ID Flashcards
(265 cards)
1
Q
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
A
B
2
Q
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.
A
B
3
Q
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.
A
C
4
Q
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.
A
B
5
Q
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.
A
C
6
Q
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
A
C
7
Q
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.
A
B
8
Q
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.
A
B
9
Q
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.
A
B
10
Q
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.
A
B
11
Q
Which of the following terms was NOT historically used to label people with intellectual disabilities?
A) Feebleminded
B) Moron
C) Intelligent
D) Imbecile
A
C
12
Q
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.
A
B
13
Q
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.
A
C
14
Q
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
A
B
15
Q
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.
A
B
16
Q
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.
A
B
17
Q
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.
A
B
18
Q
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.
A
C
19
Q
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.
A
C
20
Q
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.
A
B
21
Q
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
A
C
22
Q
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
A
B
23
Q
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
A
B
24
Q
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
A
B
25
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
26
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
27
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
28
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
29
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
30
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
31
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
32
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
33
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
34
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
35
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
36
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
37
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
38
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
39
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
40
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
41
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
42
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
43
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
44
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
45
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
46
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
47
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
48
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
49
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
50
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
51
What term describes the highest level of intellectual performance in individuals with intellectual disabilities?
a) Moderate
b) Severe
c) Mild
d) Profound
C
52
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
53
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
54
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
55
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
56
Which of the following conditions is classified as a chromosomal abnormality?
a) Down syndrome
b) Phenylketonuria
c) Syphilis
d) Rubella
A
57
Which term is used to describe the lowest level of intellectual performance?
a) Mild
b) Moderate
c) Severe
d) Profound
D
58
Which of the following medical conditions is associated with fetal alcohol syndrome?
a) Thyroid dysfunction
b) Rubella
c) Fetal alcohol syndrome
d) Syphilis
C
59
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
60
Which infection is associated with intellectual disabilities and is mentioned in the passage?
a) Measles
b) Syphilis
c) Chickenpox
d) Malaria
B
61
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
62
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
63
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
64
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
65
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
66
Which type of support requires constant, high-intensity assistance across multiple environments?
a) Intermittent
b) Limited
c) Extensive
d) Pervasive
D
67
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
68
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
69
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
70
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
71
Which type of support typically involves more staff and is more intrusive?
a) Limited
b) Extensive
c) Pervasive
d) Intermittent
C
72
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
73
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
74
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
75
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
76
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
77
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
78
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
79
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
80
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
81
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
82
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
83
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
84
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
85
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
86
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
87
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
88
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
89
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
90
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
91
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
92
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
93
Children with intellectual disabilities may have difficulty applying concepts in:
A) Social situations
B) Problem-solving situations
C) Sports activities
D) Music performances
B
94
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
95
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
96
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
97
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
98
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
99
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
100
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
101
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
102
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
103
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
104
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
105
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
106
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
107
What can speech and language pathologists generally do for most students with intellectual disabilities?
a) Completely eliminate speech issues
b) Minimize speech differences
c) Focus only on improving reading skills
d) Teach advanced linguistic structures
B
108
The language problems associated with intellectual disabilities are primarily linked to:
a) Abnormal sentence structure
b) A lack of desire to communicate
c) Delays in language development
d) Inability to recognize speech sounds
C
109
The severity of speech and language problems in individuals with intellectual disabilities typically varies based on:
a) Age of diagnosis
b) The severity and cause of the intellectual disabilities
c) Family support systems
d) Socioeconomic status
B
110
Which of the following best describes the range of speech and language difficulties observed in individuals with intellectual disabilities?
a) Only minor articulation problems
b) The complete absence of expressive language
c) A combination of articulation problems and advanced language use
d) Minor to severe speech and language difficulties, including absence of expressive language
D
111
Which of the following statements best describes the physical appearance of most children with intellectual disabilities?
A) They have significant physical differences compared to their peers.
B) Their physical appearance is typically the same as that of same-age children without disabilities.
C) They all exhibit physical challenges, regardless of the severity of their intellectual disability.
D) They usually have visible signs of related health issues.
B
112
How does the severity of intellectual disabilities relate to physical differences in individuals?
A) The severity of intellectual disabilities does not affect physical appearance.
B) Individuals with severe intellectual disabilities tend to have more physical challenges due to genetic factors.
C) The more severe the intellectual disability, the fewer the physical challenges.
D) Mild intellectual disabilities are always associated with significant physical differences.
B
113
What is a likely cause of physical differences in individuals with mild intellectual disabilities?
A) Environmental factors rather than genetic factors.
B) Genetic factors that are not related to the intellectual disability.
C) Congenital conditions unrelated to the disability.
D) Severe health problems associated with the intellectual disability.
A
114
Which of the following is true about children with severe and profound intellectual disabilities?
A) They often experience only minor developmental delays.
B) They typically have a single disability that only affects their cognitive abilities.
C) They frequently face multiple disabilities affecting both intellectual and physical development.
