Test 2

Question 1

Ping has trouble with the “l” sound, which does not exist in his native language. Which function of form does this represent?

Answer 1

Phonology.

Question 2

The prefix “re” and “mis” at the beginnings of words are examples of:

Answer 2

Morphemes

Question 3

According to the 2002 AAMR (AAIDD) definition, mental retardation originates before age:

Answer 3

eighteen

Question 4

Currently, the most widely accepted definition of mental retardation is that of

Answer 4

AAMR (AAIDD)

Question 5

The process of exchanging knowledge, ideas, opinions and feeling defines:

Answer 5

Communication

Question 6

Stuttering is an example of a dysfunction in:

Answer 6

Fluency

Question 7

The only characteristic shared by all individuals with learning disabilities is:

Answer 7

Unexpected Underachievement

Question 8

Traumatic brain injury can be caused by:

Answer 8

All of the above

Question 9

______ is the rule system of language, compromised of phonology, morphology, and syntax.

Answer 9

Form

Question 10

The perceived high or low quality of voices is the description of:

Answer 10

Pitch.

Question 11

Most children with learning disabilities are identified by what grade level?

Answer 11

3rd.

Question 12

Which of the following is an example of phonology?

Answer 12

“clicking” sounds found in Swahili and Native American Languages.

Question 13

What are the three aspects of language?

Answer 13

Form, Content and Use.

Question 14

Discrepancy formulas are used to identify learning disabilities by a calculation that considers:

Answer 14

Academic Achievement and IQ

Question 15

_____ is a theory of learning which analyzes the input of information, the method by which it is processed, and its output.

Answer 15

Information Processing.

Question 16

Metacognition is the process by which an individual controls and coordinates the learning process through:

Answer 16

Self-awareness of the strategies and self-regulation of the process.

Question 17

Most children with learning disabilities are referred to special education because of difficulties in:

Answer 17

Reading

Question 18

Causes of ADHD may include:

Answer 18

All of the above

Question 19

Characteristics of students with ADHD may include all of the following EXCEPT:

Answer 19

Persistence

Question 20

Students with __________ have an intelligence level in the normal range and unexpectedly low achievement in one or more academic areas.

Answer 20

Learning disabilities.

Question 21

The term LEARNING DISABILITIES does not include a learning problem that is primarily the result of visual, hearing, motor disabilities, or _____________.

Answer 21

Mental retardation.

Question 22

Which of the following instructional approaches begins with teaching the child the first step in a sequence?

Answer 22

Forward chaining.

Question 23

States must permit the use of ________ for identifying students with learning disabilities.

Answer 23

Response to intervention

Question 24

The first step in teaching Ted to zip up his jacket was to finish zipping his already half-zipped jacket. This is an example of:

Answer 24

Backward chaining.

Question 25

ADHD behaviors should last for at least:

Answer 25

Six months

Question 26

When a student has ADHD but it does not adversely affect educational performance, he or she can receive services under which of the following?

Answer 26

Section 504

Question 27

Girls are _____ likely to be identified with ADHD that boys.

Answer 27

Less.

Question 28

The majority of students with ADHD are served in which of the following settings?

Answer 28

General education classrooms.

Question 29

Injury to the __________ of the brain can result in hyperactive, impulsive, or inattentive behavior.

Answer 29

Frontal lobe.

Question 30

Ritalin and Concerta are examples of which of the following?

Answer 30

Stimulant medication.

Question 31

______________ are characterized by individuals who do not use language that is appropriate for their current social context.

Answer 31

Pragmatic disorders

Question 32

Types of speech impairments and language disorders.

Answer 32

Speech Impairments: articulation problems, fluency problems, voice problems. Language Disorders: form (phonology, morphology, & syntax), content (semantics), use (pragmatics).

Question 33

Types of TBI and characteristics of each.

Answer 33

Scalp and Skull Injury - linear fracture or depress fracture. Brain Contusions - symptoms worsen a couple or few days later. Epidural Hematoma - delayed on set of symptoms (headache, confusion, vomiting, agitation.) Concussion - brief loss of consciousness is followed by complete return to a normal mental status and behavior. Diffuse Axonal Injury - lapse into immediate unconsciousness (6 hours). Subdural Hematoma - may cause major brain swelling.

Question 34

Three components of the AAIDD definition of CI.

Answer 34

1. Limitations in intellectual functioning. 2. Limitations in adaptive behavior (conceptual, social and practical skills.) 3. Origination before age 18.

Question 35

The four levels of support for students with CI.

Answer 35

1. Intermittent 2. Limited 3. Extensive 4. Pervasive

Question 36

One of the characteristics that makes observational learning effective in working with students who are CI.

Answer 36

Outer-Directedness.

Question 37

The ability to grasp concepts, ideas, thoughts, that cannot be experiences through senses (one of the CI characteristics).

Answer 37

Abstract Thinking.

Question 38

Unplanned learning

Answer 38

Incidental Learning

Question 39

One of the CI characteristics that makes CBI (community-based instruction) important or a must.

Answer 39

Generalization.

Question 40

A tendency to perceive the consequences of his/her behaviors/actions to be a result of forces.

Answer 40

External Locus of Control

Question 41

The IQ range for Educable CI.

Answer 41

55-70

Question 42

The IQ range for Trainable CI.

Answer 42

40-54