test 2

Question 1

definition criteria for mental retardation

Answer 1

a disability characterized by significant limitations in both intellectual functioning and adaptive behavior as expressed in conceptual, social, and practical adaptive skills; the disability originates before the age 18 (AAIDD, 2007). Most professionals and organizations today use the term intellectual disabilities instead of mental retardation.

Question 2

what is the biggest prevention of mental retardation?

Answer 2

the development of rubella vaccine

Question 3

the different levels of mental retardation and the IQ’s for each level

Answer 3

MILD ID 50-55 TO APPROX. 70
MODERATE ID 35-40 TO 50-55
SEVERE ID 20-25 TO 35-40
PROFOUND ID BELOW 20-25

Question 4

when are students with mild and students with more severe intellectual disabilities are identified?

Answer 4

children with mild intellectual disability are identified in elementary school and students with more severe intellectual disabilities are identified at birth.

Question 5

the curriculum for children with intellectual disabilities

Answer 5

Curriculum Goals
Functional Curriculum
A functional curriculum will maximize a student’s independence, self-direction, and enjoyment in everyday school, home and community
Life skills
Life skills will help students with ID transition into adult life in the community
academic curriculum
you need to tell them the vital core concepts per subject
they have more of a functional curriculum depending on the level of intellectual disibiliy that they have .

Question 6

how many standard deviations below must a person be in order to fall in the intellectual disability range

Answer 6

two standard deviations below 70 (the mean) on the bell curve

Question 7

Adaptive behavior skills

Answer 7

the collection of conceptual social and practical skills that have been learned by people in order to function in their everyday lives.

Question 8

adaptive behavior scales

Answer 8

1. AAMR adaptive behavior scale
2. AAIDD diagnostic adaptive behavior scale
3. vineland adaptive behavior scales
4. adaptive behavior asssessment system-II

Question 9

AAMR adaptive behavior scale

Answer 9

a frequently used intrument for assessing adaptive behavior by school-age children consists of two parts 1st part contains 10 domains related to indepentdent related to indepent fuctioning and daily living skills part 2 asseses the individual’s level of maladaptive (inappropriate)

Question 10

learned helplessness

Answer 10

they do assignment and fail it so they give up because they think they will fail anyways.

Question 11

generalization

Answer 11

Extent to which students use what they have learned across settings and over time

Question 12

community based instruction

Answer 12

Teaching in actual settings where students are ultimately to use their new learned skills

Question 13

biological causes of intellecual disabities

Answer 13

1. prenatal-occurring before birth
2. perinatal-occuring at or immediately after birth
3. postnatal-occuring after birth

Question 14

three criteria for intellecual disability

Answer 14

1. Significantly sub average intellectual functioning -IQ. (Below 70)
2. Deficits in adaptive behavior
3. Manifested during the developmental period (birth to 18 years of age)

Question 15

definition of learnig disabilities

Answer 15

A disorder in one or more of the basic psychological processes involved in understanding or using language, spoken or written.

Question 16

how may a learning disability manifest itself

Answer 16

in an imperfect ability to listen, think, speak, read, write, spell, or do math

Question 17

the defining characteristic of children with learning disabilities.

Answer 17

Significant discrepancy between potential and academic achievement

Question 18

mnemonics strategies

Answer 18

combine special presentation of information with explicit strategies for recall. Used to help children to remember things

Question 19

why intelligence tests and achievement test are administered to children suspected of having a learning disability

Answer 19

to determine if there is a discrepancy between intellectual ability and achievement.

Question 20

charactacteristics of children with learning disabilities

Answer 20

1. Reading problems
2. Written language deficits
3. Underachievement in math
4. Poor social skills
5. Attention Problems and Hyperactivity
6. Behavioral problems
7. Significant discrepancy between potential and academic achievement
8. Distractibility or inability to pay attention for as long as peers do
9. Hyperactive behavior, exhibited through excessive movement
10. Poor motor coordination and spatial relation skills
11. Inability to solve problems
12. Poor motivation
13. Overreliance on teacher and peers for class assignments
14. Evidence of poor language and/or cognitive development
15. Immature social skills
16. Disorganized approach to learning
17. Substantial delays in academic achievement
18. Long term memory-Difficulty in storing information permanently for later use
19. Working memory
    Refers to how students process information in order to remember it.

