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Fundamentals of Diversity, Inclusion, and Exceptional Learners – C847 > Unit 4 Module 8 (review) > Flashcards

Unit 4 Module 8 (review) Flashcards

1
Q

Harry went to a coffee shop to get his favorite drink. When the cashier told him it would cost $3.47, Harry handed the cashier $3.

A. practical skills

B. conceptual skill

C. social skills

A

B. conceptual skill

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2
Q

Sarah went to purchase a new television. She was approached by a salesman who informed her that it is only a matter of time before all televisions are curved in an attempt to convince her to purchase a more expensive television than she had planned on. She ended up buying the exact television that the salesman suggested.

A. practical skills

B. conceptual skill

C. social skills

A

C. social skills

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3
Q

Jimmy and his friend were walking to the park. Jimmy did not look for cars before crossing the busy street.

A. practical skills

B. conceptual skill

C. social skills

A

A. practical skills

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4
Q

Mild intellectual disability

A. 40–55

B. Under 25

C. 25–40

D. 55–70

A

D. 55–70

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5
Q

Moderate intellectual disability

A. 40–55

B. Under 25

C. 25–40

D. 55–70

A

A. 40–55

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6
Q

Severe intellectual disability

A. 40–55

B. Under 25

C. 25–40

D. 55–70

A

C. 25–40

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7
Q

Profound intellectual disability

A. 40–55

B. Under 25

C. 25–40

D. 55–70

A

B. Under 25

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8
Q

Supports on an as-need or episodic basis. Person does not always need the support(s), or person needs short-term supports during life span transitions. When provided, intermittent supports may be of high or low intensity.

Loss of employment
Acute medical crisis

A. Extensive

B. Intermittent

C. Pervasive

D. Limited

A

B. Intermittent

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9
Q

Supports characterized by consistency over time, time-limited but not intermittent; may require fewer staff and less cost than more intense levels of support.

Job training
Transitioning from school to adult status

A. Extensive

B. Intermittent

C. Pervasive

D. Limited

A

D. Limited

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10
Q

Supports characterized by regular involvement (e.g., daily) in at least some environments (such as work or home); not time-limited.

Ongoing home living assistance

A. Extensive

B. Intermittent

C. Pervasive

D. Limited

A

A. Extensive

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11
Q

Supports characterized by their constancy and high intensity; provided across all environments, potential life-sustaining nature. Pervasive supports typically involve more staff and intrusiveness than extensive or time-limited supports.

Chronic medical situation

A. Extensive

B. Intermittent

C. Pervasive

D. Limited

A

C. Pervasive

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12
Q

Chromosomal abnormalities :
Down syndrome
Fragile X syndrome
Turner syndrome

A. Perinatal factors

B. Prenatal factors

C. Postnatal factors

A

B. Prenatal factors

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13
Q 
Metabolic and nutritional disorders:	
Phenylketonuria
Tay-Sachs disease
Galactosemia
Prader-Willi syndrome

A. Perinatal factors

B. Prenatal factors

C. Postnatal factors

A

B. Prenatal factors

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14
Q 
Maternal infections:	
Rubella
Syphillis
HIV (AIDS)
Cytomegalovirus
Rh incompatibility
Toxoplasmosis

A. Perinatal factors

B. Prenatal factors

C. Postnatal factors

A

B. Prenatal factors

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15
Q

Environmental conditions:
Fetal alcohol syndrome
Illicit drug use

A. Perinatal factors

B. Prenatal factors

C. Postnatal factors

A

B. Prenatal factors

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16
Q

Unknown influences:
Anencephaly
Hydrocephalus
Microcephaly

A. Perinatal factors

B. Prenatal factors

C. Postnatal factors

A

B. Prenatal factors

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17
Q

Gestational disorders:
Low birth weight
Prematurity

A. Perinatal factors

B. Prenatal factors

C. Postnatal factors

A

A. Perinatal factors

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18
Q 
Neonatal complications:	
Hypoxia
Birth trauma
Seizures
Respiratory distress
Breech delivery
Prolonged delivery

