ID Flashcards
What factor plays a crucial role in the development of individuals with intellectual disabilities?
A) The presence of physical disabilities
B) The availability of educational, social, and medical supports
C) A high IQ
D) A lack of social interaction skills
B
Which of the following describes the development of children with mild intellectual disabilities, such as Juliana?
A) They typically show significant delays in all areas of development.
B) They often exhibit delays of one or two years in academic and social skills.
C) They are able to achieve independence with no support.
D) They require constant supervision due to severe cognitive impairments.
B
Before the passage of IDEA, why were many children with intellectual disabilities not identified until later in their development?
A) Children with intellectual disabilities often exhibited clear signs from birth.
B) Schools lacked the diagnostic tools to identify intellectual disabilities.
C) Children typically did not show physical or learning delays before age 5 or 6.
D) Children with intellectual disabilities were not allowed to attend school before age 5.
C
How did the passage of IDEA impact the education of children with intellectual disabilities?
A) It restricted access to education for children with intellectual disabilities.
B) It allowed for specialized services to support development in school, home, and neighborhood settings.
C) It eliminated the need for social support systems for children with intellectual disabilities.
D) It required all children with intellectual disabilities to be placed in separate classrooms.
B
What is a common characteristic of people with moderate intellectual disabilities?
A) They usually do not develop language skills.
B) They need constant assistance with basic daily functions.
C) They are able to learn adaptive skills that foster independence.
D) They are incapable of learning any skills independently.
C
Which of the following is an example of an adaptive skill that people with moderate intellectual disabilities might develop?
A) Writing complex academic papers
B) Managing finances without assistance
C) Dressing and feeding themselves
D) Developing advanced problem-solving skills
C
How do people with profound intellectual disabilities typically differ from those with moderate disabilities?
A) They are generally independent in daily life activities such as dressing and feeding.
B) They have severe challenges and often depend on others for basic life functions.
C) They can communicate their needs effectively using spoken language.
D) They experience minimal challenges in school and social settings.
B
What was one reason why children with profound intellectual disabilities were excluded from public schools prior to the passage of IDEA?
A) There were no schools that could accommodate children with any disabilities.
B) Schools lacked the resources, facilities, and trained professionals to address their needs.
C) These children were typically placed in mainstream classrooms with no accommodations.
D) Children with profound disabilities were considered unable to learn and were not offered education.
B
How do social interaction challenges manifest for individuals with moderate intellectual disabilities?
A) They can interact easily and spontaneously with others.
B) They have limited social interaction skills, making it difficult to engage without support.
C) They typically prefer isolation and avoid social interaction.
D) They develop advanced social skills at a rapid pace.
B
Which communication method might be used by people with moderate intellectual disabilities who cannot speak?
A) Written essays
B) Sign language or communication boards
C) Electronic speech-generating devices only
D) They often rely on gestures alone.
B
Which of the following terms was NOT historically used to label people with intellectual disabilities?
A) Feebleminded
B) Moron
C) Intelligent
D) Imbecile
C
According to Lauren Potter’s statement, what does she want people to understand about the use of the “R-word”?
A) It is a term of empowerment for people with intellectual disabilities.
B) It is a hurtful and derogatory word that should be stopped.
C) It is an outdated term that no longer carries any weight.
D) It should be used only in medical or educational contexts.
B
What significant change did Rosa’s Law (PL 111-256) bring about in U.S. policy?
A) It introduced a new term for intellectual disabilities.
B) It completely banned the use of any terms related to disabilities.
C) It replaced the term “mental retardation” with “intellectual disability” in federal policies.
D) It restricted the use of the term “intellectual disability” to only medical professionals.
C
What aspect of intellectual disability is emphasized by the American Association on Intellectual and Developmental Disabilities (AAIDD) definition?
A) Intellectual functioning alone
B) Adaptive behavior and intellectual functioning
C) Adaptive behavior alone
D) The age of onset after 18 years of age
B
What is one key requirement for diagnosing intellectual disability according to the AAIDD definition?
A) It must originate after the age of 18.
B) It must originate before the age of 18.
C) It must include a physical disability.
D) It must be identified by a medical professional only.
