Unit 6 Module 13 tests Flashcards
Ms. Perez has 15 5th grade students in her Resource Specialist Program at Parkview Elementary, where she has been teaching for four years. Three of her students are eligible for special education due to Attention Deficit Hyperactivity Disorder (ADHD), and all of her students spend about 80 percent of their school day in general education classrooms. Ms. Perez and her paraprofessional work with the kids in several small groups in a separate classroom for about 30 minutes each day and support them in their general education classrooms an additional half-hour daily.
She is especially concerned about two of her students with ADHD, Sam and Mason, as their ADHD characteristics are still causing them significant social and academic problems. A unit on writing is coming up, and she’d like to see them do well. She has decided to focus first on medication, as both Sam and Mason are taking Ritalin, and Sam’s mother asked her to observe him to see whether he is experiencing any side effects at school. Help her think through her students’ issues and options.
How does medication for ADHD work?
A. It activates the executive functioning capabilities of the brain.
B. It suppresses the central nervous system (CNS).
C. It reduces anxiety.
A. It activates the executive functioning capabilities of the brain.
Medication works for approximately _____________ of children with ADHD.
A. 70-80%
B. 25-30%
C. 90-95%
D. 10-20%
A. 70-80%
indicate whether it is (Yes) or is not (No) a side effect Ms. Perez might see when she observes Sam.
Irritability
YES
NO
YES
indicate whether it is (Yes) or is not (No) a side effect Ms. Perez might see when she observes Sam.
Rebounding
YES
NO
YES
indicate whether it is (Yes) or is not (No) a side effect Ms. Perez might see when she observes Sam.
Earaches
YES
NO
NO
indicate whether it is (Yes) or is not (No) a side effect Ms. Perez might see when she observes Sam.
Large appetite
YES
NO
NO
Teachers should recommend a trial of medication to parents when they believe it would be helpful.
TRUE
FALSE
FALSE
Medication is most effective when combined with instructional and behavioral interventions.
TRUE
FALSE
TRUE
Although Mason is prone to the rebound effect, Ms. Perez is confident that a change in medication is not what will help either boy. She’s going to focus on instructional strategies.
Which of the following possible instructional strategies would help Sam and Mason get and stay interested in a an independent writing activity?
A. Provide him with an assignment notebook to help organize homework and other seatwork.
B. Establish an area of the classroom that is away from the other students.
C. Let him use a tablet computer (e.g., an iPad) to compose his writing assignment.
C. Let him use a tablet computer (e.g., an iPad) to compose his writing assignment.
True or false? The majority of students with Attention Deficit Hyperactivity Disorder receive their education in special education classrooms.
True
False
False
To help both Sam and Mason curb their hyperactivity, Ms. Perez could ________________.
A. provide activities that require active participation
B. ask a peer to help him with his work
C. give them more interesting work to do
A. provide activities that require active participation
Ms. Perez has set-up a meeting with Ms. Taylor, Sam and Mason’s general education teacher, so that they’re able to discuss the boys’ plans and progress. By the end of the conversation, they have decided that they want to try a new adaptation. First they need to share their idea with the rest of the boys’ special education teams.
What is each team member’s area of expertise? Select your answer from the drop-down menu in each row.
- Planning and monitoring behavior support strategies
A. school psychologist
B. special education teacher
C. parent
- Establishing academic and behavioral goals and rewards
A. school psychologist
B. special education teacher
C. parent
- Designing adaptations to instruction and materials
A. school psychologist
B. special education teacher
C. parent
- A. school psychologist
- C. parent
- B. special education teacher
Ms. Perez and Ms. Taylor believe that teaching students how to regulate their own behaviors is age-appropriate and will help them in the future. The school psychologist is concerned, however, that the proposed adaptation may not put enough emphasis on supporting positive behaviors in the classroom, especially for Sam.
Which of the following possible strategies for supporting positive behaviors in the classroom are considered to be effective? (Select all that apply.)
A. Students learn to adhere to strict rules that have clear consequences when not followed.
B. Students’ positive behaviors are recognized, discussed, and rewarded.
C. Students learn to observe and record their behaviors.
B. Students’ positive behaviors are recognized, discussed, and rewarded.
C. Students learn to observe and record their behaviors.
True or false? Most children with ADHD do not respond to a structured and predictable learning environment where rules and expectations are clearly stated and understood and consequences are predetermined.
True
False
False
Self-regulatory strategies should focus on a positive target behavior, teach students to monitor their own behavior, engage in self-reinforcement, and become more independent in directing their own strategic learning. After a teacher identifies the target behavior, the student is taught a five-step process.
What is the correct order of the steps students are taught to follow when a teacher has implemented self-regulatory strategies? Drag each step into the correct location.
One:
Two:
Three:
Four:
Five:
A. self-assessment
B. self-determination or reinforcement
C. self-administration or reinforcement
D. self-observation
E. self-recording
One: self-observation
Two: self-assessment
Three: self-recording
Four: self-determination or reinforcement
Five: self-administration or reinforcement