D) They are less likely to have developmental delays than children with mild intellectual disabilities.
C
115
What is one specific health issue commonly associated with individuals with Down syndrome?
A) Vision impairment
B) Hearing loss
C) Congenital heart defects
D) Autism
C
116
What factor is a significant reason for the increased health problems among children with intellectual disabilities?
A) Genetic factors alone
B) Limited access to proper healthcare and poor living conditions
C) Overexposure to sports and recreational activities
D) Lack of intellectual stimulation and learning opportunities
B
117
Which of the following best describes the socioeconomic background of many children with intellectual disabilities?
A) They come from families with higher socioeconomic status.
B) They are equally distributed across all socioeconomic backgrounds.
C) A significantly higher percentage come from low socioeconomic backgrounds.
D) Their socioeconomic status has no correlation with their intellectual disabilities.
C
118
What health-related issue may children with intellectual disabilities face due to inadequate living conditions?
A) Susceptibility to infections due to poor nutrition and sanitation
B) Excessive physical fitness challenges
C) Increased susceptibility to genetic diseases
D) Chronic respiratory problems unrelated to their living environment
A
119
Who is credited with changing society's perceptions of people with intellectual disabilities through sports and fitness activities?
A) John F. Kennedy
B) Beirne-Smith
C) Eunice Kennedy Shriver
D) Drew & Hardman
C
120
What notable organization did Eunice Kennedy Shriver found to support individuals with intellectual disabilities?
A) Special Education International
B) The Arc of the United States
C) Special Olympics
D) The Kennedy Foundation for Intellectual Disabilities
C
121
What is the estimated global prevalence of intellectual disabilities across all ages?
A) 7 percent
B) 1 percent
C) 5 percent
D) 10 percent
B
122
According to the most recent U.S. Department of Education report (2014), how many students between the ages of 6 and 21 were receiving services under IDEA for intellectual disabilities?
A) 1 million
B) 414,000
C) 2 million
D) 500,000
B
123
What percentage of all students with disabilities between the ages of 6 and 21 are identified as having intellectual disabilities?
A) 7 percent
B) 10 percent
C) 5 percent
D) 25 percent
A
124
According to the President’s Committee for People with Intellectual Disabilities (2014), how many Americans of all ages are estimated to have intellectual disabilities?
A) 1 to 2 million
B) 7 to 8 million
C) 10 million
D) 20 million
B
125
How many families in the United States are estimated to be affected by intellectual disabilities?
A) One in twenty families
B) One in ten families
C) One in fifty families
D) One in one hundred families
B
126
What condition is most commonly associated with an extra chromosome on the 21st pair?
A) Fragile X syndrome
B) Williams syndrome
C) Trisomy 21 (Down syndrome)
D) Turner syndrome
C
127
Williams syndrome occurs in approximately how many births?
A) 1 in every 10,000 births
B) 1 in every 20,000 births
C) 1 in every 50,000 births
D) 1 in every 100,000 births
B
128
What genetic characteristic defines Williams syndrome?
A) An extra chromosome on the 21st pair
B) A missing section of genetic material on the seventh pair of chromosomes
C) A break or split in the X chromosome
D) A mutation on the 13th pair of chromosomes
B
129
Fragile X syndrome is associated with damage to which part of the chromosome?
A) The 21st chromosome
B) The X chromosome
C) The 7th chromosome
D) The 5th chromosome
B
130
What is the visible characteristic of Fragile X syndrome?
A) An extra chromosome on the 21st pair
B) A breaking or splitting at the end of the X chromosome
C) A missing genetic material on the 7th chromosome
D) An inversion of the 5th chromosome
B
131
Which of the following is a common cause of chromosomal disorders?
A) Too few chromosomes or a change in the structure of chromosomes
B) Errors in gene replication
C) Overexposure to chemicals during pregnancy
D) Environmental toxins that affect gene function
A
132
Which condition is a widely recognized genetic disorder associated with intellectual disabilities?
A) Fragile X syndrome
B) Down syndrome
C) Williams syndrome
D) Phenylketonuria (PKU)
B
133
What is the most common type of Down syndrome?
A) Trisomy 21
B) Translocation Down syndrome
C) Mosaic Down syndrome
D) Chromosomal deletion syndrome
A
134
Which of the following is a characteristic physical feature of Down syndrome?
A) Large hands and flat ears
B) Slanting eyes with folds of skin at the inner corners
C) Broad nose and narrow face
D) Short neck and high-pitched cries
B
135
What factor has been increasingly associated with the cause of Down syndrome?
A) Age of the child
B) Age of both the mother and the father
C) Infections during pregnancy
D) Inherited metabolic conditions
B
136
What is the main cause of Williams syndrome?
A) A mutation in the 23rd chromosome
B) Absence of genetic material on the seventh pair of chromosomes
C) A defective gene on the 21st chromosome
D) Excessive exposure to radiation
B
137
Which of the following is NOT a common symptom of Williams syndrome?