B
Which of the following is most often cited as a reason why terms like the “R-word” continue to be used despite changes in policy?
A) The terms are still used in medical contexts and laws.
B) People may not understand the hurtful impact of the words.
C) They are part of new federal regulations for intellectual disabilities.
D) They have been redefined in recent medical literature.
B
How does the concept of adaptive behavior contribute to the evolving definition of intellectual disabilities?
A) It has become less important than intellectual functioning in defining intellectual disabilities.
B) It is now considered an increasingly important factor in classifying intellectual disabilities.
C) It focuses primarily on physical abilities, not social or emotional behavior.
D) It is only relevant in educational settings, not in medical diagnoses.
B
Which of the following statements best describes the significance of the 2010 change in U.S. policy regarding the terms for intellectual disabilities?
A) The change primarily aimed to remove outdated terms from medical textbooks.
B) The change only applied to educational settings but not to other contexts.
C) The change was a step toward more respectful and accurate language in both policy and public discussions.
D) The change was a response to legal challenges from disability advocacy groups.
C
Why is the term “intellectual disability” preferred over older labels like “mentally retarded”?
A) It is seen as more scientifically accurate.
B) It is easier to understand for the general public.
C) It is less likely to carry negative, hurtful connotations.
D) It is used only in certain legal contexts, not in medical ones.
C
Which of the following statements reflects the AAIDD’s evolving understanding of intellectual disabilities?
A) Intellectual disabilities are solely defined by IQ scores.
B) The role of adaptive behavior in defining intellectual disabilities has gained greater emphasis.
C) Intellectual disabilities are now defined exclusively by physical impairments.
D) The definition has remained unchanged for many decades.
B
What does intellectual functioning encompass?
A) Only reasoning and problem-solving abilities
B) Only abstract thinking and comprehension of complex ideas
C) An individual’s ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, and learn from experience
D) The ability to perform basic physical tasks
C
In the context of intelligence testing, what is typically set as the statistical average for an intelligence test?
A) 90
B) 100
C) 110
D) 120
B
Which of the following is used to measure the extent to which an individual’s score deviates from the average intelligence score of 100?
A) Standard error
B) Standard deviation
C) Intelligence quotient
D) Percentile rank
B
What IQ range is typically considered to indicate intellectual disabilities according to the AAIDD?
A) 80 to 85
B) 70 to 75 and lower
C) 85 to 90
D) 90 to 100
B
Which of the following is NOT part of adaptive behavior as defined by the AIDD?
A) Conceptual skills
B) Social skills
C) Practical skills
D) Intelligence quotient
D
What do adaptive behavior scales typically measure?
A) Only conceptual knowledge
B) A person’s intelligence quotient
C) A person’s ability to take care of personal needs and relate to others socially
D) A person’s ability to perform physical tasks
C
What does a standard deviation tell you about an intelligence test score?
A) The average score on the test
B) The statistical deviation of an individual’s score from the normative average
C) The total number of people who have taken the test
D) The raw score of the individual
B
Which of the following methods can be used to assess adaptive behavior?
A) Standardized tests only
B) Informal appraisal and structured interviews
C) Only structured observations
D) Direct testing of intelligence alone
B
What is meant by “developmental disabilities” in the context of major life activities?
A) Disabilities related to social skills only
B) Mental and/or physical impairments that limit substantial functioning in at least three areas of major life activity
C) Limitations in conceptual thinking alone
D) Only physical impairments that prevent mobility
B
Which of the following could be a source for obtaining information about an individual’s adaptive behavior?
A) Only the individual’s formal testing results
B) Only interviews with trained professionals
C) Anecdotal records and observations by familiar people
D) Only medical records
C
What does the concept of adaptive behavior specifically measure?
A) A person’s innate intelligence
B) Learned skills for functioning in daily life
C) A person’s natural social inclinations
D) The abstract reasoning ability of an individual
B
What is a major characteristic of the standardized intelligence tests used to measure intellectual functioning?
A) They assess only academic knowledge
B) They compare an individual’s score with that of a normative sample
C) They focus solely on social skills
D) They use only subjective ratings by family members
B
Which of the following is TRUE about people who score more than two standard deviations below 100 on an intelligence test?
