The ability to recover and not experience long-term harm from brief episodes of stress or single negative experiences is: A) Competence. B) Connection. C) Power. D) Resilience. Answer: D 9) Students who have low self-esteem, chronic sadness, and feelings of worthlessness may be experiencing: A) Conduct disorders. B) Oppositional defiant disorders. C) Depression. D) Resilience. Answer: C 10) What percent of children and adolescents in the United States experience depression? A) Approximately 5% B) About 1% C) Over 10% D) About 25% Answer: A 11) All the following are academic difficulties that students with emotional and behavior disorders typically experience EXCEPT: A) Increased dropout rates. B) Low grade point average. C) High risk for retention. D) Academic problems primarily in one area. Answer: D

12) During which stage of the assessment for special education services do general education teachers frequently implement behavior reward systems and other strategies, request input from a team of other professionals, and implement response to intervention procedures to address student behavior problems? A) Eligibility B) Prereferral C) Referral D) Formal assessment Answer: B 13) Which of the following is an example of classroom assessment? A) Individualized intelligence tests B) Rating scales C) Achievement tests D) Medical reports Answer: B 14) Measuring a student's social and emotional strengths, the characteristic that gives them confidence, and the traits that help them cope with adversity refers to: A) Strength-based assessment. B) Classroom assessment. C) Functional behavior assessment. D) Individual ability assessment. Answer: A 15) Which of the following is a strengths-based assessment instrument? A) Scale for Assessing Emotional Disturbance (SAED-2) B) Behavior Assessment System for Children (BASC-2) C) Behavioral and Emotional Rating Scale (BERS-2) D) Behavior Rating Profile (BRP-2) Answer: C 16) During the assessment process of determining whether an individual is eligible for special education services due to emotional and behavior disorders, a family history is obtained. Why is this done? A) To allow the family's input as mandated by IDEA B) To establish a relationship with the family C) To help explain whether genetic or environmental factors might be affecting the student D) To let the family know that the evaluation is being conducted and to allow them to ask questions Answer: C

17) Multidisciplinary teams do NOT address which of the following when deciding whether a student is eligible to receive services for an emotional and behavior disorder? A) Are one or more of the characteristics in the definition of emotional disturbance present? B) Do the student's characteristics of emotional disturbance adversely affect his or her educational performance? C) Does the student have learning disabilities or attention deficit disorder? D) Can social maladjustment be eliminated as the sole cause of the student's behavior problems? Answer: C 18) What percent of students with EBD are in general education for 80 percent or more of the school day? A) Only about 44% B) Only 24% C) About 54% D) Nearly 74% Answer: A 19) Special schools that include special education in small classes with a strong emphasis on individualized instruction are: A) Day treatment programs. B) Residential programs. C) Resource settings. D) Self-contained settings. Answer: A 20) What percentage of students with emotional and behavior disorders graduate from high school with a standard diploma? A) 35% B) 44% C) 51% D) 74% Answer: C 21) Which of the following statements about positive behavior supports (PBS) and response to intervention (RTI) is TRUE? A) IDEA requires that they be used to address behavior problems. B) RTI has been proven to be effective for addressing behavior problems. C) There is no provision in special education law for PBS and RTI to be applied to behavior. D) RTI is ineffective as a means to improve behavior problems. Answer: C 22) A record of the length of time a behavior occurred is: A) Event recording. B) Duration recording. C) Narrative recording. D) Antecedents-Behavior-Consequences recording. Answer: B 4 Copyright © 2018 Pearson Education, Inc.

23) A general approach to interagency collaboration based on a coordinated network of service providers that is child and family centered, community based, and sensitive to cultural diversity is called: A) Collaboration services. B) Wraparound services. C) Multiagency care services. D) System of care. Answer: D 24) Which of the following statement is TRUE? A) Students with emotional and behavior disorders usually have good social skills but struggle academically and emotionally. B) Students with emotional and behavior disorders cannot be taught social skills if they lack this ability naturally. C) Students with emotional and behavior disorders can be taught appropriate social skills using problem solving steps. D) Students with emotional and behavior disorders usually have poor social skills but excel academically. Answer: C 25) A functional behavior assessment involves each of the following steps EXCEPT: A) Implement a specific intervention. B) Identify the problem behavior. C) Describe in detail the settings in which the behavior occurs. D) Form a hypothesis about the function of the behavior based on the data gathered. Answer: A 26) Each of the following is an example of strategies that make instruction effective for all students EXCEPT: A) Have students take turns reciting. B) Use concrete vocabulary and clear, succinct sentences. C) Keep lesson objectives clear. D) Give immediate encouragement and specific feedback. Answer: A 27) Which statement BEST describes why negative interactions between parents and school professionals are heightened during meetings? A) Most parents simply do not show up to meetings, which makes professionals angry. B) Parents often are worried about meeting with professionals because they do not want to learn about additional issues related to their child. C) School professionals treat families of children with emotional and behavior disorders differently than other families because the family is usually the cause of such disorders. D) Due to the few number of meetings, families and school professionals have poor relationships that make meetings awkward and uncomfortable. Answer: B 5 Copyright © 2018 Pearson Education, Inc.

28) Which of the following statements regarding families of children with emotional and behavior disabilities and advocacy is TRUE? A) Parent-led advocacy groups do not generally exist among families of children with emotional and behavior disabilities. B) Parent groups require expensive fees, which eliminates the participation of many families. C) Parents of children with emotional and behavior disabilities prefer not to participate in such groups because of the shame and embarrassment. D) There are too few students identified with EBD for there to be enough parents to form such groups. Answer: A 29) Of the 14 million youth diagnosed with mental illness, how many receive services? A) At least 35 percent B) At least 60 percent C) Less than 20 percent D) Less than 48 percent Answer: C 30) What occurs when a student is involuntarily confined to a room, left alone, and prevented from leaving? A) Restraint B) Seclusion C) Physical restraint D) Time out Answer: B 7.2 Praxis Style Questions 1) Thomas is a high school student who has a long history of negative experiences in school and with authorities. He is aggressive and frequently lies to adults in his life. He has been arrested for destroying school property and stealing from a local grocery store. Thomas's behaviors are characteristic of which disorder? A) Conduct disorder B) Depression disorder C) Mood disorder D) Oppositional defiant disorder Answer: A

2) The Boyd family has twins, Markus and Valeria, both of whom have been identified with emotional and behavior disorders. Mr. and Mrs. Boyd as well as Mrs. Williams, the grandmother, have begun meeting twice each month at the community center with other families. During these meetings, the families share information about local resources; ideas and suggestions for dealing with behavior, social, and academic issues; and strategies for coping on a day to day basis. This is an example of: A) Parent education. B) Parent and community collaboration. C) Parent support groups. D) Parent counseling. Answer: C 3) Wyatt is a preschooler who has been diagnosed with emotional and behavior disorders. His family would like some assistance in eliminating some destructive behaviors that occur during mealtime each day within their home. The consultant has suggested that they collaboratively analyze Wyatt's behavior during mealtimes to try to identify the purpose of the destructive behavior and a way to address it. The consultant is suggesting that they conduct a/an: A) Positive behavior support. B) Functional behavior assessment. C) IEP. D) Strengths-based assessment. Answer: B 7.3 Fill in the Blank Questions 1) Students who are ________ (i.e., those who intentionally act out or break rules) are not considered to have EBD unless they also meet one of the other criteria. Answer: socially maladjusted 2) The concept of ________ proposes that when children's lives are permeated with risk factors, those factors collectively promote maladaptive behavior patterns and subsequently constrain the development of positive adjustment Answer: correlated constraints 3) ________ assessment refers to measuring students' social and emotional strengths, the characteristics that give them confidence, and the traits that help them cope with adversity. Answer: Strengths-based 4) Based on the hypothesis a team makes after conducting a functional behavior assessment, the next task in improving a student's behavior is to create a ________: a set of strategies designed to address the function of the behavior to change it. Answer: behavior intervention plan 5) ________ and ________ are such controversial topics that the U.S. Department of Education in 2012 produced a resource document concerning their use. Answer: Restraint; seclusion 7 Copyright © 2018 Pearson Education, Inc.

7.4 Short Answer Questions 1) What were three factors that made it challenging to study children with emotional and behavior disorders in the nineteenth century? Answer: First, no consistent set of terms existed to describe these children. Second, in many cases, mental illness and intellectual disabilities were still confused and addressed as though they were a single disorder. Third, professionals were reluctant to openly admit that children could have mental illness because this view contradicted the long-held perspective that only adults were affected. 2) What are internalizing and externalizing behaviors? Give two examples of each. Answer: Internalizing behaviors are characterized as withdrawn or directed inward. Examples will vary, but might include depression, engaging in repetitive or useless actions, complaints of severe and frequent headaches. Externalizing behaviors are characterized as directed toward others; when students display these behaviors, they generally bother both teachers and other students. Example include hostility, throwing things, yelling, having tantrums. 3) Despite reluctance to label young children with emotional and behavioral disorders, professionals are concerned about the mental health of young children based on what two factors? Answer: First, professionals are strongly committed to addressing risk factors so that children are less likely to develop emotional and behavior disorders. In particular, professionals focus their efforts on educating young women about the risks associated with prenatal alcohol, nicotine, and drug use; teaching new mothers parenting skills; and improving parent—child relationships. Second, early interventionists know that young children who already are displaying behaviors known to be associated with later serious emotional and behavior disorders must receive intensive intervention at a very early age to change the course of their lives. 4) Describe two specific interventions that have been shown to enhance student learning while fostering appropriate behaviors. Answer: In peer tutoring each student works with one other student to complete instructional tasks. One student is the tutor, or the student responsible for acting as the peer teacher; the other student is the tutee, or the student answering the questions. In cooperative learning, students work in groups of three or four. They have a specific task to complete, play assigned roles, and take accountability for the learning. Teacher-Led Instruction: Students with emotional and behavior disorders clearly struggle with academic achievement, and evidence increasingly points to the importance of using specific programs and procedures to help them learn, including those that make instructions effective for all students. 5) What is the "problem of access" described in the textbook? Answer: It refers to the difficulty that students and their families face in obtaining essential mental health services: far fewer students receive treatment than the number of students who need it. To access Medicaid services for mental health interventions, some families must relinquish custody of their children.

7.5 Essay Questions 1) Briefly describe and provide one example of each type of assessment used in determining students' eligibility for receiving special education services for emotional and behavioral disorders. Answer: Answers should include examples of formal assessments such as rating scales, cognitive ability tests, and achievement level assessments as well as examples of classroom assessments, which include curriculum-based measurements. Other types of assessments include a family history and a developmental history of the student. Most of the assessments for emotional and behavior disorders are designed to discover details about the student's problems and to thoroughly explore the nature and severity of those problems. However, professionals also advocate assessing student strengths and assets. Strengths-based assessment refers to measuring students' social and emotional strengths, the characteristics that give them confidence, and the traits that help them cope with adversity. 2) To what extent are students with EBD included in general education classrooms, and what are the areas of concern related to their inclusion? Answer: Students with emotional and behavior disorders receive their education in all the settings described in IDEA, more so than almost any other group of students with disabilities, meaning that many of them are in the general education setting for much of the day, but many are also in separate schools and facilities. The areas of concern include the pressure caused by expectations to participate in the general education curriculum, social rejection due to difficulty making friends, and the need for mental health treatment in addition to academic supports. 3) What is positive behavior support and how might it relate to the concept of prevention among young children? Answer: Answers should include an explanation of positive behavior support (PBS) including the following: a school-wide behavior plan agreed upon by all professionals in the school; purpose and rules stated in positive manner; procedures for teaching and demonstrating behavior expectations for students; and a clear plan for monitoring the program's effectiveness. Research on the effects of schoolwide PBS is encouraging: professionals in schools using this approach report that they are more effective and that they are motivated to continue using PBS. In middle school, this approach has led to fewer office discipline referrals, fewer suspensions, and an increase in math and reading achievement scores that could be directly attributed to fewer behavior problems. If young children attend schools with such structured, supportive programs, they are likely to have fewer behavior problems, and to learn skills with which to cope with the behavioral and emotional problems they do have.

4) Describe how educators can form strong partnerships with families of children with emotional and behavior disorders. Answer: Answers should describe how important it is to diligently strive to form strong partnerships using a collaborative focus, and the value of parent education and support groups. Schools can offer assistance to parents by teaching them strategies that might help them to address their children's behavior at home. Parent education also can address topics such as how to help their children with homework, how school services for their children are structured, how to access community resources, and how to advocate for their children. In support groups, parents share information about local resources and services, trade ideas for addressing specific problems, and obtain the reassurance of knowing that they are not alone in dealing with day-today challenges. 5) What is the relationship between chronic academic problems and emotional and behavior disabilities? Answer: Do emotional and behavior disorders cause academic problems, or do students' chronic and significant academic problems cause emotional and behavior disorders? No clear answer to this question can be found. However, it is likely that both parts of the question contain some truth. Because of emotional difficulties, some students cannot adequately focus on schoolwork. At the same time, repeated failure in schoolwork contributes to some students' emotional and behavior disorders. What is most important for educators to keep in mind is that effective services for these students address both academic and emotional and behavior needs.

Special Education: Contemporary Perspectives, 5e (Friend) Chapter 8 Students with Intellectual and Developmental Disabilities 8.1 Multiple Choice Questions 1) The identification of intellectual disability is made only if the condition is present by the time the student is: A) 3 years old. B) 8 years old. C) 18 years old. D) 6 years old. Answer: C 2) Each of the following is an assumption essential to the AAIDD definition EXCEPT: A) Limitations in present functioning must be considered within the context of community environments typical of the individual's age, peers, and culture. B) Valid assessment considers cultural and linguistic diversity as well as differences in communication, sensory, motor, and behavioral factors. C) With appropriate personalized supports over a sustained period, the life functioning of the person with intellectual disability generally will improve. D) Within an individual, limitations cannot coexist with strengths. Answer: D 3) Martin-Bell syndrome is another name for: A) Fragile X syndrome. B) Prader-Willi syndrome. C) Fetal alcohol syndrome. D) Down syndrome. Answer: A 4) Compulsive eating is a characteristic associated with: A) Prader-Willi Syndrome. B) Fragile-X. C) Fetal alcohol syndrome. D) Brain injury. Answer: A 5) A type of intellectual disability that is inherited only if BOTH parents are carriers of the defective gene is: A) Fetal alcohol syndrome. B) Fragile X syndrome. C) Phenylketonuria (PKU). D) Down syndrome. Answer: C

6) All the following are postnatal causes of an intellectual disability EXCEPT: A) Encephalitis. B) Fetal alcohol syndrome. C) Lead poisoning. D) Brain injury. Answer: B 7) In traditional classification systems, individuals with intellectual disabilities are grouped based on: A) The extent of their intellectual impairment. B) A combination of intellectual impairment and adaptive behavior skills. C) Whether they indicate problems with adaptive behavior. D) Their age in relation to their IQ. Answer: A 8) In which category would Jake be placed considering his IQ is 28 and he has low adaptive ability? A) Mild B) Moderate C) Severe D) Profound Answer: C 9) Cognitive functioning includes each of the following EXCEPT: A) Working memory. B) Generalization. C) Motivation. D) Interacting appropriately. Answer: D 10) Marcus is in an inclusive middle school. During health/P.E. class, Marcus often has difficulty remembering the rules and gives up easily if he is not good at a certain game or skill. These characteristics fall under which category? A) Social B) Cognitive C) Behavior D) Physical Answer: B 11) Shandra exhibits immature behaviors and often misinterprets others' actions, resulting in rejection by her peers. These characteristics fall under which category? A) Social B) Adaptive C) Academic D) Cognitive Answer: A 2 Copyright © 2018 Pearson Education, Inc.