A) Elevated blood calcium levels
B) Hypersensitive hearing
C) Large head size
D) Heart and blood vessel abnormalities
C
138
Which disorder is characterized by a hereditary genetic anomaly in the 23rd pair of chromosomes?
A) Phenylketonuria (PKU)
B) Down syndrome
C) Fragile X syndrome
D) Williams syndrome
C
139
Why are males more severely affected by fragile X syndrome than females?
A) Males have only one X chromosome, while females have two
B) Males are more susceptible to infections during pregnancy
C) Males inherit a defective gene from their mothers only
D) Females have a more developed immune system
A
140
Which of the following is a common physical feature of fragile X syndrome?
A) Short, broad hands with a single crease across the palm
B) Large head and flat ears
C) Small head and broad feet
D) Short neck and slanting eyes
B
141
What behavior may people with fragile X syndrome exhibit?
A) Excessive social engagement and friendly interactions
B) Hyperactivity and aggression
C) Speech and language delays or deficiencies
D) All of the above
D
142
What is the cause of phenylketonuria (PKU)?
A) The inability to process a substance called phenylalanine
B) A defect in the seventh chromosome
C) An overproduction of phenylalanine in the body
D) Excessive environmental toxins affecting protein synthesis
A
143
Which of the following is the primary treatment for phenylketonuria (PKU)?
A) Genetic therapy to correct the defective gene
B) Surgical intervention to remove harmful substances
C) Dietary restrictions to prevent the buildup of phenylalanine
D) Physical therapy to improve motor skills
C
144
What is a characteristic of multifactorial genetic disorders?
A) They result from a single genetic mutation
B) They are caused solely by environmental factors
C) They involve several genes combined with environmental factors
D) They are always inherited from both parents
C
145
Which of the following is true regarding chromosomal disorders?
A) They result from errors in protein synthesis
B) They are caused by mutations in a single gene
C) They can involve an extra chromosome or structural changes in chromosomes
D) They are always caused by environmental factors such as toxins
C
146
Which of the following factors can result in intellectual disability during prenatal development?
a) Exposure to drugs and alcohol
b) Maternal infections
c) Malnutrition
d) All of the above
D
147
What is the primary characteristic of fetal alcohol syndrome (FAS)?
a) Premature birth
b) Facial abnormalities, heart problems, and intellectual disabilities
c) Intellectual disabilities due to maternal infections
d) Low birth weight and enlarged head
B
148
Which of the following drugs is known to produce serious fetal damage?
a) Marijuana
b) Heroin
c) Caffeine
d) Penicillin
B
149
What is the term used to describe babies that weigh 2,500 grams (5½ pounds) or less at birth?
a) Premature
b) Low birth weight
c) Underdeveloped
d) Abnormal birth weight
B
150
What condition is characterized by the absence of cerebral tissue?
a) Anoxia
b) Anencephaly
c) Hydrocephalus
d) Encephalitis
B
151
Which of the following is a condition where excess cerebrospinal fluid accumulates in the skull and can result in intellectual disabilities?
a) Anencephaly
b) Hydrocephalus
c) Encephalitis
d) Rubella
B
152
Which prenatal infection is linked to intellectual disabilities, deafness, blindness, and other neurological problems?
a) HIV
b) Rubella
c) Hepatitis
d) Influenza
B
153
What is a leading preventable cause of intellectual disabilities in newborns?
a) Premature birth
b) Fetal alcohol syndrome (FAS)
c) HIV transmission from mother to child
d) Malnutrition during pregnancy
B
154
What is the risk associated with maternal smoking during pregnancy?
a) Increased risk of miscarriage
b) Increased risk of premature birth and developmental problems
c) Increased risk of cerebral palsy
d) Increased risk of genetic disorders
B
155
What can occur if an infant is exposed to anoxia during prenatal development?
a) Intellectual disabilities due to maternal drug use
b) Permanent damage to the brain
c) Low birth weight
d) Premature birth
B
156
How does maternal infection with HIV affect an unborn child?
a) It causes cerebral palsy
b) It can lead to intellectual deficits by damaging the fetus's immune system
c) It results in blindness and deafness
d) It causes low birth weight and heart problems
B
157
What prenatal condition is defined as infants being delivered before 37 weeks from the first day of the last menstrual period?
a) Low birth weight
b) Prematurity
c) Hydrocephalus
d) Anencephaly
B
158
Which of the following is a result of excessive maternal use of alcohol during pregnancy?
a) Anencephaly
b) Low birth weight and small brain size
c) Hydrocephalus
d) Anoxia
B
159
The National Organization on Fetal Alcohol Syndrome (2015) estimates that how many babies with alcohol-related problems are born in the U.S. each year?
a) 10,000
b) 40,000
c) 100,000
d) 200,000
B
160
What is a potential result of an infection in a mother during the first three months of pregnancy?