A) They would be considered as having intellectual disabilities
B) They are considered to have above-average intelligence
C) They are likely to perform well in academic settings
D) They are defined as having no limitations in adaptive behavior
A
What is the role of standardized tests in measuring adaptive behavior?
A) They are used to assess only the conceptual aspect of adaptive behavior
B) They help measure abstract reasoning and IQ
C) They are used to assess a person’s practical, social, and conceptual skills
D) They measure only physical functioning
C
What is typically involved in an adaptive behavior scale assessment?
A) Direct observation of an individual’s intellectual capacity
B) Anecdotal records from family members and professionals
C) Only theoretical assessments of abstract thinking
D) None of the above
B
Which of the following best describes the reason why age 18 is used as the cutoff for the diagnosis of intellectual disabilities?
A) Intellectual disabilities are typically diagnosed during adulthood.
B) Intellectual disabilities are developmental conditions that are diagnosed during childhood or adolescence.
C) Intellectual disabilities can be identified only after the age of 18 due to cognitive maturation.
D) Intellectual disabilities are only relevant for people younger than 18 years old.
B
A developmental disability results in substantial limitations in which of the following areas?
A) Only in self-care and mobility.
B) At least three major life activities, including self-care, language, learning, mobility, self-direction, capacity for independent living, and economic self-sufficiency.
C) Only in mental health and physical health.
D) Only in self-direction and economic self-sufficiency.
B
How does the environment influence the development of adaptive functioning in individuals with intellectual disabilities?
A) A person’s ability to adapt is not influenced by their environment.
B) A positive environment that encourages participation in community activities fosters adaptive functioning.
C) The environment only influences intellectual development, not adaptive functioning.
D) Adaptive functioning improves solely through medical treatment, not environmental interactions.
B
What is meant by the term “adaptive fit” in the context of intellectual disabilities?
A) The ability of an individual to independently manage their health conditions.
B) The alignment between an individual’s abilities and the demands of their environment, shaped by active participation in community activities.
C) The process of managing and controlling psychiatric disorders.
D) The suitability of a medical treatment plan to an individual’s needs.
B
Which of the following health conditions are mentioned as possible compounding factors that affect individuals with intellectual disabilities?
A) Asthma and diabetes.
B) Seizure disorders and cerebral palsy.
C) Obesity and high blood pressure.
D) Heart disease and arthritis.
B
Individuals with intellectual disabilities have what percentage higher rate of psychiatric disorders compared to the general population?
A) 10%
B) 25%
C) 50%
D) 75%
C
What does the term “dual diagnosis” refer to in the context of intellectual disabilities?
A) A diagnosis of intellectual disability that includes two or more cognitive impairments.
B) A diagnosis that includes both intellectual disability and a psychiatric disorder.
C) The co-occurrence of intellectual disability and a physical health disorder.
D) The diagnosis of intellectual disability along with two types of psychiatric disorders.
B
Which of the following is NOT an example of the three levels of environmental context that affect individuals with intellectual disabilities?
A) Immediate social settings, such as family interactions.
B) Broader community supports, such as public education.
C) Patterns of culture and society.
D) The individual’s ability to perform physical tasks alone.
D
How does the environmental context affect the level of independence of a person with an intellectual disability?
A) It has no impact on the level of independence.
B) Independence is determined solely by medical treatment, not environmental factors.
C) The environmental context, including family, community, and societal patterns, influences the degree of independence.
D) Only the immediate family setting influences independence, not broader contexts.
C
Which of the following best describes the role of physical and mental health in intellectual disabilities, according to the AAIDD?
A) Physical and mental health do not affect the functioning of people with intellectual disabilities.
B) Physical and mental health are important but do not significantly influence intellectual functioning.
C) The physical and mental health of an individual significantly influences their overall intellectual and adaptive functioning.
D) Only physical health influences adaptive functioning, not mental health.
C
Which of the following is the most important consideration when assessing limitations in a person with intellectual disabilities?
A) The individual’s age and gender.
B) The context of community environments typical of the individual’s age, peers, and culture.
