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Fundamentals of Diversity, Inclusion, and Exceptional Learners – C847 > Unit 4 test > Flashcards

Unit 4 test Flashcards

1
Q

Intellectual disability is characterized primarily by deficiencies in _______________________.

A. conceptual knowledge and functional intelligence

B. mental aptitude and social awareness

C. occupational and behavior skills

D. cognitive function and adaptive behavior

A

D. cognitive function and adaptive behavior

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2
Q

The student’s preferences

YES

NO

A

YES

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3
Q

The parent’s preferences

YES
.
NO

A

YES

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4
Q

The student’s chronological age or number of years left in school

YES

NO

A

YES

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5
Q

The student’s current and future setting

YES

NO

A

YES

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6
Q

The student’s rate of learning academic skills

YES

NO

A

YES

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7
Q

The student’s other skill needs

YES

NO

A

YES

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8
Q

In current practice, the severity of an intellectual disability is classified by level of support. This level is determined primarily by analyzing

A. the effectiveness of adaptive behavior

B. the potential for professional achievement

C. the results of an IQ test

D. the impact of brain damage

A

A. the effectiveness of adaptive behavior

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9
Q

What is the main reason students with intellectual disabilities often struggle to maintain friendships?

A. Their lack of confidence leads to the failure to recognize acts of kindness from their peers.

B. Their failure to remember information and events is perceived as disinterest by their peers.

C. Their behavior in social situations is perceived as inappropriate by their peers.

D. Their fear of rejection leads to defensive behavior that is insulting to their peers.

A

C. Their behavior in social situations is perceived as inappropriate by their peers.

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10
Q

A student with an intellectual disability is likely to show no evidence of impairment regarding

A. long-term memory

B. interpersonal skills

C. short-term memory

D. computational skills

A

A. long-term memory

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11
Q

True or false? In contrast to assessing intelligence, assessing adaptive behavior does NOT present cultural concerns that affect the outcome of the tests.

True

False

A

False

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12
Q

Why are psychologists most likely to use The Kaufman Assessment Battery for Children in addition to other tests of intelligence?

A. To obtain a standard score, or a measure of standard deviation, based on IQ score.

B. To obtain a more reliable measure of conceptual, social, and practical skills.

C. To reduce the possibility of a misdiagnosis due to cultural or linguistic differences.

D. To confirm information on behavior provided through personal observation and interviews.

A

C. To reduce the possibility of a misdiagnosis due to cultural or linguistic differences.

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13
Q

Which of these activities is the best example of functional academics?

A. Viewing a video on career planning.

B. Painting wildlife at a nature preserve.

C. Listening to a talk by a veterinary assistant.

D. Filling out a deposit slip at a bank.

A

D. Filling out a deposit slip at a bank.

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14
Q

The federal government supports the practice of full inclusion for students with intellectual disabilities; however most educators agree that

A. the general curriculum is better suited to students who plan to attend college

B. most learning activities should take place outside the classroom

C. the individual needs of each student should drive placement decisions

D. most students preform best when grouped with others with similar abilities

A

C. the individual needs of each student should drive placement decisions

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15
Q

The incorporation of task analysis in a general education curriculum helps students with ID primarily by

A. improving their knowledge of specific jobs

B. enhancing their critical thinking skills

C. addressing their specific performance deficiencies

D. increasing their exposure to academic subjects

A

C. addressing their specific performance deficiencies

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16
Q

According to the AAIDD, for a person to be classified as intellectually disabled the cognitive deficiency must _____________.

A. be in evidence at birth

B. remain constant throughout life

C. be linked to genetic factors

D. originate before the age of 18

A

D. originate before the age of 18

17
Q

True or false? The IQ score of a person with a profound intellectual disability is typically under 25.

True

False

A

True

18
Q

Which of the following statements best describes individuals who rely on formal supports to function effectively in society?

A. They receive financial assistance from the government.

B. They require assistance at school and work but not at home.

C. They need additional assistance during times of crisis.

D. They make use of federally-funded assistance programs.

A

D. They make use of federally-funded assistance programs.

19
Q

True or false? The IQ scores of individuals with intellectual disabilities correlate closely with their language skills.

True

False

A

True

20
Q

The terms External locus of control and outer directedness serve to explain why a person with intellectual disabilities might _____________.