a) Reduced birth weight
b) Intellectual disabilities and other complications in the unborn child
c) Premature birth
d) Increased risk of hydrocephalus
B
161
What condition is associated with an inflammation of brain tissue that can damage the central nervous system?
a) Anoxia
b) Encephalitis
c) Hydrocephalus
d) Rubella
B
162
What prenatal condition refers to an enlarged head and pressure on the brain, potentially resulting in intellectual disabilities?
a) Anencephaly
b) Hydrocephalus
c) Prematurity
d) Fetal alcohol syndrome
B
163
Which condition results from an infection with the rubella virus and is a known cause of intellectual disabilities in infants?
a) HIV
b) Encephalitis
c) Congenital rubella
d) Anencephaly
C
164
Which of the following substances is linked to developmental problems when used during pregnancy?
a) Caffeine
b) Cocaine
c) Acetaminophen
d) Aspirin
B
165
What is a common outcome of hydrocephalus if surgical intervention is not performed early?
a) Loss of vision
b) Increased risk of anencephaly
c) Decreased intellectual functioning
d) Premature birth
C
166
What critical factor during delivery can influence the development of intellectual disabilities in a baby?
A) The baby's weight
B) The continuing supply of oxygen and nutrients
C) The baby's position relative to the mother
D) The baby's gender
B
167
Which condition may result from a lack of oxygen during birth, potentially leading to intellectual disabilities?
A) Hyperactivity
B) Anoxia
C) Cerebral palsy
D) Autism
B
168
Which of the following birth-related complications may result in brain damage?
A) High birth weight
B) Abnormal labor and delivery
C) Early breastfeeding
D) Sleeping on the back
B
169
Which childhood diseases are mentioned as potential causes of brain damage?
A) Chicken pox, whooping cough, and measles
B) Flu and cold
C) Malaria and pneumonia
D) Strep throat and ear infections
A
170
What is the primary reason for the increase in diseases like whooping cough and measles in recent years?
A) Increase in population density
B) A decline in vaccination rates
C) Climate change
D) The emergence of new viruses
B
171
Which of the following is a potential consequence of low birth weight and premature delivery?
A) Increased physical strength
B) Intellectual disabilities
C) Enhanced immune function
D) Faster motor development
B
172
What percentage of immunization for incoming kindergarten children has been reported in some states?
A) 95 percent
B) 83 percent
C) 90 percent
D) 75 percent
B
173
Which of the following injuries may lead to intellectual disability?
A) Broken bones
B) Blow to the head
C) Skin cuts
D) Sprained ankles
B
174
Environmental toxins, such as lead and mercury, can cause damage to which part of the body?
A) Lungs
B) Brain and nervous system
C) Heart
D) Digestive system
B
175
Which of the following is a potential consequence of a near-drowning incident?
A) Hearing loss
B) Intellectual disability
C) Vision problems
D) Bone fractures
B
176
Which of the following is a common factor that increases the risk of intellectual disability in children living in poverty?
a) Access to high-quality education
b) Exposure to environmental health hazards
c) High family income
d) Availability of extracurricular activities
B
177
What is often a characteristic of children with mild intellectual disabilities from families living in poverty?
a) They generally have a known biological cause for their condition.
b) They typically have access to a wide range of educational resources.
c) Their home situations often provide few opportunities for learning.
d) They receive adequate medical care and nutrition.
C
178
What is the term used to describe intellectual disabilities that may be attributable to both sociocultural and genetic factors?
a) Hereditary intellectual disabilities
b) Cultural–familial intellectual disabilities
c) Genetic disorders
d) Environmental intellectual disabilities
B
179
The nature versus nurture controversy addresses which of the following?
a) Whether intellectual disabilities are caused exclusively by environmental factors.
b) How much of a person’s intellectual ability is influenced by genetics versus sociocultural factors.
c) The role of socioeconomic status in intellectual disabilities.
d) Whether intellectual disabilities can be fully prevented through education
B
180
What factor is often associated with children in high-risk groups, such as those living in poverty?
a) Receiving superior medical care
b) Living in unstable families
c) Growing up in high socioeconomic status (high SES) environments
d) Access to diverse cultural experiences
B
181
What is a key characteristic of individuals with cultural–familial intellectual disabilities?
a) They always have a known biological cause for their condition.
b) They are most often raised in high-income families.
c) They have at least one parent or sibling with mild intellectual disabilities.
d) They do not experience any environmental risk factors.
C
182
What is one of the challenges in determining the causes of intellectual disabilities?
a) It is always clear that the cause is purely genetic.
b) The causes are always linked to environmental factors.
c) The interaction of hereditary and environmental factors makes it difficult to pinpoint a single cause.
d) Only genetic factors contribute to intellectual disabilities.