C) The individual’s intellectual capacity alone.
D) The person’s medical history and family background.
B
When conducting a valid assessment of an individual with intellectual disabilities, professionals must take into account:
A) Only the individual’s cognitive abilities.
B) Cultural and linguistic diversity as well as differences in communication, sensory, motor, and behavioral factors.
C) The person’s social status and wealth.
D) The individual’s educational history and achievements.
B
Which of the following statements is most accurate regarding the relationship between limitations and strengths in individuals with intellectual disabilities?
A) Limitations are always the result of a lack of strengths.
B) Limitations and strengths are mutually exclusive and cannot coexist.
C) Limitations often coexist with strengths within an individual.
D) Strengths always outweigh limitations in individuals with intellectual disabilities.
C
What is the primary purpose of identifying limitations in individuals with intellectual disabilities, according to the AAIDD?
A) To diagnose the severity of intellectual impairment.
B) To develop a profile of needed supports.
C) To determine the individual’s long-term potential.
D) To provide a basis for legal action or social security benefits.
B
What is the expected outcome when individuals with intellectual disabilities receive appropriate personalized supports over a sustained period?
A) Their limitations will remain unchanged.
B) Their intellectual capacities will exceed those of their peers.
C) Their life functioning generally improves.
D) They will require fewer supports as they age.
C
What term describes the highest level of intellectual performance in individuals with intellectual disabilities?
a) Moderate
b) Severe
c) Mild
d) Profound
C
Which of the following is NOT one of the three domains used to assess the severity of intellectual disabilities?
a) Conceptual
b) Social
c) Practical life skills
d) Emotional regulation
D
How are the severity levels of intellectual disabilities primarily determined?
a) By measuring IQ alone
b) By the clinician’s impression of adaptive functioning
c) By family history
d) Through genetic testing
B
Which of the following conditions is classified under metabolic disorders associated with intellectual disabilities?
a) Down syndrome
b) Fetal alcohol syndrome
c) Phenylketonuria
d) Rubella
C
What does the medical classification system for intellectual disabilities differentiate based on?
a) The severity of the condition
b) The person’s age at diagnosis
c) The cause of the condition
d) The person’s social functioning
C
Which of the following conditions is classified as a chromosomal abnormality?
a) Down syndrome
b) Phenylketonuria
c) Syphilis
d) Rubella
A
Which term is used to describe the lowest level of intellectual performance?
a) Mild
b) Moderate
c) Severe
d) Profound
D
Which of the following medical conditions is associated with fetal alcohol syndrome?
a) Thyroid dysfunction
b) Rubella
c) Fetal alcohol syndrome
d) Syphilis
C
What type of system emerged primarily from the field of medicine to classify intellectual disabilities based on their causes?
a) Developmental classification system
b) Behavioral classification system
c) Medical classification system
d) Educational classification system
C
Which infection is associated with intellectual disabilities and is mentioned in the passage?
a) Measles
b) Syphilis
c) Chickenpox
d) Malaria
B
Which classification system does AAIDD currently use to categorize individuals with intellectual disabilities?
a) Severity of cognitive impairment
b) Type and extent of support required
c) Medical classification
d) Psychological classification
B
What is the defining characteristic of “intermittent” supports?
a) Supports are constant and ongoing
b) Supports are provided on an “as-needed basis”
c) Supports are provided only in work settings
d) Supports are only for short-term use
B
Which type of support is required during significant life transitions, such as job loss or medical crisis?
a) Extensive
b) Pervasive
c) Intermittent
d) Limited
C
What distinguishes “limited” supports from “intermittent” supports?
a) Limited supports are always high intensity
b) Limited supports are provided consistently but for shorter durations
c) Limited supports require more staff
d) Limited supports are provided only in the home environment
B
Which level of support requires regular involvement in environments like work or home, and is not time-limited?
a) Intermittent
b) Extensive
c) Pervasive
d) Limited
B
Which type of support requires constant, high-intensity assistance across multiple environments?
a) Intermittent
b) Limited
c) Extensive
d) Pervasive
D
What is one key difference between formal and natural support systems?