12) Which of the following is NOT an example of adaptive behaviors in which a student must display deficits to be identified as having an intellectual disability? A) Learning to type on the computer B) Learning to read C) Learning to use free time D) Learning to interact appropriately Answer: A 13) Which of the following is the earliest a child can be assessed for an intellectual disability? A) In high school B) In middle school C) In elementary school D) As an infant Answer: D 14) Assessment of adaptive behaviors is completed through: A) Interviews with the child's parents and teacher. B) Surveys with the parents and teacher. C) Direct observation of the student. D) All of the above. Answer: D 15) Mrs. Rice has just been informed that Manuel will be pulled from her class at 9:30 a.m. to take the Vineland Adaptive Behavior Scales Test. Who will administer this test? A) The school psychologist B) The school social worker C) The special education teacher D) The school counselor Answer: A 16) Jonathan has been tested to determine if he qualifies for special education services under the category of intellectual disability. Each of the following is a question that must be considered in this process EXCEPT: A) Does his IQ score fall below 80? B) Does his IQ score fall below 70? C) Does he display deficits in social situations? D) Do his characteristics negatively affect his educational performance? Answer: A 17) Students who are using real money to practice making change are demonstrating: A) Community-based instruction. B) Math skills. C) Applied academic skills. D) Task analysis. Answer: C

18) Which group of students with intellectual disabilities is most likely to be educated primarily in special education settings? A) Preschool B) Elementary school C) Middle school D) High school Answer: D 19) Raymond diligently works on learning how to successfully complete an application in Mrs. Martin's fifth period class. This type of task is an example of: A) Community-based instruction. B) Life skills curriculum. C) A modified general curriculum. D) Adaptive behavior task. Answer: B 20) What factor, as discussed in your text, strongly influences inclusive practices for students with intellectual disabilities? A) Opposition to the continuum of placements B) Traditional thinking favoring separate placement C) Teachers' prejudices against inclusion D) Parents' resistance to inclusive practices Answer: B 21) The instructional strategy that ensures systematic learning is called: A) Peer-mediated instruction. B) Task analysis. C) Direct instruction. D) Whole-language instruction. Answer: B 22) For academic work, what can make the amount of practice available almost limitless? A) A computer with drill-and-practice software B) A personal paraprofessional assistant C) Task analysis for each concept introduced D) Carefully structured homework Answer: A 23) In Mrs. Mayor's first-grade class, she pairs Veronica with a learning buddy to help her with her work during science centers. Which of the following strategies is Mrs. Mayor using to assist Veronica? A) Positive behavior support B) Task analysis C) Peer tutoring D) Direct instruction Answer: C 4 Copyright © 2018 Pearson Education, Inc.

24) Each of the following is a classic "stage of grief" often applied to the experience of parents with children with disabilities EXCEPT: A) Anger. B) Denial. C) Blame. D) Rejection. Answer: A 25) What are two factors mentioned in your text that affect parents' reactions to their children with intellectual disabilities? A) Income and education level B) Religion and education level C) Culture and income D) Culture and religion Answer: D 26) Effectively collaborating with the parents of children with intellectual disabilities is the responsibility of educational professionals. In doing this, what should be an educator's priority? A) To establish a friendship with the parents outside of the school setting B) To establish a friendship with the child outside of the school setting C) To obtain an understanding of the parents' point of view D) To develop a plan of action to present to the parents for discussion Answer: C 27) Teachers need to base their work on which of the following, even when they are NOT consistent with the teacher's own? A) Families' values B) Families' religion C) Families' priorities D) Families' culture Answer: C 28) Two current issues within the field of intellectual disabilities are: A) Expectations for high-stakes testing and the right of students to make their own decisions. B) Expectations for high-stakes testing and the use of medications for students with intellectual disabilities. C) The right of students to make their own decisions and the use of medication. D) The use of medication and expectations for high-stakes testing. Answer: A

29) Critics of increasing inclusion of students with intellectual disabilities in general education settings argue each of the following EXCEPT: A) Students too often attend general education classes where they understand little of the instruction. B) With variations in activities and assignments, these students are capable of learning far more than those supporting alternative curricula have assumed. C) Even when accommodations are provided, the content is too abstract. D) The pace of instruction in the general curriculum is too fast for students with intellectual disabilities. Answer: B 30) The Higher Education Opportunity Act (Public Law 110-315), removed the barrier of: A) Requiring a traditional high school diploma as a condition of eligibility for financial aid. B) Requiring that students with intellectual disabilities participate in work-study programs. C) Requiring the acquisition of a GED before attending postsecondary education programs. D) Requiring a minimum IQ level as a condition of eligibility of attendance in postsecondary education programs. Answer: A 8.2 Praxis Style Questions 1) Brandy scored a 68 on the WISC III. Her classroom teacher is adamant that she has an intellectual disability and should be served by the school's special education teacher. Her father argues that she is very independent and gets along well with her siblings and other children in the neighborhood. Based on this information, which statement is TRUE? A) Caution should be used in labeling Brandy as having an intellectual disability because her adaptive behavior skills seem to be good. B) Brandy should be labeled with intellectual disability because her IQ score falls below 70 and that is the most significant factor in determining eligibility for services. C) Brandy's dad cannot be objective about his daughter's behaviors, and his comments should not be considered in the identification process. D) Brandy should be labeled as having intellectual disability to receive services and then retested in a year to see if her IQ score is above 70. Answer: A 2) Kala is a sixth grader who was identified as having an intellectual disability. In addition to her low cognitive ability, she cannot perform daily skills necessary for independence such as brushing her teeth or taking a bath. These types of skills are referred to as: A) Independent behavior. B) Learned behavior. C) Adaptive behavior. D) Generalized behavior. Answer: C

3) Norma is a 16-year-old identified as having a mild intellectual disability. During her transition meeting her parents express their desire for Norma to work at the family-owned business after graduation where she will be closely monitored and protected. Norma, on the other hand, has very different aspirations for herself. She insists that she wants to work at the local amusement park after graduation. Norma is demonstrating the concept of: A) Self-determination. B) Metacognition. C) Noncompliance. D) Anxiety. Answer: A 8.3 Fill in the Blank Questions 1) ________ is a broad term usually used in reference to chronic and significant impairments such as cerebral palsy and autism that result in intellectual disabilities. Answer: Developmental disabilities 2) The most common form of inherited intellectual disability is ________. Answer: fragile X syndrome 3) ________ is experience in applying skills learned in the classroom within the larger context of the community in which students live. Answer: community-based instruction 4) ________ assumes that peer tutoring should be reciprocal—that all participating students should have opportunities to be both the teacher and the learner. Answer: classwide peer tutoring 5) Opponents to the current requirements for ________ tell stories of tearful children being asked to do something beyond their capabilities. Answer: high-stakes tests 8.4 Short Answer Questions 1) Many individuals find the term mental retardation offensive. What are 3 other more appropriate, contemporary, terms used instead of mental retardation? Answer: Other, preferable, terms for mental retardation include intellectual disabilities, cognitive disabilities, cognitive impairment, and developmental disabilities.

2) Briefly describe three of the six areas of cognitive functioning in which students with intellectual disabilities struggle. Answer: Answers should include 3 examples from: a. Memory: They are likely to forget what they are supposed to do, particularly if a task involves many steps. b. Generalization: Students with intellectual disabilities have difficulty with generalization of academic tasks, of behavior expectations, and in social interactions. c. Motivation: They experience problems with motivation and learned helplessness—that is, the tendency to give up easily. d. Language: Many students with intellectual disabilities have delays in the development of language. e. Academic skills: Students with intellectual disabilities usually have to work harder and practice longer than other students in order to learn academic skills. f. Metacognition: Students with intellectual disabilities are most successful when they are not expected to make judgments about what to do next; otherwise, they may struggle. 3) Why is it so important for teachers to be knowledgeable about the physical and medical problems that individuals with intellectual disabilities may have? Answer: For students with medical considerations, school team members may seek input from appropriate medical professionals concerning medications being taken, health risks for or limitations needed on physical activities, chronic conditions that school professionals should be aware of, and anticipated medical procedures that may affect school attendance or performance. These factors may be found to be integral to students' disabilities and services they may need at school. Teachers will want to know how to respond to a student's medical emergency, how to monitor devices, and how to assist a student who may miss significant amounts of time from school due to illness. 4) How is a life skills curriculum different from a general education curriculum? Answer: The general education curriculum emphasizes academic skills, typically mapped to state and federal curriculum guidelines designed to address the education objectives desired for all students. These objectives are frequently thought to be unrealistic for students with intellectual disabilities, who may spend increasingly greater time focusing on life skills curriculum as they advance through school. This curriculum stresses skills needed throughout life, including self-help skills, applied academic skills, and community-based instruction. 5) How has high-stakes testing changed the educational expectations of students with intellectual disabilities? Answer: Recent law requires many students with intellectual disabilities to participate in district and statewide assessments, which means that many students with intellectual disabilities are expected to learn the same curriculum as other students.

8.5 Essay Questions 1) One could argue that the early twentieth century was the low point in the history of education for individuals with intellectual disabilities. Why is this, and how does the education of individuals with intellectual disabilities today compare with the education these individuals received during that time? Answer: Following a period of relative optimism regarding the possibility of educating children with even the most severe intellectual disabilities, the early twentieth century was marked by a period of pessimism that saw a rise in custodial care (institutionalization) rather than education and integration. Prominent physicians and psychologists theorized that intellectual disabilities— called mental deficiency at that time—were inherited, that they were accompanied by criminal tendencies, and that allowing people with these disabilities to have children would undermine the strength of society. Today, the majority of students with intellectual disabilities are educated in the same schools and often in the same classes as their peers without disabilities. Although their curriculum may favor a life-skills approach over the general curriculum taught their peers, there has been an increasing movement towards inclusion in the general curriculum, to the extent that that is appropriate for individual students. 2) As stated in the text, intellectual disabilities can have multiple causes, and those vary depending on the period in an individual's life at which an event occurs. Describe one example of intellectual disability from each period (prenatal, perinatal, and postnatal). Answer: Answers should include descriptions of one example of a cause of intellectual disability from the prenatal (Down syndrome, fragile X syndrome, Prader-Willi syndrome, fetal alcohol syndrome, phenylketonuria, toxoplasmosis); perinatal (prematurity, birth injury, oxygen deprivation); and postnatal (accident or illness such as encephalitis, lead poisoning, and brain injury) time periods. 3) For individuals to be identified as having an intellectual disability, they must display deficits in adaptive behaviors. Describe three of the skill areas that are included as adaptive behaviors discussed in the text. Answer: Answers should include three descriptions from the following skill areas: a. Communication—the ability to exchange thoughts, messages, or information with other people through speaking, sign language, or other means b. Self-care—the ability to tend to personal hygiene, eating, and other related tasks c. Social skills—the ability to interact appropriately with others d. Home living—the ability to manage the day-to-day tasks of living in an apartment or house e. Leisure—the ability to use free time productively f. Health and safety—the ability to take precautions and act in ways that do not endanger oneself or others g. Self-direction—the ability to make and implement decisions h. Functional academics—the reading, writing, math, and other skills needed for independence i. Community use—the ability to identify and access services and activities in the neighborhood or area j. Work—the ability to obtain and keep employment

4) Only a small percentage of students with intellectual disabilities are in the general education classroom setting more than 80 percent of the day. For what reasons are students with intellectual disabilities still being separated to receive their education? Explain your own perspective on the idea of fully integrating students with intellectual disabilities into the general education setting. Answer: The first part of the answer should describe traditional thinking of educators that results in students with intellectual disabilities continuing to receive their education in a separate setting. Many educators still believe that the best instructional arrangement for these students, particularly as they move from elementary to middle and high school, is a special education classroom. Many high school special education teachers for students with mild intellectual disabilities have asked, "Why would I support putting my students into classrooms where they don't know what is being taught and can't keep up with the pace? They need the practical skills that I give them." This reflects the thinking of the past and raises another point: Inclusive practices do not mean that a student's only option is to attend general education classes for the entire school day without necessary supports. The remainder of the answer will vary among students. 5) Task analysis is an instructional strategy that has been found to be effective with students who have intellectual disabilities. What is the benefit of task analysis? Create a task analysis for a specific lesson. Answer: In task analysis, the professional's responsibility is to break any task or activity—from following classroom rules to using musical instruments—into small steps and then teach those steps to students. By guiding to learn each small step of the process and then put the steps together, teachers can help these students master more and more complex tasks. Sample task analyses will vary among students.

Special Education: Contemporary Perspectives, 5e (Friend) Chapter 9 Students with Speech and Language Disorders 9.1 Multiple Choice Questions 1) The emphasis on speech-language therapy gradually shifted from exclusive attention to the correct production of speech sounds to the broader domain of children's: A) Overall ability to use language to communicate. B) Ability to produce complete sentences using the correct tense. C) Ability to express themselves clearly. D) Efforts at expressing themselves to a variety of people. Answer: A 2) In IDEA, which term is used to describe individuals with communication disorders? A) Speech and language disorders B) Speech or language impairment C) Speech and language dysfunction D) Communication disorders Answer: B 3) Communication requires each of the following EXCEPT: A) A message. B) A sender. C) A receiver. D) A sound. Answer: D 4) The exchange of information and knowledge among participants is: A) Collaboration. B) Expressive language. C) Communication. D) Receptive language. Answer: C 5) The system of symbols, governed by complex rules, that individuals use for communication is: A) Speech. B) Language C) Communication. D) Receptive language. Answer: B

6) A student who says "I overslept because I was late" rather than "I was late because I overslept" may have a problem with which type of language impairment? A) Challenges in forming sentences B) Discriminating among similar sounds C) Errors in forming words D) Difficulty understanding nuances Answer: A 7) When students have language disorders that cannot be explained by physical disabilities, intellectual disabilities, hearing loss, or other disabilities, they are referred to as having: A) CAPD. B) Learning disabilities. C) Specific language impairments (SLIs). D) Language disabilities. Answer: C 8) Students who do NOT have hearing loss, but for some reason their brains do not effectively interpret the auditory information that comes from their ears have: A) Chronic Autism Personality Disorder. B) Chronic Auditory Processing Disorder. C) Central Autism Personality Disorder. D) Central Auditory Processing Disorder. Answer: D 9) Speech has each of the following dimensions EXCEPT: A) Voice. B) Resonance. C) Volume. D) Fluency. Answer: C 10) Each of the following is a component of voice EXCEPT: A) Tone. B) Pitch. C) Intensity. D) Quality. Answer: A 11) The movement of tongue, teeth, lips, and palate all affect: A) Speech. B) Articulation. C) Fluency. D) Phonology. Answer: B

12) Researchers estimate what percent of children in first grade have a speech disorder? A) 10 percent B) 7 percent C) 5 percent D) 3 percent Answer: C 13) When speech and language disorders are the result of problems related to the central nervous system or other systems within the body, the cause is: A) Congenital. B) Hereditary. C) Environmental. D) Biological. Answer: D 14) Children who have significant speech or language delays are at higher risk for experiencing: A) Reading difficulties. B) Math difficulties. C) Science difficulties. D) Writing difficulties. Answer: A 15) Students with speech and language disorders struggle socially and emotionally because: A) They are academically gifted. B) They may be the target of peer teasing. C) They are developmentally delayed. D) They are not in the general classroom. Answer: B 16) An example of a spontaneous language sample is: A) Reading a teacher-selected passage. B) Engaging students in a conversation. C) Reciting a poem. D) Singing a song. Answer: B 17) A speech/language pathologist's assessment methods include: A) Gathering a spontaneous language sample. B) Administering standardized test. C) Examining a student's physical structure for producing speech. D) All of the above. Answer: D