C
183
In what way can intellectual disabilities be prevented, even if their exact causes are not always known?
a) Through genetic testing and elimination of high-risk families
b) By addressing and improving environmental factors such as nutrition and health care
c) By identifying and removing children with genetic predispositions from school
d) Through complete reliance on nature over nurture
B
184
Which of the following is a significant risk factor for intellectual disabilities in children from impoverished backgrounds?
a) Receiving superior education
b) Poor medical care and inadequate nutrition
c) High-quality family support systems
d) Stable family environments
B
185
Which of the following is NOT a typical characteristic of individuals with cultural–familial intellectual disabilities?
a) Mild intellectual disabilities
b) A biological cause is often identifiable
c) A family history of mild intellectual disabilities
d) Growing up in a low socioeconomic status environment
B
186
What are the three distinct eligibility criteria for determining intellectual disability?
A) IQ, adaptive behavior, and age of onset
B) IQ, social skills, and emotional regulation
C) Adaptive behavior, communication skills, and academic performance
D) Age of onset, IQ, and family history
A
187
How is intelligence typically assessed when determining if a person has an intellectual disability?
A) Behavioral observation
B) Personality test
C) IQ test
D) Neuroimaging techniques
C
188
What is the average score on a norm-referenced IQ test?
A) 90
B) 85
C) 100
D) 110
C
189
Which of the following IQ scores would typically indicate eligibility for intellectual disability based on the intelligence criterion?
A) 85
B) 75
C) 90
D) 110
B
190
What type of tests are used to assess adaptive behavior in individuals with intellectual disabilities?
A) Standardized IQ tests
B) Behavioral rating scales
C) Personality assessments
D) Academic achievement tests
B
191
Which of the following is NOT mentioned as a commonly used IQ test for assessing intellectual disability?
A) Wechsler Intelligence Scale for Children (WISC-V)
B) Stanford-Binet Intelligence Scales (SB5)
C) Woodcock Johnson Tests of Cognitive Abilities
D) Myers-Briggs Type Indicator (MBTI)
D
192
What are the three types of skills assessed when evaluating adaptive behavior?
A) Cognitive, emotional, and social
B) Conceptual, social, and practical
C) Academic, communication, and behavioral
D) Cognitive, physical, and behavioral
B
193
At what age must the deficits related to intellectual disability begin in order to meet the eligibility criteria?
A) Before the age of 16
B) Before the age of 21
C) Before the age of 18
D) Before the age of 25
C
194
When do educational services typically begin for children with mild intellectual disabilities?
A) Preschool
B) Elementary school
C) High school
D) College
B
195
For individuals with more severe intellectual disabilities, when do services and supports typically begin?
A) At birth
B) At age 5
C) At age 10
D) At age 18
A
196
What might prevent parents from seeking intervention for children with mild intellectual disabilities during the preschool years?
A) Parents may not recognize the need for intervention.
B) Professionals may not offer suitable solutions during early childhood.
C) Children typically do not exhibit developmental delays at this stage.
D) Parents believe that early intervention is unnecessary for intellectual disabilities.
B
197
What is the main concern associated with early childhood education for children with mild intellectual disabilities?
A) Early intervention could create problems for the child.
B) Children are often not mature enough for structured learning.
C) Professionals do not have enough training to handle intellectual disabilities.
D) Early childhood services are too expensive for families to access.
B
198
What does the "maturation philosophy" suggest regarding when children should start learning certain skills?
A) Children should learn as much as possible before entering school.
B) Children should only begin structured learning when they are mature enough.
C) Children should start learning immediately to prevent future problems.
D) Learning should be postponed until elementary school.
B
199
Which program is an example of an early intervention initiative designed to prevent learning and behavioral issues in children?
A) IDEA
B) Infant Stimulation
C) Head Start
D) Special Education
C
200
What was the initial goal of the Head Start program that was not fully achieved?
A) To prevent all behavioral issues in children before they start school.
B) To provide vocational training for at-risk students.
C) To integrate children with disabilities into mainstream education.
D) To eliminate school adjustment problems for low-income students.
D
201
Why is the concept of developmental milestones important in the context of early intervention?
A) It focuses on helping children advance in areas unrelated to school skills.
B) It tracks a child's development based on a set of age-specific abilities.
C) It identifies when children should start learning intellectual skills.
D) It helps children become ready for kindergarten at a younger age.
B
202
Which of the following is true about children with severe intellectual disabilities?
A) They may never develop beyond a developmental age of 6 months.
B) They will likely develop enough skills to lead independent lives as adults.
C) They are typically ready for structured school programs at an early age.
D) They show rapid progress in all areas of intellectual development.
A
203
What role does early intervention play in the development of children with intellectual disabilities?
A) It is primarily focused on teaching academic skills.
B) It helps children develop sensorimotor skills and intellectual abilities.
C) It addresses only social and emotional issues.
D) It involves delaying any educational activities until the child matures.
B
204
What is one of the major advancements made in early intervention in recent years?
A) Delaying intervention until the child reaches school age.
B) Reduced support for families and children.
C) Increased focus on academic testing for children with intellectual disabilities.
D) Improved curricula and instructional technologies.