a) Formal supports are provided by family members
b) Natural supports are funded by government programs
c) Formal supports are provided by agencies and organizations
d) Natural supports are always high-intensity
C
Which type of support is typically provided by the nuclear and extended family, friends, or neighbors?
a) Extensive
b) Limited
c) Formal
d) Natural
D
Which of the following is an example of a formal support system?
a) Support from a neighbor
b) Advocacy organizations like The ARC
c) Family members offering assistance
d) Friends helping with job placement
B
What is the primary benefit of natural supports over formal supports?
a) They are less intrusive
b) They are more effective in helping individuals participate in community settings
c) They are more expensive
d) They are funded by the government
B
Which type of support typically involves more staff and is more intrusive?
a) Limited
b) Extensive
c) Pervasive
d) Intermittent
C
What type of support is described as having lower costs and requiring fewer staff than more intensive support levels?
a) Extensive
b) Pervasive
c) Intermittent
d) Limited
D
Which of the following best describes the role of advocacy organizations in supporting individuals with intellectual disabilities?
a) Providing direct care
b) Offering financial support
c) Lobbying for improved services and family interaction
d) Providing home-based care
C
What does research suggest about the employment success of adults with intellectual disabilities?
a) They are more likely to find jobs through formal support systems
b) They are more likely to find jobs through natural support networks
c) They only find employment through government programs
d) They find more employment through formal education
B
What is a primary characteristic of intellectual disabilities?
A) Difficulty acquiring new skills
B) Enhanced ability to grasp abstract concepts
C) Diminished intellectual ability compared to the general population
D) Ability to learn quickly from representations or symbols
C
In terms of learning, how do children with intellectual disabilities differ from their peers without disabilities?
A) They learn abstract concepts better than concrete ones
B) They learn faster due to enhanced memory capabilities
C) They grasp abstract concepts less effectively than concrete ones
D) They use symbols more efficiently than real objects
C
What type of instruction do children with intellectual disabilities benefit most from?
A) Abstract, conceptual lessons
B) Instruction that is meaningful and useful
C) Symbol-based instruction
D) Instruction that involves minimal interaction with real objects
B
What is meant by “generalization” in the context of learning for children with intellectual disabilities?
A) The ability to apply new knowledge only to specific situations
B) The process of memorizing information without applying it
C) Applying previously learned content or skills to new, un-taught situations
D) Learning a new concept without needing to practice it repeatedly
C
What factor is related to memory problems in children with intellectual disabilities?
A) Ability to rehearse tasks effectively
B) Difficulty focusing on relevant stimuli
C) Over-attention to irrelevant stimuli
D) Quick processing of sensory stimuli
B
What is one key issue faced by people with intellectual disabilities regarding learning strategies?
A) They develop advanced strategies for remembering tasks
B) They often rehearse tasks in order to remember them
C) They do not seem to develop efficient learning strategies like rehearsal
D) They easily adapt to learning strategies in different situations
C
What does the concept of self-regulation relate to in learning?
A) The ability to recognize irrelevant stimuli
B) The ability to monitor and adjust strategies while solving problems
C) The ability to avoid using strategies entirely
D) The automatic memorization of information
B
In information-processing theory, what is seen as a key underdevelopment in people with intellectual disabilities?
A) The ability to process sensory stimuli
B) The development of advanced motoric output
C) Metacognitive processes involved in planning and solving problems
D) The ability to use real objects for learning
C
What are the steps involved in metacognitive processes as described in information-processing theory?
A) Monitoring only the final result of a task
B) Deciding on a strategy, implementing it, monitoring progress, and evaluating the results
C) Memorizing a strategy without evaluating its success
D) Ignoring irrelevant stimuli and focusing solely on results
B
What ability related to self-regulation do children with intellectual disabilities struggle with?
A) Evaluating the success of a strategy
B) Applying strategies in new situations
C) Rehearsing tasks to aid memory
D) Memorizing abstract concepts
C
Which of the following is an important aspect of an independent lifestyle?
A) The ability to memorize large amounts of information
B) The ability to adapt to the demands of the environment
C) The ability to complete complex academic tasks
D) The ability to learn without guidance
B
What is defined as the ability to apply skills learned in the classroom to daily activities in natural settings?