A. Perinatal factors

B. Prenatal factors

C. Postnatal factors

A

A. Perinatal factors

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19
Q 
Infections and intoxicants:	
Child abuse/neglect
Head trauma
Malnutrition
Environmental deprivation

A. Perinatal factors

B. Prenatal factors

C. Postnatal factors

A

C. Postnatal factors

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20
Q 
Environmental factors:	
Lead poisoning
Encephalitis
Meningitis
Reye's syndrome

A. Perinatal factors

B. Prenatal factors

C. Postnatal factors

A

C. Postnatal factors

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21
Q

Brain damage:
Neurofibromatosis
Tuberous sclerosis

A. Perinatal factors

B. Prenatal factors

C. Postnatal factors

A

C. Postnatal factors

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22
Q

This term replaced the initial term to describe the condition characterized by limitations in intellectual functioning and in adaptive behavior that originates before the age of 18.

A. down syndrome

B. fragile X syndrome

C. mental retardation

D. intellectual disability

A

D. intellectual disability

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23
Q

This term was dropped and replaced with a term considered more appropriate and less demeaning.

A. down syndrome

B. fragile X syndrome

C. mental retardation

D. intellectual disability

A

C. mental retardation

24
Q

This disorder caused by a chromosomal abnormality is characterized by a deficiency in the structure of one pair of chromosomes.

A. down syndrome

B. fragile X syndrome

C. mental retardation

D. intellectual disability

A

B. fragile X syndrome

25
Q

This disorder caused by a chromosomal abnormality is characterized by having 47 chromosomes instead of the typical 46.

A. down syndrome

B. fragile X syndrome

C. mental retardation

D. intellectual disability

A

A. down syndrome

26
Q

Intellectual disabilities are those that affect two main areas: intellectual functioning and __________, which affects the ability to perform most everyday activities.

A. independence

B. adaptive behavior

A

B. adaptive behavior

27
Q

Both fragile X syndrome and Down syndrome are chromosomal abnormalities that result in some degree of intellectual impairment.
____________ is the most common genetic cause of intellectual disability.

A. Down Syndrome

B. Fragile X Syndrome

A

A. Down Syndrome

28
Q

Individuals with intellectual disability demonstrate difficulties with memory. When provided a task that consists of several steps, these individuals are likely to forget some of the steps; this is an example of difficulties with ____________.

A. working memory

B. short-term memory

A

B. short-term memory

29
Q

This population also has difficulty processing information while doing other tasks, which is a sign of difficulty in __________.

A. short-term memory

B. working memory

A

B. working memory

30
Q

Furthermore, when teaching students with intellectual disabilities new skills, it is important that you intentionally plan for ___________ because it is not guaranteed that the skill will transfer to novel situations.

A. internal motivation

B. generalization

A

B. generalization

31
Q

After experiencing failure repeatedly, students may stop trying, even on tasks within their ability level.

A. outer-directedness

B. external locus of control

C. learned helplessness

A

C. learned helplessness

32
Q

With repeated experiences of failure, students begin to believe that consequences or outcomes are the result of circumstances that are outside of their control.

A. outer-directedness

B. external locus of control

C. learned helplessness

A

B. external locus of control

33
Q

After repeatedly experiencing failure, this type of learning style may develop – over-reliance on support from others from loss of confidence in one’s own abilities.

A. outer-directedness

B. external locus of control

C. learned helplessness

A

A. outer-directedness

34
Q

Inability to attend to critical or relevant features of a task
Reduced attention span
Difficulty ignoring distracting stimuli

A. Attention

B. Memory

C. Motivation

D. Generalization

A

A. Attention

35
Q

Deficits in memory correlated with severity of intellectual disability
Limitations in ability to selectively process and store information
Inefficient rehearsal strategies
Difficulty with short-term memory is commonly present
Long-term retrieval (recall) is similar to that of peers without intellectual disability

A. Attention

B. Memory

C. Motivation

D. Generalization

A

B. Memory

36
Q

History of and a generalized expectancy for failure
Presence of learned helplessness
Exhibit external locus of control; belief that outcomes of behavior are the result of circumstances (fate,chance) beyond personal control rather than own efforts