D
205
What does infant stimulation typically involve?
A) Cognitive training for older children.
B) Programs using visual, auditory, and physical stimuli to promote development.
C) Academic instruction focused on literacy and numeracy.
D) Specialized therapy for social and emotional development.
B
206
Historically, why were students with intellectual disabilities often excluded from public schools?
A) They did not have access to special education programs.
B) They were considered noneducable because they could not meet the academic standards.
C) The schools lacked funding to accommodate students with disabilities.
D) Parents did not request public education for their children with disabilities.
B
207
Before the passage of Public Law 94-142 (now IDEA), how were public schools structured in relation to students with intellectual disabilities?
A) Schools focused on integrating all students with disabilities into general education classrooms.
B) Schools were expected to adapt their programs to meet the needs of students with intellectual disabilities.
C) Students with intellectual disabilities were expected to adapt to the existing programs, rather than the programs adapting to their needs.
D) There were specialized schools for students with intellectual disabilities.
C
208
What is the focus of instruction for children with intellectual disabilities under the guidelines of IDEA?
A) Strict academic subjects, like reading and math.
B) Independent living and social skills, while also addressing academic and self-help skills.
C) Vocational training for older students only.
D) Developing reading and writing skills to the same level as typically developing peers.
B
209
Which of the following is NOT a key area of instruction for children with intellectual disabilities?
A) Self-help skills
B) Communication skills
C) Vocational training
D) Motor skills
C
210
Why are self-help skills critical for children with intellectual disabilities?
A) They help children become more dependent on others.
B) They are essential for the child’s progression toward independence from caregivers.
C) They focus on academic performance only.
D) They are not considered important until adolescence.
B
211
Which of the following is an example of a self-help skill that a child with intellectual disabilities might develop?
A) Reading fluently
B) Buttoning a shirt
C) Solving math problems
D) Writing essays
B
212
What types of skills are included in the category of personal hygiene for children with intellectual disabilities?
A) Reading and writing
B) Toileting, bathing, and tooth brushing
C) Social interaction and communication
D) Playing sports and games
B
213
What is the purpose of teaching students with intellectual disabilities proper eating skills?
A) To prepare them for competitive eating contests.
B) To help them gain independence in personal care and social settings.
C) To enhance their academic performance in schools.
D) To develop their athletic abilities.
B
214
Which of the following is an example of a self-help skill that might be taught in adolescence or adulthood?
A) Drinking from a cup
B) Zipping a jacket
C) Shaving and using deodorant
D) Washing hands
C
215
What major shift in educational values occurred after the passage of Public Law 94-142 (now IDEA)?
A) Emphasis shifted solely to academic learning.
B) Schools were required to exclude students with disabilities to maintain high academic standards.
C) Education became focused on promoting independence and community interaction for children with disabilities.
D) Schools no longer provided any services for students with disabilities.
C
216
What is one key factor that benefits students with intellectual disabilities in literacy programs?
A) A fast-paced, one-size-fits-all approach
B) A systematic instructional program that allows for differences in the rate of learning
C) Only focusing on advanced reading materials
D) Teaching only visual aids and images
B
217
What level of reading can some students with intellectual disabilities achieve?
A) Kindergarten level
B) First-grade level
C) Fourth- or fifth-grade level
D) High school level
C
218
What type of instruction is emphasized for students with intellectual disabilities to improve literacy?
A) Passive learning methods
B) Direct instruction in phonetic, semantic, and syntactic analysis
C) Lectures on literary theory
D) Group-based, unstructured reading sessions
B
219
What is a significant relationship between IQ and reading achievement for students with intellectual disabilities?
A) Students with higher IQs read at a lower level than their peers
B) There is no measurable relationship between IQ and reading achievement
C) Students with intellectual disabilities read well below the level of students without disabilities
D) Students with higher IQs excel in both reading and math
C
220
What emerging trend in research shows promise for students with more severe intellectual disabilities?
A) They are unable to master any academic skills
B) They can master academic skills, despite their disabilities
C) They can only achieve basic literacy
D) They show no progress in academic settings
B
221
Which of the following is an example of functional reading?
A) Reading Shakespearean literature
B) Reading a novel of the student’s choice
C) Reading signs and labels in public places
D) Reading advanced scientific texts
C
222
In functional reading, what types of words are emphasized?
A) Words from academic journals
B) Words related to the student’s hobbies
C) Words frequently encountered in everyday routines like signs or labels
D) Words only from educational textbooks
C
223
What mathematical skill do most students with mild intellectual disabilities typically struggle with?
A) Basic addition and subtraction
B) Mathematical reasoning and problem-solving
C) Multiplication and division
D) Calculus
B
224
What is a practical application used to teach math to students with intellectual disabilities?
A) Algebraic equations
B) Learning to use a bank account
C) Theoretical math problems
D) Advanced geometry
B
225
How should arithmetic instruction be structured for students with intellectual disabilities?