18) Speech/language pathologists examine the student's physical structures for producing speech, including each of the following EXCEPT: A) Teeth are aligned. B) Hard palate shape and size. C) Shape and size of nose/nasal passages. D) Breathing patterns. Answer: C 19) An example of informal measures used in identifying students with language impairments is: A) Test of Adolescent and Adult Language 3. B) Criterion reference tests. C) Parent and teacher interviews. D) IQ tests. Answer: C 20) Which approach to providing speech-language services has the benefit of eliminating distractions for the young children? A) In class B) In home C) Pullout D) Indirect services Answer: C 21) The way in which speech-language services are implemented depends on: A) The nature of the disability. B) The age of the individual receiving services. C) The parents' preference. D) The individual's preference. Answer: A 22) The most appropriate setting in which nearly all students can learn speech and language skills and practice them is in: A) Therapy with a speech-language pathologist. B) Resource setting. C) General education classroom. D) The home. Answer: C 23) How many times greater than in the rest of the population do experts estimate that the prevalence of language disorders among female juvenile delinquents is? A) 10 times B) 3 times C) 6 times D) 15 times Answer: B

24) Which of the following is specialized intervention that students with speech and language disorders may need? A) Articulation therapy B) Study buddy C) Fewer math problems D) A scribe Answer: A 25) Speech/language pathologists typically do each of the following EXCEPT: A) Reinforce relationships between spoken language and preliteracy skills. B) Provide interventions related to phonemic awareness and memory. C) Analyze the language demands found in textbooks and other school materials. D) Provide primary academic instruction to students with SLIs. Answer: D 26) Which device uses pictures, symbols, or printed words to facilitate student communication, and which can be low tech or high tech? A) Communication board B) Word prediction software C) Sound field amplification system D) Unaided AAC Answer: A 27) Professionals can assist parents in effectively interacting with their children with speech and language disorders by: A) Providing parents with literature on strategies to use. B) Advising parents to attend to their children's speech. C) Providing parents the names of family counselors. D) Increasing parent awareness and understanding of speech and language development. Answer: D 28) A variation in the surface characteristics of language is a/an: A) Dialect. B) Accent. C) Variation. D) Disorder. Answer: B 29) Besides accent and dialect, examples of cultural factors that may affect language are: A) Beliefs and attitudes. B) Turn-taking and humor. C) Religion and socioeconomic status. D) Attitudes and education level. Answer: B

30) Code switching occurs when: A) Bilingual students switch back and forth from English to their native language when talking to parents. B) The student is taught that Standard English is the only acceptable way to communicate. C) Students use Standard English when it's appropriate and dialect with family and community. D) Students use Standard English with their peers, even in the community. Answer: C 9.2 Praxis Style Questions 1) Misha is a 3-year-old who has just begun talking. She has a vocabulary of approximately twenty words. She has language but has acquired it at a much slower rate than children her age. This is called: A) Aphasia. B) Central auditory processing. C) Language delay. D) Articulation disorder. Answer: C 2) Benjamin is a high school student who is unable to communicate verbally. Benjamin was diagnosed with apraxia after suffering brain damage during birth. To communicate his needs Benjamin uses a communication board. This is an example of: A) Aided AAC. B) Unaided AAC. C) Personal digital assistant. D) Facilitated communication. Answer: A 3) Tommy is an African-American student who has recently moved from Boston to a small town in North Carolina. He is at-risk for being incorrectly identified as having a speech or language impairment because of his dialect and accent. What can his parents and teachers help him learn to do to avoid this? A) Code switch B) Practice a Southern accent C) Change his dialect D) Avoid calling attention to himself Answer: A 9.3 Fill in the Blank Questions 1) ________ refers to the ability to produce language. Answer: Expressive language 2) ________ refers to loss of language after it has developed. Answer: Aphasia

3) No generalizations can be made concerning the ________ characteristics of students with speech and language disorders. Answer: cognitive 4) Approximately ________ percent of students with this disability are educated in general education classrooms more than 80 percent of the school day Answer: 87% 5) Speech and language professionals are careful to distinguish between ________—variations from standard speech and language that are considered normal—and ________. Answer: language differences, language disorders 9.4 Short Answer Questions 1) What is the difference between expressive and receptive language? Answer: Expressive language refers to individuals' ability to produce language while receptive language refers to the ability to comprehend language. 2) What is central auditory processing and what makes it a rather controversial topic among professionals? Answer: Students who have central auditory processing disorders do not have hearing loss, but for some reason their brains do not effectively interpret the auditory information that comes from their ears. They may have difficulty in several related areas, including listening and speaking using the rules of the language. It should be noted, though, that considerable confusion and misinformation exists regarding this disorder; some view it instead as related to attention deficit —hyperactivity disorder (ADHD), learning disabilities, or specific language impairment. 3) What are three types of articulation disorders (give an example of each)? Answer: Articulation involves the movement of the tongue, teeth, lips, and palate to produce the sounds of a language. Answers will include 3 of the following: Articulation disorders include omissions (bo for boat), substitutions (wan for ran), or additions (ammaminal for animal). Distortions are another articulation disorder. They occur when a sound not found in the child's language is used for another sound. For example, if soup was said with air escaping from the side of the mouth, a distortion would have occurred. 4) What precautions must be taken when assessing a student for speech and communication disorders whose first language is NOT English? Answer: Precautions must be taken so that the assessment is accurate and fair. For example, the test must have been developed for use with the students to whom it is being administered and the directions and other aspects of the test cannot be confusing to individuals who do not speak standard English; this may lead to incorrect responses, not because of language problems but because of the style in which the directions are given. The testing situation itself may be particularly stressful for a student who is not a native English speaker. The expectation for the student to participate in a conversation with the professional administering the assessment may violate some students' cultural norms.

5) What are the three factors supporting early intervention for students with speech and language disorders? Answer: First, research suggests that when a problem exists, the earlier an intervention is begun and the longer it is implemented, the more likely the problem will be addressed effectively. Second, when early intervention is undertaken, services can be intense. By involving all the important adults in the intervention process, more services can be delivered and more positive results can be expected. Finally, the progress that young children make in overcoming speech and language disorders will more likely be maintained if support is provided during these critical years across settings and across time. 9.5 Essay Questions 1) In what ways have the interventions for children with speech and language disorders changed from the beginning of the twentieth century to today? How did the passage of P.L. 94-142 influence the interventions of speech and language services currently being practiced? Answer: During the 19th century instruction was characterized by the use of unproven treatments—for example, improving speech by placing rolls of linen under the tongue. Much early work was completed by medical specialists, but by the beginning of the twentieth century a new group of professionals called speech clinicians was emerging to address speech and language disorders. Most of the interventions these professionals provided for children with speech or language disorders took place in public schools, and the emphasis on speech-language therapy gradually shifted from the correct production of speech sounds to the broader overall ability to use language to communicate. P.L. 94-142 has influenced speech and language services to stress the role of communication. Professionals now acknowledge that not only is it important to recognize whether students can produce complete sentences using the correct tense, but it is also essential to think about what students are trying to express and to whom. 2) What are some of the academic, social, and behavior characteristics of students with speech and language disorders? Answer: Answers should include descriptions of the negative impact these disorders have on student's ability to learn, including reading difficulties and inability to benefit from early literacy experiences; problems with social experiences, including their own self-concepts, teasing by peers, and difficulty in participating in conversations; and, students with speech and language disorders may be at high risk for behavior problems even for being identified as having emotional and behavior disorders.

3) Compare and contrast the traditional approach to early speech and language intervention with more inclusive practices. Answer: Traditionally, speech/language services were offered in a pullout model, even for very young children. The speech/language pathologist would come to the home or preschool classroom to get the child to receive services; take the child to a separate room, classroom, or office; provide intervention individually or in a small group; and then return the child to the parent or classroom. This approach had the benefit of eliminating distractions for the child, but it removed the child from the natural setting in which speech and language occur and had the potential for stigmatizing the child. Some young children receive their speech/language services in the context of the early childhood center, preschool setting, or kindergarten classroom. The advantage of this approach is that the speech/language pathologist can observe the child's ability to function in the natural environment. One additional option is an approach that combines separate service, in-class service, and indirect service. In some cases, the speech/language pathologist periodically may work directly with a child in a separate setting, often to check on progress, to address particularly complex problems, and to make decisions about subsequent steps in intervention. However, at least some of the services are offered within the classroom context. The final component of this approach is consultation. The most appropriate setting in which nearly all students can learn and practice speech and language skills is general education. One relatively emerging role for professionals working there with students with speech and language disorders is co-teaching. 4) Why is speaking with parents from diverse groups about students' speech and language needs challenging? Answer: Parents who do not speak English fluently may have difficulty helping their children to make sounds correctly and blend them into words. If English is not spoken in the home but school professionals are teaching it at school, students may not have enough opportunities to practice emerging skills and so may be at a disadvantage. Significant differences may exist between Western cultures and other cultures. For example, not everyone shares the view that that AAC devices should be relied on. In some families, AAC might be seen as unnecessary or even detrimental because it can be intrusive in terms of family interactions. Its benefit of providing independence may be viewed as a reason to avoid it. 5) The trend toward the use of evidence-based practices is a direct result of the accountability movement in today's schools. Briefly describe the three implications of this trend included in the text. Answer: Collection of data. Speech/language therapists are expected to gather systematic data that can be used to judge the effectiveness of their strategies, their diagnostic procedures, and their methods for intervening. Use of data for decision making. Interventions should be attempted or continued based on specific data related to the students with whom they are used and large-scale studies that document their impact. Strategies that are not supported by research should be discarded. Professional education. Speech/language therapists need to be educated about the importance of evidence-based practices and the ways in which they should guide practices in public schools. Teachers and other educators need to know why these practices should be central to speech/language therapists' work, how teachers can participate in further developing evidencebased practices, and what these practices imply for students and their families. 9 Copyright © 2018 Pearson Education, Inc.

Special Education: Contemporary Perspectives, 5e (Friend) Chapter 10 Students with Autism Spectrum Disorders 10.1 Multiple Choice Questions 1) An early belief of the cause of autism was: A) Cold mothers. B) Neglectful fathers. C) Sibling rivalry. D) Overprotective mothers. Answer: A 2) Autism used to be one of the subcategories of: A) Asperger syndrome. B) Pervasive developmental disorder. C) Child disintegrative disorder. D) PDD-NOS. Answer: B 3) The new DSM uses a single classification for individuals who have significant difficulties in the domains of social interactions or communication and repetitive behavior and fixated interests. This classification is: A) Pervasive developmental disorder. B) Adolescent spectrum disorder. C) Asperger syndrome disorder. D) Autism spectrum disorder. Answer: D 4) Students from which group are identified with ASD at a slightly higher frequency than students in other racial or ethnic groups? A) Native Hawaiian/Other Pacific Islander B) African American C) Hispanic D) American Indian/Native Alaskan Answer: A 5) The prevalence of ASD is: A) 2.5 times higher in females than in males. B) 6.5 times higher in males than in females. C) 4.5 times higher in males than in females. D) 3.5 times higher in females than in males. Answer: C

6) To date, research suggests that: A) No single genetic factor is responsible for causing ASD. B) Uncaring mothers are still a reasonable cause of ASD. C) Immunizations are the cause of 50 percent of children identified with ASD. D) Chemicals in well-water are a likely cause of ASD. Answer: A 7) One of the most controversial causal issues related to autism spectrum disorder is: A) Immunizations. B) Environmental toxins. C) Mothers' care. D) Drinking water. Answer: A 8) Individuals with autism spectrum disorder usually have difficulty with: A) Language and communication. B) Environmental changes. C) Stereotypic behavior. D) All of the above. Answer: D 9) Most individuals with autism disorder have: A) Average intellectual ability. B) Some level of intellectual disability. C) Above-average ability. D) Severe intellectual disabilities. Answer: B 10) Distinguishing cognitive and academic characteristics of students with ASD include each of the following EXCEPT: A) Overreliance on rote memory. B) Problems with theory of mind. C) Problem-solving challenges. D) Lack of desire and ability. Answer: D 11) Individuals with autism spectrum disorder have difficulty with problem solving due to: A) Difficulty in retrieving information or strategies. B) Their inability to reason. C) Their lack of desire and ability. D) Lack of appropriate instruction to do so. Answer: A

12) Approximately what percentage of students with autism are nonverbal? A) 30 B) 10 C) 50 D) 20 Answer: C 13) Joseph often flaps his hands and rocks while sitting on his carpet square at group time. This type of behavior is called: A) Self-stimulatory. B) Self-injurious. C) Self-selectivity. D) None of the above. Answer: A 14) Some students with autism spectrum disorder have difficulties with sensory issues. These students need the services of which professionals to address these issues? A) Psychiatrist B) Physical therapist C) Occupational therapist D) Sensory specialist Answer: C 15) Deciding whether a student has the characteristics of autism spectrum disorder involves assessing each of the following EXCEPT: A) Cognitive ability. B) Sensory issues. C) Adaptive skills. D) Physical ability. Answer: D 16) Each of the following is a behavior characteristic of many students with ASD EXCEPT: A) Echolalia. B) Perseveration. C) Generalization difficulties. D) Self-stimulation. Answer: A 17) Administrators, general and special education teachers, students with autism spectrum disorder, and their peers without disabilities must understand and support each other in the educational system. This component of the Autism Inclusion Collaboration Model is called: A) Home and school collaboration. B) Coordinated team commitment. C) Attitudinal and social support. D) Environmental and curricular modification. Answer: C 3 Copyright © 2018 Pearson Education, Inc.

18) Availability of appropriately trained support personnel is an example of: A) Home-school collaboration and support. B) Environmental modifications and general education classroom support. C) Attitudinal modifications and social support. D) Coordinated team commitment. Answer: B 19) Careful planning for the transition to adulthood for individuals with ASD typically includes each of the following EXCEPT: A) Work skills. B) Job placement. C) Sexuality. D) Leisure skills. Answer: B 20) Attention to community membership skills for individuals with ASD should begin: A) Upon exiting the public-school system. B) At age 16 beginning the transition plan. C) At age 14 beginning the transition plan. D) Before the formal transition steps begin. Answer: D 21) When Joanne gets anxious about changing classes, she refers to the business-sized card she keeps in her pocket that gives her step-by-step directions. This is called a: A) Travel card. B) Task card. C) Prompt card. D) None of the above. Answer: B 22) What occurs when a parent, paraprofessional, teacher, or trusted peer previews with a student the actual materials that will be used in a lesson or activity the day, the evening, or the morning before that lesson or activity occurs? A) Priming B) Video-based intervention C) Discrete trials D) Prompting Answer: A 23) A training program run by a special educator or parent that involves following the pattern of giving a prompt, the student performing a command, and the student receiving a reward for desired behavior is called: A) Priming. B) Discrete trial training. C) Peer tutoring. D) Social tutoring. Answer: B 4 Copyright © 2018 Pearson Education, Inc.