A. Attention

B. Memory

C. Motivation

D. Generalization

A

C. Motivation

37
Q

Difficulty applying knowledge or skill to new tasks, situations, or settings
Problems using previous experience in novel situations
Generalization must be planned; does not automatically occur

A. Attention

B. Memory

C. Motivation

D. Generalization

A

D. Generalization

38
Q

Language acquisition follows same sequence as typical individuals, but at a slower pace
Strong correlation between intellectual ability and language development: the higher the IQ, the less pervasive the language difficulty
Speech disorders (articulation errors, stuttering) more common than in peers without intellectual disability
Vocablary is often limited
Grammatical structure and sentence complexity are often impaired

A. Social Development

B. Academic Development

C. Language Development

A

C. Language Development

39
Q

Generally exhibit difficulties in all academic areas with reading being the weakest
Problem-solving difficulties in arithmetic

A. Social Development

B. Academic Development

C. Language Development

A

B. Academic Development

40
Q

Typically lacking in social competence
Poor interpersonal skills; difficulty relating to peers and classmates is common
Frequently exhibit social inappropiate or immature behavior
Diminished self-esteem coupled with low self-concept

A. Social Development

B. Academic Development

C. Language Development

A

A. Social Development

41
Q

Difficulties focusing on important features and ignoring distractions

A. motivation

B. memory

C. attention

A

C. attention

42
Q

Limitations of processing and storing information.

A. motivation

B. memory

C. attention

A

B. memory

43
Q

Relying too much support and learned helplessness are associated features of ID in this area.

A. motivation

B. memory

C. attention

A

A. motivation

44
Q

An example of this is when skills are taught in one setting and the student struggles to demonstrate the skill in another setting.

A. generalization

B. social development

C. language development

A

A. generalization

45
Q

There is a strong association between this and intellectual ability.

A. generalization

B. social development

C. language development

A

C. language development

46
Q

Difficulties in this area often result in rejection by peers.

A. generalization

B. social development

C. language development

A

B. social development

47
Q

Students with intellectual disabilities are only assessed based on their intellectual functioning.

TRUE

FALSE

A

FALSE

48
Q

The Stanford-Binet Intelligence Scale is an assessment tool often used to assess individuals with intellectual disabilities.

TRUE

FALSE

A

TRUE

49
Q

It is important to be aware that intelligence tests do not provide a full assessment of an individual’s abilities.

TRUE

FALSE

A

TRUE

50
Q

Early on, this was the only domain that was assessed when evaluating individuals with intellectual disability; focuses on ability to perform on cognitive tasks.

A. Intellectual ability; Wechsler intelligence Scale for Children

B. Adaptive behavior; Diagnostic Adaptive behavior Scale

A

A. Intellectual ability; Wechsler intelligence Scale for Children

51
Q

This is an alternative area that was incorporated into assessments for individuals with intellectual disability later on; focuses on how the individual functions in everyday life.

A. Intellectual ability; Wechsler intelligence Scale for Children

B. Adaptive behavior; Diagnostic Adaptive behavior Scale

A

B. Adaptive behavior; Diagnostic Adaptive behavior Scale

52
Q

In the 1970s, the American Association on Intellectual and Developmental Disabilities introduced the concept __________of to the definition of intellectual disabilities.

A. adaptive behavior

B. intellectual functioning

A

A. adaptive behavior

53
Q

Prior to this, the definition was solely based on __________.

A. adaptive behavior

B. intellectual functioning

A

B. intellectual functioning

54
Q

Currently, the AAIDD is developing an assessment tool, the .

A. Wechsler intelligence Scale for Children

B. Diagnostic Adaptive behavior Scale

A

B. Diagnostic Adaptive behavior Scale

55
Q

This is an attempt to reduce the reliance on IQ tests to assess individuals with disabilities, thus allowing for
of individuals with intellectual disabilities.

A. additional assessments

B. more accurate assessments of abilities

A

B. more accurate assessments of abilities

Fundamentals of Diversity, Inclusion, and Exceptional Learners – C847 (59 decks)

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