A) Abstract and theoretical
B) Concrete and practical
C) Strictly memorization-based
D) Abstract but supported by visual aids
B
226
Which of the following is NOT considered a self-help skill?
a) Using proper table manners
b) Buttoning a shirt
c) Solving complex mathematical problems
d) Brushing teeth
C
227
Which self-help skill is specifically related to personal hygiene for children?
a) Tying shoes
b) Washing hands and face
c) Serving food
d) Using utensils
B
228
What is the primary focus of social skills training for individuals with intellectual disabilities?
a) Learning how to engage in physical activities
b) Learning problem-solving and decision-making skills
c) Learning how to use communication devices
d) Learning to perform self-care tasks
B
229
Which of the following is an example of a skill that is NOT typically associated with adolescent or adult self-help skills?
a) Shampooing
b) Shaving
c) Tooth brushing
d) Buttoning a shirt
D
230
What is the main challenge for students with intellectual disabilities in community and school settings, according to the passage?
a) Difficulty in performing basic hygiene tasks
b) Difficulty with problem-solving and decision-making
c) Difficulty in dressing independently
d) Difficulty in using communication devices
B
231
How can children with intellectual disabilities communicate if they are unable to develop verbal speech skills?
a) By using a language board with pictures
b) By relying on written communication only
c) By using verbal language exclusively
d) By avoiding communication altogether
A
232
What type of communication system is suggested for children who can develop verbal skills?
a) Augmentative communication
b) Manual communication
c) Verbal language
d) Computer-based communication
C
233
What role do communication aids, like tablet devices, play for children with intellectual disabilities?
a) They help with dressing skills
b) They facilitate communication for children with limited speech
c) They teach decision-making skills
d) They provide a means for children to solve problems
B
234
What is a characteristic of the social skills that should be taught to students with intellectual disabilities?
a) Using technology for communication
b) Initiating and maintaining a conversation using appropriate social conventions
c) Learning to perform self-help tasks independently
d) Developing skills in non-verbal communication
B
235
Which type of assistive technology is considered "high-tech" for individuals with intellectual disabilities?
a) A language board with pictures
b) A speech-generating tablet with voice output
c) A basic sign language chart
d) A pencil and paper
B
236
Which of the following describes gross motor development?
a) Involves precise hand movements such as writing and drawing
b) Involves controlling large movements of the body, like walking and running
c) Focuses on the coordination of eye and hand
d) Involves learning specific object manipulation skills
B
237
Which of the following is considered a fine motor skill?
a) Crawling
b) Running
c) Grasping an object
d) Jumping
C
238
The development of fine motor skills is primarily dependent on:
a) The ability to walk and run
b) Visual tracking and fixation on objects
c) Basic locomotor patterns like crawling
d) Balance and head control
B
239
What is the main focus of special education for students with intellectual disabilities today?
a) Educating students in special schools only
b) Separating students into specialized classrooms for most subjects
c) Including students in general education schools and classrooms
d) Providing physical education and vocational training outside general education
C
240
Which of the following is an example of a gross motor skill?
a) Reaching for an object
b) Skipping
c) Writing with a pencil
d) Drawing shapes
B
241
Approximately what percentage of students with intellectual disabilities between the ages of 6 and 21 are placed in general education schools for the entire day?
a) 45%
b) 6%
c) 94%
d) 18%
C
242
What is the primary role of special education services for students included in general education classrooms?
a) To remove students from general education for specialized instruction
b) To provide services that facilitate success in the general education environment
c) To offer remedial classes outside of the general education classroom
d) To focus on vocational training and job placement
B
243
Which of the following is NOT a movement involved in gross motor development?
a) Crawling
b) Jumping
c) Grasping
d) Walking
C
244
Special schools for students with intellectual disabilities are defined as:
a) Schools that combine students with different types of disabilities
b) Facilities exclusively for students with intellectual disabilities or other disabilities
c) General education schools with additional support services
d) Vocational training centers for high school students
B
245
Which of the following best reflects the controversy surrounding the placement of students with intellectual disabilities in special schools?
a) Whether the focus should be on their social skills
b) Whether inclusion in general education settings is a more beneficial model
c) Whether these students should receive individualized education programs (IEPs)
d) Whether special schools are better equipped with resources than general education schools
B
246
What does the term "independence" refer to in the context of adolescents with intellectual disabilities?
A) The ability to perform tasks related to personal care, self-help, and leisure activities independently.
B) The ability to navigate the community and interact with peers without disabilities.
C) The ability to live without any assistance from caregivers or family members.
D) The ability to attend educational programs without needing support services.
A
247
Which of the following is an essential right for individuals with intellectual disabilities, according to the ARC (2015) position statement?
A) The right to have access to early intervention and education.
B) The right to avoid participation in community events.
C) The right to receive employment opportunities only in specialized sectors.
D) The right to have restricted access to health care and housing.
A
248
What is a key benefit of participation in community activities for adolescents with intellectual disabilities?