A) Academic behavior
B) Adaptive behavior
C) Social behavior
D) Cognitive behavior
B
Children with intellectual disabilities may struggle with all of the following except:
A) Learning and applying skills
B) Reading social cues
C) Having excessive attention to detail
D) Impulsive behavior
C
Which of the following is a common challenge for children with intellectual disabilities?
A) Maintaining focus in social settings
B) Consistently following social norms
C) Reading comprehension
D) Mastering advanced mathematical concepts
C
Students with mild intellectual disabilities tend to struggle most with:
A) Memorizing sight words
B) Decoding words
C) Comprehending the meaning of words
D) Performing calculations
C
Children with intellectual disabilities often experience delays in which academic areas?
A) Social interactions
B) Literacy and mathematics
C) Motor skills
D) Physical education
B
Students with intellectual disabilities may perform better in which of the following areas?
A) Reading comprehension
B) Mathematical problem-solving
C) Decoding words
D) Writing essays
C
Which of the following is most likely to be a strength for students with mild intellectual disabilities?
A) Memorizing complex passages
B) Applying advanced mathematical concepts
C) Reading words out of context
D) Decoding words
D
Children with intellectual disabilities may have difficulty applying concepts in:
A) Social situations
B) Problem-solving situations
C) Sports activities
D) Music performances
B
What is one factor that may contribute to lower self-esteem in children with intellectual disabilities?
A) Strong academic achievements
B) High expectations for success
C) A greater expectancy for failure
D) Excellent social skills
C
Research indicates that children with moderate to severe intellectual disabilities can be taught to:
A) Excel academically without accommodations
B) Gain information and participate in social settings
C) Complete advanced problem-solving tasks
D) Memorize large quantities of facts
B
Which of the following is an example of a sight word that children with intellectual disabilities might learn?
A) Subtraction
B) Danger
C) Calculus
D) Perimeter
D
Learning math for children with intellectual disabilities can help them with:
A) Performing advanced algebra
B) Managing finances like balancing a checkbook
C) Completing high-level equations
D) Memorizing multiplication tables
B
Children with intellectual disabilities may struggle with which aspect of mathematics?
A) Addition and subtraction of large sums
B) Performing basic computations
C) Applying concepts in real-world problem-solving
D) Memorizing multiplication tables
C
Which of the following is a useful skill that math instruction can teach children with intellectual disabilities?
A) Reading scientific articles
B) Managing time and adding large sums
C) Balancing a checkbook and using debit cards
D) Performing advanced statistical analysis
C
Which of the following best describes a reason why children with intellectual disabilities may have difficulty in social situations?
A) They struggle with academic tasks more than social interaction
B) They often fail to read social cues and exhibit impulsive behavior
C) They are too focused on social rules and formalities
D) They are usually too shy to interact with others
B
What is one of the most serious and obvious characteristics of individuals with intellectual disabilities?
a) Delayed motor skills development
b) Delayed speech and language development
c) Impaired vision
d) Emotional instability
B
Which of the following is NOT typically one of the most common speech difficulties in individuals with intellectual disabilities?
a) Articulation problems
b) Voice problems
c) Stuttering
d) Memory lapses
D
What type of language problems are generally seen in individuals with intellectual disabilities?
a) Bizarre use of language
b) Delays in language development
c) Excessive vocabulary usage
d) Overuse of complex sentences
B
What is emphasized as the primary goal of language intervention for individuals with intellectual disabilities?
a) Improving academic performance
b) Increasing functional communication
c) Reducing anxiety
d) Encouraging social interaction
B
How is the severity of speech and language problems related to the intellectual disabilities of an individual?
a) It is inversely correlated: the more severe the intellectual disability, the less severe the language difficulties.
b) It is not correlated at all.
c) It is positively correlated: the more severe the intellectual disability, the more severe the language difficulties.
d) It varies randomly, with no discernible pattern
C
Which of the following is an example of a minor speech defect commonly seen in individuals with intellectual disabilities?
a) Total lack of speech
b) Difficulty with articulation
c) Excessive repetition of phrases
d) Misuse of complex grammar
B