24) Mrs. Calloway uses the sign for stop when Joseph begins inappropriately touching others. Mrs. Calloway is using: A) A prompt. B) Discrete trial training. C) Sign language. D) Priming. Answer: A 25) A visually-based technique that uses a child's special interests to facilitate understanding of social situations, routines, and the meaning of language is called a: A) Task card. B) Picture card. C) Power card. D) Prompt card. Answer: C 26) Children diagnosed with ASD may demonstrate which of the following characteristics as a baby/toddler? A) Require constant stimulation B) Unhealthy attachment to mom C) Endless crying D) No interest in play Answer: D 27) Who is usually the first to recognize that a child is responding differently to the world than typically developing children? A) Parents B) Educators C) Pediatrician D) Caregiver Answer: A 28) Intensive early intervention can be beneficial to many children with autism spectrum disorder; however, it can be emotionally and financially taxing for families, and requires a time commitment of: A) 30 to 40 hours per week. B) 10 to 20 hours per week. C) 50 to 60 hours per week. D) 20 to 30 hours per week. Answer: A

29) In terms of identifying children with autism spectrum disorder, why is it imperative that better assessment procedures be identified for use with young children? A) To help parents cope and understand why their baby is "different" B) So pediatricians will not dismiss parents' concerns C) The most positive outcomes tend to accrue to children who begin interventions at an early age D) So schools can screen out children who will need specialized placement at an earlier age Answer: C 30) Resources often are allocated to study a disorder and to provide innovative treatments based on: A) Prevalence. B) Visibility. C) Severity. D) Type. Answer: A 10.2 Praxis Style Questions 1) Joslyn has severe autism and exhibits several repetitive self-injurious behaviors. To address these behaviors, Joslyn's parents and teachers are engaging in a functional behavioral assessment. Which of the following is an intended outcome of this assessment process? A) To determine if Joslyn qualifies for special education with the label of autism. B) To determine the purpose of Joslyn's self-injurious behaviors. C) To develop a system of punishing Joslyn when she exhibits such behaviors. D) To increase Joslyn's academic skills so the negative behaviors will subside. Answer: B 2) A 14-year-old boy with autism would be LEAST likely to have which of the following components in his curriculum? A) Functional academics on how to read bus schedules B) Social-skills training in how to join a conversation C) Reading instruction in a second-grade text D) Career interest development Answer: C 3) Lauren is a student with ASD. During group activities or unstructured time, Lauren becomes antagonistic with her peers and teacher. What would be a good course of action to help Lauren with this behavior? A) Remove Lauren from the classroom during these times. B) Use social stories to help her learn ways to concentrate in noisy environments. C) Use mnemonic strategies to help her control her behavior. D) Discuss Lauren's behavior with her and set up a plan for consequences when the behavior occurs. Answer: B

10.3 Fill in the Blank Questions 1) ________ is the ability to easily remember things without necessarily knowing what they mean. Answer: Rote memory 2) Because autism spectrum disorder is considered a ________, comprehensive assessment also must include asking parents about fine- and gross-motor skill development, language development, and other areas. Answer: developmental disability 3) For successful inclusion, educators and parents must work together in a strong partnership to ensure that a comprehensive program is implemented for the student with an autism spectrum disorder and that the skills the student learns at school are generalized at home and in the community in a process called ________. Answer: home-school collaboration 4) ________ is a place students can go when they are beginning to feel anxious or upset and need to calm themselves. Answer: Home base 5) Just as for other disability areas, concern exists in the field of autism spectrum disorder to find effective and ________ approaches for teaching students. Answer: research-based 10.4 Short Answer Questions 1) What is the broad difference between the federal definition of autism and the definition in the Diagnostic and Statistical Manual of Mental Disorders? Answer: The federal definition does not classify autism as a pervasive developmental disorder. 2) What are the causes of autism spectrum disorder? Answer: The specific causes of ASD are not understood. Professionals generally agree that symptoms of this disability are triggered by malfunction in the brain and genetic factors, including DNA, abnormalities in the cerebellum, and in the frontal and temporal lobes. 3) What are self-stimulatory behaviors? Answer: Self-stimulatory behaviors include rocking, hand flapping, and other repetitive stereotyped behavior patterns that have no apparent function other than to stimulate the individual engaging in the behaviors. The behaviors are sometimes associated with stress.

4) What characteristics do parents usually recognize when they suspect their young child is "different"? Answer: An infant may have been content to lie quietly in a crib staring at toys. The infant may appear to be a "good baby," because it is so quiet and calm. Around the child's first birthday, the parents may notice the child has become attached to an object such as a stuffed animal and tantrum uncontrollably when the object is not in sight. Later, the child may show no interest in play, preferring to watch videos for hours on end. 5) In general, what is the relationship between a student with ASD and their siblings? Answer: The sibling may take on a role as a caregiver or parental role, assuming additional responsibilities in the home, and may feel that there is less individual time with the parents and that they are ignored in day-to-day family life. They may even exhibit difficulties in emotional, behavioral, and social adjustments and with peer interactions. However, many establish strong, positive relationships with their sibling with autism spectrum disorder. 10.5 Essay Questions 1) What is the "theory of mind" explanation of ASD? Answer: This explanation of autism is based on the belief that people with this disorder do not truly understand that others have their own thoughts and points of view and that people with autism face challenges in understanding others' beliefs and emotions. Individuals with autism spectrum disorder have difficulty explaining their own behaviors, predicting others' emotions or behaviors, comprehending others' perspectives, understanding how behavior affects others' thoughts and feelings, participating in conversations, and distinguishing fact from fiction. Some professionals believe that it is theory-of-mind deficit that sets individuals with autism spectrum disorder apart from those with other disabilities. 2) What are some of the characteristics that result in serious social and emotional challenges for children with autism? Answer: Characteristics include language disorders (such as problems with proxemics); communicative intent (including problems with echolalia and prosody); other language problems (including inability to comprehend language related to abstracts, and struggling with understanding and correctly using figures of speech such as metaphors); and immaturity (inability to understand social cues, inability to use communication to accomplish a specific purpose).

3) Describe the purpose and list the components of the Autism Inclusion Collaboration Model. Answer: Purpose: It is designed to support general educators in their work with students with autism through collaboration with special educators and ancillary staff. Adequate supports—for students with ASD, the general education teachers who become their primary teachers, and the special educators, paraprofessionals, and others who may provide services for the students—can make inclusive practices a real possibility for many students with autism spectrum disorder. When educated in general education classrooms, these students can learn from their peers and readily access the general curriculum. Components: • Environmental and curricular modifications and general education classroom support • Attitudinal and social support • Coordinated team commitment • Home—school collaboration 4) Environmental, instructional, and social support are the three categories discussed in the recommended educational practices or students with autism spectrum disorder. Choose one of these supports and provide 1) a description, 2) examples, and 3) an explanation of how the implementation of these supports will benefit students with ASD. Answer: The answer should include a description of support, a scenario of how support could be implemented, and benefits of support. The choices come from: environmental supports (visual support, home base, and assistive technology); instructional practices (priming, discrete trial training, and prompting); and social supports (positive behavior supports, instruction, interpretation, and coaching). 5) Describe potential pros and cons of identifying children with ASD at a very young age. Answer: Answers will vary, but are likely to include: (Pros) The most positive outcomes tend to accrue to children who begin interventions at the earliest ages, so early assessment procedures need to be identified for use with young children, pediatricians need to become more sensitive to the possibility of autism being present, and efforts need to be made to more accurately identify the prevalence. (Cons) There is the potential for stigma associated with labeling and trauma to the parents, especially if the diagnosis is not accurate. If the procedures for assessment are not accurate and evidence-based, "false positives" could easily occur, leading to stress and a huge expenditure of time and energy to addressing the situation.

Special Education: Contemporary Perspectives, 5e (Friend) Chapter 11 Students with Deafness and Hearing Loss 11.1 Multiple Choice Questions 1) The first school of the deaf in the United States was founded by: A) Thomas Hopkins Gallaudet. B) A.G. Bell. C) Laurent Clerc. D) Ben Franklin. Answer: A 2) In the late nineteenth century, students who were deaf or hard of hearing were educated in residential schools. During this period, which of the following statements accurately depicts the attitude toward deafness and communication? A) Students were encouraged to sign and received intense training to improve signing skills. B) Students who signed were made to sit on their hands because cued speech was the preferred method of communicating. C) Students who signed were prohibited from doing so because the oral approach was the preferred method of communication. D) Students were encouraged to use both sign language and the oral approach because this increased their vocabulary and conversational skills. Answer: C 3) Which term refers to members of the Deaf community who embrace being deaf and using ASL as a primary means of communicating? A) Deaf pride B) Deaf culture C) Deaf association D) Deaf society Answer: B 4) ASL stands for: A) Approximate Sign Language. B) Approximate Signal Language. C) American Sign Language. D) American Signal Language. Answer: C 5) A hearing loss present at birth is: A) Congenital. B) Acquired. C) Prelingual. D) Postlingual. Answer: A

6) Most education professionals are less interested in whether a hearing loss is congenital or acquired than they are in: A) Whether a student's hearing is the result of an accident or illness. B) Whether a student's parents were hearing or deaf. C) Whether a student's hearing loss was prelingual or postlingual. D) Whether a student will be oral or use sign as his or her primary mode of communication. Answer: C 7) The fluid-filled hearing organ that contains thousands of tiny cells with hair-like projections is the: A) Eardrum. B) Ear canal. C) Cochlea. D) Tympanic membrane. Answer: C 8) The name of the three small bones in the middle ear that vibrate to amplify sound and send it into the middle ear is the: A) Ossicles. B) Stapes. C) Semicircular canals. D) Cochlea. Answer: A 9) Sara has recently been diagnosed with a conductive hearing loss. Each of the following are options for improving her hearing EXCEPT: A) Surgery. B) Medication. C) Amplification. D) Cochlear implant. Answer: D 10) When a problem occurs in the inner ear or along the nerve pathway to the brain stem, what type of hearing loss occurs? A) Unilateral B) Sensorineural C) Mixed D) Conductive Answer: B 11) An individual who experiences hearing loss from day to day due to periodic ear infections or earwax buildup is experiencing what type of hearing loss? A) Sensorineural B) Conductive C) Fluctuating D) Unilateral Answer: C 2 Copyright © 2018 Pearson Education, Inc.

12) The quantity and quality of sound that individuals with a hearing loss can process that affects their ability to understand and produce spoken language is: A) The degree of hearing loss. B) The cause of hearing loss. C) The type of hearing loss. D) The nature of hearing loss. Answer: A 13) What percent of students who are deaf or hard of hearing have hearing parents? A) 95 B) 75 C) 50 D) 20 Answer: A 14) Another name for an ear infection is: A) Congenital hearing loss. B) Otitis media. C) Bacterial meningitis. D) None of the above. Answer: B 15) Most students who are deaf or hard of hearing: A) Perform on grade level. B) Demonstrate high levels of motivation. C) Struggle to become fluent readers. D) Perform below grade level. Answer: C 16) The quantity and quality of direct and vicarious experience can be referred to as: A) Experiential learning. B) Communication learning. C) Direct learning. D) Environmental learning. Answer: A 17) Research indicates that children who are deaf: A) With parents who are deaf develop ASL skills at a higher rate than the spoken English skills of same-age hearing peers. B) With parents who are deaf develop ASL skills at a similar rate as the spoken English skills of same-age hearing peers. C) With parents who are deaf develop ASL skills at a slower rate than the spoken English skills of same-age hearing peers. D) With parents who are hearing develop ASL skills at a similar rate as the spoken English skills of same-age hearing peers. Answer: B 3 Copyright © 2018 Pearson Education, Inc.

18) An audiologist looks at qualitative attributes such as bilateral versus unilateral hearing loss, high-frequency versus low-frequency hearing loss, and flat versus sloping and stable versus fluctuating hearing loss to determine the: A) Degree of hearing loss. B) Type of hearing loss. C) Nature of hearing loss. D) Configuration of hearing loss. Answer: D 19) A comprehensive program for promoting emotional and social competencies and reducing aggression and behavior problems in elementary school-age children is: A) SOCCS. B) KEYS. C) PATHS. D) GOALS. Answer: C 20) When an infant is identified with a hearing loss: A) The child cannot receive services until the age of 3. B) Early childhood services may begin immediately. C) Parents must be eligible for services before early intervention can begin. D) None of the above. Answer: B 21) Which of the following is an example of a formal support? A) Coordinating the child's multidisciplinary team B) Talking to the family's minister C) Developing a friendship with the family D) Tutoring the student free of charge Answer: A 22) In a general education setting with supplementary instruction: A) Students receive the majority of instruction one on one. B) Students are monitored by a teacher of deaf and hard of hearing students. C) Students receive the majority of instruction by a regular education teacher. D) Students are monitored by a paraprofessional. Answer: C 23) What percent of students who are deaf or hard of hearing attend a special school that serves only students with significant hearing loss? A) 5% B) 25% C) 40% D) 12% Answer: D 4 Copyright © 2018 Pearson Education, Inc.

24) One approach that helps to develop students' concepts and vocabulary is the use of pre- and postteaching activities to supplement daily lessons and help make the content accessible. Each of the following is an example of a postteaching activity EXCEPT: A) Establish the knowledge base needed to understand new information. B) Review key concepts. C) Clarify misconceptions. D) Expand students' knowledge of the content. Answer: A 25) Visual representations of knowledge include each of the following EXCEPT: A) Semantic maps . B) Graphic organizers. C) Social stories. D) Story maps. Answer: C 26) Early intervention services for families of children who are deaf or hard of hearing should include: A) Emotional support. B) Sign language lessons. C) Listening and speech training. D) All of the above. Answer: D 27) Each of the following is a factor that contributed to their child's success, according to parents, EXCEPT: A) Skilled and caring professionals. B) Parental education level. C) Involvement in extracurricular activities. D) Placing value on reading. Answer: B 28) Research reports that children identified with congenital hearing loss prior to what age will acquire age-appropriate language skills by 36 months? A) 3 months B) 6 months C) 12 months D) 16 months Answer: B

29) Eric was born deaf. His parents adamantly opposed the use of American Sign Language. They chose an option that used an electronic device that directly stimulates the hearing nerve. This device is called a/an: A) Cochlear implant. B) Hearing aid. C) Otoacoustic emission. D) Auditory brainstem response. Answer: A 30) Currently, how many states and territories in the United States have Early Hearing Detection and Intervention laws or voluntary compliance regarding screening the hearing of newborns? A) The majority B) A minority C) Most D) All Answer: D 11.2 Praxis Style Questions 1) Keshaun is a student whose hearing is impaired. His speech is difficult to understand but he knows sign language. Other students are uncomfortable communicating with him, which limits Keshaun's participation in group activities and social situations. How can you encourage peer interaction for Keshaun? A) Arrange instruction for peers to learn some sign language. B) Tell the peers that Keshaun has a problem but they must communicate with him. C) Arrange for speech therapy for Keshaun. D) Force Keshaun to practice speech during group activities and social situations. Answer: A 2) Chelsea, a student with a mild hearing loss, often has difficulty following the teacher's directions in class, particularly when the teacher is doing work at the whiteboard. Which of the following suggestions would be a most appropriate first step for the teacher to try to improve Chelsea's behavior? A) Repeat all directions directly into Chelsea's ear. B) Do not give directions when facing the board. C) Provide an interpreter for Chelsea. D) Have another student write down all assignments for Chelsea. Answer: B

3) Sheila is a student who is deaf in your class who has a sign language interpreter to help her during class instruction. At times, Sheila does not understand what is happening in the class because she misses contributions of her peers. What can you do to help Sheila fully participate in class? A) Tell her to ask her interpreter what was said. B) Tell the interpreter it's her job to keep Sheila on-task. C) Ensure that the peers face Sheila when talking and raise their hand to give Sheila a visual cue. D) Seat Sheila in the back of the classroom so she can see when others are talking. Answer: C 11.3 Fill in the Blank Questions 1) Hearing loss is measured in ________, a measure of the intensity or loudness of sound. Answer: decibels 2) One way that a hearing loss may alter an individual's development concerns the reduction in quantity and quality of ________ and ________ experiences. Answer: direct, vicarious (indirect) 3) ________ is a computer-aided, speech-to-print transcription system developed as a classroom support service for students who are deaf or hard of hearing in general education classrooms. Answer: C-print 4) Bruner, Oliver, and Greenfield (1966) suggested that humans represent the experience of the world through three modes: ________, ________, and ________. Answer: symbolic, iconic, enactive 5) In the past decade, a variety of residential schools and charter schools have adopted a ________ approach to educating students who are deaf or hard of hearing; meaning that ASL is the primary language of instruction and that English is taught as a second language through reading and writing print. Answer: bilingual-bicultural (Bi-Bi) 11.4 Short Answer Questions 1) What are the factors mentioned in this text that define Deaf culture? Answer: Factors include being deaf; using American Sign Language (ASL) as a primary means of communication; attending a residential school for the deaf; and the fundamental belief that deafness is not a disability, but is an identity with its own rich history, traditions, and language 2) What are the three basic types of hearing loss? Briefly describe each. Answer: Conductive hearing loss: occurs when a problem of the outer or middle ear prevents sound from being conducted to the inner ear. Sensorineural hearing loss: caused by a problem in the inner ear or along the nerve pathway to the brain stem. Mixed hearing loss: involves both a conductive and a sensorineural loss.