A) Limited social interaction with individuals outside their family.
B) The opportunity to interact with peers without disabilities and engage in community events.
C) The chance to develop self-reliance without relying on any form of assistance.
D) The ability to remain isolated from community services and facilities.
B
249
Which of the following community services and supports is important for facilitating the transition of an adolescent with intellectual disabilities into adult life?
A) Access to public parks and recreational areas only.
B) Opportunities for sustained social relationships and involvement in life decisions.
C) Limiting access to any community facilities to avoid dependency.
D) Avoidance of interaction with peers without disabilities to ensure comfort.
B
250
What does the ARC (2015) position statement emphasize regarding the rights of individuals with intellectual disabilities?
A) They should be excluded from making personal choices regarding sexuality and spirituality.
B) They should have access to the same community opportunities as other citizens, including employment and healthcare.
C) They should be provided with only basic health services, with no access to additional community programs.
D) They should only have access to limited housing options that cater to their specific needs.
B
251
What is one of the key functions of work for adults with intellectual disabilities?
A) To provide a chance for economic independence
B) To establish personal identity and social status
C) To avoid social interaction
D) To limit community participation
B
252
How has employment training for students with intellectual disabilities changed in recent years?
A) It now focuses on preparing individuals for sheltered workshops only
B) It has shifted towards authentic community employment
C) It no longer requires collaboration with adult service agencies
D) It is entirely centered on remote work opportunities
B
253
What is the primary focus of supported employment for individuals with intellectual disabilities?
A) To provide job training exclusively in sheltered workshops
B) To help individuals find competitive employment without support
C) To provide continuous support in inclusive work environments
D) To segregate individuals with disabilities from the general workforce
C
254
What is one essential component of an employment-training program for students with intellectual disabilities?
A) Students should work independently without any external support
B) Employment training should occur in isolated settings
C) Collaboration between the school and adult service agencies is necessary
D) Employment training should be conducted only after graduation
C
255
According to the text, how can people with intellectual disabilities participate in community employment?
A) They must first complete all education requirements
B) They require adequate training and support
C) They are only eligible for employment in isolated settings
D) They must work without assistance to gain employment
B
256
What is the goal of providing ongoing assistance to individuals in supported employment?
A) To allow individuals to learn independently without help
B) To help them apply job skills in a real work setting
C) To segregate individuals from other workers for support
D) To limit their access to competitive job opportunities
B
257
What should be the focus of employment training as students with intellectual disabilities approach graduation?
A) Preparing for internships in sheltered workshops
B) Training should be on specific job skills for community employment
C) Students should focus on gaining social skills in isolation
D) Students should be trained exclusively in non-competitive job settings
B
258
What significant change occurred in services for people with intellectual disabilities in the late 20th century?
A) Services became more focused on keeping individuals in isolated environments
B) The focus shifted towards helping individuals gain autonomy, choice, and independence
C) Employment services were completely eliminated
D) People with intellectual disabilities were removed from all community settings
B
259
What historical trend in services for people with intellectual disabilities does the passage highlight?
A) An emphasis on integrating individuals into the workforce without support
B) A tendency to isolate individuals in institutional settings or sheltered workshops
C) A focus on competitive employment without any support services
D) A move away from offering job training to individuals with disabilities
B
260
What is the situation for more than 100,000 people with intellectual and developmental disabilities in the U.S.?
A) They have full access to competitive employment opportunities
B) They are institutionalized and lack autonomy
C) They are employed in community-based, competitive jobs
D) They are part of a new, inclusive training program
B
261
How does supported employment differ from sheltered workshops?
A) Supported employment is segregated, while sheltered workshops are inclusive
B) Sheltered workshops focus on real-world job training, while supported employment is isolated
C) Supported employment occurs in inclusive settings, while sheltered workshops are segregated
D) There is no difference between supported employment and sheltered workshops
C
262
What is one characteristic of sheltered workshops?
A) They are inclusive settings that promote competitive employment
B) They are designed for individuals who do not need ongoing support
C) They are segregated vocational training and employment settings
D) They focus exclusively on independent living skills
C
263
What is the benefit of involving students with intellectual disabilities in employment training before they graduate from high school?
A) It allows them to make informed decisions about potential jobs and workplaces
B) It ensures they can work independently after graduation
C) It reduces the need for any ongoing support services
D) It helps them avoid community-based job opportunities
A
264
What is one of the guidelines for creating an effective employment-training program for students with intellectual disabilities?
A) Training should be completed entirely in sheltered workshops
B) Job training should focus only on jobs that do not require ongoing support
C) Training should emphasize the local job market where students live
D) Students should not have input into choosing their job placements
C
265
What is the role of adult service agencies in the employment training of students with intellectual disabilities?
A) They should work independently from the school system
B) They should collaborate with the school to support job training efforts
C) They are only responsible for finding employment after graduation
D) They should focus solely on creating sheltered workshop opportunities
B