A. have a limited attention span

B. struggle with memory

C. have trouble with problem solving

D. lack motivation

A

D. lack motivation

21
Q

What was the DABS scale primarily designed to help determine?

A. How well a person functions within the context of the environment.

B. How much a person’s verbal abilities affect the ability to learn.

C. How well a person adapts to meet the demands of a new culture.

D. How much a person’s intelligence is linked to learning experiences.

A

A. How well a person functions within the context of the environment.

22
Q

Which group of students is least likely to benefit from a functional curriculum?

A. Students who struggle with short-term memory.

B. Students who require assistance with daily living skills.

C. Students with severe intellectual disabilities.

D. Students who plan to pursue professional careers.

A

C. Students with severe intellectual disabilities.

23
Q

How is a standards-based curriculum different from a general curriculum?

A. It is designed for ID students with moderate to severe intellectual disabilities who must meet specific standards of behavior.

B. It is geared toward ID students with specific conditions that impede cognitive function in specific academic subject areas.

C. It is designed around standards of assessment that evaluate the skills acquired by ID students taught outside traditional classrooms.

D. It is modified from the general curriculum to accommodate ID students who need instruction in life skills as well as academic subjects.

A

D. It is modified from the general curriculum to accommodate ID students who need instruction in life skills as well as academic subjects.

24
Q

Which of the following practices is characteristic of scaffolding?

A. Supplying checklists for students to help them remember the requirements for task completion.

B. Creating activities for groups of students who have similar cognitive abilities and impairments.

C. Modifying assessment standards for students based on their placement in different classrooms.

D. Designing lessons on the same subject that are appropriate for different learning environments.

A

A. Supplying checklists for students to help them remember the requirements for task completion.

25
Q

Which of the following activities require conceptual skills that present problems for students with intellectual disabilities?

A. Comprehending written material

B. Using the telephone

C. Following rules of conduct

D. Making change

A

A. Comprehending written material

26
Q

A person with an IQ score of 38 is most typical of a person with a ______________ intellectual disability.

A. severe

B. mild

C. moderate

D. profound

A

A. severe

27
Q

A person who requires an intermittent level of support would primarily need help

A. training for jobs or learning specific job tasks.

B. conducting personal tasks essential to daily living.

C. transitioning from school to community life.

D. making decisions during a medical or financial crisis.

A

D. making decisions during a medical or financial crisis.

28
Q

he concept of generalization explains why individuals with intellectual disabilities often struggle to __________.

A. store and process academic information

B. ignore distractions and irrelevant details

C. put acquired knowledge to practical use

D. rely on personal judgement and abilities

A

C. put acquired knowledge to practical use

29
Q

True or false? The idea of learned helplessness explains why many students feel doomed to failure and rely on others instead of themselves.

True

False

A

True

30
Q

Which of these practices best characterizes a functional curriculum?

A. Gearing academic instruction toward specific vocations and job skills.

B. Focusing on strategies that improve memory, focus, and motivation.

C. Building confidence and self-esteem before teaching academic content.

D. Teaching crucial life skills in real life situations and environments.

A

D. Teaching crucial life skills in real life situations and environments.

31
Q

Why are students with intellectual disabilities most likely to fail in traditional classrooms?

A. They are incapable of retaining information in specific areas of the curriculum.

B. They are unable to meet the rigorous academic standards of assessment.

C. They are ineligible for support services available to students in special classrooms.

D. They are unable to develop the language skills to effectively communicate ideas.

A

B. They are unable to meet the rigorous academic standards of assessment.

32
Q

What is the most likely reason for special education teachers to incorporate survival vocabulary in a general education curriculum?

A. To relate practical knowledge to theoretical concepts to help students meet specific assessment standards.

B. To encourage the acquisition of verbal skills in students who lack English language proficiency.

C. To facilitate the transition from school to community by helping students function in situations common in daily life.

D. To provide language instruction to students in traditional classrooms who are exempt from academic assessments.

A

C. To facilitate the transition from school to community by helping students function in situations common in daily life.

33
Q

Which of the following technologies is an example of augmentative communication?

A. Tablet computers

B. Mobile phones

C. MP3 players

D. Voice output devices

A

D. Voice output devices

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

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