3) How does a student's hearing loss or deafness affect his or her cognitive abilities? Answer: A hearing loss in and of itself imposes no limitation on the cognitive capabilities of an individual. 4) Briefly describe strategies that help establish a visually rich learning environment for students who are deaf or hard of hearing. Answer: Professionals in these environments use (a) sign, finger-spelling, and speech reading; (b) equipment such as interactive whiteboards, document cameras, bulletin boards, computers, and televisions; and (c) materials including pictures, illustrations, artifacts, computer graphics, and films with captions. Visual teaching strategies can be more permanent and can be used to help students focus on important information, see how concepts are connected, and integrate prior knowledge with new knowledge. 5) What is the purpose of universal newborn hearing screening, and what has been the effect of increased use of the technique? Answer: Children identified with congenital hearing loss prior to six months of age acquire ageappropriate language skills by thirty-six months of age. Hospitals and agencies use two simple, inexpensive tests to screen babies for hearing loss. Thus, approximately 95 percent of infants born in the United States had their hearing screened before being discharged from the hospital. 11.5 Essay Questions 1) Describe 4 different ways that hearing loss may be categorized. Answer: Hearing loss may be described or categorized according to: a) Whether it occurs before or after birth. A loss that is present at birth is referred to as a congenital hearing loss. One that develops after birth is referred to as an acquired, or adventitious, hearing loss. b) Whether it occurs prior to speech and language development (prelingual) or after speech and language have developed (postlingual) c) By the type of hearing loss (whether it is conductive, sensorineural, or mixed) d) By the degree of hearing loss 2) Describe the impact of hearing loss on academic skills. Answer: Development may be affected in two specific ways: (a) in communication, which in turn influences many other areas of development; and (b) in experiential learning. Parents who are deaf or hard of hearing themselves often can communicate with their children sooner and with greater facility than hearing parents, so those children develop ASL skills at a similar rate as the spoken English skills of same-age hearing peers. However, parents who are hearing may have difficulty communicating, and their children may be more likely to experience problems developing emotional bonds (resulting from communication) and acquiring language.

3) Describe the two specific ways that a hearing loss may alter a student's development. Answer: Language: Even though children who are deaf or hard of hearing have the same cognitive ability to learn language as their hearing peers, to achieve their linguistic potential they need to interact with adults and other children who consistently talk and/or sign with them. A clear relationship exists between children's progress in language learning and the amount of conversation they have with sophisticated language users. Reading: Reading is a complex skill that challenges most students with a hearing loss, primarily because of the communication and language development connection. Acquisition of a first language and ongoing language development throughout early childhood and elementary school are necessary for individuals to become skilled readers, and many students who are deaf or hard of hearing are learning to read while they are learning to communicate and use language, so difficulties result. Many children with a hearing loss do not have books read to them by adults, which has been determined to be an essential component in literacy development. Writing: problems faced by these students in mastering written English are even more formidable than those they encounter in developing reading skills because it is highly dependent on a primary language system, such as speech or sign, as a foundation. students who are deaf or hard of hearing achieve at a higher grade level in mathematics than in reading or writing, although their achievement level generally still is problematic. 4) How and why might hearing parents and deaf parents differ in reaction to the news that their newborn is deaf? Answer: When hearing parents learn that their child has a hearing loss, they usually experience a range of reactions and emotions and face a variety of challenges, including; understanding the impact of a hearing loss, finding appropriate services and support, and developing communication strategies. Parents also must deal with the reactions of family and friends. They must choose to use an oral approach, a sign language system based on the English language, or American Sign Language to communicate with their child, and they must make significant changes in how they interact with her. Many parents who are deaf or hard of hearing themselves and involved in the Deaf community would prefer a child who is deaf or hard of hearing because, like most parents, parents who are deaf look forward to having a child who is like themselves. They will all share the same mode of communication and will be able to communicate with their child immediately, and the child can access incidental interactions that occur among family members because ASL is being used around them.

5) What are the pros and cons of cochlear implants? Answer: Positive outcomes are predicted for individuals who are implanted early, have an intact cochlea, do not have additional disabilities, attend an educational program that promotes auditory oral/verbal development, and have a family actively involved in promoting their listening and communication skills. Some individuals who strongly identify with Deaf culture view having a cochlear implant as an intrusive and inappropriate intervention for people who are deaf or hard of hearing. They point out that the very nature of the cochlear implant implies that deafness is a condition that needs to be "cured," a view strongly opposed by Deaf individuals. They also point out that the use of cochlear implants may threaten Deaf culture, as parents who encourage their children to have an implant will, in effect, be excluding them from that culture. Individuals who take a moderate view note that this is not an "either-or" matter—that individuals with cochlear implants may still identify with and participate in Deaf culture. Some individuals have contracted bacterial meningitis after the surgery, and a few individuals have lost what remaining hearing they had. Despite the risks, many children are currently being implanted, and more will continue to be implanted in the future because the research indicates that early implantation reduces or prevents the language and speech delays that often exist for children with severe to profound hearing losses.

Special Education: Contemporary Perspectives, 5e (Friend) Chapter 12 Students with Visual Impairments 12.1 Multiple Choice Questions 1) The raised dot-based system of reading and writing is known as: A) Braille. B) Fingerspelling. C) Sign language. D) Speed reading. Answer: A 2) A disease that can occur in premature babies that causes severe visual impairments or blindness is called: A) Retinal detachment of prematurity. B) Retinal degeneration of prematurity. C) Retinopathy of prematurity. D) None of the above. Answer: C 3) There was a dramatic increase in the number of students with visual impairments who had additional disabilities in 1964-1965 as a result of the: A) Rubella epidemic. B) Measles epidemic. C) Typhoid epidemic. D) Tetanus epidemic. Answer: A 4) Clinical definitions of blindness are based on measures of visual acuity and: A) Whether it is congenital. B) Visual field. C) Structural abnormalities. D) Whether it is adventitious. Answer: B 5) A condition that commonly occurs in older individuals in which the lens of the eye becomes cloudy and cannot transmit light rays properly to the retina is known as: A) Glaucoma. B) Cataract. C) Aniridia. D) Strabismus. Answer: B

6) Visual impairment directly influences development and learning in each of the following areas EXCEPT: A) Range and variety of experiences. B) Ability to move around. C) Interactive with environment. D) Cognitive ability. Answer: D 7) Students with vision loss have difficulty distinguishing the fine details of letters and words because of problems with: A) Uveal tract. B) Visual field. C) Acuity. D) Visual efficacy Answer: C 8) In addition to the 26 letters of the alphabet and the various punctuation marks, this form of braille also includes contractions and short-form words: A) Alphabetic braille. B) Literary braille. C) Nemeth code. D) Grade 1 braille. Answer: B 9) Individuals who work with young children to assure that they have a wide range of experiences and develop perceptual and hand movement skills needed for braille reading are: A) Community volunteers. B) Orientation and mobility specialists. C) Vision impairment specialists. D) Paraprofessionals. Answer: C 10) Desmond is a middle school student who has a visual impairment. He is learning keyboarding skills to email his peers. This is an example of: A) Media assessment. B) Expanded core curriculum. C) Mobility skills. D) Access technologies. Answer: D 11) A physician specializing in the eye is a/an: A) Ophthalmologist. B) Optometrist. C) VI specialist. D) Pediatrician. Answer: A 2 Copyright © 2018 Pearson Education, Inc.

12) This assessment examines a student's overall approach to using sensory information for learning (i.e., visual, tactile, and auditory) and identifies the kinds of materials (e.g., braille, large type, or regular type with low-vision devices) that a student needs in school: A) Learning media assessment. B) Functional vision assessment. C) Educational environment assessment. D) Clinical low-vision assessment. Answer: A 13) Home-based programs are most commonly used for which age level of students with visual impairments? A) Middle B) Elementary C) Preschool D) Infants and toddlers Answer: D 14) Center-based programs are most commonly used for which age level of students with visual impairments? A) Middle B) Elementary C) Preschool D) Infants and toddlers Answer: C 15) Center-based programs focus on direct and consistent teaching of specific developmental skills such as: A) Reading, writing, and language. B) Gross motor, reading, and math. C) Fine motor, gross motor, and language. D) Fine motor, language, and reading. Answer: C 16) The most widely used option for delivering services to students with visual impairment is the: A) Consultant model. B) Resource room model. C) Home-based model. D) Itinerant model. Answer: D

17) Each of the following is a new option that specialized schools are offering for students with visual impairments to best meet those students' needs EXCEPT: A) Short-term placements. B) Summer programs. C) Technology skills programs. D) Residual sight training. Answer: D 18) What level of unemployment do adults with visual impairments experience? A) 25% B) 60% C) 50% D) 10% Answer: B 19) To determine if an inclusive setting is the least restrictive environment for a student with a visual impairment, what must be considered? A) Functional assessment B) Clinical assessment C) Individual needs D) Intellectual ability Answer: C 20) For students with visual impairments, consideration for the transition to adulthood must begin: A) In preschool. B) In elementary school. C) In middle school. D) In high school. Answer: A 21) The most appropriate educational service delivery model for students with visual impairments to receive who require few direct services is the: A) Consultant model. B) Itinerant model. C) Resource model. D) Specialized school. Answer: A 22) Compensatory skills, social interaction skills, and career education are all examples of: A) Core curriculum. B) Expanded core curriculum. C) Visual impairment curriculum. D) None of the above. Answer: B

23) Each of the following is a principle of special methods EXCEPT: A) Need for concrete experiences. B) Need for unifying experiences. C) Need for learning by doing. D) Need for mobility training. Answer: D 24) Developing study units in which connections among academic subjects and real-life experiences can be enhanced, such as studying community workers in social studies by visiting those workers in their workplaces, is an example of: A) Concrete experiences. B) Unifying experiences. C) Learning by doing. D) Mobility training. Answer: B 25) Although not a part of IDEA, this document is like a post-school transition plan for students with a visual impairment. What is the name of this document? A) Individualized written rehabilitation plan B) Individualized plan for employment C) Individualized work resource plan D) Individualized employment rehabilitation plan Answer: B 26) Which of the following is generally TRUE of parents of children with visual impairments? A) Most parents support having their child in a resource setting. B) Most parents support having their child home-schooled. C) Most parents are supportive of inclusive practices. D) Most parents support having their child in a specialized school. Answer: C 27) Actively helping their child, reading information, discussions with professionals, enjoying recreation and leisure activities, and praying are examples of: A) Strategies and supports that assisted parents in coping with concerns. B) Concerns and situations that caused stress. C) Impact of the child's disability on family and changes over time. D) Effects of having a sibling with a disability. Answer: A 28) Two of the most important issues facing the field of visual impairment are: A) Assistive technology funding and personnel shortages. B) Funding and personnel shortages. C) Personnel shortages and limited continuum of placement options. D) Limited placement options and assistive technology funding. Answer: C

29) The recommended caseload for teachers providing services to students with visual impairments is an 8:1 student-teacher ratio; however, the average caseload is actually: A) 22. B) 12. C) 32. D) 42. Answer: A 30) Each of the following plans has been implemented to address the current teacher shortage EXCEPT: A) Web-based instruction. B) Interactive TV. C) Development of innovative programs. D) Alternative certification. Answer: D 12.2 Praxis Style Questions 1) Jessica is a student with visual impairments. She doesn't say hello to peers in hallways or acknowledge peers' presence when entering the room. How can you help Jessica with her social interaction and greetings to peers? A) Teach peers to say both her name and their own in greeting. B) Tell Jessica she appears unfriendly and needs to speak to her friends. C) Have a conference with Jessica's parents to discuss Jessica's aloofness. D) Tell Jessica's peers to ignore her until she speaks to them. Answer: A 2) Sherry is functionally blind and seems uninterested during class demonstrations or teacherdirected activities. What can you do to help Sherry become an active member of the class? A) Ignore her inattentive behavior. B) Seat Sherry in the front of the room. C) Provide large print or braille materials for Sherry. D) Develop a behavior plan for Sherry. Answer: C 3) Marcus is a student with visual impairment who seems to choose to play or walk alone when on the playground. How can you encourage Marcus to play with others? A) Require Marcus to join a group to play at recess. B) Set up games or other activities that Marcus can play with his peers. C) Leave Marcus alone, if he chooses to be alone he must be happy. D) Seek help from the school counselor. Answer: B

12.3 Fill in the Blank Questions 1) In the latter half of the twentieth century, research indicated that using ________ could improve visual efficiency. Answer: residual vision 2) The cornea, the transparent structure that both protects and has a major role in the process of bending the light rays entering the eye—a process called ________. Answer: refraction 3) About ________ the students with visual impairments who do not have additional disabilities develop reading and other academic skills commensurate with their peers with typical vision. Answer: half 4) A ________ involves deciding whether the student could benefit from optical devices, nonoptical devices, or other adaptations. Answer: clinical low-vision evaluation 5) In many cases, services in suburban and rural areas are limited to ________ or ________ teaching in local school programs or specialized schools. Answer: consultant, itinerant 12.4 Short Answer Questions 1) Samuel Gridley Howe led the New England Asylum for the Blind in Massachusetts. What were the three guiding principles Howe believed his educational program should follow? Answer: Howe's guiding principles were attention to each student's individual needs, curriculum similar to that for sighted students, and the expectation that students would be integrated into their communities. 2) What are access technologies and what are they used for? Answer: Access technologies are high- and low-tech options to help students' access computers and other sources of information. They include keyboarding skills, and skills to use speech output devices and screen enlargement programs on the computer. 3) What is the difference between an ophthalmologist and an optometrist? Answer: An ophthalmologist is a physician specializing in the eye, while an optometrist is a professional trained to identify eye problems and to prescribe corrective lenses. 4) Which model of providing services (consultant, itinerant, or resource) is the most widely used option for delivering services to students with visual impairments? What is the role of the teacher in this model and for what type of students is the model most appropriate? Answer: The itinerant teacher model is the most widely used. Students attend their local schools, and general education teachers provide most of the instruction. A TVI travels from school to school to provide specialized instructional programs. This model works well for students who have mild to moderate needs for instruction in specialized skills and generally are independent in the classroom. 7 Copyright © 2018 Pearson Education, Inc.