Question 21

causes of LD

Answer 21

In most cases, the causes of LD is UNKNOWN!
Brain damage or dysfunction
In most cases there is no evidence of brain damage or dysfunction.
Heredity
Growing evidence that genetics may account for at least some family links with dyslexia.

Biochemical Imbalance

Environmental Factors
Teratogens – agents that can cause malformations or defects in the developing fetus. (Ex. Fetal Alcohol Syndrome, drugs).

Medical Factors include: Premature births, Pediatric AIDS, etc.

Question 22

Criteria for a Learning Disability

Answer 22

1. Discrepancy between the child’s intellectual ability and academic achievement-An “unexpected” difference between general ability and achievement
2. An Exclusion Criterion-The student’s difficulties are not the result of another known condition that can cause learning problems.
3. A need for special education services-The student shows specific and severe learning problems despite normal educational efforts.

Question 23

Content enhancements

Answer 23

A wide range of techniques teachers use to enhance the delivery of critical curriculum content so students are better able to organize, comprehend, and retain that information.

Question 24

examples of content enhancers

Answer 24

1. Guided notes
2. Graphic organizers and visual displays
3. Mnemonics strategies
4. Pegword methods
5. Multisensory Teaching

Question 25

example of prenatal condition

Answer 25

down syndrome

Question 26

example of perinatal condition

Answer 26

neonatal disorders

Question 27

an individual with an IQ score of 65 would likely be classified as having

Answer 27

mild intellectual disabilities

Question 28

most students with mild intellectual disabilities are identified

Answer 28

in elementry school as late as second or third grade

Question 29

adaptive behavior is best described as

Answer 29

coping strategies the individual uses to deal with new or unfamiliar situations

Question 30

Tom was never successful at tying his own shoe so he dosn't try anymore describes...

Answer 30

learned helplessness

Question 31

functional describes...

Answer 31

the priority of curriculum goals for students with intellectual disabilities.

Question 32

intelligence tests are the single bes predictor of

Answer 32

school achievement

Question 33

usually, definitions of intellectual disabilities specifically indicate that the disability must be present before what age?

Answer 33

18

Question 34

major causes of intellectual disabilities that can be combatted with education and training are

Answer 34

1. enviornmental pollutants 2. lead poisoning 3. maternal substance abuse

Question 35

postnatal

Answer 35

traumatic brain injury

Question 36

PROCESSING

Answer 36

Students with learning disabilities need at least twice as much time to process what they hear. While other students are processing answers they may still be processing questions. The gift of time is the most important thing a teacher can give to student with a learning disability. One example the narrator gave was to let the child know that he would never call on them unless he was standing in front of their desk in order to ease the anxiety the child might have of being called upon to answer a questions.

Question 37

MOTIVATION

Answer 37

Motivation is not the key for students with learning disabilities for overcoming difficulties. Motivation only allows students to do what they are capable of doing. Motivation cannot be induced through bribery of rewards and penalties.

Question 38

ATTENTION SPAN

Answer 38

Students with learning disabilities are easily distracted because they pay attention to everything. They find themselves attending to the wrong things.

Question 39

RISK TAKING

Answer 39

Students with learning disabilities do not like to take risks because of the fear of embarrassment of failure and being criticized for giving an incorrect answer. They do not like surprises and being called on. They are in need of positive reinforcement when they give correct responses and do not need negative reinforcement when they are wrong.