5) What is the expanded core curriculum? Answer: Discussion should include a description of the expanded core curriculum, which includes compensatory skills, social interaction skills, and career education skills. 12.5 Essay Questions 1) Summarize the development of the visual impairment field (1800s to today). Answer: The history of educational services for people with visual impairments begins in the 1800s with the invention of braille, the system of reading by using raised dots invented by Louis Braille. Howe helped establish the first residential school for students who were blind, but he publicly opposed the segregation of these students and advocated for public day school education for them (1832). In 1900, the first part-time class for students with visual impairments was established in a public school, specifically for students with low vision who were not blind; the intent was to rely on oral instruction as a means of saving their residual sight, an approach referred to as sight saving. A dramatic increase in babies born with retinopathy of prematurity in the 1950s and affected by the rubella epidemic in the 1960s contributed to giving parents the impetus and support they needed to advocate for establishing programs for these students in their local schools, and this created a revolution in their education. 2) What is the role of the vision impairment (VI) specialist in the assessment and eligibility process? Describe the three assessments used to complete a comprehensive evaluation in identifying an individual with visual impairments. Answer: VI specialist often serves as the coordinator of the assessment team and plays a central role in interpreting the student's needs and planning the student's education. The VI specialist can help other team members know what accommodations are needed so that the assessment is accurate. Functional vision assessment: designed to directly evaluate the student's efficiency in using her vision. Clinical low-vision assessment: involves deciding whether the student could benefit from optical devices, nonoptical devices, or other adaptations. Learning media assessment: examines a student's overall approach to using sensory information for learning (i.e., visual, tactile, and auditory) and identifies the kinds of literacy media (e.g., braille, large type, or regular type with low-vision devices) that a student needs in school.

3) How does the VI help implement inclusive practices for students with vision impairment (describe at least 4 techniques)? Answer: If participation in a general classroom setting is deemed most appropriate, the TVI works collaboratively with the educational team to accomplish the following: 1. Ensure that all educational materials are provided in appropriate media (e.g., large print, regular print with use of optical devices, braille, recordings), new technologies are making it relatively easy for educators some of these tasks themselves, sometimes more quickly than they could be completed by the VI specialist (Farnsworth & Luckner, 2008) 2. Ensure that the student is instructed in the use of appropriate devices and technology and that these devices are available in the learning environment 3. Provide specialized instruction related to compensating for the visual impairment 4. Recommend seating requirements and other environmental modifications (e.g., lighting control, glare reduction, reading boards) 5. Ensure that teachers and other professionals who provide direct instruction understand the unique needs of students with visual impairments 6. Recommend modifications, if appropriate, in assignments or testing procedures 7. Collaborate with members of the educational team on methods and techniques for including students with visual impairments in routine learning experiences 8. Provide opportunities for students without disabilities to better understand visual impairment 4) Describe the two sets of curricular needs of students with visual impairment, and the challenge VI specialists have with this. Answer: Students with vision impairments have two sets of curricular needs. First, they must access the existing core curriculum, as required of all students and including language arts, math, and science. This includes reaching the high standards mandated in current federal education legislation. Second, they must access the expanded core curriculum that uniquely addresses visual impairment—for example, compensatory skills, social interaction skills, and career education skills. VI specialists, especially those who provide support and instruction to students in inclusive settings, struggle over the dilemma of what to teach in the limited amount of time available. The pressing demands of the day may force the teacher to focus on tutoring or other activities related to maintaining progress in the general classroom, but direct teaching of the disability-specific skills of the expanded core curriculum is essential for success in school and adult life. 5) What is the issue facing professionals who teach students with visual impairments in suburban and rural areas? What are the implications of this issue for both students and professionals? Answer: Although best educational practices, federal law, and federal policy uphold the need for multiple options based on student needs, such placements tend to exist only in large cities and metropolitan areas. In many cases, services in suburban and rural areas are limited to consultant or itinerant teaching in local school programs or specialized schools. These options do not benefit students who require support throughout the day, such as that provided by resource classes. In some communities, the only viable option is to seek placement in a residential specialized school. In some cases, school districts have hired paraeducators to provide ongoing services when a TVI is not available. However, these personnel often are not qualified to teach students and may even hamper students' progress toward independence. The shortage of teachers makes this problem worse. 9 Copyright © 2018 Pearson Education, Inc.

Special Education: Contemporary Perspectives, 5e (Friend) Chapter 13 Students with Physical and Health Disabilities 13.1 Multiple Choice Questions 1) Nina is a middle school student with severe, chronic asthma. To attend school, she must receive breathing treatments up to four times a day. What court case paved the way for Nina to receive these services at school at no expense to her parents? A) Brown v. Board of Education of Topeka, Kansas B) Irving Independent School District v. Tatro C) Richardson v. Thomas H. D) Wall v. Wiley School District Answer: B 2) Melanie was born with cerebral palsy. This is an example of a/an: A) Episodic disability. B) Acquired disability. C) Degenerative disability. D) Congenital disability. Answer: D 3) After John's stroke, he could only move the limbs on the right side of his body. This could be referred to as: A) Monoplegia. B) Paraplegia. C) Hemiplegia. D) Diplegia. Answer: C 4) Which of the following physical disabilities is considered neurological? A) Traumatic brain injury B) Muscular dystrophy C) Juvenile rheumatoid arthritis D) Cerebral palsy Answer: D 5) Myelomeningocele is the technical name for a severe form of: A) Spina bifida. B) Cerebral palsy. C) Spinal cord injury. D) Rheumatoid arthritis. Answer: A

6) The population at greatest risk of spinal cord injury has changed from an average age of 19 to: A) 42. B) 12. C) 35. D) 28. Answer: A 7) Which of the following musculoskeletal conditions occurs almost always in boys? A) Spina bifida B) Muscular dystrophy C) Duchenne muscular dystrophy D) Rheumatoid arthritis Answer: C 8) Which disability category was added to IDEA in 1990? A) Juvenile rheumatoid diabetes B) Epilepsy C) Cancer D) Traumatic brain injury Answer: D 9) Closed head injuries and open head injuries are types of: A) Cerebral palsy. B) Traumatic brain injury. C) Spinal cord injury. D) Muscular dystrophy. Answer: B 10) Which of the following is the most common cause of disability and death among children in the United States? A) Asthma B) Peanut allergy C) Traumatic brain injury D) Cancer Answer: C 11) The category of other health impairments includes each of the following EXCEPT: A) Leukemia. B) Attention deficit disorder. C) Diplegia. D) Asthma. Answer: C

12) The most common chronic disease of children is: A) Asthma. B) Juvenile diabetes. C) Rheumatoid arthritis. D) Epilepsy. Answer: A 13) Another name for epilepsy is: A) Nervous system disorder. B) Seizure disorder. C) Seizure handicap. D) Nervous system impairment. Answer: B 14) Which of the following is TRUE regarding students with HIV and AIDS? A) All school professionals should use universal precautions in addressing illness and injury. B) Parents must inform the school of their child's HIV or AIDS status. C) Only a school nurse should address illness and injury among students with HIV or AIDS. D) Students must wear a medical alert bracelet while at school. Answer: A 15) One in every 365 African American newborns is affected by: A) Type I diabetes. B) Asthma. C) HIV. D) Sickle cell anemia. Answer: D 16) Type I or juvenile diabetes is usually diagnosed during which time period? A) Middle school/adolescence B) Before age 3 C) Elementary school D) After age 16 Answer: A 17) Type II diabetes, which is preventable, has increased by how much among children over the past 30 years? A) 2 times B) 3 times C) 4 times D) 5 times Answer: C

18) The likelihood that intellectual ability and academic achievement will be affected in individuals with physical and medical disabilities depends on: A) The type of disability. B) The time of onset and the treatment. C) The nature and severity of the disabilities. D) None of the above. Answer: C 19) Which is an emotional characteristic of students with physical and health disabilities? A) Poor self-esteem B) Anger C) Anorexia D) Bulimia Answer: A 20) The most critical element of students' social relationships is: A) Taking classes to learn how to engage in social interactions. B) Having access to social interactions. C) Having the permission of parents to engage in social relationships. D) Choosing the appropriate friends to socialize with. Answer: B 21) Each of the following is typically determined by a blood test EXCEPT: A) Sickle cell disease. B) Juvenile diabetes. C) Epilepsy. D) HIV or AIDS. Answer: C 22) Approximately what percent of students with physical disabilities, health impairments, or traumatic brain injury are placed in the general education classroom? A) More than 60 percent B) About 50 percent C) Less than 40 percent D) Almost 15 percent Answer: B 23) Students with significant physical disabilities often are educated in: A) Separate classes or schools. B) Resource classrooms. C) Inclusive classrooms. D) General education classrooms. Answer: A

24) Each of the following is a typical concern regarding the inclusion of students with serious physical or health impairments EXCEPT: A) Problems with their stamina. B) The need for surgeries and other hospital procedures. C) Their susceptibility to illness. D) The likelihood they are contagious. Answer: D 25) Which is an example of students with physical disabilities accessing education? A) Posture B) Mobility C) Communication D) All of the above Answer: D 26) Braces and similar devices that stabilize individuals' legs so that they can walk are collectively called: A) Prostheses. B) Orthoses . C) Mobility equipment. D) Artificial support. Answer: B 27) Curriculum overlapping is an example of: A) An aid for mobility. B) An aid for communication. C) An aid for learning. D) A related service. Answer: C 28) Which statement would most likely be offered as advice from a school professional to parents of a child with physical disabilities? A) Parents should not question medical personnel. B) Parents should develop a pessimistic view of their children's futures. C) Parents should be familiar with helpful materials related to their child's disabilities. D) Parents should have minimal involvement with other parents and neighbors. Answer: C 29) Which of the following are among the six domains special education teachers should be knowledgeable about? A) Physical and health monitoring, adapted assessment, and specialized instruction B) Adapted assessment, specialized instruction, and behavior management C) Specialized instruction, physical and health monitoring, and generalized instruction D) Physical and health monitoring, adapted assessment, and standardized testing Answer: A

30) Two groups that have limited access to technology are: A) Children who live in rural areas and children who live in poverty. B) Children who live in poverty and urban areas. C) Children who are from minority populations and urban areas. D) Children who are from minority populations and rural areas. Answer: A 13.2 Praxis Style Questions 1) Mark is a student with spastic cerebral palsy. He is above grade level academically, but due to his physical problems he becomes very anxious when he is not able to complete assignments at the same speed as his classmates. How can you help Mark decrease his anxiety and complete assignments in a timelier manner? A) Develop a plan that incorporates the use of technology. B) Lessen the amount of work Mark must complete. C) Have him dictate his responses to you so you can write for him. D) Exempt Mark from assignments that are too rigorous for him. Answer: A 2) Janice is a student with spina bifida who uses a wheelchair. She is being added to your classroom as a new student. What is one of the most important considerations before Janice comes to your classroom? A) How will her classmates accept her? B) How will you grade Janice? C) Is the classroom accessible to Janice and her wheelchair? D) What is Janice's academic level? Answer: C 3) Cindy is a student with traumatic brain injury. She becomes confused about expectations for assignments. Your best course of action to help Cindy is to do which of the following? A) Have Cindy repeat the instructions three times. B) Use rubrics to delineate the expectations for assignments. C) Ask Cindy's parents to buy a planner so she can keep track of her work. D) Have Cindy stay with you at recess or after school to go over assignments. Answer: B 13.3 Fill in the Blank Questions 1) ________is a procedure that needs to be done every 3 or 4 hours to help a student relieve her bladder. Answer: Clean intermittent catheterization 2) Approximately ________percent of all spinal cord injuries happen to males. Answer: 80

3) Prior to the early 1960s, the survival rate for some forms of pediatric cancer, including leukemia, was 0%; in the twenty-first century, the survival rate has climbed to ________ percent. Answer: over 70% 4) The options for achieving independence in adulthood have been enhanced tremendously by ________. Answer: technology 5) In the ________, students participate in the same activities as typical classmates, but their goals are somewhat different. Answer: curriculum overlapping approach 13.4 Short Answer Questions 1) What was the significance of the outcome of the court case Irving Independent School District v. Tatro? Answer: The U.S. Supreme Court ruled that clean intermittent catheterization is a related service that can be performed by a school nurse or anyone else who has received training in this procedure. The case made it clear that students with physical and health disabilities have as much right to access education as other students, even if their needs require professionals to offer highly specialized services. 2) Why does such a large range exist in the cognitive and academic abilities of students with physical disabilities? Answer: Student's abilities in this domain often are related to the nature of their disorders, the severity of the disorders, and the effect of treatment on their disorders. 3) How can educators facilitate students' social relationships? Answer: These professionals may need to create opportunities for students to interact in meaningful and positive ways, to use student grouping and cooperative class activities for this purpose, and to model for students how to interact appropriately. 4) As students with physical and health disabilities transition from school to post-school options, what decisions must be considered by the individual and his or her family? Answer: They must consider whether postsecondary education is the best option, address practical matters such as transportation and living arrangements, and think about career choices. They also must think about and access all the agencies that might provide support in adulthood and all the professionals who should be part of the transition-planning process for these students. 5) What are the six domains that special education teachers are expected to have knowledge of to become better prepared to serve students with physical and health disabilities? Answer: The six domains special education teachers are expected to be knowledgeable of are: (a) physical and health monitoring, (b) adapted assessment, (c) modifications and assistive technology, (d) specialized instruction, (e) disability-specific curricula, and (f) ensuring an affective and learning environment.

13.5 Essay Questions 1) How did the awareness of the educational needs of children with physical disabilities emerge and how did this change the educational options for students with physical disabilities? Answer: Even into the nineteenth century options for assistance were very limited, and the most common recommendation to parents of children with these disabilities was institutionalization. Early in the twentieth century, the needs of war veterans forced increasing attention on people with physical and health disabilities, and this attention contributed to a gradual increase in concerns about children. Eventually, with the legal cases of the late 1960s and 1970s and the passage of IDEA, these children claimed their rights along with other children with disabilities. 2) How do students with physical and health disabilities at the elementary and secondary level receive their services? Explain the factors that the multidisciplinary team must consider in making placement decisions. Answer: The general education setting is preferred, and so a primary concern is how students' needs—including the academic, physical, and behavioral domains—can be supported to ensure students' success. Many students still spend a significant amount of time in special education classrooms, in residential facilities, and at home or in hospitals. Some students with physical and health disabilities receive services in a resource room or separate setting for part of the school day, usually because the nature of their needs requires it. In some communities, students with significant physical disabilities are educated in separate classes or separate schools. Often these are students with significant intellectual disabilities as well as physical disabilities. The team must address the same questions as for other students with disabilities: What are the goals and objectives for the student within the context of the curriculum that all students follow? To what extent can appropriate supports and services be provided in the general education setting to ensure that the student progresses on IEP goals and objectives? Do any of the student's needs make education in the general education setting inappropriate? One other factor to consider in making a placement decision is student voice. 3) Students with physical and health disabilities have special needs in terms of access to education. What types of accommodations may be necessary? Answer: Part of this accessibility is related to physical accessibility—wheelchair ramps, elevators, wide doorways—but this type of access generally is straightforward. The access that is more challenging to accomplish, but critical, is access to instruction. Sometimes these students need to be physically moved into the positions that are recommended for them. Some children may have IEPs calling for instruction in mobility skills, and some students require assistance to communicate with their teachers and peers. Whether students with physical and health disabilities learn easily or struggle, they may need special consideration related to schoolwork. Another type of access to instruction may relate to assistive technology. Some students may need materials to be adapted so that they can be used. Access to education for some students relates to procedures that enable them to attend school, and that might be related services provided by paraprofessionals and others (e.g., tube feeding, therapists).

4) What are three ways professionals can help families of children with physical and health disabilities cope? Answer: Lee and Guck (2000) offer extensive advice to professionals working with the families of children with physical and health disabilities. Among their suggestions are these: • Help parents to develop an optimistic but realistic view of their child's illness. • Encourage parents to maintain involvement with relatives and neighbors as well as immediate family. • Help parents to ask questions of and continue communication with medical personnel. • Know helpful materials that parents can access related to their child's condition. • Ensure that the child's return to school is based on a comprehensive plan that is closely monitored. 5) How does the mandate to use assistive technology under IDEA present ethical dilemmas for teachers? Why are children in rural areas and children from economically challenged homes at a disadvantage? Answer: Technology of all sorts—including the examples in this chapter and the high- and lowtechnology examples from other chapters—significantly enhances the lives of individuals with physical and health disabilities. However, most professionals believe that many students and adults lack access to all the technologies they need. Students who live in rural areas may have less access to computers, few options for transportation, an increased likelihood of being served by personnel who are not fully qualified, and more barriers for mobility. Students who live in poverty may encounter many similar barriers, and they may not even be aware of some of the technology options that exist. IDEA may fund a communication board that a student uses at school but not fund a similar device for home. In some communities, extraordinary justification is required before technology can be accessed because, even if mandated by law, it takes resources from other programs and services. When technology involves an item that is tailored to a student's needs, consideration must be given to replacement cost when the item no longer fits, and money must be set aside for repairs.

Special Education: Contemporary Perspectives, 5e (Friend) Chapter 14 Students with Severe and Multiple Disabilities 14.1 Multiple Choice Questions 1) The National Society for Crippled Children (now Easter Seals) was established in: A) 1971. B) 1919. C) 1819. D) 1951. Answer: B 2) TASH was formerly known as: A) American Association for the Education of the Severely and Profoundly Handicapped. B) American Association for the Education of the Multiple Handicapped. C) American Association for the Education of Severely Impaired Individuals. D) None of the above. Answer: A 3) Although no single category exists in IDEA that is labeled severe and multiple disabilities, each of the following conditions are included in IDEA and typically grouped under this heading EXCEPT students: A) With severe and profound intellectual disabilities. B) Who are both deaf and blind. C) Who have multiple disabilities. D) With traumatic brain injuries. Answer: D 4) Approximately what percentage of students has severe and multiple disabilities? A) 25 percent B) 10 percent C) 5 percent D) 1 percent Answer: D 5) The severity and complexity of severe and multiple disabilities varies depending on each of the following EXCEPT: A) The genetic abnormality. B) The age of onset. C) Amount of actual damage done to the brain. D) Cultural and physical environments in which the child is raised. Answer: B

6) Students with severe and multiple disabilities typically score in which range on standardized IQ tests? A) 70 to 85 B) 50 to 60 C) 25 to 40 D) 85 to 100 Answer: C 7) To help students generalize information or skills, teachers must: A) Teach a specific skill in a direct and systematic way by breaking it into very small steps as part of meaningful activities. B) Prompt students; that is, provide assistance to them using words, demonstrations, and even physical guiding. C) Immediately reward correct responses. D) Teach across as many settings, tasks, and people as possible so that the students can use what they learn in any appropriate situation. Answer: D 8) Paraprofessionals MAY do each of the following EXCEPT: A) Lead small group instruction that includes both students with significant disabilities and typical peers. B) Implement behavior interventions as directed by the teacher. C) Decide whether a specific behavior intervention is working and whether to continue it. D) Move the student from pace to place. Answer: C 9) Paraeducators should NOT do any of the following EXCEPT: A) Record student learning and behavior as directed by the teacher. B) Provide initial instruction or primary instruction to the student, including finding new ideas and trying them out. C) Communicate with parents to discuss a student's problem behaviors or instructional challenges. D) Help the student when a peer could provide the assistance or the student could complete the task independently. Answer: A 10) Each of the following is TRUE of Augmentative Communication Devices EXCEPT: A) ACDs can range from highly technological to very light- or low-tech accommodations such as picture boards and books. B) These devices can be developed to meet the unique needs of students, providing graphic symbols, voice output, or written display as needed. C) ACDs are often difficult to use, depict a visual symbol, and offer a relatively large number of individual messages. D) Because students need to communicate in all environments, ACDs also must be readily available and easily portable. Answer: C 2 Copyright © 2018 Pearson Education, Inc.

11) The purpose of assessing students with severe and multiple disabilities is to: A) Identify the type and severity of their disabilities. B) Develop a quality educational program. C) To inform parents of their child's strengths and weaknesses. D) Determine eligibility for services. Answer: B 12) Standardized assessments are problematic for students with severe and multiple disabilities for each of the following reasons EXCEPT: A) They can lead to instruction in age-inappropriate and nonfunctional skills. B) The results fail to help teachers decide what to teach. C) Students with significant disabilities are not capable of learning higher-order skills. D) The results fail to help teachers decide how to teach. Answer: C 13) What type of assessment is an ongoing process and occurs within the student's natural environment? A) Person-centered B) Direct C) Authentic D) Standardized Answer: C 14) The key characteristic of authentic assessment is: A) A person-centered approach. B) A curriculum-centered approach. C) A skills-centered approach. D) A behavior-centered approach. Answer: A 15) A form of authentic assessment is: A) A functional-ecological assessment. B) A standardized assessment. C) A criterion-referenced assessment. D) A teacher-created assessment Answer: A 16) Students who are deaf and blind cannot learn: A) Personal care skills. B) Braille. C) To communicate. D) Incidentally. Answer: D

17) Professionals agree that students with severe and multiple disabilities should: A) Be placed with students who are at their same ability level. B) Be placed with their chronological-age peers. C) Be placed with students who have the same type of disabilities. D) Not be placed with their peers who do not have disabilities. Answer: B 18) Which of the following statements is TRUE? A) Middle school students with severe and multiple disabilities are most likely to receive their education in a self-contained setting. B) Middle school students with severe and multiple disabilities are most likely to receive their education in an inclusive setting. C) Middle school students with severe and multiple disabilities are most likely to receive their education in their home. D) None of the above. Answer: A 19) Each of the following is true EXCEPT: A) Students without disabilities in classes with students with severe and multiple disabilities were more accepting and understanding of individual differences. B) Students without disabilities in classes with students with severe and multiple disabilities were shown to have increased measurements of happiness. C) Students with severe and multiple disabilities in classes with students without disabilities had improvements in academic skills, social skills, motor skills, communication skills, and appropriate behavior. D) At-risk students who supported students with severe disabilities in a classwide peer tutoring program had increased academic skills increase. Answer: B 20) Assisting adults with disabilities to obtain jobs in the competitive market and providing them with the necessary physical, instructional, and social support to ensure success is called: A) Natural support. B) Communication support. C) Supported employment. D) Independent employment. Answer: C 21) Co-workers helping to teach young adults the skills required in their jobs and helping them practice until they are proficient in carrying out their job responsibilities is called: A) Natural support. B) Supported employment. C) Communication support. D) Independent employment. Answer: A

22) Curriculum built around each student according to interests, personal goals, and limitations in reaching these goals is called: A) Meaningful curriculum. B) Diverse curriculum. C) Individual curriculum. D) Supported curriculum. Answer: A 23) Collaboration between professionals and families of children with severe and multiple disabilities is critical because: A) Families need the advice and assistance from teachers. B) It is required by law. C) Teachers are required to do so by administration. D) Families know their child better than anyone. Answer: D 24) Students with severe and multiple disabilities need to experience the same curriculum as their peers without disabilities because: A) It is mandated by IDEA that these students be taught the same skills as traditional learners. B) Without exposure to the traditional curriculum, these students are further penalized in their education. C) Without exposure to the traditional curriculum, these students cannot complete high school. D) That is the premise of full inclusion. Answer: B 25) Students without disabilities can benefit in what ways from inclusive practices? A) They will have lower academic expectations from the teacher. B) The discipline within the classroom will be more lax to accommodate the students with disabilities. C) They will gain an understanding of those with disabilities. D) They will feel better about their own academic abilities. Answer: C 26) Family views regarding children with disabilities such as being a "gift from God" or a "punishment" are based on: A) Educational level and socioeconomic status. B) Cultural and religious beliefs. C) The beliefs of extended family and neighbors. D) The type and severity of the child's disability. Answer: B

27) Factors that can influence how families perceive their child with severe and multiple disabilities include: A) Financial resources. B) Access to extended family. C) The severity of the child's disability. D) All of the above. Answer: D 28) In terms of students with severe and multiple disabilities and state assessment, which of the following statements is TRUE? A) IDEA requires that each state develops an alternative assessment process for students with the most significant needs. B) IDEA requires that each state ensures appropriate accommodations are made for students with the most significant needs. C) IDEA requires that all students participate in standardized testing. D) IDEA requires that students with the most significant needs participate in testing at the discretion of their teachers and parents. Answer: A 29) The requirement of all schools to include students with disabilities in the statewide testing process became effective: A) With the No Child Left Behind legislation. B) In 1997 as mandated by IDEA. C) In 1990 as mandated by IDEA. D) As a result of the American with Disabilities Act. Answer: B 30) Which of the following may use real-time or video/audio with a rating of proficiency, and is often used for tasks or behaviors that are NOT easily captured in another format (e.g., problem solving or choice making)? A) Portfolio assessment B) Criterion-referenced assessment C) Performance assessment D) Checklist/rating scale assessment Answer: C 14.2 Praxis Style Questions 1) Charlene is a 17-year-old with severe and multiple disabilities. As part of her educational plan, she is spending ten hours a week at a craft store where she is in training for basic work skills. This type of instruction is called: A) Community-based instruction. B) Work-based instruction. C) Support-based instruction. D) Collaborative instruction. Answer: A 6 Copyright © 2018 Pearson Education, Inc.

2) The Menendez family moved to the United States from Mexico a few years ago. They have a son, Miguel, who is 17 years old and has severe and multiple disabilities. Each year, the Menendez family has conflicts with Miguel's teachers because they feel the focus of his education should be on communication, not becoming more independent. These differences are most likely the result of: A) The influence of the family's level of education. B) The influence of academic expectations. C) The influence of culture on student learning. D) The influence of poverty on learning. Answer: C 3) Chris's favorite class is P.E. Although Chris uses a wheelchair for mobility due to physical disabilities, he thoroughly enjoys P.E. class. However, three times a week he misses P.E. because he has physical therapy. Chris's school does NOT participate in which of the following? A) Provision of related services B) Integrated delivery of related services C) Collaboration model of related services D) Consultation for related services Answer: B 14.3 Fill in the Blank Questions 1) ________ are very common in special education and are used to categorize groups of students who presumably share a set of characteristics. Answer: Labels 2) Because of ________ delays, students with severe and multiple disabilities usually have difficulty understanding abstract concepts. Answer: cognitive 3) A ________ analyzes the typical demands of the environment and the natural cues in the environment that exist to prompt the expected behavior. Answer: functional—ecological assessment 4) When students are not able to fully perform an activity or project on their own, they often succeed with ________; engaging in some parts of an activity with supports as needed. Answer: partial participation 5) Depending on a student's individually determined goals and objectives, the educational team members work together to analyze the activities of the ________ and to determine ways to make the material meaningful for the student. Answer: curriculum

14.4 Short Answer Questions 1) What are some of the limitations of labeling students? Answer: Limitations of labeling students include: A label fails to provide a meaningful description of any particular student; labels do not explain the most important aspect of a student; and labels overly simplify the complexity of individual students and detract from viewing the student as a complete child, with likes and dislikes. 2) What is an example of a task that demonstrates how students with multiple disabilities can learn math? Answer: Students with multiple disabilities learn math more readily when they see its application in their daily lives, such as learning the concepts of more and less as they relate to money for making purchases, learning to recognize numbers to use a calculator or carry out steps in a numbered task. Students may also create examples from their own experience. 3) What is the person-centered approach? Answer: Educators must focus on the unique characteristics and interests of the student in the individualized education program (IEP) and not to any predetermined set of skills, such as those tested in a formal assessment. 4) How does culture influence student learning? Answer: Not all families approach disabilities with a deficit approach, and this directly affects their children and their education. For example, self-care, home care, academic skills, community access, vocational skills, and independent-living skills are typical targets. However, not all families share these values, so some children may enter school still reliant on others to help with feeding, dressing, and toileting. If educators fail to take the time to understand the family context, they may mistakenly conclude that the student is less capable than she is. 5) How do isolated service delivery and integrated service delivery differ? Answer: Isolated services delivery: A traditional approach in which specialists remove the student from a classroom and provide the service in a specialized environment, which tends to fragment understanding of the student into various deficit parts and does not lead to the development of a holistic program. Integrated service delivery: In integrated related service delivery, instead of removing the student from the classroom, specialists in various related services disciplines (e.g., occupational therapists, physical therapists, adaptive physical educators) bring their knowledge and skills to the student's learning environment. They use their expertise as well as an understanding of the student's overall program to assist the student in reaching individual goals.

14.5 Essay Questions 1) What are the differences in the federal definition and the TASH definition of students with multiple and severe disabilities, and how is the TASH definition more educationally relevant? Answer: Students with severe and multiple disabilities are described in several categories in IDEA; no single category exists that is labeled severe and multiple disabilities. They stress the impairments that students have, and they emphasize that the disabilities must have a negative educational effect for students to receive services. These definitions tend to focus on deficits and lead professionals to emphasize students' challenges which can lead to negative portrayals of these students as having limited skills and abilities, and therefore, as people who cannot learn. The more general TASH definition emphasizes that persons with severe disabilities can represent all types of individuals from all walks of life. They are individuals who require ongoing and highly specialized support to participate fully in typical home, school, work, and community activities, regardless of the specific disability label(s) applied to them. 2) Describe the cognitive and social/emotional characteristics of students with multiple and severe disabilities. Answer: Cognitive: They typically will score within the severe or profound range of cognitive delay due to the heavy emphasis on verbal skills and the unfamiliar and out of context environment. This may provide evidence for eligibility to receive special education services, these assessments are not particularly helpful in determining who the student is, what skills are most critical to teach, or how best to provide instruction. Students need more time to learn new things and many opportunities to practice new skills; information needs to be presented in concrete ways; and teachers need to use approaches that help facilitate generalization of skills and knowledge. Social/Emotional: Social and emotional skills typically lag far behind those of other students their age. Limitations in communication skills and language development contribute to these challenges. They require direct instruction in how and when to use language or alternative forms of communication to initiate and respond to others. Students in this group desire and benefit from social relationships. 3) What purpose does assessment serve regarding students with severe and multiple disabilities and how does assessment achieve this goal? Answer: Rather than using tests to determine eligibility, assessment focuses on developing quality educational programs for these students. Authentic assessment enables students to more accurately demonstrate their skills and abilities: it is an ongoing assessment process that occurs in a student's natural environment and involves making decisions about what to assess based on input from family and others. Assessment should help educators understand how their students learn and what motivates them. It should be a person-centered approach that focuses the student's education plan on his unique characteristics and interests, not on any predetermined set of skills. Authentic assessment provides teachers with accurate information about students' abilities and guides the development of meaningfully individualized programs. Further, it provides clear information for future teachers to use as the students transition from grade to grade.