Question 40

VISUAL PERCEPTION

Answer 40

The example for visual perception in the video was recognizing the picture of a cow. The student might be able to see something, but can’t bring meaning to it(perceive) without direct instruction from the teacher. After being taught, the individuals in the video were able to perceive the picture of the cow. No amount of bribery or “looking harder” could make the participants in the video see the cow.

Question 41

READING COMPREHENSION

Answer 41

Comprehension has more to do with background and not vocabulary. You can’t assume that if the child recognizes vocabulary that he can understand the reading. 95% of text teaches comprehension through vocabulary. In the video, the participants are shown three columns of known vocabulary words. The narrator says “ If you know this vocabulary, you should be able to read. The teacher reads the words and the students read along with him. Then the narrator pulls out a nonsense story and asks questions. Students need direct instruction from the teacher to be able to comprehend. They cannot learn this on their own.

Question 42

PERCEPTION

Answer 42

In the video, the narrator shows a picture of what appears to be a Skull and asks the participants to give it a name. One participant named it “Death Stalker”. The participant perceived it a different way from the narrator who became angry, tore, it up, and said “Is this meant to be funny? The narrator then called attention to the picture as a beautiful lady seated at a dressing table. Often children with learning disabilities perceive things differently from others and never realize why they got in trouble because they didn’t think they did anything wrong.

Question 43

VISUAL MOTOR COORDINATION

Answer 43

The example of visual motor coordination was presented in the video by having a participant reproduce a nonsense letter on paper by looking at the original in a mirror. Students with learning disabilities often get mixed messages from their eyes and hands when writing. Once they get off the line, it’s hard for them to get back on.

Question 44

ORAL EXPRESSION

Answer 44

Some students with learning disabilities experience difficulty in oral expression in which they may experience word finding problems. The example of this was the dysnomia exercise in which the participants were required to create a round robin story without using words containing the letter “n”. The words they want to say may seem to be on the tip of their tongues. Also in this area was the discussion about the brain and how it functions in two ways as both a storage and retrieval system. Our brain does tasks which are classified as: a. Associative tasks (or tasks we can do several of at the same time…drive and talk b. Cognitive tasks (tasks that we can only do one at a time) Talking becomes a cognitive task for a student with dysnomia. (For people without a learning disability, talking is an associative task).

Question 45

READING AND DECODING

Answer 45

The narrator showed an example of a large cut-out of the letter “p” and how it could also be perceived as a “d”, “b”, or “q”. Participants in the video were asked to read passages in which these letters where reversed and the words were split and on two lines. Students with learning disabilities may have difficulty with spatial orientation and letter reversals that cause them to read more slowly. When this occurs, the child is more likely to read without understanding because all their attention is being focused on decoding the words.

Question 46

AUDITORY AND VISUAL CAPABILITIES

Answer 46

In the video, the narrator asks the students to read a nonsense story. The teacher then asks questions about it, and no one can give the correct answer for the correct month. Then the narrator reads the story orally while the participants follow along. The participants are then able to understand the story by hearing it read as they read it. It is here that the narrator made the point that students with learning disabilities often benefit from listening to books on tape as they read because they can’t always get the information from their eyes alone.

Question 47

FAIRNESS

Answer 47

Fairness really means that everyone gets what he/she really needs. It does not mean that everyone gets the same thing. In order to be fair to students with learning disabilities, we should give them what they need to be successful (example: copies of the notes so they won’t have to copy them off the board). An example the narrator gave in the video was refusing to give CPR to someone having a heart attack saying “I can’t give that person CPR, it wouldn’t be fair to everyone else in the room. Fairness has to do with giving each each one what they need and not giving everyone the same thing.

Question 48

What does F.A.T. stand for in the title “FAT City Workshop?

Answer 48

Frustration - Anxiety - and Tension

Question 49

ways you can modify the curriculum for students with learning disabilities

Answer 49

1. provide accomadations and supports that help students with intellectualdisabilities 2. be as concrete as possible 3. go step by step 4. give immideate feedback 5. help the student learn life skills 6. address the social aspects of school 7. communicate with your students parents