4) Students with multiple disabilities spend most of their day in special education settings. However, the professional literature suggests there are many benefits to placing these students with their classmates without disabilities. What are the benefits to students with and without disabilities? Answer: Benefits for students with severe and multiple disabilities include improvements in academic skills, social skills, motor skills, communication skills, and appropriate behavior skills. Parents of children with no disabilities who had classmates with severe disabilities reported that their children were more accepting and understanding of individual differences. Students without disabilities made significantly greater gains in reading and math when learning in inclusive classrooms than their peers in noninclusive rooms, and when at-risk students supported students with severe disabilities in a classwide peer tutoring program, their academic skills increase. 5) Why is the concept of an individualized education especially important for students with severe and multiple disabilities? Explain meaningful curriculum and provide an example of an activity or task that demonstrates the concept. Answer: Because of the tremendous diversity among students with severe and multiple disabilities, they cannot be expected to fit into pre-existing curricula. Instead, the team members responsible for designing students' education must work together to determine what will best meet the specific needs of different students. Meaningful curriculum is relevant curriculum provided for each student according to interests, personal goals, and limitations in reaching those goals. The curriculum also must be age appropriate and not reflect the activities of much younger children. Devoting the entire curriculum to such life skills denies access to the core curriculum as mandated by law. However, for these students to benefit from more academic activities, adaptations and accommodations must be present. Student examples may vary, but may include: Dressing skills can be targeted when young children take off their shoes for playing in sand or when they don painting shirts for art. For older students, these skills can be addressed during physical education class when other students are also changing their clothes.

Special Education: Contemporary Perspectives, 5e (Friend) Chapter 15 Students Who Are Gifted and Talented 15.1 Multiple Choice Questions 1) Which law, passed in 1988, was designed to focus attention on special projects aimed at identifying and serving students who are gifted from culturally diverse groups, those living in poverty, and those with disabilities? A) Jacob K. Javits Gifted and Talented Students Education Act B) No Child Left Behind C) Marland Report D) IDEA Answer: A 2) Which definition clarified that giftedness includes the areas of general intellectual ability, specific academic aptitude creative or productive thinking, leadership ability, and visual and performing arts? A) Jacob K. Javits Gifted and Talented Students Education Act B) No Child Left Behind C) Marland Report D) IDEA Answer: C 3) According to the author of the textbook, evidence of advanced development across intellectual areas is referred to as: A) Giftedness. B) Talent. C) Intelligence. D) Creative. Answer: A 4) Which of the following terms is often used interchangeably with giftedness? A) Genius B) Talent C) Brilliance D) Prodigy Answer: B 5) Who argued that intelligence cannot be reduced to a single dimension reported by a test score? A) Javits B) Marland C) Tomlinson D) Gardner Answer: D

6) Which statement is TRUE regarding identifying students who are gifted and talented? A) Students are identified by IQ scores. B) Each state sets its own definition and uses its own procedure for identifying students. C) Each state uses the same definition of giftedness and uses a common procedure for identifying students. D) None of the above. Answer: B 7) The estimates of the prevalence of students who are gifted and talented vary dramatically because: A) Students identified as gifted are underrepresented. B) No tests exist to identify students as gifted. C) So many definitions have been offered. D) No single federal agency gathers the data. Answer: D 8) Which statement about prevalence and identification of gifted and talented students is TRUE? A) Girls are less likely than boys to be identified as mathematically gifted. B) African American students are overrepresented in gifted education as in other special needs categories. C) When girls are identified as mathematically gifted, they enroll in advanced math classes at the same rate as boys who are identified as mathematically gifted. D) Little effort is being made nationwide to ensure that students from minority groups are not overlooked for gifted education. Answer: A 9) Which factor contributes to underrepresentation of girls in gifted and talented math programs? A) Student attitudes B) Identification procedures C) Parent's beliefs D) Administrative policies Answer: C 10) Giftedness is generally considered to be the result of a combination of what two factors? A) Genetic and financial status B) Environment and parents' education level C) Genetics and environment D) Environment and financial status Answer: C

11) Each of the following statements is TRUE about characteristics of individuals with gifts and talents EXCEPT: A) Not all students who are gifted display all the characteristics or at the same level. B) Characteristics are developmental in the sense that all students display them at early stages of development. C) Many students who are gifted have particular clusters of these characteristics. D) These characteristics may be evident only when students are engaged in an area of interest and aptitude. Answer: B 12) Students who are gifted often display which of the following cognitive characteristics? A) Inability to focus B) Social withdrawal C) Unusually well-developed memory D) Preference for group work Answer: C 13) Gifted learners can be misidentified as hyperactive for what reason? A) High energy levels B) Impulsivity C) Inattentiveness D) Cognitive abilities Answer: A 14) Martin's love of art consumes most of his free time. In addition to reading about various artists, he goes to any art exhibition offered. This appreciation for the arts is called: A) Aesthetic sensitivity. B) Artistically gifted. C) Cultural appreciation. D) All of the above. Answer: A 15) The act of envisioning things in a perfect form, usually leading to involvement in service organizations, is called: A) Criticism. B) Humor. C) Altruism. D) Idealism. Answer: D 16) Many students with special abilities may be missed if assessment only identifies students with: A) Overall giftedness. B) General giftedness. C) Vague giftedness. D) Global giftedness. Answer: B 3 Copyright © 2018 Pearson Education, Inc.

17) A two-stage assessment process should rely on: A) An aptitude test and off-level testing. B) Traditional achievement and writing tests. C) Aptitude tests and adaptive behavior tests. D) IQ tests and parent/teacher narratives. Answer: A 18) Taking a more advanced test to obtain a better description of students' abilities is what type of testing? A) An aptitude test B) An off-level test C) A performance test D) An authentic test Answer: B 19) The purpose of using domain-specific checklists is to: A) Obtain student's IQ score B) Describe student's abilities in math and science. C) Describe student's abilities in a particular area. D) Describe student's type and level of motivation. Answer: C 20) Writing essays and creating portfolios are what type of assessment? A) Authentic B) Criterion-based C) Dynamic D) Domain-specific Answer: A 21) In some cases, cognitive abilities cannot be accurately assessed using standardized tests. Which of the following is an alternative approach to assess student learning needs and ability? A) Self-rating checklist B) Aptitude test C) Achievement test D) Dynamic assessment Answer: D 22) Specific ways in which eligibility decisions are made for students who are gifted and talented: A) Are explicitly stated in IDEA. B) Are explicitly stated in ADA. C) Vary across states and school districts. D) Are outlined by IDEA. Answer: C

23) Children who have remarkable abilities at an early age are often called: A) Savants. B) Prodigies. C) Special learners. D) Geniuses. Answer: B 24) Each of the following is a position of those opposed to early gifted education programs EXCEPT: A) All children should receive enriched early intervention. B) They question the potential drain on financial resources. C) Critics express concern at the potential negative consequences of labeling young children. D) Research does not support significantly higher outcomes for those who engage in such programs. Answer: D 25) Karen, Jake, and Melissa are classmates in Mrs. Jacobs's fifth-grade class. They have been placed in a reading group together due to their advanced skills in reading. This is called: A) Skills grouping. B) Ability grouping. C) Learning grouping. D) Curriculum compacting. Answer: B 26) Many professionals in the field of gifted education are skeptical that students receive the education they need when they spend their days with their peers in general education because: A) Little differentiation is implemented in typical classrooms. B) Students cannot interact appropriately with their peers. C) Teachers are not trained to teach these students. D) They would benefit more from one-on-one instruction in a resource setting. Answer: A 27) The extension of regular curriculum with different examples and associations that build complex ideas is: A) Differentiation. B) Enrichment. C) Acceleration. D) Compacting. Answer: B 28) Mr. Henderson has just accepted a job as a teacher of gifted and talented middle school students. Which of the following practices is he least likely to use? A) Direct instruction B) Curriculum compacting C) Acceleration D) Enrichment Answer: A 5 Copyright © 2018 Pearson Education, Inc.

29) Parent strategies for encouraging their children include each of the following EXCEPT: A) Reading to the child at all ages. B) Holding dinner table discussions on issues of the day. C) Banning films, television programs, and video games. D) Encouraging the child to be creative and expressive in the arts. Answer: C 30) The belief that many individuals may possess special abilities, even if they do NOT have overall high abilities is the premise of: A) Talent development. B) Early intervention. C) Effective differentiation. D) Alternative programs. Answer: A 15.2 Praxis Style Questions 1) Kristy angrily crumpled up her fourth piece of paper and threw it away. She was determined to improve her cursive so her third-grade teacher, Mrs. Wall, would be pleased. Although Mrs. Wall has complimented Kristy multiple times on her handwriting, Kristy feels it could be much better. This self-imposed goal is called: A) Aesthetic sensitivity. B) Altruism. C) Curiosity. D) Perfectionism. Answer: D 2) Gerald is a ninth-grade student who excels in math and science. It has been determined his ability in math has exceeded the math level his high school can offer. His parents have requested that he be allowed to take a college-level math class during the regular school day so Gerald can continue to improve and develop his skills. This type of practice is called: A) Curriculum compacting. B) Differentiation. C) Problem-based learning. D) Dual enrollment. Answer: D 3) Steven is a gifted student who is very bored in class and does not complete his homework. What would be the best way to help Steven become excited about learning again? A) Don't require him to complete homework since he knows the material. B) Have Steven tutor other students. C) Modify the scope and sequence of Steven's curriculum through acceleration. D) Don't be concerned about Steven's behavior since he probably already knows the concepts. Answer: C

15.3 Fill in the Blank Questions 1) ________ is the capacity for innovation, originality, expressiveness, and imagination and the ability to manipulate ideas in fluent, flexible, elaborate, and original ways. Answer: Creativity 2) ________ is adult achievement of a high level in a particular field after years of productivity. Answer: Eminence 3) ________ occurs when students set very high standards for themselves but do not always achieve those standards. Answer: Dissonance 4) A type of acceleration for students who may need to advance quickly in one subject but not in other subject areas, or ________, makes learning options responsive to learner needs and contextual demands by offering content-based acceleration practices at all levels of schooling and in all subject areas. Answer: curriculum flexibility 5) Students with disabilities who also are gifted and talented sometimes are referred to as ________, and they are receiving more attention than ever before. Answer: twice exceptional 15.4 Short Answer Questions 1) What is a two-stage assessment process? Answer: First, students should be screened using a traditional achievement or aptitude test. Many students may score near perfect on such a test. These students then may participate in offlevel testing; that is, they take a more advanced test to obtain a better description of their abilities. 2) What argument is used to oppose early intervention with children who might be gifted and talented? Answer: Those opposed to early gifted education programs state that all children should receive early intervention and that a special program for children who are gifted cannot be justified when every child would benefit from an enriched early childhood intervention. They also question the potential drain on financial resources from such programs, particularly considering the budget constraints that most school districts experience. Finally, critics express concern at the potential negative consequences of labeling young children, possibly segregating them and sending messages to them and others that they should not be part of typical early intervention programs.

3) What is acceleration? Answer: Acceleration, advancing learners through levels of curriculum and programs according to individual achievement and performance, assumes that different students of the same age are at different levels of learning within and across learning areas. For some students, acceleration refers to allowing them to begin school early. For other students, acceleration might mean moving through two grade levels in a single year, skipping a grade level altogether, or entering high school or even college before the age typically permitted. Some students may need to advance quickly in one subject but not in other subject areas. 4) What is a common misconception about differentiated instruction for gifted students? Answer: Many think the term implies that students who are gifted receive a totally different program from other students. That is, average students take subject matter courses while students who are gifted learn higher-order skills, with the strong implications that students who are gifted do not need content and that other learners do not need higher-level skills. Although not true, the debate continues. 5) What is the meaning behind the statement, "students who are gifted display a strong sense of justice in their relationships?" Answer: At later ages, they generally are attracted to causes that promote social equality and activities that reflect their concern for a humane world. 15.5 Essay Questions 1) Describe Renzulli's and Gardner's conceptualizations of giftedness. Answer: Renzulli proposed that giftedness includes three related dimensions: (a) above-average ability; (b) task commitment or motivation; and (c) creativity, or the capacity for innovation, originality, expressiveness, and imagination and the ability to manipulate ideas in fluent, flexible, elaborate, and original ways. Renzulli's model has been foundational for professionals seeking ways to broaden the concept of giftedness and expand opportunities for students from diverse groups. Gardner argues that intelligence cannot be reduced to a single dimension reported by a test score. He notes that at least nine types of intelligence can be identified and that students may excel in any one or several of these. Gardner notes that many students have relative strengths; that is, in a self-comparison they have more ability in some intelligences than in other intelligences. However, he defines giftedness as an absolute strength or having significantly more ability in any or all of the intelligences when compared to other individuals.

2) What are authentic and dynamic assessments, and how do they affect underrepresented students? Answer: There is a strong emphasis on authentic assessment, or assessment that more clearly resembles the actual curriculum and instruction students experience in schools, including writing essays, debating, and creating portfolios. Authentic assessment helps address the serious matter noted earlier of recognizing gifts and talents in minority students and girls. Authentic assessment measures fluid rather than static abilities. Dynamic assessment, which is ongoing identification of student learning needs and ability, is one type of authentic assessment used to assess cognitive abilities that often are not apparent when most forms of standardized tests are used. It usually consists of testing students, teaching skills to them, and then testing them again. The measure of giftedness is how much students improve based on the skill instruction. This is a promising approach because disadvantaged learners who may be overlooked on traditional tests perform well on this type of task. 3) Curriculum compacting, acceleration, enrichment, and differentiation are some of the research-based practices that are recommended for gifted students. Discuss two of the strategies that you feel would be the most effective in meeting the needs of gifted learners. Answer: Curriculum compacting: The goals of an instructional unit are identified, student mastery of all or part of the goals is documented, and alternative instruction is provided as appropriate. With the instructional time gained using curriculum compacting, options such as acceleration and enrichment can be employed. Acceleration: Advancing learners through levels of curriculum and programs according to individual achievement and performance, assumes that different students of the same age are at different levels of learning within and across learning areas. For some students, acceleration refers to allowing them to begin school early. For other students, acceleration might mean moving through two grade levels in a single year, skipping a grade level altogether, or entering high school or even college before the age typically permitted. Enrichment: The extension of regular curriculum with different examples and associations that build complex ideas. Differentiation: Refers to an instructional approach that assumes that students need many different avenues to reach their learning potential. It can address the content students are learning, the assessment tools through which learning is measured, the tasks students complete, and the instructional strategies employed. 4) Technology-based options are becoming more popular for students' participation in acceleration. What might be the advantages of this option for students with special gifts and talents? What are two examples of ways you could use technology in your profession to benefit children who are gifted and talented? Answer: Technology-based options include Stanford University's Education Program for Gifted Youth which has kept as its goal making available to students who are gifted and talented advanced learning opportunities through distance education. More than 50,000 students from 35 countries have completed on-line courses since the programs' inception. Other similar innovative uses of technology for gifted programming are also growing. Examples will vary by students.

5) Describe four of the cognitive characteristics of students identified as gifted and talented discussed in this text. Answer: Discussion should include a description of four of the following cognitive characteristics: Ability to Manipulate Abstract Symbol Systems A student who is gifted may understand language and mathematics at an earlier age than is typical and may have unusual abilities for solving puzzles Power of Concentration display a high degree of concentration and an ability to focus on a problem for a considerable period Unusually Well Developed Memory Even from an early age, many students who are gifted have a phenomenal memory for information they have seen only once Early Language Interest and Development often exhibit precocious language development and an early strong interest in reading Curiosity a strong need to know and to understand how the world works Preference for Independent Work gifted students often prefer working alone, figuring things out for themselves. This trait reflects their enjoyment in constructing an internal schema to solve problems rather than a tendency toward antisocial behavior. Multiple Interests have large storehouses of information and good memory skills. This combination often leads to these children having a wide range of interests. Ability to Generate Original Ideas generate novel ideas alone or in collaboration with others

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